methodology history phd

History, PHD

On this page:, at a glance: program details.

• Location: Tempe campus
• Second Language Requirement: No

Program Description

Degree Awarded: PHD History

The PhD program in history offers outstanding opportunities for graduate study in North American, European, public and global-comparative history.

The School of Historical, Philosophical and Religious Studies' world-class faculty members deliver courses and individualized mentoring in a wide range of historical topics, such as urban history, environment and sustainability studies, politics and policy, immigration, gender, race and ethnicity, and comparative history. In addition, doctoral history students are strongly encouraged to take advantage of the numerous collaborative opportunities that exist throughout the university in ASU's many innovative schools and centers.

Degree Requirements

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Required Core (16 credit hours) HST 502 Public History Methodology (3) HST 640 Historical Methods (3) HST 641 North American History (3) HST 643 Global History (3) HST 644 Area Studies in History (3) HST 682 Advanced Research Skill (1)

Electives and Research (44 credit hours)

Other Requirement (12 credit hours) HST 591 Seminar (6) HST 792 Research (6)

Culminating Experience (12 credit hours) HST 799 Dissertation (12)

Additional Curriculum Information In general, all credit hours must be at the 500 level or above. Graduate credit may be awarded for 400-level courses; it must be approved in advance and documented in the student's file.

The doctoral program requires a minimum of 84 credit hours and may be completed in four to five years. Students with a master's degree may apply 30 credit hours toward the 84 required credit hours with approval of the academic unit and the Graduate College. If the student does not already have a master's degree in a related field, then the remaining 30 credit hours are made up of electives and research to reach the 84 credit hours required for the doctoral program.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree, in any field, from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program. The most competitive applicants have a GPA of 3.30 or higher.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of purpose
• resume or curriculum vitae
• writing sample
• three letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency. The history program requires a TOEFL iBT score of at least 90. A student whose native language is not English also must submit a copy of an article or research paper in the student's native or principal research language in addition to the English writing sample required of all students.

Students are required to submit a minimum of three email addresses of faculty or others qualified to speak to the student's suitability for graduate study in history. Letters of reference should be submitted by the recommenders in addition to the electronic reference form they are asked to complete.

The statement of purpose is to be addressed to the history admission committee and should explain the applicant's scholarly background and training, career goals, the primary field the applicant wishes to pursue, the proposed research specialization, and why the applicant wants to pursue graduate study at ASU; it should be about 500 words in length.

The writing sample, either published or unpublished, may be an article, a research paper, or any other extended sample of expository skill, and it must be no longer than 35 pages in length. Longer writing samples should not be submitted without first consulting the graduate director. Documents and files should not be password protected. Acceptable file types are .rtf, .pdf and .doc.

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• Identify and complete applications for funding opportunities that can support their research
• Demonstrate mastery of three domains of historical knowledge as well as display expertise in their proposed topic of study
• Accomplish meaningful contributions to the profession through accepted publications and presentations

Career Opportunities

Graduates possess the foundational skills in research, writing, and communication and fundamental training needed for careers in research, archival work, higher education, teaching, public history, government service, and a host of other areas in the public, private and nonprofit sectors.

They serve as first-rate historians, highly qualified instructors at two-year schools and universities, researchers and consultants for business and government, archivists, foreign service officers, management professionals, community organizers and public servants. Other career examples include:

• editorial and publishing professional
• K-12 school teacher
• museum director and staff
• nonprofit director
• university professor

Global Experience

With over 250 programs in more than 65 countries (ranging from one week to one year), study abroad is possible for all ASU students wishing to gain global skills and knowledge in preparation for a 21st-century career. Students earn ASU credit for completed courses, while staying on track for graduation, and may apply financial aid and scholarships toward program costs. https://mystudyabroad.asu.edu

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-5778

The PhD program in History is one of the leading programs in the country that specifically emphasizes World History as a primary field. The department’s 19 full-time faculty members offer courses spanning the globe: from Asia to Africa to Latin America to Europe to the United States. Interdisciplinary and multidimensional, the program has particular strengths in legal, economic, gender, social, and education history.

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Its innovative curriculum and the faculty’s state-of-the-art research in Digital Humanities further distinguish Northeastern nationally. With rigorous training in historiography and methodology, Northeastern PhDs have consistently won prestigious awards and hold tenure-track positions at research institutions and liberal arts colleges nationally.

Emphasizing global approaches to historical study, the PhD 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 PhD 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.

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.

Learn more about the PhD program in History program from the College of Social Sciences and Humanities .

• One of few PhD programs in the country that specifically emphasizes world history as a primary field of study
• Geographical specialization and foreign language study are required
• All PhD candidates participate in formal college teaching preparation
• Students may enter the program from a Bachelor’s or Master’s level
• Students in the Ph.D program generally receive funding for five years

Graduates of Northeastern’s PhD program have gone on to work in a range of academic programs and fields around the country and the world. Graduates who have earned a PhD are currently teaching and conducting research at various institutions, including Oberlin College, Butler University, Delaware State University, the National University of Singapore, the University of Pittsburgh, the University of Colorado at Colorado Springs, and the American University in Cairo, to name a few.  The diversity of these positions, as well as their prestige, speaks to the quality of graduate education at Northeastern University.

Our graduates pursue careers within academia and beyond, including:

• University of California, Berkeley; Center for Middle Eastern Studies
• Boston College
• Macalester College
• University of Pittsburgh
• Bates College
• George Mason University
• Merrimack College
• The American University in Cairo

Application Materials

Application.

• Application fee – US $100
• Personal statement
• Unofficial transcripts from all institutions attended
• English proficiency for international applicants
• Three letters of recommendation
• Scores from the Graduate Record Examination (GRE) – Optional
• Writing sample

Admissions deadline: December 1

• Program Website

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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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Academic Catalog 2023-2024

History, phd.

The PhD program, with a focus on global, transnational, and comparative history, seeks to train research historians who plan to teach at the college and university level. Systematic training in theory and methodology and preparation for college teaching are distinctive features of the Northeastern program. 

Academic Standing/Progress

Students are required to maintain an overall GPA of at least 3.500. In addition, the PhD annual review is based on a report by the student’s advisor with attention to:

• Success in setting up a doctoral committee
• Passing the departmental language examination in the language of their field
• Successful performance of teaching assistant duties
• Successful completion of courses in the tiered system (i.e., the required course sequence)
• Successful completion, where appropriate, of other required activities, including construction of the comprehensive examination list and the dissertation proposal and scheduling of comprehensive examinations

Doctoral Degree Candidacy

Students entering without an MA in history must complete 45 semester hours of coursework; pass the qualifying examination; and successfully defend a dissertation proposal by the end of the third year in the program. Students entering with an MA in history must complete 37 semester  hours of coursework; pass the qualifying examination; and successfully defend a dissertation proposal by the end of the third year in the program. Upon completion of these requirements, students will be deemed PhD degree candidates by the college.

Qualifying examination Annual review Language PhD candidacy Dissertation committee Dissertation proposal Dissertation defense

Core Requirements

Dissertation, program credit/gpa requirements.

45 total semester hours required Minimum 3.500 GPA required

Complete all courses and requirements listed below unless otherwise indicated.

Qualifying examination Annual review Language PhD Candidacy Dissertation committee Dissertation proposal Dissertation defense

37 total semester hours required Minimum 3.500 GPA required

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Department of History

Ph.d. program outline.

• Ph.D. Program

The Ph.D. program in History is designed to train students in the skills of conducting original historical research and crafting unique historical arguments.

In the course of their work as historians, Brown scholars draw on a wide range of methods and engage with a variety of audiences. Thus although we begin with the core skills of academic research and writing and teaching at the college and university levels, we do not end there. Many Brown doctoral students explore teaching in and writing for different settings, and prepare for a breadth of careers that value the skills that a obtaining a Ph.D. in history entails.

The Brown Ph.D. program is intimate and rigorous, and students are expected to complete in five to seven years. One of the program's hallmarks is a series of required courses in which an entire cohort is trained in core professional skills. This series is composed of: (1) a methodology colloquium that introduces the students to a wide range of theory and historical practice; (2) an advanced writing workshop in which students write an article-quality paper; (3) a professionalization seminar in which students are trained in the habits of mind and skills of the profession; and (4) a dissertation prospectus seminar. Critically, students in an entering cohort proceed through these courses together, so that discussions across fields, geographies, and chronologies are built into the doctoral program.

The program is divided into two stages

• During the  first and second years  students take seminars that introduce the major historiographical questions and methodologies of various fields and that develop their research skills; they write an article-length paper based on original archival research; they take a professionalization course that introduces them to the principal tasks and cultures of the profession (grant writing, for instance, and conference presentations); and they form an exam committee and begin preparation for the preliminary examinations.
• After passing the examinations by the end of their fifth semester, students develop a prospectus for and research and write their dissertation. The dissertation is typically completed in the  fifth or sixth year  (though some students take longer).  

The department offers four types of Ph.D. seminars:

• Field Seminars  (2970s) offer students a broad overview of a field, typically an exam field.
• Required Seminars  are the four seminars required of all Ph.D. students: Colloquium, Writing Workshop, Professionalization, and Prospectus.
• Special Topics Seminars  focus on the historiography of a particular nation or region, for example, a particular historical “event,” or historiographical debate. They allow for focused, close training, including specialized skills (e.g. paleography), readings in languages other than English, or extensive examination of the scholarship on a particular problem.
• Thematic Seminars  (2980s) offer students the opportunity to explore a particular theoretical/methodological frame in a transnational and transtemporal perspective.

The First and Second Years

In their first year, students take 3 seminars in the fall (2 plus the colloquium) and 3 seminars in the spring. Ideally, the courses should be a mix of Field and Thematic seminars, with the inclusion of a Special Topics seminar where appropriate. The colloquium is required of all first-year Ph.D. students and constitutes the basic introductory methodology and theory course for the degree.

