virginia phd education programs

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Science Education: Ph.D. - Doctor of Philosophy in Education

Graduates of the Ph.D. in education with a concentration in science education program are prepared for careers in university settings or research organizations.

At a Glance

Program results.

Ph.D. - Doctor of Philosophy in Education

–Science Education

Career Objective

Graduates will be well prepared for employment in fields and programs where the emphasis is on the production of scholarship, rather than application to practice.

Best Suited To

Applicants possessing a relevant master’s degree (e.g., mathematics, a science, mathematics education, or science education), including a minimum of 12 graduate credits in mathematics or science, with at least two years of mathematics or science teaching experience.

Program Type

Estimated length, application deadline, about this program.

This program of study is designed to prepare graduates for college or university positions in science education or for positions within research organizations with specific areas of curricular expertise. The program includes coursework, a research apprenticeship, and practical experiences to prepare graduates to:

• produce original research that contributes to the knowledge base in science education or to teacher education in general
• educate teachers in the area of science and evidence-based practice
• provide effective leadership in the field of science education.

The primary purpose of the Ph.D. program is to prepare highly qualified scholar-researchers who will be able to take a variety of positions in higher education settings (both public and private). Graduates will be well prepared for employment as research scholars, policy analysts, and faculty members in higher education programs where the emphasis is on the production of scholarship, rather than application to practice.

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Program Overview

Admission requirements.

Admission requirements that apply specifically to this program are listed below:

• Applicants must possess a relevant master’s degree (e.g., mathematics, a science, mathematics education, or science education), including a minimum of 12 graduate credits in mathematics or science.
• Applicants must have at least two years of mathematics or science teaching experience.
• Submit a goal statement (2 pages). A writing sample is not required.

Visit our  Graduate Admission  page for the full admission process.

Graduate Admission

Application for admission is made to the School of Education and Human Development Office of Admission & Enrollment. For more information about the graduate admission process, please visit our Graduate Admission page.

To learn more about specific courses taken as part of the completion of this degree, visit the graduate record website. These webpages represent the official repository for academic program requirements. A link to these publications can be found in the Curriculum Information section at the bottom of this page.

The Ph.D. program requires a minimum of 72 credits, at least 54 of which must be coursework. This coursework requirement includes concentration area courses and research methodology courses, and up to 3 credits of research apprenticeship per semester, but does not include internship and dissertation credits. At least 36 course and apprenticeship credits must be completed after admission to the program. Students can apply up to 12 credits of dissertation work towards the total of 72.

Research Methodology Coursework:  Ph.D. students will take Research Foundations, an introductory course in educational research common to all EHD doctoral students. Additionally, students are required to take a minimum of three courses in quantitative methods (generally Stats I, II, and III) and two courses in qualitative research methodology (e.g., Qualitative Analysis I and II). Advisors may suggest additional methodology courses, depending on the focus of a student’s individual program and research.

Research Apprenticeship:  All Mathematics/Science/STEM Ph.D. students will participate in a research apprenticeship with their research mentors. This apprenticeship will occupy approximately 10 hours of each student’s week during the first and second years of study and may increase during the third and fourth years, depending on the student’s specific duties. During this apprenticeship, the student will assist with the mentor’s research and scholarship, which may include data collection, data analysis, library research, presentations, writing for publication, and other related activities.

Education of Teachers Internships/Apprenticeships:  Mathematics/Science/STEM Ed Ph.D. students are expected to participate in internships that enable them to understand the workings of university-level teacher preparation. These internships consist of, but are not limited to, the following: supervision of student teachers, serving as a graduate teaching assistant, serving as the instructor for a pre-service or master’s level course, assisting the Director of Teacher Education, working with the novice teachers network, designing and evaluating curriculum for P-12 programs, working with clinical instructors and cooperating teachers, supervising early field experiences, serving as a connection between the schools and university in developing early field experiences, etc.

Assessment:  Assessment of student progress through the Ph.D. program will be multifaceted and includes components conducted by faculty and by students themselves.

Student Annual Report:  Annually, each Ph.D. student will complete an annual report describing their growth and accomplishments.

Preliminary Exam:  In the second semester of the first year of study, all Ph.D. students will complete a preliminary exam, which is designed to determine the likelihood of the student’s continued success in Ph.D. studies. This exam consists of two parts. The first is a paper on a topic of significance in the field. The second is an oral exam in which students present the paper and a critique of a research article they have been given one week previously.

Pre-dissertation research manuscript:  All Ph.D. students, prior to their third year of study, will complete a pre-dissertation research project that results in a manuscript submitted for review in a peer-reviewed journal. There is no requirement that the paper be accepted for publication, but students are strongly encouraged to revise manuscripts if resubmission is likely to result in publication. Research mentors will work with students to shape these papers toward eventual publication; co-authored papers are acceptable.

Qualifying Examination:  All students will complete a written comprehensive examination to demonstrate understanding of the knowledge base and methodology in a concentration area of teacher education and demonstrate readiness to undertake doctoral dissertation research. The examination will be graded independently by at least two faculty members. With approval of the Teacher Education graduate program, a research manuscript accepted for publication may be used to satisfy part of the qualifying examination

Dissertation:  All Ph.D. students will complete a dissertation proposal and a dissertation following either the traditional model or the three-paper option described in the EHD Dissertation Manual.

Course Descriptions

Information on courses that are part of the Ph.D. in Education-Science Education curriculum can be found on the UVA graduate record website.

Departmental fellowships and assistantships are provided to a select number of applicants each year. A typical funding package includes funding for nine months in a combination of wages and stipends, tuition and all mandatory fees, and funds to cover student health insurance costs. The University also offers a limited number of competitive fellowships for which students enrolled in Ph.D. programs may apply.

Visit the  Fellowships, Scholarships, and Awards  page for additional funding opportunities.

Science Education News

With Fulbright Award, UVA Professor Will Bring Science Education Model to Zambia

Frackson Mumba, an expert in engineering design-integrated science education, will spend 10 months researching and teaching at Copperbelt University in Kitwe, Zambia.

Robert H. Tai

• Associate Professor
• 434-924-0840
• [email protected]

Bavaro Hall 209 PO Box 400273 417 Emmet Street S Charlottesville, VA 22903

Frackson Mumba

• 434-243-3651

Bavaro Hall 321 PO Box 400273 417 Emmet Street S Charlottesville, VA 22903

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• Concentration in Educational Psychology

Ph.D. in Education, Concentration in Educational Psychology

“ vcu’s e ducational psychology program gave me the opportunity to work on exciting research projects, focused on supporting students’ motivation and learning in urban classrooms. i collaborated with so many great faculty, graduate students, and k12 educators. this was crucial to translate our theories and research to practice. ” - martinique sealy, ph.d., postdoctoral researcher at american university, educational psychology graduate/vcu holmes scholar.

Designed for research-oriented doctoral students who want to promote the success of students in educational environments, the Ph.D. in education, concentration in educational psychology degree is ideal for students who want to specialize in achievement motivation and other related social processes.

Students in the program integrate theory and research in the areas of cognition, social psychology and motivation, assessment, educational policy and diversity to better study learning in schools or other educational settings. Graduates are well prepared to teach in educational psychology and related programs at the university level; as well as take leadership positions in state and local research and policy environments.

Doctoral students may be admitted with only a bachelor’s degree. It is expected that these students will have coursework related to educational psychology, research experience and/or academic writing experience.

Regardless of whether the student has a master’s degree or not, prerequisites will be determined by an analysis of the student’s transcript. All students who are admitted need to show competence in research methods in education and introductory social statistics. Students without the competencies will take up to two prerequisite classes for credit either at VCU, another institution or online.

Curriculum requirements

The Ph.D. in education, concentration in educational psychology requires a minimum of 60 total graduate credit hours:

Degree requirements for the Ph.D. in education, concentration in educational psychology »

Please keep in mind, however, that the exact course requirements may vary depending on when you matriculated into the program, so please consult your adviser or the program coordinator with any additional questions.

VCU BULLETIN INFO Ph.D. in education, concentration in educational psychology PROGRAM BASICS How to apply:   Graduate application Semester of entry:  Summer or fall Application deadline:  Jan. 15 Additional materials: Ph.D. Education-EdPsychology Handbook 2023_ADA [PDF] Faculty listing: Foundations of Education Research labs:  Discourse and Learning Lab Motivation in Context Research Lab Caring Adult Relationships Everywhere (CARE) Lab Center for Innovation in STEM Education (CISTEME) Resources and Checklists Application Checklist - Ph.D. Programs [PDF] ADMISSION REQUIREMENTS General admission requirements of the VCU Graduate School Baccalaureate or master’s degree in psychology, educational psychology or related discipline Three letters of recommendation addressing the student’s potential for graduate study in education Statement of intent describing: 1) alignment between applicant’s interests and goals with concentration mission and requirements, and 2) alignment between concentration faculty and applicant’s interest in research topics Transcripts of all previous college work A personal interview and additional writing sample (may be requested) Professional curriculum vitae Optional: GRE scores For more information about admission requirements, please consult our Ph.D. Education-EdPsychology Handbook 2023_ADA [PDF] . FOR MORE IN-DEPTH INFO Foundations of Education degree programs Student Spotlight: Kori Nicolai

The VCU Holmes Scholars Program  is a selective program that provides accepted doctoral students from  historically underrepresented groups  with resources and professional development to best position them for  tenure track faculty positions in high (R2) and very high (R1) research universities . Our cross-disciplinary scholars create a network that leverages the collective and individual strengths of each member to maximize their VCU School of Education program. Learn more about how we live our values  through the Holmes program!

Email [email protected] if you would like to do any of the following:

• Shadow a VCU Student: Ph.D. in Education - Educational Psychology Concentration
• Visit one of our concentration doctoral seminars
• Sharon Zumbrunn ’s faculty page and Motivation in Context Research Lab
• Christine Lee Bae ’s faculty page and Discourse and Learning lab website
• Jennifer LoCasale-Crouch ’s bi-weekly virtual, multi-disciplinary Caring Adult Relationships Everywhere (CARE) lab meeting
• Dr. John Fife ’s Center for Innovation in STEM Education (CISTEME)

Prospective students: We highly encourage you to contact faculty who you share research interests with directly to learn more about their work and inquire about whether or not they are currently accepting students.

• Christine Lee Bae, Ph.D. (Associate Professor)
• Thomas Farmer, Ph.D.   (Full Professor, Department Chair of Foundations)
• John Fife, Ph.D. (Associate Professor, Director of CISTEME)
• Jennifer LoCasale-Crouch, Ph.D. * (Associate Professor)
• Kathleen M. Rudasill, Ph.D. (Full Professor, Interim Dean of School of Education)
• Sharon K. Zumbrunn, Ph.D. * (Full Professor, Director of SOE Ph.D. Program)

Ready To Get Started?

• Christine Lee Bae, Ph.D.
• Coordinator
• (804) 828-1334
• [email protected]
• Jenna Lenhardt, Ph.D.
• Recruitment specialist
• (804) 827-2479
• Email: [email protected]

• Thomas Farmer, Ph.D.
• Department Chair
• (804) 827-2627
• [email protected]

Alternate contact email for this program: [email protected]

VCU Education @VCUSOE - May 14

Congratulations to June Jones, recipient of the Patricia Pleasant Award of Excellence at #VCUSOE’s 2018 Faculty & Staff Appreciation Luncheon.

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Engineering Education Ph.D.

Ph.d. program, become a leader in innovation and catalyst for change in society through research in the exciting field of engineering education., our ph.d. program allows you to tailor your  curriculum and your research to prepare you in achieving your goals in engineering education..

We pledge funding to incoming graduate students in the form of a teaching or research assistantship for 2 years with satisfactory academic degree progress.  Students easily find funding for the duration of the doctoral program through fellowships, or assistantship within or outside of our Department.

