phd education university of washington

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Please note that not all programs open for admissions at the same time. If you have questions about admissions, contact your intended program directly.

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Ph.D. Degree Requirements

Graduate school requirements.

This is a partial summary of the Graduate School requirements. For detailed information on all Graduate School requirements, see the UW  General Catalog .

• Completion of a program of study and research as planned by the graduate program coordinator in the student's major department or college and the Supervisory Committee. At least 18 credits  of course work at the 500 level and above must be completed before scheduling the General Examination.
• Presentation of 90 credits, 60 of which must be taken at the University of Washington.
• Numerical grades must be received in at least 18 quarter credits of course work taken at the UW prior to scheduling the General Examination.The Graduate School accepts numerical grades in approved 400-level courses accepted as part of the major, and in all 500-level courses. A minimum cumulative GPA of 3.00 is required for a graduate degree.
• The candidate must register for a MINIMUM of 27 credits of dissertation (PHIL 800) over a period of at least three quarters. At least one quarter must come after the student passes the General Exam. With the exception of summer quarter, students are limited to a maximum of 10 credits per quarter of dissertation (PHIL 800).
• Completion of all work for the doctoral degree within ten years. This includes quarters spent on-leave.
• Registration maintained as full- or part-time graduate student at the UW for the quarter in which the degree is conferred.

Admission to the Ph.D. program is based on the level of performance with the  M.A. requirements .

General Requirements

There are four general requirements for the completion of the doctoral degree:

• general written examination
• general oral examination
• dissertation
• final examination

The qualifying paper constitutes the written portion of the general examination. The general oral examination is normally a presentation and defense of the student’s dissertation proposal.

Course Requirement

Student must complete a minimum of 12 graduate level courses, with at least six of these courses being seminars. All courses must be passed with a grade of 3.0 or better. (Seminars/courses taken to fulfill the M.A. requirements may count toward this total). A student’s doctoral supervisory committee may require additional course work.

Language Requirement

There is no departmental language requirement. However, in writing a dissertation a student must be able to deal with primary sources in the original language of the source. All language requirements are determined by the student’s supervisory committee. A student should develop the needed language skills as early as possible in his/her career. The student should consult with the director of graduate studies during the first and second year in the M.A. program to ensure that they are developing any needed language skills.

Proseminar and Literature Review

In the fall and spring of the third year, students are required to enroll for the department’s proseminars (PHIL 502 and 503). These credit/no credit courses are designed to help students make the transition from coursework to dissertation writing. Students will get advice from faculty and more senior graduate students about finding a dissertation topic, narrowing its scope, forming a committee, writing a dissertation proposal, and passing the general exam. Students will be asked to read past proposals, meet with faculty members in their area, lead class discussions on articles of relevance to their likely dissertation topic, and complete a 20-page literature review (surveying work in the area in which they expect to write a dissertation).  The literature review paper is not just a proseminar assignment; it is a requirement of the program.  It will be graded (pass/fail) by two faculty members in the student’s area of concentration, as well as by the instructor of the proseminar. The literature review should be a paper that reports on approximately 12-15 articles, book chapters, or books central to the likely area of the student’s dissertation project. Rather than simply providing an annotated bibliography, it should be written with an eye to marking out key positions, identifying common themes, gaps, or other problems, and providing the reader with an organized picture of what has been written in the area. Failure to complete this requirement in a timely fashion and to departmental expectations will be considered unsatisfactory progress.

Satisfactory Progress

A student’s supervisory committee determines whether a student in the Ph.D. program is making satisfactory progress. Satisfactory progress for the Ph.D. program includes steady and substantial progress toward the completion of the dissertation. Sanctions for failure to make satisfactory progress are the same as described for the Master’s requirements.

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College of Education

The College of Education is dedicated to equity and excellence in education through the preparation and on-going renewal of education professionals, the promotion of social justice, the advancement of knowledge through research, and the connection of research to inform policy and improve practice. Pathways are offered to obtain a bachelor of arts (BA), master of education (MEd) or teaching (MIT), educational specialist (EdS), or a doctor of philosophy (PhD) or education (EdD). Undergraduate offerings: a BA in Early Childhood Family Studies, a BA in Education, Communities & Organizations, or a minor in Education, Learning and Society. Graduate studies areas: Curriculum & Instruction, Educational Leadership, Policy & Organizations, Educational Psychology, Special Education and Education, Equity & Society. Certifications: teaching (elementary, secondary, and special education), school administration (principals, program administrators, and superintendents), and school psychology.

 Undergraduate Programs

 program of study: major: early care and education.

The online Bachelor of Arts in Early Care and Education (ECE) program supports the belief that all young children, across diverse families and communities, should have equitable opportunities to learn and develop in a just and culturally-thriving society. This program seeks to transform inequitable systems that are barriers to this reality. Focusing on young children from birth through age 8, students will be prepared to advance this mission through interdisciplinary coursework that brings together equity, child development, teaching interactions, research, advocacy, leadership, practice-based application of learning, and community-based learning with community partners. The program addresses common barriers to higher education, including affordability, access, relevance, and effectiveness. A flexible online model, real-world opportunities for applying learning, and a student-centered teaching and advising model support student success.

• Bachelor of Arts degree with a major in Early Care and Education (fee-based) (online)
• Bachelor of Arts degree with a major in Early Care and Education: Teaching and Learning (fee-based) (online) (not admitting)

 Bachelor of Arts degree with a major in Early Care and Education (fee-based) (online)

• Satisfactory progress toward completion of general education requirements
• Admission is capacity constrained, based on the following criteria. Completion of requirements does not guarantee admission.
• Two-to-three page personal statement reflecting an interest in the Early Care & Education major and a commitment to learning about the field
• Overall academic performance reflected in copies of unofficial transcripts
• Other evidence of interest in and commitment to the field (e.g., work experience, volunteer experience, or internships)
• Grades in any completed recommended courses and courses applied to major requirements
• Completion of at least 45 transferable credits
• Application deadlines are posted on the website. Applications may be considered after the deadline on a case-by-case basis, depending on program capacity.
• This is a limited admission program. Students admitted to the Early Care and Education online program are not allowed to transfer to another onsite or online major/degree program or complete a minor without reapplying to the UW through the normal admission review process.

Students accepted into the major typically have a minimum cumulative 2.00 GPA and a minimum grade of 2.0 for any prior college coursework that may be applied toward the major.

Information sessions are offered to learn more about the major and how to apply.

For more information, refer to College of Education website or inquire at 206 Miller.

General Education Requirements

• Language and Reasoning Skills
• English Composition (5 credits)
• Reasoning (RSN) (5 credits)
• Writing courses (10 credits)
• Diversity (DIV) (5 credits). Of Special Note: For students admitted to the University prior to autumn quarter 2023, the DIV requirement is 3 credits.
• Areas of Inquiry
• Arts and Humanities (A&H) and Natural Sciences (NSc) (30 credits, with a minimum of 10 credits in each)
• Social Sciences (SSc) (30 credits)

Maximum 15 credits in ECFS-prefix courses from the University Areas of Inquiry list may be counted toward the UW Areas of Inquiry requirements.

Major Requirements

• Early Care and Education Courses (87 credits): ECE 201, ECE 220, ECE 221, ECE 222, ECE 322, ECE 323, ECE 401, ECE 402, ECE 419, ECE 450, ECE 456; ECFS 301, ECFS 311, ECFS 312 (5), ECFS 400, ECFS 410, ECFS 411; EDPSY 305, EDPSY 406; EDSPE 304; IECMH 432
• Minimum 2.00 cumulative GPA in courses used to satisfy major requirements
• Minimum 64 credits applied to the major taken through the UW Seattle campus

Student Outcomes and Opportunities

• Apply neurological, behavioral, and sociocultural knowledge of developmental and family systems theories to create practical strategies that support the development of young children and families in multicultural contexts.
• Read, understand, and critically evaluate research that represents diverse family and community voices, while unpacking their identities within larger systems of power.
• Engage in family-centered practice that acknowledges the impact of biological, social, cultural, ethnic, socioeconomic, and linguistic factors on learning and development to meet the needs of students and families from diverse backgrounds.
• Engage in the process of impacting social policy and research by demonstrating a critical awareness of the assets and needs of families and communities.
• Demonstrate knowledge and skills needed to apply, translate, and expand upon research designs and findings to solve practical issues and advance educational equity in early childhood settings.
• Describe factors affecting child development and recognize systemic inequities that create challenges for children and families.
• Identify, evaluate, and create learning environments. While doing so, exhibit intergenerational interactions that support children's social relationships, emotional and behavioral health, and emotional regulation
• Assess the form and function of children's behaviors that challenge educators and practice using data to develop behavior support plans that engage in ongoing formative assessment of children's progress.
• Enact and exhibit the use of evidence-based language and literacy practices. Recognize there are multiple ways of knowing, multilingual learners, multiple systems of mathematical/scientific thinking. Design and implement joint adult-child interactions in mathematical situations and scientific investigations, creating tasks that can enhance children’s thinking and justify how these are grounded in evidence-based practices that support young children’s mathematical, scientific, logical, and reasoning development.
• Design and implement learning opportunities grounded in evidence-based practices that support young children's language and literacy, math, science, art/multi-arts and creativity, logic and reasoning, and learning and development.
• Design learning environments that include accommodations and adaptations for young children with varying needs and abilities.
• Demonstrate ethical and socially responsible professional characteristics and practices anchored in a culturally sustaining professional identity.
• Discuss, apply, and teach the skills, routines, and daily habits of a resilient professional, supported through practices that are context-dependent and are culturally meaningful.
• Demonstrate learning about the selection and use of ongoing child observation and assessment to critically guide teaching and facilitate children's development and learning.
• Community-Based Learning Experience: A community-based learning experience emphasizes both learning and service to the community. Early childhood community-based learning experience opportunities address concerns and needs that are identified and articulated by the community of an early learning settings, such as a preschool or non-profit organization. Community-based learning experience combines these community-based service activities with structured preparation and reflection opportunities within the context of ECE courses.
• Honors Options Available: With Honors (Completion of Departmental Honors requirements in the major). See adviser for requirements.
• Department Scholarships: See department website for undergraduate scholarship information.
• Student Organizations/Associations: ECE Alumni & Student Leadership Council, Associated Students of the College of Education (ASCE) and International Educators of the College of Education (IECE).

 Bachelor of Arts degree with a major in Early Care and Education: Teaching and Learning (fee-based) (online) (not admitting)

Formerly the College of Education offered two major options: (1) General Core and (2) Teaching and Learning. As of autumn quarter, 2020, however, those two options have been replaced by a single major. Please refer to the UW Seattle General Catalog Archive for information about the options.

 Program of Study: Major: Early Childhood and Family Studies

The Early Childhood and Family Studies (ECFS) major provides the opportunity to study early childhood development, early learning, and family studies from a variety of perspectives across a range of disciplines. The degree prepares students for careers in early learning, childcare, policy, family support and education, and social/mental health services. It is also a pathway to graduate studies in a number of fields related to early learning and development, including teaching certification.

• Bachelor of Arts degree with a major in Early Childhood and Family Studies: Teaching and Learning
• Minimum 2.0 grade in ECFS 200
• Minimum 2.0 grade in English composition
• Two-to-three page personal statement reflecting an interest in the early childhood and family studies major and a commitment to learning about the field
• Applications due October 15 for winter quarter start and April 15 for autumn quarter start. For current UW students, notification is sent two weeks later; for transfer students, notification is sent after applicants are admitted to the UW. Transfer students who have not completed ECFS 200 prior to admission must complete this course after matriculation to UW. Applications may be considered after the dates above on a case-by-case basis, depending on program capacity.

Students accepted typically have a minimum cumulative 2.50 GPA and a minimum grade of 2.0 for any prior college coursework that can be applied toward the major.

 Bachelor of Arts degree with a major in Early Childhood and Family Studies: Teaching and Learning

The Bachelor of Arts with a major in Early Childhood and Family Studies, Teaching and Learning on-campus pathway is intended for students who are interested in working in early learning settings, or for those who plan to apply to a master's in teaching or other teaching certification programs. Current city, state, and national policy efforts are focused on equitable access to high quality early learning programs. Part of the measure of quality is having professionals prepared in content areas and pedagogical approaches to early childhood education. Courses include Language & Literacy, Mathematics, Science, Positive Behavioral Support, Engaging Interactions & Environments, and Individualized Instruction. You will also participate in service learning alongside teachers in preschool classrooms or childcare centers each quarter during your junior and senior years.