Any student who wishes to do so may, after consultation with her or his advisor, substitute an independent reading course offered by a member of the department or a graduate-level course outside of the department.

Research Paper

During the spring semester of the first year, each student begins work on their research paper. Production of the paper is a year-long process that begins in a spring-semester Thematic seminar and concludes in the subsequent fall in the Graduate Workshop. Students designate one of their Thematic seminars as the foundation for the paper and compose a research prospectus as the final project in the course (the prospectus should include a literature review and a discussion of archival sources). Students engage in archival research during the summer and enroll in the Graduate Workshop in the fall, in which they write the final paper.

By the end of the first year, students are expected to have assembled a three-member exam committee.

Second Year

In their second year, students will serve as teaching assistants and will continue to take a mix of Field, Special Topics, and Thematic seminars. In addition, each semester they take one required course: in the fall, the Graduate Workshop, in which they write their research paper, and in the spring Professionalization, which focuses on the principal professionals tasks and expectations they will encounter in a career as a professional historian.

The First Two Summers

Students are required to make progress toward the completion of their degree during the summer months. The department recognizes that for some students progress will take the form of language training, while for others archival work or other research-related projects might be appropriate, along with reading for preliminary exams. During their first summer, all students are expected to complete significant archival research for their research paper.

During the third year, students must pass their preliminary examinations by the end of the fifth (fall) semester. Exams are typically scheduled for early December.

Preliminary Exams

By the end of the first year of study the student submit a departmental form that lists three fields in which she/he will be examined. The student will indicate the field in which her/his dissertation will be written. This will be the major field. The others will be minor fields. No more than two fields may be in the history of the same national culture. Normally, all three examiners will be members of the Department of History, and the fields will be chosen based on consultation with the examiners and the Director of Graduate Studies. A student may petition the department to prepare one field in another department or program.

Based on the foregoing, the first three years of the Ph.D. program for a typical student would look schematically like this

Fourth Year

The fourth year is typically a fellowship year, during which students conduct dissertation research wherever their work takes them.

The fifth year is typically funded as a teaching assistantship, during which time students continue research and writing of the dissertation.

Students in the fourth year and beyond register for HIST 2990, Thesis Preparation.

Additional Ph.D. Information

Doctoral dissertation, fields of study, funding and financial aid.

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.

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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.

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In This Section

• Where Historians Work (2004–13)
• Where Historians Work (2014–17)

Methodology

Where Historians Work tracks the employment status of history and history of science PhDs who graduated from all history PhD-granting departments in the United States from 2004 to 2017. 1 This data shows a snapshot of PhD employment, accurate when it was gathered: as of 2017 for those graduating between 2004 and 2013, and as of 2021 for those graduating between 2014 and 2017. We selected this time frame for two reasons. First, we wanted to understand career trajectories rather than initial employment. Selecting 2017 as the final year for our study means our data is both recent enough to be aligned with contemporary employment conditions and old enough to capture many mid-career historians who have settled into careers. Second, when we released our first dataset in 2018, containing data from 2004 to 2013, the data split neatly across the 2008–09 recession, giving us the opportunity to see how employment patterns varied before and after the Great Recession. The second data set, gathered in 2020 and 2021, might also contribute to a baseline understanding of how the COVID-19 pandemic affected employment of historians. 

To create Where Historians Work, AHA researchers began with a list of names and dissertation titles pulled from the AHA’s  Directory of History Dissertations . History departments report completed dissertations to the AHA. Though it depends on voluntary reporting, the Directory is remarkably complete: a 2017 comparison with federal Integrated Postsecondary Education Data System (IPEDS) data suggests that it includes over 95 percent of the dissertations completed in the discipline during our target years. The Directory provided us with names, graduation years, and departments, as well as information about specialization as reflected in the dissertation title.

Using the Directory as a basis, we identified the current employment of history PhDs using publicly available online sources, including university, organization, and company websites; LinkedIn; personal blogs and websites; newspaper announcements; bios on publishers’ websites and conference programs; and various social media outlets. Information provided by departments and department websites often proved a useful starting point, but to avoid the risk of recording outdated information, we corroborated all such information with a secondary reference. AHA researchers recorded employer name, job title, and employment location (city, state, and country) and a variety of other information about each located individual. At no time were the individuals themselves contacted to supply information. The employment data used in the 2004 to 2013 database was current as of 2017. The employment data used in the 2014 to 2017 database was current as of 2021.

While researching the 2004 to 2013 dataset, we identified the employment of 8,011 history PhDs, 93 percent of our total population. 2   For the 2014 to 2017 dataset, we identified the employment of 3,436 history PhDs, 91 percent of our total population. An individual was designated “Not Found” if, after a reasonable duration of search time, no online record of current employment could be located. It is not safe to assume that historians in the “Not Found” category are unemployed. Several types of employment seem associated with a weaker online presence, including certain types of government or military occupations, self-employment and freelance work, and faculty work at institutions outside the United States. Anecdotal impressions gathered during the research process also suggest that many “Not Found” historians are retired. We classified historians as “unemployed” or “retired” only if this information was self-reported (such as on LinkedIn or a personal website) or conveyed through a media announcement.

Fifty-four deceased individuals (47 from the 2004 to 2013 data set and 7 from the 2014 to 2017 data set) are excluded from this study. 

In addition to collecting information about current employment, AHA researchers also tagged the data in several ways as described below:

Gender : For the 2004 to 2013 dataset, we inferred gender from names, photographic evidence, stated pronoun preference, and other references found while searching for employment. There is room for error at the individual level, but our overall gender distribution (42.9 percent female) closely matches IPEDS data for the discipline during the same period (42.6 percent female). For gender designations in the 2014 to 2017 dataset, we used the data about gender reported by individual departments when they submitted dissertation information to our dissertation directory, an option not possible in the earlier data set. 

Specialization and Specialization Era : These data were determined on the basis of the dissertation title listed in the AHA’s Directory of History Dissertations. Dissertations were placed in the modern category if the temporal frame listed in the dissertation title (e.g., 1789–1820) crossed into the 19th century.

Carnegie Classification : All individuals employed at postsecondary institutions in the US with  Carnegie Classifications were so classified. The charts presented in Where Historians Work group Carnegie Classifications into a slightly simplified schema to allow employment patterns to be more readily discerned. Special-focus schools include military schools, tribal colleges, and institutions awarding over 75 percent of their degrees in a single program (e.g., art schools). Please note: the Carnegie classification system is updated periodically and, as a result, the Carnegie classifications noted in the 2014 to 2017 dataset sometimes diverge from the classifications noted in the 2004 to 2013 dataset. 

Employment Category : AHA researchers assigned employment categories from among the following options: business, federal government, higher education, incorporated self-employed, nonprofit, retired, state and local government, unemployed, unincorporated self-employed. When individuals held more than one job in different employment categories (for example, a lawyer who worked as an adjunct professor), we used our best judgment as to primary occupation. As this category describes the characteristics of an individual’s employer, K–12 teachers at public schools are classified under state and local government , while K–12 teachers at independent schools are classified under nonprofit.

Tenure Status : Higher education faculty tenure status was designated by four categories: two-year college tenure-track, two-year college non-tenure-track, four-year college tenure-track, and four-year college non-tenure-track. We inferred tenure status from the individual’s job title. Researchers used their best judgment about how to classify professors at non-US universities, which often use different academic nomenclatures, or at US institutions with nonstandard nomenclatures. We categorized tenured faculty who occupy administrative positions, such as deans, as tenure-track. However, for the purpose of Where Historians Work, librarians—some of whom hold tenure—are not considered tenure-track faculty but instead categorized as academic administrators. The non-tenure-track designation includes all non-tenure-track faculty, including visiting professors, adjuncts, and lecturers with multiyear contracts.

SOC Code and SOC Title : We assigned each individual a Standard Occupational Classification (SOC) Code and SOC Title, occupational codes developed by the US Department of Labor. SOC codes and titles are based on individuals’ job titles and the nature of the work they seemed to perform. One code that may require some clarification is SOC Code 19-3093, titled “Historians,” which the system defines as workers who “research, analyze, record, and interpret the past as recorded in sources.” Nonteachers who have variations of “historian” “researcher,” or “historical consultant” in their job title, as well as research-oriented postdocs and those who identify as independent scholars, are included in this category. Please note: the Department of Labor updates SOC codes and titles periodically and, as a result, SOC codes and titles noted in the 2014 to 2017 dataset may sometimes diverge from the SOC codes and titles noted in the 2004 to 2013 dataset.

Geographical Data : All geographical data refers to the address of the individual’s employer.

1 The 2004 to 2013 dashboard includes data from 159 PhD granting departments. The 2014 to 2017 dashboard includes data from 156 PhD granting departments.

2 This rate compares favorably to similar PhD tracking projects, including the University of Toronto’s 10,000 PhDs Project and the Stanford PhD Alumni Employment Project .

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Tools and techniques for historical research

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If you are just starting out in HPS, this will be the first time for many years – perhaps ever – that you have done substantial library or museum based research. The number of general studies may seem overwhelming, yet digging out specific material relevant to your topic may seem like finding needles in a haystack. Before turning to the specific entries that make up this guide, there are a few general points that apply more widely.

