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• Studying History

How to Get a Doctorate in History

Last Updated: January 26, 2024 Fact Checked

This article was co-authored by Felipe Corredor . Felipe is a Senior College Admissions Consultant at American College Counselors with over seven years of experience. He specializes in helping clients from all around the world gain admission into America's top universities through private, one-on-one consulting. He helps guide clients through the entire college admissions process and perfect every aspect of their college applications. Felipe earned a Bachelor's Degree from the University of Chicago and recently received his MBA. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 100,921 times.

A doctorate, or Ph.D., in history generally takes between five to seven years to finish. It is the highest degree that you can earn in the field. To graduate with a Ph.D. in history you will need to successfully complete your coursework and write a book-length dissertation. Reaching out to other students and faculty for support along the way will help you to reach your goal. You will also need to devote the majority of your time to the study of history. It is not easy to earn a doctorate in history, but it is worthwhile for many people.

Applying to a Graduate Program

• Make sure to take a handful of your history classes with the same professors so that they will get to know you well and be able to write strong recommendation letters for you. On that note, it is also best to start taking history courses early in your undergraduate career. Don’t wait until junior year, if possible.
• Many Ph.D, programs also admit M.A. graduates as well.
• Whether at the undergraduate or M.A. level, try to publish prior to applying for a Ph.D. program. It may be difficult to find a publication venue, so encyclopedias are often a good option. Ask your professors for publication advice and assistance. [2] X Research source

• Don’t go overboard on specifics. While some people come in to graduate programs with a dissertation topic in hand, that is not necessary. You will spend a good deal of your first year exploring various topics in consultation with your advising professors.

• With a history Ph.D. a wide variety of jobs beyond academia are available to you. Some use their writing skills in the private sector as editors. Others work in historic preservation. Some find places in museums or in other educational outreach organizations.

• If one of your undergraduate professors offers to reach out to a graduate professor or program for you, let them do it. Nothing beats having a professional connection built in advance of your application.
• Remember, however, that your professor’s opinions are just opinions. If you are set on a particular school, be sure to check it out before dismissing it outright.

• Spend a good amount of time on each department’s website. They usually give a program profile that will tell you how many students are currently enrolled, how many are accepted each year, and how many faculty are involved. They usually also contain previews or complete lists of courses offered.
• Given the competitiveness of the current job market, pay particular attention to any information regarding the placement of graduates. Many programs will post placements rates and/or provide lists of recent graduates and their positions.
• Two examples of departmental specialization are Rutgers University, which has a very strong women’s and gender history element, and University of New Mexico, which emphasizes the study of the American West. The points of emphasis can and do change so make sure to look for recent information as you research. [5] X Research source

• Make sure to reach out, in particular, to the faculty member who you are considering working with. Graduate school, unlike undergraduate studies, is very focused on the mentor relationship. You are essentially applying to the university, the program, and the faculty members in your area of interest.
• You might introduce yourself in the email by stating, “Dear Professor Stevens, I’m Michael Smith, a junior currently enrolled at the University of Alabama, and I plan to apply to your doctoral program for the fall of 2017.” Go on to tell them what interests you about their work in particular and the program in general.
• Don’t be surprised if they put you in contact with a few current graduate students. These are great contacts to ask about housing, the culture on campus, etc.

• Be aware that students entering a doctoral program with a M.A. in hand may need to submit additional documents. They may also be able to move into an accelerated graduation path, perhaps ‘skipping’ a few hours of coursework. [7] X Research source

• This is also the time to carefully consider your financial situation. Your admission offer may come with funding in the form of an assistantship or fellowship. Look over the details and be realistic about what you want and need. Be aware that while some programs offer full funding it is often still well below real standard living costs (i.e. $18,000/year in an urban environment).

Excelling at Your Graduate Studies

• Your progress through coursework will be evaluated on a semester or yearly basis by the Director of Graduate Studies along with your advisor and other faculty members. This is standard practice. Be aware that an “A” or “A-“ are generally the only acceptable grades in doctoral history programs. A “B+” in a class is generally a warning sign.
• Some schools work as consortiums, meaning that you may be able to take classes at other universities and count them toward your doctoral coursework. This often allows for a wider range of topics and more flexible scheduling.

• Your advisor’s research interests will often match your own, so they can guide you through the field. They will also oversee your qualifying exams, your dissertation research, and your defense. They are generally a full-time faculty member who has the time to devote to mentoring students.
• You can come into your program with a mentor in mind. However, you usually wait a few months into coursework before formally approaching the professor and asking them to serve in this capacity.

• This is also usually the point where you have to pass a foreign language test as well. This is especially important if your subject area requires a language outside of your primary one.
• From when you conclude your exams you usually have six years in which to complete the program and graduate with your Ph.D.

• When writing a research proposal, try to make sure that you're really clear on what you're doing. Go back to the brainstorming process and try to get more clarity on what exactly it is that you're trying to research. Ask yourself, "Is this something that's feasible? Is it something that's going to provide new and useful knowledge?"
• You need to be interested in the subject, and it needs to be something novel. It's also important that the subject is something useful that contributes to your field of study.
• Now you are called “ABD” or “All But Dissertation.” You’ve completed all requirements except for the dissertation.
• This is the period where you will travel, if necessary, and visit archives. You will possibly spend some time away from the department while still registering for research hours.

• You will generally either be approved, approved pending revisions, approved with a delay, or rejected. Each program comes up with versions of this ranking. If revisions are required, you make them and then submit the properly formatted copy to the university system as directed. If your dissertation is rejected, this is generally a final decision and will result in your removal from the program.

• Aside from contributing to your overall well-being, from a pragmatic standpoint attending these events puts you in an even better position to receive positive reference letters during the pending job search. [11] X Research source

Developing a Professional Profile

• Don’t be shy about presenting your work as a graduate student. It is expected and very much encouraged. Your department will likely provide some sort of funding to assist you if your paper is accepted.

• Be patient when publishing. You should expect to do numerous revisions and will most likely need to wait for months before actually seeing your work in print.

• Make sure to consider jobs outside of academia. They can be quite competitive to land, but they can provide a great deal of professional satisfaction as well. For example, you can work in a museum spreading knowledge to people of all ages. Or, you can find a position in human resources juggling both information and people. Keep your mind open to the possibilities and don't undersell yourself or your abilities.

Community Q&A

• It is a good idea to do some research into the job market for your particular area of history before pursuing graduate studies. You can find history job listings by entering “history jobs” in any search engine. Thanks Helpful 0 Not Helpful 0

• You can expect graduate school to be stressful. You may, for example, need to take on another job in addition to your studies or research just to support yourself. Make sure to seek out support from the faculty or other students as you need it. Thanks Helpful 1 Not Helpful 0

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Expert Interview

Thanks for reading our article! If you'd like to learn more about doctorate programs, check out our in-depth interview with Felipe Corredor .

• ↑ https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical-archives/the-education-of-historians-in-the-united-states-(1962)/doctoral-study-in-history
• ↑ https://www.monmouth.edu/department-of-history-and-anthropology/documents/pursuing-a-phd.pdf/
• ↑ https://www.indeed.com/career-advice/finding-a-job/jobs-with-history-phd
• ↑ https://history.unm.edu/graduate/current-students/phd-program.html
• ↑ https://catalog.uwm.edu/letters-science/history/
• ↑ https://www.historians.org/about-aha-and-membership/aha-history-and-archives/historical-archives/the-education-of-historians-in-the-united-states-(1962)/the-masters-degree
• ↑ https://history.unc.edu/graduate-student-life/
• ↑ https://www.historians.org/jobs-and-professional-development/career-resources/the-many-careers-of-history-phds

About This Article

Deciding to get a doctorate in history can be an exciting step in your career. Before you get a doctorate, you’ll need to earn a bachelor’s degree in history. Once you graduate, look for doctoral programs to apply to. If you have a specific focus, like women and gender history, make sure to look for programs that excel in those areas. During your graduate studies, you’ll usually conduct dissertation research on the specific topic you’re interested in. You may even culminate this research into a final project or book. You’ll also need to pass comprehensive exams before you can graduate with your doctorate in history. Most students finish graduate school in 2-3 years. To learn how to develop a professional profile after you graduate, read on! Did this summary help you? Yes No

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Graduate Students

Learn more about our  students' research interests and dissertation projects.

CURRENT STUDENTS

Ph.D. Program

Stanford Ph.D. Program in History aims to train world-class scholars.

Every year we admit 10-12 promising students  from a large pool of highly selective applicants. Our small cohort size allows more individual work with faculty than most graduate programs in the United States and also enables funding in one form or another available to members of each cohort.

Fields of Study

Our graduate students may specialize in 14 distinct subfields: Africa, Britain, Early Modern Europe, East Asia, Jewish History, Latin America, Medieval Europe, Modern Europe,  Ottoman Empire and Middle East, Russia/Eastern Europe, Science, Technology, Environment, and Medicine, South Asia, Transnational, International, and Global History, and United States. Explore each field and their affiliates . 

The department expects most graduate students to spend no less than four and no more than six years completing the work for the Ph.D. degree. Individual students' time to degree will vary with the strength of their undergraduate preparation as well as with the particular language and research requirements of their respective Major fields.

Expectations and Degree Requirements

We expect that most graduate students will spend no less than four and no more than six years toward completing their Ph.D. Individual students' time-to-degree vary with the strength of their undergraduate preparation as well as with the particular language and research requirements of their respective subfield.

All History Ph.D. students are expected to satisfy the following degree requirements:

• Teaching: Students who enter on the Department Fellowship are required to complete 4 quarters of teaching experience by the end of their third year. Teaching experience includes teaching assistantships and teaching a Sources and Methods course on their own.
• Candidacy : Students apply for candidacy to the PhD program by the end of their second year in the program.
• Orals:  The University Orals Examination is typically taken at the beginning of the 3rd year in the program.
• Languages: Language requirements vary depending on the field of study.
• Residency Requirement : The University requi res  135 units of full-tuition residency  for PhD students. After that, students should have completed all course work and must request Terminal Graduate Registration (TGR) status. 

Browse the Ph.D. Handbook to learn more .

The History Department offers 5 years of financial support to PhD students.  No funding is offered for the co-terminal and terminal M.A. programs. A sample Ph.D. funding package is as follows:  

• 1st year: 3 quarters fellowship stipend and 1 summer stipend 
• 2nd year: 2 quarters TAships, 1 quarter RAship (pre-doc affiliate), and 1 summer stipend 
• 3rd year: 2 quarters TAships, 1 quarter RAship (pre-doc affiliate), and 1 summer stipend 
• 4th year: 3 quarters of RAships (pre-doc affiliate) and 1 summer stipend 
• 5th year: 3 quarters of RAships (pre-doc affiliate) and 1 summer stipend

Knight-Hennessy Scholars

Join dozens of  Stanford School of Humanities and Sciences students  who gain valuable leadership skills in a multidisciplinary, multicultural community as  Knight-Hennessy Scholars  (KHS). KHS admits up to 100 select applicants each year from across Stanford’s seven graduate schools, and delivers engaging experiences that prepare them to be visionary, courageous, and collaborative leaders ready to address complex global challenges. As a scholar, you join a distinguished cohort, participate in up to three years of leadership programming, and receive full funding for up to three years of your studies at Stanford. candidates of any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years, and must apply to both a Stanford graduate program and to KHS. Stanford PhD students may also apply to KHS during their first year of PhD enrollment. If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is October 11, 2023. Learn more about  KHS admission .

How to Apply

Admission to the History Graduate Programs are for Autumn quarter only.  Interested applicants can online at  https://gradadmissions.stanford.edu/apply/apply-now and submit the following documents: 

• Statement of Purpose (included in Application)
• 3 Letters of Recommendation
•  Transcripts are required from all prior college level schools attended for at least one year.  A scanned copy of the official transcript is submitted as part of the online application.  Please do not mail transcripts to the department.   We will ask only the admitted students to submit actual copies of official transcripts.
• 1 Writing Sample on a historic topic (10-25 pages; sent via  Stanford's online application system  only)
• The GRE exam is not required for the autumn 2024 admission cycle
• TOEFL for all international applicants (whose primary language is not English) sent via ETS. Our University code is 4704.
• TOEFL Exemptions and Waiver information
• Application Fee Waiver
• The department is not able to provide fee waivers. Please see the link above for the available fee waivers and how to submit a request. Requests are due 2 weeks before the application deadline.

The Department of History welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. Review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays in order to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

The Department of History also recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

Application deadline for Autumn 2024-25 is Tuesday, December 5, 2023 at 11:59pm EST . This is a hard -not a postmark- deadline. 

All application material is available online. No information is sent via snail mail. Interested applicants are invited to view a Guide to Graduate Admissions at  https://gradadmissions.stanford.edu/ . 

Questions? 

Please contact  Arthur Palmon  (Assistant Director of Student Services).

Department Bookshelf

Browse the most recent publications from our faculty members.

