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Graduate School of Education

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The  Graduate School of Education (GSE)  enrolls about 400 graduate students and is preparing the next generation of education scholars, policymakers, entrepreneurs, executives and school leaders. The GSE’s 56 faculty draw from a variety of disciplines to produce scholarship that shapes teaching and learning worldwide; they translate research into practice through partnerships with schools, nonprofits, and governments. The GSE offers the Doctor of Philosophy, Master of Arts and Master of Arts with teaching credential, Master of Science, as well as three joint degrees in public policy, law and business. It also offers an undergraduate program.

The Graduate School of Education offers seven Masters and 21 doctoral programs. Applications for MA degrees are due in early January. PhD applications are typically due in early December.

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Ph.D. Program

The Stanford English department has a long tradition of training the next generation of scholars to become leaders in academia and related fields. Our Ph.D. program encourages the production of ambitious, groundbreaking dissertation work across the diverse field interests of our prestigious faculty.

Fusing deep attention to literary history with newer approaches to media, technology, and performance, our department carefully mentors students in both scholarship and pedagogy through close interaction with faculty. Our location on the edge of the Pacific and at the heart of Silicon Valley encourages expansive, entrepreneurial thinking about the interpenetration of arts and sciences.

Program Overview

The English Department seeks to teach and promote an understanding of both the significance and the history of British and American literature (broadly defined) and to foster an appreciation of the richness and variety of texts in the language. It offers rigorous training in interpretive thinking and precise expression. Our English graduate program features the study of what imaginative language, rhetoric, and narrative art has done, can do, and will do in life, and it focuses on the roles creative writing and representations play in almost every aspect of modern experience. Completing the Ph.D. program prepares a student for full participation as a scholar and literary critic in the profession.

Financial Support

We offer an identical five-year funding package to all admitted students with competitive funding available for a sixth year. Funding covers applicable tuition costs, Stanford Cardinal Care health insurance, and living expenses in the form of direct stipend, teaching assistantships or pre-doctoral research assistantships. The department, in conjunction with the School of Humanities and Sciences, is also committed to supporting students' involvement in professional activities and funds many of the expenses for research travel, summer language study, and participation in academic conferences. Student housing is not included in the funding package.

In addition to our standard doctoral funding package, the Office of the Vice Provost for Graduate Education (VPGE) provides competitive funding to support individual doctoral students, student groups, and department-based projects. VPGE funding opportunities promote innovation, diversity, and excellence in graduate education. Explore their doctoral  fellowship  and other student  funding  opportunities.

The  Knight-Hennessy Scholars  program cultivates and supports a highly-engaged, multidisciplinary and multicultural community of graduate students from across Stanford University, and delivers a diverse collection of educational experiences, preparing graduates to address complex challenges facing the world. Knight-Hennessy Scholars participate in an experiential leadership development program known as the King Global Leadership Program and receive funding for up to three years of graduate study at Stanford. Two applications must be submitted separately; one to Knight-Hennessy and one to the Stanford English graduate degree program by its deadline. Please refer to the Knight-Hennessy Scholars program page to learn more and apply.

Teaching Requirements

One pedagogical seminar and four quarters of supervised teaching. Typically a student will teach three times as a teaching assistant in a literature course. For the fourth course, students will have the option of applying to design and teach a Writing Intensive Seminar in English (WISE) for undergraduate English majors or teaching a fourth quarter as a T.A..

• 1st year: One quarter as T.A. (leading 1-2 discussion sections of undergraduate literature)
• 2nd year: One quarter as T.A. (leading 1-2 discussion sections of undergraduate literature)
• 3rd/4th/5th years: Two quarters of teaching, including the possibility of TA'ing or teaching a WISE course.

Language requirements

All candidates for the Ph.D. degree must demonstrate a reading knowledge of two foreign languages. One language requirement must be completed during the first year of study. The second language must be completed before the oral examination in the third year.

Candidates in the earlier periods must offer Latin and one of the following languages: French, German, Greek, Italian or Spanish. Candidates in the later period (that is, after the Renaissance) must demonstrate a reading knowledge of two languages for which  Stanford’s Language Center  regularly offers a reading course, administers a competency exam, or facilitates the administration of an American Council on the Teaching of Foreign Languages Reading Proficiency Test (ACTFL RPT). In all cases, the choice of languages offered must be relevant to the student’s field of study and must have the approval of the candidate's adviser. Any substitution of a language other than one for which Stanford offers a competency exam must also be approved by the Director of Graduate Studies.