Planning your research

Because good research and good writing go hand in hand, probably the single most important key to successful research is having a good topic. For that, all you need at the beginning are two things: (a) a problem that you are genuinely interested in and (b) a specific issue, controversy, technique, instrument, person, etc. that is likely to offer a fruitful way forward for exploring your problem. In the early stages, it's often a good idea to be general about (a) and very specific about (b). So you might be interested in why people decide to become doctors, and decide to look at the early career of a single practitioner from the early nineteenth century, when the evidence for this kind of question happens to be unusually good. You can get lots of advice from people in the Department about places to look for topics, especially if you combine this with reading in areas of potential interest. Remember that you're more likely to get good advice if you're able to mesh your interests with something that a potential supervisor knows about. HPS is such a broad field that it's impossible for any department to cover all aspects of it with an equal degree of expertise. It can be reassuring to know that your topic will evolve as your research develops, although it is vital that you establish some basic parameters relatively quickly. Otherwise you will end up doing the research for two, three or even four research papers or dissertations, when all you need is the material for one.

Before beginning detailed work, it's obviously a good idea to read some of the secondary literature surrounding your subject. The more general books are listed on the reading lists for the Part II lecture courses, and some of the specialist literature is listed in these research guides. This doesn't need to involve an exhaustive search, at least not at this stage, but you do need to master the fundamentals of what's been done if you're going to be in a position to judge the relevance of anything you find. If there are lectures being offered in your topic, make sure to attend them; and if they are offered later in the year, try to see if you can obtain a preliminary bibliography from the lecturer.

After that, it's usually a good idea to immerse yourself in your main primary sources as soon as possible. If you are studying a museum object, this is the time to look at it closely; if you're writing about a debate, get together the main papers relevant to it and give them a close read; if you're writing about a specific experiment, look at the published papers, the laboratory notebook, and the relevant letters. Don't spend hours in the early stages of research ferreting out hard-to-find details, unless you're absolutely positive that they are of central importance to the viability of your topic. Start to get a feel for the material you have, and the questions that might be explored further. Make an outline of the main topics that you hope to cover, organized along what you see as the most interesting themes (and remember, 'background' is not usually an interesting theme on its own).

At this stage, research can go in many different directions. At some point, you'll want to read more about the techniques other historians have used for exploring similar questions. Most fields have an established repertoire of ways of approaching problems, and you need to know what these are, especially if you decide to reject them. One of the advantages of an interdisciplinary field like HPS is that you are exposed to different and often conflicting ways of tackling similar questions. Remember that this is true within history itself, and you need to be aware of alternatives. This may well involve looking further afield, at classic books or articles that are not specifically on 'your' subject. For example, it may be that you could find some helpful ideas for a study of modern scientific portraiture in a book on the eighteenth century. The best books dealing with educational maps may not be on the astronomical ones you are studying, but on ones used for teaching classical geography. See where the inspiration for works you admire comes from, and have a look at the sources they have used. This will help you develop the kind of focussed questions that make for a successful piece of work.

As you develop an outline and begin to think through your topic in more detail, you'll be in good position to plan possible lines of research. Don't try to find out everything about your topic: pick those aspects that are likely to prove most fruitful for the direction your essay seems to be heading. For example, it may be worth spending a long time searching for biographical details about a person if their career and life are central to your analysis; but in many other cases, such issues may not be very important. If your interest is in the reception of a work, it is likely to be more fruitful to learn a lot about a few commentaries or reviews (where they appeared, who wrote them, and so forth) than to gather in randomly all the comments you can find.

Follow up hints in other people's footnotes. Works that are otherwise dull or outdated in approach are sometimes based on very solid research. One secondary reference to a crucial letter or newspaper article can save you hours of mindless trawling, and lead you straight to the information you need. Moreover, good historians often signal questions or sources that they think would be worth investigating further.

Remember that the best history almost always depends on developing new approaches and interpretations, not on knowing about a secret archive no one has used before. If you give your work time to develop, and combine research with writing, you will discover new sources, and (better still) a fresh importance for material that has supposedly been known for a long time. As you become familiar with your topic, you are likely to find that evidence you dug out at the beginning of your project is much more significant than you thought it was. In historical research, the most important evidence often isn't sitting there on the surface – it's something you need to dig out through close reading and an understanding of the situation in which the document you are studying was written, or in which the object was produced. This is especially true of instruments, paintings and other non-textual sources.

Some standard reference works

Your research should become more focussed as time goes on. Don't just gather randomly: you should always have at least some idea of why you are looking for something, and what you might hope to find. Make guesses, follow up hunches, see if an idea you have has the possibility to work out. At the beginning, it can be valuable to learn the full range of what is available, but eventually you should be following up specific issues, a bit like a detective tracing the clues to a mystery. It is at this stage of research, which is often best done in conjunction with writing up sections of your project, that knowing where to find answers to specific questions is most useful. There is nothing more disheartening than spending a week to find a crucial fact, only to discover that it's been sitting on the shelf next to you all term. The Whipple has a wide variety of guides, biographical dictionaries and bibliographies, so spend a few minutes early on looking at the reference shelves.

Every major country has a national biographical dictionary (the new version of the British one is the Oxford Dictionary of National Biography , available 2004 online). For better-known scientists, a good place to start is Charles C. Gillispie (ed.) Dictionary of Scientific Biography (1970–1980). There are more specialized dictionaries for every scientific field, from entomology to astronomy. The University Library has a huge selection of biographical sources; ask your supervisor about the best ones for your purpose.

Preliminary searching for book titles and other bibliographical information is now often best done online, and every historian should know how to use the British Library's online search facility; COPAC (the UK national library database); and WorldCat (an international database). All of these are accessible through the HPS Whipple Library website (under 'other catalogues'). At the time of writing, the University Library is remains one of the few libraries of its size to have many of its records not available online, so remember that you have to check the green guard-book catalogues (and the supplementary catalogues) for most items published before 1977. It is hoped that this situation will be rectified soon. There are also numerous bibliographies for individual sciences and subjects, together with catalogues of relevant manuscripts. Most of these are listed elsewhere in this guide.

As questions arise, you will want to be able to access books and articles by other historians that touch upon your subject. There are many sources for this listed elsewhere in this guide, but you should definitely know about the Isis Current Bibliography and The Wellcome Bibliography for the History of Medicine . Both are available online, the former through the RLG History of Science, Technology and Medicine database, the latter through the website of the Wellcome Library.

Libraries and museums

Finally, a word in praise of libraries and museums. As the comments above make clear, the internet is invaluable for searching for specific pieces of information. If you need a bibliographical reference or a general reading list from a course at another university, it is an excellent place to begin. If you are looking for the source of an unidentified quotation, typing it into Google (or an appropriate database held by the University Library) will often turn up the source in seconds. Many academic journals are now online, as are the texts of many books, though not always in a paginated or citable form.

For almost all historical topics, however, libraries filled with printed books and journals will remain the principal tools for research, just as museums will continue to be essential to any work dealing with the material culture of past science. The reason for this is simple: what is on the internet is the result of decisions by people in the past decade, while libraries and museums are the product of a continuous history of collecting over several thousand years. Cambridge has some of the best collections for the history of science anywhere. Despite what is often said, this is not because of the famous manuscripts or showpiece books (these are mostly available in other ways), but because of the depth and range of its collections across the whole field. The Whipple Library is small and friendly, and has an unparalleled selection of secondary works selected over many years – don't just go for specific titles you've found in the catalogue, try browsing around, and ask the librarians for help if you can't see what you are looking for. Explore the Whipple Museum and talk to the curator and the staff. There are rich troves of material in these departmental collections, on topics ranging from phrenology and microscopy to the early development of pocket calculators. Become familiar with what the University Library has to offer: it is large and sometimes idiosyncratic, but worth getting to know well if you are at all serious about research. It is a fantastic instrument for studying the human past – the historian's equivalent of CERN or the Hubble Telescope. And all you need to get in is a student ID.

Further reading

Wayne C. Booth, Gregory G. Colomb, and Joseph M. William, The Craft of Research , 2nd ed. (University of Chicago Press, 2003).

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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

Department of History

Yale history dissertations.

During the late 1800’s, only a trickle of dissertations were submitted annually, but today, the department averages about 25 per year. See who some of those intrepid scholars were and what they wrote about by clicking on any of the years listed below.

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Preparing a History PhD proposal

The carefully thought-out and detailed research proposal to be submitted with the formal application is the product of a sometimes prolonged negotiation with your potential supervisor. The supervisor may be enthusiastic about your project or might advise you to consider a different subject or change your angle on it; they may query aspects of your plan such as its breadth, the availability of primary sources or the extent to which you are familiar with the secondary literature. You may be asked to demonstrate the originality of your research question or be advised to consider applying to another institution which may have more appropriate expertise. During this process you will likely be asked to submit a specimen of written-up historical research, such as your Masters or BA dissertation. The sooner you start developing the structure that is expected in a research proposal, the more productive your exchanges with your potential supervisor will be.

You may find different advice for writing a research proposal across different OU webpages. Given that a research proposal can vary significantly across different disciplines, when applying to the History Department you should follow the guidance provided here.

The research proposal you submit in January should be approximately 1000 words, plus a bibliography, and should contain the following:

A title, possibly with a subtitle

The title should not take the form of a question and it may run to a dozen words or more. Like the title of a book, it should clearly convey the topic you propose to work on. A subtitle may explain the chronological or geographical focus of your work, or the methodological approach you will take. Choosing a title is a good way for focusing on the topic you want to investigate and the approach you want to take.

These are examples of poor titles and topics to research:

• Captain Cook’s Third Voyage
• Women in eighteenth-century England

These would be poor topics to research because they lack a strong question and it is not clear which approach they take to their already well-researched subjects. They are generic or merely descriptive. 

Examples of good research topics

• Constructing the Eternal City: visual representations of Rome, 1500-1700
• Rearing citizens for the state: manuals for parents in France, 1900-1950

These projects combine a sharp chronological and geographical focus with a clear indication of how the sources will be analysed to respond to a precise question. In the first case, for example, the premise is that visual representations are critical in the making of a city’s eminence. This indicates the type of sources that will be analysed (paintings, engravings and other visual sources). The chronology is particularly well chosen because in these two centuries Rome turned from being the capital of the Catholic world to becoming the much sought-after destination of the Grand Tour; interesting questions of change and continuity come into focus.