In the Shadow of Liberty: The Invisible History of Immigrant Detention in the United States

Uncertain Past Time: Empire, Republic, and Politics | Belirsiz Geçmiş Zaman: İmparatorluk, Cumhuriyet Ve Siyaset

Embodied Knowledge: Women and Science before Silicon Valley

Compton in My Soul

The Fox Spirit, the Stone Maiden, and Other Transgender Histories from Late Imperial China

• Utility Menu

Note that the GRE is now optional for our graduate admission process.  

Admissions process for the history phd:.

Each year the department receives nearly 400 applications to the doctoral program and offers admission to about 6% of applicants . The typical incoming class size is 16 students.

The admissions process is extremely competitive , but if you are serious about pursuing a PhD in history, you are encouraged to apply.

Successful applications have shared many of the following characteristics:

Statement of purpose that makes clear why the applicant wants to study history in graduate school, and why the applicant wants to study at Harvard. This statement often illustrates the applicant’s research interests and notes potential advisors Three strong letters of reference from people who know the applicant’s writing Personal Statement that shares how the applicant’s experiences or activities will contribute to the school’s mission to attract a diverse and dynamic community. (Should not exceed 500 words.) Writing sample of remarkable quality that asks historical questions Fluent or nearly fluent in English Reading ability in two languages other than English Strong undergraduate , and, if applicable, graduate record , with excellent marks in history courses

Follow the link for more information about applying to the  History Department PhD program

Harvard Griffin GSAS does not discriminate against applicants or students on the basis of race, color, national origin, ancestry or any other protected classification.

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PhD in History

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Study History Where It Is Made

AU’s PhD in History will prepare you for a career as an educator, researcher, analyst, and writer working in academia, public and institutional history, and other fields requiring investigative and analytical skills. In this program, you will develop a deeper understanding of how historians investigate and interpret the past while you explore the past with your own original research .

You will receive a high level of mentorship and develop close working relationships with your professors. Under the guidance of our award-winning faculty , our students complete strong dissertations and present work at top conferences while making valuable connections and gaining experience in the Washington, DC, area.

This program is ideal for students interested in American and modern European history, including Russian history. Our department also has strengths in a variety of subfields , including public history, African American history, women’s/gender history, politics and foreign relations, and Jewish history. This diversity will open your options for research and allow for specialization without sacrificing breadth of study.

Rigorous Study with a Degree of Flexibility

Our program combines rigorous training in scholarship with the flexibility to pursue your intellectual interests. Our coursework will give you a solid foundation in historical theory and methodology, research methods, and United States or modern European history. Together with your academic advisor, you will design a program of study to match your academic goals . You will acquire and demonstrate mastery of tools of research , such as foreign languages, quantitative research methods, oral history, new media, and other methodologies. Your doctoral examinations will be tailored to fit your individual fields of study. You will then pursue your own research in writing your doctoral dissertation.

The Department will supervise PhD dissertations in the history of Modern Europe (normally for the period 1789 to the present), United States history (including the colonial period), US foreign relations, and modern Jewish history.

See all admissions and course requirements .

Cutting-Edge Faculty Dedicated to Your Success

Our history faculty makes national news, uncovers under-represented areas of history, and guides doctoral students , helping them generate innovative and influential research . From predicting presidential elections to publishing award-winning books and articles, our distinguished professors produce relevant historical scholarship and will train you do the same. With academic and professional mentorship from our faculty, you will you will enter the field as a thoroughly prepared and well-connected scholar.

Endless Opportunities in a Historic City

Pursuing your doctorate in the nation’s capital provides you with unparalleled access to renowned museums, archives, institutions, and resources . From the Library of Congress, Smithsonian Institution and National Archives to the DC Historical Society, our students are only a metro ride away from exceptional local and national repositories. As part of the Washington Consortium , students at American University are able to take courses at colleges and universities throughout the DC metropolitan area, providing the opportunity to work with a variety of faculty in diverse programs and fields of study.

A truly global city, DC, contains hundreds of embassies, cultural organizations, and enclave communities. Brimming with history , the DC area offers Civil War battlefields, the Capitol, Mount Vernon, the White House, and countless landmarks of the colonial period, Revolutionary War, Civil War, and more recent American history. The city is also home to smaller historical organizations like the DC Historical Society and the DC Preservation League. Whether your interest is global, national, or local, this historic city undoubtedly has something for you.

Explore the Possibilities

Our students go on to become university and college faculty and administrators or work in federal and state governments, for museums and archives, and in other exciting fields. Our alumni teach at universities around the world , from the University of Houston in Texas to University of Prince Edward Island in Canada and Ludwig Maximilians Universität in Munich. Our PhDs hold positions with the nation’s most important institutions , including the Library of Congress, Department of State, National Archives and Records Administration, American Historical Association, National Endowment for the Humanities, US Holocaust Memorial Museum, and the National Museum of African American History and Culture.

Recent and Current PhD Dissertation topics

• Auketayeva, Laura : "Gender and Jewish Evacuees in the Soviet Union during the Holocaust" 
• Barry, Michael : "Islamophobic & Anti-Islamophobic Ideas in America"
• Brenner, Rebecca : "When Mail Arrived on Sundays, 1810-1912" 
• Boose, Donelle : "Black Power and the Organizing Tradition: Work-ing Women of Washington, DC. 1965-1990"
• Chatfield, Andrew : "American Support for India’s Self-Determination from 1915-1920: Progressives, Radicals, and Anti-Imperialists"
• Duval, Lauren : "Landscapes of Allegiance: Space, Gender, and Mili-tary Occupation in the American Revolution"
• Englekirk, Ryan : "The Third Team: Unmasking Fraternity and Mascu-linity Among Major League Baseball Umpires 1970-2010" 
• Estess, Jonah : "The People’s Money: The American Revolution, Cur-rency, and the Making of Political Economic Culture in American Life, 1775-1896" 
• Frome, Gavin : "American Protestant Service Workers in Viet Nam, 1954-1975"
• Gabor, Ruth : "'Moda' for the Masses: Moscow Fashion’s Appeal at Home and Abroad during the Cold War"
• Gibson, Laura : "It’s Love that Counts: The History of Non-Nuclear Families in American Domestic Sitcoms"
• Grant, Jordan : "Catchers and Kidnappers: Slave Hunting in Early America" 
• Grek, Ivan : "Illiberal Civil Society in Russia, 1992-2000"
• Harris, Curtis : "Hardwood Revolution: The NBA's Growth & Player Revolt, 1950-1976" 
• Hawks, Julie : "Capital Investments: Engineering American Cold War Culture" 
• Jobe, Mary "Allison" : "'We Remember Him for His Character': The Life of James W. Ford and the Communist Party USA" 
• Kaplan, Anna : "Left by the Wayside: Memories and Postmemories of the Integration of the University of Mississippi"
• Killian, Linda : "Benjamin Franklin and Thomas Paine: The Shared Political Ideology at the Heart of American Democracy" 
• Kitterman, Katherine : "'No Ordinary Feelings': Mormon Women’s Political Activism, 1870-1896" 
• Langford, Amy : "Creating a Body Politic: Boundary Crossings and the (Re) Making of Latter-Day Saints on the U.S. Border, 1885-1920"
• Levin, Jeffrey : "Felix Warburg and the Establishment of the Hebrew University" 
• MacNeill, Lindsay : "Policing Politics in Austria, 1918-1955"
• Milwicki, Alon : "Baptizing Nazism: An Analysis of the Religious Roots of American Neo-Nazism"
• Rafferty-Osaki, Terumi : "'Strictly Masculine': Reforming and Per-forming Manhood at Tule Lake, 1942-1946" 
• Recordati, Maurizio : "Russia Turns Inward: Russian Grand Strategy in the Post-Crimean War Period (1856-78)"
• Sowry, Nathan : "Museums, Native American Representation, & the Public: The Role of Museum Anthropology in Public History, 1873-1929"
• Styrna, Pawel : "Polish-Russian Relations, 1904-1921"
• Vehstedt, Scott : "'Lets Help Finland': The Return of American Relief Aid in the Winter War, 1939-1940"
• Weixelbaum, Jason : "At the Crossroads of Fascism: The Decision of Ford, General Motors, and IBM to do Business with Nazi Germany"

Alumni Job Placements

Graduates of the history PhD program are working as professors, researchers, and directors across the US and at international locations. Here is a list of where select graduates have or are currently working:

• Director, National Coalition for History
• Assistant Professor, University of Prince Edward Island
• Assistant Professor, Towson University
• Assistant Professor of History and Director of American Studies, West Chester University
• Independent historian
• Senior Archivist, National Archives
• Associate Professor, Ryerson University
• Assistant Professor, University of Arkansas at Little Rock
• Historian, US Army
• Senior policy adviser and special assistant to the president of the Humane Society
• Historian, Office of the Historian, Department of State
• Museum Director, Renton History Museum, Oregon
• Public History Coordinator, American Historical Association
• Assistant Professor, Bridgewater State University
• Lecturer in Sociology, California State University at Bakersfield
• Assistant Professor, Delaware State University
• Historian, Global Classroom, US Holocaust Museum
• Director, Digital Archive, Woodrow Wilson Presidential Library
• Assistant Professor, Illinois State University
• Adjunct Professor, University of Maryland at College Park
• Senior Fellow, Carnegie Endowment for International Peace
• Assistant Professor, University of West Florida
• Independent historian and filmmaker
• Adjunct Assistant Professor of History, US Naval Academy
• Administrative Support Specialist at FEMA
• Senior editor and writer, National Endowment for the Humanities
• Instructor, Religion Dept., National Cathedral School (earned Master of Divinity after PhD)
• Curriculum and Publications Coordinator, AU Registrar's Office
• Assistant Professor, Seminole State College

News & Notes

PhD candidate Reza Akbari presented at the Middle East Studies Association's annual conference in Montreal, Canada. His presentation,  Etched in Mistrust: Continuity and Change in US-Iran Nuclear Negotiations (1969-1978),  argued that America's drive to keep Iran's nuclear program peaceful began decades before the establishment of the Islamic Republic.

PhD candidate  Andrew Sperling  published " A Halloween Party in Boston Turned Ugly when a Gang Hurled Antisemetic Slurs and Attacked Jewish Teenagers ," detailing the events of an antisemetic attack on Jewish teens at a Halloween party in 1950. 

Theresa Runstedtler 's new book on Black ballplayers of the 1970s and '80s setting the NBA up for success: Black Ball: Kareem Abdul-Jabbar, Spencer Haywoof, and the Generation that Saved the Soul of the NBA (2023) .

Doctoral student Maurizio Recordati Koen won first prize in the 2022 Trench Gascoigne Essay Competition for "The Stuff of Strategy: How Sublime Strategics Turned into a Real Thing" in RUSI Journal.

John Schmitz (CAS/PhD '07) published Enemies among Us: The Relocation, Internment, and Repatriation of German, Italian, and Japanese Americans during the Second World War .

Doctoral student Jonah Estess presented his paper, "Mo’ Money, Mo’ Problems: The American Revolution and the National Origins of the Politicization of Money" as part of the panel at this year's Business History Conference.

Andrew Demshuk published Three Cities after Hitler: Redemptive Reconstruction across Cold War Borders .

PhD candidate Katherine Kitterman wrote on women's voting rights in Utah for the Washington Post.

Inaugural Postdoctoral Fellow

Nguyet Nguyen brings new perspective to the Vietnam War.

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• PhD History
• Prospective Students
• MA Programs

The Department of History offers a PhD program centered on rigorous research within a vibrant and diverse intellectual community. While most of our students have a history degree (BA) or degrees (BA and MA), we accept students with a variety of backgrounds and interests. 

Admission is highly competitive. All offers include a full university fellowship for the duration of the program. Between 2017 and 2024, a number of excellent students selected for admission were named  Neubauer Family Distinguished Doctoral Fellows and received additional fellowship support over for five years.

Admissions Deadline (Autumn 2025 program start):  December 5, 2024 at 11:55 

Application Process

Interested students apply to the PhD program through the  Division of the Social Sciences . For questions regarding the application submission and fee waivers, please contact  SSD Admissions.  For questions regarding the History PhD Program or History-specific application components, please contact our  graduate affairs administrator .

Official decisions are sent by the Social Science Admissions Office by late February. The Department cannot release any information on admissions decisions.

Application Advice

The requirements for the application can be found on the divisional  admissions pages . The following advice is specific to your application to the Department of History.

Your  writing sample  should be a complete self-contained work. The ideal sample should be in the field of history (or a closely related field) that you plan to pursue at Chicago. Include the class or publication for which the sample was written. We do not have a page or word limit for writing samples. For papers longer than thirty pages, please flag a section for the committee.

Your  candidate statement  provides us with vital insight into the intersection of your intellectual goals and personal trajectory. It should communicate: 1) the ambitions you wish to pursue through doctoral work in history; 2) the specific questions and themes that will shape your dissertation research; 3) the personal and intellectual trajectory that has brought you to those themes and questions and prepared you to pursue them; and 4) the reasons that the University of Chicago and its faculty are well-matched to your doctoral plans.

