do phd students teach

PhD Teaching – Do’s and Don’ts for Researchers

You might have come across a situation wherein you were asked to teach undergraduate students along with managing your research work! You had no understanding of how to go about teaching but your PI insisted on you taking up this responsibility. Teaching during PhD is an effective way of expanding your knowledge and getting an opportunity to share relevant objectives of your research with the undergraduates, piquing their interest in the subject field.

PhD teaching can be a challenging task for researchers, especially when they never had prior teaching experience. However, teaching during a doctoral program usually begins from the second year, so the researcher will have a year of doctoral experience before taking up the teaching responsibility. Some researchers opt for a voluntary teaching opportunity to gain PhD teaching experience. For research scholars working in STEM, teaching responsibilities include laboratory-based lectures, i.e. demonstrating scientific methods and techniques for undergraduate and Masters students, administrative work, conducting seminars, and assessments.

Table of Contents

PhD Teaching – What It Includes for Researchers

PhD teaching involves effective classroom teaching, academic advising, counselling students, participate in departmental work, develop a curriculum through assessment, attend professional conferences to explore current research, conduct and attend undergraduate and post graduate seminars and provide feedback, applied research and scholarly activity, etc. Additionally, teachers are also expected to adhere to academic policies and actively participate in collecting assessment data and work assignments.

Mostly academic teaching is a dreaded term for doctoral fellows because it appears as a time consuming additional activity. Researchers usually wish to avoid external responsibilities in an attempt to provide undivided attention to their research objectives. However, PhD teaching can be an added advantage for researchers.

PhD teaching benefits researchers by –

• Improving their presentation skills
• Refining their subject knowledge
• Giving researchers an opportunity to impart their research knowledge
• Increasing their ability to resolve queries raised by students.

Teaching Undergraduates is a Challenge for Researchers

Teaching needs a variety of skill sets ranging from creating a lesson plan, instructing students, working with administrators to counseling students. While researchers are busy building their academic reputation by publishing, obtaining funds, and demonstrating research impact , teaching-related activities (often neglected) are an effective way to demonstrate a researcher’s development.

Academic teaching activities instill skills like effective oral communication, leadership quality, self-reflection to adapt and refine techniques, and time management to balance teaching alongside PhD study. However, researchers are caught up in conducting their independent research work and self-management, which makes it difficult for them to hone these skills.

Ways to Improve PhD Teaching Skills

1. choose lecture topics relevant to research study.

A researcher should cater to the queries of the students, but taking up a subject matter that the researcher is an expert in, helps the research scholar prepare an effective lesson plan. Furthermore, it helps in effectively responding to the queries raised by students.

2. Learn to Teach

For scholars who have never conducted lectures, the first one can be daunting! However, attending workshops on how to teach can help researchers improve uncertainty and boost confidence to teach. There is always a first time to everything. Your key to a successful lecture delivery is being well prepared.

3. Keep the Lectures Interactive

Always allow students to speak up their thoughts about the topic of the lecture. This helps the you weave a story or a real life experience around the discussion, initiated by students. Moreover, it makes students feel they are equally involved in learning a new topic. Share your professional experiences with regards to your research work. This will help students get insights on how the practical field of their theoretical knowledge functions.

4. Observe Peers and Accept Feedback

The best way to learn PhD teaching techniques is to observe the supervisors, peers, and other departmental staff in their roles. This may help researchers follow different teaching techniques and new ways to engage students in the course work. Furthermore, the feedback received from supervisors or peers help researchers in getting a different perspective towards teaching and its techniques.

5. Strike a Balance!

When teaching alongside PhD, it is important to strike a balance between the two. Teaching activity is different from working on one’s research objectives. Research work is more independent and requires discussions only with the supervisor. While PhD teaching is completely based on communication skills and effective interaction. What matters the most is, how a researcher strikes a perfect balance between the two. Researchers can share their experiences from the research project and build their presentation skills from their teaching activity.

6. Keep Learning

Finally, after following and adapting teaching techniques and getting familiar with the balance between PhD research and academic teaching, you may face occasional disappointments and frustration, or even struggle to make impressive lesson plans. However, perseverance towards achieving your goals is the key to excel as an academic teacher.

Avoid these While Academic Teaching

Ignore the imposter syndrome.

Imposter syndrome is a feeling of hiding one’s secret incompetence and insecurity and thinking they don’t have sufficient knowledge the research requires. This is an extremely common issue in early career researchers . It is essential to believe that you have enough expertise to be teaching university students.

Don’t Be Afraid to Over Prepare

Initially, you may want to put in extra efforts in creating the lesson plan and doing an in-depth study. This is a plus for researchers who are stepping into PhD teaching for the first time. Being over prepared will help researchers answer the queries raised by students. However, one must ensure of not overwhelming the students with jargon information.

Don’t Jump to Complex Subject Concepts

Students may not understand the complex concepts taught in the lecture, unless basic concepts are explained. Researchers must take their new class by refurbing the students’ knowledge on basic concepts; this will also be beneficial for them and their PhD study.

Imparting Incorrect/False Information to Students

It is necessary to thoroughly prepare for the lecture. This will allow you to impart correct information. There are scenarios wherein a researcher is not able to answer the query raised by a student, and the researcher might give an irrelevant answer. However, it is better to be honest than giving students false information and misleading them.

Academic teaching can be a daunting process for the first time, but it really gives an impactful career growth for PhD graduates . What do you think about PhD teaching ? How did you strike a balance between research and teaching career? Let us know in the comment section below.

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What is a PhD? Advice for PhD students

How long does it take to get a doctorate degree how do you get into grad school are you qualified to do a phd answers to these questions and more.

What is a PhD?

A PhD, which stands for “doctor of philosophy”, is the most advanced academic degree. It’s earned through extensive research on a specific topic, demonstrating expertise and contributing new knowledge to the field.

What does “PhD” mean?

The term “PhD” is often used as a synonym for any doctoral-level qualification. Doctorate degrees can often be split into two categories: MPhil and PhD.

An MPhil is similar to a PhD as it includes a research element (which is usually shorter and less in-depth than a PhD thesis, and often more akin to a dissertation undertaken at undergraduate or master’s level). 

MPhil students focus more on interpreting existing knowledge and theory and critically evaluating other people’s work rather than producing their own research. The precise nature and definition of an MPhil can vary among institutions and countries. 

A PhD, meanwhile, follows a more widely known and traditional route and requires students, often referred to as “candidates”, to produce their own work and research on a new area or topic to a high academic standard.

PhD requirements vary significantly among countries and institutions. The PhD, once completed, grants the successful candidate the title of “doctor of philosophy”, also called PhD or DPhil.

What is a professional doctorate?

A professional doctorate is a kind of degree that helps people become experts in their fields. Instead of focusing mainly on theory and research like a regular PhD, a professional doctorate is all about practical skills and knowledge.

This kind of doctorate is great for students who want to get better at their jobs in areas like teaching, healthcare, business, law or psychology. The courses and projects in these programmes are designed to tackle real problems you might face at work.

For example, you might have heard of the doctor of education (EdD), doctor of business administration (DBA), doctor of psychology (PsyD) or doctor of nursing practice (DNP). These programmes combine learning, hands-on projects and sometimes a thesis paper or essay to show you’re skilled at solving on-the-job challenges.

How long does it take to study a PhD?

The time required to complete a PhD can vary significantly based on several factors. Generally, a full-time PhD programme takes around three to six years to finish. However, it’s important to take into account individual circumstances and the nature of the research involved.

1. Full-time vs. part-time: If you’re studying full-time, dedicating most of your time to your studies, it usually takes about three to four years to complete a PhD. However, studying part-time while managing other commitments might extend the duration. Part-time PhDs can take around six to eight years, and sometimes even longer.

2. Nature of research: The complexity of your research proposal can influence the time required. Certain research questions may involve intricate experiments, extensive data collection or in-depth analysis, potentially leading to a longer completion timeline.

3. Field of study: The subject area you’re researching can also affect the necessary time. Some fields, such as sciences or engineering, might involve more hands-on work, while theoretical subjects might require more time for literature review and analysis.

4. Supervision and support: The guidance and availability of your academic supervisor can affect the pace of your research progress. Regular meetings and effective communication can help keep your studies on track.

5. Thesis writing: While the research phase is crucial, the stage of writing your thesis is equally significant. Organising and presenting your research findings in a clear and cohesive manner can take several months.

6. External commitments: Personal commitments, such as work, family or health-related factors, can influence your study time. Some students need to balance these alongside their PhD studies, potentially extending the duration.

7. External Funding: The availability of funding can also affect your study duration. Some funding might be linked to specific project timelines or research objectives.

So, although a PhD usually takes between three and six years of full-time study, with potential variations based on research complexity, enrolment as part-time or full-time, field of study and personal circumstances. It’s vital to have a realistic understanding of these factors when planning your PhD journey.

How long is a PhD in the UK?

In the UK, the length of a PhD programme typically ranges from three to four years of full-time study. As explained above, there are many factors to consider.

How long is a PhD in the US?

Similarly to the UK, in the United States, the duration of a PhD programme can vary widely depending on the field of study, research topic and individual circumstances. On average, a full-time PhD programme in the US typically takes between five and six years to complete.

Why does it take longer to study a PhD in the US?

PhD programmes generally take longer to complete in the US than in the UK due to various factors in the education systems and programme structures of each country:

1. Programme structure: UK PhD programmes often emphasise early, focused research from the first year, leading to shorter completion times. In contrast, US programmes commonly include more initial coursework in your first and second year and broader foundational training, which can extend the overall duration.

2. Course work requirements: Many US PhD programmes require a lot of course work, which can lengthen the time needed to finish. UK programmes tend to have fewer or no course work demands, allowing students to concentrate primarily on research skills.

3. Research funding: In the UK, PhD funding is often awarded with specific timeframes in mind, motivating completion of the research degree in the agreed duration. In the US, funding approaches can vary, requiring students to secure funding from multiple sources, potentially affecting their progress and completion time.

4. Teaching responsibilities: Some US PhD students take on teaching roles as part of their funding, dividing their time and potentially prolonging their studies.

5. Research approach: Differences in research methodologies and project scopes can affect the time needed for data collection, experimentation and analysis.

6. Academic culture: The US education system values a well-rounded education, including coursework and comprehensive exams. This can extend the time before full-time research begins. UK PhD programmes often prioritise independent research early on.

7. Part-time and work commitments: US PhD candidates might have more flexibility for part-time work or other commitments, which can affect research progress.

8. Dissertation requirements: US PhD programmes generally include a longer and more comprehensive dissertation, involving more chapters and a broader exploration of the research topic.

These variations in programme structures, funding models and academic cultures contribute to the differing completion times between the two countries.

What qualifications do you need for a PhD?

To be eligible for a PhD programme, certain educational qualifications are generally expected by universities. These qualifications serve as indicators of your readiness to engage in advanced research and contribute to the academic community.

First, an undergraduate or bachelor’s degree in a relevant field is typically the most common requirement. This degree provides you with a foundational understanding of the subject and introduces you to basic research methodologies. It serves as a starting point for your academic journey.

Do you need a master’s degree to get into a PhD programme?

In addition to an undergraduate degree, many PhD programmes also require candidates to hold postgraduate or master’s degrees, often in fields related to the intended PhD research. A master’s degree offers a deeper exploration of the subject matter and enhances your research skills. Possessing a master’s degree signifies a higher level of expertise and specialisation.

The combination of both undergraduate and postgraduate degrees demonstrates a solid academic background. This background is crucial before you engage in doctoral study because pursuing a PhD involves more than just knowledge; it requires advanced research abilities, critical thinking and the capacity to provide an original contribution and new insights into the chosen field of study.

While these qualifications are usually requested, there are exceptions. Some institutions offer direct-entry programmes that encompass bachelor’s, master’s and PhD degrees in a streamlined structure. This approach is often seen in scientific and engineering disciplines rather than humanities.

In exceptional cases, outstanding performance during undergraduate studies, coupled with a well-defined research proposal, might lead to direct entry into a PhD programme without requiring a master’s degree.

Admission requirements can vary between universities and programmes. Some institutions might have more flexible prerequisites, while others could have more stringent criteria. Make sure that you thoroughly research all admission requirements of the PhD programmes you’re interested in to ensure you provide the right information.

Are PhD entry requirements similar in other countries?

PhD entry requirements in Canada and Australia can be somewhat similar to those in the UK and the US, but there are also some differences. Just like in the UK and the US, having a bachelor’s degree followed by a master’s degree is a common way to qualify for a PhD in Canada and Australia. However, the exact rules can vary, such as how much research experience you need or the grades you should have.

In Canada and Australia, as in the UK and the US, international students usually need to show their English language skills through tests like IELTS or TOEFL. And, like in other places, you might need to give a research proposal to explain what you want to study for your PhD.

But remember, even though there are some similarities, each country has its own rules.

PhD diary: Preparing for a PhD Nine things to know before doing a PhD Women in STEM: undertaking PhD research in cancer Studying for a part-time PhD: the challenges and the benefits Is it possible to do a three-year PhD as an international student? Looking for PhD tips? Why not check Twitter PhD diary: Where do I begin? How to do a PhD on a budget

How much does it cost to study a PhD?

The cost of pursuing a PhD can vary significantly between international and home (domestic) students, and it depends on the country, university and programme you choose.

United Kingdom (UK)

Home students in the UK often pay lower tuition fees compared with international students. Home students might also have access to government funding or subsidised tuition rates.

International students typically pay higher tuition fees, which can vary widely depending on the university and programme. Fees can range from around £10,000 to £25,000 or more per year.

United States (US)

PhD programme costs in the US can be quite high, especially for international students. Public universities often have lower tuition rates for in-state residents compared with out-of-state residents and international students.

Private universities in the US generally have higher tuition fees, and international students might be charged higher rates than domestic students.

