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PhD in Education

Welcome to the graduate group in education phd program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice.  Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center.

Designed to foster scholarly engagement and impact the practice of education, students may select from 5 areas of emphasis:

• Language, Literacy and Culture
• Learning and Mind Sciences
• Science and Agricultural Education
• School Organization and Educational Policy

Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

To learn more about applying to our program, visit our  Admissions & Financial Aid – PhD Program  page. You are also welcome to attend one of our virtual Ph.D. Information Sessions listed below. You will need to register for the event to receive the Zoom link to attend. 

Wednesday, September 18, 2024 3:00-4:00pm (PST) ( Registration Link )

  Thursday, October 17, 2024, 5:00-6:00pm (PST) ( Registration Link )

Monday, November 4, 2024 3:00-4:00pm (PST) ( Registration Link )

PhD Student Antoinette Banks Wins $1 Million Black Ambition Prize

Award is for parent-facing app that uses predictive AI to optimize IEP plans

Kaozong Mouavangsou

MA ’16, PhD ’22

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

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Department of Education

Ph.D. Program

Course requirements.

In the revamped doctoral program that was implemented in Fall 2021, all Education graduate students are required to take two proseminar courses and three core courses. They will take two research methodology courses in common and then choose from a menu of additional methods courses. Each student will also be required to take a series of advanced courses: courses in an advanced course pathway and elective courses. All courses that count toward requirements must be taken for a letter grade and passed with a B or better (with the exception of courses only offered on an S/U basis).

Proseminars:  • 2-unit course as ED 200A (first-year one-quarter seminar)

• 2-unit course as ED 200B (second-year community building events)

Research Methods : • Total of 5 research methods courses

• All students are required to take ED 214A Introduction to Statistics and ED 221A

Introduction to Qualitative Methods.

• Quantitative courses to be used to fulfill the rest of the requirement are the following:

ED 214B Inferential Statistics

ED 214C Linear Models for Data Analysis

ED 216A Advanced Multivariate Statistics

ED 216B Factor Analysis

ED 216F Structural Equation Models

ED 217A Constructing Measures

ED 217B Analyzing and Validating Measures

ED 217C Philosophy of Measurement

• Qualitative courses to be used to fulfill the rest of the requirement are the following:

ED 221B Qualitative Interviewing

ED 221CC Observational Research

ED 221D Video Analysis

ED 221EE Discourse Analysis in Educational Settings

ED 221F Community Ethnography

ED 221GG Case Study Methods: Research and Practice

ED 221H Design-Based Research and Research-Based Design

ED 224AA Interactional Ethnography

ED 224B Narrative Analysis

ED 224CC Textual Analysis

If you already have a substantial background in research methodology, it is possible to waive the introductory courses, with the consent of both the advisor and the instructor of the relevant course. Other appropriate research methods courses can also be substituted for courses on these lists.

Core Courses:  • 3 courses, one course in each of the three Program Areas

Advanced Courses:  • 6 courses from advanced program pathways, with courses within a given advanced  pathway strongly recommended but not required

• 3 courses as electives (to be determined with the advisor, to be taken from any department, and to not include independent study courses)

Culture, Language and Human Development (CLHD)

1. Human Development

ED 209A Seminar in Language Development OR ED 202A Bilingual Language Development

ED 209B Seminar in Social Development

ED 209C Cognitive Development

ED 209H Physical Development and Health

ED 276 Immigrant Education and Literacy Development

ED 277 Latino Children and Their Families

2. Language, Culture & Literacies

ED 202B Seminar in Language Socialization OR ED 202A Bilingual Language Development

ED 202I Literacy Assessment (currently Assessment of Writing)

ED 205 Anthropology of Education

ED 210E Sociocultural Learning Theory

ED 270F Second Language Learning and Educational Contexts

ED 270H Language, Culture and Learning

Learning, Teaching and Teacher Education (LTTE)

1. STEM Education

ED 210B Introduction to Children's Thinking

ED 258J Seminar in Curriculum: Development and Analysis

ED 286C Learning Theories and Instructional Practices in STEM (currently Learning Theories and Instructional Practices in Science Education)

ED 279 Foundations of Teacher Education (currently Perspectives on Teacher Education and Professional Development)

ED 287 Research in Informal STEM Education OR ED 256 Technology in Learning Contexts

ED 293 Equity in STEM (currently Mathematics: Cultural Comparisons)

2. Special Education

ED 222F Inclusive Education

ED 228 M or N Research in Teaching, Learning and Assessment in Special Education I (Focus on students with Extensive Support Needs) OR (NEW) Research in Teaching, Learning and Assessment in Special Education II (Focus on Learning Disabilities, ADHD, and Emotional Disabilities)

ED 222D Law, Ethics and History of Special Education

ED 228E Families and Disabilities

Two additional courses from another LTTE pathway

3. Teacher Education

Teacher Education Research /Practice Practicum

ED 203A Foundations of Education in the US (currently Foundations of Education)

ED 210E Foundations of Sociocultural Learning Theory

ED 284 Teacher Knowing and Learning

4. Literacy Education

ED 202C Development of Academic Literacies (currently Development of Writing Abilities)

Policy, Program Evaluation and Research Methods (PPRM)

1. Quantitative Research Methods

ED 225 Evaluation Procedures

ED 227 Mixed Methods

ED 216F Structural Equation Modeling

2. Policy and Leadership

ED 205 Anthropological/Sociological Perspectives on Education

ED 201G Applied Causal Inference

ED 240A Education Policy

ED 242A Organizational Theories

ED 247A Educational Leadership

Development

ED 211G Theories in Human Development 4.0 ED 210B Children’s Thinking 4.0 ED 228E Families and Disabilities 4.0

Milestone Requirements

Research Apprenticeship : During the first year, each student is required to participate in a research apprenticeship under the guidance of his or her faculty advisor or another qualified faculty member. The purpose of the apprenticeship is to acquaint students with the hands-on conduct of research by having them participate in the research activities of a faculty mentor.

Independent Research Project : The Independent Research Project should involve a topic of interest to the student.  The student should assume major responsibility for all aspects of the project, from the review of research, through data collection, to analysis. Completion of the project should result in a paper that is appropriate for submission for publication. There is an oral defense of the project.

Qualifying Exam : The Qualifying Exam has both a written component and an oral component. The student chooses substantive topics and develops a reading list for each of these topics that is approved by the doctoral committee. The written component of the exam can consist of either a literature review based upon the reading lists or essays written in response to questions posed by the doctoral committee. The oral component takes place after the written exam has been reviewed by the committee.

Dissertation Proposal : The dissertation proposal is a detailed proposal for the dissertation research, including a description of the problem or issue to be addressed, a review of the relevant literature, and a description of the procedures by which the study will be conducted. There is an oral defense of the proposal with the doctoral committee.

Dissertation Defense : A dissertation defense involves a formal oral presentation of the dissertation project by the student and a series of questions by the doctoral committee.  The oral presentation can include a public component if the student wishes.  The dissertation is considered complete once it has been approved by the faculty and filed with the Graduate Division.

Program Learning Outcomes

The program learning outcomes for doctoral students in Education are listed in the Student Handbook as well below.

PLO Area: Core Knowledge

• Demonstrate general knowledge of educational research and theory consistent with that of a faculty member in a department of education at a research university.
• Demonstrate extensive specialized knowledge of a sub-field (e.g., mathematics education, educational leadership, special education, language and literacy education, etc.) of educational research and theory sufficient to carry out substantive independent research in that sub-field.

PLO Area: Research Methods and Analysis

• Identify and demonstrate knowledge of a select range of qualitative and quantitative methodologies typically used in education research and their underlying epistemology, and critically read research that uses these methods.
• Systematically analyze and critically evaluate data to come up with appropriate findings and interpretations.

PLO Area: Independent Research

• Frame an empirical research study guided by theory and prior research. 
• Design and implement a study using appropriate research questions, methods, and techniques.

PLO Area: Academic Communication

• Review and cogently synthesize relevant literature. 
• Structure a coherent academic argument that presents and evaluates evidence to support claims.
• Prepare proposals (e.g., conferences, fellowships, and grants) and manuscripts that meet the standards of the profession and respond appropriately to recommendations for revision.
• Prepare and deliver presentations that meet the standards of professional conferences.

PLO Area: Professionalism

• Demonstrate the ability to identify pressing educational questions and problems, and communicate relevant aspects of them to the general public.
• Demonstrate knowledge of and adherence to the ethical standards of the American Educational Research Association, and the Institutional Review Board.

Additional Resources

• All degree requirements, listed on the  PhD Degree Sheet
• Milestone requirements  (described in greater detail in the Student Handbook)
• Department of Education  Student Handbook 2023-2024 .

Education (Ph.D.)

School of Education

• Doctor of Philosophy

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice. Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center. Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

Graduate Program Requirements

Contact information.

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Doctoral Programs

The Graduate College of Education at SF State offers two doctoral programs, one a  Joint Ph.D. Program in Special Education  and the other an  Ed.D. Program  with dual focus in P-12 education and post-secondary education systems. Each of the programs provides unique opportunities and focus for candidates who seek advanced doctoral study at the doctoral level.

The  Joint Ph.D. Program in Special Education  is offered jointly by the Department of Special Education in the GCOE at SF State and the Graduate College of Education at the University of California at Berkeley. Candidates in the Joint Ph.D. Program are often practitioners in special education and related fields who seek leadership positions in the field. Experiences of students in the Joint Ph.D. program include opportunities to combine theory and applied practice in their research contributions to advance the field, working with mentors from SF State and UC Berkeley. Graduates of the Joint Ph.D. Program assume leadership positions as university faculty, researchers, administrators and supervisors in professional preparation programs for individuals with disabilities across the life span and settings in schools and communities.

The  Ed.D. Educational Leadership Program  is offered within the Graduate College of Education and is designed to prepare leaders in educational systems for young children through secondary education and in post-secondary education at two-year and four-year colleges. Candidates who enter the Ed.D. Program are often experienced educators who seek leadership positions as administrators, program developers, professional development directors, researchers and faculty to advance education programs for children, youth and adults in schools and communities. The Ed.D. Program at SF State is focused on social justice to ensure that graduates become leaders to improve educational systems to become leaders to improve educational systems to advance equity and access to education for all. Ed.D. students work closely with faculty mentors to complete dissertation work that make real, practical, and immediate impact to improve equity and social justice for students at all grade levels and from all backgrounds.

The following Doctoral programs are available at SF State:

Special Education

San Francisco State University (Graduate College Of Education) and the University Of California, Berkeley (Graduate School Of Education) jointly offer a PH.D. program in Special Education.

Ed.D. Educational Leadership

The San Francisco State Ed.D. program is focused on both P-12 and higher education. Our accelerated three-year timeline and weekend class schedule make this an excellent program for practitioners currently working in the field and looking to take their career to the next level.

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Education Cred/PhD

The Berkeley School of Education (BSE) prepares leaders in education practice, policy, and research. BSE faculty members support a vision of public education that promotes equity and social justice by empowering practitioners to meet the highest standards of engagement and enrichment in classrooms, schools, communities, and districts. Through this commitment, the Berkeley School of Education supports cutting-edge research and positive social transformation in education. The faculty and students at the Berkeley School of Education develop projects and strategies in interdisciplinary scholarship and field studies that positively impact educational outcomes at the state, national, and international levels.

The Berkeley School of Education offers Doctor of Philosophy (PhD), Master's of Arts (MA), and credential degree programs as well as an Education major and minor for undergraduate students.

PhD and Master's Programs at the Berkeley School of Education

Students collaborate in dynamic learning environment that develops expertise in areas including:

Critical Studies of Race, Class, and Gender

Learning Sciences and Human Development

Policy, Politics, and Leadership

Social Research Methodologies

Leadership and Excellence in K-12

Students develop professional leadership skills and explore new opportunities in pedagogy, curricula, and policy. Innovations in teaching and leadership in the classroom prepare students for influential administrative roles - e.g. for principals, district and system-wide administrators, and policy influencers.

Learn more about the Berkeley School of Education's Professional Programs .

Additional Programs

Graduate Group in Science and Mathematics Education (SESAME) SESAME is the Berkeley School of Education's interdisciplinary graduate program for students who seek advanced expertise in a scientific discipline. SESAME students earn a doctoral degree by researching the educational theories and research methodologies in science, technology, engineering and mathematics (STEM) education.