Our selective and supportive program has important and distinct advantages.  The structure of our program enables direct and frequent interactions with faculty through small research groups.  At the same time, we encourage students to interact and exchange ideas across research groups and areas.

Career Outlook

The character and size of our program enables optimal support to our students as they seek employment in today's job market. Our students are equipped with the knowledge and skills to be competitive for employment in a variety of careers.  Our graduates are prepared for success.  We have a 100% employment rate among all graduates.

We have one of the most diverse student bodies of any engineering discipline at Virginia Tech.  We value diversity in backgrounds, experiences, talents, knowledge, and creativity.  We promise a culture of inclusivity.

We have an outstanding national reputation for teaching, research, and quality of graduates.  Contributing factors are our high-profile faculty, flexible and well-articulated course of study, and a strong record of recruiting, training, and placing diverse and talented graduates.

Have questions?

We want to hear from you! Email our Assistant Department Head for Graduate Programs, Dr. Walter Lee , or our Academic Programs Manager, Mara Knott . 

Degree Requirements

PhD students must take a minimum of 90 total credits beyond the Bachelor's degree.  A plan of study, approved by the student’s advisory committee, is submitted after completion of the qualifying exam. Curricular Requirements:

• Dissertation: 30 credits min.
• Engineering Education Qualifier Courses: 8 credits
• Engineering Education Practical Applications: 3 credits
• Engineering Education Research Methods: 3 credits
• Engineering cognate: 12 credits
• Social Science cognate: 12 credits
• Electives: 9 credits
• Engineering Education Seminar: 4 credits ENGE & 1 credit GSSME

Required Milestones and Examinations:

• Qualifying Examination
• Preliminary Examination
• PhD Research Proposal
• Progress Report
• Final Examination (Defense)

Additional Information:

• At least 9 credits (ENGE or non-ENGE), relevant to the student's research, will be at the 6000 level.
• At least 3 credits of Qualitative Research Methods and 3 credits of Quantitative Research Methods must be included among the cognate and elective classes.
• Up to 30 credits from a Master's degree may be counted toward the PhD at the discretion of the student's advisory committee.

ENGE 5214 - Issues in Engineering Education

Current issues in Engineering Education (e.g., broadening participation, transformative practice, teaching and learning, emerging issues). Critical questions surrounding fundamental issues and approaches to engineering education research and practice. Pre: Graduate standing in College of Engineering.

ENGE 5224 - Disciplinary Literacy: Theorizing and Writing in Engineering Education

Communicating engineering education research via writing. Reading and synthesizing existing research. Common genres and rhetorical patterns in the field. Theory in engineering education research. Common paradigms and theoretical frameworks. Writing as a means to engage in theorizing. Effective writing and editing practices. Ethical responsibilities of writers. Pre: Graduate standing in College of Engineering.

ENGE 5304 - Graduate Student Success in Multicultural Environments (GSSME)

Socialization to the graduate student environment. Strategies for entering an effective mentee-mentor relationship. Virginia Techs diversity and inclusion values. Focus on strategies for (1) facilitating clear communication with advisors, peers, or undergraduate mentees; (2) working within a culturally diverse environment; and (3) upholding ethical research practices. Pre: Graduate standing in the College of Engineering. Pass/Fail only.

ENGE 5514 - Applied Design and Assessment of Educational Experiences in Engineering

Using research, bridge theory and practice to effectively design and assess educational experiences in engineering. Contemporary learning theories and evidence-based practices for effective and equitable education and evaluation in engineering across a range of levels (e.g., higher education, K-12, industry training) and contexts (e.g., formal courses and programs, informal co-curricular or extra-curricular programs, outreach experiences). Systematic design principles for aligning expected learning outcomes, assignments and activities, teaching and feedback practices, and assessment and evaluation tools. Specific attention to issues of equity and inclusion.

ENGE 5604 - Engineering Education Research Methods

This course introduces methods and considerations specific to research in engineering education. Quantitative, qualitative and mixed methods are discussed as well as measures of research quality. Students will learn to design and critique engineering education research quality. Students will learn to design and critique engineering education research that addresses standards of rigor and quality. Graduate standing required.

ENGE 5704 - Engineering Education Graduate Seminar

This course is designed to bring contemporary issues in engineering education research into the classroom. Experts from academia, industry, and the corporate world will be invited to make presentations on engineering education research issues, recruitment of minorities, retention issues, technology integration into engineering curricula, distance learning, engineering content into K-12 curricula, learning theories, engineering education policy issues, etc.

In addition, graduate school procedures relevant to various graduate programs in the ENGE department will be explained. Altogether the course will include a minimum of 11 seminar presentations. Students will learn to critique engineering education research presentations and will demonstrate knowledge of contemporary issues in engineering education research. May be repeated 3 times with different content for a maximum of 4 credit hours. Pre: Graduate standing.

ENGE 5714 - Topics in Engineering Education Research Methods

Topics in engineering education research methods. Explorations of current and emerging methods used in engineering education research. Adapting methods used in other fields for engineering education audiences. Implications for future research. May be repeated up to three times with different topics.

ENGE 6614 - Quantitative Data Analysis for Research in Engineering Education

Quantitative analysis methods for engineering education research. Key concepts in statistics including correlation, regression, t-tests, analysis of variance, and cluster and factor analysis. Organizing and manipulating data, interpreting and communicating findings from quantitative analysis, application to engineering education research. Use of statistical computing software such as R.

ENGE 6624 - Qualitative Data Analysis for Research in Engineering Education

Qualitative data collection and analysis techniques, data collection and organization strategies, evaluation of data quality, systematic analysis of qualitative data regularly encountered in engineering education research, design of qualitative research studies, reporting qualitative research.

ENGE 6714 - Topics in Engineering Education Research and Practice

Topics in engineering education. Explorations of current and emerging topics relevant to engineering education research and professional practice. Historical and contemporary perspectives on current conversations within engineering education. Implications for research and practice. May be repeated up to three times with different topics.

How do I apply?

Applicants applying for admission to Engineering Education use the online Virginia Tech Graduate School Application .

Domestic applicants

Fall Semester  - January 15 (to be considered for full-funding)

Spring Semester  - October 1

International applicants

Spring Semester  - September 1

We pledge two-year funding packages in the form of a teaching or research assistantship and make funds available to support conference attendance and other professional development activities. Some students may be eligible for fellowships.

There is a non-refundable application fee of $75.  Some applicants are eligible for application fee waivers through the graduate school . The department offers fee waivers to those attending our Fall Open House.

Completed Application Requirements

To complete the VT Graduate School Application you will need to submit the following:

Academic transcripts

• Upload a scan of original Official transcript(s), scanning all pages including the backs of all pages, from each institution from which you have earned or will earn an undergraduate or graduate degree. Transcripts must come from your institution's Registrar's office. Please be sure your scans are legible.
• Engineering Education does not require former and current Virginia Tech students to submit official transcripts; however, we do require that you log into HokieSpa and download your web-based academic record and upload it as a transcript at the time of application.
• If you are not a former or current Virginia Tech student, please do not upload your institution's web-based academic record or a document stating it is not an Official transcript.
• Until you have received an offer of admission from Virginia Tech, please do not mail your official transcripts to Virginia Tech.
• Upon enrollment at Virginia Tech, you must have official transcripts mailed to our Graduate School.

Three letters of recommendation

All letters of recommendation must be submitted through the online process as part of your application. When in the online application, enter the recommendation section and follow the instructions.

Statement of purpose

The statement of purpose articulates and demonstrates an applicant’s specific qualifications and what that applicant’s end goal might be once their work is completed. (This document is submitted only through the online application.)

Required scores

Starting Fall 2019, the Virginia Tech Engineering Education Department DOES NOT require the GRE.

TOEFL/IELTS - International Students Only Waivers of the TOEFL or IELTS scores can only be granted by the  Graduate School , not the department. All international applicants must provide official TOEFL or IELTS scores. Our department minimum for the TOEFL is 230 (computer based), 570 (paper based) or 89 (internet based). Our department minimum for the IELTS is 6.5, with no score below 6.5 in each of the sub-sections. Scores are good for two years from the date of testing to the date of application submission. TOEFL/IELTS scores are not required if the applicant has graduated from a US institution or from a non-US accredited institution where English is the official language of instruction. TOEFL/IELTS scores are not required of US permanent residents and US naturalized citizens.  Please do not apply if your score is below the minimum. Your application will not be reviewed by the faculty.

Application FAQs

What is engineering education.

An emerging field in engineering. It builds on a long history (100+ years) of educators sharing best practices. The field is now expanding and becoming a rigorous research field in which evidence-based studies explore issues of how people learn. In other words, we still share good teaching practices, but those getting PhDs in Engineering Education are focusing on scientifically understanding how and why successful learning and teaching approaches work.

What are the minimum requirements to be considered for admission in the Engineering Education graduate program?

Admission for graduate study in Engineering Education at Virginia Tech is granted by a departmental review committee and/or the Department Head. Admission normally requires a bachelor's degree in engineering from an ABET-accredited engineering program. Some students come into our PhD program directly from completing a Bachelor’s degree and work on a Master’s in a technical engineering discipline at Virginia Tech while working towards their PhD. Some students come from just completing their Master’s degrees, and some come from working in industry. We require a GPA of 3.0 or higher, official academic transcripts, three letters of reference, official TOEFL/IELTS scores (if applicable), and a statement of purpose explaining your background, your career goals and your interest in teaching and research. A Grade Point Average (GPA) of 3.00 or higher (on a 4.0 scale) for the last 60 semester hours the applicant completed is expected.

Can I apply if my undergraduate degree is not in Engineering?

Yes. Students with non-engineering backgrounds can be admitted for graduate study in Engineering Education. These students may need to complete additional coursework to prepare them for graduate level courses in an engineering discipline other than Engineering Education that are required for the ENGE PhD degree.  Specific requirements will be set by the Graduate Committee.

What are your PhD program requirements?

We require credits from our department and credits from the School of Education—this is an interdisciplinary degree. A minimum of 90 credits beyond the Bachelor’s degree is required, consisting of:

• Dissertation: 30 credits minimum (counts towards the 90 credits); 
• Engineering Education Qualifier Courses: 8 credits; 
• Practical Applications in Engineering Education: 3 credits; 
• Engineering Education Research Methods: 3 credits;
• Seminar: 5 credits; and 
• Specialization Courses: 33 credits.

Specialization Courses need to collectively align, and should include one quantitative and one qualitative course in social science research methods. Specialization courses should consist of:

• Electives: 9 credits 

Milestones include: passing qualifier exams; selecting an advisor, completing a plan of study and forming your committee; preliminary exam; dissertation proposal defense; and dissertation defense.

Does your department admit applicants for a spring semester?

Yes. For application dates for the upcoming academic year, please visit the Applications page for deadlines. However, due to course sequencing, students are strongly encouraged to begin the PhD in a fall semester.

What is your university code for me to use on my TOEFL test?

Our university code is 005859. If you have your official scores sent to our university code, the Graduate School and the department will have access to the scores at the same time.

Can the TOEFL be waived (for international applicants only)?

The TOEFL can only be waived by our Graduate school. Many circumstances are an automatic waiver such as graduating from a U.S. university. Email  [email protected]  for more information.

Can I pursue a degree in your department part-time?

Yes. Part-time students are not eligible for financial assistance from the department. Ph.D. students would have to meet the residency requirements set forth for research. Please see the  Graduate Catalog  for residency information.

What type of funding is available for PhD students?

We pledge funding to incoming research students in the form of a teaching or research assistantship for 2 years with satisfactory performance and academic degree progress. The assistantship will provide tuition and a monthly stipend. Students easily find funding for the duration of the doctoral program through fellowships, or assistantships within or outside of our Department.

What is an assistantship?

