phd gifted education online

Doctor of Philosophy (PhD) in Gifted Education

Graduate Programs

Purdue’s internationally recognized gifted education program attracts talented graduate students from across the country and from around the world. Through experiences such as research, teaching, and P-12 engagement, our graduates are well-prepared to enter research and teaching positions at universities, as well as leadership positions in local, state and federal agencies and schools.

This residential program has rolling admission . Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “Admissions” section below.

• August 1 is the deadline for Fall applications.
• December 15 is the deadline for Spring applications.
• April 15 is the deadline for Summer applications.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 15 for the following Fall semester.

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

APPLICATION PROCEDURE

Application Instructions for the Gifted Education PhD program from the Office of Graduate Studies:

In addition to a submitted application (and any applicable application fees paid), the following materials are required for admission consideration, and all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

Here are the materials required for this application:

• Transcripts (from all universities attended, including an earned bachelor’s degree)
• Curriculum Vitae/Resume
• Academic Statement of Purpose
• Personal History Statement
• 3 Recommendations

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Educational Studies
• Please select an Area of Interest: Gifted Education
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

Candidates are generally required to complete the departmental research foundation (12 hours), core requirements in educational psychology (21 hours), an area of specialization (9 hours), a related area (9 hours), and 9-15 hours of thesis credit for a total of 60+ hours beyond the master’s degree. Areas of specialization and related areas are planned cooperatively by the student, the advisor, and the advisory committee. Coursework must be completed in a five-year period. In addition to completing their coursework, doctoral students are expected to gain experience and expertise in research, writing, teaching, leadership, and service.

Ph.D. Plan of Study Guidelines

Departmental Foundation Requirement

• 6 credits – Two foundational statistics courses
• 3 credits – one additional statistics and/or research methods course
• EDPS 630 – Research Procedures in Education

Primary Area Core Requirements

• EDPS 531 – Introduction to Measurement and Evaluation
• EDPS 532 – Measuring Educational Achievement
• 3 credits – one course in development by advisement
• EDPS 535 – Personal-Social Dynamics in the Classroom
• EDPS 536 – Achievement Motivation and Performance
• EDPS 537 – Prose Learning and Retention
• EDPS 538 – School Learning and Instruction
• EDPS 540 – Gifted, Creative, and Talented Students
• EDPS 631 – Applied Research Design (Gifted Education Seminar) Students are expected to enroll in this specialized seminar each time it is offered until they have successfully defended their dissertation proposal.
• EDPS 632 – Research Procedures in Education
• EDPS 633 – Educational Psychology

Primary Area Specialization

• 12+ Credits – Four or more electives by advisement

Related Area

• 9+ credits – Multiple enrollments in EDPS 699 Research Ph.D. thesis are expected while working on the dissertation; typically students take 9-15 hours of EDPS 699 for a Ph.D.

Total Credits = 63+

Residency Requirement

The graduate school requires doctoral students to satisfy 90 hours of residency. This can be accomplished several ways. Please see your advisor to be sure that your plan of study meets this requirement.

Students are responsible for ensuring that all graduate school deadlines are met in time for their proposed date of graduation.

Creating an Advisory Committee

Supplemental program information, preliminary examinations.

Preliminary examinations for candidacy must be taken by all Ph.D. students near the end of their course work prior to beginning their dissertation research. The purpose of the preliminary examination is to assess the student’s readiness to proceed with independent research and writing that will lead to satisfactory completion of a doctoral dissertation. Preliminary examination committees generally consist of 3 faculty members, two of whom must be from the West Lafayette campus. The student is responsible for selecting and appointing the committee members in consultation with his/her advisor. The committee determines the form of oral and written examinations, and the content to be covered. The oral examination is generally conducted after written prelims have been completed. The oral examination must be formally scheduled in advance through the graduate office at a time when all committee members can be present. The student must be enrolled during the session in which the examination is held and the preliminary examinations must be completed at least two sessions before the student’s expected graduation date. After successfully completing formal coursework and the preliminary examination, students will continue to be evaluated each semester on progress toward completion of their dissertation. Leaving campus prior to completion of the dissertation is strongly discouraged.

Dissertation

The culmination of a doctoral program involves completion of a research project under the guidance of a faculty committee. Generally, this phase of the program takes 1-2 years. The first step in the dissertation process is the development of a written research proposal in consultation with the advisor and committee members. The dissertation committee must include at least four members, and at least three of them must be from the West Lafayette campus. The dissertation proposal consists of a relatively complete critical review of the literature providing a theoretical rationale for the study, research questions/hypotheses, and proposed methods for investigating those questions/hypotheses. The student submits drafts of the dissertation proposal to his/her advisor and the advisor determines when the proposal is ready to present to the committee. At that time, the student schedules a proposal meeting with all committee members. The purpose of the proposal meeting is for the student to (a) present his/her dissertation proposal, (b) provide a rationale for the study, (c) engage in a discussion with the committee members, and (d) obtain an agreement with the committee about the final study. All committee members participate in the proposal discussion. If a member cannot be present at the meeting, he/she provides feedback to the student’s major advisor. The approved dissertation proposal, signed by all committee members, is filed in the Graduate Studies Office, School of Education. (Note: This material was adapted from the Department of Educational Studies Dissertation Proposal Policy.

• Ackerman Center
• Serious Games
• CnI Online Fac
• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Alissa Cress

F. richard olenchak, nielsen pereira, kristen seward.

Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000

PhD in Educational Psychology (Gifted and Creative Education)

Graduate students in Gifted and Creative Education (GCE) are recognized across the United States and internationally for their cutting-edge research, instructional innovation, and impactful leadership, advocacy and outreach. Doctoral study in GCE involves tailored experiences to develop educational psychologists with knowledge, skills, and dispositions through grant-funded research lab, center-based research initiatives, partnerships with local school districts, state agencies, policy-focused groups, professional associations focused on giftedness and creativity, or other university units such as the Torrance Center for Creativity and Talent Development.

The Ph.D. in Educational Psychology with a concentration in GCE represents an intensive research-oriented doctoral program of study focused on areas within educational psychology such as a giftedness, creativity, neuroscience, cognition, social-emotional development, math talent development, motivation, measuring potential, and achievement. This degree involves experiences that typically lead to professional careers as faculty researchers in higher education institutions or other research, assessment or policy-oriented agencies.

• Engage in a program with a scholarly emphasis on cutting-edge research, instructional innovation, impactful advocacy and outreach.
• Many graduates in GCE are employed in higher education and actively engage in research and publication.

Built on the research and traditions of experts in gifted and creative education, your coursework will develop your expertise in the following areas: gifted education foundations, creativity, diversity/equity, social-emotional development, educational psychology foundations, research methods. You may also receive a Georgia Gifted In-field endorsement as part of this program. You will also take two semesters of an internship where you may design a personalized experience in the areas of instruction, advocacy, administration, or research.

This degree program meets the GaPSC requirements for a certification upgrade for public school teachers.

Our faculty members are active at the state, national and international levels in professional associations comprised of experts in gifted and talented education, creativity, underserved or underrepresented populations of high-ability students, social-emotional learning, and measurement of students’ intellectual, academic and creative potential.