• Arts and Humanities (A&H) (15 credits)
• Social Sciences (SSc) (15 credits)
• Natural Sciences (NSc) (15 credits)
• Areas of Inquiry (15 additional credits from any area)

79-81 credits

• ECFS 303, ECFS 311, ECFS 401, ECFS 402; EDPSY 302, EDPSY 406; EDUC 251; IECMH 432
• Additional requirements specified below
• Minimum 40 credits applied to the major taken through the UW

Option specific credits (40-42 credits):

• one of ECFS 315, ECFS 320, or ECFS 419 (5 credits)
• one of EDSPE 304, EDSPE 414, EDSPE 427, or EDSPE 435 (3-5 credits)
• ECFS 301, ECFS 312 (3), ECFS 321, ECFS 400, ECFS 410, ECFS 411, ECFS 454, ECFS 455, ECFS 456 (32 credits)

Formerly the College of Education offered two credentials: (1) Bachelor of Arts degree in Early Childhood and Family Studies; and (2) Bachelor of Arts degree in Early Childhood and Family Studies: Teaching and Learning. As of spring quarter 2023, however, the Bachelor of Arts degree in Early Childhood and Family Studies is no longer offered. Please refer to the UW Seattle General Catalog Archive for information about the Bachelor of Arts degree in Early Childhood and Family Studies.

• Learning Objectives: The early childhood and family studies major immerses students in the study of child and family development and education. Students learn about child development, early learning, and family studies from a variety of perspectives. They receive a strong grounding in reading and understanding the theory and evidence that provide the foundation for the field and drive current research and policy efforts.
• Expected Outcomes: Students apply their knowledge and skill as they work alongside community-based teachers, community leaders, and care providers. The degree provides preparation for a wide variety of careers in early learning, childcare, parent and family support and education, child and community advocacy and organization, and social and mental health services. It also serves as a pathway for graduate studies in education, child and family studies, educational policy, special education, and other areas.
• Service Learning and Research: Two sequences of field-based experiences provide students with real life-learning opportunities in community-based early childhood or family support/education settings. Students participate in both an introductory seminar experience as well as a sequenced field experience during their first year in service learning. In the Teaching and Learning option, students participate in a three-quarter senior service learning, research, and senior project that provides advanced opportunities to integrate theory and practice in community-based early childhood or family support programs, and/or research settings. The seminar ties together research and practice, demonstrating how research informs evidence-based decision-making in programs and services. Students also receive guidance in career options and current events in the field, tying in major experiences with their own developmental and career goals. Learning objectives are outlined in class.
• Honors Options Available: With College Honors (Completion of Honors Core Curriculum and Departmental Honors); With Honors (Completion of Departmental Honors requirements in the major). See adviser for requirements.
• Student Organizations/Associations: Associated Students of the College of Education (ASCE) and International Educators of the College of Education (IECE).

 Program of Study: Major: Education Studies

The Education Studies program is designed for students who are interested in working with children, youth, families, and communities and the variety of ways that we all teach and learn, both in and beyond traditional classroom settings.

• Bachelor of Arts degree with a major in Education Studies: Early Childhood Studies
• Bachelor of Arts degree with a major in Education Studies: Education Research and Policy
• Bachelor of Arts degree with a major in Education Studies: Foundations of Teaching
• Bachelor of Arts degree with a major in Education Studies: Multilingual/Language in Education
• Bachelor of Arts degree with a major in Education Studies: Sports and Education
• Bachelor of Arts degree with a major in Education Studies: Wellness and Social Emotional Learning
• Minimum 2.0 grade in one introductory course: ECFS 200, EDUC 240, or EDUC 280
• 45 credits earned

 Bachelor of Arts degree with a major in Education Studies: Early Childhood Studies

The Early Childhood Studies option is designed for students interested in working with and for young children and their families beyond the classroom, and for those pursuing graduate studies related to early childhood education.

• Arts and Humanities (A&H)(15 credits)

50-52 credits

• One introductory course from ECFS 200, EDUC 240, or EDUC 280
• One development course from EDPSY 302, EDPSY 380, or EDPSY 404
• EDUC 251, EDUC 310
• Electives (12 credits): 300-level or above. See adviser for list of approved courses.
• Minimum 45 credits applied to the major taken through the UW

Option specific credits (20 credits): ECFS 303, ECFS 320, ECFS 401, ECFS 402; EDUC 400 (2 credits)

 Bachelor of Arts degree with a major in Education Studies: Education Research and Policy

The Education Research and Policy option is designed for students interested in pursuing careers in a number of organizations or government agencies that conduct research about education or develop education policy, and is a good choice for students who plan to pursue a graduate degree in education, education policy, or school psychology.

Option specific credits (20 credits): EDLPS 302; EDUC 400 (2 credits), EDUC 472, EDUC 473; EDPSY 490

 Bachelor of Arts degree with a major in Education Studies: Foundations of Teaching

The Foundations of Teaching option is designed for students who are interested in learning more about the field of teaching as a profession and is a good choice for those who plan to pursue a graduate degree in teacher certification or teach in higher education.

Option specific credits (20 credits): EDC&I 351; EDSPE 304; EDPSY 406; EDUC 225, EDUC 400 (2 credits)

 Bachelor of Arts degree with a major in Education Studies: Multilingual/Language in Education

The Multilingual/Language option is designed for students who are interested in second-language learning and bilingual education and is a good choice for those who plan to pursue a graduate degree in teacher certification.

Option specific credits (22 credits): EDUC 225; EDC&I 359, EDC&I 453, EDC&I 345; EDUC 400 (2 credits)

 Bachelor of Arts degree with a major in Education Studies: Sports and Education

The Sports and Education option is designed for students interested in pursuing careers related to sports with a focus on the educational impact of sports participation and sports leaders as educators, and is a good choice for students who plan to pursue a graduate degree in coaching or sports administration.

Option specific credits (20 credits): EDUC 221, EDUC 231, EDUC 300 (3 credits), EDUC 400 (4 credits), EDUC 451

 Bachelor of Arts degree with a major in Education Studies: Wellness and Social Emotional Learning

The Wellness and Social Emotional Learning option is designed for students who are interested in pursuing careers at the intersection of mental health and education by providing coursework that directly speaks to the specific professional developmental trajectory of these fields that sit at this intersection.

Option specific credits (22 credits): EDUC 215, EDUC 216, EDUC 317, EDUC 381, EDUC 400 (2 credits)

 Program of Study: Major: Education, Communities and Organizations

The Bachelor of Arts in Education, Communities and Organizations major provides students with a solid foundation in learning theory, human development, equity studies, organizational theory and community-based research and practice. Through elective courses, students will build on this knowledge to explore diverse areas of study. All students complete a community-based capstone internship.

• Bachelor of Arts degree with a major in Education, Communities and Organizations

Admission is capacity constrained. Completion of requirements does not guarantee admission.

• Satisfactory progress toward completion of general education requirements; minimum 45 credits
• Minimum 2.50 cumulative GPA
• Minimum 2.5 grade in English composition course
• Minimum 2.0 grade in EDUC 280
• Submission of a personal statement indicating interest in the major
• Application deadlines: April 15 for autumn admission; October 15 for winter admission. Depending on program capacity, applications may be considered after the deadlines.

Refer to College of Education website for more information.

 Bachelor of Arts degree with a major in Education, Communities and Organizations

• Minimum 2.0 grade in EDUC 280 (3 credits)
• Core Courses (25 credits): EDUC 251, EDUC 370; one from EDPSY 302, EDPSY 380, EDPSY 404 (depending on life-span emphasis – child, adolescent, or adult development); EDUC 472, EDUC 473
• Concentration Electives (25 credits): See adviser for current list
• Major Capstone Courses (16 credits minimum): EDUC 460, EDUC 481, EDUC 482, EDUC 483
• Learning Objectives: The student will be able to:
• Support learning of others across a diverse society
• Understand that development and learning happen in context and how to enter and engage with different contexts
• Understand the structure, assets, and values of belonging and contributing to institutions, organizations, and communities
• Represent themselves, their stories, and their ideas orally, in writing, and in action
• Continuously self-reflect on their own positionality to engage respectfully with people who have the same and different identities, beliefs, experiences, and ideas
• Seek out learning and constructive feedback with an open mind
• Commit to the wholeness and wellness of all, especially those who have historically and continue to be targeted and marginalized
• Service Learning and Research: Community engagement is an integral part of the student experience. Students complete three hours per week of service learning with a community-based organization or school when they take EDUC 280 Introduction to Education, Communities, and Organizations. In their final year of the program all students complete a three-quarter internship working with a community-based organization or school. Students collaborate with their site supervisor and mentor to develop an internship project that both supports the work of the partner organization and furthers the student's learning objectives.

 Graduate Programs

 program of study: doctor of education (curriculum and instruction).

• Doctor Of Education (Curriculum And Instruction): Culturally Sustaining Education
• Doctor Of Education (Curriculum And Instruction): Language, Literacy, And Culture
• Doctor Of Education (Curriculum And Instruction): Mathematics Education
• Doctor Of Education (Curriculum And Instruction): Science Education
• Doctor Of Education (Curriculum And Instruction): Social Studies
• Doctor Of Education (Curriculum And Instruction): Teacher Education and Teacher Learning for Justice

Contact department for requirements.

 Doctor Of Education (Curriculum And Instruction): Culturally Sustaining Education

 doctor of education (curriculum and instruction): language, literacy, and culture,  doctor of education (curriculum and instruction): mathematics education,  doctor of education (curriculum and instruction): science education,  doctor of education (curriculum and instruction): social studies,  doctor of education (curriculum and instruction): teacher education and teacher learning for justice,  program of study: doctor of education (educational leadership and policy studies).

• Doctor Of Education (Educational Leadership And Policy Studies): Higher Education
• Doctor Of Education (Educational Leadership And Policy Studies): Organizational And Policy Studies
• Doctor Of Education (Educational Leadership And Policy Studies): Social And Cultural Foundations

 Doctor Of Education (Educational Leadership And Policy Studies): Higher Education

 doctor of education (educational leadership and policy studies): organizational and policy studies,  doctor of education (educational leadership and policy studies): social and cultural foundations,  program of study: doctor of education (educational leadership and policy studies: leadership for learning).

• Doctor of Education (Educational Leadership And Policy Studies): Leadership For Learning (fee-based)

 Doctor of Education (Educational Leadership And Policy Studies): Leadership For Learning (fee-based)

 program of study: doctor of education (special education).

• Doctor Of Education (Special Education)
• Doctor Of Education (Special Education): Early Childhood Special Education
• Doctor Of Education (Special Education): High Incidence Program In Learning And Emotional/Behavioral Disabilities
• Doctor Of Education (Special Education): Severe Disabilities

 Doctor Of Education (Special Education)

 doctor of education (special education): early childhood special education,  doctor of education (special education): high incidence program in learning and emotional/behavioral disabilities,  doctor of education (special education): severe disabilities,  program of study: doctor of philosophy (education: curriculum and instruction).

• Doctor Of Philosophy (Education: Curriculum And Instruction): Language, Literacy, And Culture
• Doctor Of Philosophy (Education: Curriculum And Instruction): Culturally Sustaining Education
• Doctor Of Philosophy (Education: Curriculum And Instruction): Mathematics Education
• Doctor Of Philosophy (Education: Curriculum And Instruction): Science Education
• Doctor Of Philosophy (Education: Curriculum And Instruction): Social Studies
• Doctor Of Philosophy (Education: Curriculum And Instruction): Teacher Education and Teacher Learning for Justice

 Doctor Of Philosophy (Education: Curriculum And Instruction): Language, Literacy, And Culture

 doctor of philosophy (education: curriculum and instruction): culturally sustaining education,  doctor of philosophy (education: curriculum and instruction): mathematics education,  doctor of philosophy (education: curriculum and instruction): science education,  doctor of philosophy (education: curriculum and instruction): social studies,  doctor of philosophy (education: curriculum and instruction): teacher education and teacher learning for justice,  program of study: doctor of philosophy (education: educ leadershp and policy st).

• Doctor Of Philosophy (Education: Education Leadership And Policy Studies): Higher Education
• Doctor Of Philosophy (Education: Education Leadership And Policy Studies): Organizational And Policy Studies
• Doctor Of Philosophy (Education: Education Leadership And Policy Studies): Social And Cultural Foundations

 Doctor Of Philosophy (Education: Education Leadership And Policy Studies): Higher Education

 doctor of philosophy (education: education leadership and policy studies): organizational and policy studies,  doctor of philosophy (education: education leadership and policy studies): social and cultural foundations,  program of study: doctor of philosophy (education: learning sciences and human development).

• Doctor Of Philosophy (Education: Learning Sciences And Human Development)

 Doctor Of Philosophy (Education: Learning Sciences And Human Development)

 program of study: doctor of philosophy (education: measurement and statistics).

• Doctor Of Philosophy (Education: Measurement And Statistics)

 Doctor Of Philosophy (Education: Measurement And Statistics)

 program of study: doctor of philosophy (education: school psychology).

• Doctor Of Philosophy (Education: School Psychology)

 Doctor Of Philosophy (Education: School Psychology)

 program of study: doctor of philosophy (education: special education).