Brief summary of your argument

An acceptable PhD thesis must have a central argument, a 'thesis'.  You need to have something to argue for or against, a point to prove or disprove, a question to answer. What goes into this section of the proposal is a statement of your question and the answer you plan to give, even if, for now, it remains a hypothesis.

Why this subject is important

We expect originality in a thesis and so under this rubric we expect you to explain why the knowledge you seek on the subject you propose to work on is important for its period and place, or for historians’ views on its period and place. Finding some early-modern English laundry lists would not suffice  on its own  to justify writing a PhD thesis about them. But those laundry lists could be important evidence for a thesis about the spread of the Great Plague in London, for example.

Framing your research

Your proposal has to show awareness of other scholarly writing on the subject. This section positions your approach to the subject in relation to approaches in some of those works, summarising how far you think it differs. For instance, you could challenge existing interpretations of the end the Cold War, or you might want to support one historian or another; you could open up a neglected aspect of the debate - say by considering the role of an overlooked group or national government - and perhaps kick-start a debate of your own. All this is to show that you have read  into  your subject and familiarised yourself with its contours. We don’t expect you to have done all your research at the start, but it is essential for you to show familiarity with the key texts and main authors in your chosen field.

What sources might you need to consult in libraries and archives?

Here you should describe or at least list the primary materials you are likely to use in researching your thesis. This demonstrates your confidence that enough relevant sources exist to support a sustained scholarly argument. Many archival catalogues are available online and can be searched remotely, including The National Archives, the National Archives of Scotland, the National Archives (Ireland), the Public Record Office of Northern Ireland and Archives Wales. You can search the London-based Historical Manuscripts Commission and the National Register of Archives, both of which provide access to local county record offices. Databases such as ‘Eighteenth Century Collections Online’ and the British Library’s ‘British Newspapers Online 1600-1900’ will help you identify and locate relevant sources.

What skills are required to work on the sources you plan to use?

You need to show that you have the linguistic competence to pursue your research. With few exceptions, original sources must be read in the original languages; if the principal historical literature is not in English, you must be able to read it too. Palaeographic problems aren’t confined to ancient writing. You might have to tackle early modern or other scripts that are hard to decipher. Even with fluent German, an applicant baffled by the Gothic script and typeface would flounder without undertaking ancillary study. Training is available at The Open University, or in some circumstances you can be funded to undertake training elsewhere, and you should demonstrate awareness of the skills that you need to acquire.

Do you have the technical competence to handle any data-analysis your thesis may require?

Databases, statistical evidence and spreadsheets are used increasingly by historians in certain fields. If your research involves, say, demographic or economic data, you will need to consider whether you have the necessary IT and statistical skills and, if not, how you will acquire them.

How will you arrange access to the libraries and archives where you need to work?

Although primary sources are increasingly available in digitised form, you should consider that important sources may be closed or in private hands. To consult them may require some travelling and so you should be realistic as to what you will be able to do, particularly if you are applying to study part-time as not all archives are open out of regular office hours.

A bibliography

This should come at the end and include a list of the primary sources you plan to use and the relevant secondary literature on the subject. While you should show that you are on top of recent work (and of important older studies) on the topic, there is no point in having a long list of works only marginally related to your subject. As always, specificity is the best policy.

Please follow this link to see an  example of a successful research proposal [PDF].

All this may seem daunting, as if the department is asking you to write a thesis before you apply. But that is not our intention; the advice is to help you perform the necessary spadework before entering the formal application process. Working up a proposal under the headings suggested above will, if your application is successful, save you and your supervisor(s) much time if and when the real work begins.

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On the Methods and Methodologies of Historical Studies in Education

Perennial Debates, Current Issues, and Future Directions Surrounding Inquires into Our Past

• Reference work entry
• First Online: 04 April 2020
• Cite this reference work entry

• Jon N. Hale 2  

Part of the book series: Springer International Handbooks of Education ((SIHE))

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This part of the Handbook of Historical Studies in Education addresses a perennial theme in the field of historical research in education. Since the development of historical studies of education in the early twentieth century, the place of historical studies, oftentimes grouped into “foundations of education” or “history of education” programs at colleges and universities across the globe, has been contested. In the wake of neoliberal and corporate-driven reform of the twenty-first century, the methodology of historical studies and the foundations of education are often marginalized. In some instances, historical studies of education have even been shut down or absorbed into more quantitative-orientated programs.

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Woody T. Fields that are white. Hist Educ J. 1950;2(1):2–17.

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Hale, J.N. (2020). On the Methods and Methodologies of Historical Studies in Education. In: Fitzgerald, T. (eds) Handbook of Historical Studies in Education. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-10-2362-0_49

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How To Write The Methodology Chapter

The what, why & how explained simply (with examples).

By: Jenna Crossley (PhD) | Reviewed By: Dr. Eunice Rautenbach | September 2021 (Updated April 2023)

So, you’ve pinned down your research topic and undertaken a review of the literature – now it’s time to write up the methodology section of your dissertation, thesis or research paper . But what exactly is the methodology chapter all about – and how do you go about writing one? In this post, we’ll unpack the topic, step by step .

Overview: The Methodology Chapter

• The purpose  of the methodology chapter
• Why you need to craft this chapter (really) well
• How to write and structure the chapter
• Methodology chapter example
• Essential takeaways

What (exactly) is the methodology chapter?

The methodology chapter is where you outline the philosophical underpinnings of your research and outline the specific methodological choices you’ve made. The point of the methodology chapter is to tell the reader exactly how you designed your study and, just as importantly, why you did it this way.

Importantly, this chapter should comprehensively describe and justify all the methodological choices you made in your study. For example, the approach you took to your research (i.e., qualitative, quantitative or mixed), who  you collected data from (i.e., your sampling strategy), how you collected your data and, of course, how you analysed it. If that sounds a little intimidating, don’t worry – we’ll explain all these methodological choices in this post .

Why is the methodology chapter important?

The methodology chapter plays two important roles in your dissertation or thesis:

Firstly, it demonstrates your understanding of research theory, which is what earns you marks. A flawed research design or methodology would mean flawed results. So, this chapter is vital as it allows you to show the marker that you know what you’re doing and that your results are credible .

Secondly, the methodology chapter is what helps to make your study replicable. In other words, it allows other researchers to undertake your study using the same methodological approach, and compare their findings to yours. This is very important within academic research, as each study builds on previous studies.

The methodology chapter is also important in that it allows you to identify and discuss any methodological issues or problems you encountered (i.e., research limitations ), and to explain how you mitigated the impacts of these. Every research project has its limitations , so it’s important to acknowledge these openly and highlight your study’s value despite its limitations . Doing so demonstrates your understanding of research design, which will earn you marks. We’ll discuss limitations in a bit more detail later in this post, so stay tuned!

Need a helping hand?

How to write up the methodology chapter

First off, it’s worth noting that the exact structure and contents of the methodology chapter will vary depending on the field of research (e.g., humanities, chemistry or engineering) as well as the university . So, be sure to always check the guidelines provided by your institution for clarity and, if possible, review past dissertations from your university. Here we’re going to discuss a generic structure for a methodology chapter typically found in the sciences.

Before you start writing, it’s always a good idea to draw up a rough outline to guide your writing. Don’t just start writing without knowing what you’ll discuss where. If you do, you’ll likely end up with a disjointed, ill-flowing narrative . You’ll then waste a lot of time rewriting in an attempt to try to stitch all the pieces together. Do yourself a favour and start with the end in mind .

Section 1 – Introduction

As with all chapters in your dissertation or thesis, the methodology chapter should have a brief introduction. In this section, you should remind your readers what the focus of your study is, especially the research aims . As we’ve discussed many times on the blog, your methodology needs to align with your research aims, objectives and research questions. Therefore, it’s useful to frontload this component to remind the reader (and yourself!) what you’re trying to achieve.

In this section, you can also briefly mention how you’ll structure the chapter. This will help orient the reader and provide a bit of a roadmap so that they know what to expect. You don’t need a lot of detail here – just a brief outline will do.

Section 2 – The Methodology

The next section of your chapter is where you’ll present the actual methodology. In this section, you need to detail and justify the key methodological choices you’ve made in a logical, intuitive fashion. Importantly, this is the heart of your methodology chapter, so you need to get specific – don’t hold back on the details here. This is not one of those “less is more” situations.

Let’s take a look at the most common components you’ll likely need to cover. 

Methodological Choice #1 – Research Philosophy

Research philosophy refers to the underlying beliefs (i.e., the worldview) regarding how data about a phenomenon should be gathered , analysed and used . The research philosophy will serve as the core of your study and underpin all of the other research design choices, so it’s critically important that you understand which philosophy you’ll adopt and why you made that choice. If you’re not clear on this, take the time to get clarity before you make any further methodological choices.

While several research philosophies exist, two commonly adopted ones are positivism and interpretivism . These two sit roughly on opposite sides of the research philosophy spectrum.

Positivism states that the researcher can observe reality objectively and that there is only one reality, which exists independently of the observer. As a consequence, it is quite commonly the underlying research philosophy in quantitative studies and is oftentimes the assumed philosophy in the physical sciences.

Contrasted with this, interpretivism , which is often the underlying research philosophy in qualitative studies, assumes that the researcher performs a role in observing the world around them and that reality is unique to each observer . In other words, reality is observed subjectively .