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

Part 1: Apply to the University of Georgia

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

Start A Graduate School Application

Part 2: Apply to the Ph.D. in Educational Psychology (Gifted and Creative Education)

The Ph.D. in Gifted and Creative Education requires the following documents with the graduate school application:

• Current resume/CV
• Statement of Purpose
• TOEFL/IELTS for international applicants
• Unofficial transcripts from all institutions attended
• Three (3) letters of recommendation.

Your 3 letters of recommendation should be from individuals who can evaluate your scholarly ability and potential for success in a graduate program. Preferably, at least 2 of the 3 letters will be from a faculty member who has instructed the applicant in a previous program of study.

Admission depends on factors including prior academic success, research interests, test scores and availability of an appropriate advisor.

Log Into Existing Application

Deadline To Apply

Applications for this program are due December 1 for admission the following Fall Semester.

This program only accepts for the Fall Semester.

Additional Resources

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

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

Meet the Faculty

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

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

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

Tuition Rates   Browse Financial Aid

Students are welcome to participate in the Graduate Researchers in Educational Psychology student association. But students can find specialized experiences related to their area of emphasis. Eligible students may be elected to the Beta Chapter of Kappa Delta Pi international honor society.

Gifted and creative education students may work with the Torrance Center for Creativity and Talent Development.

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

Schedule A Visit

Useful Links

• M.A. Advising Checklist (PDF)
• Ph.D. Advising Checklist (PDF)
• Assistantship Application (PDF)
• EPSY Departmental By-Laws (PDF)
• Probation and Dismissal Policies (PDF)

• Office of the Dean
• Vision, Mission & Values
• Diversity & Inclusion
• Communications Hub
• Our Facilities
• Trailblazers
• Accreditation
• Campus Crime Statistics
• Privacy & Security
• Why William & Mary
• Our Students
• Undergraduate Teacher Education Programs
• Graduate Programs
• International
• Financial Aid, Scholarships, Assistantships
• Non-degree Seeking
• Curriculum & Instruction
• Educational Policy, Planning & Leadership
• School Psychology & Counselor Education
• Online Programs
• Academic Calendar
• Academic Policies
• Course Listing
• Forms & Publications
• Office of Teacher Education
• Registration
• Faculty Listing
• Staff Listing
• Office of Research
• Applying for Grants
• Funding Opportunities
• Faculty Development Resources
• Centers and Projects
• Student Resources
• Research Brown Bags
• Centers, Institutes & Projects
• Request Info

School of Education

• Gifted Education Administration

Ph.D. Educational Policy, Planning & Leadership - Gifted Education Administration

Gifted and talented students have unique needs and challenges that can only be met by trained leaders who know how best to plan for those needs and challenges. W&M's Gifted Education Administration doctoral program will prepare you for the responsibility of heading gifted and talented education programs across the country. This program prepares scholars for service as college and university professors, educational administrators, government or foundation officers, program evaluators or independent researchers and practitioners.

Requirement

The  doctoral  concentration in Gifted Education Administration   is designed for educators with master's degrees who wish to prepare themselves with the knowledge and skills required to assume leadership roles in gifted education at local, state, and national levels. 

The doctoral program supports highly qualified and diverse students by providing a comprehensive preparation program that will ensure proficiency in those competencies essential for collaborative planning, implementation and evaluation of programs for students with special talents.  Doctoral students in the Gifted Education Administration program complete a 69 semester course hour program.

Prior to starting their dissertation, students will be required to take classes in four main areas: 

• core leadership component
• research component
• concentration component including required curriculum courses
• cognate component designed in conjunction with the student's advisor. 

Graduates of the program should develop scholarship to conduct original research and to interpret and communicate the results of such research to various constituencies in education and other human services.  

See the  Ph.D. EPPL - Gifted Education Administration Program Studies   for more details.

Gifted Education Administration Program Contact

(757) 221-2347

Download Fast Facts (PDF)

Williamsburg, VA

• Faculty & Staff
• Community Engagement
• Prospective Students
• Current Students
• Alumni & Friends

• Current Students
• Faculty + Staff
• Alumni + Friends
• Parents + Family
• Community + Visitors
• Bachelor's Degrees
• Master's Degrees
• Doctorate Degrees
• Certificates
• Arts & Design
• Business & Industry
• Communications & Media
• Data Analytics & Information
• Health & Wellness
• Humanities & Social Sciences
• Music & Performing Arts
• Public Service
• Multidisciplinary
• Still Exploring & Undetermined
• International
• Bienvenidos
• Featured Videos
• College Tour
• Tuition & Aid
• Student Life
• Search Type Search Search
• Quicklinks:
• STUDENT EMAIL
• UNT DIRECTORY
• INFO FOR CURRENT STUDENTS
• INFO FOR FACULTY + STAFF
• INFO FOR ALUMNI + FRIENDS
• INFO FOR PARENTS + FAMILY
• INFO FOR COMMUNITY + VISITORS
• UNT LIBRARIES
• UNT CALENDAR
• JOBS AT UNT

Gifted and Talented Educational Psychology Ph.D.

Want more info.

We're so glad you're interested in UNT! Let us know if you'd like more information and we'll get you everything you need.

Why Earn a Gifted and Talented Educational Psychology Ph.D.?

At the University of North Texas, the Doctor of Philosophy degree in Educational Psychology focuses on generating sophisticated data for key decision-makers. The data can be used:

• By faculty members to advance other fields using critical research methods and develop new approaches
• To demonstrate the value of programs serving children and families or social policy
• To help corporations remain competitive

The Department of Educational Psychology offers challenging coursework that examines research design, human development, policy and gifted and talented individuals.

• Synthesize and apply relevant literature
• Advanced research methods/statistical analysis
• Provide technical assistance to agencies
• Advanced oral and written communication
• Collaborate with stakeholders to improve outcomes

Gifted and Talented Educational Psychology Ph.D. Highlights

What can you do with a gifted and talented educational psychology ph.d..

This concentration prepares students for a number of careers, including the professoriate, gifted and talented district program coordinator, curriculum specialist, and state education agency director, among others.

Gifted and Talented Educational Psychology Ph.D. Courses You Could Take

Learn More About UNT

Explore more options.

It’s easy to apply online. Join us and discover why we’re the choice of nearly 47,000 students.

Our websites may use cookies to personalize and enhance your experience. By continuing without changing your cookie settings, you agree to this collection. For more information, please see our University Websites Privacy Notice .

Ph.D. in Educational Psychology with a Concentration in Giftedness, Creativity, and Talent Development

The Doctor of Philosophy in Educational Psychology with an emphasis in Giftedness, Creativity, and Talent Development was created for outstanding educators who exhibit unusual ability and talent. Applications to the program are evaluated on the basis of their past performance in undergraduate and graduate education, experience, test scores, and career goals. The Doctor of Philosophy program is intended for persons who wish to become researchers, state department consultants, authors, university professors, and creative contributors in the fields of creativity, gifted education, enrichment education, and talent development. Students accepted into this program are continually involved in research and service projects that focus on problem finding and creative problem solving. Each student’s advisor assumes the role of mentor and facilitates the development of professional skills associated with creative productivity within the university community.