Intersection of Sport and Education In the Intersection of Sport and Education program students research facets of institutionalized sports that complements and conflict with the educational missions of American secondary and post-secondary schools.

School Psychology The Berkeley School of Education's School Psychology program brings together psychology professionals, teachers, and educational leaders to clarify and resolve problems regarding the educational and mental health needs of children in classrooms.

Special Education (Joint Doctoral Program with San Francisco State University) The Special Education Joint Doctoral program prepares leaders in research, teaching, administration, and supervision to address the professional needs facing children, youth, and adults with disabilities. By combining the resources of both Berkeley and SFSU, students pursue theoretical interests and applied practices in a broad spectrum of specializations within Special Education.

Leaders for Equity and Democracy (LEAD) Berkeleys educational doctorate (EdD) is a three year program that engages passionate, equity-conscious leaders who apply practice, theory, and research design to develop excellence and integrity in education. Using guiding principles, operational efficiencies, and professional networks, LEAD doctoral students influence all-encompassing change and innovation in education.

Contact Info

[email protected]

2121 Berkeley Way

Berkeley, CA 94720

At a Glance

Department(s)

Admit Term(s)

Application Deadline

December 3, 2024

Degree Type(s)

Doctoral / PhD

Degree Awarded

Ph.D., Cred/Ph.D.

GRE Requirements

UC Davis Graduate Studies

Education (ph.d.), about the program, learn more about the program.

Our Ph.D. program critically engages students in contemporary issues that impact education research, policy and practice. Emphasizing collaboration, the program is an interdisciplinary graduate group that draws its faculty from diverse fields of education, humanities, social science, physical and biological sciences, mathematics, and medicine, and engages with key campus centers and programs, such as the M.I.N.D. Institute and the Poverty Center. Graduates of our program gain deep knowledge of educational theory and practice related to strengthening schools and other educational settings. Our close proximity to California’s state capital of Sacramento also affords students a rich set of opportunities and networks for influencing education policy.

School of Education

Admissions and Fellowship Information

UC Davis General Admission Requirements Program Admissions Requirements

Admissions Actions

Program contact information, primary program contacts.

Program Coordinator Briana Rodriguez [email protected]

Graduate Group Chair Francisco Martorell (530) 752-3353 | [email protected]

Additional Contacts

Advisor: General Cassandra Hart Education (Ph.D.) (530) 752-9691 | [email protected]

Advisor: Primary Contact Danny Martinez Education (Ph.D.) (530) 752-9749 | [email protected]

Advisor: Primary Contact Francisco Martorell Education (Ph.D.) (530) 752-3353 | [email protected]

Advisor: General Cynthia Passmore Education (Ph.D.) (530) 752-7883 | [email protected]

Advisor: General Nicole Sparapani Education (Ph.D.) [email protected]

Advisor: General Lawrence Winn Education (Ph.D.) (530) 752-5965 | [email protected]

Internal Fellowship Analyst Heidi West (530) 754-9473 | [email protected]

Senior Academic Advisor Samantha Duesdieker (530) 752-4928 | [email protected]

External Fellowship Analyst Yvette Garcia [email protected]

Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

Critical Studies of Race, Class, and Gender

• Critical Social and Cultural Theories
• Globalization, Immigration, and Migration
• Race & Social Inequality in Urban Education
• Domination and Resistance across Educational Settings
• Social Identities in Educational Contexts
• Language, Literacy, and Digital Media

Language, Literacy, and Culture

• Sociocultural aspects of language use and development across the lifespan
• Linguistic and cultural diversity in language and literacy education
• Intersections of disability and language and literacy learning
• Race and inequality in language and literacy education
• Bi/multilingualism and translanguaging in schools and communities
• Indigenous language maintenance and education in local and global contexts
• Literacy in a Digital Age
• Literacy in and out of School

Learning Sciences and Human Development

• Cognitive, Human, and Social Development 
• Mathematics and Science Education
• Teacher Learning and Education
• Technology and Digital Media

Policy, Politics, and Leadership

• Leadership in Educational Organizations
• Policy Analysis and Program Implementation
• Politics of Education Advocacy
• School Improvement

Social Research Methodologies

• Data Science
• Design-Based Research
• Measurement
• Qualitative Research Methods
• Statistics and Econometrics

School Psychology

    •     Program Aims and Training Goals     •     Faculty     •     Sequence     •     How to Apply     •     Student Admissions, Outcomes, and Other Data     •     Student Handbook     •     Publications and Presentations     •     School Psychology-Resources

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UCLA Graduate Programs

Doctoral Studies

The doctoral experience.

We offer six types of doctoral degrees in over eighty fields of study. Most of our doctoral degrees are PhDs; we also offer a Doctor of Education, Doctor of Environmental Science and Engineering, Doctor of Public Health, Doctor of Musical Arts, and Doctor of Nursing Practice.

COMPLETE COURSEWORK AND OTHER REQUIREMENTS

Doctoral programs vary widely in the number of required courses as well as additional requirements. Most programs use the first year to prepare students for their chosen field. Some programs conduct an end-of-the-year exam for each first-year cohort, while others evaluate student by courses, papers, and projects completed in that first year. In addition to being assigned a Student Affairs Officer (SAO) by your program, you’ll also mutually choose your Faculty Advisor. Generally this is a natural process where a student’s and a faculty member’s interests and areas of specialization align. This relationship is an important one, which lasts well beyond a student’s tenure at UCLA. In your first year, you’ll take courses with a wide variety of faculty and make lasting friendships with your cohort.

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FIND FORMS FOR DOCTORAL STUDENTS

We’ve assembled all UCLA-wide forms that may be useful to a graduate student on a Master’s track in one place:  Forms for UCLA Doctoral Students . Your specific program may provide additional forms for your use. Here are some of the most common.

• Language Petition
• Nomination of Doctoral Committee
• Reconstitution of Doctoral Committee
• Graduate Degree Petition
• Leave of Absence
• In Absentia

KNOW YOUR PROGRAM REQUIREMENTS

To keep on track, a Doctoral student must meet specific requirements for a student’s program.

Type the name of your program to jump straight to its requirements:

Your Program Requirements cover most things a current student needs to know in order to graduate on time.  Our FAQs  answers a few common questions about program requirements. Any outstanding questions can be answered by your program through their website or from your Student Affairs Officer (SAO).

If your program offers a Master’s Degree along the path toward a Doctorate, you’ll be required to initiate a specialized process and meet criteria specific to your program.

NOMINATE YOUR DOCTORAL COMMITTEE

During your second or third year, you’ll begin assembling (nominating) your Doctoral Committee. Your committee is comprised of 4 or more faculty members (3 or more faculty members for professional (non-Ph.D.) doctoral committees) who are experts in your field who can guide you in your research. Some committee members will be on-campus while a few may be located at another academic institution. All committee members will be responsible for reviewing your work periodically, advising you on your direction and independent research, assessing your university oral qualifying exam, and approving your dissertation.

On occasion, your committee will fall out of compliance, in which case you’ll be required to  reconstitute your Doctoral committee . Common reasons include when one of your committee members leaves her or his post at UCLA or when you or a current committee member decides that you’ll benefit more by working with a different faculty member.

For more about your doctoral committee, see the Graduate Council’s guide  Graduate Student Academic Rights and Responsibilities  and  Standards and Procedures for Graduate Study at UCLA .

• Minimum Standards for Doctoral Committee Constitution
• Professional (Non-Ph.D.) Doctoral Committee Policy
• Nomination of Doctoral Committee
• Reconstitution of the Doctoral Committee and/or Change in Final Oral Examination Requirement

ADVANCEMENT TO CANDIDACY

Becoming a doctoral degree candidate is not a given. The first phase of your doctoral program is supervised by a faculty advisor or guidance committee. Your program will administer the written, and in some cases the program’s oral qualifying, exam after you complete courses and other preparatory work recommended or required by your program

Your doctoral committee may also require additional written exams. Only upon satisfactory completion of the written and oral qualifying requirements may you advance to candidacy. A student must also have met language requirements for advancement. This accomplishment generally happens between your second and fourth year.

CONTINUE PROGRESS TOWARD YOUR DOCTORAL DEGREE

With the guidance of your Doctoral Committee, you’ll conduct fieldwork, research, writing, and independent study all the way up through your dissertation.

While you’re completing your degree, keep an eye on your future. Be sure to participate in the great career and professional development events and resources at UCLA.

DEFENDING YOUR DISSERTATION

Some programs require you to present your dissertation to your doctoral committee in a time-honored event called the final oral examination (or final defense). To find out if your program has this requirement, consult your program requirements for the year you were admitted (see KNOW YOUR PROGRAM REQUIREMENTS above).

FILE YOUR DISSERTATION

You will complete an approved doctoral dissertation that demonstrates your ability to perform original, independent research and constitutes a distinct contribution to knowledge in your principal field of study.

CELEBRATE YOUR GRADUATION

Doctoral Degrees are awarded four times a year, and are integrated into a single commencement—called the Doctoral Hooding Ceremony—held once each year at the beginning of June.  UCLA Graduate Commencement for Doctoral Students  is where you’ll find info about tickets, locations, schedule, parking, and dress code (including caps and gowns). For information on commencement ceremonies hosted by various graduate departments and programs, search for your program on this year’s schedule .

YOUR FUTURE

Once you graduate, our support continues. You’ll find great resources, guidance, career support, and opportunities to network with fellow graduates through  UCLA’s Alumni Association .

To network with fellow alumni and learn about meetups and events, like our UCLA Alumni Facebook page . and follow UCLA Alumni on Twitter .

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Graduate Programs

Ph.d. program.

The Ph.D. in Education is designed for students with some professional experience in teaching and learning settings as well as in research. Our mission is to teach students to wield the tools of research to change disparities in educational experiences and student outcomes.

Ed.D. (JDP) in Educational Leadership

The University of California, San Diego, and California State University, San Marcos jointly offer a Doctor of Education (Ed.D.) in Educational Leadership. This cohort-based three year (including summers) Doctor of Education degree is designed to enable education leaders to participate in a research-based program while still working in an educational setting.

• Ed.D in Educational Leadership
• Ph.D. in Education

EdDPrograms.org

Ed.D. Programs in California

Last updated on April 7th, 2024 at 09:34 pm

Choosing California for your Ed.D.? We've put everything you need to know about CA doctoral programs in education in one easy place! Along with a comprehensive program directory , you'll discover info on online degrees, the ASC process, and Ed.D. grants & scholarships. Our practical guide also contains a substantial career section & lots of ideas for building your network.

Earning a Doctor of Education Degree in California

What kind of california ed.d. programs are available.

The gods of education have blessed California. It’s a big state, with tons of Ed.D. programs—including CAEP-accredited options (look for the CAEP badge in our school listings )—and plenty of career-building opportunities for administrators who are moving up in the world. Many universities in California offer substantial doctoral education grants & scholarships and a number have developed online doctorates in education.

How Do I Choose a California Doctorate in Education?

Case study #1: the california k-12 educator on a budget.

Let’s say you live in Southern California and you’re seeking to earn a low-cost doctorate in education in K-12 leadership. You’ve evaluated your career goals and you’re ready to approach your employer for tuition assistance. But you want to prove that you’ve done your research on affordable programs in your area. Here are a few steps to help you achieve your goal:

• Use our listings to draw up a shortlist of degrees from schools that are close to home. Note that programs in the CSU system typically have reasonable tuition prices and a range of Ed.D. awards & scholarships .
• Consider distance learning. We’ve profiled California online doctorates below and flagged them in our listings. You’ll still have the name of a California university on your résumé, but you’ll cut the cost of commuting and save time. Talk to recent Ed.D. alumni to get a sense of the pros & cons of the program.
• If you don’t like the feel of public university programs, seek out unique funding opportunities. Faith-based schools like APU often offer scholarships & discounts to Christian educators. Private universities like UR have developed tuition partnerships with K-12 school districts. You could also knock the price down by applying for continuing education scholarships from state & national associations (e.g. CTA ).

Case Study #2: The Aspiring California Administrator

Thinking of earning your PASC or CASC? Start with our section on California’s Administrative Services Credential (ASC) . We’ve provided links to CTC-approved programs and information about schools that offer concurrent training with Ed.D. offerings. You’ll be able to earn your doctorate in education and your credential at the same time!

If you’re looking for real-world wisdom and advice on this career path, reach out to credentialed administrators in our list of California educational leadership associations & professional groups . Latinx educators can find mentorship & training programs through CALSA. African American educators can connect through CAAASA’s professional development summit. And anyone can attend ASCA conferences & events.