Other requirements

All candidates for the Ph.D. must satisfactorily complete the following:

• 135 units, at least 70 of which (normally 14 courses) must be graded course work
• Qualifying examination, based on a reading guide of approximately 70-90 works, to be taken orally at the end of the summer after the first year of graduate work.
• University oral examination covering the field of concentration taken no later than the winter quarter of the third year of study.
• Submission of the dissertation prospectus
• First chapter review with the dissertation advisor and the members of the dissertation reading committee.
• Dissertation, which should be an original work of literary criticism demonstrating the student's ability to participate fully as a scholar and literary critic in the profession.
• Closing colloquium designed to look forward toward the next steps; identify the major accomplishments of the dissertation and the major questions/issues/problems that remain; consider possibilities for revision, book or article publication, etc.

Explore Graduate Programs

Support and enrich your graduate studies and intellectual curiosity with fellowships and funding for your research and student-led projects.

Fellowships & Funding

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For Doctoral Students

VPGE administers university-wide fellowships for incoming and current doctoral students. Applications and nominations generally open in winter quarter.

VPGE Fellowships

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Current VPGE Fellows

For Students & Groups

VPGE supports student-led projects to improve your graduate experience or to celebrate Stanford's diversity, and also supports dissertation research on diversity-related topics. 

Student Projects for Intellectual Community Enhancement

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All VPGE Funding Opportunities

For Prospective Students

Incoming doctoral students may be nominated by their degree program for one of these prestigious campus-wide fellowships.

Fellowships for Incoming Students

External Funding

PhD Program

Professor Wender discusses chemistry with his graduate students.

Doctoral study in chemistry at Stanford University prepares students for research and teaching careers with diverse emphases in basic, life, medical, physical, energy, materials, and environmental sciences.

The Department of Chemistry offers opportunities for graduate study spanning contemporary subfields, including theoretical, organic, inorganic, physical, biophysical and biomedical chemistry and more. Much of the research defies easy classification along traditional divisions; cross-disciplinary collaborations with Stanford's many vibrant research departments and institutes is among factors distinguishing this world-class graduate program.

The Department of Chemistry is committed to providing academic advising in support of graduate student scholarly and professional development.  This advising relationship entails collaborative and sustained engagement with mutual respect by both the adviser and advisee.

• The adviser is expected to meet at least monthly with the graduate student to discuss on-going research.
• There should be a yearly independent development plan (IDP) meeting between the graduate student and adviser. Topics include research progress, expectations for completion of PhD, areas for both the student and adviser to improve in their joint research effort.
• A research adviser should provide timely feedback on manuscripts and thesis chapters.
• Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program.
• If there is a significant issue concerning the graduate student’s progress in research, the adviser must communicate this to the student and to the Graduate Studies Committee in writing.  This feedback should include the issues, what needs to be done to overcome these issues and by when.

Academic advising by Stanford faculty is a critical component of all graduate students' education and additional resources can be found in the  Policies and Best Practices for Advising Relationships at Stanford  and the  Guidelines for Faculty-Student Advising at Stanford .

Learn more about the program through the links below, and by exploring the research interests of the  Chemistry Faculty  and  Courtesy Faculty .

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Interested in applying? Start your journey at biosciences.stanford.edu

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Improving education by design

A new Stanford course connects students with partners around the globe to innovate novel approaches to educational challenges.

by Isabel Sacks

A gong sounded in an upstairs classroom at the Stanford d.school . Students circled small round tables, perched on stools, with a whiteboard behind each group and sticky notes and markers spread in front of them.

There were undergraduate, master's, doctoral, and Distinguished Career Institute (DCI) students in the room, coming from fields as diverse as education, engineering, business, computer science, and humanities. The students' countries of origin included Barbados, Brazil, China, Egypt, India, Japan, Mexico, Morocco, the Philippines, South Korea, and the United States. For the interdisciplinary course, Design to Equip Learners in Under-Resourced Communities , each group of students was matched with a partner organization or school to co-design a solution to an educational challenge.

Isabelle Hau , one of the course’s three instructors, addressed the students, who had recently interviewed their community partners to better understand the challenges they faced. “Let’s reflect on our empathy interviews,” said Hau, executive director of the Stanford Accelerator for Learning, a university-wide hub housed at the Graduate School of Education (GSE) for researchers, educators, entrepreneurs, and others to collaborate on learning solutions. She put up a slide with prompts: What worked about the interviews? What didn’t work? What surprised you? What lesson did you learn for next time?