An assistantship is a contract where a graduate student works for pay. Most assistantships also cover tuition payments related to the amount of hours you are contracted to work each week. A graduate student is considered full-time in the department if he or she works 20 hours per week. For a full-time assistant, the department would pay for in-state tuition and the academic fee in full. Graduate Research Assistantships are awarded by individual faculty members who have received research projects (e.g. from government agencies). The availability of GRA's and the amount of the award varies, depending on the projects that have been obtained and the funds allotted for GRA's in those projects. Typically, in engineering research carried out by a graduate student on a GRA becomes part or all of the research for the student's thesis or dissertation. For Graduate Teaching Assistantships, each program area in the Department of Engineering Education is allotted a number of GTA's to award to graduate students. The amount of the assistantship varies, depending on the duties and number of hours associated with it. The duties may involve grading of homework for courses or supervising an undergraduate laboratory course.

What is a fellowship?

A fellowship is basically income for the student to help with cost of studies. Fellowship pay is not earned income like an assistantship. Many times a fellowship is combined with an assistantship. Sometimes promised income is part assistantship and part fellowship payments. Other times a fellowship can cover expenses on the student's behalf. An example would be the payment of the comprehensive fees in a semester. In cases as these, the fellowship is paid directly to the university.

How do I become an in-state student?

Graduate students are encouraged to look into in-state status. A  form and guidelines  can be found at our Graduate School website. International students are not eligible to become in-state students.

Where is the career outlook after graduating from your program?

The character and size of our program enables optimal support to our students as they seek employment in today's job market.  Our students are equipped with the knowledge and skills to be competitive for employment in a variety of careers.  Our graduates are prepared for success.  We have a 100% employment rate among all graduates.  

ENGE Research

Have you ever looked forward to an engineering course only to find yourself sitting through a mind-numbingly boring lecture?  Have you ever dreaded a hard engineering topic but discovered it to be fascinating?  Have you ever wondered how students learn engineering knowledge and, realisitically, how long do they retain it?  Engineering education researchers are currently trying to answer these and other questions.

Engineering education research is changing the way that engineers are educated.  The field of engineering education is dominated by engineers, many of whom want to provide students with better educational experiences than they themselves had. Impacting practice is a strong value that distinguishes engineering education from some other fields. However, the strong desire to help students needs to be balanced with systematic studies to understand which educational approaches are most effective under which circumstances. 

Explore our current research grants!

Current Officers

Andrea Schuman , President

Yi Cao , Vice-President

Fabiola Rosales , Treasurer

Amanda Ross , Secretary

Abdulrahman Alsharif , Information Resources Officer

Our Mission: The mission of the American Society for Engineering Education (ASEE) student chapter at Virginia Tech is to provide a forum to enhance teaching and research skills, promote careers in academia, and encourage and assist students considering graduate school in the field of engineering education.

Seminar Student Exchange ASEE co-coordinates a student seminar exchange between UMich, Arizona State University, UT El Paso, Clemson, Purdue, University of Nebraska, and Ohio State University. Students have an opportunity to present their dissertation work to date, receive feedback from peers and colleagues in the field, and experience the culture of another department. 

What do we do? We provide a space for people interested in education in engineering to get together, learn from each other, and collaborate in research & teaching activities. We hold regular social events to bring together the ASEE community, and provide professional development sessions to help prepare students for careers in our field. If you're interested in being a part of the ASEE community at VT, come to one of our events or monthly meetings and see how you can be involved!

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• Graduate Programs
• Dual Degrees

PhD/MPP Dual Degree Program

Program overview.

The University of Virginia School of Education and Human Development  and Frank Batten School of Leadership and Public Policy offer a dual degree program that leads to the completion of a PhD/MPP degrees in five to six years. There are a number of complementarities between the Education School’s PhD program and Batten’s Master of Public Policy program. They both seek high quality students with a commitment to improving policy outcomes, and there is extensive overlap in the coursework in both programs. The goal of a dual PhD/MPP program is to leverage the comparative advantage of both schools toward these mutual interests. 

The PhD/MPP program is particularly demanding, and unless the student is clearly able to see the applicability of both degrees to future career plans, he or she should not assume that the chance to complete both degrees on a shortened timeframe is in itself a persuasive rationale for this undertaking.

A student who wishes to be admitted into the dual degree program must apply to each school separately and be admitted to both the Education School and the Batten School through the normal admissions processes of each school. The fact that the student is a candidate for the dual program is not considered at this stage.

Students who have been admitted to both schools and who wish to undertake the dual program should notify the registrar of each school and apply to the faculty advisors for permission to do so. Admission requires approval of both the Education and Batten faculty advisors.

Application to one school may be made either prior to entrance to or while a first-year student at the other. No students will be admitted to the dual program after completing the first year of either Education or Batten.

Financial aid is available and will be coordinated by the two schools. Financial aid is not guaranteed and is subject to individual school and University availability and regulations. 

Unique to the PhD/MPP, and unlike Batten’s other dual-degree programs, at the conclusion of the two years of study primarily in the Batten School, students will receive their MPP degree. At the conclusion of the fifth or sixth year of the program, students who have completed at least 72 credits in the EducationSchool will receive the PhD in Education degree. The MPP/PhD candidate is obligated to take, as part of these credits, all of the required curriculum in both graduate public policy and education. The remaining credits will be elective credits and can be chosen from the respective public policy and education curricula after consultation with the program committee.

Change of Status

At any point in the program, the student may terminate plans for a dual degree and continue toward a single degree at either school. The student must then satisfy the normal requirements of the school elected, which may include credit for some of the work done in the other school, as determined by the appropriate officials of the school in question.

Grading Standards

Students are required to meet the session and cumulative grading standards of each school independently to remain in good standing.

Administration of the Program

The program is administered by a program committee composed of one member each from the Batten and Education faculties, as designated by the schools’ respective deans. The responsibilities of the program committee extend to admission to the joint program, coordination of curricula for the students involved, resolution of any problems that may arise, reconciliation of course and examination conflicts, and promotion of dual offerings by the two schools where feasible. The deans from each school will also appoint a faculty advisor to the program who may or may not also serve as the school representative to the program committee. The faculty advisor for this program is James Wyckoff .

Students who have been admitted independently to both schools and who wish to undertake the dual program should notify the registrar of both schools and apply to the program committee for permission to do so. Entrance to the PhD/MPP program will not be guaranteed by virtue of acceptance at both schools, but will be judged according to criteria, which is the responsibility of the program committee.

* The information contained on this website is for informational purposes only. The  Undergraduate Record and Graduate Record  represent the official repository for academic program requirements. 

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The University of Virginia graduate student experience couples the resources of a large state university, with the mentorship of a personalized program. With more than a hundred advanced degrees to choose from, our graduate students take advantage of one-on-one attention with world-class faculty, state-of-the art facilities and the highest caliber academics. The University of Virginia is composed of 12 schools.  Click below to explore the advanced degree options offered.

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• Graduate Admission

Thomas Jefferson believed that learning was a lifelong pursuit. From the arts and sciences to law and business, UVA offers some of the nation’s premier graduate programs.

Graduation Day

Join us Friday, May 10, for our School of Medicine commencement events: the Advanced Degree Ceremony at 11 a.m., and the M.D. Hooding Ceremony at 3 p.m.

Graduate Education

Ph.D. Programs

The School of Medicine offers a broad range of Ph.D. degree programs with research training opportunities in cancer, neuroscience, drug addiction, microbiology, medical phyisics and other areas. All students pursuing Ph.D. degrees complete coursework and an independent research project leading to a dissertation under the guidance of a faculty mentor.

Graduates of our doctoral programs are well positioned for national and international appointments as postdoctoral scientists in academia and industry, scientific publishing, higher education and numerous other areas requiring highly skilled, critically thinking, creative leaders.

Doctoral Programs

Need more information? Please explore below for major research areas, administrative contacts and application information for all Ph.D. programs in the VCU School of Medicine. 

Department of Biochemistry and Molecular Biology

Research areas

• Bioactive lipids, metabolism in health and diseases
• Cancer biology
• Neuroscience

Program information

Tomasz Kordula, Ph.D. Program Director [email protected]

Learn about the application process

Learn about the program

Department of Human and Molecular Genetics

• Complex disorders
• Tumor biology and metastasis
• Cancer gene therapy
• Muscular dystrophy
• Epigenetics

Mike Grotewiel, Ph.D. Interim Program Director [email protected] 804-828-1023

Interdepartmental

• Drug abuse and mental illness
• Glial cell biology
• Injury, repair and degeneration
• Plasticity and development
• Channels, receptors and transporters

John Bigbee, Ph.D. Program Director [email protected]

Department of Microbiology and Immunology

• Microbial Molecular Pathogenesis, Genomics & Translational Science
• Cancer Biology
• Immunopathology & Immunotherapy

Lisa Shock, Ph.D. Program Director [email protected] 804-628-2289

Department of Pharmacology and Toxicology

• Drugs of abuse and alcohol
• Cardiovascular
• Gastrointestinal pharmacology

Keith Shelton, Ph.D. Program Director [email protected]   804-827-2104

Department of Physiology and Biophysics

• Molecular biophysics
• Gastrointestinal
• Chemical senses

Christina Kyrus Program Coordinator 804-828-3221 [email protected]

Department of Radiation Oncology

• Functional imaging using PET and NMR
• CT image artifact removal and deformation
• Radiation therapy dose calculations
• Four-dimensional radiation therapy
• Brachytherapy

William Song, PhD, DABR, FAAPM Program Director [email protected]

Apply through VCU Graduate Admissions

Biomedical Sciences Doctoral Portal

The Biomedical Sciences Doctoral Portal (BSDP) at VCU is an entry point for students interested in doctoral training in biochemistry, human genetics, microbiology and immunology, neuroscience, pharmacology and toxicology, and physiology and biophysics.

Learn more about the BSDP

Financial Support, Tuition and Fees

Full-time doctoral students typically receive financial support that includes a stipend (currently $34,000 per year) and health insurance, plus tuition and fees for the duration of their training as long as they are making satisfactory academic progress. Students are eligible for travel grants through the School of Medicine and the Graduate School, and might also be eligible for financial aid through the School of Medicine Financial Aid Office as well as support through training grants and national fellowships.

For more information about specific programs, please fill out our graduate education contact form .

Darden Ph.D. Program

The University of Virginia Darden School of Business offers an intellectually demanding doctoral program for a select group of high-potential applicants. Distinguished by its top-ranked faculty and world-class research centers, the doctoral program will train you as an academic researcher capable of contributing to the cutting edge research in business and management and provide you with the skills you will need for a successful career as a professor.

Unparalleled Accessibility The Ph.D. program's deliberately small size and Darden's open-door research ecosystem fosters high intellectual and emotional engagement with some of the world's leading business teachers and thinkers.

Breaking Ground Daily The Darden Ph.D. nurtures an intensive academic pursuit in an intimate environment. As candidates rigorously pursue their area of expertise, professors steward their development into field-leading researchers capable of communicating as clearly in the boardroom as the classroom.

Strategy, Ethics & Entrepreneurship

Darden's Strategy, Ethics, and Entrepreneurship (SEE) Ph.D. Program is unique in its integration of these three fields of study. While students will focus on one of the three tracks (either Strategy, Ethics, or Entrepreneurship), we place emphasis on the intersection of these topics. We bring a unique Darden perspective to creating and sustaining value -- not only for the firm, but for the stakeholders involved and for the society within which the firm operates.

Data Analytics and Decision Science

Darden's Data Analytics and Decision Science Ph.D. Program is focused on mathematical methodology with business applications and includes dynamic programming, game theory, mechanism design, machine learning, optimization, search theory, wisdom of crowds, forecasting, decision analysis, pricing and revenue management, and behavioral models of human decision making.

