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A doctorate is the pinnacle of an arts and science education. Founded in 1886, the Graduate School of Arts and Science at NYU is among the oldest schools offering doctoral programs in the United States. Today NYU’s doctoral programs span the humanities, sciences, and social sciences, and students pursue cutting-edge research with the close supervision of NYU’s internationally recognized research faculty. New York City resources complement and enhance our vibrant intellectual communities. Use the links below to explore Doctor of Philosophy and dual advanced degrees at New York University.

Ph.D. Programs Dual Degree Programs

Earn Your NYU Doctorate in Leadership and Innovation.

Organizational change starts with an online doctorate in leadership and innovation from NYU. Leverage your knowledge and skills in transformational leadership roles to create new, sustainable solutions to systemic institutional challenges with your EdD.

Applications will open for the 2026 cohort in early 2025.

Our online leadership and innovation doctorate at a glance

Blending academic theory and real-world practice, NYU Steinhardt’s EdD in Leadership and Innovation is more than an online degree. It’s a unique program that provides working professionals with the tools to harness transformative change in their organizations and beyond.

three-day immersive residency at a global NYU site

hours per week

Average time commitment, including classes, will vary

total credits at the doctoral level

per credit hour

Based on 2024–2025 tuition rates

Minimum time to degree completion 1

EdD program overview

NYU Steinhardt’s EdD in Leadership and Innovation is more than a doctorate program. It’s a cohort of professionals, faculty , and distinguished cross-sectoral leaders from spaces such as:

• For-profit companies
• Higher education
• Nonprofit and philanthropic organizations
• Public and governmental organizations

We examine the most important issues cross-sectoral leaders face today and discover solutions that make change possible for tomorrow. We apply an academic lens to myriad sectors so students graduate from the doctoral program with the core competencies for impactful director and executive-level career options.

The research, analysis, writing, and critical thinking involved in students’ strategic design and implementation of a change management project are assets that students will bring to current and future employers.

The Problem of Practice

While many doctoral programs require students to complete a dissertation, NYU Steinhardt challenges students to examine and create an academically informed solution to a persistent organizational problem throughout the EdD program. This unique project is called the Problem of Practice (POP) , and it enables students to create real value for their organizations.

“We want students to have a collaborative experience in which they ignite a transformation in education from across sectors.” DR. NOEL S. ANDERSON FOUNDING FACULTY

Explore the cohort model design

When students work together, they leverage their unique leadership skills and professional experiences to develop new ideas and effect sustainable change. That’s why the cohort model is a defining feature of NYU Steinhardt’s EdD in Leadership and Innovation program. Traveling the curriculum together, students develop a common problem-solving language and discover new solutions to old challenges. Best of all, since courses run continuously through Summer and January terms, students earn their degree in 24–28 months, a duration that’s among the shortest in the country relative to other education doctorates.

Great minds, thinking differently

Our program unites experienced professionals from diverse backgrounds who share their unique perspectives on real-world challenges. By giving them the space to question, explore, and take risks, we foster innovation, resulting in new solutions to persistent organizational problems.

A collaborative system of support

For the duration of the program, faculty serve as mentors, supporters, challengers, and advocates, bringing decades of leadership experience to their partnership with students.

Built for immediate action

Students can complete their degree in as few as 24 continuous months, preparing them to create sustainable and scalable change at their organizations in their leadership roles.

Who is this program for?

The NYU online Doctorate in Leadership and Innovation is different by design. More than an educational leadership program, it’s a global cohort of cross-sector professionals motivated to create real change in their fields. Diverse leaders from the worlds of business, government, nonprofits, healthcare, and education seek out our program to be challenged to think beyond their areas of expertise – and to create new solutions and catalyze change in their organizations.

Current and former students’ employers include:

• Blue Cross Blue Shield
• The World Bank
• NYC Department
of Education
• The Millennium School – Dubai

Current and former students’ job titles include:

• Chief executive officer
• Chief learning officer
• Senior director of global security
• Head of diversity, equity & inclusion
• Program manager, behavioral health
• Military officer
• Director, office of educational assessment
• Adjunct faculty

Students represent a global cohort whose diverse voices are informed not only by the work they do, but from lived experiences around the world. 

The NYU EdD addresses the needs of full-time working professionals with a rigorous online Doctorate in Leadership and Innovation program that can be completed in as few as 24 months.

Three-day immersive residency

At the beginning of the program, your cohort will convene at NYU to meet, discuss your professional experiences, and examine the persistent challenges you face in your organizations. The residency will deepen students’ connections with peers and faculty and help serve as a foundation for the EdD curriculum.

Designed as a cohort model, our 42-credit curriculum includes 17 consecutive courses that can be completed in as few as 24 months. Students continue working while earning their degree, examining and solving a persistent challenge in their organization throughout the program.

Problem of Practice (POP)

Rather than completing a traditional dissertation, you will identify a persistent problem in your organization and examine it through an academic lens throughout the program, emerging with a thoroughly researched, actionable solution that creates real value for your organization.

Frequently asked questions

Finding the right EdD program to expand and leverage your leadership skills is essential to your success. To aid in this decision-making process, we’ve compiled answers to the most frequently asked questions about eligibility, tuition, courses, and more.