Each group shared reflections with the class. One group, working with the Sablayan branch of the Polytechnic University of the Philippines (PUP) , reported that the rural campus had wifi issues and they had to send questions over email when the Zoom connection failed. Another team had been using an AI note-taking app, which they realized only provided 30 minutes for free, so only part of their interview was recorded. A third group interviewed an overworked charter school teacher in Los Angeles who spent most of the conversation venting, and they were struggling to figure out how to advance their project. 

By the end of class, the teams were able to cover a poster with sticky notes describing the scope of their partner organization's main challenges, or “problem space.” They walked around the room, sharing their work with classmates.

As class ended, another of the instructors, Laura McBain , managing director of the Stanford d.school and K12 Lab co-director, asked the students to take a step back. “Take a picture of your poster,” she said. “Where is there empty space on it? Where are there areas of opportunity? Where can design play a role in addressing the problem?”

A trinity of flashlights

The course emerged after a series of collaborations between the d.school and the Stanford Accelerator for Learning, including an equity in learning design workshop and convening for teachers about generative AI . Hau and McBain decided to launch the new course to involve students in the work of co-designing education solutions and brought in Paul Kim , associate dean & chief technology officer at the GSE, as a third instructor. Kim had been working with GSE students for years on implementing and researching mobile technology in education in high-poverty areas in Mexico, Jordan, and Ghana, among other countries. 

“The three of us got together and there was a spark,” said Hau. “I’m a strong believer that you find people you love working with and take it from there.”

Each instructor brought a different background and perspective as they helped the students develop their projects. McBain’s background in applying design processes to educational settings helped push the students toward novel and innovative solutions and a bias toward action. “She lives and drinks design,” said Kim.

Hau brought knowledge of entrepreneurship and learning science, encouraging students to come up with solutions that were both novel and grounded in research. Her background with entrepreneur and investor communities gave her an eye for the strategic development of new solutions.

Kim’s years of experience on the ground in schools across the world was key as the students navigated community partnerships. “He brings deep content and field expertise, and helps us ensure we aren’t causing harm,” McBain said.

“We got different ideas from different instructors,” said Alessandra Napoli, a doctoral student in mechanical engineering who researches STEM education. “When it felt like my team was in the dark, they each had a different flashlight.” According to McBain, bringing in instructors with diverse areas of expertise and crafting interdisciplinary experiences for students are key elements of the d.school’s problem-solving model.

The instructors drew on existing relationships with organizations around the world to help build partnerships for the students' projects. Hau had worked with Children’s Institute , which provides early childhood services, and Education Development Center , a global education organization with emerging entrepreneurship education projects in Senegal. Kim brought in Edify , an organization developing educational technologies in Ghana, and CIDE , which conducts national-level education research and supports education in rural communities in Mexico. Additional partners were part of Stanford’s Ed Equity Lab , including Camden Prep in New Jersey and Birmingham Charter in Los Angeles. Ramon Segismundo, a DCI student, brought in PUP Sablayan.

Seeking out the best solutions in context

The ten-week course started with overview sessions on the design process, learning science, and the education innovation landscape, paired with readings on inequities in education. Then the students conducted interviews with stakeholders from their partner organizations and prototyped possible approaches and solutions with their input. In addition to weekly class time, the teams met with the instructors for “studio hours” to further workshop and hone their solutions.

Carina Fung, an undergraduate computer science major and education minor with a focus on human-computer interaction, signed up for the class despite her already heavy course load. “It’s rare to get to work with real-world problems in my course of study,” she said. “I wanted to develop a really meaningful product to use in real-world situations. This class was too cool an opportunity to pass up.” 

Fung went into the course expecting to design a solution based on technology. After her senior year of high school and first year at Stanford coincided with the COVID-19 pandemic, she developed a passion for understanding and improving education technology tools. However, she and her team quickly realized that a tech solution wasn’t right for their partner, PUP Sablayan. The rural university campus had ongoing challenges with wifi, bandwidth, and other technological resources. 

“Even though I'm a big proponent of edtech, we didn't feel that this was the correct route to go,” said Fung. That was one of her key takeaways from the course. “The concept of humility in design has stuck with me. Even if you think it’s the best solution, it may not be in context.” 

In the end, her team designed a community engagement initiative where teacher training candidates from PUP Sablayan serve as teaching assistants in a penal colony located nearby. Other solutions designed by student teams included an information and communication technology (ICT) course using storytelling and local folklore for young children in Ghana, a podcast recorded by and for teachers in rural Mexico, and a gamified English language learning app for Syrian refugee teenagers in Lebanon.