What Our Ph.D. Graduates Say About the Program

Kirsten Martin, Director William P. and Hazel B. White Center Professor of Technology Ethics Professor of IT, Analytics, and Operations, Mendoza College of Business at the University of Notre Dame

Sergiy Dmytriyev, Assistant Professor, Business Management at James Madison University

Jeffrey York, Associate Dean for Strategic Initiatives • Research Director of the Deming Center for Entrepreneurship • Professor

Where the brightest minds converge.

Education School Offers No. 2 Best Online Graduate Education Program in the Country

• By Laura Hoxworth , [email protected]

Bavaro Hall, located on Emmet Street, is home to UVA’s School of Education and Human Development. But many of the school’s students never set foot into the building, thanks to its highly ranked online programs. (Photo by Sanjay Suchak, University Communications)

The University of Virginia’s School of Education and Human Development has again been recognized for offering one of the country’s best online graduate education programs.

In the U.S. News & World Report’s 2024 Best Online Programs rankings , the school jumped up 18 spots to tie for second place among more than 300 schools.

Three individual online graduate programs landed in the top five nationally, and all four of the school’s programs ranked by U.S. News are in the top 11:

• Curriculum and Instruction: No. 4.
• Administration and Supervision: No. 4.
• Special Education: No. 4.
• Instructional Media Design: No. 11.

In a new ranking released this year, the Education School was also named the No. 1 online Master of Education program for veterans, based on overall program quality and financial benefits to veterans and active service members. 

“Several of our students have enrolled in the program for a career transition into education after retiring from service,” said Anne Jewett, assistant professor and director of the M.Ed. in Curriculum & Instruction online program. “No matter what their professional goals are, we are thrilled to be able to offer flexible, affordable online options for our veterans and active service members.”

The overall rankings are based on five categories: engagement, peer assessment, faculty credentials and training, services and technologies, and student excellence.

“Offering a high-quality online learning experience for our students is very important to us, and our faculty and staff work hard to create a supportive, intentional and rigorous environment that builds community for our students while setting them up for success after graduation,” Catherine Brighton, senior associate dean for academic programs and student affairs, said. “It is gratifying to see those efforts recognized at a national level.”

Details on the school’s online programs, including enrollment and application deadlines, can be found on the School of Education and Human Development website .

Media Contact

Laura Hoxworth

School of Education and Human Development

[email protected] 434-924-5266

Article Information

June 26, 2024

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Interdisciplinary Graduate Education Programs at Virginia Tech

Translational Obesity research

The Graduate School supports 14 Interdisciplinary Graduate Education Programs to promote and sustain interdisciplinary graduate education and research at Virginia Tech.  Additional interdisciplinary graduate programs have been developed by colleges, schools, departments and units across the university. Each program addresses a major fundamental problem or complex societal issue requiring an interdisciplinary team of scholars. More than 300 graduate students are affiliated with the university’s interdisciplinary programs. We provide information below, but you also can learn more about them, and their requirements, in the Graduate Catalog  and on the program's websites. Links to both are included in the descriptions below.

Alliance for Social, Political, Ethical, and Cultural Thought (ASPECT)

The ASPECT Ph.D. program fosters a critical engagement between domains of inquiry in the humanities, the social sciences, and the arts.

To learn more, visit our  website  and our  Graduate Catalog page .

Bio-Inspired Buildings

Bio-build answers the pressing societal need for professionals with the interdisciplinary expertise necessary to create buildings and communities that are in fact bioinspired.  Graduates will have an immediate impact in university and industrial settings, and they will change the relationship between the built environment and our planet.  This requires a radical shift in how we understand buildings by bringing together faculty from departments in College of Architecture and Urban Studies (CAUS), College of Natural Resources and Environment (CNRE), College of Engineering (COE), and College of Science (COS) and collaborating with interdisciplinary university centers such as the CMI, to develop a program that explores building systems and biological systems synergistically to discover innovative connections between these two fields.

Learn more at our website . Also visit our catalog page .

Biological Transport (BIOTRANS)

The Biological Transport IGEP (formerly called MultiSTEPS) aims to prepare future leaders of industrial and academic research to think, collaborate, and solve problems at the intersection of the engineering and biological sciences. The program is based on a systematic process of increasingly interdisciplinary coursework, student interaction, community development, and cross-disciplinary research experience and will include strong ethics and professional development components. Key components of this program include an interactive seminar series; cross disciplinary education, including both new and existing courses; exposure to research on an international level; and a collaborative grant proposal competition. The goal of BIOTRANS is to establish a sustainable framework of interdisciplinary education and research that trains future leaders of academic and industrial research to think, collaborate, and contribute at the intersection of the biological and engineering sciences.

Computational Tissue Engineering (CTE)

Imagine a child with a skin injury who walks into a drugstore to purchase a Band-aid containing cells that will heal the injury. Imagine a patient with a damaged liver not having to wait years for a transplant but having the organ regenerated from his own liver cells. Imagine being able to test the side effects of drugs on artificial tissue cultures in lieu of expensive animal testing and complex clinical trials.

Such is the promise of the field of tissue engineering. Despite tremendous developments, the field requires high-throughput assays and instruments to reduce the cost, time, and complexity; novel biomaterials that support multiple cell types in defined spatial configurations; biochemical assays to monitor the interaction of cells with biomaterials and their environment; and predictive computational models for engineering functional tissues.

We train students at the confluence of tissue engineering, molecular and cell biology, and computational science. Our vision is that trainees will emerge as the leaders of the trans-disciplinary field of “Computational Tissue Engineering.”

To learn more, visit our website . Also visit our catalog page.

Disaster Resilience

In the 21st century, we are increasingly vulnerable to disasters due to reliance on interconnected technologies and concentrations of people and power. Risk is the overarching theme that underlies our quest for resilience. One of the key reasons our risk continues to grow is the way we live. Concentrations of people, power, technology, education, and knowledge lower resilience.

Dependency is another risk factor: every time we add a link, it generates a node that can fail. How do we define risk? How do we communicate risk? How do different people perceive risk? How do we mitigate risk? The solution is to adopt trans-disciplinary thinking and action, including common experience, language, perspective, and objectives. To learn more, visit our webpage . Also visit our catalog page .

E-mail:  [email protected]

Genetics, Bioinformatics, and Computational Biology (GBCB)

The research paradigm exemplified by the Human Genome Project requires a new academic training paradigm, one that creates team-oriented researchers who may be specialists in one area but who are literate in several other disciplines. For example, researchers with expertise in the mathematical, statistical, or computer sciences also require sufficient knowledge in biology to understand the questions in order to develop appropriate analytical methods and computer tools. Similarly, life scientists need sufficient grounding in mathematics, statistics and computer science to be educated users of these quantitative methods and tools, and to conceptualize new tools.

To learn more, visit our website and our catalog page .

Geospatial and Environmental Analysis

The interdisciplinary doctoralhttps://geography.vt.edu/academics/gea.html program focuses on the application of geospatial analysis for improving the science, management, and conservation of natural resources and the environment.

For more information, visit our  webpage  and our  Graduate Catalog page .

Human-Centered Design

Human Centered Design (HCD) is an emerging design philosophy charged with understanding the processes and methodologies in which the needs, wants, and limitations of end-users are integrated at every stage of the design process.  HCD can be characterized as a multi-stage process of problem definition and solution that not only requires designers to analyze and foresee how users are likely to use a product, but also to test the validity of their assumptions with regards to user behavior in real world tests with actual users. 

HCD creates novel learning and discovery opportunities that are needed to train the future professoriate, workforce, and professional / civic leaders. HCD, however, can only be taught in a true interdisciplinary educational environment in which coursework and research embrace diversity, inclusiveness, educational breadth, and interdependence, while promoting a person-oriented, rather than a product-oriented, attitude towards education. The HCD/IGEP degree is build around competencies in four core areas: Creative Problem Solving, Computational Practices, Interdisciplinary Research, and Humane Understanding. To learn more, visit our website . Also visit our catalog page .

Infectious Disease

The Infectious Disease (ID) IGEP will train a new generation of interdisciplinary infectious disease scholars.  The ID IGEP aims to advance knowledge of the biology of pathogens, vectors, and hosts, the science of prevention and treatment, as well as the environmental, social, and behavioral aspects of public health.  The program will train PhD students that select to work in a home laboratory from the over 100 faculty members in six colleges and 31 departments affiliated with the Center for Emerging, Zoonotic, and Arthropod-borne Pathogens (CeZAP). Students participating in the ID IGEP will learn to:

• Tackle societal challenges related to infectious disease by integrating multiple diverse viewpoints
• Master technical skills necessary to solve complex ID research questions in a transdisciplinary manner
• Excel in coursework, while learning to apply strategies to predict and circumvent the risk of disease emergence affecting humans, animals and plants
• Communicate their research effectively to others outside of their field of study
• Participate as a member of a cross-campus ID community through activities such as poster sessions, research seminars and symposia that foster professional development
• Partner with agencies, industry and the public to address ID issues beyond Virginia Tech

To learn more, see our website . Also visit our catalog page .

Interfaces of Global Change

The overarching goal of the IGC IGEP Program is to provide doctoral students with a unique interdisciplinary perspective and skill set that will enable them to tackle complex problems at the interfaces of global change.  Specifically, the program will:

• Create a learning community of scholars with a deep and holistic understanding of how the major global threats can interact to influence the environment and society.
• Foster an environment where students learn the “languages” of scholars in different fields, breaking down traditional disciplinary borders to facilitate interdisciplinary collaboration.
• Inspire young scientists to consider how their research, both the questions they pursue and the scientific approaches they utilize, may influence public policy and society.
• Create an environment where young natural scientists, social scientists, health scientists and engineers interact closely and learn how to effectively communicate their scientific findings with one another and to decision-making.

Macromolecular Science and Engineering (MACR)

The Macromolecular Science and Engineering graduate degree (MACR) is an interdisciplinary program at Virginia Tech beginning Fall semester, 2001. This is a university-based degree program spanning multiple departments and colleges to emphasize fundamental and emerging technological areas in the field of macromolecular science and engineering. The interdisciplinary curriculum is comprised of a core requirement and modular approach to coursework. A key feature of this modular approach is the flexible integration of cutting-edge research with graduate training.

To learn more, see our website and visit our catalog page .

Molecular and Cellular Biology

The Molecular and Cellular Biology (MCB) program is an interdisciplinary program with faculty from six departments across Virginia Tech as well as from the Fralin Biomedical Research Institute. Incoming students may choose research projects from four research areas: Cell Signaling and Cancer, Inflammation and Immunity, Microbiology and Virology, as well as Neurobiology. The vision of the MCB program is to develop and cultivate an inclusive environment that advances scientific curiosity, learning, and creativity; that values ethical conduct; that encourages community outreach and involvement; and that emboldens independent thinking and collaborations alike.

For more information, visit our  website  or our  Graduate Catalog page . 

Regenerative Medicine

Regenerative medicine (RM) is a new medical approach that seeks to restore both structure and function of tissues lost to injury, disease or congenital defects. This field incorporates use of stem cells, proteins that stimulate healing, and engineered biomaterials to help cure diseases from diabetes to osteoarthritis. Regenerative strategies are modeled on mechanisms drawn from embryonic development and naturally-occurring examples of regeneration. This field represents a paradigm shift in biology, medicine and biomedical engineering. Ethical and societal impacts need to be considered as this rapidly expanding technology is developed. To learn more, see our website . Also visit our catalog page .

Remote Sensing

We seek to build on extant strengths to become the only interdisciplinary remote sensing program in the nation that incorporates all aspects of remote sensing, including engineering, theory, data analysis, applications, and policy. Remote sensing provides technical and methodological approaches to holistically study human activities that have an impact on the Earth’s sometimes poorly understood physical processes. Remote sensing can be defined as the acquisition of information about an object without making physical contact with it.