Canadian universities often charge higher tuition fees for international students compared with domestic students.

Some universities offer funding packages that include tuition waivers and stipends for both domestic and international doctoral students.

In Australia, domestic students (Australian citizens and permanent residents) usually pay lower tuition fees than international students.

International students in Australia might have higher tuition fees, and costs can vary based on the university and programme.

Apart from tuition fees, other aspects play a role in the overall financial consideration:

PhD studentship: Many universities offer PhD studentships that provide financial support to research students, covering both tuition fees and a stipend for living expenses.

Stipend and housing: Stipends are designed to cover living expenses. Stipend amounts can vary depending on the university and location. If you’re studying in London in the UK, stipends might be higher to account for the higher living costs in the city. Some universities also offer subsidised or affordable housing options for doctoral students.

Tuition and stipend packages: Some PhD programmes provide funding packages that include both tuition waivers and stipends. These packages are to help relieve the financial burden on students during their doctoral studies.

Research the financial support options provided by the universities you’re interested in to make an informed decision about the cost of your PhD journey.

What funding options are available for PhD candidates?

PhD candidates have various funding options available to support their studies and research journeys. Some of these options include:

PhD scholarships: Scholarships are a common form of financial aid for PhD candidates. They are awarded based on academic merit, research potential or other specific criteria. Scholarships can cover tuition fees and provide a stipend for living expenses.

Bursaries: Bursaries are another form of financial assistance offered to students, including PhD candidates, based on financial need. They can help cover tuition fees or provide additional financial support.

In the UK, specific funding options are available:

Regional consortium: Some regions have research consortiums that offer funding opportunities for doctoral candidates. These collaborations can provide financial support for research projects aligned with specific regional needs.

UK research institute: Research councils in the UK often offer stipends to PhD candidates. These stipends cover living expenses and support research work.

University-based studentship: Many UK universities offer studentships. You can read more about these above.

In the USA, there are also funding options available:

Research assistantships (RAs): Many universities offer research assistantships where PhD candidates work on research projects under the guidance of faculty members. In exchange, they receive stipends and often have their tuition waived.

Teaching assistantships (TA): Teaching assistantships involve assisting professors in teaching undergraduate courses. In return, PhD candidates receive stipends and sometimes tuition remission.

Fellowships: Fellowships are competitive awards that provide financial support for PhD candidates. They can come from universities, government agencies, private foundations and other institutions. Fellowships can cover tuition, provide stipends and offer research or travel funds.

Graduate assistantships: Graduate assistantships include a range of roles, from research and teaching to administrative support. These positions often come with stipends and sometimes include tuition benefits.

External grants and fellowships: PhD candidates can apply for grants and fellowships from external organisations and foundations that support research careers in specific fields. Examples include the National Science Foundation (NSF) and the Fulbright Programme.

Employer sponsorship: In some cases, employers might sponsor employees to pursue PhDs, especially if the research aligns with the company’s interests.

You can read about the current available scholarships for international students of all education levels on our website .

What does a PhD Involve?

How does a PhD work?

A PhD includes thorough academic research and significant contributions to your chosen field of study. The timeline for completing a PhD can significantly vary based on the country, college or university you attend and the specific subject you study.

The duration of a PhD programme can vary based on factors such as the institution’s requirements and the academic discipline you’re pursuing. For instance, the timeline for a PhD in a science-related field might differ from that of a humanities discipline.

UK PhD timeline example

Looking at a typical PhD degree in a London higher education institution, we can consider this example timeline.

In the initial year of your PhD, you’ll collaborate closely with your designated academic supervisor. This collaboration involves refining and solidifying your research proposal, which lays the foundation for your entire doctoral journey.

This is also the time to establish a comprehensive plan, complete with well-defined milestones and deadlines. A crucial aspect of this year is conducting an extensive literature review, immersing yourself in existing academic works to understand the landscape of your chosen research area. It’s important to make sure that your research idea is original and distinct from prior studies.

As you begin the second year, you’ll actively collect data and gather information related to your research topic. Simultaneously, you’ll initiate the process of crafting your thesis. This involves combining your research findings and analysis into sections of your thesis document.

This is also the phase where you might have opportunities to share your research insights at academic meetings, conferences or workshops. Depending on the programme, you might even engage in teaching activities. Some PhD candidates also begin contributing to academic journals or books, showcasing their findings to a broader audience.

The third year of a PhD programme often marks the final stage of your research efforts. This is when you dedicate substantial time to writing and finalising your complete thesis. Once your thesis is completed to the highest standard, you’ll submit it for thorough evaluation.

A significant milestone in the third year is the viva voce, an oral examination where you’ll defend your thesis before a panel of experts in your field. The viva voce is an opportunity to showcase your deep understanding of your research and defend your findings.

Why should you do a PhD?

For many people, acquiring a doctorate degree is the pinnacle of academic achievement, the culmination of years of commitment to higher education.

However, the act of pursuing a PhD can be a complex, frustrating, expensive and time-consuming exercise. But with the right preparation, some sound advice and a thorough understanding of the task at hand, your years as a doctoral student can be some of the most rewarding of your life. 

People choose to work towards a doctorate for many reasons. If you are looking to pursue an academic position, such as university lecturer or researcher, then a PhD is usually required.

Many people obtain a PhD as part of a partnership with an employer, particularly in scientific fields such as engineering, where their research can prove useful for companies.

In some cases, however, PhDs are simply down to an individual’s love of a subject and their desire to learn more about their field.

What are some benefits of studying a PhD?

Pursuing a PhD can have many benefits that extend beyond academic achievement, encompassing personal growth, professional advancement and meaningful contributions to knowledge.

One of the most notable benefits of a PhD is the potential for tenure in academia. Attaining tenure provides a level of job security that allows you to delve into long-term research projects and make enduring contributions to your field. It signifies a stage where you can explore innovative ideas and pursue in-depth research, fostering your academic legacy.

While not obligatory, the opportunity to collaborate on research projects with your supervisor is another valuable aspect of a PhD pursuit. These collaborations might even come with financial compensation, offering real-world experience, skill development and practical applications of your research. Engaging in such collaborations can enrich your research portfolio and refine your research methodologies.

A pivotal aspect of a PhD journey is the chance to publish your original research findings. By disseminating your work in academic journals or presenting it at conferences, you contribute to the expansion of knowledge within your field. These publications establish your expertise and reputation among peers and researchers worldwide, leaving a lasting impact.

The pursuit of a PhD can provide a unique platform to build a diverse network of colleagues, mentors and collaborators. Engaging with fellow researchers, attending conferences and participating in academic events offer opportunities to make valuable connections. This network can lead to collaborations, expose you to a spectrum of perspectives and pave the way for future research endeavours.

What is a PhD thesis? And what is a PhD viva?

A PhD thesis will be produced with help from an academic supervisor, usually one with expertise in your particular field of study. This thesis is the backbone of a PhD, and is the candidate’s opportunity to communicate their original research to others in their field (and a wider audience).  PhD students also have to explain their research project and defend their thesis in front of a panel of academics. This part of the process is often the most challenging, since writing a thesis is a major part of many undergraduate or master’s degrees, but having to defend it from criticism in real time is arguably more daunting.  This questioning is known as a “viva”, and examiners will pay particular attention to a PhD’s weaknesses either in terms of methodology or findings. Candidates will be expected to have a strong understanding of their subject areas and be able to justify specific elements of their research quickly and succinctly.

In rare cases, students going for a PhD may instead be awarded an MPhil if the academic standard of their work is not considered fully up to par but still strong enough to be deserving of a qualification.

Can you do a PhD part time? 

Many PhD and MPhil candidates choose to pursue their qualification part time, in order to allow time to work and earn while studying. This is especially true of older students, who might be returning to academia after working for a few years. 

When applying, you should always speak to the admissions team at your university to ensure this is possible and then continue to work with your supervisor to balance all your commitments. 

Can I do a PhD through distance learning?

This is something else that you will need to check with your university. Some institutions offer this option, depending on the nature of your research. 

You will need to be clear how many times you will need to travel to your university to meet with your supervisor throughout your PhD. 

Your PhD supervisor

Choosing the right PhD supervisor is essential if you want to get the most out of your PhD. Do your research into the faculty at the institution and ensure that you meet with your proposed supervisor (either virtually or in person) before fully committing. 

You need to know that not only do they have the right expertise and understanding of your research but also that your personalities won’t clash throughout your PhD. 

Remember, to complete your PhD, you will need a strong support network in place, and your supervisor is a key part of that network. 

Coping with PhD stress

If you do decide to embark on a doctorate, you may well encounter stress and anxiety. The work involved is often carried out alone, the hours can be long and many students can suffer from the pressure they feel is on their shoulders.

Ensuring that you check in regularly with your emotions and your workload is crucial to avoid burnout. If you have other commitments, such as a job or a family, then learning to balance these can feel overwhelming at times. 

Give yourself regular breaks, speak to your supervisor and ensure that you know what university resources and support systems are available to you in case you need to access them. 

Post-doctorate: what happens after you finish your PhD?

Many PhD graduates pursue a career in academia, while others will work in industry. Some might take time out, if they can afford to, to recover from the efforts of PhD study.

Whatever you choose to do, undertaking a PhD is a huge task that can open up a range of doors professionally. Just remember to take some time out to celebrate your achievement. 

How does a PhD affect salary and earning potential?

How much does a professor with a PhD make a year?

Professors with PhDs can earn different amounts depending on where they work and their experience. In the UK, a professor might make around £50,000 to £100,000 or more each year. In the US, it's between about $60,000 and $200,000 or even higher. The exact salary depends on things like the place they work, if they have tenure, and what they teach.

How much does a PhD add to salary?

Having a PhD can make your salary higher than if you had a lower degree. But exactly how much more you earn can change. On average, people with PhDs earn more than those with bachelor’s or master’s degrees. The increase in salary is influenced by many things, such as the job you do, where you work and what field you’re in.

In fields such as research, healthcare, technology and finance, your knowledge and skills from your PhD can potentially help you secure a higher salary position.

In the end, having a PhD can boost your earning potential and open doors to well-paying jobs, including professorships and special roles in different areas. But the exact effect on your salary is influenced by many things, so ensure you weigh the cost against the benefit.

How to choose a PhD programme?

Choosing a PhD programme involves defining your research interest, researching supervisors and programme reputation, evaluating funding options, reviewing programme structure, considering available resources, assessing networking opportunities, factoring in location and career outcomes, visiting the campus if possible and trusting your instincts.

How can I find available PhD programmes?

You can find available PhD programmes by visiting university websites, using online directories such as “FindAPhD”, checking professional associations, networking with professors and students, following universities on social media, attending career fairs and conferences, contacting universities directly and exploring research institutes’ websites.

How to apply for a PhD programme?

To apply for a PhD programme:

Research and select universities aligned with your interests.

Contact potential supervisors, sharing your proposal, CV and references.

Prepare application materials: research proposal, CV, recommendation letters and a writing sample.

Ensure you meet academic and language-proficiency requirements.

Complete an online application through the university’s portal.

Pay any required application fees.

Write a statement of purpose explaining your motivations.

Provide official transcripts of your academic records.

Submit standardised test scores if needed.

Some programmes may require an interview.

The admissions committee reviews applications and decides.

Apply for scholarships or assistantships.

Upon acceptance, review and respond to the offer letter.

Plan travel, accommodation and logistics accordingly.

Remember to research and follow each university’s specific application guidelines and deadlines.

How to apply for a PhD as an international student?

Many stages of the PhD application process are the same for international students as domestic students. However, there are sometimes some additional steps:

International students should apply for a student visa.

Take language proficiency tests such as TOEFL or IELTS if required.

Provide certificates if needed to validate your previous degrees.

Show evidence of sufficient funds for tuition and living expenses.

Check if you need health insurance for your chosen destination.

Translate and authenticate academic transcripts if necessary.

Attend orientation sessions for cultural adaptation.

Apply for university housing or explore off-campus options.

Familiarise yourself with international student support services.

Ben Osborne, the postgraduate student recruitment manager at the University of Sussex explains in detail how to apply for a PhD in the UK .

Giulia Evolvi, a lecturer in media and communication at Erasmus University, Rotterdam explains how to apply for a PhD in the US .

Finally, Samiul Hossain explores the question Is it possible to do a three-year PhD as an international student?

Q. What is a PhD? A. A PhD is the highest level of academic degree awarded by universities, involving in-depth research and a substantial thesis.

Q. What does “PhD” mean? A. “PhD” stands for doctor of philosophy, recognising expertise in a field.

Q. What is a professional doctorate? A. A professional doctorate emphasises practical application in fields such as education or healthcare.

Q. How long does it take to study a PhD? A. It takes between three and six years to study a full-time PhD programme.

Q. How long is a PhD in the UK? A. It takes around three to four years to study a full-time UK PhD.

Q. How long is a PhD in the US? A. It takes approximately five to six years to complete a full-time US PhD.

Q. Why does it take longer to study a PhD in the US? A. US programmes often include more course work and broader training.

Q. What qualifications do you need for a PhD? A. You usually need an undergraduate degree as a minimum requirement, although a master’s might be preferred.

Q. Do you need a master’s degree to get into a PhD programme? A. Master’s degrees are preferred but not always required.

Q. Are PhD entry requirements similar in other countries? A. Entry requirements are similar in many countries, but there may be additional requirements. Make sure to check the university website for specific details.

Q. How much does it cost to study a PhD? A. The cost of PhD programmes vary by country and university.

Q. What funding options are available for PhD candidates? A. Scholarships, assistantships, fellowships, grants, stipends are all funding options for PhD candidates.

Q. What does a PhD involve? A. PhDs involve research, seminars, thesis, literature review, data analysis and a PhD viva.

Q. Why should you do a PhD? A. There are many reasons to study a PhD including personal growth, research skills, contributions to academia and professional development.