The most helpful  letters of recommendation  come from faculty members who can assess your ability to work on your proposed historical topic.

Prospective students are asked to identify one or two primary fields of scholarly interest from a list in the application. Our faculty pages are sorted by field. Please see those pages for more information on faculty working in your field of interest. Please note, however, that we highly encourage applicants who work across field boundaries and do not apportion admissions by field.

There is no minimum  foreign language requirement  to enter the program, but successful applicants should possess strong language skills in their proposed research language(s) and be aware of the  language requirements for the various fields . All students are required to take a language exam in the first quarter of the program.

The University sets the  English-language assessment  requirements. Refer to the  Division of the Social Sciences  for English-language requirements and waivers.

Submission of  GRE scores  is entirely optional. Those who choose not to submit scores will not be disadvantaged in the admissions process.

MA Program Consideration

All applicants who are not admitted to our PhD program are automatically forwarded for consideration by our MA programs, unless the applicant specifically opts out of this process on their application. That said, as referred applications are considered later than most other MA applications, scholarship assistance for students admitted to an MA program through the referral process may be limited. If you are interested in our MA programs and would need scholarship assistance to attend, we would encourage you to apply directly to the MA as well as our program (note that this would require a separate application and application fee). MA applications are accepted  multiple times per year  with decisions typically issued within 6 to 8 weeks. Questions about applying to an MA program should be directed to  [email protected] .

Campus Visits

We encourage prospective students to reach out to potential faculty mentors through email. Please consult our faculty page to find professors who share your interests. Our graduate affairs administrator can provide additional information about the program.

The University also offers  graduate campus tours  throughout the year that are led by graduate students. Please check their website for campus visitor updates.

Admitted PhD students are invited to visit campus for "History Day" at the beginning of Spring Quarter.

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You will work with a stellar faculty in the Department of History and neighboring departments as you acquire advanced skills in historical research, analysis, and writing, as well as teaching.

Nine research centers affiliated with the history program offer further programs in area studies, including The Fairbank Center for Chinese Studies, The David Rockefeller Center for Latin American Studies, and The Davis Center for Russian and Eurasian Studies. You also have access to the largest university library system in the world, consisting of 80 libraries and 17 million volumes.

Examples of dissertations students have worked on include “Cold War Capitalism: The Political Economy of American Military Spending from 1949 to 1989” and “Imperial Schemes: Empire and the Rise of the British Business-State, 1914–1939.”

Graduates of the program have gone on to teach at Yale University, Princeton University, NYU, and the University of Maryland. Others have gone on to positions outside academia as startup founders, lawyers, policy analysts, and museum curators.

Additional information on the graduate program is available from the Department of History and requirements for the degree are detailed in Policies .

Areas of Study

African History | Ancient History | Byzantine History | Early Modern European History | East Asian History | Environmental History | International and Global History | Latin American History | Medieval History | Middle Eastern History | Modern European History | Russian and Eastern European History | South Asian History | United States History

Admissions Requirements

Please review admissions requirements and other information before applying. You can find degree program-specific admissions requirements below and access additional guidance on applying from the Department of History .

Writing Sample

A writing sample is required. While there is not a specific length requirement, most writing samples are around 20 to 25 pages. If you are submitting a sample that is part of a larger work (a chapter from a thesis, for instance) you may include a brief abstract situating the piece in the larger work.

Statement of Purpose

Your statement of purpose should include why you want to study history in graduate school, why you want to study at Harvard, and indicate your research interests and potential advisors. The required writing sample should be of remarkable quality and ask historical questions. Reading ability in two languages other than English is helpful. Most statements of purpose are around 3 to 5 pages.

Standardized Tests

GRE General: Optional

In coordination with Harvard Law School, students may pursue both a PhD in history and a JD at Harvard Law School. To learn more about this course of study consult the Coordinated JD/PhD program overview.

Theses & Dissertations

Theses & Dissertations for History

See list of History faculty

APPLICATION DEADLINE

Questions about the program.

Department of History

Ph.d. program.

Hallmarks of the Brown History doctoral program include an intimate setting, close collaboration with faculty, Brown's unique undergraduate population and open curriculum, world-class scholars working in every region of the globe, and the department's commitment to professionalization and teaching.

The program centers on both cutting-edge training and preparation for jobs in a variety of institutions, including research universities, teaching colleges, and sites of research, teaching, writing, and public engagement outside academia.

Fields of Study

The History department trains Ph.D. students in a wide range of fields, methodologies, and areas of the globe. The program fosters an intellectual community in which collaboration, intellectual breadth, and conversations across fields are prized. Additionally, Ph.D. students take a sequence of professionalization courses that prepare them for the rigors of teaching, research, conference presentations, and professional writing.

Explore Fields of Study

Program Outline

Each year, Brown enrolls 10-12 Ph.D. students, who function as a cohort during the first three years of the program. In the fourth year, students work in archival collections and in the field, wherever their research takes them. In the fifth year and beyond, based on that research, each student produces an original dissertation. Completion of the program typically takes 5-7 years, depending on the field, language requirements, and location of materials.

Learn More About the Ph.D Program

Department of History Graduate Handbook

For a detailed outline of the Ph.D. program, including a year-by-year description, courses offered, and funding, please consult the graduate handbook.

Teaching Requirement

Candidates for the Ph.D. must normally demonstrate satisfactory performance as a Teaching Assistant in undergraduate courses at Brown, or in teaching at another institution approved by the Department. Currently, doctoral students most commonly teach in years 2, 3, and 5. Students who receive standard funding for year 6 typically TA for one semester and are on fellowship in the second.

Students preparing for the examinations will normally be given preference in the assignments for teaching assistants and proctors. Work loads for such positions will conform to standards set by the Graduate School: "limited enough in scope [requiring no more than 20 hours per week] so that normal progress can be made in the student's educational program."

Graduate Student Spotlight: Laura Perille '15

Laura Perille is an advanced doctoral candidate in Early Modern British history and one of four Brown Doctoral Candidates selected as Brown/Wheaton Faculty fellows.

Opportunities

Brown executive scholars training program, deans’ faculty fellows program, teaching fellowships for advanced students, doctoral certificates, open graduate education.

Department of History

Requirements of the ph.d..

The official requirements for the graduate program in History are detailed in the Graduate School of Arts and Science Programs and Policy Handbook .  Important elements of the history program are summarized here, but students should refer to the Programs and Policy guide to check any technical requirements.  

Coursework (Years 1 and 2)

• 10-12 term courses, 6 of which must carry a HIST graduate number
• HIST 500  Approaching History   is required for all first-term Ph.D. students
• HIST 995 (the Prospectus Tutorial) is recommended for all second year students and required for second year students studying European history
• Two seminars must be research seminars (requiring an original research paper from primary sources)
• Two seminars must focus on a time period outside the student’s period of specialty
• All second-year students should take a course to prepare for a comprehensive exam field (This course may be HIST 994 Orals Tutorial with one of the student’s examiners or a readings course on an exam field topic)
• Honors requirement – each student must achieve Honors in two term courses during the first year with a High Pass average overall.  Students much achieve Honors in a total of four courses with a High Pass average overall by the time they complete the coursework requirements.

Language Proficiencies (Years 1 and 2)

Each subfield of History has different language proficiency requirements.  A list of requirements by subfield i s  available here .

Proficiency can be documented in several ways:

• A student who had an undergraduate minor in the language can be certified upon presentation of a transcript;
• A student who is a native speaker of a language can be certified with confirmation from the student’s academic advisor;
• A student who has researched and submitted scholarly work in the language can be certified with confirmation from the student’s advisor;
• Students who take one of the “for Reading” courses offered in the Graduate School (French, German, Italian, or Spanish) can be certified with a grade of B+ or better.  Please note that you must inform the Graduate Registrar when the grade is posted in order to be certified;
• Passing a language translation exam administered at Yale;
• Other circumstances (e.g., translation exam from another institution) with the approval of the DGS

Comprehensive Exams (Years 2 and 3)

Students are strongly encouraged to complete their comprehensive exams by the end of the fifth semester and are required to be completed by the end of the sixth semester.  (Some faculty prefer students to complete the prospectus in the fifth semester and take exams in the sixth semester; please consult your advisor.)

The Comprehensive Exams include a written component and an oral portion.

Written component:

• One major field; an 8,000-word historiographical essay based on the major field is to be submitted to the Graduate Registrar at least two weeks prior to the oral component of the exams.  With the approval of the examining faculty member, the student may submit a course syllabus in the major field as a substitute for the historiographical paper.
• Two or three minor fields; a syllabus for a lecture course in each minor field is to be submitted to the Graduate Registrar at least two weeks prior to the oral component of the exams.
• The oral portion of the comprehensive exams last for two hours. 
• For those students who choose two minor fields, the major field will be examined for 60 minutes and the minor fields will be examined for 30 minutes each.
• For those students who choose three minor fields, each field will be examined for 30 minutes.

Prospectus Colloquium (Year 3)

Advancing to candidacy (year 3), chapter conference (year 5).

Students must participate in a chapter conference with their dissertation committee no later than the end of their ninth semester. The dissertation committee and student discuss a dissertation chapter to give early feedback on the research, argument, and style of the first writing accomplished on the dissertation.

Dissertation Defense and Submission (Year 6)

Submitting the Dissertation

Overview of History PhD Requirements

Click here for Overview of Ph.D. Requirements

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PhD in History

The PhD is taught by individual supervision .

There are lots of opportunities on offer: you can gain instruction in specialist disciplines, such as palaeography, languages, and computing; you can undertake training in professional skills appropriate for historians; you will be able to attend research seminars and workshops, and lots more. There is also now training available in transferable skills, such as communication, self-awareness and team-building. Although you will be focusing on your own research for most of your time, we want to help you to become a well-rounded and successful PhD candidate.

• 3-4 years full-time
• 5-7 years part-time

If you are interested in part-time study, please visit our Part-Time PhD in History page for more information.

At a glance

Students will research and write a doctoral thesis of up to 80,000 words, representing   an original contribution to knowledge.

They will be supported throughout   the course by a Supervisor, an experienced Cambridge academic who will provide   one-to-one   advice and feedback. At the same time, the student will take part in Cambridge's vibrant research community,   attending seminars, postgraduate workshops and a broad spectrum of skills training.

Students are formally assessed twice. At the end of their third term, they submit a Progress Essay (up to 10,000) words and meet formally   with their Supervisor and Advisor (another academic who provides additional guidance). This meeting determines whether the student has made sufficient progress to complete their thesis on schedule.

At the end of their research project, students submit their completed thesis and take part in an oral ('viva voce') examination on its contents. The two examiners will be leading academics in the   field.  

Students can expect to receive:  

• Regular oral feedback from their supervisor, as well as termly online feedback reports;
• Oral feedback from peers during postgraduate workshops and seminars;
• Access to regular training sessions and relevant undergraduate lectures to develop key skills;
• Support for fieldwork research;
• Opportunities to teach and supervise undergraduate students in their field of research.

If you have any questions, drop us a line on  [email protected]

What are we looking for?

We see the primary purpose of the PhD being the preparation and presentation of a substantial piece of original research. From the very beginning of the PhD course, the student focuses on the writing of the doctoral dissertation. History is a broad subject which covers many areas, and we are always very excited to see the sheer range of research proposals submitted. When looking at this, we consider:

• Whether it represents a significant contribution to learning through the discovery of new knowledge, the connection of previously unrelated facts, the development of a new theory or the revision of older views;
• Whether it takes due account of previously published work on the subject and you are therefore well-read;
• Whether the thesis is clearly and concisely written, without exceeding the maximum limit of 80,000 words (excluding footnotes and bibliography).

If a research proposal is likely to take significantly longer than three years to complete, we don’t tend to accept it. However, if your topic seems feasible within the time-frame then we will be very interested!

Are there any course requirements?

Please also see the ‘ Requirements ’ tab in the prospectus on Graduate Admissions page:

For full-time PhD candidates, we require that you pursue supervised research in residence in Cambridge for nine consecutive terms (three calendar years). ‘In residence’ means living within a distance of 10 miles from the centre of Cambridge.

The dissertation must be submitted by the end of the twelfth term, earlier if possible.

In terms of applicant requirements, you can see our language and academic requirements on the link provided above. Otherwise, we encourage people from all backgrounds to apply – we are a multicultural university and in your life as a PhD candidate, you will meet people from all over the world! The PhD is intellectually demanding so consider whether you have the self-motivation to pursue research at a high level of scholarship, and whether you have the enthusiasm to keep going when the going gets tough. You will not be alone in your studies, though – there are plenty of people here to help, including supervisors, administrators, college tutors, as well as many others.

PhD students are expected to begin their studies at the start of the term they choose to enter, usually October, January, or April. You will be in residence continuously throughout the year, apart from short breaks for research.

As the full-time PhD requires full-time study, we ask that students do not take any outside employment (even part-time employment).

How is the PhD examined?