To learn more about us, visit our website . Also visit our catalog page .

Science and Technology Studies

Science and Technology Studies (STS) is a growing field that draws on the full range of disciplines in the social sciences and humanities to examine the ways that science and technology shape, and are shaped by, our society, politics, and culture.

Visit our  webpage  and our  Graduate Catalog page  to learn more about our program.

Sustainable Nanotechnology (SuN)

The primary research goal of the SuN IGEP is to facilitate the incorporation of sustainable design concepts in the nanotechnology field. The sustainability of a particular technology is often an afterthought in the design process; however, because nanotechnology is still in its infancy there is significant potential to proactively direct the field towards sustainable design. Achievement of this ambitious goal will require substantial longterm effort and a range of expertise that incorporates not only scientists and engineers, but also economists and social scientists.

To learn more about us, see our website . Also visit our catalog page .

Translational Biology, Medicine, and Health

Our research-intensive, multidisciplinary Ph.D. program in the biomedical and health sciences emphasizes the concept of “translational science” across multiple levels of inquiry.  We bring together students from the life, behavioral, physical, engineering, and computational sciences to consider today’s major health challenges.

Visit our  website  and our  Graduate Catalog page  to learn more.

Translational Obesity Research

Obesity is one of the most complex public health problems facing the nation and world today. More than a third of Americans and over one billion people worldwide are obese. Significant progress has been made in basic science discoveries related to the regulation of energy balance and in identifying efficacious lifestyle and pharmacologic approaches to manage obesity under tightly controlled conditions in primarily academic healthcare settings. However, there is little information available regarding the clinical relevance of many basic science discoveries or in the translation of promising clinical interventions to evidenced‐based practice.

To learn more about us, visit our Graduate Catalog page .

Translational Plant Science (TPS)

Human health and prosperity depend on nutrition and energy derived from plants, but the world’s rising population and dwindling resources place ever-increasing pressure on our agricultural systems (highlighted in a recent focus issue of  Science on Food Security , 12 Feb 2010). New experimental tools have revolutionized our ability to understand how plants grow and respond to environmental challenges (e.g., pathogen invasion, highlighted in a recent focus issue of  Science on Plant-Microbe Interactions , 8 May 2009). However, we now face the challenge of translating this basic understanding into practical benefits.

To learn more about our program, visit our  webpage . Also visit our  catalog page .

Water INTERface: Interdisciplinary Research Transcending Boundaries of Engineering and Human Health (WATER)

This interdisciplinary faculty group is united by a central focus of “Water for Health”, spanning from “pipes to people”. Clean water is a common topic discussed in many classrooms and research laboratories around this campus. Yet, the complexity of societal issues related to water shortages, purity, and quality, which influence water consumption and its role in human health, highlights the need for increased interdisciplinary dialogue and problem-solving capabilities. This Interdisciplinary Graduate Education Program (IGEP) unites graduate students and faculty in addressing technical and societal challenges of transforming low-quality water resources into clean water for healthy living.

Students can earn an Interdisciplinary Water and Health Science Certificate. Details are available  here . To learn more about us, visit our  webpage . Also visit our  catalog page .

Follow Virginia Tech Graduate School

Link to the Disrupting Academic Bullying pages on the Ombuds site

Associate Dean William Huckle

[email protected]

540-231-2135

• Affiliated Faculty
• Emeritus Faculty
• In Memoriam
• Distinguished Majors Program (DMP)
• Bioethics Minor
• Philosophy, Politics, and Law
• Accelerated MA Program
• The PHIL CLUB
• JD/MA Requirements
• Job Placement Record
• PhD Requirements
• Recent Dissertations
• Fall 2024 Course Listing

N.B. In what follows, there is a distinction between ‘academic level’ and ‘term-in-residence.’ ‘Term-in-residence’ refers to the number of semesters you have enrolled in the PhD program at UVa. ‘Academic level,’ by contrast, refers to your progress through the curriculum.  For students entering without an M.A., these two coincide. However, students entering with an M.A. are usually granted ‘advanced standing’ for prior graduate coursework, which accelerates their progress through curriculum by one semester.  In such cases, your first term in residence is actually the second semester of academic level one.  Where students with advanced standing are concerned, a requirement that needs to be completed by the end of the sixth semester, for example, must be completed by the end of the  fifth  term-in-residence.

Corcoran Department of Philosophy, University of Virginia

Graduate Program

I. Degree Requirements

All graduate students should be familiar with the degree requirements specified in the Graduate School of Arts and Sciences Record. These include requirements concerning the payment of fees, due dates for degree applications, the submission of title pages for theses and dissertations, and the submission of approved copies of theses and dissertations. In addition, there are several departmental requirements for degrees in Philosophy that are not included in the general Graduate School requirements. Students should consult the Graduate Record for further details and requirements. This and other valuable resources are available at https://graduate.as.virginia.edu . The following summarizes the main requirements for the M.A. and Ph.D. degrees.

M.A. in Philosophy

• Two semesters of full-time residential study.
• 30 hours of graduate-level courses.  No transfer credits are accepted. Up to 6 hours may be satisfied through Non-Topical Research.  Students who previously enrolled in courses offered through GSAS while completing an undergraduate or graduate degree program at the University of Virginia may count up to six credits of such coursework towards a master’s degree as long as those credits were not used to fulfill requirements for the prior degree.
• Completion of one qualifying paper.  Each student must submit a qualifying paper to the Director of Graduate Studies, who will convene a committee of 2-3 faculty members to evaluate each paper.  Students are allowed two submissions, and missing a deadline will count as a failed submission.

Guidelines for qualifying papers.  The qualifying paper requirement is intended to help students transition from coursework to dissertation research by ensuring that they first undertake professional-level research projects on a smaller scale.  A successful qualifying paper will identify a promising research question; demonstrate an understanding of the current state of the literature; make a substantive philosophical contribution; and be written to appropriate professional standards.

Qualifying papers must be between 4,000 and 10,000 words in length (including footnotes and bibliography).  When determining the appropriate length for their submission, students should consider both the needs of their particular project and the typical length of published papers in the relevant subfield.

Qualifying papers are typically significantly revised graduate seminar term papers. A student considering developing a term paper into a qualifying paper should consult the instructor of the seminar for advice. (Upon initially submitting a term paper, the student may ask the instructor to read the paper with an eye towards whether it might serve as the basis for a qualifying paper.) The instructor will provide guidance as to whether the project is promising and may suggest possible changes the student might make to the paper to render it suitable. Such changes may be substantial. In addition to altering the existing argument of the paper, the instructor may suggest that the paper address works not read in the seminar; that it respond to further objections; etc. The instructor’s guidance is advisory only; following this advice does not guarantee that the paper will be accepted as a qualifying paper.

Ph.D. in Philosophy

• Two qualifying papers, including the qualifying paper for the M.A.  A total of four submissions will be allowed.  The first qualifying paper must be submitted by the first day of class of the 3rd semester of graduate study, and the second by the first day of class of the 5th semester.  Missing a deadline counts as a failed submission.  The qualifying paper requirement must be completed by the end of the 6th semester; to allow readers ample time to evaluate the paper, students must submit their final attempt(s) by November 15th or April 15th of their sixth semester.            Students entering the program with an MA from another university and who are provided a semester of advanced standing need write only one qualifying paper.  Two submissions are allowed.  Students with advanced standing begin the program in the second term of study instead of the first and are exempt from the first qualifying paper due the following term.  Instead, they submit their sole qualifying paper by the first day of class of the fourth semester, which is their third term in residence.  Missing the deadline counts as a failed submission.  The qualifying paper requirement must be completed by the end of the fourth term in residence; to allow readers ample time to evaluate the paper, students must submit their final attempt by November 15th or April 15th of their fourth term in residence.  Note: if the Qualifying Paper is a revision of a prior submission, it must be accompanied by a 1-2 page explanation of the changes that have been made, detailing how they respond to the comments made on the previous submission (along with page numbers in case of minor, localized changes).”
• Six semesters of full-time residential study.
• 36 hours of graded courses at or above the 5000-level.  The department may approve counting graduate courses taken elsewhere toward satisfying this requirement (see below). The Graduate School requires 72 hours of graduate course work for the Ph.D. The 36 hours over and above the department’s requirement of 36 graded course hours can be fulfilled through PHIL 7995: see Section III.
• Qualification for the Ph.D in four areas (see Section II).
• PHIL 9700, the Dissertation Seminar.This non-credit course is taught every spring.It combines discussions of the central aspects of professional life with multiple opportunities for students to present and receive peer feedback on their work-in-progress.It is mandatory for all third-year students in residence, and optional for others.
• Ph.D. dissertation proposal approved by a committee of three faculty members, including the dissertation director.  A proposal may take one of two forms: a summary or a sample chapter. Which form the proposal takes is to be determined by the student in consultation with the advisor. A summary proposal should provide an outline of what the dissertation will accomplish.  It should specify: the key questions that the dissertation will address; the scope of the philosophical literature that the dissertation will examine; the central thesis or theses that the dissertation will advance; and at least one of the main lines of arguments that will be used to advance these theses. Dissertation proposals of this type must be no longer than 2500 words (excluding bibliography).  Proposals of the second form must consist of a substantive sample chapter. This chapter cannot be a student’s Qualifying Paper. In either case, approval is given upon successful completion of an oral examination of the proposal by the committee.  Dissertation proposals should be approved by the end of the sixth semester. The committee will be formed by the DGS, in consultation with the student and the dissertation director.  Committee members are expected to read and examine the proposal, and to be involved with the writing process from that point on.    
• Ph.D. dissertation and successful oral defense of the dissertation.  The Examining Committee for the oral defense will normally consist of four faculty members:  the dissertation director, the other two members of the dissertation proposal examination committee, and an examiner from outside the philosophy department.

*Students who entered the program in or before AY 2015-2016 may choose to have their proposals examined by the entire department if they wish.  Students who entered the program in AY 2016-2017 have until September 15 of their 7th semester to have their proposals approved.

Degree credit for graduate courses taken elsewhere . A student entering the Ph.D. program with an M.A. from another university may be allowed to count up to 12 hours of coursework for the M.A. toward the 36 hour total. All students must complete at least 24 hours of graduate courses at the University of Virginia in order to receive the Ph.D.

Degree credit for graduate courses taken in other departments. Students are sometimes allowed to count graduate courses offered by other departments at the University of Virginia in the 24 and 36 hour totals required for the M.A. and Ph.D. A maximum of 6 hours of outside coursework may be counted toward the M.A. requirement, or 9 hours toward the Ph.D., provided the student is able to demonstrate (to the Director of Graduate Studies) the relevance of these courses to his or her philosophical pursuits.

II. Qualifying for the Ph.D.

1.   Qualifying in Metaphysics and Epistemology, Ethics, and History of Philosophy.

For each of these three areas, a student must qualify in the area by achieving an average grade of at least B+ in two courses in that area. No more than one course in each of the following areas can be counted towards satisfying the requirement in History:  Ancient Philosophy, Medieval Philosophy, Modern Philosophy. The Director of Graduate Studies, in consultation with the faculty, will determine the areas that courses fall under. There will be no double counting; a course can be used to satisfy only one area requirement. Courses taken at the University of Virginia outside the Philosophy Department cannot be used to satisfy area requirements.

For students entering the program with an M.A. from another university, no more than one of the two courses in each area may be from the student’s course work for the M.A.; the Director of Graduate Studies determines whether a course taken outside the University of Virginia satisfies a distribution requirement. The requirement for a B+ average applies only to courses taken at the University of Virginia.

2.   Qualifying in Logic. 

Students are expected to demonstrate qualification in logic by achieving a grade of at least B in PHIL 2420, a grade of at least B on the final exam of PHIL 2420, or a grade of at least B- in PHIL 5420. 