Admission requirements

To be eligible for the EdD in Leadership and Innovation program, you must hold both a bachelor’s and a master’s degree. You must also have seven years of work experience in a leadership role. The GRE is not required for admission.

Learn how to solve institutional challenges with NYU’s EdD

1 Total time to complete the program may vary based on the number of credits taken each semester.

Tell us about yourself.

Sharing some details will help us customize your experience.

Sociology of Education (PhD)

Program description.

This multidisciplinary PhD program in Sociology of Education prepares graduates to analyze educational problems and issues and social change using the theoretical tools and research methods of sociology. Students are expected to become thoroughly familiar with primary perspectives, theories, and questions of the discipline of sociology and the field of sociology of education. Candidacy, dissertation proposal, and dissertation are required. The Sociology of Education PhD program is 48 credits for students who matriculate with an MA and 65 credits for students who matriculate with a baccalaureate degree only.

The program prepares professors of educational sociology for schools and colleges of education or for universities with specializations in the area of sociology as it applies to education and researchers who can conduct basic and applied research in various public and private institutions in order to advance both the practice of education and the study of sociology.

Admission to graduate programs in the Steinhardt School of Culture, Education, and Human Development requires the following minimum components:

• Statement of Purpose
• Letters of Recommendation
• Transcripts
• Proficiency in English

See  NYU Steinhardt's Graduate Admissions website  for additional information on school-wide admission. Some programs may require additional components for admissions.

See How to Apply for admission requirements and instruction specific to this program.

48-Credit Program

65-credit program, comprehensive examination, dissertation proposal, dissertation and final oral examination, program requirements.

Upon acceptance to the Sociology of Education PhD program, you will be notified if you are expected to complete 48 or 65 credits. 

Students who matriculate with a BA only, or an unrelated graduate degree, must follow the course list above, as well as take an additional 17 credits in consultation with an academic adviser. 

Students who matriculate with a BA only, or an unrelated graduate degree, must take an additional 17 credits from foundations, electives, research methods, or non-SOED specialized courses in consultation with an academic adviser.

Additional Program Requirements

After completing most of their coursework, and generally by the fall of their third year for full-time students, students take an oral comprehensive examination. The oral examination focuses on two areas: a list of core books and articles that our program considers to be foundational to the field of Sociology of Education and a list of readings in the area of the student's specialization as they begin to work towards their dissertation project.

Once a student has passed the comprehensive exam, they advance to candidacy. At this point, they focus on preparing a dissertation proposal, which is approved by the student's dissertation committee and then by two outside readers during an oral dissertation proposal defense. Generally, the proposal is written and approved by the end of the third year of full-time doctoral study.

At this point, if the student has an approved dissertation proposal and has completed all coursework, they are eligible for MPhil degree conferral on the way to completing the PhD.

During this stage the candidate will collect and analyze the data required for the dissertation, complete the writing of the dissertation, and pass a final oral examination. This stage typically takes one to two years when attendance is full-time.

Sample Plan of Study

Following completion of the required coursework for the PhD, students are expected to maintain active status at New York University by enrolling in a research/writing course or a Maintain Matriculation ( MAINT-GE 4747 ) course.  All non-course requirements must be fulfilled prior to degree conferral, although the specific timing of completion may vary from student-to-student.

Learning Outcomes

Upon successful completion of the program, graduates will:

• Display an expertise in an area of specialization in the sociology of education through the production of a high-quality MA thesis.
• Think critically, undertake systematic investigations and research, and communicate effectively orally and in writing to academic and non-academic audiences.
• Ask research questions and formulate problems using a broad range of theoretical and methodological tools.
• Demonstrate knowledge of the larger social and cultural contexts that shape educational institutions and human learning.

NYU Policies

Steinhardt academic policies.

University-wide policies can be found on the New York University Policy pages .

Additional academic policies can be found the  Steinhardt academic policies page . 

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Graduate School of Education

Celebrate tc alumni day on oct. 19.

6 Tips to Create a Culturally Inclusive Classroom

New STEM Project to Explore Effective Strategies for Teacher Preparation and Retention

Xiaodong Lin-Siegler Named Cleveland E. Dodge Professor of Cognitive Science in Education

2025 Application Now Open

Ignite Courage. Lead Change.

Tackle today’s most pressing problems with graduate study at Teachers College

Discover Our Programs

Explore teachers college.

Take a closer look at TC’s historic campus, diverse academic offerings, and vibrant community.

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Begin Your Journey

When you choose TC, you will have access to opportunities unlike any other. Our application is now open for Spring, Summer, and Fall 2025.

Explore Possibilities

Our education, health, psychology and leadership programs prepare you to transform your field and advance your career. Join us for a Virtual Information Session to learn more about graduate study at TC.

Browse our online events

Study in New York City

When you choose TC in New York City, you’re investing in the opportunity to learn from — and work with — world-class scholars on transformative research that can change the world. You'll gain experiences in NYC that will prepare you for jobs in your field both here and abroad.