Once you have submitted a full dissertation, it is examined by two examiners. These examiners are appointed by the Degree Committee after consultation with your supervisor. You will then have a viva voce – an oral examination – on the dissertation and the general field of your knowledge into which your dissertation falls. The University of Cambridge does not offer any qualifying grades or credits, so you will be awarded a pass or a fail – we hope it’s the former!

The below outlines, for full-time candidates, the registration and submission dates:

Minimum number of terms of research needed before submitting

• Qualification: PhD
• Term (1 being your first term): 9

Minimum number of terms of research which need to be in Cambridge (in order to qualify for the PhD)

• Term (1 being your first term): 3

End of term by which your draft dissertation must be submitted to your supervisor

• Term (1 being your first term): 10

Absolute final submission deadline

• Term (1 being your first term): 12

Maximum number of terms for which an exemption or allowance will be made following a one-year course

For full-time PhD students their first year is a probationary year, at the end of which they undertake something called the RAE. This is the Registration Assessment Exercise, which is held between the student, the supervisor, and an Advisor (we appoint them for you). You submit work and then have a meeting to discuss what you have submitted, in order to check that you are on track and help you continue to frame your research.  This exercise should take place in the third term of study. Once registered by the Faculty Degree Committee, you are a registered PhD student; up until this point, you are a NOTAF, which means ‘not at first registered’.

The piece of work you submit for the RAE is likely to be surveying your field of research, summarising progress so far, proposing a research strategy and timetable, and indicating the original contribution to knowledge that is intended.

Although it might sound like a scary process, this is your chance to shine and show off how much work you have done during your first year and how your research is coming along! It’s also a chance to discuss any problems, issues, or worries you may have with your research in a formal setting, though you will have ample opportunity to do this with your supervisor before the third term RAE.

Often, you will be starting the PhD course with a background of suitable research training which you undertook before admission, e.g. your Masters or MPhil degree. While you are at Cambridge, you can broaden this as much as you wish with the number of different opportunities available.

You may find it useful to consult our current Postgraduate Training pages

There are also plenty of other options within the University, for example other Departments and Faculties, as well as University-wide seminars, workshops, and conferences held throughout the year. There is a fantastic Language Centre as well as a specialist training system .This is before we’ve even started on what may be offered through your particular college!

Your supervisor is an excellent resource to use in terms of asking what is available and if there is anything which would suit you. They will be happy to help.

We actively encourage all of our full-time students to complete their PhDs within three years.

In order to help you stay on track, we ask that every full-time candidate undergo an assessment exercise in the Lent Term of their third year of research. You submit a one- to two-page synopsis of your dissertation together with a timetable for completion. You then have a formal discussion with your supervisor, and sometimes the Advisor.

The major government grant-giving bodies expect all our full-time students to complete within a maximum of four years. Therefore, in order to secure future funding for its students, the Degree Committee monitors its submissions rates closely. This is why we place emphasis on your research proposal being something feasible for completion in three years, and also why we have the first and third year assessments in order to help you as much as we can.

The fourth year isn’t guaranteed, so do try to plan your topic within a three-year time span. By that time, we hope you’ll be eager to get started on your career after the training you will have received at Cambridge!

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History, PhD

The Graduate Program in History at the University of Pennsylvania has a long tradition of distinction. Beginning as one of the first programs in the United States to offer doctoral study in history, (the first Ph.D. in History was conferred in 1891); the Department continues to pioneer new areas of scholarship. In the last twenty years, faculty members of the departments in American, European, and World History have assumed a leading role in their fields. Today, few departments in the country match Penn's Department of History in coverage and depth across the entire range of history from medieval times to the present.

For more information: http://www.history.upenn.edu/graduate/program-guidelines

View the University’s Academic Rules for PhD Programs .

Sample Plan of Study

The total course units required for graduation is 14.

Program Milestones

• Language and Technical Competency Requirement
• Field Requirements
• Teaching Requirement

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2023 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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History PhD

First awarded by the University of Maryland in 1937, the Doctorate in History is conferred for superior achievement in historical research, writing, and interpretation.

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PhD Program Overview

The Doctorate in History (PhD) is an essential component in the training of professional historians. The most significant requirement of the PhD degree program is the dissertation, an original and noteworthy contribution to historical knowledge. In anticipation of dissertation research, students spend several years mastering bibliographical tools, research and writing methods, and general, special, and minor fields of study.

Admission to the PhD program is offered to highly qualified applicants holding at least a Bachelor's (BA) degree, normally in History or a related discipline. Application and admissions procedures are described on the Department of History's  graduate admissions page .

The length of time required to complete the PhD varies by field of study and student. Students admitted with a Bachelor's (BA) degree might expect to complete the program in five to six years of full-time study. Students entering with a Master of Arts (MA) degree might expect to complete the program in four to five years of full-time study. The degree must be completed in no more than nine years.  Students typically take two years of course work, prepare for and take language exams (if required for their field) and comprehensive exams, and then research and write the dissertation.

Program Requirements and Policies

General program requirements.

• Course work in the major and minor fields
• Language examinations if required by field
• Comprehensive examinations
• Dissertation prospectus
• Advancement to candidacy
• The dDssertation

Each of these program requirements must be met before the PhD can be conferred.

Course Requirements

All PhD students entering with a Bachelor's (BA) degree (or equivalent) must take, at a minimum, the following courses (total 30 credits, not including 12 credits of “Dissertation Research”):

• Contemporary Theory (HIST 601; 3 credits)
• Major Field General Seminar (HIST 608; 3 credits)
• Readings courses in the major field (HIST 6XX and 7XX; 9 credits)
• Readings courses in the minor field (HIST 6XX and 7XX; 9 credits)
• Research seminars (HIST 8XX; 6 credits)
• Dissertation Research (HIST 898/899; 12 credits)

Special Notes:

• Courses completed during previous post-baccalaureate degree programs and/or at other institutions may be considered to satisfy course requirements. However, students entering the PhD program with a Master's (MA) degree or equivalent in History or a related discipline must take a minimum of two  600-800 level courses in the major field, one of which should be with the major advisor.
• Requests for course requirement waivers, equivalency, and credit transfers should be directed to the Director of Graduate Studies. A request must include the course syllabus and transcripts showing the final grade. The endorsement of the advisor is typically sought.
• Up to nine credit hours of major and minor field readings courses may be taken at the 400 level.  Students seeking to take a 400 level course for graduate credit should consult the instructor of record to discuss course expectations before registering.
• HIST 708/709: “Directed Independent Reading for Comprehensive Examinations” does not count toward the nine-credit readings seminar requirement.
• Students in the U.S. and Latin America fields are expected to take two major field seminars (HIST 608)–in this case, one of these 608s will be counted toward the “Readings courses in the major field” requirement.
• Students must complete the entire program for the doctoral (PhD) degree, including the dissertation and final examination, during a four-year period after admission to candidacy, but no later than nine years after admission to the doctoral (PhD) program. Students must be advanced to candidacy within five years of admission to the doctoral (PhD) program. 

Fields of Study

Doctoral students should choose one of the following as their “major field” of study:

Global Interaction and Exchange

• Jewish History (Classical Antiquity to the Present)

Latin America

Middle East

• Technology, Science, and Environment

United States

Learn more about fields of study and faculty work produced in each field by visiting the research fields page .

The Minor Field

All doctoral students are required to complete a minor field of study outside the major field of study. This requirement is typically met through nine credit hours of coursework. However, a student may opt to satisfy the requirement by written examination.

A minor field is usually a field of history outside the student's major field of concentration. For example, a student in the U.S. field may select a minor field in Latin American history; a student in the Women & Gender field may select a minor field in European history. The minor field may be a standard national-chronological field (e.g., 19th-century United States; Imperial Russia; Postcolonial India), or it may be a cross-cultural, cross-regional thematic field (e.g., the Atlantic in the era of the slave trade; gender and Islam). Or, it might be taken in a department or program outside of History (e.g., Women's Studies, English, Government & Politics, Classics and Comparative Literature).

For students opting to satisfy the minor field requirement via coursework, all courses must be approved by the student's advisor and must, to the satisfaction of the advisor and the Graduate Committee, form a coherent field of historical inquiry distinct from the general field. Courses taken at the master's level may count towards fulfillment of the minor field requirements, subject to the approval of the advisor and, in the case of courses taken at outside institutions, of the director of graduate studies.

Language Requirements

Language requirements must be fulfilled before a student is admitted to candidacy. While no MA degree requires language examinations, students will often have to learn one or more foreign languages in their field of study to successfully complete their research. They will also need to learn these languages if they wish to continue on towards a PhD. When applying for either program, preference will be given to students with prior experience with languages in their fields of study.

Language requirements differ across the varying fields within history.

No foreign language requirements for the PhD. If a student’s dissertation topic requires research in foreign language materials, the advisor will decide if the student needs to show proficiency by taking an examination in the language in question.

Spanish and Portuguese. For admission, applicants will be evaluated on their language abilities, and preference will be given to applicants with a strong command of Spanish and/or Portuguese. All PhD students must show proficiency by examination in both languages by the time they are admitted to candidacy. Exceptions to one of those languages (typically Portuguese) if the student’s dissertation requires the use of indigenous languages or documents produced by ethnic minorities. In such cases, students must be proficient in those languages.

One language (in addition to English). Depending on the field, the adviser may determine that the student needs to show proficiency in an additional language.

For admission, students must have proficiency at the advanced intermediate level in at least one major Middle Eastern language (Arabic, Persian or Turkish). All PhD students must acquire advanced proficiency in their chosen language either by course work or exam by the time they are admitted to candidacy. In addition, students must demonstrate proficiency in one European language by the time of their comprehensive exams.

Ancient Mediterranean

For admission, students should present knowledge of classical Greek and Latin at the intermediate level and reading knowledge of either French or German. Knowledge of classical Greek, Latin, French and German is required for the PhD. Other language skills, eg. Italian, Spanish, Modern Greek or Hebrew, may prove to be necessary for dissertation research but are not formal program requirements. Students satisfy the requirement in Latin and Greek in one of two ways: either by completing three upper level or graduate courses (400-600 level) in each language and obtaining at least a B in all courses and an A- or better in at least two of the courses; or by passing a departmental sight translation exam. This exam consists of translating (with the help of a dictionary) three passages of three sentences each (roughly one-fourth to one-third OCT page) selected from prose authors of average difficulty. Students show proficiency in French and German through the regular departmental language exams.

Medieval Europe

For admission, proficiency in either Latin, French or German and familiarity with a second of those languages. All PhD students must demonstrate proficiency in Latin, French and German. They can satisfy the Latin requirement in one of two ways: either by taking three upper level or graduate courses (400-600 level) and obtaining at least a B in all courses and an A- or better in at least two of the courses; or by passing a departmental sight translation exam. This exam consists of translating (with the help of a dictionary) three passages of three sentences each (roughly one-fourth to one-third OCT page) selected from medieval prose authors of average difficulty. Students show proficiency in French and German through the regular departmental language exams. Depending on the field, students may have to know an additional national/regional language like Spanish or Italian.

Early Modern Europe

For admission, proficiency in one foreign language related to the field. All PhD students must demonstrate proficiency in two foreign languages. Depending on the field, students may also have to know Latin.

Modern Europe

For admission, students must know the language of the country or region in which they are interested. All PhD students must demonstrate proficiency in the language of the country/region in which they are interested plus another European language.

Russia/Soviet Union

For admission, three years of Russian or the equivalent. All PhD students must demonstrate proficiency in Russian plus either French or German. Depending on the area of interest, the adviser may require an additional language.

For admission, advanced intermediate-level proficiency in modern Hebrew. All PhD students must demonstrate proficiency in modern Hebrew and one other language necessary for their fields. The advisor may require other languages as necessary.

Chinese History

For admission, students must have had at least two years of university-level Chinese language courses. All PhD students must acquire advanced proficiency in Chinese since they will be using Chinese documents for their dissertations.  Before admission to candidacy students must pass a Chinese language exam in which they will translate about 30 lines of modern, scholarly Chinese into English. As with all departmental language exams, students will be able to use a dictionary, and they will have four hours to complete the translation.

Language Examinations

Except as specified for Latin and ancient Greek, the typical language proficiency examination includes a summary and translation of a passage from a work of modern scholarship in the student’s field. The director of graduate studies appoints a faculty member, typically the student’s advisor, to coordinate the exam and select an excerpt from a published work of historical scholarship in the student’s field. Students write a 200-300 word summary of this five-to-seven page excerpt from the scholarly literature in their fields, and then they do a direct translation of an indicated 30-line passage within that excerpt. The direct translation must be accurate and rendered in idiomatic English. Students have four hours to complete the exam, and they may use a language dictionary that they themselves provide.