Students must qualify in Metaphysics and Epistemology, Ethics, History of Philosophy, and Logic by the end of their sixth semester.

Special Note about Incompletes : Course instructors may (but need not) allow students to receive a grade of “incomplete” in a course. Missing work for incompletes from Fall courses must be submitted by January 15th; missing work for incompletes from Spring courses must be submitted by June 30th. Instructors may impose earlier deadlines. The department strongly encourages students to avoid taking incompletes (grades of IN) in their courses. A student with two or more outstanding incompletes on his or her record at the beginning of a semester will not be allowed to register for classes, to teach, or to receive funding.

III. Special Courses

PHIL 7500 (First-Year Seminar): This seminar, offered in the fall, is required for (and ordinarily limited to) entering students. The course involves frequent, short writing assignments intended to develop students’ skills in writing philosophy papers. From year to year, different courses will be designated as ‘first year seminars’.

PHIL 7530 (Readings in Philosophy): With the permission of the instructor, a student may arrange to take an undergraduate course for graduate credit under this designation. The student would attend lectures and cover the subjects of the undergraduate course, but would do additional reading and/or written work; the student’s work in the course would be graded on a scale appropriate for graduate course work.

PHIL 7995 (Supervised Research): This course has variable credit (more than three hours can be taken in a given semester) and can be taken in successive semesters. PHIL 7995 is in effect a ‘dummy course’: one is not expected to do any work in the course, but it is a credit course which counts towards the Graduate School’s 54 hour requirement. (Students should consult with the Director of Graduate Studies before enrolling in PHIL 795; see Appendix 2 for more information on research courses.)

PHIL 8995 (Supervised Research):  Students may arrange with a willing faculty member to take a course of directed research on some philosophical topic. This allows students to do course work in areas (or approach topics in ways) not covered in regular graduate seminars. The instructor for each such course will set the schedule and requirements which the student must satisfy. Supervised Research courses count for regular degree credit.

PHIL 8998, 8999, 9998, 9999 (Nontopical Research): These are non-credit research courses and may not be counted toward the 24 or 36 hours degree requirements. Their purpose is to allow the student to do supervised or unsupervised research toward a degree, without the restrictions or requirements of ordinary course work. Generally, a student will take more hours of Nontopical Research as he or she spends more time on the preparation of a thesis or dissertation.

PHIL 9700, the Dissertation Seminar.  This non-credit course is taught every spring.  It combines discussions of the central aspects of professional life with multiple opportunities for students to present and receive peer feedback on their work-in-progress.  It is mandatory for all third-year students in residence, and optional for others.

IV.  Reviews of graduate student progress.

The department as a whole meets to assess graduate student progress.  Thorough reviews are conducted

• at the end of the first year of study,
• at the end of the second year of study, and
• when a student has either completed her qualifying paper requirement or exhausted all attempts without passing.

Reviews are intended both to provide constructive feedback and to determine whether the student should be allowed to continue in the program.  Graduate students are informed of the results of their review by the DGS.

Reviews are holistic, taking into account course grades, performance in seminars, qualifying paper submissions, professional engagement, performance as a teaching assistant, and any other relevant factors.

Search form, department of psychology.

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Clinical Psychology

Community psychology, cognitive psychology, developmental psychology, quantitative psychology, social psychology.

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PhD in Psychology

We offer PhD degree in Psychology in seven Areas of Specialization. Each Area of Specialization may have distinct application and graduation requirements. Because the graduate students are admitted to a Specialization, and transfers among programs are not permitted, the applicants to our graduate program are advised to examine the research programs in each area carefully before they apply to the PhD program in Psychology. 

A note on admissions to our doctoral program: Please note that we do NOT use cutoffs on GRE or GPA scores to make admissions decisions. Further, we are committed to a holistic review process that involves reviewing multiple sources of information tied to a students’ readiness and fit for our program, and we strongly value students’ prior research experience, fit with a primary mentor, and other characteristics, such as students’ passion for research. Thus, we encourage all students with strong prior research experience who feel they are a good fit for our program to apply, regardless of any one particular score or feature of their application.

The application for the PhD programs in the Department of Psychology has eliminated the GRE requirement, beginning with the applications for the 2021 admissions.

To help you learn more about what criteria we value among applicants for our doctoral psychology program, we encourage you to review this rubric  that some labs in our program use to evaluate applications. Our goal with these criteria is to holistically evaluate your potential to be a successful graduate student and contributor to our program and the field. As you’ll see in the rubric, in your application we invite you to share experiences you’ve had that demonstrate your motivation, perseverance, and initiative as we want to recognize the broad range of paths that can prepare a person to be successful in graduate school.

Please note that current graduate students, research staff, and postdoctoral fellows might help review applications for a given lab.

Psychology PhD Curriculum 

Areas o f specialization:, systems and behavioral neuroscience.

Ph.D. in Computer Science

Please visit the UVA Graduate Record webpage for Ph.D. degree requirements. 

Application Requirements

Computer science background requirements.

The Department of Computer Science does not require that applicants hold a bachelor's degree in Computer Science. However, applicants are expected to have a strong background in Computer Science. A suitable background would include courses in the following core areas:

• Data Structures
• Discrete Mathematics
• Assembly Language and Computer Organization
• Programming in a procedural language such as C, C#, C++, or Java.

Applicants are also expected to have taken several (but not necessarily all) courses in specialized areas:

• Operating Systems
• Programming Languages
• Artificial Intelligence
• Computer Networks
• Automata and Formal Languages
• Software Engineering

A year of college-level Calculus is also required. In general, experience gained working is not considered equivalent to successful completion of the courses listed above.

Grade Point Average

There is no minimum GPA required for admission. However, most applicants who are offered admission to our program have a GPA of at least 3.3 (out of 4.0). The grades in Computer Science, mathematics and related courses are more important than the overall GPA.

GRE scores are optional. 

Letters of Reference

If possible, letters of references should be written by faculty at a university previously attended. Letters of reference from Computer Science faculty are preferred, but references from employers are welcome. References should pay particular attention to academic achievements and evidence of independent, creative problem solving.

TOEFL/IELTS Scores

• If you are a permanent resident of the U.S., TOEFL is not required
• If you received a 4-year degree at an English-speaking institution (whether or not the institution is in the U.S.), TOEFL/IELTS is not required.
• If you received a 4-year degree at a non -English-speaking institution and a Master's degree from an English-speaking institution, TOEFL/IELTS is required. 
• Note that if you have a solid command of written and spoken English, TOEFL/IELTS waivers are possible! Contact via email,  [email protected] , explaining why you believe TOEFL/IELTS can be waived (include evidence such as verification of duties as a Teaching Assistant that required significant interactions in English, copies of expired TOEFL/IELTS scores, presentations at conferences in English, etc.). 

It is unusual that we offer admission to an applicant with an overall TOEFL score below 90 / IELTS below 6.5. Scores can be sent electronically to UVa at institution code B875. Some students with lower scores may be required to complete the UVA Summer English for Academic Purposes Program prior to admission.

Application Evaluation

Applications are evaluated based on the following factors:

• Background in Computer Science (including project work)
• Grade Point Average (GPA)
• Graduate Record Examination (GRE)
• Letters of reference
• Personal statement
• TOEFL/IELTS scores

Applications are evaluated in their entirety. A weakness in one factor might be mitigated by strength in another.

Financial Aid / Tuition 

Occasionally, the school of Engineering offers Master Fellowships. More information can be found on the Engineering Cost Aid webpage: https://engineering.virginia.edu/future-grads/graduate-admissions/cost-aid , and you can learn more about UVA Fellowships here: https://citizenscholars.virginia.edu/fellowships  

PhD students are usually admitted with a financial aid package in the form of a First-Year Research Assistantship that allows students to explore research with various faculty members and find their best match. It is expected that students will join a research group by the end of their first year and then be supported as a Research Assistant (RA). This financial aid package includes a competitive stipend, tuition, fees, and health insurance coverage. Details of this award are given at the time of your notification of acceptance into the Computer Science PhD program.  

You are encouraged to apply to outside sources for fellowships or you can apply for federal assistance by filling out a Free Application for Federal Student Aid .

The UVA Tuition and Fees page includes the costs per academic year by school. 

CS Admissions Frequently Asked Questions (FAQs)

How do i apply.

Please visit this Web page to apply.

When is the application deadline?

See details in the section above (Admissions).

How much does it cost to apply? Can this fee be waived?

Visit this UVA Engineering FAQ page for details on the cost to apply, and learn if your fee can be waived.

Is the TOEFL/IELTS required?

International students must have an outstanding command of the English language in order to enroll at the University of Virginia. The TOEFL/IELTS exam is required of all applicants if the language first learned and spoken in the home is not English, and they are not permanent residents. However, TOEFL/IELTS is not required if the applicant has received a 4-year degree at an English-speaking institution (whether or not the institution is in the U.S.). (If the applicant has a 4-year degree from a non-English-speaking institution and a Master's degree from an English-speaking institution, TOEFL/IELTS is still required.) It is unusual that we offer admission to an applicant with an overall TOEFL score below 90 / IELTS below 6.5. 

I scored less than 22 on the Speaking section of TOEFL. Can I still apply?

We review all applications thoroughly, along a number of dimensions. It is unusual that we offer admission to an applicant with an overall TOEFL score below 90/ IELTS score of 6.5.

Where do I send my GRE and/or TOEFL/IELTS scores?

The Institution code for School of Engineering and Applied Science of the University of Virginia for the GRE is 5820. The code for TOEFL is  B875. There is not a specific code for the Department of Computer Science.

I'm taking TOEFL/IELTS or GRE after your deadline (Dec 15). If I apply will these scores make it into my application and be seen by the admissions committee?

We will start evaluating applications soon after the Dec 15 deadline. Applicants should submit the most complete application they can, based on the information they have at the time (e.g., current test scores, even if new test scores are anticipated).Those applications that are complete will be considered first. We will continue to evaluate applications into early next year, until we have completed our offers. As we are reviewing applications, we will certainly consider updated scores as the arrive at the University of Virginia. There is no need to email us to tell us that new scores are being sent.

Should I mail or should I upload my materials with my application?

We strongly discourage applicants from mailing in any items that can be uploaded to avoid delays in your application review, and we ask that you not send duplicate copies of previously uploaded documents. If you still need to mail documents to our office, please send them to: For US Postal: Graduate School of Engineering and Applied Science Admissions P.O. Box 401103 Charlottesville, VA 22904 For UPS/FEDEX:      Graduate School of Engineering and Applied Science Admissions      1001 Emmet Street North      Room 209B Carruthers Hall      Charlottesville, VA 22903

I’ve submitted my application and all supporting materials. Why does my application status still show as incomplete?

We will fully review your application with unofficial test scores and unofficial transcripts. Your application will only show as "complete" when your application has been submitted, your official scores and transcripts have been received and all three letters of recommendations have been received. An application is complete for review with unofficial transcripts and self-reported scores, though the checklist will still show incomplete. Please note that all official transcripts are received in our main admissions office and scanned or entered into our system manually. If you feel that your materials should have been received by now, but are NOT showing up when you login to your account, please note that the Graduate Admissions Office processes a very large number of applications and it may take longer than expected for your documents/information to appear online (in your account). It is very likely that your materials have been received, but have not been loaded into our application system yet.

If I email you my information (e.g., GPA, GRE scores, etc.) before I apply, can you tell me the chance of being accepted?

The graduate admissions committee considers many factors in an application, including more than just GPA and test scores. In particular, letters of reference and your personal statement are extremely important. Therefore, we are unfortunately unable to provide any information before the committee considers your full application.

I still have other questions. Is there anyone available to help me?