• Doctor Of Philosophy (Education: Special Education)
• Doctor Of Philosophy (Education: Special Education): Applied Behavior Analysis
• Doctor Of Philosophy (Education: Special Education): Early Childhood Special Education
• Doctor Of Philosophy (Education: Special Education): High Incidence Program In Learning And Emotional/Behavioral Disabilities
• Doctor Of Philosophy (Education: Special Education): Severe Disabilities

 Doctor Of Philosophy (Education: Special Education)

 doctor of philosophy (education: special education): applied behavior analysis,  doctor of philosophy (education: special education): early childhood special education,  doctor of philosophy (education: special education): high incidence program in learning and emotional/behavioral disabilities,  doctor of philosophy (education: special education): severe disabilities,  program of study: educational specialist (school psychology).

• Educational Specialist (School Psychology) (fee-based)

 Educational Specialist (School Psychology) (fee-based)

 program of study: graduate certificate in education, equity, and society.

• Graduate Certificate in Education, Equity, and Society

 Graduate Certificate in Education, Equity, and Society

 program of study: graduate certificate in mixed methods education sciences.

• Graduate Certificate In Mixed Methods Education Sciences

 Graduate Certificate In Mixed Methods Education Sciences

 program of study: graduate certificate in psychometrics and applied analytics.

This program is intended to equip graduate students at the University of Washington with training in, and transcriptable evidence of, successfully completing an intensive series of quantitative methods courses in psychometrics and applied analytics. The certificate requires 15 credits of Measurement and Statistics coursework focused on latent variable measurement and analysis within an equity-oriented framework, along with a presentation on a final project featuring advanced quantitative methodology. Certificate holders will be prepared for future work involving critical evaluation of measurement instruments (e.g., surveys and assessments) as well as conducting regression-oriented analyses using open-source statistical software (e.g., R).

• Graduate Certificate in Psychometrics and Applied Analytics

See this program's website for current requirements.

 Graduate Certificate in Psychometrics and Applied Analytics

grade of 3.3 or higher required in each course

• Multiple regression (3 credits): EDPSY 538
• Classic test theory/reliability (3 credits):  EDPSY 539
• Intermediate course (3 credits): EDPSY 575 or EDPSY 591
• Two advanced courses (6 credits): 500-level EDPSY coursework, list maintained by the program
• Presentation: Students are required to give a professional 15-20 minute presentation on one of their advanced class course projects during the Measurement and Statistics weekly seminar.

 Program of Study: Master In Teaching

• Master in Teaching (fee-based)
• Master In Teaching: Elementary Teacher Preparation
• Master In Teaching: Residency Teacher Preparation: Seattle Teacher Residency Program
• Master In Teaching: Secondary Teacher Preparation: English/Language Arts
• Master In Teaching: Secondary Teacher Preparation: Mathematics
• Master In Teaching: Secondary Teacher Preparation: Science
• Master In Teaching: Secondary Teacher Preparation: Social Studies
• Master In Teaching: Secondary Teacher Preparation: World Languages

 Master in Teaching (fee-based)

 master in teaching: elementary teacher preparation,  master in teaching: residency teacher preparation: seattle teacher residency program,  master in teaching: secondary teacher preparation: english/language arts,  master in teaching: secondary teacher preparation: mathematics,  master in teaching: secondary teacher preparation: science,  master in teaching: secondary teacher preparation: social studies,  master in teaching: secondary teacher preparation: world languages,  program of study: master of education (curriculum and instruction).

Explore the interaction of teaching, learning and curriculum through the UW’s nationally-ranked graduate programs in education. With a shared commitment to equity, democracy and justice in education and society, we employ diverse disciplinary, theoretical and methodological approaches to the teaching and learning of powerful knowledge. Students and faculty partner with communities, educators and youth to engage in research throughout the Puget Sound and beyond. Together, we reimagine, implement and study approaches to curriculum and instruction, moving the field toward more equitable outcomes for youth and their communities. Our graduates pursue work in a range of public and private settings as educators, instructional leaders, curriculum developers and researchers.

• Master Of Education (Curriculum And Instruction): Culturally Sustaining Education
• Master Of Education (Curriculum And Instruction): Language, Literacy, And Culture
• Master Of Education (Curriculum And Instruction): Mathematics Education
• Master Of Education (Curriculum And Instruction): Science Education
• Master Of Education (Curriculum And Instruction): Science Education (fee-based) (Islandwood)
• Master Of Education (Curriculum And Instruction): Social Studies
• Master Of Education (Curriculum And Instruction): Teaching And Curriculum
• Master Of Education (Curriculum And Instruction): Teaching And Curriculum (fee-based) (Islandwood)
• Master Of Education (Curriculum And Instruction: Instructional Leadership)

 Master Of Education (Curriculum And Instruction): Culturally Sustaining Education

See this credential's Graduate Admissions page for current requirements.

Credentials in the overarching Curriculum and Instruction program range between 45-48 credits. All credentials feature coursework in Foundations of Education, an area of specialization, a supporting area of study, and a culminating experience. See additional requirements section below for credential-specific requirements.

Credential-specific requirements: this credential requires a total of 45 credits.

• EDC&I 503
• EDLPS 520 or EDLPS 521 or EDLPS 530
• Area of specialization (18 credits): EDC&I coursework at the 400-level and above. Courses selected in consultation with advisor.
• Supporting area of study (9 credits): Courses selected in consultation with advisor.
• Research inquiry (3 credits): 500-level coursework from a list maintained by the program.
• Thesis (9 credits): EDUC 700
• Project Option (6 credits): EDC&I 600
• Written Exam
• Elective coursework (to meet required credit total): Additional credit 400-level or above. Courses selected in consultation with advisor.

 Master Of Education (Curriculum And Instruction): Language, Literacy, And Culture

 master of education (curriculum and instruction): mathematics education.

• Research inquiry (3 credits):  500-level coursework from a list maintained by the program.

 Master Of Education (Curriculum And Instruction): Science Education

• Foundations of education (7 credits): EDC&I 503, EDC&I 571
• Area of specialization (15 credits): EDC&I coursework at the 400-level and above. Courses selected in consultation with advisor.

 Master Of Education (Curriculum And Instruction): Science Education (fee-based) (Islandwood)

• Area of specialization (15 credits): EDC&I coursework at the 400-level and above. Course choices negotiated with adviser.
• Elective coursework (to meet required credit total): Additional credit 400-level or above. Course choices negotiated with adviser.

 Master Of Education (Curriculum And Instruction): Social Studies

• Area of specialization (9 credits): EDC&I coursework at the 400-level and above. Courses selected in consultation with advisor.

 Master Of Education (Curriculum And Instruction): Teaching And Curriculum

• Area of Specialization (15 credits): EDC&I coursework at the 400-level and above. Courses selected in consultation with advisor.

 Master Of Education (Curriculum And Instruction): Teaching And Curriculum (fee-based) (Islandwood)

• Area of Specialization (15 credits):  EDC&I coursework at the 400-level and above. Course choices negotiated with adviser.
• Elective coursework (to meet required credit total):  Additional credit 400-level or above. Course choices negotiated with adviser.

 Master Of Education (Curriculum And Instruction: Instructional Leadership)

This unique masters degree prepares teachers for emerging and critical leadership positions in school and district settings. The degree serves teachers and coaches who want advanced knowledge of leadership and classroom practice, but do not currently aspire to become principals or administrators. Exercising equity-driven leadership, our graduates support and foster the professional development for teachers that can lead to improved student outcomes.

See this program's Graduate Admissions page for current requirements.

Credential-specific requirements: This credential requires a total of 45 credits.

• Foundations of education (10 credits): EDC&I 503, EDLPS 520, EDPSY 501
• Area of specialization (15 credits): EDC&I 525, EDC&I 526, EDC&I 552, EDLPS 579, EDPSY 512
• Culminating experience (8 credits): EDC&I 600

 Program of Study: Master of Education (Educational Foundations, Leadership & Policy)

• Master of Education (Educational Foundations, Leadership & Policy)

 Master of Education (Educational Foundations, Leadership & Policy)

 program of study: master of education (educational leadership and policy studies).

Programs in the area of Educational Foundations, Leadership, and Policy inform and promote the transformation of education both within and beyond P-12 schools and postsecondary institutions, with the ultimate goal of creating powerful and equitable learning for all. We bring multiple disciplines, analytical tools, and bodies of knowledge to our work, including history, political science, economics, organizational studies, philosophy, and sociology; as well as the wisdom of applied practice in the fields of community organization, public/nonprofit leadership, and education, policy design, implementation, and evaluation.

• Master Of Education (Educational Leadership And Policy Studies): Danforth Principal Preparation Program (fee-based)
• Master Of Education (Educational Leadership And Policy Studies): Education Policy
• Master Of Education (Educational Leadership And Policy Studies): Higher Education
• Master Of Education (Educational Leadership And Policy Studies): Social And Cultural Foundations
• Master Of Education (Educational Leadership And Policy Studies: Education Policy Cohort) (fee-based)
• Master Of Education (Educational Leadership And Policy Studies: Intercollegiate Athletics Leadership) (fee-based)

Each credential in the overarching Educational Leadership and Policy studies program has its own admissions. Please see additional admission requirements section below.

 Master Of Education (Educational Leadership And Policy Studies): Danforth Principal Preparation Program (fee-based)

A cohort-based program that prepares future leaders for initial principal and program administrator certification.

Credentials in the overarching Educational Leadership and Policy Studies program range between 44-48 credits. All contain core coursework in Educational Leadership and Policy Studies, elective coursework determined in consultation with an adviser, and a culminating experience. See additional requirements section below for credential-specific requirements.

• Required Courses (27 credits):  EDLPS 501 (6 credits), EDLPS 502 (6 credits), EDLPS 503 (6 credits), EDLPS 504 (6 credits), EDLPS 505 (3 credits)
• Additional Coursework (to meet required credit total):  400-level or above coursework in EDLPS/EDC&I/EDPSY/EDSPE/EDUC 
• Internship:  See program website for details.

 Master Of Education (Educational Leadership And Policy Studies): Education Policy

Learn about and improve the research and practice of education policy, organizations and leadership. Students learn to use rigorous and innovative research methods and develop strategic partnerships with educational practitioners and policymakers at multiple systems levels to realize systemic and continuous improvement of equity and excellence in education.

• Required Courses (10 credits): EDLPS 565, EDLPS 560, EDLPS 550
• Foundation Course (3 credits): 500-level EDLPS coursework, list maintained by the program
• Additional EDLPS Coursework (5 credits): 400-level and above EDLPS coursework
• Additional Elective Coursework (to meet required credit total): 400-level or above coursework, list maintained by the program.

 Master Of Education (Educational Leadership And Policy Studies): Higher Education

A cohort-based program that prepares individuals for leadership roles at community colleges, universities and nonprofit organizations.

• Required Higher Education Core (30 credits): EDLPS 563, EDLPS 580, EDLPS 586, EDLPS 588, EDLPS 590 (4 credits), EDLPS 594, EDLPS 598 (7 credits total over 3 quarters)
• Required Research Methods (7 credits): EDLPS 596 (4 credits), EDLPS 593
• Additional EDLPS Coursework (3 credits): Coursework in EDLPS at 400-level or above.
• Required Non-Thesis Internship (6 credits): EDLPS 601

 Master Of Education (Educational Leadership And Policy Studies): Social And Cultural Foundations

Address fundamental questions about the meaning, purpose and significance of education in society. Students explore education from the perspective of the humanities and liberal arts, as well as from the perspectives of different stakeholders in society, using tools of analysis based in history and philosophy.

• Required Courses (12 credits):  EDLPS 520, EDLPS 521, EDLPS 530 and at least one additional 500-level EDLPS course from a list maintained by the program
• Research Inquiry (6 credits):  EDPSY 490 and at least one additional course from a list maintained by the program
• Additional Elective Coursework (to meet required credit total) : Coursework at 400-level or above selected in consultation with adviser.
• Thesis (9 credits):  EDUC 700

 Master Of Education (Educational Leadership And Policy Studies: Education Policy Cohort) (fee-based)

An 11-month, cohort-based program designed to prepare students for leadership positions working in education policy within schools/districts, government, philanthropy, advocacy/non-profit and post-secondary education.

• EDLPS 510, EDLPS 560, EDLPS 568, EDLPS 575,
• Two additional policy electives, 400-level or above
• Supporting Coursework (6 credits): EDLPS 579 (6 credits)
• EDLPS 549 (3 credits) or EDPSY 490
• One additional methodological elective, 400-level or above
• Project or Internship (13 credits): EDLPS 599 (10 credits), EDLPS 601 (3 credits)

 Master Of Education (Educational Leadership And Policy Studies: Intercollegiate Athletics Leadership) (fee-based)

A cohort-based program that prepares future leaders in administrative and coaching roles within collegiate athletic departments.