Q. What are some benefits of studying a PhD? A. Benefits of graduating with a PhD include achieving tenure, collaborations with colleagues, publication of your work, and networking opportunities.

Q. What is a PhD thesis? A. A PhD thesis is a comprehensive document that showcases the original research conducted by a PhD candidate.

Q. What is a PhD viva? A. A PhD viva, also known as a viva voce or oral examination, is the final evaluation of a PhD candidate’s research and thesis where the panel asks questions, engages in discussions and assesses the depth of the candidate’s understanding and expertise.

Q. Can you do a PhD part-time? A. Yes, part-time options are available for PhDs.

Q. Can I do a PhD through distance learning? A. Some universities offer online PhDs; you can find out more on their websites.

Q. How to choose a PhD programme? A. You can find PhD programmes through research, by contacting faculty, checking resources and considering location.

Q. How can I find available PhD programme? A. You can find available PhD programmes on university sites, through directories and by networking.

Q. How to apply for a PhD programme A. To apply for a PhD programme, research suitable universities and programmes, get in touch with potential supervisors, gather required documents like transcripts and reference letters, complete the online application, pay any necessary fees and submit a statement of purpose and research proposal. If needed, meet language-proficiency criteria and attend interviews. After acceptance, explore funding choices, confirm your spot and get ready for the programme’s start.

Q. How to apply for a PhD as an international student A. To apply for a PhD as an international student, follow similar steps to domestic students, but you need to include securing a student visa and passing language requirements.

Q. What is a PhD dropout rate? A. The dropout rate from PhDs varies but is approximately 30-40 per cent.

Q. How does a PhD affect salary and earning potential? A. A PhD can boost earning potential, especially in research, technology, healthcare and academia. Impact varies by job, industry and location. Experience, skills and demand also influence salary.

Q. How to address a person with a PhD? A. When addressing someone with a PhD, it’s respectful to use “Dr”, followed by their last name, whether they have a PhD in an academic field or a professional doctorate. For instance, “Dr. Smith”.

Q. Is there a difference between a PhD and a doctorate? A. The terms “PhD” and “doctorate” are often used interchangeably, though a PhD is a specific type of doctorate focused on original research. A doctorate can refer more broadly to any doctoral-level degree, including professional doctorates with practical applications.

Q. What is the difference between a PhD and an MD? A. A PhD is a doctor of philosophy, awarded for academic research, while an MD is a doctor of medicine, focusing on medical practice. They lead to different career paths and involve distinct areas of study.

Q. What is the difference between a PhD and a professional doctorate? A. A PhD is an academic research-focused degree, while a professional doctorate emphasises applying research to practical fields such as education or business. PhDs often involve original research, while professional doctorates focus on real-world application.

Q. What is the difference between UK and US PhDs? A. The difference between UK and US PhDs lies mainly in structure and duration. UK PhDs often have shorter durations and a stronger emphasis on independent research from an early stage. US PhDs typically include more initial coursework and broader foundational training before full-time research begins.

Q. What is the difference between a PhD student and a candidate? A. A PhD student is actively studying and researching in a doctoral programme, while a PhD candidate has completed programme requirements except for the dissertation and is close to completion.

Q. What’s the difference between a PhD and an EdD? A. A PhD and an EdD (doctor of education) differ in focus. A PhD emphasises research and academic contributions, while an EdD focuses on applying research to practical educational issues.

Q. What’s the difference between a PhD and a DBA? A. A PhD and a DBA (doctor of business administration) differ in purpose. A PhD emphasises theoretical research and academia, while a DBA is practice-oriented, aimed at solving real business problems.

Q. What’s the difference between a PhD and a PsyD? A. A PhD and a PsyD (doctor of psychology) differ in emphasis. A PhD focuses on research and academia, while a PsyD emphasises clinical practice and applying psychological knowledge.

Q. What’s the difference between a PhD and an LLD? A. A PhD and an LLD (doctor of laws or Legum doctor) are distinct. A PhD is awarded in various disciplines, while an LLD is usually an honorary degree for significant contributions to law.

Q. What’s the difference between a PhD and an MD-PhD? A. A PhD and an MD-PhD differ. An MD-PhD is a dual degree combining medical training (MD) with research training (PhD).

Q. What is the Cambridge PhD? A. A Cambridge PhD involves original research guided by a supervisor, resulting in a thesis. It’s offered at the University of Cambridge .

Q. What is the Oxford DPhil? A. An Oxford DPhil is equivalent to a PhD and involves independent research leading to a thesis. The term “DPhil” is unique to the University of Oxford .

Q. What is the PhD programme acceptance rate? A. PhD acceptance rates vary by university, field and competition. Prestigious universities and competitive fields often have lower acceptance rates.

Q. What is a PhD supervisor? A. A PhD supervisor guides and supports a student’s research journey, providing expertise and feedback.

Q. What is a PhD panel? A. A PhD panel evaluates a candidate’s research, thesis and oral defence. It consists of experts in the field.

Q. What is a PhD stipend? A. A PhD stipend is a regular payment supporting living expenses during research, often tied to teaching or research assistant roles.

Q. What is a PhD progression assessment? A. A PhD progression assessment evaluates a student’s progress, often confirming their continuation in the programme.

Q. What is a PhD defence? A. A PhD defence, or viva, is the final oral examination where a candidate presents and defends their research findings and thesis before experts.

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• Published: 14 October 2021

Do we achieve anything by teaching research integrity to starting PhD students?

• Shila Abdi   ORCID: orcid.org/0000-0003-3054-6971 1 ,
• Steffen Fieuws 1 ,
• Benoit Nemery   ORCID: orcid.org/0000-0003-0571-4689 1 &
• Kris Dierickx 1  

Humanities and Social Sciences Communications volume  8 , Article number:  232 ( 2021 ) Cite this article

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Education of young researchers has been proposed as a way to promote research integrity. However, the effectiveness of research integrity education on PhD students is unknown. In a longitudinal design, we surveyed over 1000 starting PhD students from various disciplines regarding knowledge, attitude and behaviour before, immediately after and 3 months after a compulsory 3-h course given by a panel of experts. Compared with a control group who did not follow the course, the course recipients showed significant (multivariate analysis) but modest improvements in knowledge and attitude scores immediately after the course, but not after 3 months; a prolonged impact was apparent regarding behaviour. Moreover, the course spurred 93% of PhD students to have conversations about research integrity and 79% declared applying the content of the course. Among other interventions, formal education in research integrity may contribute to foster a climate of research integrity in academia.

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Introduction.

In 2005, a notorious Nature article titled “Scientists behaving badly” revealed that scientists admitted to a wide range of activities that compromise the integrity of science (Martinson et al. 2005 ). This sobering discovery and other evidence have led various institutions to take a range of initiatives, such as developing codes of conduct for responsible research and organising educational activities to promote research integrity (Fanelli, 2009 ; Mejlgaard et al. 2020 ). However, systematic evaluations of the effectiveness of research integrity course are still scare (Committee on Responsible Science et al. 2017 ).

Since 2014, attending a university-wide 3-h session of lectures on research integrity has been a mandatory milestone for starting PhD students at the KU Leuven, one of the leading research-intensive universities in Europe (“ Central lecture Research Integrity for starting PhD researchers ”). In brief, the 3-h course on research integrity is given, in English, by a panel of five lecturers who cover general ethics in research, data management, plagiarism, conflicts of interest and publication ethics. The same course is organised four times a year in lecture halls with 200–400 first-year PhD students from all disciplinary fields of the university.

To evaluate the impact of this course, hereafter called the intervention, we surveyed all PhD students attending the course over one academic year. In a longitudinal study design, we assessed individual knowledge, attitude, and behaviour in relation to the teaching content of the educational programme; we administered the same paper questionnaires to more than 1000 PhD students immediately before and immediately after the course, and we also invited participants to reply to a similar electronic questionnaire (plus other questions) 3 months later. The questionnaires (see supplementary material 1 and 2 ) were based on previous surveys of research integrity (Bouter et al. 2016 ; Godecharle et al. 2018 ; Martinson et al. 2005 ). To control for time effects, we followed the same procedures with a control group consisting of Master students from different disciplines; they were enroled in the survey through one of their normal courses and they received similar questionnaires and follow-up procedures as the PhD students. For the statistical analysis, we used multivariate linear models for longitudinal measurements with the null hypotheses being that no changes occurred in scores of knowledge, attitude or behaviour compared to baseline.

Response rate and participants’ characteristics

The total number of PhD students present during the courses were based on the number of participants scanning in with their KU Leuven badge upon entry and exit of the lecture hall. The total number of eligible Master students was not known, since their attendance was not registered. Of the 1044 PhD students who participated in the study by returning completed questionnaires, 5 participants returned only the post-test. As shown in the flowchart (Fig. 1 ), 1039 PhD students completed the pre-test, 920 completed the post-test and 560 filled out the follow-up test. Of the 419 control participants, 30% completed all three measurements.

Participants are PhD students in the intervention group and Master students in the control group. *The total number of participants in the intervention group is 1044. Five participants did not fill out the pre-test.

The baseline characteristics of the study populations are shown in Table 1 . The majority of PhD students were effectively in their first year of the PhD programme, most had not previously attended a course or workshop on research integrity, and the university’s broad disciplinary fields were well represented. Supplementary materials 3 , 4 and 5 show the estimates with 95% confidence intervals for item-level results for knowledge, attitude and behaviour.

Appraising the research integrity course

Significant increases in knowledge scores at the post-test compared to pre-test were observed in both the intervention and control groups, but the increase was significantly higher in the intervention group (pre-test intervention  = 3.83, post-test intervention  = 4.27) than in the control group (pre-test control  = 3.59, post-test control  = 3.75) (Fig. 2a ). At the follow-up, the knowledge scores were also higher than the initial scores in both the intervention and control groups, but the changes did not differ significantly between the two groups (Table 2 ).

Pre-test indicates scores immediately prior to a 3-h course on research integrity (intervention) or another course (controls). Post-test indicates scores immediately after the course. Follow-up indicates scores after 3 months. a Sum of six knowledge items (minimum 0, maximum 6). b Sum of ten attitudes items (minimum 10, maximum 50). c Sum of five behaviour items (minimum 5, maximum 15), behaviour questions were not asked at post-test. Data are shown as means with 95% confidence intervals. *** P  < 0.001, **** P  < 0.0001 for the differences in change with respect to pre-test values between both groups, as determined by multivariate linear models for longitudinal measurements, using a direct likelihood approach. Numbers of respondents are indicated below the graphs and may differ from those shown in Fig. 1 because of missing data. For details, see Table 2 .

Significant increases were again observed for attitude scores in both groups, at the post-test and at the follow-up test, with only the post-test increase being significantly higher in the intervention group (pre-test intervention  = 39.68, post-test intervention  = 42.99) than in the control group (pre-test control  = 36.87, post-test control  = 37.82) (Fig. 2b ) (Table 2 ).

At the follow-up, participants from both groups put forward pressure to publish , high competition and only positive results are rewarded , as the three most important reasons for scientists to misbehave (Fig. 3 ).

Pre-test indicates responses immediately prior to the course on research integrity ( a ). Post-test indicates responses immediately after the course ( b ). Follow-up indicates responses after 3 months ( c ). Data are shown as number of participants. Participants are PhD students in the intervention group and Master students in the control group.

Participants filled out the behaviour questions at the pre-test and follow-up test. The analysis of behaviour items on a four-point Likert scale, e.g. When I needed guidance on research integrity, I went to my supervisor, showed a significant but small improvement towards better behaviour in the intervention group (pre-test intervention  = 10.94, follow-up intervention  = 11.30), compared to a significant decrease in the control group (pre-test control  = 9.39, follow-up control  = 8.20) (Fig. 2c ). However, when we analysed behaviour through yes/no items, e.g. I made a data management plan , there was a significant increase in both groups, unlike when using the Likert scale, the changes did not differ (Table 2 ).

Raising awareness: conversations about research integrity

At the follow-up test, participants from the intervention group were additionally asked to indicate whether they had discussed topics from the lecture on research integrity with others. The majority of participants (93%) reported having had conversations about research integrity, mainly with fellow PhD students (43%), someone close to them outside their work environment (18%) or their supervisor(s) (13%) (Fig. 4a ). The majority of the participants (79%) also indicated that they had applied/used the information received during the course, mostly regarding authorship (24%), data management (22%) and publication (18%) (Fig. 4b ).

a Number and percentage of PhD students that indicated whether they had discussed topics from research integrity course with others. b Number and percentage of PhD students that indicated that they had applied/used the information received during the course. Participants were asked to check all that apply from a list of predefined options, including option “other”.

Ours is not the first attempt to appraise education on research integrity, but it is the first empirical study evaluating the immediate impact, as well as its retention over 3 months in a large sample of PhD students from biomedical sciences, natural sciences, as well as social sciences/humanities.

A positive outcome of our study was the significant though modest improvement of PhD students’ scores on knowledge and attitude, and the prolonged impact for some behavioural items. In addition, we achieved a potentially important—though hard to quantify—outcome, in that the great majority of the participants indicated that the lecture had led to discussing research integrity issues and even applying the content of the course in their daily research practice. Of note, the extent to which research integrity was reportedly discussed with the PhD supervisors proved rather low, as found by others (Langlais and Bent, 2014 ).

A unique and critically important methodologic feature of the present study is that we included a control group who did not receive the intervention. Indeed, as shown in Fig. 2 , post-test results improved slightly, even in the absence of the intervention, thus suggesting the occurrence of “test effects” (Marsden and Torgerson, 2012 ). Admittedly, the controls did not consist of a randomised group of PhD students who did not receive the intervention, because the research integrity lecture was mandatory.