These are just two philosophies (there are many more), but they demonstrate significantly different approaches to research and have a significant impact on all the methodological choices. Therefore, it’s vital that you clearly outline and justify your research philosophy at the beginning of your methodology chapter, as it sets the scene for everything that follows.

Methodological Choice #2 – Research Type

The next thing you would typically discuss in your methodology section is the research type. The starting point for this is to indicate whether the research you conducted is inductive or deductive .

Inductive research takes a bottom-up approach , where the researcher begins with specific observations or data and then draws general conclusions or theories from those observations. Therefore these studies tend to be exploratory in terms of approach.

Conversely , d eductive research takes a top-down approach , where the researcher starts with a theory or hypothesis and then tests it using specific observations or data. Therefore these studies tend to be confirmatory in approach.

Related to this, you’ll need to indicate whether your study adopts a qualitative, quantitative or mixed  approach. As we’ve mentioned, there’s a strong link between this choice and your research philosophy, so make sure that your choices are tightly aligned . When you write this section up, remember to clearly justify your choices, as they form the foundation of your study.

Methodological Choice #3 – Research Strategy

Next, you’ll need to discuss your research strategy (also referred to as a research design ). This methodological choice refers to the broader strategy in terms of how you’ll conduct your research, based on the aims of your study.

Several research strategies exist, including experimental , case studies , ethnography , grounded theory, action research , and phenomenology . Let’s take a look at two of these, experimental and ethnographic, to see how they contrast.

Experimental research makes use of the scientific method , where one group is the control group (in which no variables are manipulated ) and another is the experimental group (in which a specific variable is manipulated). This type of research is undertaken under strict conditions in a controlled, artificial environment (e.g., a laboratory). By having firm control over the environment, experimental research typically allows the researcher to establish causation between variables. Therefore, it can be a good choice if you have research aims that involve identifying causal relationships.

Ethnographic research , on the other hand, involves observing and capturing the experiences and perceptions of participants in their natural environment (for example, at home or in the office). In other words, in an uncontrolled environment.  Naturally, this means that this research strategy would be far less suitable if your research aims involve identifying causation, but it would be very valuable if you’re looking to explore and examine a group culture, for example.

As you can see, the right research strategy will depend largely on your research aims and research questions – in other words, what you’re trying to figure out. Therefore, as with every other methodological choice, it’s essential to justify why you chose the research strategy you did.

Methodological Choice #4 – Time Horizon

The next thing you’ll need to detail in your methodology chapter is the time horizon. There are two options here: cross-sectional and longitudinal . In other words, whether the data for your study were all collected at one point in time (cross-sectional) or at multiple points in time (longitudinal).

The choice you make here depends again on your research aims, objectives and research questions. If, for example, you aim to assess how a specific group of people’s perspectives regarding a topic change over time , you’d likely adopt a longitudinal time horizon.

Another important factor to consider is simply whether you have the time necessary to adopt a longitudinal approach (which could involve collecting data over multiple months or even years). Oftentimes, the time pressures of your degree program will force your hand into adopting a cross-sectional time horizon, so keep this in mind.

Methodological Choice #5 – Sampling Strategy

Next, you’ll need to discuss your sampling strategy . There are two main categories of sampling, probability and non-probability sampling.

Probability sampling involves a random (and therefore representative) selection of participants from a population, whereas non-probability sampling entails selecting participants in a non-random  (and therefore non-representative) manner. For example, selecting participants based on ease of access (this is called a convenience sample).

The right sampling approach depends largely on what you’re trying to achieve in your study. Specifically, whether you trying to develop findings that are generalisable to a population or not. Practicalities and resource constraints also play a large role here, as it can oftentimes be challenging to gain access to a truly random sample. In the video below, we explore some of the most common sampling strategies.

Methodological Choice #6 – Data Collection Method

Next up, you’ll need to explain how you’ll go about collecting the necessary data for your study. Your data collection method (or methods) will depend on the type of data that you plan to collect – in other words, qualitative or quantitative data.

Typically, quantitative research relies on surveys , data generated by lab equipment, analytics software or existing datasets. Qualitative research, on the other hand, often makes use of collection methods such as interviews , focus groups , participant observations, and ethnography.

So, as you can see, there is a tight link between this section and the design choices you outlined in earlier sections. Strong alignment between these sections, as well as your research aims and questions is therefore very important.

Methodological Choice #7 – Data Analysis Methods/Techniques

The final major methodological choice that you need to address is that of analysis techniques . In other words, how you’ll go about analysing your date once you’ve collected it. Here it’s important to be very specific about your analysis methods and/or techniques – don’t leave any room for interpretation. Also, as with all choices in this chapter, you need to justify each choice you make.

What exactly you discuss here will depend largely on the type of study you’re conducting (i.e., qualitative, quantitative, or mixed methods). For qualitative studies, common analysis methods include content analysis , thematic analysis and discourse analysis . In the video below, we explain each of these in plain language.

For quantitative studies, you’ll almost always make use of descriptive statistics , and in many cases, you’ll also use inferential statistical techniques (e.g., correlation and regression analysis). In the video below, we unpack some of the core concepts involved in descriptive and inferential statistics.

In this section of your methodology chapter, it’s also important to discuss how you prepared your data for analysis, and what software you used (if any). For example, quantitative data will often require some initial preparation such as removing duplicates or incomplete responses . Similarly, qualitative data will often require transcription and perhaps even translation. As always, remember to state both what you did and why you did it.

Section 3 – The Methodological Limitations

With the key methodological choices outlined and justified, the next step is to discuss the limitations of your design. No research methodology is perfect – there will always be trade-offs between the “ideal” methodology and what’s practical and viable, given your constraints. Therefore, this section of your methodology chapter is where you’ll discuss the trade-offs you had to make, and why these were justified given the context.

Methodological limitations can vary greatly from study to study, ranging from common issues such as time and budget constraints to issues of sample or selection bias . For example, you may find that you didn’t manage to draw in enough respondents to achieve the desired sample size (and therefore, statistically significant results), or your sample may be skewed heavily towards a certain demographic, thereby negatively impacting representativeness .

In this section, it’s important to be critical of the shortcomings of your study. There’s no use trying to hide them (your marker will be aware of them regardless). By being critical, you’ll demonstrate to your marker that you have a strong understanding of research theory, so don’t be shy here. At the same time, don’t beat your study to death . State the limitations, why these were justified, how you mitigated their impacts to the best degree possible, and how your study still provides value despite these limitations .

Section 4 – Concluding Summary

Finally, it’s time to wrap up the methodology chapter with a brief concluding summary. In this section, you’ll want to concisely summarise what you’ve presented in the chapter. Here, it can be a good idea to use a figure to summarise the key decisions, especially if your university recommends using a specific model (for example, Saunders’ Research Onion ).

Importantly, this section needs to be brief – a paragraph or two maximum (it’s a summary, after all). Also, make sure that when you write up your concluding summary, you include only what you’ve already discussed in your chapter; don’t add any new information.

Methodology Chapter Example

In the video below, we walk you through an example of a high-quality research methodology chapter from a dissertation. We also unpack our free methodology chapter template so that you can see how best to structure your chapter.

Wrapping Up

And there you have it – the methodology chapter in a nutshell. As we’ve mentioned, the exact contents and structure of this chapter can vary between universities , so be sure to check in with your institution before you start writing. If possible, try to find dissertations or theses from former students of your specific degree program – this will give you a strong indication of the expectations and norms when it comes to the methodology chapter (and all the other chapters!).

Also, remember the golden rule of the methodology chapter – justify every choice ! Make sure that you clearly explain the “why” for every “what”, and reference credible methodology textbooks or academic sources to back up your justifications.

If you need a helping hand with your research methodology (or any other component of your research), be sure to check out our private coaching service , where we hold your hand through every step of the research journey. Until next time, good luck!

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How to Research and Write a Compelling History Thesis

The Importance of Research for Writing a History Thesis

Just as history is more than a collection of facts about past events, an effective history thesis goes beyond simply sharing recorded information. Writing a compelling history thesis requires making an argument about a historical fact and, then, researching and providing a well-crafted defense for that position.

With so many sources available—some of which may provide conflicting findings—how should a student research and write a history thesis? How can a student create a thesis that’s both compelling and supports a position that academic editors describe as “concise, contentious, and coherent”?

Key steps in how to write a history thesis include evaluating source materials, developing a strong thesis statement, and building historical knowledge.

Compelling theses provide context about historical events. This context, according to the reference website ThoughtCo., refers to the social, religious, economic, and political conditions during an occurrence that “enable us to interpret and analyze works or events of the past, or even the future, rather than merely judge them by contemporary standards”.

The context supports the main point of a thesis, called the thesis statement, by providing an interpretive and analytical framework of the facts, instead of simply stating them. Research uncovers the evidence necessary to make the case for that thesis statement.

To gather evidence that contributes to a deeper understanding of a given historical topic, students should reference both primary and secondary sources of research.

Primary Sources

Primary sources are firsthand accounts of events in history, according to Professor David Ulbrich, director of Norwich University’s online Master of Arts in History program. These sources provide information not only about what happened and how it happened but also why it happened.

Primary sources can include letters, diaries, photos, and videos as well as material objects such as “spent artillery shells, architectural features, cemetery headstones, chemical analysis of substances, shards of bowls or bottles, farming implements, or earth or environmental features or factors,” Ulbrich says. “The author of the thesis can tell how people lived, for example, by the ways they arranged their material lives.”

Primary research sources are the building blocks to help us better understand and appreciate history. It is critical to find as many primary sources from as many perspectives as possible. Researching these firsthand accounts can provide evidence that helps answer those “what”, “how”, and “why” questions about the past, Ulbrich says.

Secondary Sources

Secondary sources are materials—such as books, articles, essays, and documentaries—gathered and interpreted by other researchers. These sources often provide updates and evaluation of the thesis topic or viewpoints that support the theories presented in the thesis.