Most doctoral students complete a residency of approximately three to four years. The doctoral program cannot be completed online or through  summer residency only. Individual programs of study vary and are determined by personal interests, goals, and research ideas. Doctoral students include in their plan of study a sequence of courses in quantitative and qualitative research. These courses help to provide the skills necessary for advanced level research and the preparation of a doctoral dissertation.

Doctoral students are expected to design and complete a dissertation that will be a significant contribution to the body of knowledge relating to this field of giftedness, creativity, and talent development. Encouragement is given to explore possible dissertation topics early in the program and to integrate as much as possible the course work, internship and teaching experiences, and research responsibilities of the doctoral students.

Related links…

GCT Master's Program   --  Online Graduate Certificate   --  Renzulli Center for Creativity, Gifted Education, and Talent Development   -- Confratute   --  Giftedness, Creativity, and Talent Development Program Home Page  --  National Center for Research on Gifted Education

• UConn Gifted Education Receives $5 million for research Read UConn Today story
• James Kaufman Profiled by Rice Magazine on Creativity Read the article here: Dr. Kaufman on Creavity
• Susan Dulong Langley Defends Dissertation Susan Dulong Langley successfully defended her dissertation study (Identifying Discourses About Gifted English Learners for Equitable Identification) today with Susan, committee members, faculty, and students attending from across several states. Due to UConn campus access restrictions as a result of Covid 19, the defense was successfully held with WebEx.      

Upcoming Events

A special exhibit for art connection studio.

Wednesday, May 15th, 2024

UConn Health

Art Connection Studio is a program of Vinfen, an organization dedicated to supporting individuals with developmental and intellectual disabilities. ACS teaches art skills to participants and helps them use their talents to generate income. We want to highlight their efforts and dedication to empowerment. We also want to draw attention to the great work that UConn does with the same population through our Center for Excellence in Developmental Disabilities Education, Research, and Service

Andre Rochester, Art Curator- [email protected]

Annual Compliance and Ethics Training

The University is required to provide all faculty and staff with annual training on:

• Elements of the University’s compliance program
• University’s expectations that all will act in accordance with applicable laws, policies and standards
• Obligations as a state employee under the Connecticut State Code of Ethics.

Developed by the Office of University Compliance, training provides realistic scenarios and examples of how issues of ethics and compliance may arise in your work as a state employee. You can complete your training in one of two ways:

Attend a live virtual session.

Register for a Live Session on March 13,   April 18, or May 15.

Estimated Time: 90 minutes Location: Online via Webex

Registration is required.

Employees should register for live sessions as early as possible, because sessions will be limited.

If you register for a live Webex session, you do not need to complete the online training course.

Complete online training on your own schedule by May 31, 2024.

Access the Online Training

*Special payroll employees are not required to complete compliance training unless mandated by their Department Head.

[email protected]

Art Exhibit in Celeste LeWitt Gallery (North Side of the Food Court)

Exhibits featuring painter Catie Lewis and photographer Mallorie Ostrowitz

Andre Rochester- Art Curator: [email protected]

For additional information

tag manager container

• Employee Hub
• Directories

Lutrill & Pearl Payne School of Education

PhD in Curriculum & Instruction: Gifted Education

This program offers mentorship and coursework that is based upon Louisiana certification requirements and nationally adopted standards for graduate programs in this field.  Successful completion prepares graduate students for classroom teaching, district administration, and high level scholarly research.

The PhD in Curriculum & Instruction is structured to support interdisciplinary studies and individualization for researchers and practitioners. Advanced course work and research in the liberal arts and social sciences are emphasized. Individuals interested in pursuing a PhD with specialization in gifted education should consult one of the program’s faculty members. You have seven years (post-masters or post-EdS) to complete the PhD.

The school-level academic course plan for each student is developed in consultation with and approved by the student’s graduate advisory committee. The committee includes the student’s major advisor and at least two additional members of the graduate faculty.

The curricular requirements for the PhD in Curriculum & Instruction include:

• 50 hours in gifted education including 
• Introduction to Scholarship in Education (ELRC 7299) and Traditions of Inquiry in Education (EDCI 7910).
• A minimum of 9 hours in research methods.
• 12-18 hours of dissertation research.
• Admitted students are anticipated to have a master’s degree; students who do not have a master’s degree must complete a 90-hour curriculum required for the PhD.

The student must pass a General exam consisting of written questions and a comprehensive oral exam; write a dissertation proposal and pass an oral defense of the proposal; and write a dissertation, and pass an oral defense of the dissertation. 

Financial Information

For More Information

F. Neil Mathews, PhD 223 Peabody Hall 225-578-6867

Email Dr. Mathews

Lois Stewart 223H Peabody Hall 225-578-6810

Email Ms. Stewart

Online Graduate Program in Gifted Education

The Master of Science in Special Education – Gifted program supports candidates in developing that knowledge and skills to provide equitable and appropriate education for exceptional children and youth. Designed for flexibility, convenience, and educational quality, this fully online program concentrates on the practical needs and challenges faced by today’s gifted facilitators. 

The Special Education – Gifted program has two pathways: earning the endorsement only (15 graduate credit hours) or earning the endorsement plus a Master’s degree (plus an additional 21 graduate credit hours).

Gifted Special Education Endorsement Course Requirements

**To earn a provisional endorsement in order to teach Gifted Special Education in Kansas, candidates must successfully complete: SPED 851, SPED 852, and SPED 853.  Prior to completion of these courses, a candidate’s employer may obtain a Waiver for them to teach Gifted.

Master's Degree Course Requirements

*Elective options include courses across any of the AEP programs to enrich instruction for gifted students.

For additional information, see the following:

• Gifted Program Website
• Admission Requirements
• Comprehensive Exams
• Kansas State Department of Education (KSDE) Licensure Requirements

Contact Information If you are interested in learning more about the Gifted Education program, please contact Mrs. Kristin Hernandez at [email protected]  

How to Reach Us

Department of Advanced Education Programs Fort Hays State University 600 Park Street Rarick Hall 265 Phone: 785-628-4283 Contact Us

• Majors & Programs
• Graduate Programs
• Master of Arts in Gifted Education

Online Master of Arts in Gifted Education

Learn the skills you need to better identify gifted characteristics in students, develop effective curricula, and provide support throughout the learning process. You’re in control with completely online study options. Complete the full Master’s program, hand-pick a single course, or anything in between.

100% Asynchronous Online

Learn while you work.

Online coursework means you learn on your own schedule and at your own pace. Chart an accelerated course of study to complete your Master’s or take a single class and implement new skills and information into your classroom as you go.

Why Truman?

• An emphasis on current challenges and opportunities unique to gifted education
• A combination of Truman Education faculty and active expert practitioners
• Fully online coursework combined with practical field experience
• A program designed for the working professional
• Affordable tuition and a top-notch program

Browse the entire Gifted Education curriculum below, then chart your customized study path. If you choose to complete the full Master’s program, you’ll take all of the core coursework, plus electives and an internship.

• Core Courses

ED 550G - Introduction to Gifted and Talented - Credits: 3

Ed 605g - psychology of exceptional children - credits: 3, ed 632g - research/applied educational psychology - credits: 4, ed 650g - identification of gifted - credits: 3, ed 651g - curriculum for gifted - credits: 3, ed 652g - meeting the affective needs of gifted - credits: 3, ed 653g - programming, planning, and development: administration and supervision of gifted programs - credits: 3, ed 604g - professional learning: policy, practice, and research - credits: 3, ed 626g - creativity - credits: 3, coun 654g - social and cultural foundations- credits: 3, ed 619g - teaching internship: gifted education - credits: 3, sample plans of study, accelerated plan, one class at a time, spring start, summer start, meet the faculty.