Our study has several other strengths compared to previous research (Watts et al. 2017 ). The existing literature on the impact of research integrity instructions focused on students from a particular disciplinary field (Antes et al. 2010 ; Henslee et al. 2017 ), did not include longitudinal data (Antes et al. 2010 ), used a meta-analytic approach to evaluate instruction (Watts et al. 2017 ), or concerned only a limited number of students (Langlais and Bent, 2018 ). In contrast, we surveyed a large number of participants from all academic disciplines and our study population was also internationally highly diverse, since 43% of our PhD students had obtained their master’s degrees outside Belgium (at KU Leuven, the language used in research is largely English). The high number of participants and their diversity in terms of research fields and geographical origin are features favouring generalisability of our findings beyond the local context. In addition, the content of the KU Leuven research integrity course is in line with that of research integrity programmes offered at other institutions (Abdi et al. 2021 ; Pizzolato et al. 2020 ).

A recent meta-analysis on the impact of ethics instruction based on various evaluation criteria demonstrated “sizable” positive effects to course participants (Watts et al. 2017 ), although the effect sizes ranged from −0.01 (no effect) to 0.79 (large effect). However, in that meta-analysis, a broad range of different teaching and training methods were considered with regard to ethics instructions in the sciences, whereas the objective of the present study was to evaluate quantitatively the impact of a well-defined educational intervention, consisting of a single 3-h session of lectures on research integrity given in a large auditorium.

We did not observe a prolonged effect for knowledge and attitude. This may not be surprising since it is well-known that traditional lecture-based teaching contributes little to long-term knowledge retention. It has been demonstrated that students retain less information from traditional lecturing compared with active learning methods (Freeman et al. 2014 ; Ramsden, 2003 ; Ruiz-Primo et al. 2011 ). Another possible explanation for the absence of a persistent improvement in knowledge and attitude in our study is the greater drop-out in the control group. These more motivated participants were possibly not representative for the whole control group, thus masking a possible difference with the intervention group.

Some limitations should be acknowledged. First, since the course was intended to involve PhD students from all disciplinary fields, issues focussing on quantitative research and statistical analysis, such as p-hacking and HARKing were not addressed in the course and therefore also not addressed in the questionnaire. Similarly, because of the limited research experience of starting PhD students, we did not include issues such as retraction, citation bias, publication bias or pre-registration.

Second, the proportion of PhD students from the natural science may appear high, but this also reflects the composition of PhD students in our university (44% of all PhD students come from natural sciences).

Third, participants were not randomised, and the intervention and control group originated from different populations (PhD and Master students, respectively).

Lastly, the drop-out percentages after 3-month timepoints may appear high. We had hoped that the subjects with a follow-up measurement would be similar to those without a follow-up information. However, in general, the mean scores at pre-test proved slightly higher for participants with complete follow-up than the mean scores of dropouts [for knowledge (3.68 vs 3.86), for attitude [38.46 vs 39.36], and behaviour yes/no (1.63 vs 1.82); no changes in behaviour Likert scale (10.63 vs 10.36)]. We trust that these minimal differences did not materially reflect our outcome.

One could criticise that our empirical study simply demonstrated what was to be expected, namely that simply attending lectures for 3 h is unlikely to have a lasting substantial impact on knowledge, attitude, and behaviour about research integrity. However, although the scores of these outcome variables showed little or no improvement 3 months after the intervention, our study did reveal that the single intervention had succeeded in placing research integrity on the agenda of the participants, as evidenced by the fact that more than 90% of respondents reported having talked about the concepts addressed during the course, and more than 70% even indicated that they had applied some of these concepts. These admittedly less tangible outcomes suggest that the content of the lectures had moved beyond the lecture hall and that the intervention thus might have lastingly influenced the students’ actual practice of research. In other words, we propose that the conversations spurred by the course may have engendered a greater—hopefully beneficial—effect on the integrity of research than the instruction itself. This is why the research integrity training at the KU Leuven also involves interactive workshops for small groups of more advanced PhD students and, more recently, also for newly appointed PhD supervisors. We hope that this comprehensive approach will contribute to fostering a culture of research integrity, which we consider, in agreement with others (Martinson et al. 2005 ; Mejlgaard et al. 2020 ; Peiffer et al. 2008 ; Lerouge and Hol, 2020 ), to be most influential for shaping researchers’ behaviour.

Questionnaire development

The questionnaires used for the study are included in a Supplement. They were all in English, which is widely used for research at KU Leuven. First, we developed a 36-item questionnaire on knowledge, attitude and behaviour in research integrity and misconduct based on a list of 16 research misbehaviours, 22 actions of research misconduct, and a comprehensive list of 60 major and minor research misbehaviours, as described in the literature (Bouter et al. 2016 ; Godecharle et al. 2018 ; Martinson et al. 2005 ). We added questions on research integrity, such as I made a data management plan (Behaviour item), Research integrity training for junior researchers should be mandatory (Attitude item). We also adapted some questions to the target population of starting PhD students, who typically have limited experience with certain issues, such as retractions.

Second, we validated the content of the questions by consulting six independent experts: two lecturers of the research integrity course, two research integrity officers, one expert in methodology and one person holding a PhD on the topic of research integrity. We asked them to rate the relevance of each item on a four-point Likert scale ranging from ‘1  =  not relevant’ to ‘4  =  highly relevant’ . We used a multirater kappa coefficient of agreement (Polit et al. 2007 ) to calculate agreement among the six experts for each item and applied the evaluation criteria for kappa as outlined by Cicchetti ( 1984 ) and Fleiss ( 1971 ). As a consequence, we removed seven items, thus resulting finally in 29 items (see supplementary material 1 and supplementary material 2 ): six multiple-choice knowledge items, ten attitude items on a five-point Likert scale, one attitude top 3 ranking item, seven behaviour items on a four-point Likert scale and five behaviour yes/no items. We determined the correct answers for each knowledge item.

Finally, we conducted a pilot study with ten members of the Department of Public Health and Primary Care to test the user-friendliness and layout of the survey.

Intervention and survey procedures

The intervention group consisted of PhD students from all doctoral schools of the university who had been invited to attend a mandatory course on research integrity during their first year of research. As in other years, the same course was offered four times (November 2018, January, March and May 2019) and it consisted of successive lectures (with powerpoint slides, including some interactive questions via Poll Everywhere) given over 3 h by a panel of the same five lecturers from different disciplines (including two of the co-authors) to mixed groups of 200–400 PhD researchers from biomedical sciences, natural sciences, and social sciences/humanities. All attendees were asked to complete a paper-based survey containing knowledge, attitude, and behaviour items immediately before the first lecture started. This pre-test was printed on yellow pages each containing a six-digit-code. The filled pre-test questionnaires were collected before starting the lecture. Immediately after the 3-h course, before leaving the lecture hall, the PhD students were asked to fill out the post-test survey printed on pink pages, with the same six-digit-code to allow a linkage of individual pre- and post-test responses. The demographic characteristics of the participants and behaviour items were filled only once, at the pre-test. Three months after the research integrity course, participants who had filled the optional entry for their own e-mail, received an invitation with a link to the online follow-up test using LimeSurvey Version 2.00, where they were asked to reply to a questionnaire that was nearly identical to the pre-test questionnaire, plus five additional items (see supplementary material 1 ). For the online follow-up survey, we sent up to three reminders.

An identical procedure was applied to the respondents from the control group which consisted of Master students. It was not possible to have a control group consisting of PhD students because the research integrity course was a mandatory milestone for all starting PhD students from the university. So, we distributed the paper-based pre-test and post-test questionnaires to KU Leuven Master students following similar disciplines as the PhD students. Because it was not possible to find a course of 3 h, the post-test in the control group was taken after 4 h of one or a series of their normal lectures unrelated to research integrity. We slightly adapted the questionnaire to students at Master level ( e.g. Have you obtained your Bachelor’s degree in Belgium? ) (see supplementary material 2 ). These control students were included in February, March, and April 2019.

The study protocol received a favourable advice from the Social and Societal Ethics Committee of the University of Leuven (G-2018 10 1350). Each survey form had to be signed for consent (see supplementary material 1 and supplementary material 2 ). No coercion was exercised, and no incentives were given to participate in the survey. All participants were assured confidentiality.

Data analysis

The pre-test and post-test data were entered into Excel sheets and then, together with the online follow-up data, imported and analysed using SAS software version 9.4. Correct data entry was checked by an independent person. A multivariate linear model for longitudinal measurements (with an unstructured covariance matrix for the timepoints) was used to evaluate whether changes in the scores for knowledge, attitude and behaviour differed between the intervention and control group. By the use of a direct likelihood approach, all subjects with a score on at least one of the timepoints were included in the analysis. For the binary items, a binary logistic model with generalised estimating equations was used. All reported p values are two-sided.

The analysis consisted of assessing changes in scores of knowledge, attitude and behaviour compared to pre-test, at post-test and follow-up. The scores 1–5 for attitude items were reversed for the first eight attitude items (a higher score on attitude implied a more positive attitude towards research integrity). In the follow-up test, we added five additional items (see Supplementary material 1 ).

We performed a sensitivity analysis excluding one knowledge item (Who owns data collected during your PhD trajectory?) because we had not realised that the university had no explicit policy regarding ownership of data, but this sensitivity analysis did not alter the results. In addition, we excluded two behavioural items from the statistical analyses: one item was unrelated to PhD students’ own behaviour (I was denied co-authorship on a manuscript to which I had contributed substantially) ; and one item was not listed in the follow-up questionnaire (I have discussed issues related to research integrity and misconduct with fellow PhD students outside this research integrity course) .

Data availability

The data that support the findings of this study are not publicly available because they contain information that could compromise research participants’ privacy and consent. However, they are available from the corresponding author [SA] upon reasonable request.

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Acknowledgements

The authors would like to acknowledge Tamarinde Haven and Fenneke Blom for their contribution to the development of the questionnaire, and Annelies Van Tongelen for her assistance on the correct research data entry into the database.

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BN and KD are involved in educating research integrity at the KU Leuven, including by being lecturers for the course under study. This research project was funded by the Internal Funds KU Leuven C24/15/032 but the institution had no role in designing, performing, or interpreting the findings of the study.

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Abdi, S., Fieuws, S., Nemery, B. et al. Do we achieve anything by teaching research integrity to starting PhD students?. Humanit Soc Sci Commun 8 , 232 (2021). https://doi.org/10.1057/s41599-021-00908-5

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DOI : https://doi.org/10.1057/s41599-021-00908-5

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Teacher-Student Relationships Matter

• Posted March 17, 2021
• By Gianna Cacciatore
• Counseling and Mental Health
• Disruption and Crises
• Teachers and Teaching

Effective teachers form authentic, caring relationships with their students. In the best of times, forming these relationships can be a challenge; in a post-pandemic world, where many teachers are engaging with students remotely, building relationships can feel impossible. Fortunately, says trained counselor and educator Megan Marcus , educators can learn the skills necessary to build strong relationships, both in person and online.

Marcus is the founder of FuelEd , a Houston-based nonprofit committed to teaching these skills to educators around the country. By providing teachers with access to one-on-one counseling, group workshops, and educator training, FuelEd hopes to close what it perceives to be a gap in educator preparation: the space between what an educator is expected to do — build strong, secure relationships with students, families, and coworkers — and the level of social and emotional support educators actually receive. Inspired by Marcus’ background in human psychology, Fuel Ed leads with the belief that teachers cannot effectively care for their students unless they care for themselves first.   

“Just one relationship with a caregiver throughout a lifespan can actually change the brain’s development, heal trauma, and promote learning. Educators have the potential to utilize this power. Many do organically, through naturally forming secure relationships. But we could do so much more if educators were equipped with the skills and self-awareness to systematically do this work,” explains Marcus.

Here, Marcus offers four steps educators can take to promote emotional intelligence and build relationship-driven schools, both in-person and online.

1. Learn the science behind strong relationships.

Research shows that the way a person relates to caregivers early in life can impact that person’s relationships later on. For example, explains Marcus, “if you had insecure relationships in your childhood, you’re more likely to build relationships with others that aren’t secure.” The good news? Once identified, a person’s relationship patterns can change. That means educators can learn the skills behind secure relationship-building — and they can teach them. This gives educators the opportunity to, within their daily interactions, strengthen the ways their students relate to others throughout life.

2. Embrace the power of empathic listening.

Empathic listening means listening to what a student has to say — a student’s “strong emotions and painful experiences,” says Marcus — and not responding. No reassuring, no offering advice. Just listening. While deceptively simple, this type of listening can help a student build self-regulation skills. That’s because it kicks off a powerful interpersonal cycle. “Someone comes to you, they share their feelings, and instead of jumping in to problem solve, you listen. That’s very trust-building. Now, not only is this person calmer and better able to solve their own problems, but they want to come back to you again, share more. And the more you can learn about them and their needs, the more you, as the administrator and the teacher, can be respond to their needs,” explains Marcus.

“Just one relationship with a caregiver throughout a lifespan can actually change the brain’s development, heal trauma, and promote learning. ... We could do so much more if educators were equipped with the skills and self-awareness to systematically do this work.”

Empathic listening, she adds, can also help school leaders build stronger, more positive relationships with staff.

To make space for empathic listening, educators can prioritize opportunities for one-on-one connections in scheduled check-ins or drop-in office hours. Since this type of listening can take place in person, on Zoom, or over the phone, this is a skill that all educators, no matter their learning modality, can use to form more secure relationships.

3. Practice genuine vulnerability.

Often, educators feel restrained by the need to exert authority in a space, so they refrain from sharing their genuine frustrations or emotions. This hinders the development of secure attachments, says Marcus, and limits the social-emotional culture of a school. Instead, she suggests, educators should share their experiences directly. Once one person shows vulnerability, another person will open up. Only then can secure relationships blossom.

This practice fuels student-teacher relationships, but it is also key to creating an over-arching culture of safety in a school. “The more that principals can model empathy and self-awareness, the more they can share their journey with teachers and be vulnerable, the more it’s going to encourage educators to engage in the work,” says Marcus.