• Research/Inquiry: EDLPS 506
• Social and Cultural Foundations: EDLPS 520, EDLPS 540
• Organizations and Policy: EDLPS 515, EDLPS 583
• Breadth: ACCTG 560, IMT 525
• Internship (9 credits): EDLPS 601
• Electives (15 credits): Graduate coursework in Education; elective course list maintained by the program.

 Program of Study: Master Of Education (Learning Sciences And Human Development)

Learning Sciences and Human Development is a graduate study option that focuses on the nature and interaction of learning, development, and culture in a variety of settings.

• Master Of Education (Learning Sciences And Human Development)

Visit this program's Graduate Admissions page for current requirements.

 Master Of Education (Learning Sciences And Human Development)

• All of the following: EDPSY 490, EDPSY 501, EDPSY 502, EDPSY 503, EDPSY 517, EDPSY 532, EDPSY 542A, EDPSY 581 (3 credits)
• EDPSY 517 or EDPSY 558
• Choose one Foundations course: graduate-level Education coursework, course list maintained by the program.
• Area of specialization and supporting coursework (to meet required credit total):  graduate-level Education coursework, selected in consultation with advisor
• Culminating Project (9 credits):  EDPSY 600 (9 credits) or EDUC 700 (9 credits)

 Program of Study: Master Of Education (Measurement And Statistics)

The UW COE Measurement & Statistics (M&S) graduate program, which began in the late 1960s, prepares students to become leaders in the research and practice of cutting-edge psychometrics and applied statistical modeling. Our collective expertise focuses on latent variable models and related quantitative methods, with a common mission to improve educational equity and quality.

• Master Of Education (Measurement And Statistics)

 Master Of Education (Measurement And Statistics)

• One course in Educational History or Philosophy, course list maintained by the program.
• At least one quarter participation in EDPSY 598 seminar
• At least one advanced course in measurement theory. Course list maintained by the program.
• EDPSY 575 or EDPSY 576
• At last one advanced course in statistical modeling. Course list maintained by the program.
• Cognate in Education or Closely Related Field (6 credits):  At least two courses outside area of specialization, preferably at 500-level or above.
• Master's Thesis (9 credits):  EDUC 700
• Additional elective credits as needed to meet required credit total, preferably at 500-level or above.

 Program of Study: Master Of Education (Special Education)

Working hand-in-hand with the UW College of Education’s nationally-recognized faculty, our students develop the expertise to improve the lives and outcomes of students from birth through adulthood. With a shared commitment to making an excellent education a reality of all learners, our programs include a focus on applying current research knowledge and theory to educational services. Our graduates pursue work in a range of public and private settings as educators, school psychologists and researchers.

• Master Of Education (Special Education): Applied Behavior Analysis
• Master Of Education (Special Education): Applied Behavior Analysis (online) (fee-based)
• Master Of Education (Special Education): Early Childhood
• Master Of Education (Special Education): High Incidence Special Education
• Master Of Education (Special Education): Severe Special Education
• Master Of Education (Special Education): Special Education

Each credential in this program has a unique application for admission. See additional admission requirements section below for credential-specific information.

 Master Of Education (Special Education): Applied Behavior Analysis

Credentials in the overarching Special Education program range from 45 to 61 total credits. All credentials include primarily 500-level EDSPE courses, which vary by specialization area, as well as a culminating experience. See additional completion requirements section below for credential-specific requirements.

Credential-specific requirements: This credential requires a total of 61 credits.

• Required Courses (46 credits): EDSPE 511, EDSPE 525, EDSPE 529, EDSPE 531, EDSPE 533, EDSPE 534, EDSPE 535, EDSPE 536, EDSPE 537, EDSPE 539. EDSPE 549, EDSPE 552, EDSPE 553, EDSPE 554, EDSPE 563, EDSPE 571
• Capstone (15 credits):  EDSPE 500
• Master's Examination

 Master Of Education (Special Education): Applied Behavior Analysis (online) (fee-based)

• Required courses : EDSPE 511, EDSPE 525, EDSPE 529, EDSPE 531, EDSPE 533, EDSPE 534, EDSPE 535, EDSPE 536, EDSPE 537, EDSPE 552, EDSPE 553, EDSPE 554, EDSPE 571, EDSPE 600 (4 credits)

 Master Of Education (Special Education): Early Childhood

• Required Courses:  EDSPE 501, EDSPE 513, EDSPE 527, EDSPE 531, EDSPE 532, EDSPE 563, EDC&I 507
• Special Assignments in Special Education (e.g. practicum, internship) (9 credits):  Course list maintained by the program.
• Elective coursework (to meet required credit total):  Additional credit 400-leve or above, courses selected in consultation with adviser.

 Master Of Education (Special Education): High Incidence Special Education

• Required Courses:  EDSPE 513, EDSPE 527, EDSPE 531, EDSPE 532, EDSPE 563, EDC&I 507
• Special Assignments in Special Education (e.g. practicum, internship) (12 credits): Course list maintained by the program.

 Master Of Education (Special Education): Severe Special Education

 master of education (special education): special education, be boundless, connect with us:.

Ph.D. Program

The Allen School provides every student accepted to our Ph.D. program with full financial support in the form of teaching and research assistantships or fellowships, from program inception to degree. Students earn an integrated Master’s Degree on their path to the Ph.D. Key features of our program include:

• Comprehensive, high-quality graduate computer science curriculum.
• A vibrant academic and social community.
• Welcoming and inclusive environment for international students, women, and other underrepresented groups.
• Robust schedule of colloquia and lectures on current topics in research and technology.
• Leading-edge interdisciplinary research opportunities, on and off campus.

Our students benefit from many collaborations and relationships that we have developed across the campus and in the region. In addition to being the headquarters of established technology leaders such as Microsoft and Amazon, Seattle is also home to an extensive (and ever-growing) list of engineering centers established by major industry players from outside the Pacific Northwest.

Admission to the Allen School’s Ph.D. program is competitive. Each year, we receive applications from approximately 2,500 prospective graduate students from around the globe for 50 - 60 positions. We accept applications once a year, for entrance in the following autumn quarter. Our application process opens on September 1, and all application materials are due December 15, or the next following business day, if the 15th falls on a weekend. The Allen School hosts its annual Grad Visit Days in March for applicants who have received an offer of admission. This event provides an opportunity for applicants to meet with faculty, get to know their prospective colleagues, and experience the Seattle area’s quality of life.

The Ph.D. Process

The Allen School's Ph.D. process consists of three components: coursework, research, and thesis preparation. At the beginning of the program, students will take graduate-level courses in an array of topics spanning theory, systems, programming, and applications. They will also develop and refine their research skills working with their faculty advisor and other collaborators. These skills include information analysis and synthesis as well as written and verbal presentation capabilities. Student progress is measured at multiple steps throughout the program: the Qualifying Evaluation (a.k.a. “quals”), the General Exam, and the Candidacy of Philosophy, leading to the preparation and defense of their dissertation to obtain their Doctor of Philosophy degree.

Course Guide

Students are required to complete approximately 90 credits on their way to obtaining a Ph.D. degree in Computer Science & Engineering from the Allen School, 60 of which must be earned at the University of Washington. Explore our online course guide to peruse available courses, teaching schedules, internship credit, and specialized degree tracks available to Ph.D. students.

Student Handbook

Visit our online student handbook for essential information and advice about being a Ph.D. student in the Allen School, from available fellowships and travel grants, to navigating the annual review of progress, to mentoring undergraduate researchers. This section also contains practical information such as allocation of office space and obtaining health insurance, as well as the forms students will need to complete at various points throughout the program.

The Allen School's graduate advising team is here to guide prospective and current students as they navigate the application and registration process and help tailor the Allen School experience to their education and career goals.

• Graduate Programs

PhD in Public Health

Our PhD in Public Health program provides students with the rigorous academic skills, practical experience, and multi-disciplinary studies that will enable them to meet the public health challenges of the 21st century. The University of Washington offers a PhD degree in the following areas:

• PhD in Biostatistics
• PhD in Biostatistics - Statistical Genetics Pathway
• PhD in Environmental Health Sciences
• PhD in Environmental and Occupational Hygiene
• PhD in Environmental Toxicology
• PhD in Epidemiology
• PhD in Global Health Metrics & Implementation Science
• PhD in Health Services
• PhD in Nutritional Sciences
• PhD in Pathobiology
• PhD in Public Health Genetics

Ph.D. Program Requirements

The Doctor of Philosophy program at the College of Education prepares students for careers of research or scholarly inquiry and teaching at the college/university level. The program consists of: (1) continuous research and faculty discussion inquiry, (2) courses in education and related fields designed to develop a comprehensive academic basis for future work in research and teaching, and (3) teaching and other related experiences tailored to individual needs and career goals.

Enrolling in First & Second Year Courses

Upon admission to the Ph.D. program, you are designated "Post-Master's," meaning that you have been assigned to an adviser, but do not yet have a doctoral Supervisory Committee. The goal of the post-master's phase is to arrange research/inquiry experiences and coursework that will qualify you for Prospective Candidacy. You are assigned a first-year adviser whose research and scholarly activities are in your field of intended specialization. During the first year of study, your adviser will be a central figure, helping you plan academic life.

Working with your adviser, you will: (1) identify a research topic and secure ways and means for participating in the selected project, (2) select first-year courses, and (3) prepare documentation for advancement to Prospective Candidacy. Although the role of faculty advisers is designed to assist you in completing the Ph.D. degree, it is your responsibility to follow all procedures of the Graduate School and College of Education.

In the College of Education's LSHD program, post-bachelor's students may be admitted to work toward a Ph.D. without formally completing a master’s degree program. Post-bachelor's applicants to the Ph.D. track are expected to have research experience and/or research potential, as well as research interests that align with faculty expertise. Post-bachelor's students in the LSHD Ph.D. program may choose to complete an M.Ed. along the way.  Those who would like to complete their M.Ed. along the way must meet the minimum 45 credit Graduate School requirements for the LSHD M.Ed. program. The 45 credits include a minimum of 21 credits in EDPSY coursework, 18 minimum numerically graded credits at the 400 or 500 level, and 18 minimum credits at the 500 level or above.  

If you are a post-bachelor's student working within the prospective Ph.D. track and plan to obtain your M.Ed. along the way in LSHD, you will complete a qualifying paper no later than the quarter in which you complete 45 credits. The qualifying paper is designed to be the equivalent of a master’s final exam or thesis in quality, and must be evaluated by two members of the graduate faculty. This paper must be separate from your R&I paper.

Research & Teacher Preparation

A number of useful methods exist for inquiry into educational problems and issues. You will need to develop an appreciation for the diversity of options available. Initial preparation consists of studying the fundamental differences and similarities among various approaches to inquiry in education through the required Educational Inquiry Seminar Series (EDLPS 525 and 526; see the General Catalog for course details). Please note that these courses are sequential; EDLPS 525 is the prerequisite for EDLPS 526. You should complete this sequence as early in the program as possible, preferably in your first year.

Additionally, before advancing to Prospective Candidacy,  you will be required to complete a minimum of four additional 500-level courses (combined total of no less than 12 credits) relating to methods of educational inquiry; in these four courses, you must earn a grade of at least 3.0 (or written verification that you would have received a 3.0 in courses that are offered C/NC). You are strongly encouraged to select coursework representing at least two broad approaches to inquiry (quantitative, qualitative, philosophical, historical, etc.) offered both inside and outside the College of Education. The final selection of appropriate courses will be made with the advice and consent of your adviser. The required Inquiry series must be completed prior to your advancement to Prospective Candidacy; two of the four additional research courses must be completed prior to your Research and Inquiry Presentation.

Each Supervisory Committee will design experiences to promote excellence for students who will seek teaching positions. The nature of these experiences will vary according to your prior experience. Some students come to programs in education with substantial experience as teachers, and for them, fewer graduate school experiences may be required.

For some students, the annual Research and Inquiry Presentation will be enough to polish their instructional skills and to demonstrate mastery of instructional approaches. Other students may need to serve as teaching assistants, either formally or informally. Your Supervisory Committee will see that you have appropriate, supervised experience as needed to promote effective teaching skills.

Advancing to Prospective Candidacy 

The advancement to Prospective Candidacy process--including the materials and discussions involved in it--is an opportunity for students, advisers, and the broader faculty to evaluate the student’s progress up to that point and to plan for future course taking, committee member selection, and dissertation interests.

You may be considered for advancement to Prospective Candidacy after completing 24 credits of study, including the Inquiry Seminar Series if required (EDLPS 525 and 526) and a minimum of nine credits within your chosen field(s) of study.  Individual programs may require additional coursework, and your adviser will inform you of any additional requirements early in your first quarter of study.  