Dr. Kimberley L. Chandler   Dr. Kimberley L. Chandler, Ph.D., is the Curriculum Director for the Center for Talented Youth at Johns Hopkins University in Baltimore, Maryland; in this role, she is responsible for assisting with strategic oversight of CTY’s curriculum across in-person and online modalities. She completed her Ph.D. in Educational Policy, Planning, and Leadership with an emphasis in gifted education administration at William and Mary. Her professional background includes teaching gifted students in a variety of settings, serving as an administrator of a school district gifted program, and providing professional development training for teachers and administrators nationally and internationally. Dr. Chandler is the co-editor (with Dr. Jaime Castellano) of the book Identifying and Serving Diverse Gifted Students. She also served as the editor and contributing author of many curriculum materials (science, social studies, language arts, and mathematics) from the Center for Gifted Education at William and Mary. Currently she is writing a book about designing appropriate language arts activities for use with advanced elementary students. She grew up in Virginia, in the Shenandoah Valley. She currently lives in Virginia with her Chesapeake Bay Retriever, Callie.

Beth Knoot   A graduate of Truman’s M.A.E. program, Beth Knoot has an M.A.E. in Elementary Education and a B.S. in Psychology from Truman State University. She also has an M.A. in Gifted Education, a Graduate Certificate in Global Awareness and Civic Literacy Education, and a Graduate Certificate in STEM Education from Maryville University in St. Louis. Beth is a National Board Certified Teacher and a National Geographic Certified Teacher and has an Advanced Graduate Certificate in Science Education from Washington University in St. Louis as well. She is currently a gifted education teacher at Reed Elementary in the Ladue School District in the St. Louis area where she leads FIRST LEGO League and other STEM projects and teaches kids about cool things such as the rainforest and archaeology.

Dr. Robin Lady Crosby   Dr. Robin Lady Crosby, NBCT, is a 24+ year educator. She developed and taught two rural K-12 gifted programs in southeast Missouri where she grew up. In 2007, she moved to St. Louis, earned a doctorate at SLU, became a National Board Certified Teacher and Mentor, and started teaching in the Rockwood School District’s Gifted Program, where she has taught middle and high school. She served on the Board of Directors for the Gifted Association of Missouri from 2002-2019, including President and Legislative/Public Issues. From 2011-2018, she served on the Missouri Department of Elementary and Secondary Education (DESE) Advisory Council for Gifted and Talented, which advises on policy and reports to the State Board of Education. She has taught graduate classes, authored curriculum, white papers, legislation, advocacy platforms and agendas. She has led events at NAGC’s National Affiliates Conference in Washington, D.C., and serves as a speaker and consultant. In 2022, she returned to her home area in southeast Missouri and is now an administrator in the Sikeston School District. Dr. Crosby teaches ED604G Professional Learning and ED550G Intro to Gifted (summer course) for Truman's Master of Arts in Gifted Education program.

Dr. Wendy Miner   Dr. Wendy Miner earned her B.A. from Slippery Rock University of Pennsylvania in special education and elementary education. She earned her M.S. in curriculum and instruction from George Washington University and her Ph.D. from the University of Virginia in Educational Psychology with an emphasis in gifted. Wendy has teaching experience in multiple settings including a gifted pullout school and magnet school in Virginia Beach, Va. Through her work at the National Research Center on the Gifted and Talented, she worked with multiple school districts providing professional development on differentiation, assessment, and program evaluations with her colleagues. She was an assistant director and director for the Summer Institute on Academic Diversity. Wendy has served in various roles for the National Association of Gifted Children. She helped create the gifted certification courses at Truman State University and coordinates a science club at the primary level for local students.

Dr. Christi Sanderson   Dr. Christi Sanderson, EdD, NBCT, serves as science program manager and instructional specialist at Washington University's Institute for School Partnership mySci department. She brings extensive experience as a classroom teacher, district administrator and leader in differentiated learning, gifted education and curriculum development. Christi has been an assistant principal at the Rockwood School District’s Center for Creative Learning, a gifted educator for over 15 years for both the Rockwood School District and School District of University City, and a 6th grade teacher for five years in the Northwest School District. Christi holds an M.A. in Educational Administration and Doctorate of Education in Teacher Leadership from Maryville University, an M.A. in Gifted Education from Drury University, an M.A. in Teaching from Webster University and B.A. in Science Education from SEMO. She has taught adjunct courses in assessment, gifted education, and curriculum for over five years. Christi has also written and published over fifty curriculum resources for Teacher Created Materials, Shell Publishing, and Pieces of Learning.

Sharon Slodounik   Sharon Slodounik's professional background includes being a gifted specialist, district gifted coordinator, trainer for gifted certification hours, library/media specialist for grades K-12, middle and high school social studies teacher, and middle school literacy, science, and math teacher. She has been involved in innovative programs in gifted education, the arts, aesthetic education, and special education. These work experiences include working in the School District of Clayton (St. Louis suburb) and various cities/towns in central Illinois, regional programs, and rural and urban schools, including Title I buildings. As a gifted teacher/coordinator, she has worked in pull-out programs and collaborative teaching arrangements with elementary classroom teachers in mathematics and literacy. She has also worked closely with building and district content specialists and coordinators. Working with students and collaborating with colleagues are her top passions. As a gifted coordinator in Clayton and Decatur Public Schools (Decatur, Illinois), she has developed and overseen transitions in gifted identification and developed gifted programs for all grade levels. In addition, she was active in the National Association for Gifted Children (NAGC) for nearly two decades and served as chair of the NAGC Global Awareness Network.

Sarah Young   Sarah Young earned her B.A. in elementary education and M.A. in gifted education from Lindenwood University. She earned her Ed. S. in educational leadership with an emphasis in gifted education from Arkansas State University. She worked for nine years in public school as a gifted educator before starting her own business as a gifted education consultant. She is the creator of The Gifted Guide website, and she now helps schools across the U.S. to implement and improve their gifted programming through professional development, curriculum writing, and working virtually with educators and students.

Spring 2024 START:

Apply by December 1

Summer 2024 START:

Apply by May 24

Fall 2024 START:

Apply by August 15

Rolling Admission

Admission is made on a rolling basis and treated on a first-come, first-served basis.

Application Requirements

Application, transcripts, personal statement, interested in gifted certification credential.

Also available is a certification credential in K-12 Gifted Education. This 25-credit certification program culminates in an endorsement from the Missouri Department of Elementary and Secondary Education but does not bestow a master’s degree. If you’re interested, apply using our non-degree seeking application. NOTE: Non-degree seeking students are not eligible for federal financial aid programs.

Estimated Costs

Credit hours, per credit hour, total estimated tuition*.

*Total estimated tuition based on 2024-25 academic year. Tuition subject to change.

Financial Aid

Degree-seeking students enrolled in at least six credit hours per semester are eligible for federal financial aid programs. For more information, see Financial Aid Resources for Graduate Studies or contact the Financial Aid Office at (660) 785-4130 or [email protected] .