Language exams can be taken at any time before candidacy. The exams are read by two members of the faculty: typically, the student’s advisor, who chooses the passage and serves as chair of the exam committee, and one other member of the faculty chosen by the D\director of graduate studies in consultation with the advisor. Faculty from outside the department who have the necessary expertise are eligible to serve as evaluators. The two possible grades are pass and fail. If the two readers do not agree, the director of graduate studies will appoint a third faculty member to read the exam. Students who do not pass on the first attempt may retake the examination without prior approval. After a second failure, the student must petition for reexamination. The chair of the language exam committee will notify the director of graduate studies about the results of the exam within one week after the exam, and the graduate coordinator will notify the student in writing about the results, which will then be inserted into the student’s records. All students should normally pass their language examinations during their third year of the program, though given the complexity of the language requirements in different fields of study, the department recognizes the need to exercise some flexibility in the timing of this requirement.

• Comprehensive Examinations

Comprehensive examinations (comps) are a standard feature of historical training in the United States. The examinations require the examinee to demonstrate mastery of historical scholarship and historiography in a major field, including specialized mastery of the authors, themes, works and topics most relevant to the intended dissertation topic. All students register for HIST 708/709: “Directed Independent Reading for Comprehensive Examinations” for two semesters, once in the semester prior to the one in which they are scheduled to take the examinations (normally the fifth semester of the student’s program) and the second in the same semester as their examinations (normally the sixth semester of the student’s program). As noted above, these courses do not count towards the nine-credit readings seminar requirement.

Comprehensive examinations include the following:

• A special field examination in the form of an essay. Students prepare an essay of 4,000 to \5,000 words in length, 16-20 pages, double-spaced in a 12-point font. The special field is a subfield of the major field in which the dissertation is centered.
• A take-home major field examination administered in written format. Students have 48 hours to complete the exam, which should be 5,000 to 6,000 words, 20-24 pages, double-spaced in a 12-point font in length.
• A two-hour oral examination by the examination committee, including coverage of both the take-home major field exam and the essay that comprises the special field exam.

Timeline : The comprehensive examinations are administered during the first half of the student’s sixth semester in the program. The special field essay has to be submitted to the graduate coordinator before the student takes the major field examination. The oral examination follows within two weeks of passing the major field examination and the special field essay. Students entering the program with an MA in history might be expected to complete their comprehensive examinations during their fifth semester in the program. (Also see the “Combined Timeline for Comprehensive Examinations and the Prospectus” at the end of this document.)

Reading Lists : The format, content and length of the reading lists for the comprehensive examinations vary by field but the list should normally be in the range of 200 to 250 books. Of these, about two-thirds should be in the major field and one-third in the special field. In all fields, students develop their reading lists in consultation with their advisors and other members of the examination committee. The reading list must be compiled and approved by the examination committee by the end of their second-year summer (after the student’s fourth semester in the program). For students coming in with an MA in history who would like to take their examinations during their fifth semester in the program, the list must be ready by the end of the student’s third semester. After approval, limited changes may be made solely by mutual agreement of the student and his/her advisor.

The examination committee : The examination committee consists of three or four members of the Graduate Faculty, typically all members of the history faculty. The director of graduate studies designates the committee members and chair, in consultation with the major advisor and the student. The committee chair shall not be the student's advisor. All committee members contribute questions to the written and oral examinations. Most or all of these same committee members are normally also on the student’s dissertation committee but the composition of the examination and prospectus committees do not need to be the same.

Grading : Comprehensive examinations will be graded pass, pass with distinction or fail.

Combined Timeline for Comprehensive Exams and Prospectus

• Both the initial version of the prospectus and the special field essay are due before the major field take-home examination during the first half of the sixth semester of the student's program.
• The major field take-home examination should be completed also during the first half of the sixth semester of the student's program after the initial version of the prospectus and the special field essay are submitted.
• The two-hour oral examination on both the take-home major field exam and the essay that comprises the special field exam follows within two weeks of passing the major field examination and the special field exam. This oral exam can take place during the second half of the sixth semester of the student’s program.
• The one-hour oral examination based on the initial version of the prospectus also takes place during the second half of the sixth semester of the student’s program but only after successful completion of the two-hour oral examination (#3 above).
• The final version of the prospectus as approved by the advisor is due on the first day of the academic semester that immediately follows the comprehensive examinations, which is normally the seventh semester of the student’s program.

Prospectus & Candidacy

Dissertation Prospectus

The dissertation prospectus is a written précis of the proposed dissertation research, its significance, the sources and methods to be used, the relevant bibliography including primary source materials and the plan of completion. It is intended to form the substance of grant proposals students will write in order to apply for both internal and external grants and fellowships. Each field of study has its own expectations for the length of the prospectus, but normally these should be concise documents not to exceed 10-12 pages in length, followed by a bibliography. In all fields, the prospectus is developed by the student in close collaboration with the advisor and other members of the examination committee.

The preparation of the prospectus includes the following stages :

• An initial version of the prospectus.
• A one-hour oral examination based on that initial version.
• A final version incorporating any revisions suggested by members of the dissertation committee and approved by the advisor submitted to the graduate coordinator.

Timeline : The initial draft version of the prospectus should be submitted to the graduate coordinator during the first half of the student’s sixth semester before the student takes the major field examination, normally at the same time as the special field essay. The one-hour oral examination of the prospectus based on the initial version is scheduled during the second half of the student’s sixth semester in the program following satisfactory completion of the comprehensive examinations. The final version of the prospectus as approved by the advisor is due on the first day of the academic semester that immediately follows the comprehensive examination. (Also see the “Combined Timeline for Comprehensive Examinations and the Prospectus” at the end of this document.)

The relationship between the prospectus and the special field Essay: The special field essay normally covers the historiography of the entire subfield within the major field in which the dissertation is anchored, while the prospectus is more narrowly concerned with the specific research topic of the dissertation.

The examination committee: The prospectus oral examination committee consists of the advisor and at least two other members of the Graduate Faculty, who are normally also members of the student’s dissertation committee. The advisor chairs the examination. All committee members contribute questions to the oral examination and make suggestions for revisions. Upon passing the oral examination, the student will complete any revisions requested (as determined by the advisor and the committee) and submit the final prospectus approved by the advisor to the graduate program coordinator.

MA “Along the Way”

When a student receives a pass or pass with distinction and the endorsement to continue on in the PhD program, the student has the option to request that the Master of Arts degree be conferred "along the way," subject to fulfillment of the standard requirements of the MA degree.

In some instances, the examination committee may recommend that a PhD student taking comprehensive examinations be given a pass at the MA level, sufficient for the conferral of a terminal master's degree. Such a recommendation will be made with the expectation that the student not continue on towards doctoral candidacy.

Petition for Reexamination

In the case of failure of a language examination taken for the second time or one or more components of the comprehensive examinations and the prospectus preparation process (special field essay, take-home major field examination, two-hour oral examination and prospectus oral examination), the student may petition the director of graduate studies to take the whole examination or the relevant component(s) a second time. If the petition is approved, the student may retake the examination as soon as possible. A student may petition only once to retake all or part of the comprehensive examinations and the prospectus preparation process.

Successful completion of the prospectus is typically the last step before application for advancement to candidacy.

• Advancement to Candidacy

A doctoral student advances to candidacy when all degree requirements (i.e., course work, demonstrated competence in languages or special skills, comprehensive examinations and the dissertation prospectus) have been satisfied, with the exception of the dissertation.

Formal admission to candidacy (sometimes known as "All but Dissertation" or "ABD" status) is granted by the dean of the Graduate School. The application is routed through the director of graduate studies.

Advising & Committees

Each student admitted to the PhD program will choose an advisor who is a member of the Graduate Faculty and whose intellectual interests are compatible with the student's plan of study. All graduate students are required to choose an advisor by November 1 of their first semester. If they do not choose an advisor by that date, the director of graduate studies will appoint one for them. The faculty advisor will be responsible for advising the student on all aspects of their academic program, for approving the student's course of study each semester, for monitoring their progress through the program,and for notifying the student of the nature and timing of examinations and other evaluative procedures. The advisor, in consultation with the student and the director of graduate studies, will be responsible for constituting the Comprehensive Examination and Dissertation Examination committees. The advisor will also represent the student to the Graduate Committee, as appropriate.

At the conclusion of the first year of study, all students will make available to their advisor a transcript of coursework and major written work completed during the first year. Upon review of the appropriate materials, the advisor will then recommend to the director of graduate studies continuation, modification or, as appropriate, termination of the student's program. All recommendations for termination require discussion and approval of the Graduate Committee.

Students may change advisors. The director of graduate studies and the new faculty advisor shall approve changes in advisors before a student advances to candidacy. After advancement to candidacy, changes shall be approved only by petition to the Graduate Committee. A change of advisor must be recorded in the student's electronic file.

Registration and Degree Progress

Continuous Registration

All graduate students must register for courses and pay associated tuition and fees each semester, not including summer and winter sessions, until the degree is awarded.

Pre-candidacy doctoral students who will be away from the university for up to one year may request a waiver of continuous registration and its associated tuition and fees. Waivers shall be granted only if the student is making satisfactory progress toward the degree and can complete all the degree requirements within the required time limits. Interruptions in continuous registration cannot be used to justify an extension to time-to-degree requirements.

Once advanced to candidacy, a student is no longer eligible for Waivers of Continuous Registration. Doctoral candidates must maintain continuous registration in HIST 899: “Doctoral Dissertation Research” until the degree is awarded.

The Graduate School makes available an official leave absence for childbearing, adoption, illness and dependent care. The dean of the Graduate School must approve the leave. The time-to-degree clock is suspended during an approved leave of absence.

Additional information on continuous registration and leave absence policies is published online in the Graduate Catalog.

Time-to-Degree

All students admitted to the doctoral program are expected to

• advance to candidacy within three years from initial enrollment in the Ph.D. program, and
• complete all degree requirements within six years of entering the program.

Progress-to-Degree

All students in the doctoral program will be expected to demonstrate steady progress toward the completion of degree requirements. At a minimum, the Graduate School requires students to maintain a B average in all graduate courses. However, the Department of History expects a higher level of performance, with the great majority of a student’s grades at the level of an A- or above.

Students in major fields that require lengthy language or special skill acquisition might be granted a one-year extension to progress-to-degree expectations. Additional extensions will require the approval of the Graduate Committee.

In order to meet progress-to-degree expectations :

• 800-level research seminar work should normally be completed by the end of the fourth semester in the program.
• The major field reading list must be compiled and approved by the examination committee by the end of the summer after the student’s fourth semester in the program.
• Students should complete their comprehensive examinations by the end of their sixth semester in the program. Students coming in with an M.A. in history should normally complete their comprehensive examinations by the end of their fifth semester in the program.
• Each student will be expected to submit a copy of the final dissertation prospectus approved by the advisor to the graduate program coordinator at the beginning of their seventh academic semester in the program.
• All students should normally pass their language examinations during the third year of their program.
• The director of graduate studies will review fully each student's progress-to-degree as well as the overall progress-to-degree by degree cohort at least once a year.

Failure to make satisfactory progress-to-degree or to maintain the expected grade point average may result in the suspension or loss of departmental funding, the denial of a petition for extensions, and in extreme cases, a recommendation for dismissal.

NOTE : The above guidelines on continuous registration, time-to-degree and progress-to-degree guidelines are for students matriculating in fall 2018 or thereafter. Students entering the graduate program in prior semesters are subject to guidelines at time of matriculation.

Extensions and Waivers

The Graduate Committee will consider petitions for waivers to departmental guidelines. Petitions for waivers to Graduate School requirements must be submitted to the dean of the Graduate School, using the appropriate form. In most instances, the petitioning student will be required to provide a rationale for the waiver request, and, as appropriate, a convincing plan of study. The advice of the student's advisor may be sought. The advisor will be required to endorse any waiver request that involves extensions to overall time-to-degree as well as the major benchmarks of progress-to-degree.

All petitions should be directed to the director of graduate studies. The director of graduate studies, and in some cases the dean of the Graduate School, will notify the student of their disposition of petitions for extensions.

Sample Program of Study

Introduction.

The program of study often varies by field and many factors may extend or reorder the sequence and length of the program of study.

The following program of study assumes that the doctoral student will be assigned a teaching assistantship in the second, third and fourth years of study. Students coming in with an MA in history will be expected to complete the program in five or five and a half years.

Foreign language study is not incorporated into this program.

 First Year (Departmental Fellowship)

• Major Field General Seminar (608) or Contemporary Theory (HIST 601)
• Major Field Readings Seminar
• Minor Field Course
• Research Seminar OR Minor Field Course
• Exploratory Research

Second Year (Teaching Assistantship)

• 2 courses out of the following three categories:
• Research Seminar 
• Research Seminar
• Reading for Comprehensive Examinations
• Initial Prospectus Preparation

Third Year (Teaching Assistantship)

• HIST 708: Readings for Comprehensives”
• Prospectus Preparation 
• Grant Applications
• HIST 709: “Readings for Comprehensive Examinations”
• Prospectus Oral Examination 
• Final Version of Prospectus
• Dissertation Research

Fourth Year (Teaching Assistantship)

• Dissertation Research (HIST 899)

Fifth Year (Departmental or External Fellowship)

• Grant Applications  

Spring & Summer

• Dissertation Writing

Sixth Year  (Departmental or External Fellowship)

• Job applications  
• Job applications

Graduate Placement

Learn more about the career and life paths of our PhD alumni.