Case Study #3: The Seasoned California Educational Leader

Let’s say you have 5-10 years of administrative experience under your belt and you’re looking for a high-level doctorate that will truly challenge your ideas of leadership. In this scenario, you may wish to narrow your search to executive-style Ed.D. programs from prestigious California universities.

In our listings , that applies to programs from schools like USC Rossier, UCLA, and UC Davis. These cohort-based doctorates will often include personalized attention from Ed.D. professors and plenty of high-level networking opportunities. As a consequence, tuition prices are often high and admissions can be competitive.

Online Doctor of Education Programs in California

Online ed.d. providers in california, alliant international university (for-profit), california baptist university.

• California State University-Channel Islands

California State University-Fresno

Loyola marymount university, national university, trident university international (for-profit), umass global, university of southern california, what to know about california online ed.d. programs.

Online Ed.D. programs in California are available, but it pays to shop wisely. In California, online doctoral programs in education fall into two broad categories:

• Ed.D. programs in leadership offered by established non-profit universities.
• Ed.D. programs offered by for-profit institutions like Trident and Alliant.

Keep in mind that California online Ed.D. programs can be just as challenging as on-campus doctorates. Dissertations are standard and hands-on work may be required. Even with for-profit options, candidates are expected to have a minimum 3.0 GPA and some experience under their belt.

Online Ed.D. Programs at California Non-Profit Universities

Each CA university will have its own quirky take on the doctorate in education. Generally speaking, non-profits tend to play to their School of Education strengths. For example:

• USC’s Online Doctor of Education in Organizational Change and Leadership is run by the USC Rossier School of Education. The Ed.D. combines online assignments with real-world applications, such as an annual immersion weekend. And there’s a capstone, which consists of a dissertation, a reflective self-assessment, and additional deliverables.
• In addition to exploring ideas around leadership and social justice advocacy, Loyola Marymount University’s 3-year Online Doctorate in Educational Leadership for Social Justice also includes practical administrative training in areas like educational policy, law, and the management of human & fiscal capital.

These are just a couple of examples to give you a taste of what’s out there! You can also consider CSUCI and its focus on equity & justice; CBU and its work on organizational change; or Fresno State’s online doctorate in PreK-20 educational leadership. Explore our listings to uncover more distance learning opportunities from non-profit universities in California.

Note: In 2022, National merged with the for-profit Northcentral University and acquired its degrees. That’s why some of NU’s programs have an unusual feel. For instance, the all-purpose Online Doctor of Education in Educational Leadership is built on a one-to-one learning model (no classroom discussions) and there are—wait for it—52 weekly start dates.

Online Ed.D. Programs at California For-Profit Universities

For-profits tend to design their doctorate in education programs for working professionals with tight schedules. For example:

• Trident is known for being a) explicitly devoted to online learning; and b) a popular choice with the military. You can see that approach play out in its Online Doctor of Education in Leadership .
• Alliant also has small classes and multiple enrollment periods. But it has blended management into the education mix. In its Online Doctorate of Educational Leadership and Management , there are hands-on case studies and courses in areas such as finance & business.

Think long and hard about earning a doctorate in education from a California for-profit university. They do not have the same standing as non-profit institutions and they may hurt more than help when you start applying for high-level administrative jobs. Remember, too, that there are scores of strong online programs available throughout the country. You don’t have to limit yourself to California schools.

Doctoral Education Funding in California

Alliant is a for-profit university with a number of scholarships on offer for education students. Sort by “School: California School of Education” to see all the options.

Azusa Pacific University

APU offers a number of School of Education Scholarships that apply to graduate students, including the Lillian B. Wehmeyer Scholarship and the Simmerok Family Encouragement Scholarship.

• For the Ed.D. in Educational Leadership, check out the Ed.D. Program Scholarship, which is awarded to candidates who demonstrate outstanding leadership potential in K–12 education and who are committed to serving under-resourced schools and districts.
• For the Ed.D. in Higher Leadership, there are tuition discounts & breaks , including the CCCU Employees Tuition Discount and the Plus One Discount.

Biola University

The Talbot School of Theology offers Biola’s Ed.D, so be sure to check out the section on Talbot Graduate Financial Aid . There’s a Graduate Grant, an International Student Aid Grant , and a variety of faith-centered scholarships .

CBU offers a 20% tuition scholarship to employees of partner institutions .

California Lutheran University

Cal Lutheran has an assortment of modest Graduate Scholarships & Grants on offer, including a Graduate Academic Scholarship (based on need and GPA) and a Congregational Partners in Education (CPE) Award.

California State Polytechnic University-Pomona

We didn’t spot any doctoral awards in the Scholarships section of Cal Poly Pomona’s College of Education and Integrative Studies, but low-income Ed.D. students are eligible for the LOGRAR/PPOHA Scholarship .

California State University System

Any doctoral student in a CSU System school (see below) is eligible to apply for awards such as the California State University Foundation – CSU Trustees Award .

California State University-Bakersfield (CSU System)

CSUB maintains a CSU Bakersfield Scholarship database where you can search for relevant funds.

California State University-Channel Islands (CSU System)

CSUCI’s section on Funding for Graduate School contains links to external scholarships & fellowships.

California State University-Easy Bay (CSU System)

Ed.D. students at CSUEB who fill in the FAFSA may be eligible for student loans and a doctoral grant. You can also explore Graduate Opportunities & Financial Resources .

California State University-Fresno (CSU System)

CSU-Fresno’s Kremen School of Education & Human Development offers a number of General Scholarships , but it’s always best to ask if Ed.D. candidates qualify.

California State University-Fullerton (CSU System)

CSUF’s College of Education has an application for Scholarship & Grants . Modest funds like the Dr. Olivia Veloz Scholarship, the Founders Scholarship, and the Teacher Trust Scholarship are open to doctoral students.

California State University-Long Beach (CSU System)

CSULB’s College of Education (CED) has a solid Overview of Scholarships & Financial Aid , including details on plenty of annual & endowed CED Scholarships .

California State University-Los Angeles (CSU System)

Start with the section on Scholarships & Financial Aid from Cal State LA’s Charter College of Education (CCOE) and the university’s Scholarship database. There are some funds available for CCOE graduate students.

California State University-Northridge (CSU System)

CSUN’s Department of Educational Leadership & Policy Studies in the Michael D. Eisner College of Education offers the Deborah Leidner Educational Leadership Award . Students enrolled in MDECOE courses also receive an email describing available scholarships in late September.

California State University-Sacramento (CSU System)

Sacramento State has a couple of dedicated Ed.D. Awards —the EdD Pay-It-Forward Scholarship and the SchoolsFirst Credit Union Scholarship in Education Leadership. You can also look into College of Education Scholarships for graduate students.

California State University-San Bernardino (CSU System)

CSUSB’s Office of Graduate Studies can provide Financial Support such as doctoral loans for aspiring faculty members. The Office of Student Research also supplies Funding Opportunities , including grants for research projects and dissertation support.

California State University-Stanislaus (CSU System)

For the Ed.D. in Educational Leadership, Stanislaus State offers some Financial Aid , including an Ed Doctoral Grant (based on financial need).

Fielding Graduate University

Fielding is aimed at adult learners, so it has an established Monthly Payment Plan in place. There are also Scholarships like the Provost Achievement Scholarship for incoming students who exhibit strong competency or potential in their field, as well as demonstrated financial need.

La Sierra University

La Sierre’s School of Education offers a number of Scholarships , some of which are open to graduate students. Institutional Awards may also be available, but most are intended for undergraduates.

In the section on LMU’s School of Education Scholarship & Aid Opportunities , you’ll find a School of Education Graduate Scholarship and a City Year Alumni Scholarship at the forefront. However, the SOE also has a large number of Donor Scholarships on tap.

NU has a list of Scholarships & Grants Funded by National University . We didn’t see any that were specific to doctoral students, but you may wish to ask if Ed.D. students are eligible for any of the military scholarships or the Collegiate Honor Award.

Pepperdine University

Pepperdine’s Graduate School of Education & Psychology (GSEP) offers a healthy number of Scholarships for doctoral students, especially those in the Ed.D. in Organizational Leadership program!

Saint Mary’s College of California

The Kalmanovitz School of Education awards KSOE Admissions Scholarships to newly admitted students, including those enrolled in doctorate programs. If you’re in the San Francisco area, there’s also a super-generous, tuition-free Lasallian Educator Fellowship Program that prepares educators—including administrators—to work in Lasallian schools for three years.

San Diego State University (CSU System)

SDSU’s Office of Financial Aid & Scholarships has general info on aid options. However, doctoral students in SDSU’s College of Education can also apply for a number of unique Education Scholarships .

San Francisco State University (CSU System)

SFSU’s section on Financial Aid & Scholarships highlights three major College of Education scholarships open to Ed.D. students. In addition, SFSU has a special Graduate Equity Fellowship , which is a diversity initiative that awards up to $5,000 to graduate students in doctoral programs. Graduate assistantships and travel awards for conferences are also available!

San Jose State University (CSU System)

Visit the Lurie College of Education’s section on Financial Aid Opportunities and the Spartan Scholarships database to learn more about opportunities for doctoral students. You only have to submit a single application to be considered for all awards.

TUI is a for-profit university, but it is regionally accredited by the Higher Learning Commission (HLC). That means you can apply for federal financial aid. Military members, alumni, and employees of certain companies may also be eligible for Scholarships & Grants .

University of California-Berkeley

UC Berkeley states that the LEAD program does have some funding that can help Ed.D. students offset costs. We also recommend a visit to the Berkeley School of Education’s section on Fees & Fellowships and the university’s info on Graduate Fellowships, Grants and Awards .

University of California-Davis

Financial Aid for the CANDEL program (i.e. the Ed.D.) comes from a variety of sources. UC-Davis has a professional fee that gets funneled back into grants for CANDEL students with financial need. It receives funds from the University Student Aid Program (USAP) for a similar purpose. And it offers a UC Employee Tuition Discount.

University of California-Los Angeles

UCLA’s Ed.D. in Educational Leadership is a self-supporting program , but you’re welcome to ask the program coordinator about Division of Graduate Education Fellowships and Programs .

University of La Verne

A limited number of Ed.D. Scholarships are available to new first-year students in ULV’s hybrid program. The university also offers general Graduate Scholarships & Assistantships .

University of Redlands

UR’s School of Education has a section on Financial Aid for Graduate Students . Be sure to visit the section on Employer Partnership Discounts .

University of San Francisco

USF’s School of Education has a section devoted to Financial Resources , with details on general scholarships (open to doctoral students), graduate assistantships, and conference stipends. Be sure to investigate the Social Justice Scholarship, which rewards students who are interested in community service and engagement.

USC Rossier’s School of Education grants Rossier Scholarships to incoming students. A separate application is not required. The distance learning arm of USC Rossier also has a useful list of External Scholarships , including funds for doctoral students.

University of the Pacific

In its section on Scholarships , Pacific states that graduate students in the Benerd School of Education automatically receive a 31% tuition discount. In addition to the list of Competitive Endowed Scholarships , take a look at the Segal AmeriCorps Education Award Match .

Note: If a university name is missing from the list, we couldn’t find specific examples of Ed.D. funding beyond private & federal loans and external aid.

School Administration License and Credential Requirements in California

Administrative services credential.

Credentialing for teachers & educators in California is handled by the California Commission on Teacher Credentialing (CDC) . Education administrators aiming for jobs in the CA school system usually complete the Administrative Services Credential (ASC) . The ASC will provide you with opportunities to:

• Serve as a school leader (e.g. principal) or district leader (e.g. superintendent)
• Develop, coordinate & assess instructional programs
• Supervise & evaluate staff and faculty
• Recruit & train education personnel
• Manage school operations & fiscal services
• Create student support services

According to the CTC, California school administrators must have the ASC in order to provide the following services at the school site level to preschool, K-12, and adults:

• Evaluate the quality & effectiveness of instructional services
• Evaluate certificated personnel, with the exception of the site administrator
• Administer student & certificated personnel employee discipline services

Note: On its Administrative Services Credential (ASC) page, the CTC has specific guidelines for Out-of-State teachers.

Administrative Services Credential Process

The ASC credential process is split into two tiers of training and preparation. You’ll need to go through the first tier before you can advance to the second. Many California universities offer ASC credential preparation programs; some will allow you to earn an Ed.D. at the same time (i.e. concurrently).