Primary and secondary sources are complementary types of research that form a convincing foundation for a thesis’ main points.

How to Write a History Thesis

What are the steps to write a history thesis? The process of developing a thesis that provides a thorough analysis of a historical event—and presents academically defensible arguments related to that analysis—includes the following:

1. Gather and Analyze Sources

When collecting sources to use in a thesis, students should analyze them to ensure they demonstrate knowledge and understanding of the materials. A student should evaluate the attributes of sources such as their origin and point-of-view.

An array of primary and secondary sources can help provide a thorough understanding of a historical event, although some of those sources may include conflicting views and details. In those cases, the American Historical Association says, it’s up to the thesis author to determine which source reflects the appropriate point-of-view.

2. Develop a Thesis Statement

To create a thesis statement, a student should establish a specific idea or theory that makes the main point about a historical event. Scribbr, an editing website, recommends starting with a working thesis, asking the question the thesis intends to answer, and, then, writing the answer.

The final version of a thesis statement might be argumentative, for example, taking a side in a debate. Or it might be expository, explaining a historical situation. In addition to being concise and coherent, a thesis statement should be contentious, meaning it requires evidence to support it.

3. Create an Outline

Developing a thesis requires an outline of the content that will support the thesis statement. Students should keep in mind the following key steps in creating their outline:

• Note major points.
• Categorize ideas supported by the theories.
• Arrange points according to the importance and a timeline of events addressed by the thesis.
• Create effective headings and subheadings.
• Format the outline.

4. Organize Information

Thesis authors should ensure their content follows a logical order. This may entail coding resource materials to help match them to the appropriate theories while organizing the information. A thesis typically contains the following elements.

• Abstract —Overview of the thesis.
• Introduction —Summary of the thesis’ main points.
• Literature review —Explanation of the gap in previous research addressed by this thesis.
• Methods —Outline how the author reviewed the research and why materials were selected.
• Results —Description of the research findings.
• Discussion —Analysis of the research.
• Conclusion —Statements about what the student learned.

5. Write the Thesis

Online writing guide Paperpile recommends that students start with the literature review when writing the thesis. Developing this section first will help the author gain a more complete understanding of the thesis’ source materials. Writing the abstract last can give the student a thorough picture of the work the abstract should describe.

The discussion portion of the thesis typically is the longest since it’s here that the writer will explain the limitations of the work, offer explanations of any unexpected results, and cite remaining questions about the topic.

In writing the thesis, the author should keep in mind that the document will require multiple changes and drafts—perhaps even new insights. A student should gather feedback from a professor and colleagues to ensure their thesis is clear and effective before finalizing the draft.      

6. Prepare to Defend the Thesis

A committee will evaluate the student’s defense of the thesis’ theories. Students should prepare to defend their thesis by considering answers to questions posed by the committee. Additionally, students should develop a plan for addressing questions to which they may not have a ready answer, understanding the evaluation likely will consider how the author handles that challenge.

Developing Skills to Write a Compelling History Thesis

When looking for direction on how to write a history thesis, Norwich University’s online Master of Arts in History program can provide the needed skills and knowledge. The program’s tracks and several courses—taken as core classes or as electives in multiple concentrations—can provide a strong foundation for thesis work.

Master of Arts in History Tracks

In the Norwich online Master of Arts in History program, respected scholars help students improve their historical insight, research, writing, analytical, and presentation skills. They teach the following program tracks.

• Public History —Focuses on the preservation and interpretation of historic documents and artifacts for purposes of public observation.
• American History —Emphasizes the exploration and interpretation of key events associated with U.S. history.
• World History —Prepares students to develop an in-depth understanding of world history from various eras.
• Legal and Constitutional History —Provides a thorough study of the foundational legal and constitutional elements in the U.S. and Europe.

Master of Arts in History Courses

Norwich University’s online Master of Arts in History program enables students to customize studies based on career goals and personal interests through the following courses:

• Introduction to History and Historiography —Covers the core concepts of history-based study and research methodology, highlighting how these concepts are essential to developing an effective history thesis.
• Directed Readings in History —Highlights different ways to use sources that chronicle American history to assist in researching and writing a thorough and complete history thesis.
• Race, Gender, and U.S. Constitution —Explores key U.S. Supreme Court decisions relating to national race and gender relations and rights, providing a deeper context to develop compelling history theses.
• Archival Studies —Breaks down the importance of systematically overseeing archival materials, highlighting how to build historical context to better educate and engage with the public.

Start Your Path Toward Writing a Compelling History Thesis

For over two centuries, Norwich University has played a vital role in history as America’s first private military college and the birthplace of the ROTC. As such, the university is uniquely positioned to lead students through a comprehensive analysis of the major developments, events, and figures of the past.

Explore Norwich University’s online Master of Arts in History program. Start your path toward writing a compelling history thesis and taking your talents further.

Writing History: An Introductory Guide to How History Is Produced , American Historical Association     How to Write a Thesis Statement , Scribbr     The Importance of Historic Context in Analysis and Interpretation , ThoughtCo.     7 Reasons Why Research Is Important , Owlcation     Primary and Secondary Sources , Scribbr     Secondary Sources in Research , ThoughtCo.     Analysis of Sources , History Skills     Research Paper Outline , Scribbr     How to Structure a Thesis , Paperpile     Writing Your Final Draft , History Skills     How to Prepare an Excellent Thesis Defense , Paperpile

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15 kinds of research methodologies for phd. pupils, basic research.

Pure research or fundamental research or basic research zooms on enhancing scientific knowledge for the exhaustive understanding of a topic or certain natural phenomena, essentially in natural sciences; knowledge that is obtained for the purpose of knowledge it is called fundamental research.

1.Applied research

Research that covers real life applications of the natural sciences; aimed at offering an answer to particular practical issues and develops novel technologies

2.Fixed research versus flexible research

In fixed research, the design of the study is fixed prior to the main phase of data gathering; moreover, fixed designs are essentially theoretical. Variables that need to be controlled and measured need to be known in advance and they are measured quantitatively.

3.Quantitative research and qualitative research

Quantitative research denotes gauging phenomena in various grades; on the other hand, qualitative research sometimes deems Boolean measurements alone; solution can be studied qualitatively for its appropriateness. However, comparison between candidate solutions requires quantitative observation.

4.Experimental research and non-experimental research

In an experimental design , operationalize the variables to be measured; moreover, operationalize in the best manner. Consider the study expectations, outcome measurement, variable measurement, and the methods to answer research questions.

Think of the practical limitations such as the availability of data-sets and experimental set-ups that represent actual scenarios.

5.Exploratory research and confirmatory research

Confirmatory research tests a priori hypotheses—outcome predictions done prior to the measurement stage. Such a priori hypotheses are usually derived from a theory or the results of previous studies.

Exploratory research generates a posteriori hypotheses by investigating a data-set and ascertaining potential connection between variables.

6.Explanatory research or casual research

Causal research is also called explanatory research ; conducted to ascertain the extent and type of cause-effect relationships. Causal research are conducted to evaluate effects of specific changes on existing norms, various processes etc.

7.Descriptive research

Descriptive research is the available statement of affairs; researcher has no control over variable. Descriptive studies are characterised as simply an effort to ascertain, define or recognize.  Not “why it is that way” nor “how it came to be,” which is the objective of analytical research.

8.Historical research

Historical research explores and explains the meanings, phases and traits of a phenomena or process at a certain phase of time in the past; historical research is a research strategy from the research of history.

9.Casual comparative research

Also called as “ex-post facto” research (In Latin, implies “after the fact”); researchers determine the causes or consequences of differences that already exist between or among groups of individuals.

An effort to ascertain a causative relationship between an independent variable and a dependent variable; relationship between the independent variable and dependent variable are usually a suggested relationship (not proved yet) because you do not have complete control over the independent variable

10.Correlational research

Correlational research is a form of non-experimental research technique wherein a researcher measures 2 variables and assesses the statistical connection between them with no influence from any external variable.

The correlation between two variables is given through correlation coefficient, which is a statistical measure that calculates the strength of the relationship between two variables that is a value measured between -1 and +1.

11.Evaluation research method

Evaluation research technique is known as program evaluation and refers to a research purpose instead of a particular technique; objective is to assess the effect of social involvements such as new treatment techniques, innovations in services, etc.

A form of applied research to have some real-world effect. Methods such as surveys and experiments are used in evaluation research.

12.Formative and summative evaluation

While learning is in progress, formative assessment offers feedback and information; measures participant’s progress and also assess researcher’s own progress as well.

For example, when implementing a new program, you can determine whether or not the activity should be used again (or modified) with the help of observation and/or surveying.

Summative assessment happens after the learning has ended and offers info and feedback to sum up the process; essentially, no formal learning is happening at this phase other than incidental learning which might take place through the completion of program.

13.Diagnostic research

Descriptive research studies define the characteristics of a particular individual, or of a group.

Studies showing whether certain variables are linked are examples of diagnostic research.

Researcher defines what he or she wants to measure and finds adequate methods for measuring it along with a clear description of ‘population’.

Aim is to obtain complete and accurate information. And the researcher plans the procedure carefully.

14.Prognostic research

Prognostic research (specifically in clinical research) examines chosen predictive variables and risk factors; prognostic research assesses influence on the outcome of a disease. Clinicians have a better understanding of the history of the ailment.

This understanding facilitates clinical decision-making via providing apt treatment alternatives and helps to predict accurate disease outcomes.

Assessing prognostic studies involves ascertaining the internal validity of the study design and assessing the effects of bias or systemic errors.

15.Action research

A systematic inquiry for improving and/or honing researchers’ actions. Researchers find it an empowering experience.