Once you meet the minimum requirements, your adviser will help you prepare documents for presentation to the faculty. Those documents include (1) a course of study form (including grades received in each course), and (2) a revised goal statement.  You will revisit and revise the goal statement you wrote when you applied for your program to reflect your current thinking and goals.  Your adviser may require other materials, such as a curriculum vita or a paper from a course.  Check with your adviser to see if additional materials are necessary.  Together, the student and the adviser are required to meet to discuss the materials and to make any appropriate changes before the adviser presents the student’s case to the larger faculty for consideration.  Advancement to Prospective Candidacy needs to be completed before you can do your R&I.

The faculty in your program will review your work, judge the adequacy of your progress, offer suggestions about future course taking, and make a recommendation on Advancement to Prospective Candidacy to the Graduate Program Coordinator (the Associate Dean for Graduate Programs).  While we encourage as much faculty input as possible, a minimum of one faculty member besides your advisor will take part in this review. Advisers are then required to meet with the student to provide a summary of the collective input gathered from the larger program faculty meeting. 

Once you have advanced, you should initiate the  Prospective Candidacy Form  to notify the Office of Student Services about completing this milestone.

A summary of the process is below: 1. Meet minimum requirements for advancing to prospective candidacy. 2. Prepare course of study, revised goal statement, and whatever materials your advisor or program requires. 3. Meet with advisor to go over documents and revise as needed. 4. Advisor meets with program faculty and presents the student’s case for consideration. 5. Faculty in program review work, judge adequacy of progress, offer feedback, and make recommendation on advancement. 6. Advisor meets with student to give feedback and decision of the faculty. 7. Student initiates the  Prospective Candidacy Form  online. Once signed by the faculty advior, the completed form is then automatically submitted to the Office of Student Services.

Probationary language: If, after reviewing the student’s case, the program faculty decides that the student will not be Advanced to Prospective Candidacy, the student will be warned or placed on probationary status per the Graduate School's policy on Unsatisfactory Performance and Progress. At that time, the advisor must call a meeting with the student, one other faculty member, and the Associate Dean for Graduate Programs.  This group may require additional materials (i.e. course papers), and the student may offer additional materials as well.  The meeting should take place no later than the second week of the following academic quarter.  At this meeting, the faculty members and student will discuss what is necessary to lift probationary status. Examples might include: improving grades, revising the goal statement further, and requiring certain courses. 

Forming a Supervisory Committee

Once you have been advanced to Prospective Candidacy, you should direct your attention to forming a Supervisory Committee. In concert with your adviser, you should explore which members of the graduate faculty would be willing to serve on your Supervisory Committee. Each member of a Supervisory Committee will devote substantial time to working with you and should formally indicate willingness to serve. The chairperson of the Supervisory Committee, who must be a graduate faculty member from the College of Education, should express the willingness and availability to supervise a dissertation, since this is normally the most time-consuming responsibility.

Supervisory Committees will be formed in accordance with Graduate School policy

• A minimum of four voting faculty (at least three with graduate faculty appointments) must represent, respectively, your (a) specialization within their broad areas of study, (b) first cognate, (c) second cognate, and (d) specialization outside of the College of Education (definitions of broad area, specializations, and cognates can be found ( here ).
• No more than two voting faculty from your broad area may be on the committee.
• An additional graduate faculty member, the Graduate School Representative (GSR), must also serve on the committee. GSRs must be members of the graduate faculty with an endorsement to chair doctoral committees, and must have no conflict of interest (such as budgetary relationships or adjunct appointments) with the College of Education. Members of Supervisory Committees representing students’ specializations outside of the College of Education may also serve as GSRs, provided they are qualified to serve in both roles.

Once you have identified appropriate graduate faculty who are willing to serve, their names should be submitted to the Office of Student Services using the Committee Formation Request Form .  Your faculty adviser must approve the form to indicate their approval.

NOTE: The Graduate School requires each doctoral student who is forming a committee for the first time to submit a Use of Animal and Human Subjects Form to the Office of Student Services.

You should form a Supervisory Committee no later than the quarter prior to your General Exam. It is not imperative that the Supervisory Committee be formed before your Research and Inquiry Presentation. It is necessary, however, for you to have arranged for a group of faculty to evaluate your Research and Inquiry work.

The next task is to meet with your Supervisory Committee to develop a research program for the Research and Inquiry Presentation and to plan a course of study in preparation for the General Exam. Between Supervisory Committee meetings, your chairperson is responsible for serving as your adviser.

The Supervisory Committee may recommend against continuation in the program if your progress toward the degree is unsatisfactory. This may include, but is not limited to, an excessive number of course withdrawals or incompletes, a grade point average of less than 3.0, unsatisfactory performance in field placements, or unsatisfactory performance on the General Exam.

Completing the Research & Inquiry Presentation

Research preparation is the foundation of the Ph.D. program, as research will play a paramount role in students’ professional careers. Training to be an effective researcher requires (a) concentrated focus to learn the various methods of inquiry and practice, and (b) employment of these methods in various research projects while pursuing your degree. You will begin research activities during the first year of the program, and will continue to develop skills by conducting various research projects, culminating with a dissertation. The Research and Inquiry milestone consists of two major components: A major product of your research preparation effort is the R&I paper and presenting at the Research and Inquiry Conference annually during autumn quarter.

The purposes of R&I are to:

• Immerse you in issues of content and method directly pertinent to your chosen specialization.
• Provide you with practical experience in the use of methods and the application of content learned in coursework.
• Convey aspects of substance and method that characterize the topic studied, but are not taught in general method or content courses.
• Afford an opportunity for you to present research to a professional audience and for the audience to learn about the research.

The design, implementation, and presentation of the R&I research shall be under the supervision of your chair and at least two additional faculty members or your Supervisory Committee. At least three faculty members must approve a thoroughly developed research papers prior to taking the General Exam.

In general, your R&I paper should hold substantial promise of contributing to preparation for a dissertation, and at its inception should have a good chance of being publishable in a juried journal. At each meeting, members of the Supervisory Committee will reassess the extent to which your R&I activities are contributing to stated goals, and will provide advice in accordance with their assessment. Between committee meetings, the chairperson will assume primary responsibility for advising and assisting you with preparation of your R&I plan.

After successful completion of the written portion, Students will be required to present at the annual CoE R&I Conference held in autumn quarter. 

Research and Inquiry Conference

The R&I Conference is a half-day event where students will present their research in two types of session formats. All formats provide a means for grouping related papers into sessions, with different opportunities for moderators and audience participation. Students, with the approval of their advisor, determine which format is optimal for future preparation. Successful participation of in the Research ad Inquiry Conference is required prior to defending a dissertation.

The purposes for R&I conference:

• To mentor student research experience.
• To support professional practices toward becoming part of a community of scholars.
• To build community in the College

Session format options: 

Panel presentations  typically group together 2-5 student presenters with similar topics for a shared presentation and discussion opportunity. Each student will present an abbreviated version of her/his R&I paper, followed by summarizing comments from the moderator and then facilitated audience discussion and questions. A typical structure for a session allows approximately 5 minutes for the moderator’s introduction to the session, 10 minutes per presenter, another 5 minutes for moderator comments and summary, and finally 15 minutes for audience discussion. Individual presenters must be attentive to the time allocation for presenting their work in paper sessions.

Structured poster sessions  combine the graphic display of materials with the opportunity for individualized, formal discussion of the research. Depending on how many individuals plan to participate and how many intellectual areas will be presented, there could be anywhere from 1- 4 individuals in a 60 minute session. These sessions begin with attendees viewing poster presentations, then move into brief oral presentations to the audience gathered as a group, followed by direct discussion with poster presenters. Posters are linked conceptually in terms of education research issues, problems, settings, methods, analytic questions, or themes. 

Eligibility

To be eligible to participate in the R&I Presentations, you must meet the following requirements:

1.  You must be registered as a graduate student at the University of Washington during the quarter of the R&I Presentation. 2.  You must have completed the following research course requirements: six credits of the Inquiry series (EDLPS 525 and 526), plus two additional research methodology courses at the 500-level.   3.  You must have been advanced to Prospective Candidate status through your academic area.

4.  You must have identified a group of faculty who have agreed to evaluate your R&I work. In some cases, this group will be your Supervisory Committee; it is not imperative, however, that you formally establish your Supervisory Committee before R&I. As an alternative, a group of three faculty members can agree to evaluate your R&I work. 

5.  Some papers might require might need Human Subjects Form approval. If you and your advisor have determined you need this, you must have a Human Subjects Form approved prior to starting the research if the investigation is conducted with human subjects. See Louise Clauss in 115J Miller hall if you have questions regarding Human Subjects applications.

6.  The final copy should be submitted to the faculty evaluators and the Office of Student Services with the approval of three faculty members (or instructors). Instructions on completing the R&I submission process can be found on the Graduate Student Forms page . Please keep in mind that the faculty members have other time constraints. It is to your benefit to submit your research paper for evaluation as early as possible.

General Exams

When both you and your Supervisory Committee concur that you are prepared and have completed all course requirements (except the dissertation) — including the completion at least 60 credit hours of coursework, per Graduate School requirements (or 30 hours if you already completed a master’s degree that will be less than 10 years old at the time of graduation from the UW) — your Course of Study and research activities will be evaluated through Written and Oral Exams conducted by the Supervisory Committee.

The General Exam is given in two parts. The first part is written and examines content area in your broad area, specialty areas, and cognates. Upon satisfactory completion of the written portion of the General Exam, the oral portion may be scheduled. During the Oral Exam, members of the graduate faculty may ask any questions they choose. By majority vote, the Supervisory Committee will rule on whether you pass.

Completing the Oral General Exam

You are responsible for scheduling the oral portion of the General Exam (locating an adequate room, determining a date and time that is acceptable to all members of the Supervisory Committee, etc.), as well as submitting a Request for General Exam to the Graduate School. You should submit the request after forming your Supervisory Committee (see above) and at least three weeks prior to the date of the General Exam by using the Graduate School’s online process. During the Oral Exam, members of the graduate faculty may ask any questions they choose. By majority vote, the Supervisory Committee will rule on whether you pass. Once you have passed, the Office of Student Services will convey the exam results to the Graduate School. This will result in Candidacy being awarded at the end of the quarter in which you pass your Oral Exam.

After successfully completing the General Exams, you enter the Candidacy stage of your program. The main tasks of this phase include preparing a dissertation proposal, completing dissertation research, writing the dissertation, and conducting your final defense.

Dissertation Credits

When you and your adviser determine that you are completing dissertation-related work, you may register for dissertation credits (EDUC 800).   The Graduate School requires a minimum of 27 dissertation credits for degree completion, and these credits must be taken over a minimum of three quarters. 

Preparing the Dissertation Proposal

Upon successful completion of the oral portion of the General Exam, you and your Supervisory Committee will shift attention to the dissertation proposal. The purpose of the dissertation proposal is to provide you with constructive criticism from the entire Supervisory Committee prior to the execution of your dissertation research. The written dissertation proposal should be approved unanimously by the Supervisory Committee members; approval will be indicated by completing the Dissertation Proposal Form . Approval does not guarantee that the Supervisory Committee will approve the dissertation at the Final Oral Exam, but it does guarantee that the committee may not later disapprove the dissertation on the grounds that the research was poorly conceived. The approved proposal becomes the working paper for conducting your dissertation research.

Once the proposal receives Supervisory Committee approval, you will likely need to submit an application for review and approval by the Human Subjects Division. On its website, the College of Education has summarized some of the most important aspects of the Human Subjects Review Process . You should also consult the website of the UW’s Human Subjects Division .

For additional information about the process, the type of review suitable for a given project, application forms, and general assistance, contact Louise Clauss at [email protected] or 206-616-8291.

Forming the Reading Committee

The Reading Committee will be composed of a minimum of 3 members of your Supervisory Committee members, including the chairperson. It is also advisable to include a member who is knowledgeable in the chosen research methodology. The Reading Committee will read and review your dissertation in detail and make a recommendation to the larger Supervisory Committee about readiness to schedule the Final Exam. Once you identify appropriate graduate faculty who are willing to serve on the Reading Committee, their names should be submitted to the Office of Student Services using the Committee Formation Request Form on the Graduate Student Forms page .

Conforming to Stylistic Standards

It is your responsibility to ensure that your dissertation meets current Graduate School formatting requirements. You may find information about these requirements on the Graduate School Dissertation page .

Completing the Final Exam (Dissertation Defense)

You are expected to pass the Final Exam. The final defense of the dissertation is intended as an opportunity for all involved to celebrate the good results of their work during your career in the College of Education.

You should schedule the Final Exam after submitting your dissertation to the Supervisory Committee. You are responsible for scheduling the Final Exam (locating an adequate room, determining a date and time that is acceptable to all members of the Supervisory Committee, etc.), as well as submitting a Request for Final Exam to the Graduate School. You should submit the request after forming the Reading Committee and at least three weeks prior to the date of the Final Exam by using the Graduate School’s online process. You should also note that you must be enrolled for credit hours during the quarter of the Final Exam. If your Final Exam occurs during a period between academic quarters, then the Final Exam will be considered to have taken place the following quarter, and you must register for that quarter.