Use the CTC’s Commission-Approved Educator Preparation Programs database to find your match!

Tier 1: Preliminary Administrative Services Credential (PASC)

To apply for the preliminary credential, you must have 5 years of experience as a credentialed professional (i.e. teacher, counselor, librarian, and/or health & rehabilitation services professional). Teachers who wish to apply must also have a Clear Teaching Credential .

The preliminary program is a combination of coursework, fieldwork, and performance demonstrations. You can earn the prelim credential by doing one of the following:

• Complete a CTC-approved Preparation Program in Administrative Services , including the California Administrators Performance Assessment (CalAPA)
• Complete a CTC-approved Intern Program , which consists of supervised, in-service training conducted in a program run by a California college or university
• Achieve a passing score on the California Preliminary Administrative Credential Examination Program (CPACE)

You will also need to satisfy a basic skills requirement and verify your employment in an administrative position. If you don’t have an offer of employment for this position, you can apply for a Certificate of Eligibility instead.

Tier 2: Clear Administrative Services Credential (CASC)

Once you’ve earned your preliminary credential, you can start thinking about the Clear Administrative Services Credential (CASC). Candidates for this second tier must have:

• A valid Preliminary Administrative Services Credential (PASC)
• Two years of verifiable work experience in a full-time administrative position in a California school

You will also need to complete a CTC-approved Clear Induction Program in Administrative Services . This is a 2-year, job-embedded individualized program focused on your employment position. These programs are offered by California universities, Offices of Education, and school districts.

Keep in mind that the CTC expects you to enroll in a Clear Induction Program no later than one year from the activation of your preliminary credential.

Ed.D. Programs and Administrative Services Credential (ASC) Training

As we mentioned, a number of California universities offer CTC-approved credentialing programs that are incorporated into Ed.D. studies or offered concurrently. For example:

• UMass Global (formerly Brandman) offers a concurrent enrollment option. If you’re employed as a California administrator and hold a Preliminary ASC, you can study for your Online Ed.D. in Organizational Leadership and complete the Online Clear Administrative Services Credential (CASC) Program at the same time.
• CSU Fullerton has embedded studies for the Clear Administrative Services Credential (CASC) into its Ed.D. in PreK-12 Leadership .
• The University of San Francisco allows students to combine the Transformative School Leadership Program (Preliminary Services Credential) with its Doctor of Education in Organization and Leadership .

This isn’t the case for all California universities. Some still like to keep their credentialing programs and their doctorate completely separate. However, if you are looking at applying for an ASC credentialing program, it’s worth asking if any of your course credits will transfer to an Ed.D. in the future.

Educational Leadership Jobs in California

Educational leadership career outlook.

California doctoral education programs are often the first pick for professionals who aspire to jobs where education and leadership go hand-in-hand. Think of:

• Higher Education (e.g. College President, Dean, Vice President for Student Affairs, etc.)
• PreK-12 Schools (e.g. Superintendent, District Administrator, Principal, etc.)
• Private Firms (e.g. Corporate Trainer, Director of Corporate Development, HR Director, etc.)
• Non-Profits (e.g. Executive Director, Chief Operating Officer, Education Consultant, etc.)
• Government Organizations (e.g. Museum Director, Educational Coordinator, etc.)

Fortunately, California is awash with these kinds of opportunities. According to the the Bureau of Labor Statistics (BLS)’s Occupational Employment Statistics, in 2022, California was second only to Texas in the employment of elementary & secondary school education administrators (e.g. principals).

Educational Leadership Salaries

California is also one of the top-paying states for administrators.

• Every year, BLS posts useful wage data for Education Administrators, Postsecondary and Education Administrators, Elementary and Secondary School . If you look at the wage maps, you’ll notice that CA administrators can command great salaries in either category.
• You can compare these stats with the AASA’s Superintendents Salary and Benefits Survey. This is published annually, with a summary of major findings, in the AASA’s Research Papers section.
• You may also want to check out Payscale’s cumulative data for all holders of the Doctor of Education (Ed.D.) Degree . For example, you can see how the salary of an Executive Director compares to a School Superintendent (the Super always wins).

Educational Leadership Job Boards

Along with the usual job boards (e.g. Indeed, HigherEdJobs, SchoolSpring, etc.), there are a few CA-specific job sites worth investigating:

• The Association of California School Administrators (ACSA) has an excellent Career Center , with plenty of job listings in senior positions.
• California Community Colleges allows you to search for faculty & management jobs in the CCC system.
• The University of California Jobs section includes positions posted at all UC campuses and medical centers.
• CSU Careers lists job opportunities in the California State University system.

Educational Leadership Organizations in California

Educational leadership associations.

• Association of California School Administrators (ACSA) : This is the big one! The ACSA bills itself as the largest umbrella organization for school leaders in the United States, serving 17,000+ California educators. It’s an important advocacy group for public school students in K-12, as well as adult learners.
• California Association of African-American Superintendents and Administrators (CAAASA) : CAAASA is a group of California educational leaders who tackle critical issues in education through public policy relative to the status and performance of African-American students.
• California Association of Latino Superintendents and Administrators (CALSA) : CALSA is a community of educational leaders focused on addressing the needs of Latino/a students and dedicated to increasing the number of highly effective Latino/a administrators.
• California Association of School Business Officials (CASBO) : Founded in 1928, CASBO is the oldest statewide school administrator organization in California. Members work in areas such as finance, accounting, payroll, HR, risk management, transportation, school nutrition, maintenance and operations, IT, purchasing, school safety, and school facilities.
• California Association of Urban School Administrators (CAUSA) : CAUSA is a union that represents 6,000+ front-line managers (both certificated and classified) from numerous school district union/associations in California.
• California County Superintendents Educational Services Association (CCSESA) : CCSESA is an advocacy group that helps the 58 County Superintendents of Schools in California design and implement statewide programs that promote high-quality, cost-effective educational practices and services. It also provide supports to school districts in the areas of student services, curriculum and instructional services, fiscal accountability and business services, personnel services, and technology and telecommunications.
• California School Boards Association (CSBA) : CSBA is a non-profit educational association representing elected officials who govern public school districts and county offices of education. It represents statewide interests of public education in legal proceedings with state and federal courts and state agencies through the Education Legal Alliance .
• California Teachers Association (CTA): CTA is the designated union for certified school employees like teachers, counselors, psychologists, librarians, and education support professionals in most school districts in California.

Educational Leadership Professional Groups

• California Institute for School Improvement (CISI) : Housed in UC Davis, CISI is a membership organization created to support district and county instructional leaders. 140+ school districts and county offices of education are currently CISI members.
• California League of Schools (CLS) : CLS is a non-profit K-12 organization that serves the needs of teachers and administrators via professional development, school-community ties, and local educator networks.
• Council of the Great City Schools (CGCS) : CGCS is an organization of the nation’s largest urban school systems, including a number in California (e.g. Los Angeles, San Diego, San Francisco, etc.).
• EdVoice : EdVoice is a non-profit organization & advocacy group that aims to increase student achievement in California and eliminate inequality of educational opportunity in public schools.
• Policy Analysis for California Education (PACE) : PACE is an independent, non-partisan research center led by faculty directors at Stanford University, the University of Southern California, UC Davis, the UCLA, and UC Berkeley.
• Public Policy Institute of California (PPIC) : PPIC is a non-profit, nonpartisan think tank that provides independent, objective, nonpartisan research on public policy challenges.

Note: Remember that state and national educator organizations often have funds and scholarships available for continuing education (e.g. Ed.D.). Check the website and ask about opportunities.

Educational Leadership Events in California

Educational leadership conferences.

• ACSA Conferences : ACSA organizes multiple events throughout the year, including the ACSA Superintendents’ Symposium, the Women in School Leadership Forum, the Principals’ Summer Institute, and much more!
• CAAASA Professional Development Summit : CAAASA’s vibrant educational & networking summit takes place in spring each year.
• CASBO Annual Conference & California School Business Expo : CASBO’s annual conference is open to all educational leaders, newbies and pros alike. CASBO also hosts an invitation-only CBO Symposium. Check out CASBO Events for more info.
• CGCS Conferences : CGCS hosts an annual fall conference, as well as multiple meetings aimed at senior-level educational administrators (e.g. Bilingual Directors Meeting, Curriculum & Research Directors Meeting, Chief Information Officers Meeting, etc.).

School Listings

35 Schools Found

Alliant International University

School of Education

San Diego, California

Doctorate in Education in TESOL

• Curriculum Info
• How To Apply

Online EdD in Educational Leadership and Management

Azusa, California

Doctor of Education in Educational Leadership

Doctor of education in higher education leadership.

Talbot School of Theology

La Mirada, California

EdD in Educational Studies

Graduate School of Education

Thousand Oaks, California

EdD in Educational Leadership - (K-12)

Edd in higher education leadership.

Education Department

Pomona, California

Doctor of Educational Leadership

California state university-bakersfield.

Department of Teacher Education

Bakersfield, California

Ed.D. in Educational Leadership

California state university-east bay.

College of Education and Allied Studies

Hayward, California

Doctorate in Educational Leadership for Social Justice

Fresno, California

Doctor of Education in Educational Leadership - PK-12 Educational Leadership

Offered Online

Doctor of Education in Educational Leadership - Postsecondary Educational Leadership

California state university-fullerton.

College of Education

Fullerton, California

Doctorate of Education in Educational Leadership - Community College Leadership

Doctorate of education in educational leadership - pre-k-12 leadership, california state university-long beach.

Long Beach, California

Doctor of Education in Educational Leadership - Community College/Higher Education Educational Leadership

Doctor of education in educational leadership - elementary/secondary educational leadership, california state university-los angeles.

Los Angeles, California

EdD in Educational Leadership

California state university-northridge.

Northridge, California

Doctor of Education in Educational Leadership - Community College Leadership

Doctor of education in educational leadership - pre k-12 leadership, california state university-sacramento.

Sacramento, California

Doctorate in Educational Leadership - Community College

Doctorate in educational leadership - k-12, california state university-san bernardino.

San Bernardino, California

Doctorate in Education - Community College Leadership

Doctorate in education - pk-12, california state university-stanislaus.

College of Education, Kinesiology and Social Work

Turlock, California

EdD in Educational Leadership - Community College Leadership

Edd in educational leadership - pk-12, evangelia university.

Anaheim, California

Doctor of Education in Christian Ministry

School of Leadership Studies

Santa Barbara, California

Doctor of Education in Leadership for Change - Communicative Leadership Concentration

Doctor of education in leadership for change - community college leadership for change, doctor of education in leadership for change - community college leadership for change concentration, doctor of education in leadership for change - creative longevity and wisdom concentration, doctor of education in leadership for change - dual language concentration, doctor of education in leadership for change - evidence based coaching concentration, doctor of education in leadership for change - inclusive leadership for social justice concentration, doctor of education in leadership for change - leadership for social and ecological sustainability concentration, doctor of education in leadership for change - media, technology, and innovation concentration, doctor of education in leadership for change - organization development concentration, doctor of education in leadership for change - reflective practice/supervision concentration, edd in leadership for change.

Department of Administration and Leadership

Riverside, California

Doctor of Education in Administration and Leadership

Doctor of education in curriculum and instruction, doctor of education in curriculum and instruction - educational psychology, doctor of education in curriculum and instruction - higher education, doctor of education in curriculum and instruction - leadership and administration, doctor of education in curriculum and instruction - neuroscience and education, doctor of education in educational psychology, doctor of education in educational psychology - mental health, doctor of education in school psychology, doctor of education in school psychology - bcba.

Sanford College of Education

La Jolla, California

Online Ed.D. in Organizational Innovation

Graduate School of Education and Pschology

Malibu, California

Doctor of Education in Educational Leadership, Administration and Policy

Doctor of education in learning technologies, doctor of education in organizational leadership, saint marys college of california.

Kalmanovitz School of Education

Moraga, California

Doctorate in Educational Leadership

San diego state university, edd in community college leadership, san francisco state university.

Department of Educational Leadership

San Francisco, California

San Jose State University

San Jose, California

Trident University International

Cypress, California

Online EdD in Educational Leadership - Higher Education

Online edd in educational leadership - pk-12.