Schedule a Virtual Visit

Virtual visit.

Get an inside look at the online learning environment, meet your professors, and get all your questions answered during a virtual visit

Virtual Tour

Experience University of Idaho with a virtual tour. Explore now

• Discover a Career
• Find a Major
• Experience U of I Life

More Resources

• Admitted Students
• International Students

Take Action

• Find Financial Aid
• View Deadlines
• Find Your Rep

Helping to ensure U of I is a safe and engaging place for students to learn and be successful. Read about Title IX.

Get Involved

• Clubs & Volunteer Opportunities
• Recreation and Wellbeing
• Student Government
• Student Sustainability Cooperative
• Academic Assistance
• Safety & Security
• Career Services
• Health & Wellness Services
• Register for Classes
• Dates & Deadlines
• Financial Aid
• Sustainable Solutions
• U of I Library

• Upcoming Events

Review the events calendar.

Stay Connected

• Vandal Family Newsletter
• Here We Have Idaho Magazine
• Living on Campus
• Campus Safety
• About Moscow

The largest Vandal Family reunion of the year. Check dates.

Benefits and Services

• Vandal Voyagers Program
• Vandal License Plate
• Submit Class Notes
• Make a Gift
• View Events
• Alumni Chapters
• University Magazine
• Alumni Newsletter

U of I's web-based retention and advising tool provides an efficient way to guide and support students on their road to graduation. Login to VandalStar.

Common Tools

• Administrative Procedures Manual (APM)
• Class Schedule
• OIT Tech Support
• Academic Dates & Deadlines
• U of I Retirees Association
• Faculty Senate
• Staff Council

College of Graduate Studies

Physical Address: Morrill Hall Room 104

Mailing Address: College of Graduate Studies University of Idaho 875 Perimeter Drive MS 3017 Moscow, ID 83844-3017

Phone: 208-885-2647

Email: [email protected]

Online Master’s and Doctoral Programs List

The University of Idaho’s online graduate degrees reflect our mission of making education accessible across the state and nation and responding to changing employment demands. Delivering the quality instruction expected of a research university, our online master’s and doctoral programs are taught by our esteemed faculty members and build upon our century-old reputation as an educational leader in the Northwest. 

Online graduate students can earn a degree from one of our top-ranked national programs around their existing obligations and have access to the same opportunities and resources, including the on-campus library, research projects, scholarships, and teaching assistantships. If you’ve thought about returning to school but require more flexibility due to your full-time job and raising a family, advance your career with any of the programs listed here.

Available via online or distance learning: 

• Climate Change , P.S.M.
• Geographic Information Skills, Mapping, and Monitoring , P.S.M.
• Precision Nutrition for Human and Animal Health , P.S.M.
• Sustainable Soil and Land Systems , P.S.M.
• Water Resources , P.S.M.

College of Business and Economics

• Online Master of Business Administration , M.B.A.
• Adult Organizational Learning and Leadership , M.S.
• Educational Leadership , M.Ed.
• Curriculum and Instruction , M.Ed.
• Physical Education , M.Ed.
• Special Education , M.Ed.
• Education , Ed.D., Ph.D. (may vary from all to mostly online)

Engineering

• Civil Engineering , M.Engr.
• Computer Engineering , M.S., M.Engr.
• Computer Science , M.S.
• Cybersecurity , M.S.
• Electrical Engineering , M.S., M.Engr.
• Engineering Management , M.Engr.
• Geological Engineering, , M.S.
• Mechanical Engineering , M.Engr.
• Power System Protection and Relaying, Certificate
• Secure and Dependable Computing Systems, Certificate
• Technology Management , M.S.

Letters, Arts and Social Sciences

• Music , M.Mus.
• Public Administration , M.P.A.
• Psychology: Human Factors , M.S.
• Theatre Arts , MFA

Natural Resources and Environmental Science

• Environmental Science, M.S.
• Environmental Education and Science Communication, Certificate
• Master of Natural Resources, M.N.R.
• Fire Ecology, Management and Technology , Certificate
• Remote Sensing of the Environment, Certificate
• Geographic Information Science: Geospatial Aspects of Sustainable Planning Application , M.S.
• Geographic Information Science: Geospatial Habitat Assessment Application , M.S.
• Geographic Information Science: Geospatial Intelligence Application , M.S.
• Geographic Information Science: Geotechnician Application , M.S.
• Geographic Information Science: GIS Programming Application , M.S.
• Geographic Information Science: Natural Hazards and Emergency Planning Application , M.S.
• Statistical Science , M.S. 
• Teaching Mathematics , M.A.T.

The University of Idaho General Catalog is available online.

Distance Learning Versus Online Graduate Degrees

U of I’s online graduate degrees utilize two distinct formats. Online learning uses pre-recorded, or asynchronous, lectures that students can then review on their own time. Distance learning simulates a real-time virtual classroom. Wherever an online student is located, they have direct access to a traditional classroom environment where they can interact and participate in discussions with their fellow students and instructors.

The Benefits of U of I’s Online Graduate Programs 

Whichever online degree you begin, being an online learning student at U of I comes with a host of benefits.

• Flexibility: We design our online master’s and doctoral programs around the schedules of working adults, allowing you to maintain existing employment, family, and seasonal commitments without altering your schedule or taking a hit in income.
• Quality: We’re one of the region’s most respected research universities. Whether the class is pre-recorded or virtual, our leading faculty members deliver the same depth and detail of instruction that you expect in an on-campus classroom.
• Place-Based Degrees: Especially where research is concerned, our faculty members partner with regional organizations to support our online graduate students as they complete a place-based thesis or non-thesis research project. You, in turn, can conduct guided research relevant to your geographic region without ever setting foot on campus and may even be able to do so through your existing employer.
• Scholarships: Many erroneously believe that scholarships are off the table to online graduate students. Supporting your endeavors and professional growth, the University of Idaho has opened up teaching assistant opportunities and place-based scholarships to online students.
• Affordability: No matter where you are in the country or world, all online courses for master’s and doctoral programs are charged at our in-state rate. 
• Ahead of the Curve: The University of Idaho championed distance learning ahead of everyone else with our innovative Engineering Outreach program. We introduced these degrees over 35 years ago, and while we’ve adjusted delivery methods to available technologies, our commitment toward advancing your career through quality education has not wavered.

Learn More About U of I’s Online Graduate Degrees

Thinking about enrolling in an online graduate degree program? To get your questions answered, reach out to the College of Graduate Studies by email or by phone at 208-885-2647, or request additional information today .

• Accreditations & Authorizations
• Campus & Sites
• Campus Calendar
• Diversity, Equity, & Belonging
• Eastern Magazine
• Vision, Mission & Faith
• National Recognition
• News & Events
• Offices & Centers
• Strategic Alliances & Partnerships
• Student Consumer Information
• University Leadership
• 2022-27 Strategic Plan

• Majors and Programs
• Traditional Undergraduate
• Online Undergraduate
• All Online Programs
• Summer Online Courses
• Colleges & Seminary
• Templeton Honors College
• Our Faculty

• Around the Area
• Career Development
• Commuter Services
• Counseling & Academic Support
• Faith & Practice
• International Student Services
• Multicultural Opportunities
• Residence Life
• Scholarship Cohorts
• Student Activities
• Student Development
• Current Students

• Men's & Women's Sports
• Athletics Photos
• Athletics Videos
• Fitness Center
• Intramurals

• Undergraduate Admissions
• Graduate & Online Undergraduate Admissions
• Transfer Student Admissions
• Financial Aid Office
• Military Students
• Prospective Students
• Welcome Cabrini Students
• Eastern FastPass!