Yes! For program/degree specific questions, please send an email to [email protected]. For application support and specific questions regarding the application process, please contact: Central Graduate Admissions [email protected] 434-243-0209

The information contained on this website is for informational purposes only.  The Undergraduate Record and Graduate Record represent the official repository for academic program requirements. These publications may be found here .

• Medical and Health Professions Education, PhD
• Medical and Health Professions Education

Earn your doctoral degree and become an educator, leader and scholar.

Learn more about the program., meet with a program representative..

You should receive a confirmation email shortly with your submission information. Thank you for your interest.

Explore Medical and Health Professions Education, PhD

• MHPE Programs
• Program Goals and Student Learning Outcomes
• Admission Requirements
• Application Process
• Tuition & Fees (DMHPE)
• Computer Standards
• Faculty and Staff

Concentrations

Higher Education

Become an education researcher and leader, designing, managing, and evaluating health professions education programs. Gain the practical knowledge and skills necessary to tackle major issues facing higher-education leaders.

Contemporary Human Anatomy Education

Be part of the next generation of anatomy educators with skills related to contemporary needs, issues and best practices in diverse academic settings. Gain experience in modern anatomy teaching modalities, anatomy lab management, and course directing.

Simulation Education

Educate the next generation of healthcare professionals using relevant models and simulations as instructional and assessment tools. Gain knowledge of the business principles and organizational structures required for successful simulation center management, as you train to become a leader in simulation education.

Engage in student research

MHPE students and faculty engage in research that enhances our understanding of health professions education and the diverse backgrounds and perceptions of learners. MHPE students can partner with faculty on long-term research projects related to:

• Diversity, equity and inclusion in the health professions curriculum
• Pathways to health professions degree
• Researcher and educator competencies
• Asynchronous learning communities
• Burnout, belonging, and resilience of health professions students and educators
• AI and technology in anatomy education

Program benefits

Individual mentoring.

Develop an academic plan and timeline for completion based on your needs and program offerings.

Fully online PhD

Complete all coursework online in 3.5 to 4 years following a structured course schedule.

Choose your pace

Follow a standard pace (3.5 to 4 years) or extended pace (4.5 to 5 years) course schedule.

Meet our students

Jeremy Amayo

Jeremy is a DMHPE student interested in studying student self-regulation following academic failure. He serves as director of ultrasound education and is an assistant professor and critical care PA at Emory University School of Medicine. In his teaching role, he has implemented several novel active learning strategies to improve PA student competency in the basic sciences. Outside of his professional life, Jeremy loves to spend time with his wife and 3 children, play music and train Brazillian Jiujitsu. You'll usually find him with an ultrasound probe in one hand and a coffee in the other.

Demetra Castillo

Demetra is a certified Medical Laboratory Scientist with almost 20 years of experience as an educator in both public and private universities. She is an Associate Professor at the University of Cincinnati. Demetra has a Masters in Adult Education and is currently enrolled as a DMHPE student in the Higher Education concentration. Her research interests include spatial analysis, students with developmental and intellectual disabilities, and medical laboratory workforce shortages. In her spare time, Demetra loves to spend time with her family, swim, read books, and travel.

Lauri Nemetz

Lauri is a dissector, author, educator, and movement therapist focusing on fascial anatomy. She has taught and lectured all over the world. Currently a DMHPE student with the Contemporary Human Anatomy Concentration, Lauri plans to further her work in art, anatomy, and perception. She serves as an Adjunct Professor at Pace University (Pleasantville, NY) and a Visiting Associate Professor at Rush Medical (Chicago), in addition to other work based in New York and with KNMLabs and Anatomic Excellence. She spends almost every day outdoors on several local trails and is often kayak guiding in the summer months. 

Melanie Nohrer

Melanie has worked in higher education for 11 years at a variety of administrative levels and departments including admissions, academic affairs, administration and graduate medical education. She has a Master of Education in Higher Education, Educational Leadership degree from Liberty University, and is currently pursuing a DMPHE degree at EVMS. Melanie works as an Educational Specialist for EVMS Obstetrics & Gynecology, managing all three fellowship programs. Her top priority within the program is a fellow’s success, achievement and overall experience!

Muhammad Owais Aziz

Owais is a clinician, educator, researcher, equity, diversity & inclusion advocate, and disaster relief planner. Currently, he is a DMHPE student and Professor of Sciences at St. Lawrence College, Ontario. Owais is actively engaged in multiple local and international organizations. As a result, he was nominated for an Innovation Award, and designated as a Change Agent for initiating and managing organizational change. As a member of an EDI+ Belonging task force, he was nominated for the leadership excellence award at CICan, which represents 141 publicly funded colleges and universities across Canada. Owais loves traveling, playing games, and doing new experiments with his family.

Alyssa L. Ransom

Alyssa is an Instructor of Gross Anatomy in the nursing school at LSUHSC in New Orleans, LA . She hopes to research the inclusion of race and ethnicity in the basic science course curriculum and how that impacts students. And, she admits to being one of those people that likes to do organized runs on holidays!

Mila Shah-Bruce

Mila is an Assistant Professor of Obstetrics and Gynecology at Louisiana State University-HSC Shreveport. She serves as the OBGYN clerkship director for third and fourth-year medical students. Mila is active in committees such as the academic success counsel for medical students, residency clinical competency committees, medical curriculum committee, and the hospital medical executive committee. She is passionate about education and empowering students, faculty and support staff. In her free time, Mila likes to get outside and enjoy nature with her family and furbabies.

757.446.0365

[email protected]

MHPE Masters Brochure  for more information about this program.

This website reflects current program information, including admission criteria and curricula. Information is subject to change.

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In States That Won’t Pay for Obesity Drugs, ‘They May as Well Have Never Been Created’

Public employees in West Virginia who took the drugs lost weight and were healthier, and some are despondent that the state is canceling a program to help pay for them.

By Oliver Whang

Reporting from Pineville, Charleston and Morgantown W.Va.

Joanna Bailey, a family physician and obesity specialist, doesn’t want to tell her patients that they can’t take Wegovy, but she has gotten used to it.

Around a quarter of the people she sees in her small clinic in Wyoming County would benefit from the weight-loss medications, which also include Ozempic, Zepbound and Mounjaro, she says. The drugs have helped some of them lose 15 to 20 percent of their weight. But most people in the area she serves don’t have insurance that covers the cost, and virtually no one can afford sticker prices of $1,000 to $1,400 a month.

“Even my richest patients can’t afford it,” Dr. Bailey said. She then mentioned something that many doctors in West Virginia — among the poorest states in the country, with the highest prevalence of obesity, at 41 percent — say: “We’ve separated between the haves and the have-nots.”

Such disparities sharpened in March when West Virginia’s Public Employees Insurance Agency, which pays most of the cost of prescription drugs for more than 75,000 teachers, municipal workers and other public employees and their families, canceled a pilot program to cover weight-loss drugs.

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West Virginia University to increase tuition about 5% and cut some programs

FILE - The Mountainlair Student Union on West Virginia University downtown campus stands on April, 24, 2015, in Morgantown, The u announced Friday, June 21, 2024, that it is increasing tuition by just under 5% a semester and cutting several majors from its satellite campuses in its ongoing efforts to ease the pain of enrollment drops and a budget deficit. (AP Photo/Raymond Thompson, File)

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CHARLESTON, W.Va. (AP) — West Virginia University is increasing tuition by just under 5% a semester and cutting several majors from its divisional campuses in an ongoing effort to offset enrollment drops and a budget deficit.

The state flagship university’s board of governors voted Friday to discontinue bachelor’s degree programs in chemistry, math and aviation management at West Virginia University Institute of Technology in Beckley, during a meeting where they approved the university’s financial plan for the upcoming fiscal year. The board voted to cut bachelor’s programs in recreation, parks, and tourism resources and wood science and technology at WVU Potomac State College in Keyser.

A new mine safety practices and health undergraduate certificate program was approved for the engineering school at the main WVU campus in Morgantown.

The board voted to increase undergraduate in-state tuition to $5,052 a semester, a $228 increase from this year. Tuition for out-of-state undergraduates will rise to $14,304, a $624 per semester increase.

Meanwhile, tuition for in-state graduate students will increase to $5,706 per semester, a $252 increase, and out-of-state graduate students will pay $14,769 a semester, a $639 increase.

Last year, the board approved a nearly 3% tuition bump for both in-state and out-of-state students.

“These tuition and fee increases are necessary to cover increased costs due to inflation and to continue to invest in excellence within the institution’s core academic mission,” the university’s 2025 fiscal plan reads.

Student financial support will grow proportionally, the university said. Chief Financial Officer Paula Congelio said half of all in-state West Virginia University graduates this year who earned bachelor’s degrees graduated with zero debt.

West Virginia University’s board voted in September to make wide-ranging reductions to academic programs and faculty positions as it grappled with a $45 million budget shortfall.

The state’s largest university dropped 28 of its majors, or about 8%, and cut 143 of the faculty positions, or around 5%. Among the cuts are one-third of education department faculty and the entire world language department, although there are still seven language teaching positions and students can take some language courses as electives.

The university in Morgantown had been weighed down financially by a 10% drop in enrollment since 2015, revenue lost during the pandemic and an increasing debt load for new building projects.

University officials said last week that the cuts, along with tuition increases and other changes, had been effective at getting the school into a more stable financial position. No faculty positions were cut with the elimination of the degree programs from West Virginia University Institute of Technology and Potomac State.

Nevada Today

Clinical psychology graduate program ranked 70th in the country, rankings provided by u.s. news & world report put the university of nevada, reno program in the top 100 in the u.s..

The clinical psychology program offers students opportunities for training in a clinical setting through the Psychological Services Center.

The U.S. News & World Report recently released rankings for the best graduate school programs in the country, and the University of Nevada, Reno’s Clinical Psychology Doctoral Program ranked 70th out of over 200 programs in the nation.

“We are very pleased with the recognition by U.S. News & World Report of our excellent program. We are also pleased that the program is continuing an impressive upward trajectory with the recent hiring of several top clinical scientists,” said Michael Crognale, chair of the Department of Psychology.

“I’m so proud of our faculty, who work hard to ensure that our students have access to a top-tier education,” said Louisa Hope-Weeks, dean of the College of Science.

Related Program

• Doctoral Degree in Clinical Psychology

The clinical psychology program provides students with training opportunities through the University’s Psychological Services Center. Graduate students work, under faculty supervision, to help patients with science-backed psychological support. The Psychological Services Center offers low-cost mental health treatment for a variety of backgrounds and needs and offers services in Spanish. The clinical psychology program has been accredited by the American Psychological Association since 1972.