Irvine, California

Ed.D. in Organizational Leadership

Berkeley, California

Leadership for Educational Equity

Davis, California

Capital Area North Doctorate in Educational Leadership

Graduate School

La Verne, California

Department of Leadership and Higher Education

Redlands, California

Doctorate in Leadership for Educational Justice

Doctor of education in catholic educational leadership, doctor of education in international and multicultural education, doctor of education in learning and instruction - education technology, doctor of education in learning and instruction - special education, doctor of education in organization and leadership.

Rossier School of Education

Doctor of Education in Educational Leadership - Educational Psychology

Doctor of education in educational leadership - higher education administration, doctor of education in educational leadership - teacher education in multicultural societies, global executive doctor of education, online doctor of education in educational leadership - k-12 leadership in urban school settings, online doctor of education in educational leadership - leading instructional change.

Benerd School of Education

Stockton, California

EdD in Education - Counseling Psychology

Edd in educational and school psychology - educational psychology, edd in leadership & innovation - educational and organizational leadership, edd in leadership & innovation - educational leadership.

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Sacramento State

• College of Education /
• Graduate and Professional Studies in Education /

Doctorate in Education (Ed.D.)

Total units required for Doctorate: 60

Program Description

The Doctoral Program in Transformational Leadership is an award-winning Ed.D. program that represents a dynamic collaborative effort between the Educational Leadership and Policy Studies Program in the College of Education and the Department of Public Policy and Administration in the College of Social Sciences and Interdisciplinary Studies. This program connects theory to practice for the purposes of impacting educational systems. 

Our degree focuses on preparing administrative leaders for California public elementary and secondary schools and community colleges and on the knowledge and skills needed by administrators to be effective leaders in California public schools and community colleges.

Our Cohort-based program is designed for working professionals, and classes are offered on Friday nights and Saturdays. Groups of students are admitted each year and take courses together. This creates several distinct advantages of group membership during graduate study which are intentionally fostered in the program:

• Cohorts offer support to candidates and provide opportunities for members to learn from one another.
• Cohorts establish professional ties that often last beyond the doctoral program itself; such networks are valuable in terms of continued professional support and growth.
• Fostering and monitoring candidates’ progress is enhanced in cohorts. The group carries with it the expectation that all but the occasional candidate will complete the program successfully, including such standard benchmarks as the qualifying examination, advancement to candidacy, and completion of the dissertation.

Admission Requirements

The Ed.D. Program admits candidates who meet the academic requirements for the Ed.D. degree program and who possess personal qualities and professional experiences that suggest a strong potential for success as doctoral candidates and as educational leaders in preK-12, community colleges, and higher education.

Applicants must have:

• An earned baccalaureate degree and master's degree or the equivalent from an accredited institution of higher education with a grade point average in upper division and graduate study of 3.0 or above;
• Sufficient preparation and experience pertinent to educational leadership and a commitment to educational equity and racial justice;
• Demonstrated educational leadership potential and skills including successful experience in school, postsecondary, community, and/or policy leadership;
• Advanced writing and criticality to analyze literature and formulate a research agenda;
• Demonstrated academic excellence, problem-solving ability, and an interest in assessing and bringing about improvements within current educational policies and practices.

Admission Procedures

Applicants must complete a university application by the posted application deadline date for the term applying. For more admissions information and application deadlines, please visit the Office of Graduate Studies website . Prospective doctoral students must file the following with the Office of Graduate Studies, Riverfront Center 215, (916) 278-6470:

Please note: The GRE requirement is suspended. If applicants send in GRE scores, the scores cannot be taken into consideration when making admissions decisions.

A complete application includes:

• An online application that can be accessed at  Cal State Apply
• Statement of Purpose
• Essay Responses 
• Important Note: Your writing in all cases should be your own original work and may not be written, in part or in whole, by a third party. The admissions committee will carefully consider both the content and the writing in its assessment of your candidacy for graduate study at Sacramento State University.
• Resume or CV  detailing education and professional experience
• Statement of Support : A brief statement of support for your doctoral studies from your employer.
• Unofficial Transcripts:  Upload one set of unofficial transcripts from all colleges and universities attended
• Letters of Recommendation : Three letters of recommendation attesting to the leadership ability and scholarship of the candidate
• Official Transcripts : Send one set of official transcripts from all colleges and universities attended, other than Sacramento State; official electronic transcripts sent directly from colleges/universities to  [email protected]  or sealed official hard copy transcripts sent to:

Office of Graduate Studies California State University, Sacramento Riverfront Center, Room 215, MS 6112 6000 J Street Sacramento, CA 95819

After an initial review of completed application, viable candidates will be contacted for an interview.

Unit Requirements

Each candidate will be required to successfully complete 60 semester units of coursework.  Each of the first two years call for completion of 18 units during the regular academic year and 6 units during each summer session. The third year of the program calls for completion of the dissertation which will entail 12 units.

The Ed.D. program is designed for completion of the degree requirements within three (3) calendar years (two semesters per academic year and summer study). The California State University, Sacramento Educational Leadership doctoral program is designed to allow completion of degree requirements within three (3) calendar years and four and a half calendar years (four years and one semester) will normally be acceptable.

Total time to qualifying examination and advancement to candidacy will not exceed three (3) years unless there are mitigating circumstances and the Ed.D. Program faculty has approved the extension; such extension normally may not exceed one year.

Total registered time is not expected to exceed five (5) years, and extension beyond this period requires approval by the Ed.D. Program faculty.

Extension of the period for degree completion beyond the period of five (5) years is normally granted to students in good academic standing, not exceed a two (2) year period. Continuation each term after the extension is granted requires determination of satisfactory progress by the Ed.D. Program faculty.

Extension of the period by more than two years can be granted only under special circumstances and based upon criteria established by the Ed.D. Program faculty. Such extension requires (a) special approval in accordance with the procedures established by the campus and (b) evidence that the student has maintained currency in the field, including demonstrated currency in literature, coursework, and research .

Satisfactory Progress Toward Degree

Each Ed.D. student is expected to maintain satisfactory progress toward the approved academic objectives as defined by the Ed.D. Program faculty and the University. The student is expected to make satisfactory progress in accordance with the Ed.D. cohort structure and program of study through the time of Advancement to Candidacy. This requires that the student complete all courses and examinations satisfactorily and Advance to Candidacy within the period for each specified by the Ed.D. Program faculty. Satisfactory progress further requires that the student pass all required examinations within two attempts.

The normal expectation is that students will attend and participate in all required program components. Students who need to make-up assignments are normally given the opportunity to do so. In the event that a student’s lack of attendance/participation would cause him/her to fail to maintain a grade point average of 3.0, the student would be notified and counseled regarding requirements for satisfactory progress toward the degree. Systemwide criteria of satisfactory academic progress are provided in Appendix 5, Title 5 of California Code of Regulations: The Doctor of Education Degree §40512(c).

Students who need to take a leave of absence are typically provided two options. One is to take extra coursework to make up courses missed and return to their original cohort. The second is to join a later cohort that, at the time they return, is taking the classes that they missed. If a student goes on an approved leave of absence and a course is not offered upon their return, a modified version of the course can be offered as a substitute through independent study or a course substitution may be made, depending on the course requirement.

Criteria for Continuation in the Program

Students must maintain at least a 3.0 cumulative grade point average in the program and not have a grade point average below 3.0 in any two successive terms to be considered in good academic standing. They must also meet all the requirements of graduate students outlined in the University Catalog.

Students who fall below a 3.0 grade point average in any one term will be placed on academic probation and notified of this in writing.  Students who fail to make satisfactory academic progress may be officially disqualified from the program in writing in accordance with policies established by the campus and based upon the recommendation of the Ed.D. Program faculty.

To ensure that a decision to disqualify a student because of unsatisfactory academic progress is just, basic due process requirements will be met. Faculty will conduct a thorough review and consultation and will provide a written recommendation by the Ed.D. Program Director to the Graduate Division. The student may appeal the decision. A student who has been disqualified from the program will not be allowed to continue in the Ed.D. Program, enroll in doctoral level courses in the program, or register again in the Ed.D. Program without a formal application and re-admission to the University.

Program Requirements

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Educational Doctorate in Educational Leadership

Program overview.

The Educational Leadership Doctorate program is designed for working professionals seeking training to become highly qualified educational leaders for P-12 school districts or community colleges.  Representatives from P-12 school districts and community colleges work collaboratively with CSULB faculty and administrators to design, implement, and evaluate this program.

Emphasis is placed on the expanding and changing role of education for social change to meet the needs of society. Graduate students in a learning cohort community will experience an interdisciplinary approach to the study of educational leadership, teaching and learning, organizational development, management and research.

Program Options

Elementary/secondary educational leadership.

PK-12 specialization graduates are prepared for position as superintendents, principals, lead teachers, and other school site administrators

Community College/Higher Education Educational Leadership

Higher Education specialization graduates will be prepared for critical positions at both 2-year and 4-year institutions as college presidents, student support service administrators, and other administrative leaders.

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• Student Survey Results
• Ed.D. Student Growing as a Professional

"The EdD department and program staff are extremely knowledgeable and helpful, and friendly...They truly humanize the doctoral journey for student."

"The program helped me view issues more holistically and come up with more meaningful solutions...I can do that with a more thoughtful equity lens."

As a result of the Ed.D. Program 100% of surveyed students strongly agreed/agreed:

• "I am more inclined to view myself as a change agent."
• "I value research as a tool for effective leadership."
• "I have gained a better understanding of educational leadership."
• The program has been responsive to [students] educational needs.
• they are applying knowledge and skills from the courses in their current leadership position
• their expectations of student support have been met

"I felt that I learned a lot from the program and I have been able to grow both professionally and personally because of the program."

"My experience in the program was incalculable.  I am a better person because of it.  I am a stronger educator because of what I've learned from my program."

Our Graduates

Graduates of the program will be qualified for a variety of teaching and leadership positions in education and education-related settings, such as superintendent, central office administrator, school principal in P-12, or chancellor, president or administrator in community colleges or 4-year universities.

PhD in Education

The PhD program in Education is committed to a multidisciplinary approach to educational theory and research as well as to developing educational environments that are just, relevant, and rigorous.

Program Highlights

• Flexible programming for working and commuting professionals. Most classes meet once a week at 4:00 or 7:00 pm, and others are held on weekends.
• Apply up to 20 MA units of graduate work to your PhD
• Enjoy small, interactive classes. You will also work closely with a faculty mentor who helps you navigate your way through graduate school based upon your specific aspirations and interests.
• Take some or all the classes needed to concurrently earn an Allies of Dreamers certificate . The first program of its kind nationally, Allies of Dreamers is a graduate‐level certificate program that provides the historical context, theoretical framework, and specific knowledge needed by K12 teachers and administrators, student affairs professionals in higher education, and community leaders to offer mentorship and advocacy for Dreamers and other undocumented students.
• Join a well-established network of alumni from the School of Educational Studies. There are educators across the nation (and especially prevalent in California) who are ready to welcome new students as kindred spirits and advocates of “the CGU Way.”
• For those interested in a cohort-model PhD program for working professionals in urban K–16 education, check out our Urban Leadership PhD in Education program .

Program At-a-glance

required units

degree awarded

Spring, Summer, Fall

program start

4 years | full time*

estimated completion time

7 years | part time

Areas of Concentration

Higher education/student affairs.

Take an approach to study based on a multidisciplinary view of theory and research and a commitment to developing educational environments that are just, relevant, and rigorous.

K12 Education & Equity

Prepare for a career as a forward-thinking educator who focuses upon the important roles schools play to support our diverse communities.

Urban Leadership

Join an innovative cohort program designed to meet the needs of urban K–14 educational leaders who have a demonstrated potential for leadership in education or a related field.