The Final Exam will cover your dissertation and related topics, and it may also cover other areas deemed appropriate by the Supervisory Committee. While the committee alone votes on acceptance of the dissertation, any member of the graduate faculty may participate in the Final Exam.

Submitting Your Dissertation to the Graduate School

Once you pass the Final Exam and complete any revisions requested by the Supervisory Committee, the remaining step is to submit your dissertation to the Graduate School.

In preparation for submitting your dissertation, you should keep the following Graduate School policies in mind:

• If you wish to submit your dissertation in the same quarter as your Final Exam, make note of the submission deadlines established by the Graduate School.
• You may submit your dissertation up to two weeks after the end of a quarter without having to register for the following quarter by using the Registration Waiver Fee . The Registration Waiver Fee option is available to a student who has completed all other degree requirements except submission of the dissertation. You will then be permitted to graduate the following quarter by paying a $250 fee in lieu of registering for credit hours.
• Submission of the dissertation is done electronically and involves several steps. You should carefully review the degree completion information  available from the Graduate School. All Reading Committee members must approve the dissertation online and you must also complete the Survey of Earned Doctorates .

Specific questions about the electronic submission of dissertations should be directed to Graduate Enrollment Management Services (GEMS) at 206-685-2630.

Maximum Allowable Time

In planning your program of study and timeline, keep in mind that all requirements for the Ph.D. must be completed within a 10-year time limit.

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• Arts & Sciences
• Graduate Studies in A&S

Doctoral Program

Join a community of scholars..

Doctoral study in education at Washington University in St. Louis is aimed at strengthening and deepening the student's analytical understanding of education in both research and practice. Our doctoral program focuses on two major strands of study:

• Educational Policy Studies
• Educational Psychology

Educational Policy Studies – Students in this concentration wish to understand the policy and social contexts of schooling, and the theoretical assumptions that shape them.  Students in this concentration engage in the analysis of educational policy (e.g., school discipline, school choice, and school desegregation) and address systemic inequities, counter deficit notions of those marginalized, and develop deep understandings of sociology and history as they undertake qualitative, quantitative, and historical projects. Such projects examine the interconnected experiences and positionality of educational constituents, including teachers and students, at the individual, organizational, and structural levels. Recent dissertations have included foci such as English language learners' constraints and opportunities; shadow education and its structural relationship with school quality and demographics; school discipline policies, including restorative justice and exclusionary practices; factors impacting under representation of the marginalized in STEM fields; and effects of pediatric chronic disease on developmental and educational outcomes.

Educational Psychology – Coursework in this concentration is designed to help students acquire a foundation in psychological research and theories pertaining to learning and motivation. Among other skills and knowledge, students are expected to develop: (1) an appreciation for the challenges and progress in this area of research; (2) an understanding of how theory and research in psychology can be applied to facilitate learning and motivation in educative contexts broadly construed; (3) the ability to analyze educational practice and policy from the perspective of psychological theories of learning and motivation. Coursework will be based on the needs of the student and determined by consultation between the student and the advisor.

Students working toward a PhD in education are expected to acquire an understanding of education as a complex social, cultural, and moral/political activity and as a field of study with rich literature bases and strong ties to disciplinary knowledge, classroom practice, and a variety of technologies.

Our faculty brings special interests and expertise to the examination of educational interactions in such sites as schools, families, and other cultural institutions. Students are expected to acquire theoretical and empirical expertise in an area of concentration even as they demonstrate their broader understanding of educational processes and problems. Finally, students are expected to acquire methodological competence in empirical inquiry and to pursue questions that are of interest and import for the student individually as well as a larger educational community. Graduates of the PhD program should be prepared to join the community of professional educators who contribute to our understanding of the complexity of education and to continue inquiring into educational processes and problems wherever they choose to work.

VISIT THE BULLETIN FOR PROGRAM REQUIREMENTS

Graduate Certificate Program in Higher Education

The Graduate Certificate Program in Higher Education (GCPHE) is designed to provide an overview of historical and contemporary issues in higher education for those students who wish to gain a greater understanding of higher education research, policy, assessment and/or administrative practices. Current Washington University doctoral students who are interested in pursuing the Graduate Certificate in Higher Education may begin taking courses pursuant to the Certificate upon entry into the University. 

Application & Admission

Decisions regarding admission to the doctoral program are made once a year by the Office of Graduate Studies in Arts & Sciences in consultation with the Doctoral Admissions Committee of the Department of Education (comprised of Department's tenured and tenure track faculty).

All students are admitted for the fall semester. In order to be considered for admission, an applicant must submit a complete dossier to Washington University by the published deadline .

• Completed application
• Personal statement: Please explain why you wish to pursue graduate work in the field you have selected and describe your ultimate academic and career objectives. What research question(s), within your general proposed field of study, do you hope to explore in depth during your graduate studies? What are your research-related and lived experiences that will contribute to your ability to be successful in this doctoral program? Finally, please indicate member(s) of the Washington University education faculty (who currently mentor Ph.D. students- a list of these potential advisors can be found below) with whom you might want to pursue a reserach topic, and describe the match between your research interests and their area(s) of expertise.
• Writing Sample 
• Current CV/resume
• Transcripts of all previous college work
• Three completed Letters of Recommendation with Recommendation Forms

International applicants are also required to submit proof of English proficiency through official TOEFL or IETLS scores .

Potential Doctoral Advisors

The following faculty members are accepting new doctoral students for Fall 2024

Andrew C. Butler

Professor of Education

[email protected]

Christopher Rozek

Assistant Professor of Education

[email protected]

Graduate Resources

The Graduate Center

meet, connect, and engage with other graduate and professional students

The Bulletin

consult WashU's catalog of programs and degree requirements

Graduate Degree Requirements

requirements for MA & PhD degrees

Frequently Asked Questions (FAQ)

Why should i choose the department of education’s ph.d. program.

The Department of Education is an interdisciplinary community that bridges the theoretical and research foundations of education, traditional academic disciplines (e.g., sociology, psychology, history), and the professional practice of education. The programs of research pursued by our faculty span a variety of disciplinary perspectives, methodological approaches, and levels of analysis ranging from the individual to complex systems. The department offers a vibrant student-centered community in which faculty and staff are invested in the mentoring and success of students. Given our department’s small size and low faculty-to-student ratio, our Ph.D. students are able to create strong relationships with their advisors, fellow students, and our broader education community.

What are the most important components of the application?

When making admissions decisions, the Department of Education’s Doctoral Studies Committee takes a holistic approach to assessing each applicant’s potential to thrive in our program and community. Accordingly, the committee considers many factors, including grade-point average in previous programs, research experience, potential advisee-advisor matches, and letters of recommendation. The statement of purpose and the writing sample are important components of the application. Applicants should use the statement of purpose to communicate why they are applying to doctoral program. The essay should describe their research interests and experiences (if applicable) as well as their future goals and how the program will help to achieve them. Although previous research experience is not required for admission, it is highly recommended in order to be competitive with other applicants. Applicants should also carefully consider the writing sample that they plan to submit. The sample should be a paper independently written by the applicant that best reflects their thinking and writing ability. The paper may have been prepared earlier for another purpose, or it may be written specifically for the application. Ideally, the paper would showcase a research experience, such as a thesis, an independent project, or a term paper for a course.

Should I identify a faculty advisor before submitting my application?

The Doctoral Studies Committee wants each admitted student to have at least one faculty member who is willing and able to mentor the student. Thus, it is important for applicants to find a faculty member (or multiple faculty) with whom their research interests align and indicate the potential match in their application. Applicants should only consider faculty from the Department of Education. A list of potential faculty advisors is above. Each advisor has a profile page that describes their research interests and provides contact information. Applicants are welcome to email potential faculty advisors with questions, but responses from faculty are not guaranteed.

Am I eligible to apply?

The Department of Education encourages and gives full consideration to all applicants for admission. Applicants must earn the equivalent of a bachelor’s degree prior to the application semester. Applicants are not required to have a master’s degree.

How do I apply to the Ph.D. in Education program?

Applicants should apply through the Office of Graduate Studies'  online application . Application requirements are listed above.

Does the department require GRE scores for admission?

No, GRE scores are not required for admission to the Ph.D. in Education program.

When are applications due?

In order to be considered for admission, applicants must submit a complete dossier no later than the Office of Graduate Studies' published deadline .

How can I inquire about an application fee waiver?

You may inquire about an application fee waiver by emailing the Office of Graduate Studies at [email protected] .

How do I submit official English proficiency test scores (TOEFL or IELTS)?

TOEFL scores may be submitted electronically via ETS to school code 6929.

Official IELTS scores must be mailed from the testing center to: Washington University in St. Louis Graduate Admissions Graduate Admissions 1 Brookings Drive  St. Louis, MO 63130

Is there a waiver for the English proficiency test?

The English proficiency testing requirement may be waived for applicants who meet certain criteria. More information on waiver eligibility can be found on the Office of Graduate Studies’ Admissions FAQ page.

What financial support is offered to Ph.D. students in the Department of Education?

Our Ph.D. students receive full tuition remission, a health fee subsidy, and a monthly stipend to defray living expenses. The stipend is paid over 12 months (August-July), meaning summer funding is included. Washington University guarantees funding for Ph.D. students for up to six years as long as satisfactory progress is being made in their program. Competitive fellowships are also available through the Office of Graduate Studies. More information on fellowship opportunities can be found on the Office of Graduate Studies  Funding and Support page.

How do I submit my official transcript(s)?

Unofficial copies of transcripts must be uploaded at the time of application for each institution attended. Transcripts should include the applicant’s name, the institution’s name, and all grades received. Transcripts from foreign institutions should be translated by the issuing institution and uploaded with the original transcripts. Translations must bear an original ink signature and seal.

After accepting an offer of admission, official transcripts must be submitted from degree granting institution(s) for all undergraduate and graduate coursework. Transcripts must be in English and list the applicant’s name, the institution’s name, and all grades received. Official transcripts must be sent directly to the Office of Graduate Studies from the issuing institution, or delivered by hand in a stamped and sealed institutional envelope. If the official transcript does not show degree conferral applicants must also send a certificate of graduation (with translation if needed). Transcripts may be mailed to:

Washington University in St. Louis Office of Graduate Studies in Arts and Sciences MSC 1187-0112-02 1 Brookings Drive St. Louis, MO 63130

Can I receive a master’s degree while working on my doctoral degree?

The Department of Education offers an optional “en-route” master’s degree for students enrolled in the department’s Ph.D. program. The program requirements consist of coursework and the completion of a master’s thesis. The coursework has substantial overlap with the requirements for the doctoral degree to avoid adding time to degree. Completing the A.M. in Education is optional for Ph.D. students but strongly recommended for those students with no master’s degree or a master’s degree in a field outside of education. Doctoral students in the Department of Education will be able to opt into the “en-route” master’s program at any point up until they complete or exit the doctoral program. However, students are encouraged to complete the requirements for the A.M. in Education before the end of their second year in the Ph.D. program.

Additional Questions?

Contact us with any questions about the application process or for more information about our programs.

• Graduate Studies

Ph.D. Program

The PhD program prepares students for research careers in theory and application of probability and statistics in academic and non-academic (e.g., industry, government) settings.  Students might elect to pursue either the general Statistics track of the program (the default), or one of the four specialized tracks that take advantage of UW’s interdisciplinary environment: Statistical Genetics (StatGen), Statistics in the Social Sciences (CSSS), Machine Learning and Big Data (MLBD), and Advanced Data Science (ADS). 

Admission Requirements

For application requirements and procedures, please see the graduate programs applications page .

Recommended Preparation

The Department of Statistics at the University of Washington is committed to providing a world-class education in statistics. As such, having some mathematical background is necessary to complete our core courses. This background includes linear algebra at the level of UW’s MATH 318 or 340, advanced calculus at the level of MATH 327 and 328, and introductory probability at the level of MATH 394 and 395. Real analysis at the level of UW’s MATH 424, 425, and 426 is also helpful, though not required. Descriptions of these courses can be found in the UW Course Catalog . We also recognize that some exceptional candidates will lack the needed mathematical background but succeed in our program. Admission for such applicants will involve a collaborative curriculum design process with the Graduate Program Coordinator to allow them to make up the necessary courses. 

While not a requirement, prior background in computing and data analysis is advantageous for admission to our program. In particular, programming experience at the level of UW’s CSE 142 is expected.  Additionally, our coursework assumes familiarity with a high-level programming language such as R or Python. 

Graduation Requirements 

This is a summary of the department-specific graduation requirements. For additional details on the department-specific requirements, please consult the  Ph.D. Student Handbook .  For previous versions of the Handbook, please contact the Graduate Student Advisor .  In addition, please see also the University-wide requirements at  Instructions, Policies & Procedures for Graduate Students  and  UW Doctoral Degrees .  