If you are educating in person, you can practice sharing personal details in informal exchanges with both students and colleagues. If you are educating online, Marcus says, you can use virtual opportunities, like introductory videos, pet cameos, or Zoom dance parties, to introduce your personality to your school community.   

4. Provide educators with opportunities to do their own healing.

Teaching is, at its core, interpersonal work. It requires high levels of emotional intelligence. When educators approach the work unprepared for its social-emotional load, says Marcus, relationships suffer. Her advice? Give educators access to spaces and resources where they can do their own introspection and healing. When teachers are invited to engage in the therapeutic process of unpacking their personal stories and triggers, it can lead to social-emotional growth. The more that educators are able to improve their own social-emotional intelligence, the more students will be able to learn and feel safe.

Additional Resources:

• FuelEd's professional development workshops for educators.
• From Making Caring Common: How to Build Empathy and Strengthen your School Community
• Teaching Social and Emotional Skills All Day
• Safeguarding the Mental Health of Teachers
• Trauma Informed video series

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What to expect from a phd schedule.

Take a look at a current student’s schedule and get the insider perspective from doctoral students and coordinators on what to expect from a PhD schedule.

The life of a PhD candidate can be stressful as you adjust to a rigorous academic and research schedule. Penn and Wharton offer a variety of resources to help support you in the transition to PhD life.

Wharton’s sense of community offers a level of comfort when reaching out to faculty as well as fellow students to help solve problems. Doctoral students and coordinators give the insider view on what to expect from a PhD schedule.

Class and Research First

The first two years of a PhD program are mainly made up of classes and the beginning stages of research. Deborah Small , the doctoral coordinator for the Marketing program , said, “It starts with heavy duty coursework and a lot of specific requirements. At the end of your first year, there are qualifying exams on all the core marketing courses. Second year they still have a lot of coursework to do, but more of that is elective with a focus more on their interests. During those years they’re expected to get started on research.”

In addition to taking classes and getting started with research, the Marketing program requires students to write two papers. The first research paper is due at the end of the second year, the other is due at the end of the third year.

The Real Estate and Business Economics and Public Policy programs run like the Marketing program. Fernando Ferreira , coordinator for the programs, said, “During the first year they complete six core courses. In the second year, the focus shifts to field courses and to independent research. They have two professors advising them in that year.”

After completing the main courses, students shift to conducting independent research. For REAL and BEPP students this means writing three dissertation chapters during the third and fourth years.

Time for Conferences and Seminars

Because coursework is usually completed by the second half of the program, there’s time for students to attend lectures and seminars. Andrea Contigiani , a fifth year student in the Management program, said, “In my fourth year, I usually attended a seminar around lunchtime. Wharton has an incredible seminar series throughout the year, with a good seminar happening almost everyday. Occasionally, I attended other events, like MBA events or speaker series. I then go back to research for most of the afternoon.”

Prof. Small said, “Students are expected to actively participate in seminars and activities. They’re also encouraged to go to academic conferences and try to present their work at those conferences. It is similar to the expectations of being a faculty member, minus teaching.”

Classes take up the majority of the first two years of the programs. When the focus then switches to research, you’re expected to work independently. Sometimes that can be intimidating. You become your own boss, which is an adjustment from being told what to do and when to do it.

So how do you manage it? Get advice from students and coordinators.

Posted: August 4, 2017

• Work/Life Balance

Doctoral Programs

Matthew caulfield.

Hometown Ocean City, New Jersey

Concentration Management and Legal Studies & Business Ethics

Doctoral Stage Second Year

Typical Day at a Glance

8:30 am Wake up and get ready for the day

9:15 am Get to PhD Offices, respond to emails, check philosophy blogs and read news

10:30 am Journal article readings

11:30 am Meet with advisor

12:00 pm Attend departmental seminar speaker and lunch

1:30 pm Attend Wharton Social Impact Doctoral Community meeting

3:00 pm Attend business ethics seminar

5:00 pm Read for class

7:00 pm Meet with nonparametric statistics study group

8:00 pm Complete homework

12:00 am Go home

1:00 am Bedtime

What is your favorite part about Wharton?

First, the faculty are excellent. They are often leading experts in their fields, and they can offer advice that would be hard to find elsewhere.

Second, the other PhD students are just as passionate about research as you would hope. A huge part of my scholarly development has been due to the discussions I have had with other graduate students.

Third, the Wharton name can offer you serious advantages. In the course of research, I think industry practitioners as well as other academics have been more willing to talk or correspond with me because I am a graduate student at Wharton.

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Navigating Wharton with the Leadership Compass

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What Prof. Matthew Bidwell’s Research Reveals about Career Mobility

PhD Candidate Matthew Caulfield Became an Election Technology Expert — As an Undergrad

Six Ways This Pharmaceutical Executive Built Connections in Wharton’s EMBA Program

How This Schwarzman Scholar Founded America’s Largest Student-Organized Summit on China

Former Submarine Officer Creates a New Path with Wharton Fintech

Mission Impactful: Using a Legal Skillset to Research Impact Investing

Having a Baby in Business School

How This EMBA Alum’s Commitment to Lifelong Learning and Diversity Keep Him Connected

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How PhD Students Get Paid

The most common questions (and biggest misconceptions) about getting a PhD revolve around money. Maybe you’ve heard that PhD students get paid just to study, or maybe you’ve even heard that PhD students don’t get paid at all.

It makes sense — how you make money as a PhD student is different from most other career routes, and the process can be highly variable depending on your school, discipline and research interests. 

So, let’s address the big question: do PhD students get paid? Most of the time the answer is yes. PhD programs that don’t offer some form of compensation, like stipends, tuition remission or assistantships, are rare but they do exist. On the other hand, some programs, like a PhD in Economics , are so competitive that unpaid programs are virtually unheard of. 

To help you gain a better understanding of PhD funding and decide if getting a PhD is worth it for you, here are some of the most common examples of how PhD students are paid. 

PhD Stipends

Most PhD programs expect students to study full-time. In exchange, they’re usually offered a stipend — a fixed sum of money paid as a salary — to cover the cost of housing and other living expenses. How much you get as a stipend depends on your university, but the range for PhD stipends is usually between $20,000 - $30,000 per year.  

In some cases, your stipend will be contingent upon an assistantship.

Assistantships

A PhD assistantship usually falls into one of two categories: research or teaching. 

For research assistantships , faculty generally determine who and how many assistants they need to complete their research and provide funding for those assistants through their own research grants from outside organizations. 

A teaching assistantship is usually arranged through your university and involves teaching an undergraduate or other class. Assistantships allow graduate students to gain valuable experience leading a classroom, and helps to balance out the university’s stipend costs. 

Fellowships

Fellowships provide financial support for PhD students, usually without the teaching or research requirement of an assistantship. The requirements and conditions vary depending on the discipline, but fellowships are generally merit based and can be highly competitive. Fellowships usually cover at least the cost of tuition, but some may even pay for scholarly extracurricular activities, like trips, projects or presentations. 

Fellowships can be offered through your university or department as well as outside sources. 

Part-time Employment

PhD students don’t commonly have additional employment during their course of study, but it is possible depending on your discipline and the rigor of your program. Flexible, low-demand jobs like freelance writing or tutoring can be a natural fit for many PhD students, and might be flexible enough to balance along with your coursework. 

All in all, it’s fair to say that though the form of payment may be unfamiliar, PhD students do in fact get paid. But keep in mind that while most PhD programs offer some kind of funding for students, it’s not guaranteed. 

Want to know more about how to pay for a PhD ? Explore our Guide to Choosing and Applying for PhD Programs . 

Learn more about

doctoral degrees at SMU, and how you can choose the right program and thrive in it, in our Guide to Getting a PhD.

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Tress Academic

#39: Why I teach PhD students how to succeed!

February 4, 2020 by Tress Academic

Have you been around PhD students who have worked on their PhDs for many many years? Came across a few who never finished? Well, so did I! Let me tell you my story of how a personal experience with PhD failure led me to teach PhD students how to complete successfully! And how I discovered that PhD success can be learned – and you can pick up the skills as well!  

>>> No time to read? Listen to the audio file of this blogpost! <<<

Have you ever come across a PhD student who has been doing a PhD for a long, long time? Or do you know one who gave up altogether? I bet you have – and so have I! My personal experience with cases like this is closely related to my motivation to teach PhD students to complete their PhD successfully . I’ve been doing this work for13+ years already, and I believe if you know what I discovered while doing my own PhD, you’ll understand what motivated me to set up a course to help PhD students deal better with their projects. I want to share with you a story from my own PhD time. This gets to the core of how my entire career developed and the origin of my role as a professional advisor for scientists today. It’ll help you to understand why I am on a mission to help PhD students every day. 

And, of course, there’s a bold take-home-message for you in this story as well: 

You can learn how to be successful with your PhD! Every PhD student can pick up the skills necessary to deal with their problems and increase the chances of timely and successful completion! But you need to reach out, speak up, and get help from those with experience!

If you want a head-start right now, grab our Expert guide: ‘5 reasons why PhD students delay and how to avoid’ with ample tips on how to avoid PhD misery!

But’ll come back to that at the end of the post anyhow, because by then you’ll likely understand what I mean on a deeper level! So take a moment and listen to my story…

PhD students at Roskilde University, Denmark

Let me start my tale by going back in time, when I was a PhD student myself. In the second year of my PhD, I transferred from Heidelberg University in Germany, to Roskilde University in Denmark. Initially, this was planned as a one year stay abroad, but since working conditions at Roskilde University were so fabulous, I stayed there until the end. I came into a department of five other PhD candidates, making us a group of six altogether. And in case you were wondering, my husband Gunther was also pursuing his PhD at Roskilde University, but in a different PhD programme. We managed to complete at the same time, but it was no easy feat. 

So all the others in my group had started the PhD process before me. In contrast to me, they were all employed as PhD students. I had a scholarship, which brought prestige, but with little money attached. Some of the other candidates were financed through a large third-party national research project. I had many reasons to admire them: the exchange they had with other research institutes, the relevance of what they did and their contribution to a bigger research initiative, and also because they were further in the PhD process already. I felt a mixture of excitement and intimidation being around them, and I thought I better step up my game a bit to be able to keep up! 

Over the next year, I kept my focus on my project, with one eye on the interesting research they were doing. We had occasional exchanges attending courses together in our PhD programme or talks at the university, or casual chats in the department. We went from loosely followed each others’ progress, to becoming colleagues and friends. 

Trine packs up

It then came as a total surprise to me one morning when I arrived at my office in the institute to see Trine, one of the other PhD candidates, clearing out her office and packing everything into boxes. I asked her what was going on and she sat down on one of the boxes and told me that she had quit her PhD and was seeking a job outside academia. After discussions with her supervisor, she had come to the realisation that she would never be able to finish her PhD or produce a dissertation in the remaining months of her contract. While she had clearly made some progress, and done some field work up until then, it was not enough to merit a PhD degree in the end. She had not delimitated her PhD topic clear enough, nor organised her workload and had lost too much time with work that did not contribute to her PhD thesis. Perhaps even more surprising – we had no idea she had been struggling. If anything, she was one of the stars of our department! How had we not known? Could things have been any different if she had reached out?

This came as a real shock to me. She was abandoning her PhD! I’d never even heard of that before, or at least not given it any thought. After all the hard work she had put into it? So many months of reading and studying, gone down the drain? All that empirical work she had done already – and now it would never be completed? And she had everything going for her, funding, a good network and supervisor! I felt so sorry for her and at the same time, I had a twisting feeling in the pit of my stomach: Why did this happen? What were the reasons that this had gone wrong for her? 

But the story does not end there, because from our group of six PhD candidates, I was the only one who completed the PhD within the regular time! One other PhD student completed five or six years later, after I had already done a postdoc and worked as a researcher. The other four dropped out one after the other. One of them did remain at the university, working as a technician. But I never would have predicted this outcome at the beginning of my stay at Roskilde.

Why do PhD candidates finish late or drop out?

The shock of that first experience with Trine dropping out stuck with me and never left me again. And when the others followed her, it only compounded my realisation that behind every struggling PhD student, behind each failed project, there is a personal story as well. I thought there must be a way to avoid so much misery and hardship! So much wasted time, energy, and disappointment. 

And my experience is far from unique. It’s a serious problem for research institutes and funding agencies on a massive scale that projects are delayed or never get completed at all. While our Roskilde group of six is not representative, we are not alone in our experience of drop-out, so if you want more insight into completion rates, look at ESF 2017 , HEFCE 2010 , Chronicle of Higher Education 2013 , US-CGS 2010 . 

As an academic, I started to become curious about the reasons why PhD candidates dropped out or finished late. I thought there must be a better way to deal with this! There must be a way to show PhD students how they can complete successfully. 

Struggles of PhD students are not unique

Of course, it is normal to struggle with a PhD to some degree and mine was no bed of roses either. Some struggle more, some less, some sooner, some later. For some PhD students, the problems with their projects become so serious that they develop mental health issues and drop out (see Levecque et al. 2017 , Hasgall/EUA-CDE 2018 , Nature 2019 , Scott & Takarangi 2019 , Hnatkova/Eurodoc 201 9 ). Why not getting engaged and do something about it? – Check out Eurodoc’s work group ‘Mental health’ . For others it is ‘just’ a temporary struggle with the project, equipment, or a time crunch, where they manage to bounce back and finish their projects. Still, it is often a painful process to sort out all on your own! 

What I discovered after investigating the reasons that PhD students struggle, is that their problems are not unique at all! Nearly every PhD candidate experiences the same typical problems over and over again! Rest assured, you are unique, and so is your project, but the struggles that you face are not. People who deal with many PhD students, like experienced PhD supervisors, graduate school coordinators, or advisors who counsel PhD students, will confirm this observation: There are just a handful of problems that nearly every PhD student encounters! 