Frank Frias

Director of Admissions & Recruitment

Where You Can Find Our Alumni

San Bernardino County

Superintendent of Schools

Kit-Macquarie Brain Research Laboratory

Los Angeles Unified School District

Cedars-Sinai Medical Center

University of California, Berkeley

Claudia Bermúdez

Clinical Assistant Professor Preliminary Program Coordinator Department of Teacher Education

Deborah Faye Carter

Associate Professor of Higher Education

Research Interests

Higher education; transition to college; college student outcomes; access to college; race in education; mentoring, equity, and diverse learning environments in STEM

Professor of Education Joseph B. Platt Chair in the Management of Technology

STEM education, data science, model building, technology development and management

DeLacy Ganley

Dean, School of Educational Studies Professor of Education

Culturally relevant education; resiliency and achievement of marginalized populations; intersection of families, community, and school; language acquisition; social capital theory; systems theory

Gwen Garrison

Clinical Professor of Education Director of Educational Evaluation and Data Analysis

Organizational effectiveness; diversity & inclusion; research & evaluation process; data systems; data management; data visualization and storytelling

Frances Marie Gipson

Clinical Professor of Education Director, Urban Leadership Program

Urban schooling; distributed leadership; social-emotional learning; culturally relevant and linguistically responsive education; systems theory; learning and achievement; talent and leadership development; P-20 school policy

Rebecca Hatkoff

Director of Teacher Education and Clinical Assistant Professor

Critical Social Justice Teaching Competencies; Classroom and School Ecology; Effective and Empowering Pedagogy for all Students, Teacher Candidates, and Teachers; Strength-Based Views of Schools, Teachers, Students, Households, and Communities

June K. Hilton

Senior Lecturer

STEM Education, Equity Issues in Science and Mathematics, Effective Use of Instructional Technology, Teacher Preparation

Tom Luschei

Professor of Education

International and Comparative Education; Economics of Education; Teacher Quality, Teacher Policy, and Teacher Distribution; Education Policy across the Americas; Bilingual Education Policy and Practice

Dina C. Maramba

Equity and diversity issues in higher education; theory and practice in student affairs; college student development; access and retention; first-generation college students; Asian American and Pacific Islander populations; minority serving institutions

Susan J. Paik

Educational productivity; talent and leader development; giftedness and creativity; learning and achievement; psychosocial and environmental factors; urban and international studies; underserved students; Asian Americans and education; family-school-community partnerships; research methods, design, and evaluation

Linda Perkins

University Professor Director, Applied Gender Studies

Women and African-American higher education, history and contemporary issues on women in higher education, especially Black women, global gender issues.

Emilie Reagan

Associate Professor of Education

Social justice and equity-oriented teacher education policy and practice; context-specific teacher preparation; teacher residency programs; assessment; accountability; quantitative methods; mixed methods

Guan K. Saw

Educational inequality; diversity and inclusion; STEM education and workforce; college access and success; sociology of education; educational psychology; educational evaluation and policy analysis; quantitative, qualitative, and mixed methods; health disparities

Samara Suafo’a

Clinical Assistant Professor Assistant Director of Department of Teacher Education.

Program Features

• You will take an introductory course, Proseminar for Doctoral Study, designed to orientate you to doctoral study. Toward the end of your program, you will take another course, Capstone for Doctoral Research, to prepare you for the move from coursework into doctoral research and dissertation writing.
• Sample research and methods courses include: Introduction to Educational Evaluation, Assessment & Effectiveness, Introduction/Advanced Qualitative Inquiry, Introduction/Advanced Quantitative Research Methods, Research Methods & Design, Community-based Participatory Research – Focus on Transformative Movement Organizing, Research Practicum
• CGU embraces transdisciplinary learning and thinking. To foster the ability to communicate across discipline areas, you will take at least one transdisciplinary course.

Application Guidelines

CGU operates on a priority deadline cycle. Applicants are strongly encouraged to submit complete applications by the priority dates in order to assure maximum consideration for both admission and fellowships.

Spring 2025 Priority Deadline – November 1, 2024 Final Deadline (International) – November 15, 2024 Final Deadline (Domestic) – December 1, 2024 Classes begin – January 21, 2025

Summer 2025 Priority Deadline – February 1, 2025 Final Deadline (International) – March 1, 2025 Final Deadline (Domestic) – April 1, 2025 Classes begin – May 19, 2025

Fall 2025 Priority Deadline – February 1, 2025 Final Deadline (International) – July 5, 2025 Final Deadline (Domestic) – August 1, 2025 Classes begin – August 25, 2025

Application Checklist

The Claremont Graduate University online application is hosted online by Slate Technolutions via a secure web server. You will create a username and password so that you can return to continue your application over several sessions and check your status after submission. After you submit your application, it is made available for review by our faculty and staff.

Begin your application

The application fee is non-refundable.

Applicants must submit a sealed, official transcript from every undergraduate and graduate institution that has granted the applicant a degree. Electronic transcripts sent to [email protected] are also accepted. For undergraduate coursework, applicants are required to submit proof of a completed bachelor’s degree from a regionally accredited college or university. Unofficial copies of transcripts are accepted for review purposes, but official copies will be required upon admission.

Applicants currently earning a degree that will be completed prior to attending CGU are required to submit a transcript showing work in progress for evaluation purposes. Once the degree has been granted, a final official transcript documenting the degree conferred must be submitted to CGU.

International applicants are advised to review the International Transcript Guidelines for additional information on submitting international transcripts.

Applicants must submit an up-to-date copy of their resume.

A valid score on one of the following examinations TOEFL, IELTS, Pearson PTE, Duolingo English Test is required of all non-native English-speaking applicants. The examination is not required for the following applicants:

• Citizens or permanent residents of countries where English is the sole official language of instruction, e.g., Australia, Bahamas, Barbados, Canada (except Quebec), England, Ghana, Ireland, Jamaica, Kenya, New Zealand, Nigeria, Scotland, St. Vincent and the Grenadines, Trinidad, Tobago, Uganda, and Wales (see the CGU Bulletin for a complete list of accepted countries).
• Applicants who hold an undergraduate or advanced degree, or will have earned such a degree prior to enrolling at CGU, from an institution in the US or in countries where English is the sole official language of instruction (see above).
• Applicants who have successfully completed an academic English pre-master’s or intensive graduate bridge program from a nationally recognized, regionally accredited four-year college or university in the United States in the last two years, with submitted evidence of successful completion, and subject to curriculum approval.
• CGU allows for an English proficiency waiver if the applicant has received, or will receive prior to enrollment at CGU, an undergraduate or advanced degree from an institution where English is one of the primary languages of instruction for the majority of courses in the student’s program. To receive the waiver, documentation must be provided by the applicant to show that English is the language of instruction at their university/college.

CGU’s school code for the TOEFL exam is 4053 .

International applicants are encouraged to visit our International Applicants page for more information, including score requirements.

Please submit a five-page, double-spaced personal statement that answers the following questions:

1. Who are you? 2. What is your research interest? 3. Why are you pursuing this graduate degree? 4. What is your professional and academic background? 5. Why CGU? 6. Why the School of Educational Studies?

When filling out the online application, please enter references acquainted with your potential for success who will submit a written recommendation on your behalf. In most academic departments, references from faculty members who can speak to your academic ability are preferred; applicants with substantial work experience may request professional references. Please do not enter family members as references.

You will be required to input information for your recommenders (whether they are submitting online or not) in the “Recommendations” section of the online application. Please follow the directions in this section carefully before clicking on “Recommendation Provider List” to input the names and contact information for each recommender. You will have an opportunity to indicate if the reference writer will be submitting online. These reference writers will receive an email from CGU with instructions on submitting an online recommendation.

Recommenders who are indicated as offline will not receive an email from CGU with instructions to submit. These reference writers can submit via traditional mail and should use the supplemental New Student Recommendation Form. Recommenders can also email their letter of recommendation to the Office of Admissions at [email protected] .

Download the Recommendation Form

ESTIMATED TUITION (CALIFORNIA RESIDENTS, NON-RESIDENTS, INTERNATIONAL)

*Based on 2024-2025 tuition rates.

STUDENT FEES (PER SEMESTER)

For estimates of room & board, books, etc., please download CGU’s  Cost of Attendance 2024-2025 .

Review General Costs

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Doctoral Programs at the CSU

The CSU offers more than 1,400 master's degrees in 258 subjects, as well as a variety of doctoral programs.

Search Doctoral Programs by Campus

The CSU offers a number of joint doctoral programs with the University of California and private universities. Choose a campus below to learn more.

Doctor of Audiology Program​

This AuD degree program prepares students to meet the academic and clinical requirements for California licensure in audiology.

Learn About AuD Programs

Doctor of Education (Ed.D.) in Educational Leadership Programs

These doctoral programs — offered on 15 campuses — advance the California State University's long-standing leadership in teaching teachers.

Learn About Ed.D. Programs

Doctor of Nursing Practice Degree Programs

Designed to prepare nurses for advanced practice and to educate future nursing faculty, these are rigorous programs of study.

Learn About Nursing Programs

Doctor of Physical Therapy (DPT) Degree Programs

Six CSU campuses offer students the chance to receive a high-quality postbaccalaureate physical therapist education.

Learn About DPT Programs

The Chancellor's Doctoral Incentive Program

The CDIP program has loaned $47 million to over 2,000 doctoral students, and more than 700 have gone on to become faculty members at the CSU.

Learn About CDIP

California Pre-Doctoral Program

This program gives students who've experienced economic or educational disadvantage the chance to succeed in a doctoral program and teach at the CSU.

Learn About Pre-Doc

​ Search All Doctora​l Programs

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Graduate & Professional Education

Explore UCLA’s master’s and doctoral degree programs offered in 130+ academic and professional fields of study.

UCLA’s graduate programs have a reputation for producing professionals, researchers and leaders who have a major impact on the world.

With more than 40 programs ranked among the best in the nation, UCLA gives today’s graduate students the cutting-edge resources and mentorship they need to go out and leave their own indelible mark.

And with the second largest city in the U.S. in our backyard, learning extends beyond the classroom. Engaging with the community while being part of a well connected academic system that is respected throughout the world creates an educational experience that cannot be replicated anywhere else.

Influential Faculty

From Nobel Prize winners and Pulitzer Prize awardees to MacArthur Fellows and recipients of the Fields Medal and Turing Award, UCLA faculty members are experts in their fields. They are among the most often cited faculty in the world and their research and discoveries have a global impact. Graduate students are given every opportunity to learn from and work alongside these inspiring professors and researchers.

Terence Tao

Fields Medal-winning math professor and the James and Carol Collins Chair in the College of Letters and Sciences

Jennifer Jay

Professor of civil and environmental engineering and department vice chair of graduate affairs

Distinguished professor, chair of chemistry and biochemistry, and faculty-in-residence

Support for Research

UCLA graduate and professional students take on thousands of original research projects every year, working as part of a team or independently. Their research may create scientific and medical advances, address urgent societal problems or deepen understanding of arts and cultures.

Interdisciplinary Study

UCLA graduate and professional scholars have long collaborated across the boundaries of their respective academic fields in the pursuit of discoveries and solutions that don’t always fit neatly in one box or the other. Dozens of research centers and institutes foster interdisciplinary research as well. And Organized Research Units (ORUs) are created for the purpose of bridging the gaps between traditional disciplinary boundaries.

Wherever you look around campus, collaboration is happening both organically and as a result of these concerted efforts to bring more than one school of thought under the same roof.

Studying in Los Angeles

When you pursue graduate studies at UCLA, you have the opportunity to experience the professional world in a global city like no other. Los Angeles is teeming with variety, energy and industry. The best of food, arts, culture, sports and entertainment are right outside your door at UCLA. The economies of Los Angeles and California are among the world’s most dynamic: If California were a country, it would have the fifth largest economy in the world, behind Germany and ahead of India.

Financial Support for Graduate Students

UCLA is dedicated to offering support to graduate students from both the United States and beyond. Students from abroad make up over 20 percent of our graduate community of 14,000 scholars and come from over 90 countries.

Financial support funds are available to graduate students in many forms: grants, fellowships, traineeships, teaching assistantships and graduate student researcher appointments. Support based solely on need is also provided through the Financial Aid & Scholarships Office in the form of work-study and loans. Graduate programs at UCLA also offer employment opportunities to graduate students, including teaching and research assistantships.

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Graduate Education

Our program provides broad training in neurological processes and phenomena; the experimental methods, results, and theories from the study of psychology, language, and social and cultural issues; and the studies of computational mechanisms. We offer three graduate programs in Cognitive Science: 

Cognitive Science PhD Program

• The Cognitive Science PhD Program

Specialization in Anthropogeny

A  transdisciplinary graduate specialization in anthropogeny with the aim of providing graduate students the opportunity to specialize in research and education on explaining the origins of the human phenomenon. This specialization is not a stand-alone program but aims at providing graduate students who have just embarked on their graduate careers with the opportunity to interact and communicate with peers in radically different disciplines throughout the duration of their PhD projects. Such communication across disciplines from the outset is key to fostering a capacity for interdisciplinary “language” skills and conceptual flexibility.

https://carta.anthropogeny.org/training/specialization-track

Specialization in Computational Social Science

Computational Social Science (CSS) integrates large-scale data analysis with formal, causal models from social science domains, to not only improve predictions but also guide extrapolation and intervention beyond existing data. Students pursuing the specialization will find a clear path to accessing training in computational social science, a formal mechanism for recognizing their efforts, and access to a broad network of relevant scholars.