• For Prospective Students
• For Current Students
• For Parents
• For Faculty/Staff
• Work at Eastern
• Request Info

The 100% online PhD in Marriage and Family Therapy (60 credits) is specially designed for people looking to expand their hearts and minds while developing skills to meet the challenges of 21st Century life. Research and study in counseling theories and practice are integrated with theological inquiry in this vibrant doctoral program.  

You may also be interested in: Doctor of Marriage and Family Therapy .

Program Details

• Note: Internship placements will be in-person at a location near you.
• Additional credits required until the completion of dissertation; additional credits may also be required if interested in pursuing state license)
• Enrolling New Students: August
• $28,800 total in tuition & fees for the full 60-credit program (2023-2024)
• Financial Aid: Explore our federal financial aid options that may be available to you.

100% Online. Flexible. Affordable.

• Integration of Psychology & Christianity : Students assess individuals, couples, families, and congregations from an integrated point of view, incorporating theological issues with Marriage and Family systems theory and pertinent psychological perspectives in pastoral or clinical settings.
• Broad Audience : Students demonstrate advanced counseling skills appropriate to meet the needs of individuals, couples, families, and congregations seeking mental health services and programs.
• Self-Reflection : Students practice in-depth self-reflection to enhance their ongoing personal and professional development.
• Significant Research Project: Students create and present a significant research project resulting in a dissertation that contributes to the field of marriage and family therapy.
• Enrichment Programs : Students create and deliver integrated psychological and spiritual enrichment programs.  Examples of previous enrichment programs created by Eastern doctoral students include workshops for individuals, couples, and families, as well as seminars offered on special topics in a clinical or church setting.

Brooke Wheeler, PhD in Marriage and Family Therapy ’25

Our Mission

The PhD in Marriage and Family Therapy trains students in professional mental health and pastoral counseling fields to be skilled scholar/practitioners in marriage and family therapy who apply their minds and hearts to promoting processes of change and growth in individuals, couples, families, and communities. This scholar/practitioner research program prepares students for leadership roles in academia, research, behavioral healthcare, and pastoral care.

State Authorizations

Please check the  State Authorizations page  to determine if Eastern University’s program fulfills your state credentialing requirements. Students who seek similar credentialing in states other than Pennsylvania are advised to contact the appropriate credentialing agency within their home state to seek information and additional guidance about credentialing in your state of residence. Additional state or local requirements may exist for field placements or practica in this state. Out-of-state student placements/practica cannot be guaranteed by the program or the College of Education and Behavioral Sciences. Students are responsible for following all state and local requirements and regulations for their field placement/practica coursework.

Learn More: PhD in Marriage and Family Therapy

• Admissions Requirements
• Course Descriptions
• Doctor of Marriage and Family Therapy
• DMin in Contextual Leadership
• PhD in Organizational Leadership

1300 Eagle Road St. Davids, PA 19087-3696 610-341-5800

• Emergency Information
• Website Feedback

Eastern University does not discriminate on the basis of race, color, national and ethnic origin in its educational policies, admissions policies, scholarships, loan programs, athletic and other programs. Read Nondiscrimination Policy.

• Website Policies
• Privacy Statement
• Site by: Eastern Standard

To please Putin, universities purge liberals and embrace patriots

Russian university leaders are imbuing the country’s education system with patriotism to favor Putin, quashing Western influences and dissent.

Two weeks before the start of his 25th year as Russia’s supreme political leader, Vladimir Putin made a sweeping proclamation: “Wars are won by teachers.”

The remark, which Putin repeated twice during his year-end news conference in December, shed light on a campaign he is waging that has received little attention outside wartime Russia: to imbue the country’s education system with patriotism, purge universities of Western influences, and quash any dissent among professors and students on campuses that are often hotbeds of political activism.

At St. Petersburg State University, this meant dismantling a prestigious humanities program called the Faculty of Liberal Arts and Sciences. For more than a decade, until May 2022, the faculty — or college — was led by Alexei Kudrin, a liberal economist and former finance minister who had been a close associate of Putin’s since the early 1990s, when they were deputy mayors together in St. Petersburg.

“We had many classes on U.S. history, American political life, democracy and political thought, as well as courses on Russian history and political science, history of U.S.-Russian relations, and even a course titled ‘The ABCs of War: Causes, Effects, Consequences,’” said a student at the faculty, also known as Smolny College. “They are all gone now,” the student said, speaking on the condition of anonymity for fear of retribution.

About this series

In a radical reshaping of Russia’s education system, curriculums are being redrawn to stress patriotism and textbooks rewritten to belittle Ukraine, glorify Russia and whitewash the totalitarian Soviet past. These changes — the most sweeping to schooling in Russia since the 1930s — are a core part of Putin’s effort to harness the war in Ukraine to remaster his country as a regressive, militarized state.

Since the February 2022 invasion of Ukraine, leaders of Russian universities, which are overwhelmingly funded by the state, have zealously adopted the Kremlin’s intolerance of any dissent or self-organization, according to an extensive examination by The Washington Post of events on campuses across Russia, including interviews with students and professors both still in the country and in exile.

Professors who spoke out against the war, or allowed safe spaces for students to question it, have been fired. Students who picketed or posted on social media for peace were expelled.

Meanwhile, those who volunteer to fight in Ukraine have been celebrated in line with Putin’s promises that war heroes and their descendants will become the new Russian elite, with enhanced social benefits, including special preference for children seeking to enter top academic programs. Normally, such programs require near-perfect grades and high scores on competitive exams — uniform standards that applicants from all societal backgrounds have relied on for decades.

And the most fundamental precept of academic life — the freedom to think independently, to challenge conventional assumptions and pursue new, bold ideas — has been eroded by edicts that classrooms become echo chambers of the authoritarian nativism and historical distortions that Putin uses to justify his war and his will.

As a result, a system of higher learning that once was a beacon for students across the developing world is now shutting itself off from peer academies in the West, severing one of the few ties that had survived years of political turbulence. Freedom of thought is being trampled, if not eradicated. Eminent scholars have fled for positions abroad, while others said in interviews that they are planning to do so.

At the Russian State University for the Humanities in Moscow, officials last July created the Ivan Ilyin Higher Political School, which is now being led by Alexander Dugin, a fervent pro-Putin and Orthodox Christian ideologue who was tasked with “revising domestic scientific and educational paradigms and bringing them into line with our traditional Russian spiritual and moral values.”

“There has been a catastrophic degradation in Western humanitarian history,” Dugin said at a January seminar on transforming Russian humanities education. “This is evidenced by gender problems, postmodernism and ultraliberalism. We can study the West, but not as the ultimate universal truth. We need to focus on our own Russian development model.”