Action research has positive result for various reasons; most important is that action research is pertinent to the research participants.

Relevance is assured because the aim of each research project is ascertained by the researchers, who are also the main beneficiaries of the research observations.

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PhD Assistance | Blog

National Center for Science and Engineering Statistics

• All previous cycle years

The NSCG is a biennial survey that provides data on the characteristics of the nation's college graduates, with a focus on those in the science and engineering workforce.

Survey Info

• tag for use when URL is provided --> Methodology
• tag for use when URL is provided --> Data
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The NSCG is a unique source for examining the relationship of degree field and occupation in addition to other characteristics of college-educated individuals, including work activities, salary, and demographic information.

Areas of Interest

• Science and Engineering Workforce
• STEM Education

Survey Administration

This survey was conducted by the Census Bureau in partnership with the National Center for Science and Engineering Statistics within the National Science Foundation.

Survey Details

• Survey Description (PDF 123 KB)
• Data Tables (PDF 2.1 MB)

Featured Survey Analysis

Effects of the COVID-19 Pandemic on Employment, Earnings, and Professional Engagement: New Insights from the 2021 National Survey of College Graduates

NSCG Overview

Data highlights, the share of u.s. college graduates employed full time trended downward between 2015 and 2021..

Unemployment increased across all levels of education between 2019 and 2021.

Methodology

Survey description, survey overview (2021 survey cycle).

The National Survey of College Graduates (NSCG)—sponsored by the National Center for Science and Engineering Statistics (NCSES) within the National Science Foundation (NSF)—provides data on the characteristics of the nation’s college graduates, with a focus on those in the science and engineering workforce. It samples individuals who are living in the United States during the survey reference week, have at least a bachelor’s degree, and are younger than 76. By surveying college graduates in all academic disciplines, the NSCG provides data useful in understanding the relationship between college education and career opportunities, as well as the relationship between degree field and occupation.

Data collection authority

The information collected in the NSCG is solicited under the authority of the NSF Act of 1950, as amended, and the America COMPETES Reauthorization Act of 2010. The Census Bureau collects the NSCG data under the authority of Title 13, Section 8 of the United States Code. The Office of Management and Budget control number is 3145-0141.

Major changes to recent survey cycle

The 2021 NSCG data collection instrument included new questions to gauge the effects of the coronavirus pandemic on employment, specifically on labor force status, number of hours worked per week, salary, benefits, telecommuting options, and total earned income.

Key Survey Information

Initial survey year, reference period.

The week of 1 February 2021.

Response unit

Individuals with at least a bachelor’s degree.

Sample or census

Population size.

Approximately 68.6 million individuals.

Sample size

Approximately 164,000 individuals.

Key variables

Key variables of interest are listed below.

• Demographics (e.g., age, race, sex, ethnicity, and citizenship)
• Educational history
• Employment status
• Field of degree

Survey Design

Target population.

The NSCG target population includes individuals who meet the following criteria:

• Earned a bachelor’s degree or higher prior to 1 January 2020,
• Are not institutionalized and reside in the United States or Puerto Rico as of 1 February 2021, and
• Are younger than 76 years as of 1 February 2021.

Sampling frame

The 2021 NSCG retains the four-panel rotating panel design that began with the 2010 NSCG. As part of this design, every new panel receives a baseline survey interview and three biennial follow-up interviews before rotating out of the survey.

The 2021 NSCG includes approximately 164,000 sample cases drawn from the following:

• Returning sample from the 2019 NSCG who were originally selected from the 2013 American Community Survey (ACS)
• Returning sample from the 2019 NSCG who were originally selected from the 2015 ACS
• Returning sample from the 2019 NSCG who were originally selected from the 2017 ACS
• New sample selected from the 2019 ACS

Approximately 90,000 cases were selected from the returning sample members for one of the three biennial follow-up interviews that are part of the rotating panel design. For the baseline survey interview, about 74,000 new sample cases were selected from the 2019 ACS.

Sample design

The NSCG uses a stratified sampling design to select its sample from the eligible sampling frame. Within the sampling strata, the NSCG uses probability proportional to size or systematic random sampling techniques to select the NSCG sample. The sampling strata were defined by the cross-classification of the following four variables:

• Young graduate oversample group eligibility indicator (2 levels)
• Demographic group (9 levels)
• Highest degree type (3 levels)
• Detailed occupation group (25 levels)

As has been the case since the 2013 NSCG, the 2021 NSCG includes an oversample of young graduates to improve the precision of estimates for this important population.

Data Collection and Processing

Data collection.

The NSCG uses a trimodal data collection approach: Web survey, mail survey, and computer-assisted telephone interview (CATI). The 2021 NSCG data collection effort lasted approximately 7 months.

Data processing

The data collected in the NSCG are subject to both editing and imputation procedures. The NSCG uses both logical imputation and statistical (hot deck) imputation as part of the data processing effort.

Estimation techniques

Because the NSCG is based on a complex sampling design and subject to nonresponse bias, sampling weights were created for each respondent to support unbiased population estimates. The final analysis weights account for several factors, including the following:

• Adjustments to account for undercoverage of recent immigrants and undercoverage of recent degree-earners
• Adjustment for incorrect names or incomplete address information on the sampling frame
• Differential sampling rates
• Adjustments to account for non-locatability and unit nonresponse
• Adjustments to align the sample distribution with population controls
• Trimming of extreme weights
• Overlap procedures to convert weights that reflect the population of each individual frame (2013 ACS, 2015 ACS, 2017 ACS, and 2019 ACS) into a final sample weight that reflects the 2021 NSCG target population.

The final sample weights enable data users to derive survey-based estimates of the NSCG target population.

Survey Quality Measures

Sampling error.

Estimates of sampling errors associated with this survey were calculated using the successive difference replication method. Please contact the NSCG Survey Manager to obtain the replicate weights.

Coverage error

Any missed housing units or missed individuals within sample households in the ACS would create undercoverage in the NSCG. Additional undercoverage errors may exist because of self-reporting errors in the NSCG sampling frame that led to incorrect classification of individuals as not having a bachelor’s degree or higher when in fact they held such a degree.

Nonresponse error

The weighted response rate for the 2021 NSCG was 65%. Analyses of NSCG nonresponse trends were used to develop nonresponse weighting adjustments to minimize the potential for nonresponse bias in the NSCG estimates. A hot deck imputation method was used to compensate for item nonresponse.

Measurement error

The NSCG is subject to reporting errors from differences in interpretation of questions and by modality (Web, mail, or CATI). To reduce measurement errors, the NSCG questionnaire items were pretested in focus groups and cognitive interviews.

Data Availability and Comparability

Data availability.

Data from 1993 to the present are available at the NSCG Web page .

Data comparability

Year-to-year comparisons can be made among the 1993 to 2021 NSCG survey cycles because many of the core questions remained the same. Small but notable differences exist across some survey years, such as the collection of occupation and education data based on more recent taxonomies. Also, because of the use of different reference months in some survey cycles, seasonal differences may occur when making comparisons across years.

There is overlap in the cases included in the 2010 NSCG through the 2017 NSCG, in the 2013 NSCG through the 2019 NSCG, and in the 2015 NSCG through the 2021 NSCG. This sample overlap consists of cases that originated in the 2013 ACS, 2015 ACS, 2017 ACS, or 2019 ACS. The overlap among cases allows for the ability to conduct longitudinal analysis of this subset of the NSCG sample. To reduce the risk of disclosure, longitudinal analyses can be conducted only within a restricted environment. See the NCSES Restricted-Use Data Licensing and Procedures page to learn more.

Data Products

Publications.

Data from the NSCG are published in NCSES InfoBriefs and data tables, available at https://www.nsf.gov/statistics/srvygrads/ .

Information from this survey is also included in Science and Engineering Indicators and Women, Minorities, and Persons with Disabilities in Science and Engineering .

Electronic access

The NSCG public use data through 2021 are available in the SESTAT data tool and in downloadable files through the NCSES data page . Data from 1993 to 2019 (2021 forthcoming) are also available in the new NCSES interactive data tool . The NSCG restricted use data are available through the Census Bureau’s Federal Statistical Research Data Centers .

Technical Notes

Survey overview, data collection and processing methods, data comparability and changes, definitions.

Purpose. The National Survey of College Graduates (NSCG) provides data on the characteristics of the nation’s college graduates, with a focus on those in the science and engineering (S&E) workforce. It samples individuals who are living in the United States during the survey reference week, have earned at least a bachelor’s degree, and are younger than 76. By surveying college graduates in all academic disciplines, the NSCG provides data useful in understanding the relationship between college education and career opportunities, as well as the relationship between degree field and occupation.

The NSCG is designed to provide demographic, education, and career history information about college graduates and to complement another survey conducted by the National Center for Science and Engineering Statistics (NCSES): the Survey of Doctorate Recipients (SDR, https://www.nsf.gov/statistics/srvydoctoratework/ ). These two surveys share a common reference date, and they use similar questionnaires and data processing guidelines.

These technical notes provide an overview of the 2021 NSCG. Complete details are provided in the 2021 NSCG Methodology Report, available upon request from the NSCG Survey Manager.

Data collection authority. The information collected in the NSCG is solicited under the authority of the National Science Foundation Act of 1950, as amended, and the America COMPETES Reauthorization Act of 2010. The Census Bureau collects the NSCG data, on behalf of NCSES, under the authority of Title 13, Section 8 of the United States Code. The Office of Management and Budget control number is 3145-0141.

Survey contractor. Census Bureau.

Survey sponsor. NCSES.

Frequency. Biennial.

Initial survey year. 1993.

Reference period. The week of 1 February 2021.

Response unit. Individual.

Sample or census. Sample.

Population size. Approximately 68.6 million individuals.

Sample size. Approximately 164,000 individuals.