General Statistics Track

• Core courses: Advanced statistical theory (STAT 581, STAT 582 and STAT 583), statistical methodology (STAT 570 and STAT 571), statistical computing (STAT 534), and measure theory (either STAT 559 or MATH 574-575-576).  
• Elective courses: A minimum of four approved 500-level classes that form a coherent set, as approved in writing by the Graduate Program Coordinator.  A list of elective courses that have already been pre-approved or pre-denied can be found here .
• M.S. Theory Exam: The syllabus of the exam is available here .
• Research Prelim Exam. Requires enrollment in STAT 572. 
• Consulting.  Requires enrollment in STAT 599. 
• Applied Data Analysis Project.  Requires enrollment in 3 credits of STAT 597. 
• Statistics seminar participation: Students must attend the Statistics Department seminar and enroll in STAT 590 for at least 8 quarters. 
• Teaching requirement: All Ph.D. students must satisfactorily serve as a Teaching Assistant for at least one quarter. 
• General Exam. 
• Dissertation Credits.  A minimum of 27 credits of STAT 800, spread over at least three quarters. 
• Passage of the Dissertation Defense. 

Statistical Genetics (StatGen) Track

Students pursuing the Statistical Genetics (StatGen) Ph.D. track are required to take BIOST/STAT 550 and BIOST/STAT 551, GENOME 562 and GENOME 540 or GENOME 541. These courses may be counted as the four required Ph.D.-level electives. Additionally, students are expected to participate in the Statistical Genetics Seminar (BIOST581) in addition to participating in the statistics seminar (STAT 590). Finally, students in the Statistics Statistical Genetics Ph.D. pathway may take STAT 516-517 instead of STAT 570-571 for their Statistical Methodology core requirement. This is a transcriptable program option, i.e., the fact that the student completed the requirements will be noted in their transcript.

Statistics in the Social Sciences (CSSS) Track

Students in the Statistics in the Social Sciences (CSSS) Ph.D. track  are required to take four numerically graded 500-level courses, including at least two CSSS courses or STAT courses cross-listed with CSSS, and at most two discipline-specific social science courses that together form a coherent program of study. Additionally, students must complete at least three quarters of participation (one credit per quarter) in the CS&SS seminar (CSSS 590). This is not a transcriptable option, i.e., the fact that the student completed the requirements will not be noted in their transcript.

Machine Learning and Big Data Track

Students in the Machine Learning and Big Data (MLBD) Ph.D. track are required to take the following courses: one foundational machine learning course (STAT 535), one advanced machine learning course (either STAT 538 or STAT 548 / CSE 547), one breadth course (either on databases, CSE 544, or data visualization, CSE 512), and one additional elective course (STAT 538, STAT 548, CSE 515, CSE 512, CSE 544 or EE 578). At most two of these four courses may be counted as part of the four required PhD-level electives. Students pursuing this track are not required to take STAT 583 and can use STAT 571 to satisfy the Applied Data Analysis Project requirement. This is not a transcriptable option, i.e., the fact that the student completed the requirements will not be noted in their transcript. 

Advanced Data Science (ADS) Track

Students in the Advanced Data Science (ADS) Ph.D. track are required to take the same coursework as students in the Machine Learning and Big Data track. They are also not required to take STAT 583 and can use STAT 571 to satisfy the Applied Data Analysis Project requirement. The only difference in terms of requirements between the MLBD and the ADS tracks is that students in the ADS track must also register for at least 4 quarters of the weekly eScience Community Seminar (CHEM E 599). Also, unlike the MLBD track, the ADS is a transcriptable program option, i.e., the fact that the student completed the requirements will be noted in their transcript. 

School of Environmental and Forest Sciences

• College of the Environment
• University of Washington

Doctor of Philosophy Degree (Ph.D.)

Course requirements are flexible, though a minimum of two years of residence at the University of Washington is required. Students interested in the Ph.D. should contact individual faculty members to request information on current research and graduate opportunities. Students applying directly to the Ph.D. program should already have a master’s degree in a related field. View the Ph.D. Program of Study Form  and the Ph.D. Qualifying Exam Form .

In partnership with the College of Environment, the College of Engineering, the eScience Institute, EarthLab and the Freshwater Initiative at UW, SEFS is excited to offer a unique training and mentorship program called The Future Rivers National Research and Training Program (Future Rivers NRT). Interested graduate applicants should apply to both the graduate program (M.S. or Ph.D.) by Dec. 1, 2019 and to the Future Rivers NRT  by Jan. 10, 2020 where they may be selected for financial support. Applicants should mention if they intend to apply to the Future Rivers NRT with a brief description of why in the SEFS application material. Additional details and how to submit your NRT application is available on the Future Rivers NRT website .

Prepare and apply for the Ph.D. program at the School of Environmental and Forest Sciences.

Course Requirements

• SEFS 500 (one credit) Graduate Orientation Seminar
• SEFS 509 (three credits) Analysis of Research Problems
• 400-500 level: Approved by committee (10 credits plus one additional course)
• 400-500 level: Approved by committee (eight credits plus one additional course)
• 500 level: Topics vary from year to year (two credits plus one additional course)
• SEFS 800 (27 credits)
• Other courses or research credits (24 to 36 credits)
• 90 Credits Total

PhD and MS Programs in Pharmaceutics

PhD Application deadline: applications must be submitted by December 15th, 2024 for admission to begin the program in Autumn Quarter 2025. Apply for PhD

MS Application deadline: Applications are accepted for Autumn admission only. Applications must be submitted by January 15th, 2025 for admission to begin the program in Autumn Quarter 2025. Apply for MS

Make impactful scientific discoveries and develop as a member of the UW Pharmaceutics community

Financial support

Tuition and stipend are covered for the majority of PhD students throughout training with the help of funding from the National Institutes of Health (NIH), the pharmaceutical industry, foundations, and regulatory agencies. Master’s degree students are primarily self-funded for their two-year program.

Find your career path with guidance from exceptional faculty

Your training will be in a highly collegial, collaborative atmosphere by award-winning faculty that pride themselves in mentoring their graduate students for outstanding careers in pharmaceutical industry, academia, regulatory agencies and research institutions.

Learn and collaborate within UW Health Sciences

Explore the latest research, awards, and announcements on our PCEUT News page .

Program Objectives and Outcomes

• Drug absorption and excretion: drug transport, the way drug molecules travel into the body, sites of drug action and excretory fluids
• Drug metabolism: enzyme-catalyzed molecular transformations that often impart different disposition and pharmacological properties compared to the parent molecule
• Drug delivery: processes for enhancing the absorption of a drug and targeting it to the site of action and away from the site of toxicity

You will demonstrate an understanding of drug and endobiotic reactions, including drug and endobiotic metabolism, drug and endobiotic transport, drug and endobiotic disposition as well as drug and endobiotic absorption.

You will probe the effects of alteration of physiological and biochemical processes which may occur due to drug interactions, targeted drug delivery, pregnancy, age, diseases, and genetic variations on drug disposition and pharmacological response. You will be able to elucidate the relationship between the kinetics of drug and metabolites in various body compartments or tissues and the manifestation of therapeutic and toxic effects. You will study drug-drug interactions (DDI) and toxicokinetics as well as other facets in the bench-to-bedside medicine research.

You will be trained in pharmacokinetics, pharmacodynamics and pharmacometrics through basic biochemical, cellular and molecular techniques, quantitative analytical methods, and in the elaboration of mathematical models (e.g., PBPK modeling and simulation) and simulations to describe the pharmacokinetics of drugs and their actions.

Sound interesting? For more information, please click on any of the links located at the top right of this page and visit research profiles of individual faculty members .

Research PhD

The goal of our doctoral program is to train the next generation of researchers to advance the science of Biomedical and Health Informatics. Our emphasis is on the science of Biomedical and Health Informatics, rather than on computer implementations or technology transfer of known methods to biomedical domains. The study of biomedical information leads to a set of core  research  questions about biomedical  data and knowledge representation ,  knowledge and information retrieval , and  information and technology use . As our trainees strive to answer research questions in these arenas, they will acquire both a breadth of knowledge across informatics aspects of biomedicine and health care, as well as a depth in their particular area of specialization within biomedical and heath informatics. The cross-cutting themes listed on our  vision page  provide a general vision for our graduate programs (MS and PhD) and the broad themes and goals we value in biomedical & health informatics education.

Our doctoral students are key partners in on-going research efforts at UW BHI. As they progress through our program, we will teach them the skills needed to contribute significantly to our field, and will guide them in their transition from apprentices to valued colleagues.

The core  PhD curriculum  is built around nine courses, but students are expected to build on these from the wide range of related courses available from  BHI-affiliated programs , as well as the UW catalog as a whole. Optionally, students may also pursue a Data Science Specialization with their BHI PhD.

The University of Washington itself is situated in the beautiful city of Seattle, a veritable mecca for those who enjoy the beautiful outdoors and the diverse offerings of a big city. We look forward to your application and welcome your interest.

Video:   Welcome to Life in Seattle

For additional information about our PhD program and how to apply, please visit our Become A Student  section.

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PhD—Doctor of Philosophy in Nursing Science

A Holistic View of Nursing Science

The UW School of Nursing Doctor of Philosophy in Nursing Science (PhD) program faculty are global leaders in nursing science. Students from all over the world create a community of scholars and learn from expert researchers. Our expert nursing scientists provide mentorship tailored to student needs using technology-driven instruction.

The UW PhD program is ideal for students with diverse backgrounds who want to become premier leaders in nursing research.

We maintain a holistic view of nursing science and our faculty’s scholarship represents a broad array of research projects and innovative methodologies. Some examples include:

• Symptom science
• Laboratory sciences
• Health promotion and disease management across the lifespan
• Policy analysis and advancement of cost-effective health care systems
• Health equity
• Innovative methodologies

Hear from #HuskyNurse Sarah McKiddy and her experience with the PhD program.

A Community of Scholars

We welcome applicants with a baccalaureate degree in any field. We encourage post-baccalaureate students, as well as most master’s and DNP students who are ready to begin intensive study of nursing science, to apply.

UW PhD students have a wide range of academic backgrounds, including:

• Public health
• Complementary and alternative medicine
• Healthcare systems and policy
• Music therapy

Our PhD program is highly individualized to create independent thinkers with demonstrated ability to articulate, investigate, and report on original research that substantially contributes to health care knowledge.

The flexible program reflects the enormous scope and impact of the latest nursing research and policymaking. Although the PhD curriculum can be completed in three years of full-time study, individual student program lengths are expected to vary.

Once offered admission as a PhD student, you are matched with a faculty adviser. Your adviser provides guidance and helps answer questions until you select a supervisory committee chair (between years one and three). Your chair then serves in an advisory capacity and as the supervisor for your dissertation.

View the PhD Sample Curriculum Grid PhD Required and Elective Courses

• Optional: Statistics Concentration

The first year of the full-time PhD program and the first two years of part-time focus on required core courses emphasizing nursing philosophy, conceptual frameworks, theory, and research methodologies.

In addition, students complete their statistics sequence and may take selected electives or engage in research or teaching practicum. Students complete the preliminary exam at the end of the first year of full-time study and the end of two years of part-time study.

Students who enter the PhD program with a BSN can earn an MS in Nursing Science during the program following successful completion of the first year of the PhD program and the preliminary examination.

After the first year of full-time study and the first two years of part-time study, courses and other scholarly activities are determined by you and your supervisory committee to comprise your individual program of study. The supervisory chair is a School of Nursing graduate faculty member whose research approach, interest, or research methods align with your proposed dissertation project.

You and your chair complete the supervisory committee by selecting faculty members from the School of Nursing, the UW at large, and other appropriate experts outside the University. This committee approves your program of study and guides you through the general examinations, dissertation research, and final defense.

The Nursing Science Statistics Area of Concentration requires a minimum of 14 credits of advanced statistical methods coursework above and beyond the 10 credits of statistics required for the PhD degree. Of these, two credits are fulfilled by the CSSS Seminar, and a minimum of 12 credits are fulfilled by at least four advanced statistics courses, three of which must come from the list of CSSS courses approved for the concentration.

All courses taken as part of the statistics concentration must be graded.

However, a 500-level course that is graded credit/no credit may be considered for inclusion in your Area of Concentration proposal if:

• In the course, you submit an individual project (i.e., not a group project); and
• Major course assignments are submitted to your Supervisory Committee for review

CSSS seminar: minimum two credits

A minimum of two quarters in CS&SS is required. The most up-to-date course descriptions for statistics course options can be found on the CSSS website .

Approved CSSS advanced statistics course options

The most up-to-date course descriptions for statistics course options can be found on the CSSS website .

Variation in area of concentration coursework

One advanced methodological course in nursing, political science, psychology, public health, sociology, statistics, economics, educational psychology, social welfare, and other related fields may be considered as part of the Nursing Science Statistics Area of Concentration four course requirements if it contributes to the overall coherence of the student’s program of study and is consistent with the student’s research goals.