What had made me complete and Trine stop ultimately was not the quality of the research, but how we organised the process of getting our research and PhD work done: it was the difference how we organised our project, how we set goals, how we managed our time. It was not our scientific skills, but a set of crucial complementary skills. 

If I’ve piqued your curiosity now, I’ve got you covered: If you want more details on the typical struggles of PhD students, and – even more valuable – very constructive tips how to work through these and improve your own PhD process, get our popular Expert guide: ‘5 reasons why PhD students delay and how to avoid’  

But PhD students think they are the only ones …

The fact that there are “typical problems” runs contrary to what most PhD students believe. As a PhD student, you experience your problems on an individual basis, and that’s normal. You think it’s related to your specific project, to the way you set up your research or the way you work. You probably don’t have much of an exchange with other PhD students, and if you do, your struggles with your PhD is nothing you discuss openly. So because you experience your problems as unique to you, you are reluctant to reach out and look for help!

PhD success can be learned

But knowing what the main struggles of PhD candidates are and that they are commonplace means we can do something about it! That is the reason that – as a trained researcher – I started teaching PhD students how to deal with the main challenges they experience in ‘How to complete their PhD successfully’ . And for 13+ years I have happily been on a mission to help PhD students and teach them the skills they need to bring their projects to the finish line successfully! Because what makes you successful in the end can be learned – it’s not magic!

What I often hear from PhD students after they attended my course

“I wish I had taken this course earlier in my PhD. It would have saved me so much time . . . “ (PhD student Marine biology)

“I am applying the techniques that I learned in Bärbel’s course every single day! It has changed the way I look at my PhD. I feel so much more in control now.” (PhD student, Aerospace engineering)

“The things I learned in this course are unbelievably motivating  and have helped me to forge a way through the problems with my PhD project.” (PhD student, Neuroscience)

“Bärbel’s course was an enlightening experience for me. After the course, I no longer hid from the problems of my PhD, like an ostrich that buries its head in the sand, but I started behaving like a dragon and faced my PhD head on to finish on time! The course reminded me of my true potential and goals in my PhD and in my life!” (PhD student, Immunology)

“This course gave me a completely different perspective on my PhD! It dispelled the myths that the PhD is meant to be a struggle, has to be stressful, is unmanageable, and not compatible with a normal life. I gained the knowledge and skills that a PhD can be made easier with proper techniques and tools in planning, organising, communication and management. I strive for a ‘summa cum laude’ in my PhD and I’d give that mark to the course as well! (PhD student, Archaeology)

Throughout the last decade, I’ve taught several thousand PhD students face-to-face! Help is there! It’s all around you – but you’ve got to make the first step and reach out! Don’t let yourself suffer in silence, reach out to your colleagues, friends or supervisors about your PhD issues so they can lend a helping hand! 

We at TRESS ACADEMIC are always trying to make things easier for our PhD student community, we’re within reach for everyone through Facebook , Linkedin and even by e-mail .

Conclusion:

You can learn how to be successful in your PhD! Divorce yourself from the idea that you’re the only one who is struggling or the only one who suffers during their PhD. Know that every PhD student can work on their problems and improve things for the better! Start right now: In our Expert guide: ‘5 reasons why PhD students delay and how to avoid’ we’ve a ton of great tips how to start!

And stick with us – because this is exactly what we do: We help PhD students complete their project more easily and successfully! We’ve just made our content calendar for the next few months and there is so much great stuff that we can’t wait to share with you! There are real rewards for PhD students who realise that their problems are not unique and desire to learn how to complete their PhD successfully. It’s not only ok to reach out for help, it’s what smart students do and it’ll make your PhD all the better! 

Related resources:

• Expert guide: ‘5 reasons why PhD students delay and how to avoid’  
• TRESS ACADEMIC course: Completing your PhD successfully on time
• Audio-file – blogpost no. 39: ‘Why I teach PhD students how to succeed!’

Further helpful resources:

• Smart Academics Blog #2: So you want to finish your PhD on time?
• Smart Academics Blog #4: How to find time for research?  
• Smart Academics Blog #10: Good PhD supervision: What you can expect?  
• Smart Academics Blog #38: Why you need a publishing strategy  
• Smart Academics Blog #41: PhD highs and lows: Bärbel’s experiences
• Smart Academics Blog #48: Lessons learned from the PhD: Gunther’s story
• Smart Academics Blog #100: PhD success stories that motivate!
• Smart Academics Blog #114: PhD-journey with obstacles and happy end!

References: 

• Eurodoc’s work group ‘Mental health’
• European Science Foundation: 2017 Career Tracking Survey of Doctorate Holders. Project Report .
• Ha sgall, A./EUA-CDE 2018: EUA-CDE explores mental health and wellbeing in doctoral education.
• HEFCE 2010: Research degree qualification rates. 
• Hnatkova, E./Eurodoc 2019: Mental Health Issues and Early Career Researchers. Presentation at NICA PhD Master Class, Dubrovnik, Croatia, 1-4 September 2019.
• Nature 2019: Being a PhD student shouldn’t be bad for your health. Nature 569, 307  
• Levecque, K., Anseel, F., De Beuckelaer, A., Van der Heyden, J., & Gisle, L. (2017). Work organization and mental health problems in PhD students. Research Policy, 46(4), 868-879 .  
• The Chronicle of Higher Education (2013). Ph.D. Attrition: How Much Is Too Much?
• Scott, H., Takarangi, M.K.T. (2019). Measuring PhD students’ Well-being: Are we Seeing the Whole Picture? Student Success, 10 (3), 14-24. 
• US Councel of Graduate Schools. (2010). Ph.D. Completion and Attrition: Policies and Practices to Promote Student Success.   summary here: https://projects.ncsu.edu/grad/about-grad/docs/cgs-phd-completion-project.pdf

More information: 

Do you want to complete your PhD successfully? If so, please sign up to receive our free guides.  

© 2020 Tress Academic

#PhDstudy, #PhDCompletion, #Doctoral candidates, #PhDProblems #MentalHealth

15 Best Online Doctoral Programs/PhD Programs – 2024

April 24, 2024

If you’re looking to attain a terminal degree but want to skip the commute to campus, an online doctoral program might be a great option for you. As our world becomes increasingly digital, many top universities have branched out into online learning, offering online PhD and doctoral programs that are just as rigorous as their in-person counterparts. Online graduate education can offer aspiring doctoral students flexibility, a high-quality education, and the option to continue working while pursuing a degree.

Many of the universities below in our round-up of the best online doctoral programs offer degrees in education—a common track for teachers looking to advance their careers. But universities across the country offer a wide range of degrees in everything from engineering management to library science. Read on for everything you need to know as you consider applying.

The Best Online Doctoral Programs – How Long Does It Take to Get a Doctoral Degree Online?

Online doctoral programs are often designed with full-time professionals in mind, prioritizing flexibility so that you can complete your degree at your own pace. Program lengths will vary, but most will take four to seven years. For students who need to take things slower, many programs offer options to spread degree requirements out over time. When applying, here are a few good questions to ask your admissions officer:

• How long do most graduate students take to complete their degrees?
• Are there flexible options for how many courses you’ll take per term?
• Will you pay tuition per semester or per credit hour? If paying by credit hour, will you able to choose how many classes you take each semester?
• Will you be required to write a dissertation? If so, how long do students usually take to write them?

The Best Online Doctoral Programs – Is an Online PhD Program a Good Fit for Me?

There’s no denying it: online doctoral programs are different than traditional ones. Many traditional PhD programs are designed for future academics, aka for graduate students who intend to apply for jobs as university professors after graduation. Traditional PhD programs are full-time, research-focused, in-person, and often offer graduate students funding in exchange for teaching or research assistant responsibilities. Online doctoral programs do also involve research, but most online graduate students are not full-time students. Rather, many students enrolled in online doctoral programs are working professionals who attend classes in the evenings or asynchronously. With that in mind, an online program can be a fantastic opportunity to further your current career.

An online doctorate program could be a great fit for you if:

• You want to advance your career. A doctorate can lead to further opportunities for promotion and certain fields offer automatic pay increases for people with advanced degrees.
• You love research and want to develop expertise in a topic that fascinates you.
• You learn well in online settings, including asynchronous classes.
• You plan to continue working while you study.

Online doctoral programs typically do not offer their students funding, though there may be scholarships and grants available to you.

The Best Online Doctoral Programs – What to Consider When Choosing an Online Doctorate Program

Since a doctorate can take 4-7 years or more to complete, choosing the right school for you is a huge decision. Our list below dives into many details you’ll need to know like acceptance rate, retention rate, and cost of tuition. It’s important to consider big-picture factors such as:

• Time to complete degree
• Professors and mentors—you’ll want to make sure you can study with faculty who have expertise in your academic interests
• Flexibility—does the program fit with your schedule? Do they require any in-person meetings?
• Graduation rate—ask your admissions officer for the most recent figures

You’ll also want to consider whether you want to pursue a PhD or a doctorate degree. If you’re pursuing a PhD, you can expect to focus more significantly on academic research and you’ll need to complete a dissertation. A doctorate is an equivalent degree that is less focused on academic research and may not require a dissertation. Doctorates can often involve more career development or hands-on practicum experience.

The Best Online Doctoral Programs – Are Online PhDs Respected?

Yes, online doctoral programs are just as rigorous and respected as their in-person counterparts. If you hope to earn a tenure-track faculty position at a university, it’s likely a traditional PhD program will be a better route. However, if you’re seeking a doctorate for career advancement and further learning, an online doctoral program can be a great fit. Many of the most prestigious universities offer online programs, and your diploma will likely not specify whether you completed an online or traditional degree.

The Best Online Doctoral Programs – What Do I Need to Apply?

Application requirements will vary depending on the program you’re applying to. All programs will require your academic transcripts, many require letters of recommendation, and some require GRE scores. On top of that, some programs will require a personal statement or writing portfolio. Contrary to what you might think, Master’s degrees are not always required for admission to online doctoral programs.

The Best Online Doctoral Programs/PhD Programs

1) university of florida.

Located in Gainesville, the University of Florida offers 10 different online doctoral programs . Well known for its graduate programs in education, educators can pursue PhDs in educational leadership, special education, computer science education, among other options. UF also offers online programs in nursing, Latin and Roman studies, microbiology, and a few other fields. Established in 1853, UF is a flagship state university with a strong reputation.

• Graduation Rate: 89%
• Acceptance Rate: 31%
• In State Tuition: $6,380
• Out of State Tuition: $28,658
• Application Requirements: Application portfolio (sample essays or projects), GRE scores, minimum undergraduate GPA of 3.4 or graduate GPA of 3.5, letters of recommendation

2) George Washington University

George Washington University ’s Department of Engineering Management and Systems Engineering leads the way with the university’s most comprehensive online PhD offerings . Through them, students can pursue doctoral degrees in cybersecurity analytics, engineering in artificial intelligence, systems engineering, or engineering management. Educators can also pursue well-respected degrees in education leadership and human and organizational learning.

• Graduation Rate: 85%
• Acceptance Rate: 43%
• Tuition: $31,770
• Application Requirements: GRE scores, personal statement, letters of recommendation, academic records

3) Johns Hopkins University

• A ten-year-old program , Johns Hopkins ’ online PhD in education allows students to specialize in digital age learning, entrepreneurial leadership, urban leadership, and other topics. Note their high graduation rate: Johns Hopkins is a competitive program , but admitted students are well-supported on their path to graduation.
• Graduation Rate: 94%
• Acceptance Rate: 11%
• Tuition: $57,010
• Application Requirements: Master’s degree, minimum GPA of 3.0

Best Online Doctoral Programs/PhD Programs (Continued)

4) texas tech university.

Texas Tech University offers a wide range of online and hybrid PhD programs that provide their students flexibility as they work toward completing their terminal degree. An affordable university in Lubbock, Texas Tech is a great place for future doctors of education, consumer science, technical communication, engineering management, and financial planning.

• Graduation Rate: 63%
• Acceptance Rate: 70%
• In State Tuition: $6,788
• Out of State Tuition: $14,968
• Application Requirements: Academic transcripts, portfolio and personal statement varies by program

5) Iowa State University

Although Iowa State University ’s online doctorate programs require some in-person meetings, ISU may still be a good fit for online students. With more uncommon online doctoral programs in hospitality management and apparel, merchandising, and design, ISU offers flexible routes to completing your dissertation.

• Graduation Rate: 75%
• Acceptance Rate: 88%
• In State Tuition: $9,758
• Out of State Tuition: $24,720
• Application Requirements: Academic records, minimum 3.0 GPA

6) University of Alabama

Online University of Alabama students may miss out on a lively campus culture and football games, but they can still take advantage of UA’s top-notch academics. Well-known for its online education graduate programs, UA also offers programs in social work, communication and information sciences, and engineering.

• Graduation Rate: 72%
• Acceptance Rate: 80%
• In State Tuition: $11,940
• Out of State Tuition: $32,300
• Application Requirements: GRE scores, academic records

7) University of Missouri

One of the most robust in terms of online offerings, the University of Missouri ’s online PhD classes are taught by the same professors who teach Mizzou’s in-person classes. Mizzou offers programs in education and nursing. They also allow students to pursue doctorates in harder-to-find subjects like health sciences, agriculture, architecture, and library science.

• Graduation Rate: 73%
• Acceptance Rate: 82%
• In State Tuition: $9,478
• Out of State Tuition: $25,946
• Application Requirements: Academic record, minimum GPA of 3.0, portfolio and personal statement varies by program

8) University of North Carolina Chapel Hill

One of the oldest public universities in the U.S., University of North Carolina – Chapel Hill is known as a leader in education. UNC Chapel Hill offers just three online PhDs: public health, nursing, and education. Although some online classes require in-person or proctored final exams, doctoral requirements can mostly be completed online.