Find Your Place

TC may be the largest graduate school of education in the U.S., but we are also a welcoming, supportive, close-knit community — starting with our admissions and financial aid staff. We're here to answer your questions personally, no matter where you are in your graduate school search.

Connect with us  and we will be happy to provide assistance.

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Stories from the Teachers College Newsroom

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• The Washington Post Duel of the TikTok boys: MAGA’s John McEntee vs. Comic Walter Masterson Ioana Literat comments on how TikTok has influenced young people's political expression.
• The Hechinger Report A Decade of Data in One State Shows an Unexpected Result When Colleges Drop Remedial Courses Thomas Brock, Director of the TC's Community College Research Center (CCRC), discusses a need to offer struggling students more support without re-instating flawed remedial education programs.

At Teachers College, our researchers, scholars and students are collaborating with communities and leaders to solve some of the most pressing issues of our time across education, health and psychology.

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Teachers College strives to establish an institution that actively attracts, supports, and retains diverse students, faculty, and staff, demonstrated through its commitment to social justice, its respectful and vibrant community, and its encouragement and support of each individual in the achievement of their full potential. 

Read Our 2022-23 DEI Report

Our multicultural, urban environment impacts almost everything we do and provides unique educational and social opportunities found nowhere else. We also have deep ties with the local community. Many of our projects and offices work to directly impact our city, students, and educators.

Visit our campus to sample the learning and social environments we have designed for our students, faculty and staff. Each day brings new special lectures, colloquia, and workshops, which augment the multitude of academic offerings at Teachers College. The campus, and the great city of New York, provide opportunities for extraordinary experiences.

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The School of Education

Welcome to the school of education at st. john’s university, education that elevates.

We play a key role in shaping New York educators with our four doctoral degree (i.e., Ed.D. and Ph.D.) programs and 43 master’s degree programs that accommodate career or field changers and those who seek expertise and/or certification. Our areas of specialization include Adolescent Education, Childhood Education, Clinical Mental Health Counseling,   Early Childhood Education, Literacy, School Building Leadership, School Counseling, Special Education, and TESOL. 

Our programs are designed to be flexible, with online and traditional schedules. When you become a student here at St. John’s, you also become part of a rich history of excellence in education, where we have been preparing educators for more than 100 years!

About The School of Education

Undergraduate and Dual Degrees

Undergraduate and dual degree programs are available for students seeking to become teachers who want to transform the educational outcomes of children.

Graduate Programs

Our master’s degree programs in education are designed to help you better understand and solve the most pressing issues within your program of study.

Doctorate Programs

The School’s Ph.D. and Ed.D. programs challenge you to think critically as you work to solve the most pressing challenges facing the community and the world.

Advanced Certificates

Explore our programs designed for teachers or other personnel interested in earning specialized certificates.

Scholarship Opportunities

The School of Education offers several scholarships for continuing undergraduate and graduate students.

Contact The School of Education

We welcome your questions.

Among the Best in the Nation

The School of Education at St. John’s University is recognized among the best in the nation. 

for Online Graduate Education Programs

U.S. News & World Report  (2020 Edition)

for Best Graduate Schools

U.S. News & World Report  (2023 Edition)

Pathway Programs

The School of Education offers Pathway programs that enable you to streamline study and complete a B.S. and M.S. degree in five years. They include

• Childhood Teaching English to Speakers of Other Languages (TESOL) (K–12)
• Adolescent TESOL (K–12)
• Adolescent Special Education (grades 7–12)

TESOL Pathway

Our TESOL 5-Year Pathway is an accelerated program designed to help aspiring educators streamline their studies and achieve both a Bachelor's and a Master's degree in just five years.  This unique program is tailored to meet the demands of our culturally and linguistically diverse classrooms and English Language Learners in K-12 settings. Our 5-Year Pathway Programs offer a dynamic and efficient route to your educational and professional goals.

At St. John's University, we are committed to nurturing the next generation of educators and ensuring that our students have the resources and support they need to excel in their chosen careers. Explore our TESOL 5-Year Pathway today and take the first step toward a rewarding and fulfilling career in education.

What is the TESOL 5-Year Pathway?

The TESOL 5-Year Pathway is a unique opportunity for undergraduate students pursuing a bachelor's degree in Education to seamlessly transition into a Master of Science in Education program, specializing in Teaching English to Speakers of Other Languages (TESOL). This integrated pathway allows you to gain expertise in TESOL while reducing the overall time and cost associated with pursuing both a bachelor's and a master's degree separately.

Program Options in the TESOL 5-Year Pathway

At St. John's University, we understand that students have diverse interests and career aspirations. To accommodate these differences, we offer several distinct 5-Year Pathway programs within the TESOL discipline:

• Childhood TESOL (K-12) : This program is tailored for those who aspire to teach English as a Second Language in elementary or middle school settings. It equips you with the necessary skills and knowledge to support young learners in their language development and academic success.
• Adolescent TESOL (K-12) : Designed for individuals who are passionate about helping high school students excel in English language acquisition, this program focuses on TESOL strategies and methodologies for the secondary education level.

Why Choose the TESOL 5-Year Pathway at St. John's University?