Graduate Coordinator, History

2131 Francis Scott Key Hall College Park MD, 20742

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In This Section

• AHA Career Contacts
• Five Skills
• Careers for Students of History
• Careers in Public History
• Data on the History Profession
• Resources for Job Candidates and Search Committees
• Why Become a Historian?
• Are You Thinking of a Career in Secondary Schools?
• An Option Worth Pursuing: Teaching Opportunities for History Graduate Students in Secondary Schools
• The Many Careers of History PhDs
• Retirement Resources

The Many Careers of History PhDs: A Study of Job Outcomes, Spring 2013

A report to the american historical association.

By L. Maren Wood and Robert B. Townsend

Download a PDF version

Table of Contents

Introduction • Research Methodology • Careers in the Professoriate • Careers beyond the Professoriate • Evidence of Change in the Job Market • Field Specializations Mark Significant Differences • Key Differences between Programs • Gender • Mobility and the Academic Job Market •  Conclusion

Introduction

Earning a doctoral degree in history presents a range of choices, starting with questions about where and what to study, and how to pay for the effort. Too often those choices have to be made with a significant amount of guesswork as to their potential outcomes. As part of the American Historical Association’s assessment of careers for history PhDs, the authors of this study undertook a detailed analysis of the current employment held by 2,500 history PhDs, all of whom earned their degrees between 1998 and 2009. 1 In brief, we found that:

• The overall employment rate for history PhDs was exceptionally high: only two people in the sample appeared unemployed, and none of them occupied the positions that often serve as punch lines for jokes about humanities PhDs—as baristas or short order cooks.

• Specialists in US history were nearly 25 percent less likely to be employed on the tenure track than were specialists in other fields, but significantly more likely to be employed in history work outside the professoriate.
• Receiving a PhD from a top-ranked institution improved the odds of making it onto the tenure track at a research university.
• Gender played little role in employment patterns across particular professions and industries.
• Nearly two-thirds of the PhDs in academic positions remained in or near the region in which they earned their degrees, but faculty who remained in the same region as their doctoral studies were significantly more likely to be employed off the tenure track.

Our findings can only show a snapshot of employment at one moment in time, clarifying the recent shape of the job market for history PhDs, and providing guidance to doctoral programs, graduate students, and newly minted PhDs pondering their futures.

Research Methodology

To identify the career paths of recent history PhDs, the AHA hired Maren Wood (Lilli Research Group) to track down the current employment of a random sample of 2,500 PhDs culled from a total of 10,976 history dissertations reported to the AHA’s Directory of History Departments and Historical Organizations from May 1998 through August 2009. The AHA’s Directory Editor, Liz Townsend, compared the data to employment information in the AHA Directory—which lists academic faculty—and the Association’s membership lists, and Wood used publicly available information on the Internet. Data was collected during February and March of 2013, and reviewed in June and July. Together, AHA staff and Maren Wood identified current employment or status information, as of spring 2013, on all but 70 members of the sample group.

We located people through digital research using publicly available data, most often gleaning a person’s employment information from university, company, or organization websites and directories. For stay-at-home parents and those who had retired, information was found through volunteer organizations, Facebook, newspaper stories, and personal blogs. We supplemented this data with academic and government conference programs and publications. We made limited use of LinkedIn and departmental newsletters; these are good places to start, but self-titled employment may differ from organization or university categories. For example, an adjunct faculty member identified as a “professor” on LinkedIn may not be employed as full-time, permanent faculty at their institution.

For each person in our sample, we collected an employer name and job title as described by the university, organization, or business, and used this information to categorize people into career sectors used by the AHA in previous studies. For the purposes of identifying the status of history doctorates in relation to society as a whole, it made sense to use place of employment as a primary variable: we wanted to know where history PhDs are working. But we also wanted to know what they are doing, and to get at this dimension, we looked at the titles and functions of people within their organizations.

Three categories may require further explanation:

• Higher education administration includes only those who are primarily administrators; tenured faculty who have taken on additional administrative positions are categorized as tenured faculty; university librarians are categorized under “Library/Museum/Archive.”
• Library/Museum/Archive includes people who work in federal, state, and local government; private museums and archives; and colleges and universities. We tabulated this category separately—regardless of the institution’s placement in other academic or governmental sectors—because it is commonly assumed to be an area where history PhDs can find employment.
• Government includes any person employed in a federal, state, or local government agency. These include program directors, managers, researchers, diplomats, military personnel, and politicians. Excluded from “government” are those working at federal and state libraries, museums, and archives, because we wanted to test the assumption that history PhDs can find employment in these institutions. Thus, we categorized someone working at the National Archives under Library/Museum/Archive.

From the data gathered, we then imputed field specializations for the authors of each dissertation using their titles, advisor’s field of specialization, and area of expertise reported in their current employment. Additional demographic information on each PhD’s doctoral program and academic employer was then added from the National Research Council’s A Data-Based Assessment of Research-Doctorate Programs in the United States (2011), and the Department of Education’s Integrated Postsecondary Education Data System’s institutional characteristics data file.

A small number of the PhD recipients surveyed (just 1.1 percent of the total sample) had already retired, indicating that they earned the degree as a late-in-life avocational project, in most cases at non-elite public universities. Finally, a small proportion of PhDs (1.2 percent) suffered some form of deep personal misfortune (either death or incarceration).

Next Section

1 . Research for this study was funded by a grant from the Andrew W. Mellon Foundation.

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Doctor of Philosophy (PhD) in History Online

Transfer credits, next start date, become a professional historian with an online phd in history.

Are you interested in a career in education, research, politics, archaeology, or management of national landmarks and museums? Whatever your career goals are, Liberty University’s PhD in History can provide a theoretical background as well as research nd writing experience. These tools can help you excel in either academic or non-academic career fields related to humanities and social sciences.

An online doctorate in history can prepare you to pursue a variety of career opportunities. You might join the world of academia as a professor, professional researcher, or publisher. Or you could pursue a position as a museum curator, international development specialist, author, archaeologist, or federal government employee.

Academics and many other career fields need people like you who are knowledgeable about the undercurrents, culture, and societal standards surrounding historical events. Prepare to excel in whichever career field you choose when you pursue Liberty University’s online PhD in History.

Annual median salary for professionals with a doctorate*

All PhD in History courses are available online

Is a PhD in History worth it?

If you love history and want to increase your career options and earning potential, then a PhD in History is worth your effort. The types of jobs you could qualify for range from positions in the federal government to academia to private companies. 

Your earning potential will also increase because you hold a terminal degree. According to the Bureau of Labor Statistics, professionals with a doctoral degree earn an annual median salary of $94,900.* This is a 27% increase from the salaries of their counterparts who only have a master’s degree.

Can you get a PhD in History online?

Yes – with Liberty University’s online programs, you can earn your PhD in History 100% online. Our goal is to provide you with quality academics that are both affordable and flexible. We understand that you are a working professional with commitments. That’s why you have the flexibility to complete your doctorate wherever and whenever is most convenient for you.

How many years does it take to get a PhD in History?

Most students pursuing our PhD in History can complete the program in just 4 years. This includes a combination of full- and part-time attendance as well as dissertation work.

What can you do with a PhD in History?

When you’re considering career options, a PhD in History is one of the most flexible doctorates you can earn. You will have job opportunities with the United States government, universities, private organizations, and more. Some of the specific careers that may be available to you include:

• Academic publisher
• Archaeologist
• Higher education administrator
• International development specialist
• Museum curator

Is a PhD from Liberty University respected?

If you plan to choose Liberty for your PhD, you can rest assured that your degree will be respected. Liberty University is regionally accredited through SACSCOC . This means our program has to meet rigorous academic standards that are respected by future employers.

Why Choose Liberty University’s History PhD Program Online?

When you choose Liberty, you’re choosing to pursue a degree from an accredited university. We offer a Christ-centered curriculum, flexible course scheduling, and affordable rates. Our goal is to provide you with academic excellence that is grounded in faith and consistent support throughout your academic journey.

Liberty University holds regional accreditation through the Southern Association of Colleges and Schools Commission on Colleges ( SACSCOC ). This means we have earned accreditation that demands high academic standards. Employers can have confidence in your knowledge and abilities gained through the program. And you can rest knowing that your degree will benefit both your personal and professional life.

At Liberty, our mission is Training Champions for Christ . That means each of your professors is a Christian who incorporates a biblical worldview into every course. Your professors are professionals who have doctorates like our online history PhD degree. 

You can complete our PhD in History through distance education with 8-week courses and no set login times. This flexibility allows you to pursue your online doctoral degree while maintaining commitments to your family, career, community, and church.

Military Tuition Discount We want to help you find the doctoral degree you want — at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work towards your goal of reaching the pinnacle of your profession — for less.

What Will You Learn in Our Online PhD in History Program?

When you pursue our doctorate in history, you’ll learn historical concepts and how to educate others from a Christian perspective. Upon successful completion of this program, you will be able to do the following:

• Apply a Christian worldview to the study of history
• Apply historical methodology to professional settings
• Conduct original research that is based upon knowledge of the literature of the discipline
• Evaluate historiographic positions, like scholarly literature and interpretations, at the doctoral level

Featured Courses

• HIST 502 – Historiography*
• HIST 701 – Historical Professions
• HIST 711 – Development of Western Freedoms
• HIUS 713 – American Entrepreneurship since 1900

*Course guide coming soon

Highlights of Our Online History PhD Program

• We are recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the top 10% of Niche.com’s best online schools in America . Earning your PhD online from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.
• This program is offered in an 8-week course format, with 8 different start dates each year, and no set login times!
• You will benefit from networking opportunities with other professionals in the program from around the country.
• The PhD in History is the first program of its kind offered from a conservative Christian, accredited university.
• Your degree requires experience both inside and outside the classroom to help you become fully prepared for any professional setting you choose.

Liberty’s PhD in History Online Degree Information

• This program falls under the College of Arts and Sciences .
• Download and review the Degree Completion Plan .
• View the Graduate Arts and Sciences Course Guides   (login required).
• View the PhD in History Handbook .

Apply Now      Request Info

Career Opportunities for History PhD Online Graduates

• Federal government employee
• Professional researcher

Admission Requirements for the PhD in History at Liberty University

A regionally or nationally accredited master’s degree in history, or a related field,* with a 3.0 or above GPA is required for admission in good standing. Please visit our admission requirements page for more detailed admissions-related information.

All applicants must submit the following:

• Admission application
• Application fee**
• Official college transcripts indicating successful completion of a doctorate or master’s in history or a related field*
• Proof of English proficiency (for applicants whose native language is other than English)

*Examples include but are not limited to: public or applied history, social sciences, political science, philosophy, government, international relations, geography, English, theology, church history, economics, a Master of Business Administration (MBA), museum studies, and library sciences.

** There is no upfront application fee; however, a deferred $50 application fee will be assessed during Financial Check-In. This fee is waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required.

*Bureau of Labor Statistics, U.S. Department of Labor, at Education Pays (viewed online August 19, 2020). Cited projections may not reflect local and/or short-term economic or job conditions and do not guarantee actual job growth.

*Some restrictions may occur for this promotion to apply. This promotion also excludes active faculty and staff, military, Non-Degree Seeking, DGIA, Continuing Education, WSB, and Certificates.

Apply FREE This Week*

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You have to have a lot of self-motivation and self-discipline when you are going to school online, but the amazing thing is at Liberty you do not need to do it by yourself. You really do have resources like someone who is going to school on campus.

– Janae Fleming ’15, B.S. in Education

Ph.D. in World History

World history concentration.

The Doctoral Program in history, with a core focus on world history, trains research historians who plan to teach at the college and university levels. Emphasizing global approaches to historical study, the program encourages students to think beyond national boundaries, comparatively, and in terms of themes that span geographically dispersed areas of the world-trade, migration, disease, religion, state formation, colonialism, and post-colonialism. Studies also include long-term historical processes, major global transformations, and interactions between states and colonial societies. Candidates for the Ph.D. in history may examine African, Asian, European, Latin American, or U.S. history in a world historical context. The program emphasizes mentoring of students in their courses, supervised teaching, and in the doctoral dissertation.

Systematic training in theory and methodology and preparation for college teaching are distinctive features of the Northeastern program. All doctoral students undertake intensive reading in the theoretical literature that informs historical analysis, as well as in global historiography. Each student develops a deliberate methodological focus in an area such as cultural history, social history, environmental and biological history, or public history. Students are mentored in the practice of teaching and are encouraged to lecture and lead discussion sections under the supervision of faculty.

A mix of reading courses and research seminars in area studies and comparative or transnational history provide students with the bedrock of training in the literature and research methods of history. Students may also take a limited number of courses outside the department.

The Department of History maintains close ties with interdisciplinary programs such as Asian Studies; Latino, Latin American, and Caribbean Studies; Law and Public Policy; Women Gender and Sexuality Studies, and with the Departments of African American Studies; Art and Architecture; English; Sociology and Anthropology; and Political Science. Graduate students may obtain a  certificate in Women’s, Gender & Sexuality Studies .