How we reported ‘Russia, Remastered’

Last month, students pushed an online petition to protest the naming of the school after Ilyin, a philosopher who defended Hitler and Mussolini in World War II and advocated for the return of czarist autocracy in Russia. In a statement to Tass, the state-controlled news service, the university denounced the petition as “part of the information war of the West and its supporters against Russia” and asserted, without providing evidence, that the group behind it had no connection to students at the school.

Programs specializing in the liberal arts and sciences are primary targets because they are viewed as breeding grounds for dissent. Major universities have cut the hours spent studying Western governments, human rights and international law, and even the English language.

“We were destroyed,” said Denis Skopin, a philosophy professor at Smolny College who was fired for criticizing the war. “Because the last thing people who run universities need are unreliable actors who do the ‘wrong’ thing, think in a different way, and teach their students to do the same.”

The demise of

Smolny College

The demise of Smolny College

St. Petersburg State University, commonly known as SPbU, has long been one of Russia’s premier academies of higher learning. It is the alma mater of both Putin, who graduated with a degree in law in 1975, and former president Dmitry Medvedev, who received his law degree 12 years later and now routinely threatens nuclear strikes on the West as deputy chairman of Russia’s national security council.

In many ways, the university has become the leader in reprisals against students and staff not loyal to the Kremlin, with one newspaper dubbing it the “repressions champion” of Russian education. Its halls have become a microcosm of modern Russia in which conservatives in power are pushing out the few remaining Western-oriented liberals.

Like other aspects of Putin’s remastering of Russia — such as patriotic mandates in the arts and the redrawing of the role of women to focus on childbearing — the shift in education started well before the invasion of Ukraine. In 2021, Russia ended a more than 20-year-old exchange program between Smolny College and Bard College in New York state by designating the private American liberal arts school an “undesirable” organization.

Jonathan Becker, Bard’s vice president for academic affairs and a professor of political studies, said the demise of Smolny was emblematic of a wider shift in Russia as well as a new intolerance of the West.

“A huge number of faculty have been let go, several departments closed, core liberal arts programs which focus on critical thinking have been eliminated,” Becker said. “All of that has happened, and it’s not just happened at Smolny — it has happened elsewhere. But we were doubly problematic because we both represent critical thinking and partnership with the West. And neither of those are acceptable in present-day Russia.”

In October 2022, in a scene captured on video and posted on social media, dozens of students gathered in a courtyard to bid a tearful goodbye to Skopin, Smolny’s cherished philosophy professor who was fired for an “immoral act” — protesting Putin’s announcement of a partial military mobilization to replenish his depleted forces in Ukraine.

The month before, according to court records and interviews, Skopin was arrested at an antiwar rally. He ended up sharing a jail cell with another professor, Artem Kalmykov, a young mathematician who had recently finished his PhD at the University of Zurich.

That fall, the university launched an overhaul that all but shut Smolny College and replaced the curriculum with a thoroughly revamped arts and humanities program.

The dismantling of Smolny marked the resolution of a years-long feud between Kudrin, the liberal-economist dean, and Nikolai Kropachev, the university rector, whom tutors and students described as a volatile character with a passion for building ties in the highest echelons of the government.

It’s hard to describe the insane level of anxiety the students felt at the start of the invasion, and I’d say 99 percent of them were against it.”

Denis Skopin

Former philosophy professor at Smolny College

It’s hard to describe the insane level of anxiety the students felt at the start of the invasion, and I’d say

99 percent of them were against it.”

It’s hard to describe the insane level

of anxiety the students felt at the start

of the invasion, and I’d say 99 percent

of them were against it.”

It’s hard to describe the insane level of anxiety

the students felt at the start of the invasion,

and I’d say 99 percent of them were against it.”

In February, Sergei Naryshkin, the head of Russia’s Foreign Intelligence Service, sent a heartfelt birthday message to Kropachev, thanking him for his “civic and political activity” and for “comprehensive assistance in replenishing personnel.”

One student described how Kropachev once interrupted a meeting with students and hinted that he needed to take a call from Putin, in what the student viewed as a boast of his direct access to the Russian leader. Both St. Petersburg State University and Moscow State University were assigned a special status in 2009, under which their rectors are appointed personally by the president.

Skopin, who earned his PhD in France, and his cellmate, Kalmykov, were perfect examples of the type of academic that Russia aspired to attract from the early 2000s to the mid-2010s — enticed after studying abroad to bring knowledge home amid booming investment in higher education. But by 2022, the system seemed to have no need for them.

Video of the gathering in the courtyard shows students erupting in sustained applause, and one student coming forward to hug Skopin.

“It’s hard to describe the insane level of anxiety the students felt at the start of the invasion, and I’d say 99 percent of them were against it,” Skopin said.

After his dismissal, some students tried to fight the administration’s plan to dismantle the Smolny program.

“At one point we found ourselves in a situation where out of 30 original faculty staff, we had just three tutors left,” said Polina Ulanovskaya, a sociology student and activist who led the student union. “And the quality of education definitely suffered, especially all of the politics-related classes.”

Ulanovskaya said that on the political science track, only two professors have stayed, and many classes were eliminated, including a human rights course. There are now just two courses offered in English, down from 21.

With every new professor, Ulanovskaya said, she felt a need to test the waters. Would the word “gender” trigger them? Could she say something opposition-leaning? What would be a red flag?

Ulanovskaya opted out of writing a thesis on her main research topic — Russian social movements, politicization of workers and historic-preservation activists — out of fear that it would be blacklisted. Instead, she wrote about Uruguay.

“The main problem at the faculty now is that there is no freedom and especially no sense of security,” she said. “I guess there is no such thing anywhere in Russia now ... you can’t trust anyone in any university.”

A few weeks after The Post interviewed Ulanovskaya last fall, she was expelled, formally for failing an exam, but she and Skopin said they believe it was retaliation for her activism.

Another student, Yelizaveta Antonova, was supposed to get her bachelor’s degree in journalism just days after legendary Novaya Gazeta newspaper reporter Yelena Milashina was brutally beaten in Chechnya, the small Muslim-majority republic in southern Russia under the dictatorial rule of Ramzan Kadyrov.

Antonova, who interned at Novaya Gazeta and looked up to Milashina, felt she could not accept her diploma without showing support for her colleague. She and a roommate printed a photo of Milashina, depicting the reporter’s shaved head and bandaged hands, to stage a demonstration at their graduation ceremony — much to the dismay of other classmates, who sought to block the protest.

“They essentially prevented us from going on stage,” Antonova said. “So we did it outside of the law school, and we felt it was extra symbolic because Putin and Medvedev studied in these halls.”

They held up the poster for about half an hour, until another student threatened them by saying riot police were on the way to arrest them. Antonova believes the protest cost her a spot in graduate school, where she hoped to continue her research comparing Russia’s media landscape before and after the invasion.

Eight months after the graduation ceremony, authorities launched a case against Antonova and her roommate for staging an unauthorized demonstration — an administrative offense that is punishable by a fine and puts people on law enforcement’s radar. Antonova left the country to continue her studies abroad.

Ideological divides

The history college at St. Petersburg State has long been a battleground for various ideologies, with cliques ranging from conservatives and Kremlin loyalists to unyielding opposition-minded liberals, according to interviews with students and professors.