• Streamlined Education : By enrolling in our 5-Year Pathway, you will complete both your Bachelor's and Master's degrees in a shorter time frame, allowing you to enter the job market with a competitive edge.
• Expert Faculty : Our faculty members are experienced educators and researchers in the field of TESOL. They are dedicated to providing you with a high-quality education that prepares you for success.
• Field Experience : You will have the opportunity to gain hands-on experience in diverse educational settings, including local schools and community organizations.
• Networking Opportunities : St. John's University offers a rich educational environment where you can connect with peers and professionals who share your passion for education.
• Career Advancement : A Master's degree in TESOL opens doors to a wide range of career opportunities, including teaching in K-12 schools, working in language programs, and even teaching English abroad.

If you have questions or need more information about any of the 5-Year Pathway Programs, please contact Bernadette A. Zacharuk, Coordinator, Undergraduate Programs, at  [email protected] .

Success at St. John's

Alumna Credits Her St. John’s Education for Success in Treating Mental Health Clients

Clinical Mental Health Counselor  Ayanna S. Moore-Ellis, MHC ’14CPS, ’24GEd has a favorite professional success story concerning a young client she was treating for anxiety.

“Being a mental health counselor can be tough,” she observed, when speaking about factors future students should consider when choosing a master’s program in mental health counseling. “Sometimes, clients have heavy stories that can affect you. On days when the work is heavy, or you are overwhelmed, it is important to return to your purpose.”

Education Alumnus Authors Children’s Book that Celebrates Diversity

A St. John’s University triple alumnus and special education teacher recently penned a children’s book that aims to help young readers embrace and cherish the diversity within their own and others’ families.

Professional licensure and certification requirements often vary from state to state. St. John’s University has not determined requirements for individual states beyond New York. If you reside or plan to reside outside New York, you are strongly encouraged to contact the appropriate state licensing agency in that state to seek information and guidance before beginning the program.

From the Blog

New York Special Education Certification Changes

There has been a persistent shortage statewide of special education instructors. The New York State Education Department’s certification requirements and segmentation for special needs instructors are changing to combat this shortage. The New York State Department of Education is creating a Students with Disabilities (SWD) (All Grades) certificate.

Upcoming Events

Everything you need to know about programs in the school of education.

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Doctoral students enjoy study abroad experience at rome location.

This summer, six doctoral students in The School of Education at St. John’s University spent 10 days studying abroad at the University’s Rome , Italy, location. Katherine C. Aquino, Ph.D...

The School of Education Holds Graduate-Level Commencement

Graduate-Level Commencement Exercises for The School of Education (TSOE) at St. John’s University were held on Friday, May 17, in Carnesecca Arena on the Queens , NY, campus. “We have...

St. John’s University and the Singapore Ministry of Education Collaboratively Focus on STEM Education!

On May 7, 2024, The School of Education at St. John’s University, in collaboration with delegates from the Singapore Ministry of Education , hosted a joint conference focused on STEM...

Whether you want to teach, lead, or develop policy in the world of education, a graduate degree from NYU will provide you with the insights and skills to have the positive impact you aim for. Potential career opportunities with an advanced degree in education include secondary administrator, arts educator, learning designer, and subject-specific teacher.

Administration and Leadership

Arts education, education counseling, education design/policy, international/language.

Virtual Office Hours: Monday–Friday 9 a.m.–5 p.m. Email: [email protected] Phone: 212-992-4723

Educational Leadership: AdvC , EdD , MA ,  PhD Steinhardt School of Culture, Education, and Human Development

Higher and Postsecondary Education: EdD ,  MA , PhD Steinhardt School of Culture, Education, and Human Development

Leadership and Innovation: EdD Steinhardt School of Culture, Education, and Human Development

Art Education: MA Steinhardt School of Culture, Education, and Human Development

Dance Education: AdvC , MA Steinhardt School of Culture, Education, and Human Development

Educational Theatre: EdD , MA , PhD Steinhardt School of Culture, Education, and Human Development

Moving Image Archiving and Preservation:   MA Tisch School of the Arts

Music Education: AdvC , MA , PhD Steinhardt School of Culture, Education, and Human Development

Piano Performance and Pedagogy: AdvC ,  MM , PhD Steinhardt School of Culture, Education, and Human Development

Teaching Dance in the Professions: ABT Pedagogy: MA Steinhardt School of Culture, Education, and Human Development

Vocal Performance and Pedagogy: AdvC ,  MM , PhD Steinhardt School of Culture, Education, and Human Development

Clinical Social Work: DSW Silver School of Social Work

School Counseling: MA Steinhardt School of Culture, Education, and Human Development

Social Work: MSW Silver School of Social Work

Digital Media Design for Learning: AdvC , MA Steinhardt School of Culture, Education, and Human Development

Education and Social Policy: MA Steinhardt School of Culture, Education, and Human Development

Educational Communication and Technology: PhD Steinhardt School of Culture, Education, and Human Development

Games for Learning: MS Steinhardt School of Culture, Education, and Human Development

History of Education: MA , PhD Steinhardt School of Culture, Education, and Human Development

Sociology of Education: MA , PhD Steinhardt School of Culture, Education, and Human Development