All doctoral candidates must develop and demonstrate a strong reading knowledge of the languages in which they will undertake research. In cases where students require training in languages not offered at Northeastern, the department helps them arrange to take courses at nearby institutions.

The doctoral dissertation presents an original interpretation of a topic of historical significance based on detailed research into primary sources, a survey of the relevant literature, and skilled application of the theoretical and methodological apparatus germane to the topic.

In recent years, the Department of History has been able to provide funding to Ph.D. students for five years.

The GRE will not be required as part of graduate admissions to any certificate, master’s, or doctoral program in CSSH or across the university for matriculation in 2022-2023

Applicants and admitted students are invited and encouraged to join one of our Welcome Days. Please click  here  for more information and to RSVP.

Type of Program

• PhD Program

Get more information about this graduate program.

More programs, bachelor of arts (b.a.) in environmental studies & history, bachelor of arts (b.a.) in history & philosophy, bachelor of arts (b.a.) in history, bachelor of arts (b.a.) in history & asian studies, bachelor of arts (b.a.) in history & cultural anthropology.

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The PhD in History is entirely research-based and students are expected to do a significant amount of independent research. However, the PhD also aims to give students an experience of different historiographical methods as well as professional skills relevant to both a career in academia or elsewhere.

Students will receive regular constructive feedback throughout the course of their PhD.

Students can expect to receive:

• regular oral feedback from their supervisor, as well as termly online feedback reports; and
• oral feedback from peers during postgraduate workshops and seminars.

Thesis / Dissertation

The primary purpose of PhD study is the preparation and presentation of a substantial piece of original research in the form of a thesis. From the very beginning of the PhD course, the student focuses primarily on the writing of the thesis.

A successful PhD thesis in Cambridge must meet the following examination criteria:

• It must represent a significant contribution to learning through the discovery of new knowledge, the connection of previously unrelated facts, the development of a new theory or the revision of older views.
• It must take due account of previously published work on the subject.
• It must be clearly and concisely written and must be no less than 70,000 words and not exceed a maximum of 80,000 words (excluding footnotes and the bibliography)

The student’s original contribution to knowledge is assessed in the light of what it is reasonable to expect a student to complete within three years, or five years if part-time.

At the end of the first year, all PhD students will complete a 'Registration Assessment Exercise'. This involves the preparation of an essay of up to 10,000 words (not including notes, bibliography, or appendices) and a meeting to discuss your work in progress and project plans.

Students may also complete a second review exercise in the third year, on request by either the supervisor or the student.

Practical assessment

All students will defend their PhD thesis in a viva voce examination. 

Key Information

3-4 years full-time, 4-7 years part-time, study mode : research, doctor of philosophy, faculty of history, course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, michaelmas 2024.

Some courses can close early. See the Deadlines page for guidance on when to apply.

Funding Deadlines

These deadlines apply to applications for courses starting in Michaelmas 2024, Lent 2025 and Easter 2025.

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• Medieval History MPhil
• Education (Critical Approaches to Children's Literature) PGCE entry only MEd
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What Can You Do with a PhD in History?

You’re a history buff — the person everyone wants on their trivia team. You can rattle off the dates, facts, and names of the world’s most significant events and periods. If you’re considering using your powers for good, getting a PhD in history is a great option. 

People with a passion for being stuck in the past have options once they’ve completed their history doctoral program. Beyond history jobs in academia, there’s a spot for a historian around the table in nearly every industry. The skill set required to complete a PhD opens up a variety of doors in whichever direction you choose to pursue. Here’s an idea of some things you can do with a PhD in History . 

If you see yourself leading the nation’s young people through their own historical journeys, a PhD prepares you to teach at almost any level, though going the professor route could be more lucrative than teaching high school. On average history professors make between $80,000-$164,000 per year. 

You’ll select your focus and spend your days sharing your passion with undergraduate and master’s level students. Along with teaching, if you pursue a history career in academia, you’ll likely spend some time researching topics within your wheelhouse. Re: your passion! 

If spending your days in front of the class, hosting debates, and leading young minds excites you, there might be even more time on a college campus in your future. However, tenured history professor roles may take some time to find and the salaries can range based on the type of university and location.  

Future Planning

Those studying the past usually have some insights into the future. If you’re looking to explore the world outside of strictly history, you might use your skills to find a career in future planning. No, not retirement planning (though that’s an option too).

Historians have a knack for identifying themes and patterns in culture, politics, and the world. A history PhD program allows you to use your historical knowledge to contribute to the modern world by making an impact on the community around you. Many politicians, inclusion officers, grant writers, and even human resource managers use their history PhDs to influence their worlds. 

Your ability to think critically about the past and lend your knowledge to the future makes you an asset to any organization looking to excel into the modern world. Be prepared to market yourself as someone who can best set the organization up for success in an ever-changing world. 

Business/Technology

In the business and technology world, it’s all about understanding the customer. Who are you selling to? What is their day-to-day life like? How do you best understand their needs and wants? 

As a historian, your ability to communicate with a diverse population and understand the context of their lives makes you especially valuable on a sales, marketing, development, or innovation team. As a PhD, employers know you are well-read, have strong research skills and have spent many, many, many hours writing. It’s no surprise that Historians make excellent copywriters, marketers, and editors. 

We won’t lie to you, there aren’t many Fortune 500 CEOs that can claim a doctorate in history. Most CEOs have MBAs or degrees in engineering. But there should be more historians up at the top — maybe you have what it takes. 

Intelligence Analysis

You may not be the next Indiana Jones, but you might cut it as a secret agent. The ability to analyze and synthesize information from various sources is crucial for intelligence analysts — and history PhDs have that in spades. 

Skilled at recognizing biases, evaluating the reliability of sources, and making informed judgments based on incomplete or uncertain information, historians have a strong ability to think critically and evaluate evidence. 

Additionally, historians have a deep understanding of the historical, cultural and social context in which events occur. This understanding can help you identify underlying factors and motivations that may not be immediately apparent to others. 

Archivist/Historian

If you’ve always dreamed about a career in history, this is likely what you’ve pictured. Spending days dusting off old newspapers and curating the perfect collection of artifacts — historians and archivists are often hired by governments or organizations to collect, analyze, organize, and preserve important documents and artifacts. 

Companies may hire a historian to reflect on the organization’s past in order to better inform their future choices or to maintain an existing collection of artifacts. We get it. We saw National Treasure, too. This would be a pretty amazing career.

The salary for historian jobs   can vary based on size of the organization and unfortunately, the importance they place on preserving their history. For reference, the average PhD in history salary is $75,000 in the U.S.

Become a Historian at SMU

So, what can you do with a PhD in history? You can make sense of the past to inform the future, you can write exceptionally well, and you can excel in nearly any industry. Simply holding your doctoral degree in history shows employers the determination you have. There should be a seat saved for you at every company, college, and organization looking to succeed.

Ready to get started?

Explore what you can do with a PhD in History, read the guide Reanalyzing Our World, PhDs in The Humanities at SMU !

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COURSE OF STUDY FOR DOCTORAL PROGRAM A. Required coursework 1. Core Seminar (HIS 524, HIS 525: 3 credits each semester) This course provides an intensive, year-long introduction to historical theory and research. It also familiarizes students with the thematic organization of the graduate program. All full-time students in the doctoral program as well as the Academic Track of the master's program are required to take this course, which is offered only as a fall/spring sequence, during their first year. 2. Two or three Field Seminars (3 credits each) The department offers a number of Field Seminars designed to familiarize students with the history and historiography of specific regions and periods. These courses include: Medieval and Early Modern Europe (HIS 501) and Modern Europe (502); Early American History (521) and Modern American History (522); Colonial Latin America (541) and Modern Latin America (542), all of which are offered on a one- or two-year cycle. In addition, the following Field Seminars are offered in African and Asian history: Introduction to African and/or Asian History (562), South Asian History (563), Chinese History (564), and Japanese History (565); note that some of these Field Seminars may be offered slightly less frequently.  Some Field Seminars are populated with students in the Master of Arts in Teaching program (MAT), as well as with MA and PhD students. Students may choose to take either two or three Field Seminars, in accordance with their intellectual interests and needs. Students choosing to concentrate in the history of Europe, the United States, or Latin America are encouraged to complete both parts of the Field Seminar sequence in their area of concentration.  If more survey or focused reading is required in a specific area, students have the option of taking a third Field Seminar or a relevant Theme Seminar.  With the approval of the Graduate Director and Advisor, students may also satisfy their Field Seminar requirements by taking an appropriate course in an outside department or institution. 3. Three or four Theme Seminars (3 credits each) The Theme Seminars are the heart of the department's commitment to the theoretically informed, interdisciplinary study of history. Topics, approaches, and instructors vary, but these seminars generally fall within the rubric of our program's theme clusters: Gender, Race, Sexuality; Nation-State, Civil Society, Popular Politics; Empire, Colonialism, Globalization; and Environment, Health, Science, Technology. On occasion, students may apply to take seminars in outside departments or institutions (that is, other universities in the NY Consortium) that may serve as a Theme Seminar. There is also some flexibility for those students wishing to take either three or four Theme Seminars. On occasion, students may also wish to "convert" a Theme Seminar into a Research Seminar (by completing the readings and writing a research paper, with the prior arrangement of the seminar professor and the student's advisor). 4. Two Research Seminars (3 credits each) One Research Seminar is offered each semester. It gives students the opportunity to carry out individual research projects using primary sources in areas related to their developing scholarly interests. Research seminars are generally taken during the second and third years. Third-year students often use the Research Seminar to begin preliminary work on their dissertations. 5. Supervised Teaching (HIS 581, 3 credits) All students who hold teaching assistantships and are not enrolled in Teaching Practicum (HIS 582, see below) are expected to register for this course, if possible; if this is not possible, the student should notify the Graduate Director. 6. Teaching Practicum (HIS 582, 3 credits) Required of all Teaching Assistants, as well as those expecting to TA for undergraduate courses in the future. It is generally taken during Fall semester of Year 1. This course gives students the opportunity to discuss the pleasures and pitfalls of undergraduate classroom teaching in a large, diverse public university. Stony Brook offers a laboratory for future college teachers to develop and try out "lesson plans," as well as to broach such universal concerns as classroom authority, student participation, student-teacher relations, the problem of plagiarism, sexual harassment, etc. Students may be required to attend teaching workshops offered by the Graduate School in addition. These workshops, as well as the Teaching Practicum, are also open to students who do not hold teaching assistantships. 7. Dissertation Prospectus Workshop (HIS 695, 3 credits) This course must be taken by all PhD students and should be completed in the Spring semester of Year 3. Students are expected to work closely with their Advisors during the semester as they prepare their dissertation plan. If possible, they should also meet with their whole committee—or, at minimum, solicit feedback from each committee member. The instructor of the workshop, the student's PhD advisor, and the rest of his/her committee must approve the prospectus  prior  to the formal end-of-semester Prospectus Presentations.  B. Elective coursework 8. Directed Readings (HIS 682, 3 credits each) Students who enter the program without a master's degree may choose to take three credits of Directed Readings in the Fall and/or Spring of the initial year, to enable the student to meet regularly with his or her Advisor and address any deficiencies in preparation for the PhD program. In addition, on the rare occasion that a student's needs are not met by the department's Field and Theme seminars, he/she may wish to arrange a Directed Readings with an individual faculty member so as to undertake a specific set of readings on a topic of mutual interest. 9. Orals Workshop (HIS 684, 3 or 6 credits) This workshop provides a space for students to work semi-independently in the scholarly literature of their developing fields of specialization. Normally, students enroll in Orals Workshop (for either 3 or 6 credits, depending on their remaining course requirement needs) in the Fall semester of Year 3. To prepare for the Orals, students have to define three areas of specialization (two in their major geo-political field, and one in a comparative field). Ideally, students should develop their Orals book lists and topics on the basis of the most relevant Field and Theme seminars they have taken and in consultation with their Orals committee. Students may use the Orals Workshop to read independently or in small groups, as well as to meet periodically with Orals committee members. All students should make sure they have dress rehearsals before the exam actually takes place. (See below for details on the Oral Examination.) 10. Courses in other departments and institutions Students are encouraged to take courses in other departments in order to acquire the theoretical tools offered by other disciplines and gain an interdisciplinary perspective on their fields of interest. Many of our students take courses in such departments as Sociology, English, Art History, and Cultural Analysis and Theory, as well as such interdisciplinary programs as Women's and Gender Studies, and Latin American and Caribbean Studies. Such courses should be selected in consultation with the student's Advisor. In addition, Stony Brook belongs to a NY-area Consortium of universities. Students are welcome to take graduate seminars for credit at Columbia, NYU, or other institutions. To take a class through the Consortium, students need to submit a request form to the  Graduate School  and obtain prior permission from their Advisor and the Graduate Director. Whether it can be used to fulfill a requirement as a Field, Theme, or Research course is decided on a case-by-case basis by the Graduate Director, in consultation with the student's Advisor. 