Embarking on a lifelong journey

McBain said she hoped the course helped to build deeper connections between Stanford and the community partners, laying the groundwork for continued collaboration. “We are in their journey with them and exist in mutuality with them,” she said. “That’s how we make change.”

Hau stressed the importance of involving students in building evidence-based education solutions, which motivated her to teach the course as part of the Stanford Accelerator for Learning. 

“So far, the Accelerator has focused its theory of change on faculty driving change at scale , and this is a beautiful avenue,” she remarked. “What I would like to see more is tapping into the phenomenal students we have here at Stanford, and we are still just at the beginning of that opportunity.” Several groups in the course are continuing to develop their project as part of the Learning Design Challenge , another student-facing resource of the Accelerator.

“I want our students to understand how serious educational disparities are and work toward making the gap smaller and smaller,” added Kim. “Education doesn’t change just by innovation, which may not be sustainable or scalable. You also need compassion and commitment. I hope our students will embark on this lifelong journey.”

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Doctoral Program

The Ph.D. program emphasizes rigorous theoretical work that has at its base a firm empirical foundation in language data. 

Students are provided with a broad-based background in linguistics, teaching experience in the classroom and other forums, and opportunities for original and high-quality research.  Our Ph.D. students write dissertations on a wide range of topics spanning and bridging many subareas of the field.  See our Ph.D. Alumni  page for dissertation titles and job placement information.

Overview of the Program

Through the completion of advanced coursework and strong methodological and analytical training, the  Ph.D. program prepares students to make original contributions to knowledge in linguistics, to articulate the results of their work, and to demonstrate its significance to linguistics and related fields.  At every stage in the program, students are encouraged to present and publish their research and to develop active professional profiles. 

Students generally complete the program in five years

• Coursework in core areas of linguistics, chosen by each student in consultation with faculty advisors to build the foundation that best suits their interests and goals.
• Fall Quarter: Includes seminar to introduce students to the research of faculty in the department
• Winter Quarter: Includes participation in small research groups or in one-on-one apprenticeships
• Spring Quarter: Includes beginning to work on the first of 2 qualifying research papers

Years 2 and 3

• Balance shifts from coursework to development of research skills
• Students complete two qualifying papers and then selects a principal advisor and committee for their dissertation by the end of year 3.

Years 4 and 5

• Devoted to dissertation and advanced research

Teaching Experience

As they move through the Ph.D. program, students also gain teaching experience by serving as teaching assistants in their second, third, and fourth year of graduate study. They also have access to the many programs provided by Stanford's Vice Provost for  Teaching and Learning , including the varied resources of the Teaching Commons .

Offers of admission to the Linguistics P.h.D program include funding for the full five years of doctoral study, including tuition and stipend, regardless of citizenship. 

We also encourage our applicants to apply for as many external fellowships and scholarships as they are eligible for; a compilation of funding opportunities for Linguistics graduate students can be found on our  Fellowship and Funding Information page .  Applicants should note that the deadlines for these fellowships are typically in the fall of the year prior to admission.

In addition, the  Knight-Hennessy Scholars  program is designed to build a multidisciplinary community of Stanford graduate students dedicated to finding creative solutions to the world's greatest challenges. The program awards up to 100 high-achieving students every year with full funding to pursue a graduate education at Stanford, including the Ph.D. degree in Linguistics. 

Additional information is available about the student budget , Stanford graduate fellowships , and other support programs .

Outside the classroom, there are many opportunities, both formal and informal, for the discussion of linguistic issues and ongoing research, including colloquia, workshops, and reading groups.

Partnership Opportunities

Although not part of the formal doctoral program, there are numerous opportunities for research and development work at the Center for the Study of Language and Information and  off-campus at local companies.  

Admissions Information

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• 12 March 2024

Bring PhD assessment into the twenty-first century

You have full access to this article via your institution.

Innovation in PhD education has not reached how doctoral degrees are assessed. Credit: Dan Dunkley/Science Photo Library

Research and teaching in today’s universities are unrecognizable compared with what they were in the early nineteenth century, when Germany and later France gave the world the modern research doctorate. And yet significant aspects of the process of acquiring and assessing a doctorate have remained remarkably constant. A minimum of three years of independent study mentored by a single individual culminates in the production of the doctoral thesis — often a magisterial, book-length piece of work that is assessed in an oral examination by a few senior academic researchers. In an age in which there is much research-informed innovation in teaching and learning, the assessment of the doctoral thesis represents a curious throwback that is seemingly impervious to meaningful reform.