Bilingual Education: AdvC , MA , PhD Steinhardt School of Culture, Education, and Human Development

Foreign Language Education: AdvC , MA Steinhardt School of Culture, Education, and Human Development

International Education: AdvC , MA , PhD Steinhardt School of Culture, Education, and Human Development

Teaching English to Speakers of Other Languages (TESOL): AdvC , MA , PhD Steinhardt School of Culture, Education, and Human Development

Teaching English to Speakers of Other Languages (TESOL): MA NYU Shanghai and Steinhardt School of Culture, Education, and Human Development

Childhood Education: MA Steinhardt School of Culture, Education, and Human Development

Early Childhood Education: MA Steinhardt School of Culture, Education, and Human Development

English Education: MAT , PhD Steinhardt School of Culture, Education, and Human Development

Environmental Conservation Education: MA Steinhardt School of Culture, Education, and Human Development

Literacy Education: MA Steinhardt School of Culture, Education, and Human Development

Math Education: MAT Steinhardt School of Culture, Education, and Human Development

Nursing Education: MS , MS/MPH Rory Meyers College of Nursing; dual MPH w/ School of Global Public Health

Science Education: MAT Steinhardt School of Culture, Education, and Human Development

Social Studies Education: MA , MAT Steinhardt School of Culture, Education, and Human Development

Special Education: MA , MAT Steinhardt School of Culture, Education, and Human Development

Teaching and Learning: PhD Steinhardt School of Culture, Education, and Human Development

If you’re excited by more than one subject and would like to combine them to create your own individualized program of study, you may be interested in the MA in Individualized Study degree at the Gallatin School of Individualized Study.

Back to Programs and Degrees

Curriculum & Instruction

Doctor of philosophy, university at albany.

• Delivery Mode 100% Online
• Total Credits 63
• Degree Level Doctor of Philosophy
• Contact Us 518-442-3980

Earn your doctorate degree online

You will earn the same diploma as our on-campus students.

This program is identical to the ETAP PhD program except for its mode of delivery. All required courses are the same and milestones are the same. The program is designed to educate researchers in education, in the field of curriculum and instruction in particular.

The Doctor of Philosophy in Curriculum and Instruction offers a broad and intensive investigation of issues in educational theory and practice. See https://www.albany.edu/etap/doctor-of-philosophy.php  for a detailed explanation of offerings. Distance students will attend courses synchronously via Kubi robots and Zoom as well as asynchronously via fully online courses offered on Blackboard. 

US News and World Report ranks the online  graduate education programs at the University at Albany 2023 Best Online Graduate Education Programs in the nation

What's it like to earn this degree online?

Let's put your mind at ease about online learning.

• 100% Online This program is presented 100% online. You will not be expected to attend any classes on campus.
• Same faculty as on-campus The faculty that teach online classes are the same faculty that students learn from on-campus.
• REQUEST MORE INFO

How do I enroll?

Follow these steps to start your application.

• Go to the online application
• Create an account
• Complete the forms or save for later
• Pay the application fee (if applicable)
• Submit any supplemental materials, if required
• Send in your academic records

Interested in learning more about this program?

Request more information.

This information will help us connect you with the most relevant advisor.

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• Graduate Programs
• Special Education

Special Education (All Grades)

• Applied Behavior Analysis
• Blindness and Visual Impairment
• Dual Certification in Deaf and Hard of Hearing and Childhood Education
• Severe/Multiple Disabilities
• Professional Certification (Advanced Preparation) in Childhood Special Education-Behavior Disorders for NYS Certified Teachers
• Professional Certification (Advanced Preparation) in Early Childhood Special Education for NYS Certified Teachers
• Professional Certification (Advanced Preparation) in Childhood Special Education-Learning Disabilities for NYS Certified Teachers
• Deaf and Hard of Hearing for NYS Certified Teachers
• Special Education (All Grades) Advanced Certificate

This program will begin admitting students for the Fall 2025 term

Program Overview

This graduate program will prepare you to be an effective teacher of students with disabilities across all grades from PreK to grade 12 in NYS public schools.

Coursework and Clinical Experiences

Courses are offered in the afternoon and evening. Students elect to complete the program either fully online or in an in-person/hybrid format.

In-Person/Hybrid: Most courses are offered in person at Hunter College. Fully Online: Courses are online in an asynchronous format with video supervision.

Select courses have required hours of classroom experience (fieldwork) in a New York City public school. Students also participate in supervised teaching (student teaching and/or practicum) as the culmination of their course of study. Student teaching and/or practicum requires five full days per week for at least one semester.

Certification

Students with Disabilities All Grades

Eligibility and Admission Requirements

• A bachelor’s degree from an accredited institution with a GPA of at least 3.0 or a master’s degree with a GPA of at least 3.5.
• A liberal arts or sciences major or interdisciplinary concentration of at least 30 credits
• A minimum of 24 liberal arts and sciences credits as follows: 6 credits English, 6 credits in historical and social sciences, 6 credits in science, 6 credits in math
• A statement of purpose – please indicate your interest in the all-online format or the on-campus/hybrid format.
• Two letters of recommendation

This program will accept applications beginning Fall 2025.