Sample Course of Study Below is a sample course of study that might be followed by a first-year doctoral student without a master's degree who also holds a teaching assistantship. Graduate School regulations stipulate that a new student who enters the program without an  MA degree must take 12 credits per semester during Year 1; a student with an MA degree (or at least 24 credits at the graduate level) may register for only 9 credits per semester. Fall Semester Core Seminar I (HIS 524): 3 credits Teaching Practicum (HIS 582): 3 credits Field Seminar: 3 credits Theme Seminar: 3 credits Spring Semester Core Seminar II (HIS 525): 3 credits Supervised Teaching (HIS 581): 3 credits Theme or Field Seminar: 3 credits Theme or Field Seminar or Directed Readings: 3 credits

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Leveraging Your PhD: Why Employers Value Your Skills

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Guest post by Heer Joisher (Griffin GSAS Candidate in Developmental Biology) for MCS.

Harvard’s Mignone Center for Career Success recently hosted an insightful discussion spotlighting the remarkable journeys of a select group of GSAS alumni who have masterfully leveraged their Ph.D. degrees to forge unique and gratifying career paths. Their experiences not only illuminate the expansive landscape of career possibilities for graduate students but also stand as beacons of inspiration for Ph.D. students and recent graduates navigating their own professional journeys.  Here are some reflections I’ve summarized from the panel discussion on exploring non-academic career paths: the motivations, the timing, and the process.

Why? – A Multitude of Motivations

Dean Emma Dench’s opening remarks for the panel, noting that approximately 50% of Harvard PhDs become intellectual leaders outside academia, set the stage for a discussion on the motivations driving individuals to explore non-academic career paths. These motivations are as diverse as the individuals themselves, ranging from financial considerations to differing interpretations of job satisfaction and expectations.  Moreover, panelists emphasized the presence of abundant opportunities available beyond academia and the importance of gaining a comprehensive understanding of the broader professional landscape. Embracing this perspective involves stepping outside the traditional academic paradigms, challenging preconceptions about career paths dictated by one’s degree or department. Instead, it involves introspectively questioning what truly fosters personal fulfillment and utilizing one’s unique background and expertise to craft a career trajectory that aligns with individual aspirations.

When? – The Sooner, the Better

The panel collectively emphasized the importance of early exploration into non-academic career paths, highlighting the immense value in stepping beyond conventional trajectories and embracing diverse experiences. Their insight underscores that this journey isn’t solely about finding a different career path; it’s about broadening perspectives and building a vibrant professional community, irrespective of the ultimate career trajectory.   While transitioning out of academia may be smoother for some fields or labs compared to others, actively delving into learning about alternative career paths enables individuals to challenge norms and foster connections with mentors who can offer invaluable support along the way. The environment at Harvard, with its diverse peers and alumni network, facilitates this exploration and openness to new opportunities, acting as a catalyst for personal and professional growth.

How? – Navigating the Process

Drawing from their diverse career paths, the panelists offered valuable strategies and frameworks to guide individuals through the transition process. Each insight struck a chord with attendees, offering relatable anecdotes and invaluable guidance. Below is a compilation of key takeaways distilled from the discussion:

• Embrace Career Exploration and Experimentation:
• Explore diverse opportunities and pathways even if they seem unconventional or outside your comfort zone
• Recognize that your first job doesn’t have to be perfect, and that career progression often involves trying different roles and industries
• Utilize resources like alumni and LinkedIn to learn about different careers, and experiences
• Identify the transferable skills gained during your academic journey and identify your strengths. Introspect on how your strengths align with roles outside academia, consider doubling down on skills you excel in and enjoy.

• Cultivate Meaningful Professional Relationships:
• Approach networking with a mindset of curiosity and growth, fostering genuine relationships that support your career development.
• Articulate your accomplishments and expertise with confidence to bolster your credibility and draw opportunities towards you.
• Engage in informational interviews to gain valuable insights into various job responsibilities, organizational cultures, and career paths, allowing you to assess your fit within different professional contexts.
• Take a proactive approach to relationship-building by categorizing connections based on shared interests and goals. Remember, networking is a two-way street; look for opportunities to offer support, share insights, and connect others within your network.

• Invest in Your Professional Growth:
• View informational interviews, hands-on learning opportunities and internships as pivotal investments in shaping your future career path.
• Proactively seek out opportunities that foster continuous learning, cultivate enduring professional relationships, and steer your career in desired direction.
• Hone the art of articulation and effective communication to confidently convey your skills, experiences, and achievements, aligning them with the needs of different roles and organizations.
• Conquer decision paralysis by taking action: apply for open positions and initiate conversations with new connections. Embrace the interview process as an opportunity for growth and learning, gaining valuable insights along the way.

In conclusion, the panel discussion offered profound insights into navigating non-academic career paths. These key takeaways underscore the significance of charting one’s unique path with confidence and purpose in the dynamic landscape of non-academic careers.

Meet the Panelists:

• Elias Bruegmann, PhD : Head of Product Data Science at Stripe
• Victoria Tillson Evans, PhD : Founder & President of Distinctive College Consulting
• Marinna Madrid, PhD : Co-Founder and Chief Product Officer at Cellino
• Jessica Paige, PhD : Social Scientist at RAND
• Paul Schwerda, PhD : Investment Manager at Baillie Gifford
• Roger Vargas, PhD : Computational Scientist at Moderna

Quotes from Attendees:

“As an upper-level PhD student, the seminar provided valuable information and insights on careers outside of academia. It was great to hear from a diversity of people with different perspectives and who followed various career paths.” – Stephan Foianini, G5, Department of Molecular and Cellular Biology, Harvard University

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How the Columbia protests sparked campus demonstrations across the country

It just added fuel to the fire.

The decision by Columbia University’s president, Nemat “Minouche” Shafik, to call in the New York Police Department to clear pro-Palestinian protesters from the campus last week appears to have sparked the spate of increasingly strident demonstrations that have erupted at universities in New York City and across the country in recent days, students and faculty members said.

Since Thursday, when police arrested 108 Columbia University demonstrators, including Rep. Ilhan Omar’s daughter, Isra Hirsi, similar protests have erupted on campuses across the country, from New York University and Yale University to the University of Illinois and out west to the University of California, Berkeley, and the University of Southern California, which shut its gates late Wednesday because of the growing demonstrations.

The encampment at Columbia sprung up April 17, the day Shafik was grilled about on-campus antisemitism by the Republican-led House Committee on Education and the Workforce. Shafik faced questions about her handling of antisemitism on campus after Hamas' attack on Israel on Oct. 7 alongside two members of Columbia’s Board of Trustees and the head of its antisemitism task force. The next day, Shafik had police clear the encampment; more than 100 protesters were arrested.

That got Rachel, 19, a Columbia student who asked to be identified only by her first name because of fear of retaliation or suspension by the school, off the fence and into one of the tents that pro-Palestinian demonstrators had raised on the campus in upper Manhattan.

“I think that that was sort of the straw that broke the camel’s back, because students had already been feeling incredibly suppressed and censored by President Shafik,” Rachel said.

Noting that the last time a Columbia University president summoned the police to disperse student demonstrators was back in 1968, at the height of the Vietnam War, Rachel said what she called Shafik’s attempt to intimidate them was backfiring.

“Movements inherently boil when they’re facing extra suppression,” she said.

The Columbia students protesting the war have demanded that the school cut financial ties with Israel and divest from Israeli companies. And they have inspired students across the country to do the same.

“This is about solidarity," said Alex, a Jewish student at the University of Michigan who is part of the pro-Palestinian movement and asked to be identified only by his first name out of fear of retaliation. "We have colleges all across the nation performing a synchronized act because we work together. This is a collective movement far beyond the United States."

Organizers say they were also inspired by protests against the apartheid government of South Africa that an earlier generation of Michigan students took part in.

“It’s never been bigger than it is right now,” said a masked male organizer, who asked to remain anonymous out of fear of retaliation. “We’ve seen that this has been effective in achieving concessions from the administration towards divestment from Israel, apartheid and genocide.”

But it has also sparked a backlash, particularly from politicians on the right who have been urging university administrators to crack down hard on the protesters.

"You have to have law and order on campus," House Speaker Mike Johnson, R-La., told NBC News' Stephanie Gosk after he met with Jewish students at Columbia. "Listen, taxpayer funding comes to institutions like this. The American people are demanding that we bring order to this chaos. We have this kind of thing mushrooming around the country right now."

Encampments have continued on Columbia's campus into this week, with Shafik calling for classes to be held virtually Monday and initially giving the demonstrators a deadline of midnight Tuesday to fold up their tents and disperse before she announced that conversations would continue over the next 48 hours without forcing the encampment to be removed.

“We are making important progress with representatives of the student encampment on the West Lawn,” a college spokesperson said.

Marianne Hirsch, a Columbia University English professor, said Shafik has been "squashing peaceful protest, squashing open debate, not allowing students to express their opinions and debate their opinions."

And the fact that Shafik summoned the police last Thursday, a day after she was questioned at the congressional hearing, is no coincidence, she said.

"I’m extremely concerned about antisemitism my entire life, and I’m extremely distressed right now to see how antisemitism is being weaponized and used, misused ... under the guise of safety and security," Hirsch, whose parents were Holocaust survivors, said Tuesday.

Later, Hirsch said she “cannot but agree this is motivated by trying to pacify congressional members who are trying to interfere in the running of this school.”

Early Monday, Shafik said that classes would be held virtually Monday and that school leaders would come together to discuss a way to bring an end to “this crisis.”

Several Jewish students at Columbia have told NBC News the antisemitism they experienced was very real and that they're steering clear of the campus for their own safety.

“The tension is so high,” said Itai Dreifuss, 25, a junior and an Israeli who says he has been spat on and taunted by campus protesters waving Hamas flags. “It’s definitely frustrating to be a part of this campus right now. You feel so helpless, and you feel so exposed.”

Speaking with reporters, Johnson said he heard that Jewish students had been "running for their lives."

Gosk challenged that assertion, telling Johnson that while some Jewish students she spoke with "are certainly afraid for their safety," they are "not running for their lives."

"I had standing room only with a house full of Jewish students talking about the intimidation and threats that they experienced," Johnson replied.

Sueda, a graduate student who helped organize the pro-Palestinian protests at Columbia and asked to be identified only by her first name to avoid reprisals, said students escalated pressure on the university and started the tent encampments after previous forms of protest did not lead to the intended results.

"Have those protests yielded any material results from the university? Have they yielded an acknowledgment of the pain felt by Palestinians and by the community that is in solidarity with them? Have they yielded any statements of sorrow or regret by the university for their overly punitive treatment of pro-Palestinian students? No," she said.

Oren Root, a longtime New York City lawyer and Columbia University graduate who was at the school when anti-Vietnam War protests rocked it in 1968, said Shafik's summoning of police was "an extraordinary miscalculation."

"President Shafik and her advisers clearly didn't learn from history," said Root, who was a top editor at The Spectator, the Columbia student newspaper, in 1968 and 1969. “Calling in the cops was clearly a mistake. Things have not gotten any calmer.”

The decision in 1968 by university President Grayson Kirk to have the police forcibly remove protesters from the buildings they were occupying only inflamed the situation and tarnished Columbia's reputation for many years, Root said.

Root, who called for Shafik's resignation in an opinion piece in The Spectator on Monday , said Columbia also appears to have chosen a side in the Gaza battle.

In response, a spokesperson for Shafik did not address Root's criticisms or the calls for her resignation.

"President Shafik is focused on deescalating the rancor on Columbia’s campus," the spokesperson said in a statement Tuesday. "She is working across campus with members of the faculty, administration, and Board of Trustees, and with state, city, and community leaders, and appreciates their support."

New York police also arrested more than 100 protesters at NYU's Gould Plaza on Monday night.

Pro-Palestinian encampments have also been established at other schools that have been the sites of anti-Israel demonstrations, like the Massachusetts Institute of Technology, the University of Texas and California State Polytechnic University, Humboldt.

New York Mayor Eric Adams said this week he believed "outside agitators" were using the Israel-Hamas war as an excuse to cause violence and mayhem in the city.

“We can’t have outside agitators come in and be destructive to our city," Adams said at a news conference Tuesday. "Someone wanted something to happen at that protest at NYU."

It was not clear how many of those arrested at Columbia were students and how many were outsiders. Police did not respond to two requests for comment on the arrests.

Meanwhile, a group of 25 Senate Republicans sent a letter Tuesday to Attorney General Merrick Garland asking the Biden administration to address the protests across the nation.

“These pro-Hamas rioters have effectively shut down college campuses and have literally chased Jewish students away from our schools," the letter read. "You need to take action to restore order and protect Jewish students on our college campuses."

The letter did not ask Garland to take steps to protect the pro-Palestinian protesters.

Doha Madani is a senior breaking news reporter for NBC News. Pronouns: she/her.

Selina Guevara is an NBC News associate producer, based in Chicago.

Corky Siemaszko is a senior reporter for NBC News Digital.