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Carruthers Hall, 1001 N. Emmet St. P.O. Box 400203 Charlottesville, VA 22904-4203 Phone: (434) 924-4122 Fax: (434) 924-4156 Email: M-F: 10am - noon and 1pm - 4pm © 2024 By the Rector and Visitors of the University of Virginia
	University of Virginia
	Jun 26, 2024   Graduate Record 2024-2025     Graduate Record 2024-2025 Brooks Hall University of Virginia P.O. Box 400120 Charlottesville, VA 22904-4120 (434) 924-7048 Fax: (434) 924-1350 www.virginia.edu/linguistics Degree Requirements Master of arts. Of the 30 credits required for the master’s degree, students are expected to complete a minimum of 27 credits of graded coursework and up to three credits of non-topical research associated with the completion of a thesis.  Among the graded credits, students are expected to complete LNGS 7010 (Linguistics Theory and Analysis), a course in historical linguistics, a course in the structure of a language approved by the Linguistics program, a course in theoretical linguistics and electives chosen in consultation with the faculty. Students are expected to demonstrate reading knowledge in a language other than English and to pass a comprehensive qualifying examination. Students may elect to write a thesis after consulting on the timing and the topic with their advisor. Course Description   The following courses satisfy Linguistics requirements. Refer to the appropriate department for course descriptions. Anthropology LING 5401 - Linguistic Field Methods Credits: 3 LING 5410 - Phonology Credits: 3 • ANTH 5425 - Language Contact Credits: 3 LING 5440 - Morphology Credits: 3 • ANTH 5475 - Multimodal Interaction Credits: 3 ANTH 5541 - Topics in Linguistics Credits: 3 ANTH 5549 - Topics in Theoretical Linguistics and Linguistic Anthropology Credits: 3 ANTH 7400 - Linguistic Anthropology Credits: 3 ANTH 7420 - Theories of Language Credits: 3 ANTH 7450 - Native American Languages Credits: 3 ANTH 7470 - Language and Culture in the Middle East Credits: 3 ANTH 7480 - Language and Prehistory Credits: 3 ANTH 7541 - Topics in Sociolinguistics Credits: 3 CLAS 5300 - Introduction to Indo-European Linguistics Credits: 3 GREE 5050 - Comparative Greek and Latin Grammar Credits: 3 GREE 5060 - The History of the Greek and Latin Languages Credits: 3 Education - Human Services EDHS 5020 - Introduction to Speech and Hearing Science Credits: 3 EDHS 8020 - Disorders of Communication: Augmentative and Alternate Systems Credits: 3 Education - Curriculum, Instruction, and Special Education EDIS 5480 - Second Language Acquisition and Modern Language Teaching Methods: PreK-12 Credits: 3 EDIS 7842 - Teaching ELLs: Theory, Policy & Practice Credits: 3 EDIS 7850 - Seminar Credits: 3 English Language and Literature ENGL 5100 - Introduction to Old English Credits: 3 ENGL 5110 - Old Icelandic Credits: 3 French Language and Literature General linguistics,  (courses offered through slavic languages and literatures). LNGS 7010 - Linguistic Theory and Analysis Credits: 3 LNGS 7220 - History and Structure of Black English Credits: 3 LNGS 7240 - Southern American English Credits: 3 Germanic Languages and Literature GERM 5100 - Middle High German Credits: 3 GERM 5880 - Ling Approaches to Literature Credits: 3 Linguistics LING 5090 - Teaching English as a Second Language Credits: 3 LING 5101 - ESL Teaching Practicum: Language Credits: 1 LING 5102 - ESL Teaching Practicum: Culture Credits: 1 LING 5103 - ESL Teaching Practicum: Writing Credits: 1 LING 5409 - Acoustic Phonetics Credits: 3 LING 6010 - Between Two Cultures, Between Two Languages Credits: 2 LING 7400 - Structure of English Credits: 3 LING 8998 - Non-Topical Research Credits: 1 to 12 LING 8999 - MA Thesis Research Credits: 3 LING 9010 - Directed Research Credits: 1 to 3 PHIL 7450 - Topics in the Philosophy of Language Credits: 3 PSYC 5310 - Developmental Psycholinguistics Credits: 3 PSYC 5355 - Neurobiology of Speech and Language Credits: 3 PSYC 8670 - Cognitive Development Credits: 3 Slavic Languages and Literature RUSS 5030 - Advanced Russian I Credits: 3 RUSS 5032 - Advanced Russian Grammar: Syntax Credits: 3 RUSS 8210 - Advanced Structure of Russian: Phonology and Morphology Credits: 3 Spanish, Italian, and Portuguese Languages and Literatures SPAN 5202 - Hispanic Sociolinguistics Credits: 3 SPAN 7210 - The Phonology of Spanish Credits: 3 SPAN 7220 - History of the Language Credits: 3 211 IMAGES Social Work PhD and DSW Programs in Virginia 2024+ English Literature PhD programs Virginia Education Policy: Ph.D. Social Studies Education: Ph.D. Best Graduate Programs for Child Psychology: PhD & Masters in Virginia history phd programs in virginia VIDEO 6/8/2024 버지니아장로교회 새벽기도회ㅣ시편 19:1-6ㅣ이승환 목사 Get a Ph.D. in Organizational Leadership Postdoctoral Research Associate, Biochemistry and Molecular Genetics, University of Virginia Virginia’s Science Policy Programs: Lessons Learned & New Directions School of Nursing, 142nd Commencement, West Virginia University Virginia Colleges Remove DEI Course Requirement What It Means for Students COMMENTS Higher Education: Ph.D. The School of Education and Human Development's Ph.D. in education with a concentration higher education program prepares graduates to pursue faculty careers or become senior administrators in colleges and universities. This is a research-based, full-time program that is offered in Charlottesville only. Curriculum & Instruction: Ed.D. In 2024, the UVA School of Education & Human Development is ranked #8 for best graduate schools of education in the country by U.S. News and World Report. The school also jumped up 18 spots to tie for second best online graduate education program in the country, and is ranked #4 in curriculum and instruction, and #11 in instructional media ... Doctor of Philosophy in Education The following guidelines are conceived as detailed extensions of the overall School of Education and Human Development Ph.D. requirements. Ultimately, a student's doctoral program committee and the C&I doctoral studies coordinator are responsible for program approval. Students must maintain the Ph.D. Record of Progress. Education Policy: Ph.D. The UVA School of Education and Human Development's Ph.D. in education with a concentration in education policy provides students with preparation that draws on a theoretical foundation and employs appropriate methods to offer evidence on important education policy questions. The program is organized on four conceptual components: Doctoral Programs Here is a full list of our doctoral program options across three programs: Ed.D. in Leadership. Ph.D. in Education. Art Education concentration. Counselor Education and Supervision concentration. Curriculum, Culture and Change concentration. Educational Leadership, Policy and Justice concentration. Educational Psychology concentration. Graduate Admission Electronic transcripts should be sent to [email protected]. Mailing items that could instead be uploaded can cause unnecessary delays in the application process. If you do need to mail documents, please send them to: School of Education and Human Development Graduate Admissions. P.O. Box 401104. Graduate Studies Graduate Studies. Go Anywhere. The University of Virginia graduate student experience couples the resources of a large state university, with the mentorship of a personalized program. With more than a hundred advanced degrees to choose from, our graduate students take advantage of one-on-one attention with world-class faculty, state-of-the art ... Applied Developmental Science: Ph.D. The Ph.D. in education with a concentration in educational psychology-applied developmental science (EP-ADS) doctoral program provides opportunities for students to learn how to conduct research and develop and evaluate interventions on children and youth in school and out-of-school settings. Science Education: Ph.D. With approval of the Teacher Education graduate program, a research manuscript accepted for publication may be used to satisfy part of the qualifying examination Dissertation: All Ph.D. students will complete a dissertation proposal and a dissertation following either the traditional model or the three-paper option described in the EHD ... Concentration in Educational Psychology The VCU Holmes Scholars Program is a selective program that provides accepted doctoral students from historically underrepresented groups with resources and professional development to best position them for tenure track faculty positions in high (R2) and very high (R1) research universities.Our cross-disciplinary scholars create a network that leverages the collective and individual strengths ... Ph.D. Program PhD students must take a minimum of 90 total credits beyond the Bachelor's degree. A plan of study, approved by the student's advisory committee, is submitted after completion of the qualifying exam. Curricular Requirements: Dissertation: 30 credits min. Engineering Education Qualifier Courses: 8 credits. PhD/MPP Dual Degree Program The University of Virginia School of Education and Human Development and Frank Batten School of Leadership and Public Policy offer a dual degree program that leads to the completion of a PhD/MPP degrees in five to six years. There are a number of complementarities between the Education School's PhD program and Batten's Master of Public Policy program. They both seek high quality students ... Ph.D. in Education (Online) Our programs have been ranked among the Top 10 Best Online Graduate Education Programs in Virginia for 11 years in a row by the U.S. News & World Report, 2013-2023. Regent has also been ranked among Top National Universities for four years (2019, 2020, 2022 and 2023). Experience the difference through the Ph.D. in Education program. Graduate Schools & Degree Programs Graduate Schools & Degree Programs. The University of Virginia graduate student experience couples the resources of a large state university, with the mentorship of a personalized program. With more than a hundred advanced degrees to choose from, our graduate students take advantage of one-on-one attention with world-class faculty, state-of-the ... Graduate Admission Graduate Admission. Thomas Jefferson believed that learning was a lifelong pursuit. From the arts and sciences to law and business, UVA offers some of the nation's premier graduate programs. Darden School of Business. Frank Batten School of Leadership and Public Policy. Ph.D. Programs VCU School of Medicine Graduate Education. Ph.D. Programs. More in this section. Medical Education. Financial Aid. Frequently Asked Questions; Curriculum. Curriculum Overview; ... Virginia Commonwealth University School of Medicine. Virginia Commonwealth University VCU Medical Center 1201 E Marshall St #4-100 Richmond, VA 23298. Darden Ph.D. Program The Darden Ph.D. Program. The University of Virginia Darden School of Business offers an intellectually demanding doctoral program for a select group of high-potential applicants. Distinguished by its top-ranked faculty and world-class research centers, the doctoral program will train you as an academic researcher capable of contributing to the ... Education School Offers No. 2 Best Online Graduate Education Program in The University of Virginia's School of Education and Human Development has again been recognized for offering one of the country's best online graduate education programs. In the U.S. News & World Report's 2024 Best Online Programs rankings, the school jumped up 18 spots to tie for second place among more than 300 schools. Interdisciplinary Graduate Education Programs at Virginia Tech The Graduate School supports 14 Interdisciplinary Graduate Education Programs to promote and sustain interdisciplinary graduate education and research at Virginia Tech. Additional interdisciplinary graduate programs have been developed by colleges, schools, departments and units across the university. Each program addresses a major fundamental ... PhD Requirements Students who entered the program in AY 2016-2017 have until September 15 of their 7th semester to have their proposals approved. Degree credit for graduate courses taken elsewhere. A student entering the Ph.D. program with an M.A. from another university may be allowed to count up to 12 hours of coursework for the M.A. toward the 36 hour total. PhD in Psychology The application for the PhD programs in the Department of Psychology has eliminated the GRE requirement, beginning with the applications for the 2021 admissions. To help you learn more about what criteria we value among applicants for our doctoral psychology program, we encourage you to review this rubric that some labs in our program use to ... Ph.D. in Computer Science Ph.D. Program Requirements. The PhD degree requires 72 graduate-level credits, including: at least 24 credits of graded graduate-level coursework (of which up to 18 can be transfer credit— see below), containing. no 5000-level CS courses. at least 6 credits of graded graduate-level coursework in excess of that required for the Master's ... Medical and Health Professions Education, PhD Melanie has worked in higher education for 11 years at a variety of administrative levels and departments including admissions, academic affairs, administration and graduate medical education. She has a Master of Education in Higher Education, Educational Leadership degree from Liberty University, and is currently pursuing a DMPHE degree at EVMS. School of Education and Human Development Contact Information: School of Education and Human Development Bavaro Hall University of Virginia P.O. Box 400261 Charlottesville, VA 22904-4261 (434) 924-3334 School of Education and Human Development: Degree Programs University Registrar Carruthers Hall, 1001 N. Emmet St. P.O. Box 400203 Charlottesville, VA 22904-4203 Staff Directory Program: Special Education, M.Ed. The University of Virginia Records contain information about academic resources, policies and procedures, college and department programs, and undergraduate and graduate course offerings of the University. ... The M.Ed. in Special Education program requires a minimum of 30 credits of coursework at the 5000-level or higher. Fifteen credits must ... 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"We are very pleased with the recognition by U.S. News ... Program: Linguistics The University of Virginia Records contain information about academic resources, policies and procedures, college and department programs, and undergraduate and graduate course offerings of the University. ... Curriculum, Instruction, and Special Education. EDIS 5480 - Second Language Acquisition and Modern Language Teaching Methods: PreK-12 ... assignment essay homework paper phd report review speech thesis