To start your application, visit the  Hunter College Online Application.

When applying to this program under Program of Study, select School of Education – Special Education, and Special Education (All Grades)

Application Deadlines

This program will begin admitting candidates for the Fall 2025 start term. Applications will be accepted each fall and spring.

Visit  How to Apply  for information about deadline extensions.

Contact an Admissions Advisor

[email protected]

Related Links

How to Apply

Start Your Application

Financing Your Degree

Upcoming Events

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Department of Educational Psychology

School Psychology

Doctoral program.

The Ph.D. program in school psychology adheres to the scientist-practitioner model of graduate education in health service psychology. The training is designed to prepare students for the practice of health service psychology based on the scientific method, and to promote the commitment to a career of research directed toward the advancement of the science of psychology.   

Given this mission, the aims are to prepare psychologists who are knowledgeable and competent in:

• Research with relevance to psychology and the specialty area of school psychology
• The practice of health service psychology
• The specialty area of school psychology

These aims facilitate preparation of health service psychologists who will practice in schools or other educationally related settings that will meet the professional employment demands for: psychologists in psychoeducational research; mental health research specialists in child psychology; psychologists in child treatment agencies, hospitals, and private practice; and professionals in higher education committed to preparing educators and clinicians in psychoeducational services.   

Program Handbook Neag School's Ph.D. Programs

Consumer Information Disclosures (Title 4, Department of Education; 34 CFR 668.43): It has not yet been determined if the degree requirements of this program meet the educational requirements for licensure in every US state and territory.

Academics & Curriculum

Although the School Psychology Ph.D. program is designed to be at least four academic years of full-time study, students typically take 4-5 years from the baccalaureate degree to complete all doctoral requirements. This involves a total of at least 100 semester hours of coursework, including 15 hours of dissertation research, and a 1,500-hour internship that meets the requirements for school psychology.

In addition to the sequence required of all doctoral students, each student will complete an Advanced Integrated Concentration (AIC), which includes a minimum of 9 additional credits (i.e., 3 courses). As noted, the aims of the program’s doctoral training are to prepare psychologists who are knowledgeable and competent in research, practice of health service psychology, and the specialty area of school psychology. At the doctoral-level, students acquire discipline-specific knowledge and refine skills across a range of profession-wide competencies (e.g., assessment, prevention/intervention, consultation). Throughout their doctoral program, students work closely with faculty in designing their complete program of study that reflects their particular interests within health service psychology and the specialty area of school psychology. As such, doctoral students are expected to develop an Advanced Integrated Concentration (AIC) that reflects their particular interests and intended area of specialization.

Sample Plan of Study

Year 1, fall semester.

• EPSY 5605 – Quantitative Methods (in person)
• EPSY 5403 – Intellectual Assessment
• EPSY 5420 – Roles & Functions of School Psychologists
• EPSY 6494 – Practicum 1 (3 credits)

Year 1, Spring Semester

• EPSY 5404 – Social Emotional Behavioral Assessment
• EPSY 5425 – Academic Assessment
• EPSY 5430 – Child Psychopathology

Year 2, Fall Semester

• EPSY 5405 – Applied Behavior Analysis
• EPSY 5408 – Ethics
• EPSY 5450– Issues of Cultural Diversity
• EPSY 5406 – Consultation
• EPSY 6494 – Practicum 2 (3 credits)
• *Optional: EPSY 5195 Introduction to R (1 credit)

Year 3, Fall Semester

• Doc Sem: Res in School Psych
• PSYC 5140 – Foundations of Neuropsychology
• AIC course**
• EPSY 6494 – Doctoral Practicum 2 (3 credits)

Year 3, Spring Semester

• 1-9 credits (must take a total of 15 dissertation credits)
• EPSY 6601 – Meth and Tech of Educ Res
• PSYC 5460 Social Development OR PSY 5570 – Current Topics in Social Psychology OR PSY 6750 – The Social Psychology of Stigma
• (Courses offered every other year – take 1 in either 3rd or 4th)

Year 4, Fall Semester

• EPSY 5318 – Human Development over the Lifespan
• AIC Course**

Year 4, Spring Semester

Year 5, fall semester.

• EPSY 6491 – Doctoral Internship in School Psychology (6 credits)

Year 5, Spring Semester

*Students unfamiliar with the the statistical software R are encouraged to take the Intro to R course prior to regression.

**Note: Students can choose the semesters in which they will select courses to fulfill their requirements for the Area of Integrated Concentration (AIC) which requires a minimum of 9 credit hours. It is typically recommended that the AIC credits be completed in the third and fourth years.

***To be competitive for APPIC internships, students are encouraged to take EPSY 6494 (2 credits) in the summer after year 3 and/or 4.

Application Deadline

The school psychology program admits students once a year for entry in the following fall semester. The application deadline is December 1.

Accreditation

The program is accredited by the American Psychological Association (American Psychological Association, Office of Program Consultation and Accreditation, 750 First Street, NE, Washington, DC 20002-4242) and as such complies with the guidelines and principles for accreditation of programs in health service psychology as outlined by the American Psychological Association.