Eligibility

The graduate specialization in computational social science is only available to students currently enrolled in a PhD program at UC San Diego in the following School of Social Sciences departments: anthropology, communication, cognitive science, economics, education studies, ethnic studies, linguistics, political science, psychology, and sociology. Doctoral students in these departments may apply for the specialization through the CSS administration, housed in the Department of Psychology, with the endorsement of the student’s primary research adviser and department chair. Students are eligible to join the CSS specialization at any time pre-candidacy; post-candidacy requests are reviewed on a case-by-case basis and may require additional justification relating to time to degree.

Requirements

In addition to the PhD requirements of their home department, admitted students are required to complete the following requirements:

• Three quarters of CSS 209. Computational Social Science Research Seminar.
• Three courses from a list of electives, at least one of which must not count toward the home department PhD requirements, with at least one of these electives drawn from the subset of “advanced data” courses.
• Appointment to the dissertation committee of at least one CSS affiliated faculty member not affiliated with the student’s home department.
• Satisfactory completion of a dissertation including a technical and/or computational social science component.

Specialization in Human-Centered Design

• Specialization in Human-centered Design

The   graduate specialization   is a set of courses students can choose to take that fits into their home degree program requirements. It is analogous to receiving a minor, but at the graduate level. As such, the specialization does not alter home program requirements. Instead, the courses fit into their home program as either electives or as courses that were already part of their core requirements. The graduate specialization is created so that it can be integrated into a one- or two-year master’s program or a PhD program.

All students who seek the specialization are required to take:

DSGN 201 (four units)

DSGN 219 (one unit)

Cognitive science students should take two courses from this list:

COGS 220. Information Visualization

COGS 230. Topics in Human-Computer Interaction

COGS 231. Design Seminar on Human-Centered  Programming

COGS 260. Crowdsourcing

Cognitive science students should take one course to meet the power, privilege, and ethical response requirement, from this list:

FMPH 258C. Ethics in Public Health Research and Practice

FMPH 460. Design and Public Health

COGR 275. Ability/Cultures of Care

COGR 275. Design and Politics

COGR 275. Mediated Ability: Media, Technology, and [Dis]ability

COGR 275. Researching Creative Labor: Media Production Cultures

COMM 275. Advanced Topics in Communication: Designing for Access

COMM 275. Advanced Topics in Communication: Disabling Modernism

All other requirements (e.g., projects such as theses/dissertations, teaching requirements, support) are set in accordance with a student’s home degree program. Just as a minor does not alter a student’s major as an undergraduate, the specialization does not alter any of cognitive science’s home degree program requirements. This specialization is simply a collection of classes that, if taken, represents sufficient training in human-centered design to warrant a specialization designation.

San Diego State University (SDSU) and the University of California San Diego (UC San Diego), offer jointly a doctoral program in Language and Communicative Disorders. The program’s focus is the interdisciplinary study of language and communicative disorders. A major emphasis of the program is to apply techniques developed in cognitive science and neuroscience to the study of language and language disorders. The program involves study and research in normal language (including sign languages of the deaf and language impairments), and in the neural bases of language use and language loss.

http://slhs.sdsu.edu/phd/

Cognitive Science

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Email: [email protected]  

Cognitive Science Building First Floor, CSB 145

California Institute for Human Science

PhD in Psychology Concentrations

• - Clinical Psychology (Licensure)
• - Integral, Transpersonal & Positive Psychology
• - Individually Designed Concentration
• - General/No Concentration

Master of Arts in Psychology Concentration

• - Consciousness & Transformation
• - Spirituality & Whole Person Psychology

INTEGRAL NOETIC SCIENCE

Phd in integral noetic science concentrations.

• - Anomalous Studies
• - Wisdom Design
• - UAP & Consciousness Studies

Master of Arts in Integral Noetic Science Concentrations

Integral health, phd in integral health concentrations, master of arts in integral health concentrations.

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Doctoral Degree Admissions

Doctoral degree admissions information, accredited, innovative, and affordable online and in-person doctoral (ph.d.) degree programs in psychology, integral health, integral noetic sciences.

CIHS enrolls students on a “Quarter” basis. New students are able to begin their studies in the Fall, Winter, Spring, or Summer term. Each quarter (academic term) is 10 weeks long (2.5 months). We are currently accepting applications for the  Fall (Sept.) 2024 Quarter  which starts on  Sept. 30, 2024 .

The Application Deadline for the Fall 2024 term is  August 31, 2024 .  Please submit your application by the application deadline to avoid any processing delays.  Applications received after the deadline are not guaranteed admission in the desired term. 

Please visit our  Academic Calendar Page  for information on other start dates. 

Residents of the following 29 states and those outside the United States are able to complete their degree program online-through Distance Education-from the comfort of their own home: AZ, CA, CO, DE, FL, HI, ID, IL, IN, KY, ME, MI, MS, MO, NE, NH, NJ, NY, NC, NV, OH, OK, PA, SC, SD, TN, TX, UT, WA, and all countries worldwide.

CIHS prides itself on the evaluation of the whole student and the individual experience. As such, GRE exams are not required. All interested students are welcome to apply. 

GENERAL REQUIREMENTS

To be admitted into one of CIHS’ Ph.D. degree programs, the applicant is required to have obtained a master’s degree, from a U.S. regionally accredited institution, in an academic area of study relevant to the Ph.D. degree program to be undertaken at CIHS. When deemed necessary, the applicant may be required to take validating examinations or preparatory work/prerequisite courses. If the M.A. is in a different field, or if the Master’s degree is from a foreign university that is not regionally accredited in the U.S., approval by the Program Director is necessary.

A U.S. applicant, or international applicant who intends to attend CIHS through the distance education online modality, may be admitted to CIHS full-time or part-time. International students  who wish to study on the CIHS campus must maintain full-time enrollment. Additional information for international applicants is available on our International Students page.

FULL-TIME/PART-TIME DEFINITIONS

• Full-time Graduate Students must be enrolled in a minimum of 8 units per quarter, and at least 3 quarters per year. One quarter off is optional except for the Fall quarter. Ph.D. students in the Dissertation Sequence will be considered full-time as long as they are registered for 5-6 units per quarter.
• Part-time Graduate Students must be enrolled in a minimum of 4 units per quarter, and at least 3 quarters per year. One quarter off is optional except for the Fall quarter.

Please note, acceptance into one of CIHS degree programs, does not guarantee admission to other CIHS programs. Students who are accepted into a degree program at CIHS will be granted admission to another degree program only after they fulfill all the degree requirements of the first program they got admitted into, and/or on the acceptance of the other degree program’s Program Director.

APPLICATION PROCESS & HOW TO APPLY

To start the application process, the materials listed below must be submitted/uploaded to our online application portal at the time of your application submission:

A completed online application .

Non-refundable application fee:

Domestic applicants (U.S. citizens and permanent residents): $65

International applicants (F-1 Visa International Students): $100

Official undergraduate (Bachelor’s) degree transcripts and graduate (Master’s & Ph.D.) degree transcripts, if you have any – with proof of degree completion/graduation. All transcripts should be e-mailed directly from the issuing institution(s) to CIHS at  [email protected] . If Email is not an option from one or more of your former institutions, your transcripts must be mailed directly by each institution to:  California Institute for Human Science, Admissions Office, 701 Garden View Court, Encinitas, CA 92024 USA.  If you are requesting any transfer credit, official course syllabi may also be required for departmental approval and in compliance with CIHS’ Transfer Credit Policy.   

Two letters of recommendation from individuals who can address your academic and/or professional qualifications. The person recommending you may use the online form at  www.cihs.edu/letter-of-recommendation  OR e-mail the letter of recommendation to  [email protected]  with your name in the subject line.

A personal essay in which you explain the reason(s) for seeking admission to CIHS. The essay should show evidence that you have read the CIHS website, understand the CIHS mission, and have some knowledge of the field of study of the program for which you are applying. Please explain how this program could add to your academic background and help you fulfill your professional and/or personal goals. Suggested length of narrative: 1-2 pages, double-spaced, Times New Roman font, Font Size: 12, approximately 250-500 words. Applicants may exceed this limit if needed. 

A current curriculum vitae (CV) or resume, if applicable.

A representative term paper or another sample of academic or professional writing or publication(s). For tips on how to choose a writing sample,  click here . 

For applicants seeking a Ph.D. in Psychology: An interview with the Program Director via Zoom. 

Additional requirements for International Students can be found on the  International Students Page.

What Happens After You Apply: Once your online application is submitted, and your supporting documents have been received by the Admissions Office, your file will be evaluated by the Admissions Committee and an admission decision will be rendered. Accepted students will be notified via email by the Admissions Office.

Accepted Students: Once you have been officially accepted into a degree program at CIHS, our Registrar’s Office will send you information on next steps including completing the CIHS Enrollment Agreement forms.  Once you complete and sign your Enrollment Agreement forms, our Registrar will then provide you with your CIHS email address and CIHS student ID number. as well as: 1) information on how to select your first term classes under the guidance of your Program Director, 2) how to register for classes during the registration period using the proper online registration form, 3) how to pay your first term tuition and fees, 4) and how to access your online classes. Finally, you’ll receive information on our new student orientation, which is held online. 

• Doctoral Degree Programs
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Kyle Moreno

• PhD Student

NSF Graduate Research Fellow

Research Concentration

• Teacher Education

Research Interest

Contact Information

• [email protected]

Websites and Social Media

• Yasemin Copur-Gencturk

Kyle Moreno (he/him/his) is a Ph.D. student and NSF Graduate Research Fellow in the Education program at USC Rossier School of Education. Before his academic journey at USC, Kyle attended California State University Bakersfield, where he received his B.A. in Psychology. Shortly after, he attended California State University Northridge, where he received his M.A. in Psychological Science.

Kyle is committed to uplifting and amplifying marginalized voices within educational spaces, equalizing educational opportunities for all. Specifically, he seeks to examine sociocultural factors within school, family, and community contexts by employing a critical race lens and CRP techniques to increase marginalized youths’ STEM interests, academic motivation and engagement, and potential for success.

Publications

• Escobedo, P., Moon, S., Moreno, K., Lin, J. C., Kwan, P. P., Flores, G. E., & Chavira, G. (2023). The impact of the COVID-19 pandemic on sense of belonging and science outcomes among biomedical science students: A longitudinal study. Education Sciences, 13(6), 579.

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Admission Steps

Higher education - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Priority deadline: December 2, 2024

Final submission deadline: June 16, 2025

International submission deadline: May 5, 2025

Priority deadline: Applications will be considered after the Priority deadline provided space is available.

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

Masters degree: This program requires a masters degree as well as the baccalaureate.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

Other Required Materials

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Three (3) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

The Higher Education Department understands equity, diversity, and social justice as essential and fundamental concerns in the study, practice, and leadership of post-secondary education.  Please provide a personal statement of academic and professional goals (1-2 pages, double-spaced).  Include in your statement: (1) Research interests and professional objectives in the study of higher education. (2) Any personal, educational, and employment experiences that have shaped your research and professional interests in the study of higher education. (3) Expectations for how the PhD in Higher Education at the University of Denver specifically will support your research interests and professional objectives.  Note: if there is a specific faculty member with whom you would like to work, based on your research interests, please mention and discuss in this statement.

Diversity Statement Instructions

Please provide a statement of equity, diversity, and social justice (1-2 pages, double-spaced). Include in your statement: (1) Your thoughts on the roles and opportunities for equity, diversity, and social justice in postsecondary institutions and/or higher education policy. (2) Any personal, academic, and/or professional experiences that have shaped your understanding and commitment to equity, diversity, and social justice in higher education.

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional requirements for this program:

Virtual interview may be required.

Start the Application

Online Application

Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.

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Nav-main-mobile, vanguard university, header-utility-container, drawer trigger, nav-sub-horizontal, nav-breadcrumb, master of science in clinical psychology.

A t Vanguard University, we are known as one of the leading clinical psychology master’s programs in California.

Our Master of Science (MS) in Clinical Psychology program is designed to provide you with a strong foundation in varying theoretical and clinical modalities that will help you choose and develop your clinical and professional identity. Throughout your studies, you’ll gain the tools and techniques to work with those who struggle with behavioral, cognitive and emotional challenges. 