This course would be in addition to the ten credits of statistics courses required for the PhD in nursing.

Admissions Requirements

• An in-process or earned bachelor’s degree from an accredited university in any discipline
• A minimum cumulative Grade Point Average (GPA) of 3.0, or a 3.0 GPA for the last  60 semester/90 quarter graded college/university credits
• Meet the  Essential Behaviors for PhD Students
• International applicants   who plan on taking clinical nursing courses  must have an active, unrestricted U.S. RN license  at the time of application
• If your native language is not English,  proof of proficiency in English  (reading, writing, and comprehension)

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• Men Of The Year

How China and North Korea Are Saving Russia's Military Machine From Grinding to a Halt

Kamala Harris Says She's Supported Increased Drilling as VP. Her Admin's Own Data Show Leasing Is at Record Lows.

Chaos at columbia: pro-hamas students block entry to campus, vandalize statue on first day of classes, jacky rosen said her husband served veterans 'every day' at va hospital. records show otherwise., flagstock 2024: unc frat bros get the rager they deserve, a serial poisoner poured bleach on groceries 15 times in bizarre, multi-store crime spree. why did will rollins give him a sweetheart plea deal, ‘he did not complete the degree program’: tim walz repeatedly claimed he was ‘nearly finished’ with doctorate years after he disappeared from university, walz was only enrolled at saint mary's university of minnesota until 2004 but said until 2011 that he was close to getting his doctorate.

As recently as 2011, Tim Walz claimed in official biographies for his campaign and congressional office that he was on the verge of completing a doctorate in education, a decade after he enrolled in a doctorate program at St. Mary’s University of Minnesota in the small town of Winona.

The university, however, told the Washington Free Beacon that its last records indicating Walz was an active student are dated to 2004.

"We can confirm that Governor Walz attended Saint Mary's from 2001-2004 in our doctorate level Ed.D. program," the school's communications director, Ashly Bissen, told the Free Beacon . "He did not complete the degree program."

Walz would nonetheless claim through 2011 that he was an active student "nearly finished with his doctorate at St. Mary's University in Winona, Minnesota," as his congressional biography put it, four years after he arrived on Capitol Hill.

That claim, like so many others Walz has made about his biography over his political career, was at best a stretch and at worst a lie, the same sort of résumé padding characteristic of other fibs and misrepresentations Walz has made throughout his political career.

But academic dishonesty stands out, including exaggerations. Rep. Andy Ogles (R., Tenn.) last year apologized for stating he had a degree in economics when he’d only taken one economics class and gotten a "C." The CEO of Yahoo was forced out in 2012 after it was discovered he lied about majoring in both computer science and accounting in college. He only majored in accounting.

Walz, who’d been teaching high school for over a decade, started a course of study at St. Mary's in 2001, enrolling in a "cohort doctoral program," a second spokeswoman told the Free Beacon . He stopped taking classes at St. Mary's in 2004 and never earned a degree, the spokeswoman said.

"Governor Walz was enrolled as part of a cohort doctoral program from 2001-2004 and has not taken classes at Saint Mary's since that time," said Michelle Rovang, the school's vice president of communications.

Walz earned a master's degree in "experiential education" (an academic term for hands-on learning, a feature of Walz’s work as a teacher) from Minnesota State University, Mankato, in 2002. St. Mary’s told the Free Beacon that the school accepted Walz into its doctoral program on the condition that he’d earn his master’s at nearby Minnesota State.

Getting a master’s degree is an early step toward earning a doctorate, which requires years of additional study and research and can also require teaching college-level courses and successfully defending a dissertation.

Nonetheless, when Walz ran for Congress in 2006, roughly two years after his last recorded year in the St. Mary’s doctoral program, he portrayed himself on the campaign trail and in Congress as an active student "nearly finished" with his doctorate. A 2006 voter guide published by the Minnesota Star Tribune indicated that Walz’s Ed.D. was "in progress."

That year, Waltz defeated a five-term Republican incumbent, Gil Gutknecht, who recently told the Free Beacon , when asked about Walz, that "all political figures are guilty of a bit of puffery. He frequently went well beyond that into prevarication."

Indeed, as a sitting member of Congress, Walz continued to claim for years that he was finishing his doctoral degree. His congressional website made those claims through 2011 , an archived version shows. But by 2012, Walz had removed all references to his impending doctorate from his congressional biography .

Walz’s years of misstatements about his academic background are part and parcel of a pattern of prevarication that has followed him from the high school classroom to Capitol Hill to the Minnesota governor's mansion—and now, should Kamala Harris prevail in November, to the Naval Observatory. The misrepresentations, embellishments, and falsehoods have been carefully woven together to create a portrait of a patriot-scholar and exemplary product of the American heartland.

Walz boasted during his 2006 campaign launch that he was "named the Outstanding Young Nebraskan by the Nebraska Chamber of Commerce," a false claim that the Chamber's then-president demanded that Walz correct. Walz’s campaign manager at the time claimed Walz had won an award from the Junior Chamber of Commerce and attributed the error to a "typographical error."

Walz also made the exaggerated claim during his maiden congressional run that in 1989, he’d "earned the title of Nebraska Citizen-Soldier of the Year." In fact, he was one of 52 reservists invited to a brunch for recipients of the "Citizens Soldiers Awards," an event sponsored by a mysterious civic group called Ak-Sar-Ben, which is "Nebraska" spelled backward.

Walz further stated that his yearlong teaching stint in China came through a program at Harvard University for which he was hand-picked by the school. While the program was founded by Harvard undergraduates, it does not appear to have ever been officially associated with the Ivy League school.

Walz has also lied about his own family, telling MSNBC in July that his "two beautiful children" would not be alive without in vitro fertilization. His kids were not conceived through IVF but rather through a non-controversial, far less costly, and far less invasive procedure known as intrauterine insemination. The lie gives Walz, a middle-aged man, a personal connection to the battle for so-called women’s reproductive rights that Democrats see as a winning issue this year.

Walz's most controversial claims, however, pertain to his time in the Army National Guard.

Walz, who served in the guard for 24 years, has said he carried guns "in war." His campaign promoted news stories that described him as one of a "number of veterans from the wars in Afghanistan and Iraq" running for Congress.

But Walz never served in Afghanistan. While he spent time in Norway and Italy working in support of Operation Enduring Freedom, he never saw combat and never set foot in the war theater. When his National Guard battalion was being eyed for a deployment to Iraq, Walz issued a March 2005 campaign press release pledging to "serve if called upon" and run for Congress from the Middle East. But two months later, in May, he retired from the guard. By July, his old unit received notice of the deployment, and Walz never joined them in Iraq.

It's unclear how close Walz was to achieving his doctorate and whether he formally withdrew from St. Mary's. His time at St. Mary's overlapped with his deployment to Italy, which came in 2003 and concluded in 2004. Walz had taken five years, from 1997 to 2002, to complete his master's degree at Minnesota State, according to the New York Times . He was also teaching school at the time.

The current iteration of the doctoral program Walz enrolled in can be completed in as little as four years, according to St. Mary's, and the school requires students to complete it in eight years. Rovang said students "do not need to formally withdraw from a graduate or doctorate program." She also said the program "has changed a great deal" since Walz was enrolled and declined to provide program details from that time.

The Harris campaign did not respond to a request for comment.

Though Walz's master's degree is not in question, some of the details surrounding his higher education experience have been misreported, including by Walz himself.

Walz has repeatedly said, including in his congressional bios, that he received his master's degree in education in 2001, a claim that media outlets such as CNN , the Washington Post , and Politico have echoed. Minnesota State University, Mankato media relations director Dan Benson, however, says the school conferred Walz the degree on May 10, 2002.

"I, too, have seen media reports that list 2001 as the year Walz received his master's degree," Benson told the Free Beacon , "but per Minnesota State Mankato records, that is wrong."

"For media members who have asked, the date of May 10, 2002, has been provided as the date Walz earned his master of science degree in experiential education. University records show that Walz's last day as an enrolled student at Minnesota State University, Mankato, was July 26, 2002."

That means Walz was enrolled simultaneously at Minnesota State and St. Mary's, which told the Free Beacon it accepted Walz for its Ed.D. program on the condition that he’d complete his master’s degree at Minnesota State.

"We have often accepted students conditionally in a cohort program when they are successfully finishing a master's degree at another institution," Rovang said.

Media outlets such as the New York Times have also noted that Walz "wrote his thesis on Holocaust education." Benson, however, said Walz "wrote what is called an ' alternate plan paper ,'" which, unlike a thesis, consists of an "evaluation and analysis" of outside sources rather than original research.

"Many media organizations have referred to this as his 'thesis' in their news stories," Benson said.

But in fact, Walz did not perform the kind of original, academic research that’s required to produce a master’s thesis. And he never completed his doctoral work, which would have required original research at a more advanced level.

Update 12:40 p.m.: This piece has been updated to clarify that Walz sought an Ed.D., or a Doctor in Education, rather than a Ph.D. in Education.

Published under: 2024 Election , Military , Minnesota , Tim Walz

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UW College of Education, one of the nation's top 15 education schools, offers undergraduate programs that prepare students for a variety of professions that incorporate teaching and learning.

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The Doctor of Philosophy program in the College of Education prepares students for careers in research or scholarly inquiry and teaching at the college level.

A Master of Education (M.Ed.) degree provides intermediate-level graduate training which enhances professional knowledge and prepares students for further graduate study, if desired.

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The Daily Iowan

UI graduate student focuses on education in campaign for Iowa House seat

Anna Banowsky, a University of Iowa graduate student and teaching assistant, is running for Iowa Legislature with a laser focus on education. Banowsky, a Democrat, is challenging incumbent State Rep. Heather Hora, R-Washington, for the Iowa House District 92 seat in November’s general election.

Banowsky is one of the youngest to run for the Iowa Statehouse this election cycle and one of 79 House Democrats running for office in November.

Banowsky decided to run for the Iowa legislature after observing the impacts of legislative policy on herself and her students.

She criticized Education Savings Account s , a part of the ‘Students First Act’ signed into law by Gov. Kim Reynolds in 2023, that provides state funding for students to pay for private school tuition. While this bill is mainly directed at K-12 schools, Banowsky said that the impacts are felt at the university level.

Banowsky said education is one of the key priorities of her campaign. She wants public schools and Area Education Agencies to be fully funded so that public school students can receive the services to best aid their education. A bill passed in March reformed the funding AEAs receive by allocating 90 percent of funding to school districts, guaranteeing AEAs just 10 percent.

“I want people to make it through the K-12 system with the skills they should have to succeed,” Banowsky said.

Another priority of Banowsky’s campaign is reproductive rights, which have become increasingly restricted in Iowa following the enactment of a six-week abortion ban in July. She said the choice of if, when, and how to become a parent should be a personal decision for women, and the legislature shouldn’t be involved in that choice.

Banowsky hopes to increase access to mental health services in District 92, which is primarily rural. She said preventative and maintenance mental health care can be scarce in rural areas, and she wants to fill this need in her district.

These priorities are what Banowsky said set her apart from Hora. Hora voted in support of the private school voucher program, the six-week abortion ban, and to diminish the AEA system, all of which are policies that Banowsky said hurt District 92 residents the most.

Banowsky pointed to Hora’s vote in support of private school vouchers as the cause of the closing of Hill’s Elementary School in Hills, Iowa . This closure was due, in large part, to necessary budget cuts because of Iowa City School’s $3.75 million budget reduction for the 2025 fiscal year. As the smallest, least cost-effective school in the district, the Iowa City School Board unanimously voted to close the school in March.

“That’s very tied to that voucher vote,” Banowsky said. “You have a bunch of money going out of the public school system and into the private school system, and then you have these schools that are having to make these decisions about cutting jobs, or districts saying ‘No, we’ll just cut the whole school.’”

Banowsky said she wants residents of District 92 to see her campaign as a source of optimism. As an alternative to the incumbent, Banowsky said while things may seem bad now, she hopes to bring change to the community.

“We’re at this point now where we can say ‘here’s how things have been,’” Banowsky said. “But that doesn’t mean they have to continue that way.”

Derrick Juptner, a UI Ph.D. student in anthropology, first met Banowsky on an archaeology dig in 2022. Since then, Juptner said he and Banowsky have been close friends and colleagues.

Juptner said, like Banowsky, he has witnessed the negative effects of education policy at the graduate level. With staff retiring without being replaced and salaries failing to match inflation, Juptner said the waning public funding for programs like anthropology threatens the department’s ability to sustain itself.

Juptner said Banowsky is up for the task of repairing these issues. He described Banowsky as thoughtful, wise, and unafraid to stand up for people. He said in the time he has known her, she hasn’t been afraid to identify problems and propose solutions.

Although he hasn’t heard of a graduate student running for office before, Juptner doesn’t have any doubt about Banowsky’s capabilities in politics.

“If anyone could do it, it’s her,” Juptner said.