The practica sequence was developed in accordance with APA and NASP guidelines that require planned supervised experiences that include direct service and formally scheduled supervision. The primary focus of the practicum is to adequately prepare students for their internships. The practica experiences are designed to have a direct relationship to the objectives of the practicum as outlined in the Practicum Syllabus. Further, the practicum experiences are provided under conditions of appropriate supervision and are distinct from and occur prior to the internship.

The practicum is designed to provide students with planned, supervised experiences of directed observations and participation in educational settings with emphasis on empirically supported practices. In addition, the practicum is designed to ensure the student has sufficient supervised experiences to provide an early exposure and identification with the professional practice of school psychology. The field experiences are coordinated with coursework to allow students ample opportunity to combine their theoretical and practical knowledge in a supervised situation. Students are required to spend time in the public schools and may spend additional time in other approved school-related agencies or clinics.

Practicum experiences in a school or related educational setting are a required component of program completion and graduation. Students pursuing the doctoral degree who enter the program with a bachelor’s degree are required to earn a minimum of 800 practicum/advanced practicum hours across their first four consecutive years. Students pursuing a doctoral degree who enter the program with a specialist-level degree in school psychology are required to earn a minimum of 250 practicum/advanced practicum hours. Students are required to complete practicum rotations in elementary and middle/high school settings, as well as a diverse setting.

The internship in school psychology complies with APA and NASP standards. The internship settings are selected on the basis of their appropriateness relative to the specific training objectives of the program and with sensitivity to the student's professional background and goals. The field-based internship supervisors for doctoral interns are licensed psychologists. The internship is designed to enhance the development of competencies and professionalism and to be the culminating experience of the student's program. As such, the internship allows the student to participate in educational settings and the opportunity to integrate coursework, research, theory, and practical experiences in a supervised, applied setting.

The internship occurs on a full-time basis over a period of one academic year, or on a half-time basis over a period of two consecutive years. This amounts to at least 1,500 clock hours of supervised experiences relevant to the practice of school psychology of which a minimum of 600 hours must be in a school setting. Doctoral students with prior, appropriately supervised, experience in school settings are not necessarily required to complete their 1,500-hour internships in schools. These students may be placed in other supervised settings that are both appropriate to the professional practice of school psychology and compliment the student's professional interests and goals.

Examinations

General examination.

Students must pass the doctoral program’s comprehensive examination as part of their graduation requirements. Students are evaluated on their ability to integrate and apply their doctoral studies to the exam questions, responses to professional issues, and ability to function as school psychologists. Students will not receive approval to seek a doctoral-level internship or to defend their dissertation until they have passed the comprehensive examination. The general examination is designed to align with the APA standards of accreditation for health service psychology, specifically as relevant to (a) category 2 of discipline-specific knowledge in advanced integrative knowledge and (b) profession-wide competencies. The Comprehensive Examination Committee (CEC) will develop two questions to provide you with an opportunity to demonstrate your expertise and integration of professional wide competencies. The comprehensive exam is meant to be an assessment of student knowledge and understanding of school psychology research and practice.

Final Examination/Dissertation Defense

Guidelines for the final examination follow the rules as specified by the University. After being admitted to candidacy for the Ph.D. degree, and completing the dissertation, the final oral examination or dissertation defense is conducted. The content of the final examination is primarily related to the student’s dissertation. At least five faculty members, including all of the student’s advisory committee, must participate in the final examination. However, the decision regarding the student’s performance rests solely with the advisory committee.

Organizations & Resources

Student association of school psychology.

UConn SASP Mission Statement: The Student Association of School Psychology at the University of Connecticut‘s Neag School of Education (UConn SASP) is a student organization within the School Psychology Program that aims to maintain collaboration with the program, increase professional development activities, and promote social justice and equity.

Email: [email protected]

National & Regional Organization Resources

NASP Practice Model

NASP Principles for Professional Ethics

APA Division 16: School Psychology

APA Ethical Principles of Psychologists and Code of Conduct .pdf

Connecticut Association of School Psychologists

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Urban Educational Leadership Program

PhD in Education with a concentration in Urban Educational Leadership

The PhD in Education equips students to systematically examine the theoretical and practical challenges evident across the P-20 educational pipeline to address the issue of inequity. The degree program will prepare individuals for careers in academia, research, and policy centers, as well as for high-level administration and curricular positions at educational institutions and agencies. Learn more about the PhD in Education program here .

The concentration in Urban Educational Leadership is recommended for students interested in careers in research and policy who are focused on the problem of inequity across educational sectors.

For more information please contact   Karoline Ruhdorfer   at   [email protected]

The educational objectives for the PhD in Education are the following:

• To advance research on inequity issues within the full P-20 educational pipeline.
• To prepare students to use original and existing research to transform educational practice.
• To equip future educational researchers with innovative teaching experience and cutting-edge transdisciplinary research experience to become attractive job candidates on the academic market.
• To prepare candidates to create a collaborative learning community that integrates all the various educational contexts.
• To prepare candidates to be critical thinkers who focus on leadership, policy, ethics, and social justice.