But reform is needed. Some doctoral candidates perceive the current assessment system to lack transparency, and examiners report concerns of falling standards ( G. Houston A Study of the PhD Examination: Process, Attributes and Outcomes . PhD thesis, Oxford Univ.; 2018 ). Making the qualification more structured would help — and, equally importantly, would bring the assessment of PhD education in line with education across the board. PhD candidates with experience of modern assessment methods will become better researchers, wherever they work. Indeed, most will not be working in universities: the majority of PhD holders find employment outside academia.

Collection: Career resources for PhD students

It’s not that PhD training is completely stuck in the nineteenth century. Today’s doctoral candidates can choose from a range of pathways. Professional doctorates, often used in engineering, are jointly supervised by an employer and an academic, and are aimed at solving industry-based problems. Another innovation is PhD by publication, in which, instead of a final thesis on one or more research questions, the criterion for an award is a minimum number of papers published or accepted for publication. In some countries, doctoral students are increasingly being trained in cohorts, with the aim of providing a less isolating experience than that offered by the conventional supervisor–student relationship. PhD candidates are also encouraged to acquire transferable skills — for example, in data analysis, public engagement, project management or business, economics and finance. The value of such training would be even greater if these skills were to be formally assessed alongside a dissertation rather than seen as optional.

And yet, most PhDs are still assessed after the production of a final dissertation, according to a format that, at its core, has not changed for at least half a century, as speakers and delegates noted at an event in London last month on PhD assessment, organized by the Society for Research in Higher Educatio n. Innovations in assessment that are common at other levels of education are struggling to find their way into the conventional doctoral programme.

Take the concept of learning objectives. Intended to aid consistency, fairness and transparency, learning objectives are a summary of what a student is expected to know and how they will be assessed, and are given at the start of a course of study. Part of the ambition is also to help tutors to keep track of their students’ learning and take remedial action before it is too late.

PhD training is no longer fit for purpose — it needs reform now

Formative assessment is another practice that has yet to find its way into PhD assessment consistently. Here, a tutor evaluates a student’s progress at the mid-point of a course and gives feedback or guidance on what students need to do to improve ahead of their final, or summative, assessment. It is not that these methods are absent from modern PhDs; a conscientious supervisor will not leave candidates to sink or swim until the last day. But at many institutions, such approaches are not required of PhD supervisors.

Part of the difficulty is that PhD training is carried out in research departments by people who do not need to have teaching qualifications or awareness of innovations based on education research. Supervisors shouldn’t just be experts in their field, they should also know how best to convey that subject knowledge — along with knowledge of research methods — to their students.

It is probably not possible for universities to require all doctoral supervisors to have teaching qualifications. But there are smaller changes that can be made. At a minimum, doctoral supervisors should take the time to engage with the research that exists in the field of PhD education, and how it can apply to their interactions with students.

There can be no one-size-fits-all solution to improving how a PhD is assessed, because different subjects often have bespoke needs and practices ( P. Denicolo Qual. Assur. Educ. 11 , 84–91; 2003 ). But supervisors and representatives of individual subject communities must continue to discuss what is most appropriate for their disciplines.

All things considered, there is benefit to adopting a more structured approach to PhD assessment. It is high time that PhD education caught up with changes that are now mainstream at most other levels of education. That must start with a closer partnership between education researchers, PhD supervisors and organizers of doctoral-training programmes in universities. This partnership will benefit everyone — PhD supervisors and doctoral students coming into the research workforce, whether in universities or elsewhere.

Education and training in research has entered many secondary schools, along with undergraduate teaching, which is a good thing. In the spirit of mutual learning, research doctoral supervisors, too, will benefit by going back to school.

Nature 627 , 244 (2024)

doi: https://doi.org/10.1038/d41586-024-00718-0

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Carla Pugh, MD, PhD, Professor of Surgery and Director of the Technology Enabled Clinical Improvement (T.E.C.I.) Center and Jamie Kustudia RN, BSN, CCRN, TCRN, Assistant Patient Care Manager in the K4 Surgical/Trauma/Liver Transplant ICU reflect on their shared experience in confronting critical race issues within a medical team, including their internal thoughts following the interaction and how they ultimately addressed the critical race issues triggered by the encounter. This discussion was presented as part of the Medical Faculty Excellence in an Era of Social Justice Activism Faculty Fireside Chats series sponsored by the Offices of Academic Affairs and of Faculty Development and Diversity.

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