The February 2022 invasion of Ukraine caused a deeper split. Some students and professors openly praised Putin’s “special military operation,” as the Kremlin called the war, while others joined rallies against it.

“The war gave them carte blanche,” said Michael Martin, 22, a former star at the college — to which he was automatically admitted after winning two nationwide academic competitions and where he earned straight A’s.

Martin was a leader of the student council, which on the day of the invasion issued an antiwar manifesto quickly drafted in a cafe.

Another history student, Fedor Solomonov, took the opposite view and praised the special military operation on social media. When Solomonov was called up as part of the mobilization, he declined to take a student deferral and went to fight. He died on the front on April 1, 2023.

Soon after Solomonov’s death, screenshots from internal chats where students often debated history and politics were leaked and went viral on pro-war Telegram channels. In some, Martin and other classmates expressed antiwar sentiments, while another showed a message — allegedly written by an assistant professor, Mikhail Belousov — vaguely describing events in Ukraine as “Rashism,” a wordplay combining “Russia” and “fascism.”

In an aggressive online campaign, pro-war activists demanded that Belousov, who denied writing the message, be fired and that the antiwar students, whom they labeled “a pro-Ukrainian organized crime group,” be expelled.

“A cell of anti-Russian students led by a Russophobe associate professor is operating at the history faculty,” read posts on Readovka, a radical outlet with 2.5 million followers. “They are rabid liberals who hate their country.” Belousov was dismissed and seven students, including Martin, were accused of desecrating Solomonov’s memory and expelled.

Belousov has gone underground and could not be reached for comment.

“They essentially tried to make me do the Sieg Heil,” Martin said, recalling the expulsion hearing, where he said the committee repeatedly asked leading questions trying to get him to say the war was justified. The committee also asked him repeatedly about Solomonov.

“I said he was for the war and I was against it — we could argue about that,” Martin said. “I didn’t find anything funny or interesting in this — I’m truly sorry for what happened to him, but at the same time, I don’t think that he did something good or great by going to war.”

Martin said that as the war raged on, the university began “glorifying death” and praising alumni who had joined the military.

This narrative also warped the curriculum.

A few weeks into the invasion, the school introduced a class on modern Ukrainian history, with a course description asserting that Ukrainian statehood is based “on a certain mythology.”

They essentially tried to make me do the Sieg Heil.”

Michael Martin

Former student at St. Petersburg State University

Belousov, the former assistant professor, criticized a course titled “The Great Patriotic War: No Statute of Limitations,” taught by an instructor with a degree in library science. The key message of the course is that the Soviet Union had no role in the start of World War II — a denial of Russia’s joint invasion of Poland with Nazi Germany in 1939.

According to a government document reviewed by The Post, Russia’s Higher Education Ministry plans to introduce this course at other universities to ensure the “civic-patriotic and spiritual-moral education of youth,” specifically future lawyers, teachers and historians, and to “correct false ideas.”

“These are obviously propaganda courses that are aimed at turning historians into court apologists,” Martin said.

Martin was expelled days before he was supposed to defend his thesis. He quickly left the country after warnings that he and his classmates could be charged with discrediting the army, a crime punishable by up to 15 years in prison. A criminal case was initiated against Belousov on charges of rehabilitating Nazism.

“This is all very reminiscent of the Stalinist 1930s purges,” Martin said. “The limit of tolerated protest now is to sit silently and say nothing. There is despair at the faculty and a feeling that they have crushed everything.”

New Russian elite

To lure more Russian men to fight in Ukraine, the government has promised their families various sweeteners, including cheap mortgages, large life insurance payments and education benefits for their children.

In 2022, Putin approved changes to education laws to grant children of soldiers who fought in Ukraine admissions preferences at Russia’s best universities — schools that normally accept only students with near-perfect exam scores and impressive high school records.

Now, at least 10 percent of all fully funded university spots must be allocated to students eligible for the military preference. Those whose fathers were killed or wounded do not need to pass entry exams.

The new law solidified a previous Putin decree that gave special preferences to soldiers and their children. In the 2023-24 academic year, about 8,500 students were enrolled based on these preferences, government officials said. According to an investigation by the Russian-language outlet Important Stories, nearly 900 students were admitted to 13 top universities through war quotas, with most failing to meet the normal exam score threshold.

In areas of Ukraine captured by Russian forces since February 2022, a different takeover of the education system is underway, with Moscow imposing its curriculum and standards just as it did after invading and illegally annexing Crimea in 2014.

For the 2023-24 academic year, according to the Russian prime minister’s office, more than 5 percent of fully state-financed tuition stipends — roughly 37,000 out of 626,000 — were allocated for students at universities in Donetsk, Luhansk, Kherson or Zaporizhzhia, the four occupied or partly occupied areas of Ukraine that Putin has claimed to be annexed.

The relatively large allocation of tuition aid in occupied areas shows how financial assistance and education are central to Putin’s effort to seize lands in southeast Ukraine and absorb its population into Russia in violation of international law.

Deans of several leading Russian universities have made highly publicized trips to occupied Ukraine to urge students there to enroll into Russian schools, part of a multipronged effort to bring residents into Moscow’s orbit.

The Moscow-based Higher School of Economics, once considered Russia’s most liberal university, recently established patronage over universities in Luhansk, with Rector Nikita Anisimov often traveling there.

An inward turn

A few weeks after the invasion started, Moscow abandoned the Bologna Process , a pan-European effort to align higher education standards, as Russia’s deans and rectors strove to show they weren’t susceptible to foreign influence.

Higher Education Minister Valery Falkov said Russian universities would undergo significant changes in the next half-decade, overseen by the national program “Priority 2030,” which envisions curriculums that ensure “formation of a patriotic worldview in young people.”

Soon after Russia quit the Bologna Process, Smolny College was targeted for overhaul.

“The decision was an expected but distinct shift from the more liberal model of Russian higher education policy that emerged after the collapse of the Soviet Union,” said Victoria Pardini, a program associate at the Kennan Institute, a Washington think tank focused on Russia.

Another prestigious school, the Russian Presidential Academy of National Economy and Public Administration, canceled its liberal arts program in 2022 after authorities accused it of “destroying national values.”

In mid-October 2023, the Higher Education Ministry ordered universities to avoid open discussion of “negative political, economic and social trends,” according to a publicly disclosed report by British intelligence. “In the longer term, this will likely further the trend of Russian policymaking taking place in an echo-chamber,” the report concluded.

Russia’s position among

countries by number of

scholarly papers published

Source: Institute for Statistical Studies and Economics

of Knowledge

Russia’s position among countries by

number of scholarly papers published

Source: Institute for Statistical Studies and Economics of Knowledge

Russia’s position among countries by number of

Many international exchange programs have been canceled — some because Russian students now have difficulty obtaining visas. Still, a heavy brain drain is underway. “All those who could — they left the country,” Skopin said of his students. “Those who can’t are thrashing around as if they are in a cage.”

Martin is among those who got out — he was recently accepted into a prestigious master’s program abroad and plans to continue his research into 19th-century Australian federalism.

Skopin now teaches in Berlin and is a member of Smolny Beyond Borders, an education program that seeks funding to cover the tuition of students who leave Russia because of their political views. As of late 2023, an estimated 700 students were enrolled.