Candidates for the PhD in Education degree must complete a minimum of 54 academic credit hours, pass the comprehensive exam, and submit and successfully defend a research-based dissertation. All students in the program will be expected to complete academic core and research courses of 27 credits and concentration courses of 27 credits. The concentration courses are presented on the the relevant pages and in the   PhD Program Handbook .

The Core 27 credits consist of the following:

Academic Core (9 Credits):

• ASLP 600 Introduction to Doctoral Studies and Academic Writing (3)
• ASLP 640 Race and Public Policy in Education (3)
• ASLP 642 Equity and Social Justice in Education (3)

Research (15 Credits)

• ASLP 620 Introduction to Educational Research (3)
• ASLP 700 Methods of Inquiry (3)
• ASLP 710 Quantitative Research Methods (3)
• ASLP 712 Qualitative Research Methods (3)
• *Students will complete an additional 3 credits of advanced research electives related to their chosen methodology.

Dissertation (3 credits)

• ASLP 997/998 (3)

Prospective students should complete this brief   interest form   to be connected to a faculty member for more information.

Admission Application Deadlines:

• January 15 - Priority deadline (Especially for those seeking graduate student funding)
• February 15 - Final deadline to begin an application
• March 1 - Final deadline to submit a complete application

All application materials must be received by this date for consideration

The School of Graduate Studies   coordinates the application process. 

Students can complete the PhD program as either high residency or low residency programs.

• High residency students will take courses on-campus, hybrid-flex, and remote synchronous modalities. Students in the high residency option should be able to come to campus for evening courses.
• Low residency students will take remote synchronous courses scheduled in the evenings and will be required to come to Baltimore for an in-person retreat during the Fall and spring semesters. 

Learn more about our delivery options  here .

Our program offers three types of funding:

• Graduate Research Assistantships
• Graduate Teaching Assistantships
• Tuition Awards

Many of our students also leverage their Tuition Remission benefits from local institutions like the   USM schools ,   JHU , or   Morgan State . Tuition Remission is determined and coordinated by your institution. We encourage you to speak with your HR representative about how to use these benefits. 

Contact Information

Dr. Camika Royal Program Director & Associate Professor Department of Advanced Studies, Leadership and Policy Banneker Building #315D

P: (443) 885-5404 E:   [email protected]

Interested in Our Programs? Please contact us: https://forms.gle/YU6U6CcEDYyhSraj8

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University at Buffalo Nursing PhD Student Awarded NEF Scholarship

Caitlin Nye, MSN, RN, NPD-BC, CHSE, is a PhD candidate in the School of Nursing.

By Sarah Goldthrite

Published September 24, 2024

Nurses Educational Funds, Inc. (NEF), a nonprofit organization established in 1912, has awarded a scholarship to Caitlin Nye, a PhD candidate at the State University of New York at Buffalo School of Nursing, for the 2024-2025 academic year.

NEF, founded by nurses for nurses, supports leadership and health equity by providing scholarships to nurses pursuing master’s and doctoral degrees in education, practice, service and research.

Nye, who uses she/her pronouns, received the NEF scholarship this summer. She holds a Bachelor of Science in Nursing (BSN) from the University of Pennsylvania School of Nursing (2005) and a Master of Science in Nursing (MSN) in Nursing Education from Drexel University (2016). She is also a clinical assistant professor at SUNY Upstate Medical University College of Nursing. Before her nursing career, Nye earned a Bachelor of Arts in Religious Studies with a concentration in Feminist and Gender Studies from Haverford College.

Nye's diverse nursing experience spans reproductive health care, oncology, medical-surgical and emergency nursing, and a decade in nursing education, both in professional development and academic settings. Her career reflects the versatility and promise of the nursing profession.

During her time in professional development, Nye identified critical aspects of the "education-practice gap," particularly among newly licensed registered nurses in the Nurse Residency Program, which she coordinated for seven years. She observed that many of these nurses were unprepared to provide culturally competent care to lesbian, gay, bisexual, transgender and queer (LGBTQ+) populations. This insight motivated her dissertation study, LGBTQ+ Inclusion in Nursing Education , which explores faculty experiences in incorporating – or omitting – LGBTQ+ health content. As a queer-identified person and dedicated educator, she finds this work especially critical with the current political climate surrounding transgender rights and the broader issues of diversity, equity and inclusion in higher education.

At the University at Buffalo, Nye has received mentorship and collaborated with faculty across disciplines to develop her research program. The NEF scholarship will enable her to further expand the scope and reach of her work. Her long-term goal is to improve, expand and diversify LGBTQ+ health content in pre-licensure nursing curricula to better prepare new nurses to provide culturally competent care to LGBTQ+ populations.

The biographies of all the 2024 NEF scholars are available on the NEF website .

Applications for the next NEF scholarship cycle will open on Oct. 1, 2024, and close on Feb. 3, 2025. For more information or to apply, visit n-e-f.org .

Media Contact Information

Sarah Goldthrite Director of Marketing, Communications & Alumni Engagement School of Nursing 105 Beck Hall (South Campus) Email: [email protected] Tel: 716-829-3209

Do you have questions or comments for the Office of the Provost? Let us know your thoughts and we’ll be happy to get back to you.

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