• Graduation Rate: 91%
• Acceptance Rate: 25%
• In State Tuition: $9,208
• Out of State Tuition:  $36,891
• Application Requirements: GRE scores, academic records, letters of recommendation, personal statement

9) Georgia Southern University

Located in Savannah, Georgia Southern University works hard to create an environment of support and collaboration, even online. One of the more robust programs out there, GSU offers respected online programs in public health, nursing, education, and engineering.

• Graduation Rate: 54%
• Acceptance Rate: 91%
• In State Tuition: $4,986
• Out of State Tuition: $19,890
• Application Requirements: Minimum GPA of 3.0

10) Indiana University

Indiana University allows students to study at their own pace through flexible online doctoral programs. One of the only schools to offer online programs in music therapy and philanthropy leadership, IU also allows students to pursue tracks in health sciences, education, and computing and technology. Most classes are asynchronous and students can take courses through any IU campus.

• Graduation Rate: 41%
• Acceptance Rate: 92%
• In State Tuition: $9732
• Out of State Tuition: $21,160
• Application Requirements: GRE scores, academic record

11) Mississippi State University

A solid option for future doctors of philosophy, Mississippi State University is a research-focused and inclusive university. An especially strong option for those looking to study engineering or computer science, MSU offers 9 different majors within those fields.  MSU also offers tracks in plant science and education leadership.

• Graduation Rate: 64%
• In State Tuition: $9,398
• Out of State Tuition: $25,444
• Application Requirements: Academic record, letters of recommendation, personal statement

12) Appalachian State University

Although Appalachian State University is known for its beautiful setting in Boone, North Carolina, App State still has much to offer online students. This school offers only one part-time PhD program in education leadership , but its affordability compared to other programs makes this school stand out.

• In State Tuition: $4,839
• Out of State Tuition: $18,271
• Application Requirements: Academic record, GRE scores or 3.0 minimum GPA, Master’s degree

13) Purdue University

An online doctoral program that maintains a high standard of excellence, Purdue is a great place for future doctors of technology, educational leadership and policy, and higher education. Purdue graduate students can expect to co-author papers with faculty and gain hands-on experience in research.

• Graduation Rate: 38%
• Acceptance Rate: 30%
• Tuition: $420 per credit

14) Concordia University Chicago

Concordia University ’s online doctoral programs allow students to complete their degree in three to five years. Through their shortened term system, students take 8-week classes and then write their dissertation in their final three semesters. A leader in online doctoral programs, Concordia offers paths in strategic innovation, healthcare management, education leadership, and organizational leadership.

• Tuition: $9,090
• Application Requirements: Academic record, Master’s degree with minimum 3.0 GPA, letters of recommendation, portfolio and personal statement varies by program

15) Clemson University

A public school in South Carolina, Clemson aims to prepare online doctoral students for diverse career paths. Proudly offering programs that are difficult to find elsewhere, Clemson graduate students can study healthcare genetics and parks, recreation, and tourism management. Education professionals can complete degrees in education systems, learning science, and teaching, literacy, language, and culture.

• Graduation Rate: 84%
• Acceptance Rate: 49%
• In State Tuition: $10,600
• Out of State Tuition: $22,050
• Application Requirements: Academic record, letters of recommendation, portfolio and personal statement vary by program

The Best Online Doctoral Programs – Additional Resources

Looking to learn more about graduate school admissions? We’ve got you covered.

Admissions Tips

• What is a Good GRE Score?
• Write a Grad School Statement of Purpose in 12 Simple Steps
• How to Get into Grad School with a Low GPA
• Do You Need a Master’s to get a PhD?

More about Online Learning

• Best Online MSW Programs
• Best Master’s in Public Health Online Programs
• Hybrid and Online DBA Programs 
• Graduate School Admissions

Christina Wood

Christina Wood holds a BA in Literature & Writing from UC San Diego, an MFA in Creative Writing from Washington University in St. Louis, and is currently a Doctoral Candidate in English at the University of Georgia, where she teaches creative writing and first-year composition courses. Christina has published fiction and nonfiction in numerous publications, including The Paris Review , McSweeney’s , Granta , Virginia Quarterly Review , The Sewanee Review , Mississippi Review , and Puerto del Sol , among others. Her story “The Astronaut” won the 2018 Shirley Jackson Award for short fiction and received a “Distinguished Stories” mention in the 2019 Best American Short Stories anthology.

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• PhD Salary in UK – Explained
• Funding a PhD

What Are PhD Salaries?

The average cost of undertaking a PhD in the UK is approximately £20,000 per academic year for UK students and £40,000 for international students. To help offset the cost of this, many students question whether undertaking a doctorate comes with a PhD salary.

The salary of a PhD student is governed by three factors: whether they’re assisting in undergraduate teaching, assisting in research, or have secured a PhD with a stipend. Depending on which of the three categories a student falls within, they will receive an income during their studies, however, the amount will differ by a substantial amount.

To help show you how you can fund your postgraduate degree and how much you can expect to earn whilst doing so, carry on reading below.

Types of PhD Salaries

There are three types of PhD degree salaries:

• Graduate Teaching Assistantships (GTAs) . In exchange for a salary, you’ll be required to assist in the delivery of one or more courses over a number of years. This includes, but is not limited to, marking student tutorials, supervising lab experiments and providing support to undergraduates during office hours. Besides this, you may have to teach a small section of the course itself. You can discover more about GTAs on King’s College London’s website.
• Research Assistantships (RAs) . In exchange for a salary, you assist a departmental professor with their research. In the ideal scenario, the professor you work with should also be your PhD supervisor and the research you’re asked to support with relates to your own doctoral project.
• Stipend via Studentship: A stipend is a non-repayable grant provided to doctoral students to help support their studies. A studentship covers a student’s tuition fees whilst a stipend covers a PhD student’s living costs. This includes outgoings such as rent, food, bills and basic travel. Unlike Graduate Teaching or Research Assistantships, stipends rarely have duties attached to them. The only expectation of receiving a stipend will be that you maintain continuous progress within your degree.

It’s worth noting these earning opportunities can be also be combined. For example, it’s possible to be a research assistant whilst also committing time to teach undergraduate students.

Average PhD Salary in UK

The average PhD student salary for teaching assistantships will vary depending on the level of responsibility you’re taking. However, to provide figures, past doctoral students have reported receiving approx. £10/hr for marking tutorials, £15/hr for leading laboratory sessions and up to £20/hr for leading undergraduate classes and tutorials.

The actual amount you can earn from teaching assistance will depend on the rate your department offers and the hours you can realistically take on. If you’re on a Graduate Teaching Assistantship programme, they will require you to dedicate a set number of hours per week. If you’re not on a GTA but would still like to earn an income through this scheme, you will likely need to commit several hours per week consistently. Although this can be a great way to earn whilst you study, you need to make sure you manage your time effectively as to not become overwhelmed by taking on an additional commitment.

The average salary for research assistantships will vary depending on the field of the doctoral degree you are enrolled in. Usually, these positions pay between £25,000 to £30,000 per year, however, it’s possible to come across positions which sit slightly outside of this. As a general rule of thumb, STEM assistors are paid more than non-STEM assistors.

In the UK, PhD students can receive a stipend which varies between £15,000 and £18,000 per annum. As part of the studentship your stipend is provided under, your tuition fees will also be paid for. UK tuition fees will vary between universities but are approximately £4,500 per year for doctoral courses starting in 2021/22 as per the UKRI recommendations .

Although £15,000 to £18,000 per year is the typical range for a stipend, some can be far greater than this. For example, Wellcome Trust , a research-charity based in London, offers an annual stipend of up to £23,300 and £26,000 for doctoral students located outside and within London, respectively.

Are PhD Salaries Taxed?

PhD stipends are tax free. Therefore, you don’t need to pay any income tax nor do you need to make any national insurance contributions. This means you’ll keep all the money you receive from an annual stipend. However, this is not the case for Research Assistants.

In the UK, Research Assistants are employed as university staff members and are paid a direct salary as opposed to a stipend. As a result, it will require you to pay tax on your earnings and make national insurance contributions.

To put this into perspective, for the 2019/20 UK tax year, you’re required to pay a 20% tax on any income above £12,500 but less than £50,000. You’re also required to make national insurance contributions of 12% of your weekly earnings over £166 but less than £962. This means that an annual Research Assistantship salary of £30,000 will equate to a take-home salary of £23,938 per year.

How to Get a PhD Stipend

To find research positions which offer stipends, we recommend you search our PhD database and filter by ‘funded’ positions.

Besides this, you can also secure a studentship from UK Research Councils or directly from your university as a scholarship. Independent organisations, such as charities and research trusts, and innovative firms within your industry also offer funding. You can read our PhD studentship guide to see how these work or our Where to find a PhD guide for further ideas.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

How to Get a Research Assistantship PhD

Unfortunately, research assistantships opportunities aren’t as common to come across compared to PhD stipends. Besides this, when they are available, they’re predominantly in STEM subjects such as computer science and engineering. The reason for this is these subjects usually have access to greater research grants and have a greater volume of practical work available.

To find a research assistantship, we recommend that you contact the university departments who host the courses you’re interested in directly. This is because research assistantships help professors with their research, and while they may require help, they may not be openly advertising for it. They may, therefore, be able to create a role for you within their department or put you into contact with one of their colleagues who already has an open position.

International Students

It’s worth noting that international students will have a harder time securing a funded PhD position than UK ‘home’ students will. This is largely because there are usually fewer funding opportunities available to international students, which as a result also attract significant competition.

Besides this, if you’re an international student studying in the UK you will most likely than not be on a Tier 4 visa. Although a Tier 4 visa will allow you to work to earn an additional income alongside any studentship you may have, there will be certain restrictions on what you can and can’t do. For example, during term-time, you won’t be allowed to work more than 20 hours per week. For a full list of restrictions, please refer to the government website.

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University of Bridgeport News

What Can You Do With a Master’s in Elementary Education?

Master’s programs, no matter the area of study, provide candidates with in-depth skills, knowledge, and experience that undergraduate degrees simply don’t have time for to take on advanced roles and responsibilities and even obtain higher salaries.

Graduate degrees in education are no different, as these programs provide teachers with the advanced knowledge needed to take on administrative leadership roles and cultivate expertise in a specific area of study. In fact, many career educators credit their master’s program for providing the knowledge, skills, and relationships they need to create the education career of their dreams.

More specifically, a master’s degree  in Elementary Education prepares students for careers and positions as expert elementary school teachers.

Below, we’ll discuss what you can expect from an Elementary Education master’s degree and answer the question, ‘What can you do with a master’s in Elementary Education?”

What is a master’s in Elementary Education?

A master’s in Elementary Education degree gives candidates the knowledge they need to successfully teach in elementary classrooms and elementary school subjects such as literacy, mathematics, social studies, and science. This degree also makes sure graduates can successfully manage elementary classrooms (first through sixth grade).

Students gain extensive knowledge about teaching these elementary subjects, and some programs even offer tuition-paid internships , giving students the hands-on experience they need to become effective teachers.

Furthermore, this graduate degree is ideal for those who are interested in sitting for the ETS Praxis II Elementary Education test and the Foundations of Reading Test, both of which are requirements for prospective elementary school teachers in Connecticut.

Students can typically earn their master’s in Elementary Education in two years , though many schools, like University of Bridgeport, offer fast-track options where students can complete their degrees in as few as twelve months.

What classes do you take in an Elementary Education master’s degree program?

Every university’s Elementary Education master’s degree program’s course load and curriculum will vary, so students should research to know what will be expected of them.

Students in these programs take courses that give them knowledge and skills in various subject areas. They will need to develop skills in assessment, child and early adolescent development, curriculum design, practical applications, and teaching methodologies.

More specifically, students can expect to take :

• A minimum of thirty-nine semester hours in general academic courses, including natural sciences, social studies, fine arts, English, mathematics, and foreign language
• At least fifteen hours in Typical and Atypical Development, Psychology of Learning, and Family Studies
• Classes in curriculum building, strategizing, and developing appropriate practices for teaching subject areas to primary-grade students.
• Coursework in the Foundations of Education, such as Philosophy of Education, Comparative Education, or History of Education
• Special education courses

Ready to inspire the next generation? Explore how a Master’s in Elementary Education can elevate your teaching career.

Career opportunities with a master’s in elementary education.

Master’s in Elementary Education degrees are extremely worthwhile . They allow candidates to obtain their certification, become better job candidates, have increased job mobility, and receive advanced pedagogical training.

These benefits also allow graduates to pursue a variety of roles and positions in elementary schools and administration.

Elementary school teacher

Master’s degree holders looking to be elementary school teachers can expect a high starting salary as they’ll have developed specialized expertise in the education of elementary school-aged children.

Elementary school teachers earn an average of $61,690 per year. However, master’s degree holders are likely to earn more than the national average. According to the U.S. Bureau of Labor Statistics, the highest ten percent of elementary school teachers earned more than $101,310.

Elementary school principal

Elementary school principals oversee all school operations, including daily school activities such as:

• Assess and prepare reports on test scores and other student achievement data
• Establish and coordinate security procedures for students, staff, and visitors
• Establish and oversee class schedules
• Develop, implement, and maintain curriculum standards
• Counsel and discipline students
• Manage school activities and staff, including teachers and support personnel
• Manage the school’s budget, order school supplies, and schedule maintenance
• Meet with parents and teachers to discuss student’s progress and behavior
• Observe teachers and evaluate their performance
• Organize professional development programs and workshops for staff

The median annual wage for elementary, middle, and high school principals is $101,320, with the highest ten percent earning more than $158,770.

Instructional coordinator

Instructional coordinators oversee school curricula and teaching standards. They create, implement, and assess curricula on a school- or even district-wide level.

This role provides essential support for secondary educators and has a direct impact on the future of what and how students are taught. As such, most instructional coordinators work in elementary and secondary schools, colleges, professional schools, educational support services, or state and local governments.