Designed with working professionals in mind, the clinical psychology master’s program is offered on campus or online. In the on-campus program, located at our convenient Santa Ana campus , take coursework in tracks varying from two to four years, with classes available in the late afternoon and evening. In the online program, you’ll learn from the same experts who teach our on-campus courses while having the resources and support to find success. 

This program meets the education requirements for licensure as a Marriage and Family Therapist (MFT) and/or Professional Clinical Counselor (PCC) in the state of California.

• Application Deadline: Fall - July 1st Spring - October 1
• Number of Units:  61-66
• Cost per Unit: $840
• Time to Degree: 2-4 years

Pricing is based on the current academic year and is subject to change. Scholarships or partner discounts may be available. 

Request Information

Why earn your ms in clinical psychology from vanguard university.

The MS in Clinical Psychology program equips its students to serve with excellence as Christian mental health professionals by providing the highest quality of rigorous academic training, guided professional development and integrative faith-based learning in a collaborative and supportive environment.

Practicum & Licensure

A culture of mentorship, program learning outcomes, program formats, christ-centered education, hands-on experience.

During the program, you will complete a practicum placement at sites such as college counseling centers, substance abuse treatment centers, community counseling centers or others such as the  Journeys at Vanguard  counseling center, located on the campus. The program will support and assist you in securing a placement at one of our more than 60 partner sites. If you are interested in becoming a partner site, please see our colleague resources for more information. 

Clinical Skill Development & Practicum

• You will gain practical experience beginning your first semester in our clinical psychology degree as you meet with Vanguard University undergraduate volunteers and practice the clinical skills you’re learning in class. This applied experience will prepare you for your practicum placements and help you grow as a clinician.
• You will complete supervised field experience at your practicum placement and begin earning hours towards licensure.
• Required personal therapy will give you the opportunity to be engaged in the therapeutic process as a client.

Accreditation/Program Approval

Our degree fulfills all academic requirements that are set forth by the California Board of Behavioral Sciences for licensure as a Marriage and Family Therapist (MFT) (Business and Professions Code of California Section 4980.36). The program also offers additional coursework for students interested in dual licensure as both an MFT and a Professional Clinical Counselor (LPCC). With this additional coursework, the degree also fulfills all academic requirements that are set forth by the California Board of Behavioral Sciences for both licenses (Business and Professions Code of California Section 4980.36 and 4999.33). You can see our most recent pass rates for the licensing exams on the  BBS website .

Vanguard University is accredited by the Western Association of Schools and Colleges (WASC).

American Psychological Association (APA) Accreditation – APA only accredits doctoral level programs in psychology. Since our program is a Masters level degree APA does not accredit us.

The program emphasizes mentoring and individual attention from faculty and staff in an environment that facilitates development of a cohesive and supportive community. We continue to support students in their career journey after Vanguard and maintain alumni groups and resources . 

Upon completion of the MS in Clinical Psychology  program, you will be prepared to:

• Core Knowledge of Psychotherapy.  Apply fundamental knowledge within the field of clinical psychology and psychotherapy to the treatment of individuals, families and groups.
• Diversity.  Demonstrate and apply cultural competency and sensitivity in the psychotherapeutic process.
• Integration of Faith.  Demonstrate and apply the integration of faith in the psychotherapeutic process.
• Clinical Skills.  Demonstrate effective clinical techniques within a therapeutic relationship.
• Communication.  Demonstrate effective written and oral communication skills as it specifically pertains to the field of psychotherapy.
• Professional/Personal Qualities.  Develop the professional and personal qualities that are intimately related to effective psychotherapy, including competence, acceptance, curiosity, caring, integrity, sensitivity, flexibility, insight, compassion, and personal presence.

Whether you’re studying on campus or online, our MS in Clinical Psychology is designed with the purpose of providing you with personalized attention. Both track schedules are convenient for working professionals with tracks varying from two to four years, and courses are offered in the late afternoon and evening. You’ll greatly benefit from our small class sizes which average 12 students.

In addition, you will have opportunities to connect and network with classmates, faculty and staff outside of class time. We offer an environment that facilitates the development of an inclusive and supportive community—giving you a strong support system and sense of community throughout your studies.

Online Track

Our online Master’s in Clinical Psychology program is available for residents of the state of California. Most courses are eight weeks long. Learning online will give you the best of both worlds—flexible online coursework and live class time with other students and faculty on a weekly basis.

On Campus Track

Our on-campus program offers 16-week courses on our Santa Ana Campus. Learning in person provides ongoing interaction with your faculty and classmates, and allows for spontaneous discussions, meals together, and making connections in between classes.

What Will My Class Schedule Look Like?

The 3-year track is the most popular with our students and consists of 7.5-10 units per semester, in both the afternoon and evening. For all track options and sample schedules, see our Sample Curriculum Schedules page . 

At Vanguard University, you will experience personalized instruction paired with a strong spiritual foundation that fosters knowledge, cultivates character and deepens faith. Our Christian professor-mentors will prepare you to make meaningful contributions in your profession and community, equipping you to lead a Spirit-empowered life of Christ-centered leadership and service.

Get Started at VU

My favorite part of the clinical psychology degree program was the small class sizes; you get to have a close relationship with your professors and peers. Wherever you see yourself in the mental health field, Vanguard will prepare you for the journey. And if you’re looking for integration of faith in the classroom, this is the program for you. Now in private practice—not too far from campus—I am constantly being reminded of lessons and clinical skills that I learned at Vanguard.

Jacqueline Islas, MS '12 Alumna

Featured Courses in the MS in Clinical Psychology Program

Clinical foundations i.

Clinical and theoretical foundations of the field of clinical psychology are presented with an emphasis on Client-Centered therapy and the development of beginning level skills. Course includes  supervised experience which will be used in assessing eligibility for trainee status.

Psychodynamic Theory and Treatment

A study of the theories and processes of therapy based on the psychodynamic modality. Emphasis is placed on understanding a client's internal dynamics. Application is made in relation to theoretical and DSM diagnoses, assessment and treatment of individuals as well as an understanding how this approach can be utilized in multiple settings and with multiple populations.

Cognitive-Behavioral Theory and Treatment

A study of the theories and processes of therapy based on the cognitive-behavioral modality. Focus is placed on how belief systems interface with behavior and emotion. Application is made in relation to theoretical diagnosis, assessment and treatment of individuals, particularly with anxiety based or related conditions.

Psychology, Theology and Spirituality

Explores the integration of psychology, theology, and spiritual formation and how it affects the mental health of the client. Consideration given to the role of the therapist and the therapeutic relationship with an emphasis on the Christian faith.

Where can I Work with a MS in Clinical Psychology?

Our clinical psychology graduate program will help you pursue a fulfilling career as a Licensed Marriage and Family Therapist and/or Licensed Professional Clinical Counselor. Graduates of our master’s in clinical psychology program work as mental health clinicians, providing assessment, diagnosis, case management and therapy. You may also want to read this helpful article on career outlooks  for clinical psychology. 

Community Counseling Centers

County Mental Health Agencies

Foster Care/Adoption Agencies

Substance Abuse Treatment Centers

Private Practice

Psychiatric Hospitals

Rehabilitation Centers

Group  Homes

We recognize that our clinical education is rigorous, and we ensure that you have faculty who are dedicated to supporting you as soon as you begin your graduate coursework. Our program respects diversity and promotes an inclusive community. We focus on the therapeutic relationship, understanding counter-transferential and transferential data and learning in an experiential manner.

Brenda Gesell, PhD Program Director

Meet more Clinical Psychology Faculty

MS in Clinical Psychology Admissions Requirements

Application & admissions info, what to expect, admissions requirements - domestic applicants.

The university requirements for program admission below must be met before an application is considered complete.  

• Online application for admission
• Non-refundable $45  application fee  
• Request Official Transcripts from  any  colleges or universities attended. Vanguard graduates need only request transcripts from institutions attended after Vanguard.
• Any program-specific supporting materials (see below)

Required Supporting Materials

Applicants for the MS in Clinical Psychology  should also submit the following:

• References: (3) letters of recommendation from people who can speak about various aspects of your suitability, such as academic ability (professor), professional performance (i.e. work performance), clinical/leadership/relationship ability, or other relevant experience. The recommender cannot be a family member or friend.
• Personal Statement (750 words): Provide a detailed statement describing your significant life experiences and how they have lead you to pursue a degree in Clinical Psychology. In addition, discuss your future plans and professional goals as a result of obtaining this degree.
• Resume/Curriculum Vitae: Provide a detailed resume or curriculum vitae listing all employment, experience, education, training, etc.

Prerequisite Courses or Requirements

Applicants should also have completed:

• Introduction to Statistics
• Psychopathology or Abnormal Psychology
• Developmental Psychology or Human Development
• Counseling Theories or Theories of Personality

It is required that all prerequisite courses have been completed with a grade of B- or better. For assistance with questions regarding prerequisite requirements or whether any exceptions would apply, please email [email protected] .

Submission Instructions

All supporting documents should be submitted to the Graduate & Professional Education Office:

If possible, please submit transcripts electronically (e.g. Parchment). Unofficial transcripts and test scores* (with student name, test date and subscores), may be scanned and emailed to  [email protected] . 

• Electronically through Parchment
• Email:  [email protected]
• Mail/Drop-Off: ATTN: Vanguard University Graduate & Professional Education 55 Fair Drive Costa Mesa, CA 92626

*GRE Test scores are not required for admission into programs and are not considered in evaluating applications.

Admissions Requirements - International Applicants

To apply for a degree program at Vanguard, the following requirements must be fulfilled in addition to meeting the domestic applicant and any program-specific admission requirements specified above.

• Evalution of Official Transcript(s):  All transcripts reflecting prior coursework must be submitted. Transcripts must be evaluated, not just translated, by an official agency.
• Official TOEFL ( Test of English as a Foreign Language ) Scores:  The minimum TOEFL score requirement is 80 on the web version. If English is the primary spoken language and medium of instruction at the institution(s) attended and at least two years of full-time study occurred at such institution(s), the TOEFL may be waived.
• Affidavit of Financial Support: If supported by personal and/or family funds, submit this form with an original bank statement in U.S. currency reflecting bank balance availability of the total amount listed below. If sponsored by a government or other official agency, an official letter stating that the funding and/or scholarship is valid for use at Vanguard University must be submitted. Please contact [email protected] to obtain the Affidavit of Financial Support.
• Copy of Valid Passport
• Students applying within the U.S. must submit copies of their visa , I-94 , and if on a student visa, copies of their I-20 A-B Form .

All materials must be received in the Admissions Office by the appropriate deadline:

• Fall semester - June 1  |  Spring semester - October 1

International students must be enrolled full-time within their program. For information on specific unit requirements, please contact the Graduate & Professional Education Office at [email protected] . International students are not eligible for any financial aid with the exception of institutional talent scholarships.

For current tuition rates and fees, please visit Account Services .

Scholarships

Vanguard University offers graduate academic scholarships for the biotechnology, clinical psychology, education, leadership studies, organizational psychology, and theology programs. These 10-15% tuition scholarships are based on cumulative undergraduate GPA calculations.  You will automatically be awarded a scholarship if you qualify. Vanguard University also offers a colleague discount for the MSN and post graduate certificate programs and the Ministry Grant for applicants working full time in ministry as ordained or licensed ministers or missionaries. Please ask your admissions counselor for more information.

Financial Aid

Financial aid is offered through the FAFSA application. Please see the  Financial Aid  page for further information and talk to your admissions counselor. 

Once an applicant’s file is complete, with all required items submitted, the file is forwarded to the department for review and potential admissions interview invitation.

From there, the Office of Graduate & Professional Education will inform the applicant of their admissions decision via email with a) a program acceptance to the university, or b) a program denial with recommendations for improving their file for potential resubmission. 

Admissions Deadlines

Applications are accepted year-round. Priority and standard deadlines for specific academic terms can be viewed on the graduate admissions page . 

Have Questions?

Fill out the request information form or reach out directly to one of our team of dedicated admissions counselors. 

Office Hours: Monday-Friday 8am-5pm

Phone: 714.966.5499

Email:   Graduate Admissions Email

Campus Locations

The Office of Graduate and Professional Admissions is located on Vanguard's main campus in Costa Mesa. 

The Clinical Psychology program's administrative and faculty offices and on campus classes are located on Vanguard's Santa Ana campus at  3000 W MacArthur Blvd, Ste 200, Santa Ana, CA 92704 .

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