The median annual wage for instructional coordinators is $66,490, with the highest 10 percent earning more than $105,210.

Elementary school counselor

School counselors help students develop academic and social skills. They also help students through challenging times, help mediate problems, and address specific concerns or issues.

Working as an elementary school counselor is an excellent option for candidates who do not want to teach a particular subject and want to earn an Elementary Education master’s degree.

The median annual wage for school and career counselors and advisors is $60,140, with the highest ten percent making more than $98,530.

What can you do with an Elementary Education degree from University of Bridgeport?

So, what can you do with an Elementary Education degree?

A lot, it turns out, especially if you seek out a master’s in Elementary Education degree from an accredited, reputable, and diverse school of education program , like ours at University of Bridgeport.

University of Bridgeport is accredited by the New England Commission of Higher Education (NECHE) and the Connecticut Office of Higher Education. Plus, our School of Education is accredited by the Council for the Accreditation of Educator Preparation (CAEP).

If you are ready to further your education and career as an elementary school educator, apply for our master’s in Elementary Education degree today . Or contact us for more information .

We can’t wait to help you in this program and your career!

A Unified General Education Pathway

"...the transfer process is still unnecessarily complex, confusing and difficult for the majority of students to navigate." — Assembly Bill 928, The Student Transfer Achievement Reform (STAR) Act 2021

More than 50% of CSU students are transfer students, arriving primarily from the California Community Colleges system. In an effort to simplify their pathway to a four-year degree, the Student Transfer Achievement Reform Act (AB 928) creates a singular, lower-division General Education (GE) pattern for both California State University and University of California transfer admissions. This pattern, called Cal-GETC, was approved by all three higher education intersegmental partners via the Intersegmental Committee of Academic Senates in spring 2023. When Cal-GETC is implemented in fall 2025, it will become the only transfer GE pattern offered by California community colleges.

The STAR Act is meant to support student success and equity, helping to ease access, simplify advisement across segments, eliminate barriers and carve a clear path to a four-year degree across California's educational segments.

Recognizing a growing trend of first-time, first-year students arriving to the CSU with college credit, including 60% of CSU first-year applicants who have earned college credit, the Chancellor's Office has recommended a unified pathway. Historically, the CSU has had one unified GE pattern for all students—CSU GE Breadth. Changes to Title 5 California Code of Regulations ensure the CSU continues to provide one unified GE pattern whether students enroll as first-time, first-year students or transfer students.

GE Informational Webinar, April 15, 2024

An informational webinar was held on Monday, April 15, 2024 hosted by Interim Associate Vice Chancellor of Academic and Faculty Programs Laura Massa and Assistant Vice Chancellor and State University Dean Brent Foster. Questions posed in this webinar will be posted shortly.

On March 27, 2024, the CSU Board of Trustees approved proposed changes to Title 5 CSU General Education that modify CSU GE Breadth to mirror the Cal-GETC pattern and units.

The Chancellor’s Office will support campuses and faculty through the implementation processes, including through resources to support faculty release, written guidance and stipends for faculty effort during off-contract periods. Each campus will determine the application of units that are not included in Cal-GETC.

Changes to CSU General Education

The update to CSU GE removes five units from the GE pattern. It does this by:

• Including a one-unit laboratory for Biological or Physical Sciences
• Not including one of three Arts or Humanities courses (in Area C)
• Not including Area E, Lifelong Learning and Self-Development

The five units removed from GE will be returned to campuses to determine how to utilize.

About the Student Transfer Achievement Reform Act

Authored by Assemblymember Marc Berman and approved in 2021, Assembly Bill 928 consolidates two existing general education pathways for California Community College students into a single pathway to either the CSU or UC system. It also requires that community colleges place incoming students on an Associate Degree for Transfer (ADT) pathway, if one exists for their major, on or before August 1, 2024.

Key Terms and Definitions

What is Cal-GETC? Cal-GETC is a new GE pattern that will be implemented in fall 2025. As a result of its implementation, California Community Colleges will no longer offer the current CSU GE Breadth and Intersegmental General Education Transfer Curriculum (IGETC) patterns.

What is IGETC? The Intersegmental General Education Transfer Curriculum, or IGETC, is designed for the community college student who wants to be eligible to transfer to either the CSU or the UC systems. 

What is CSU GE Breadth? CSU GE Breadth is the current General Education pattern for all CSU students whether they are first-time first-year students or transfer students. Following the approval of the CSU Board of Trustees on March 27, 2024, starting in fall 2025 CSU GE will mirror Cal-GETC in areas and units.

What is an ADT? The Associate Degree for Transfer (ADT) allows California Community College students who meet the CSU's minimum eligibility requirements guaranteed priority admission to the CSU, though not necessarily to a particular campus or major. Students earn a two-year associate degree (no more than 60 units) that is fully transferrable towards a CSU bachelor's degree.

Additional Resources

GE Informational Seminar May 2023

AB 928 Bill Text

ADT Intersegmental Implementation Committee

The Intersegmental Committee of the Academic Senates (ICAS)

Frequently Asked Questions

Teaching Academy 2024: Call for Presenters!

Do you love teaching and want to share some fun and important tips and tricks with new and/or experienced TAs and instructors? We are seeking multiple presenters on a range of topics, such as inclusive classrooms, active learning, preparing for class, the first day, getting your students to discuss and write, and more! Please note that the audience of these workshops will be other grad students working as TAs and instructors at UMass.

Presenters will: 

• Create a 60-90 minute workshop on a topic of their choosing.
• Receive support from OPD and CIRTL@UMass over the summer while planning their workshop by attending 3 meetings.
• Include at least one active learning activity in their workshop. 
• Design a 1-2 page handout or resource about their workshop topic. 
• Present in August on Zoom.
• Repeat their presentation in person (when possible) in September.
• Receive an honorarium of $250.

To receive full consideration, simply  fill out this form  by April 30, 2024. You do not have to have a fully-formed idea for a workshop yet, but we want to see your ideas! 

What Should the Workshops Be About? 

We are looking for presenters on the following topics! 

• Inclusive classrooms, attention to diversity, belonging and classroom climate
• Active learning (both specific suggestions and demonstrations!!)
• Balance for the instructor (time management, attention to workload)
• Advice specifically for TAs
• Advice specifically for international TAs

*The best teaching workshops focus on concrete strategies that participants can put into practice right away!*

*The best teaching workshops are useful to a majority of disciplines across campus!*

You can also check out the  workshops offered by fellow grad students in 2023 !

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UMD Ph.D. Student Snehesh Shrestha's Software Uses AI to Teach You How to Play the Violin

On the ground floor of one of the new computer buildings at the University of Maryland, Anna Kelleher played her centuries-old violin while a program running on a laptop in front of her told her to do things such as raise her chin or widen her stance.

These were common mistakes that Kelleher knows not to do. After all, she’s a graduate student studying violin performance. But she also teaches violin to others, and the program she was demonstrating might someday help those she teaches to play even better.

Believers in artificial intelligence say the program will radically transform our lives in so many ways.

It’s designed by Snehesh Shrestha , a Ph.D. candidate at the Department of Computer Science, and is the perfect example of how the University of Maryland is building bridges between AI and every other academic program on campus.

A simple webcam found on your laptop, or even your phone, captures enough movement and audio from your performance that the AI program can tell what you’re doing wrong. Whether your stance is too wide or narrow, to whether or not your chin is in the right spot, it can see and also hear everything you’re doing right and wrong.

The program was designed to try “to understand the whole space, not just blindly building a technology, but understanding how can we fill the gaps that are currently there in the entire music learning process,” Shrestha said. “And by identifying gaps where we can empower the teacher and the students, we could really build something a lot more powerful than just building a single technology. And that really was like the starting point of exploring into what the technology can provide towards the future direction of music education.”

On the monitor, the teacher can see the student in 3D — every angle imaginable — to see how they stand and how they move. Technology, including a piece that looks sort of like a smartwatch, can also send cues to the student through vibrations in the wrist.

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Columbia faculty members walk out after pro-Palestinian protesters arrested

Hundreds of members of teaching staff demonstrate in solidarity with arrested students as protest tents put back up on campus

Hundreds of faculty members at Columbia University in New York held a mass walkout on Monday to protest against the school president’s decision to have police arrest students at a pro-Palestinian encampment protest last week.

The solidarity protest came as students put protest tents back up on campus. They had been torn down last week when the New York police department arrested more than 100 students, who were also suspended by the university.

Bassam Khawaja, a lecturer at Columbia law school and supervising attorney at the school’s human rights clinic, said he was “shocked and appalled that the president went immediately to the New York police department”.

“It didn’t seem like any kind of measures were taken to de-escalate,” Khawaja said. “It also just seems completely unnecessary. This was by all accounts a non-violent protest. It was a group of students camping out on the lawn in the middle of campus. It’s not any different from everyday life on campus.”

As Columbia announced it would be holding classes remotely, students on campuses across the US launched their own protests. At Yale University in Connecticut, police arrested more than 40 pro-Palestinian protesters, according to the student newspaper, the Yale Daily News .

Students have called for their universities to back a ceasefire in Gaza and divest from companies with ties to Israel .

On Monday, Columbia’s president, Nemat Minouche Shafik, said that school leaders would be convening to discuss the “crisis”, NBC News reported .

Shafik also claimed that antisemitic language and intimidating and harassing behavior towards Jewish students had taken place on campus recently: “The decibel of our disagreements has only increased in recent days. These tensions have been exploited and amplified by individuals who are not affiliated with Columbia who have come to campus to pursue their own agendas … We need a reset.”

Student demonstrators, including Jewish students, have denied accusations that their protests are antisemitic, blaming “inflammatory individuals who do not represent us” and describing the protests as peaceful and inclusive.

“We firmly reject any form of hate or bigotry and stand vigilant against non-students attempting to disrupt the solidarity being forged amount students – Palestinian, Muslim, Arab, Jewish, Black, and pro-Palestinian classmates and colleagues who represent the full diversity of our country,” read a statement from student organizers posted to Instagram .

The Columbia and Barnard chapters of the American Association of University Professors decried Shafik’s crackdowns on protests in a statement on Friday, saying: “We are shocked at her failure to mount any defense of the free inquiry central to the educational mission of a university.”

Journalism professor Helen Benedict, who was on campus when the NYPD began arresting students, said in an interview that sending “riot police with guns” on to campus was an “overreaction”.

“There’s been a huge miscalculation, [at] every step,” Benedict said. “The safety of the campus for our students has been violated and the students are actually made less safe by this … This is a learning environment in which students learn to debate disagreement and have to learn sometimes to be made uncomfortable, and that instead of punishing that, we should be mediating and teaching from it so that students can learn from it.”

On Monday, long lines formed outside the gates of Columbia as students had to wait to have their IDs scanned at security checkpoints. Some faculty members were at the gates advocating for reporters who had been denied entry.

The protests have prompted national attention, with political leaders of both parties condemning university leadership.

In Virginia, Joe Biden denounced antisemitism on college campuses in a statement marking Passover, which began on Monday.

He said: “This blatant antisemitism is reprehensible and dangerous – and it has absolutely no place on college campuses, or anywhere in our country.”

Speaking before Biden at the Virginia event, the progressive New York congresswoman Alexandria Ocasio-Cortez appeared to reference the campus demonstrations in her remarks, saying: “It is especially important that we remember the power of young people shaping this country today of all days.”

One of the suspended students at Columbia was Isra Hirsi, the daughter of the Democratic congresswoman Ilhan Omar . Omar, of Minnesota, and her fellow progressive Rashida Tlaib of Michigan also condemned punishments against Hirsi and other student protesters, the Hill reported .

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Omar said university protests were being “co-opted and made to look bad so police and public leaders would shut them down”, similar to other movements in the past: “The Columbia protesters have made clear their demands and want their school not to be complacent in the ongoing genocide in Gaza. Public officials and media making this about anything else are inflaming the situation and need to bring calmness and sanity back.”

The New York governor, Kathy Hochul, convened a meeting with Columbia administrators, city officials and police on Monday, and a group of Jewish House Democrats also met Jewish students.

“While the leadership of Columbia may be failing you, we will not,” Josh Gottheimer, a Democratic congressman from New Jersey, said during a press conference on campus. If Columbia fails to keep Jewish students safe, Gottheimer warned that the university’s leadership would “pay the price”.

Congressman Dan Goldman, a New York Democrat, said what Jewish students told him they had witnessed was “unacceptable at an academic institution of learning”.

Other US colleges and universities have announced extreme measures to punish students who participate in peaceful protests supporting Palestine.

The University of Michigan announced it would draft new rules to punish disruptive behavior after students held a protest during the university’s convocation ceremony on Sunday.

Students at the Massachusetts Institute of Technology and Emerson College, both in the Boston area, have started encampment protests inspired by the demonstration at Columbia. Videos on X showed students at New York University in Manhattan erecting a new encampment on their campus, as well as students at the University of North Carolina doing the same.

NYU’s office of global campus safety ordered students to clear their encampments by 4pm on Monday after officials allegedly witnessed “disorderly, disruptive and antagonizing behavior” as additional protesters attempted to participate in the demonstrations.

“You will need to clear the plaza by 4.00pm. If you leave now, no one will face any consequences for today’s actions – no discipline, no police,” according to a post to X from the university. Mass arrests began around 8.30pm, local time.

Prahlad Iyengar, an MIT graduate student studying electrical engineering, was among about two dozen students who set up an encampment of more than a dozen tents on campus on Sunday evening to call for a ceasefire and to protest what they describe as MIT’s “complicity in the ongoing genocide in Gaza”.

“MIT has not even called for a ceasefire, and that’s a demand we have for sure,” he said.

The Associated Press contributed reporting

This article was amended on 23 April 2024 to correct Bassam Khawaja’s title, and to clarify a quotation from Helen Benedict in which she said riot police were called on to campus.

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• Palestinian territories

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