Target population. The NSCG target population includes individuals who meet the following criteria:

• Earned a bachelor’s degree ​ Bachelor’s degrees include equivalent undergraduate academic degrees awarded by colleges and universities in countries that may name their degrees differently. Bachelor’s degrees include equivalent undergraduate academic degrees awarded by colleges and universities in countries that may name their degrees differently. Bachelor’s degrees include equivalent undergraduate academic degrees awarded by colleges and universities in countries that may name their degrees differently. or higher prior to 1 January 2020
• Are not institutionalized and reside in the United States or Puerto Rico as of 1 February 2021
• Are younger than 76 years as of 1 February 2021

Sampling frame . Using a rotating panel design, the 2021 NSCG includes new sample cases from the 2019 American Community Survey (ACS) and returning sample cases from the 2019 NSCG.

The NSCG sampling frame for new sample cases included the following eligibility requirements:

• Were residing in the United States or Puerto Rico as of the ACS interview date
• Were noninstitutionalized as of the ACS interview date
• Had earned at least a bachelor’s degree as of the ACS interview date
• Would be under the age of 76 as of 1 February 2021
• Did not have an inaccurate name or incomplete address on the ACS data file

Returning sample cases from the 2019 NSCG originated from three different frames (the 2013 ACS, 2015 ACS, and 2017 ACS) and had the following eligibility requirements:

• Were a complete interview or temporarily ineligible during their initial NSCG survey cycle
• During the 2019 NSCG survey cycle, did not refuse to participate and request to be excluded from future NSCG cycles

Sample design . The NSCG sample design is cross-sectional with a rotating panel element. As a cross-sectional study, the NSCG provides estimates of the size and characteristics of the college graduate population for a point in time. As part of the rotating panel design, every new panel receives a baseline survey interview and three biennial follow-up interviews before rotating out of the survey.

The NSCG uses a stratified sampling design to select its sample from the eligible sampling frame. In the new sample, cases were selected using systematic probability proportional to size (PPS) sampling. ​ With PPS sampling, the probability of selection was proportional to the ACS final person-level weight, adjusted to account for imputed educational attainment, incomplete addresses, or invalid names. With PPS sampling, the probability of selection was proportional to the ACS final person-level weight, adjusted to account for imputed educational attainment, incomplete addresses, or invalid names. With PPS sampling, the probability of selection was proportional to the ACS final person-level weight, adjusted to account for imputed educational attainment, incomplete addresses, or invalid names. Among the returning sample, all eligible cases were selected. The sampling strata were defined by the cross-classification of the following four variables:

As has been the case since the 2013 NSCG, the 2021 NSCG includes an oversample of young graduates to improve the precision of estimates for this important population. The 2021 NSCG includes approximately 164,000 sample cases drawn from the following:

• Returning sample from the 2019 NSCG who were originally selected from the 2013 ACS

Data collection . The data collection period lasted approximately 7 months (8 April 2021 to 1 November 2021). The NSCG used a trimodal data collection approach: self-administered online survey (Web), self-administered paper questionnaire (via mail), and computer-assisted telephone interview (CATI). Individuals in the sample generally were started in the Web mode, depending on their available contact information and past preference. After an initial survey invitation, the data collection protocol included sequential contacts by postal mail, e-mail, and telephone that ran throughout the data collection period. At any time during data collection, sample members could choose to complete the survey using any of the three modes. Nonrespondents to the initial survey invitation received follow-up contacts via alternate modes.

Quality assurance procedures were in place at each data collection step (e.g., address updating, printing, package assembly and mailing, questionnaire receipt, data entry, CATI, coding, and post-data collection processing).

Mode . About 89% of the participants completed the survey by Web, 7% by mail, and 4% by CATI.

Response r ates . Response rates were calculated on complete responses, that is, from instruments with responses to all critical items. Critical items are those containing information needed to report labor force participation (including employment status, job title, and job description), college education (including degree type, degree date, and field of study), and location of residency on the reference date. The overall unweighted response rate was 67%; the weighted response rate was 65%. Of the roughly 164,000 persons in the 2021 NSCG sample, 106,279 completed the survey.

Data e diting. Response data had initial editing rules applied relative to the specific mode of capture to check internal consistency and valid range of response. The Web survey captured most of the survey responses and had internal editing controls where appropriate. A computer-assisted data entry (CADE) system was used to process the mailed paper forms. Responses from the three separate modes were merged for subsequent coding, editing, and cleaning necessary to create an analytical database.

Following established NCSES guidelines for coding NSCG survey data, including verbatim responses, staff were trained in conducting a standardized review and coding of occupation and education information, certifications, “other/specify” verbatim responses, state and country geographical information, and postsecondary institution information. For standardized coding of occupation (including auto-coding), the respondent's reported job title, duties and responsibilities, and other work-related information from the questionnaire were reviewed by specially trained coders who corrected respondents’ self-reporting errors to obtain the best occupation codes. For standardized coding of field of study associated with any reported degree (including auto-coding), the respondent’s reported department, degree level, and field of study information from the questionnaire were reviewed by specially trained coders who corrected respondents’ self-reporting errors to obtain the best field of study codes.

Imputation. Logical imputation was primarily accomplished as part of editing. In the editing phase, the answer to a question with missing data was sometimes determined by the answer to another question. In some circumstances, editing procedures found inconsistent data that were blanked out and therefore subject to statistical imputation.

The item nonresponse rates reflect data missing after logical imputation or editing but before statistical imputation. For key employment items—such as employment status, sector of employment, and primary work activity—the item nonresponse rates ranged from 0.0% to 1.1%. Nonresponse to questions deemed sensitive was higher: nonresponse to salary and earned income was 5.4% and 7.8%, respectively, for the new sample members and 4.7% and 6.8%, respectively, for the returning members. Personal demographic data of the new sample members had variable item nonresponse rates, with sex at 0.00%, birth year at 0.04%, marital status at 0.6%, citizenship at 0.4%, ethnicity at 1.4%, and race at 3.1%. The nonresponse rates for returning sample members were 0.8% for marital status and 0.7% for citizenship.

Item nonresponse was typically addressed using statistical imputation methods. Most NSCG variables were subjected to hot-deck imputation, with each variable having its own class and sort variables chosen by regression modeling to identify nearest neighbors for imputed information. For some variables, there was no set of class and sort variables that was reliably related to or suitable for predicting the missing value, such as day of birth. In these instances, random imputation was used, so that the distribution of imputed values was similar to the distribution of reported values without using class or sort variables.

Imputation was not performed on critical items or on verbatim-based variables. In addition, for some missing demographic information, the NSCG imported the corresponding data from the ACS, which had performed its own imputation.

Weighting. Because the NSCG is based on a complex sampling design and subject to nonresponse bias, sampling weights were created for each respondent to support unbiased population estimates. The final analysis weights account for several factors, including the following:

• Overlap procedures to convert weights that reflect the population of each individual frame (2013 ACS, 2015 ACS, 2017 ACS, and 2019 ACS) into a final sample weight that reflects the 2021 NSCG target population

The final sample weights enable data users to derive survey-based estimates of the NSCG target population. The variable name on the NSCG public use data files for the NSCG final sample weight is WTSURVY.

Variance estimation. The successive difference replication method (SDRM) was used to develop replicate weights for variance estimation. The theoretical basis for the SDRM is described in Wolter (1984) and in Fay and Train (1995). As with any replication method, successive difference replication involves constructing numerous subsamples (replicates) from the full sample and computing the statistic of interest for each replicate. The mean square error of the replicate estimates around their corresponding full sample estimate provides an estimate of the sampling variance of the statistic of interest. The 2021 NSCG produced 320 sets of replicate weights.

Disclosure protection. To protect against the disclosure of confidential information provided by NSCG respondents, the estimates presented in NSCG data tables are rounded to the nearest 1,000.

Data table cell values based on counts of respondents that fall below a predetermined threshold are deemed to be sensitive to potential disclosure, and the letter “D” indicates this type of suppression in a table cell.

Sampling error. NSCG estimates are subject to sampling errors. Estimates of sampling errors associated with this survey were calculated using replicate weights. Data table estimates with coefficients of variation (that is, the estimate divided by the standard error) that exceed a predetermined threshold are deemed unreliable and are suppressed. The letter “S” indicates this type of suppression in a table cell.

Coverage error. Coverage error occurs in sample estimates when the sampling frame does not accurately represent the target population and is a type of nonsampling error. Any missed housing units or missed individuals within sample households in the ACS would create undercoverage in the NSCG. Additional undercoverage errors may exist because of self-reporting errors in the NSCG sampling frame that led to incorrect classification of individuals as not having a bachelor's degree or higher when in fact they held such a degree.

Nonresponse error. The weighted response rate for the 2021 NSCG was 65%; the unweighted response rate was 67%. Analyses of NSCG nonresponse trends were used to develop nonresponse weighting adjustments to minimize the potential for nonresponse bias in the NSCG estimates. A hot deck imputation method was used to compensate for item nonresponse.

Measurement error. The NSCG is subject to reporting errors from differences in interpretation of questions and by modality (Web, mail, CATI). To reduce measurement errors, the NSCG questionnaire items were pretested in focus groups and cognitive interviews.

Data comparability. Year-to-year comparisons of the nation’s college-educated population can be made among the 1993, 2003, 2010, 2013, 2015, 2017, 2019, and 2021 survey cycles because many of the core questions remained the same. Since the 1995, 1997, 1999, 2006, and 2008 surveys do not provide full coverage of the nation’s college-educated population, any comparison between these cycles and other cycles should be limited to those individuals educated or employed in S&E fields.

Small but notable differences exist across some survey cycles, however, such as the collection of occupation and education data based on more recent taxonomies. Also, because of the use of different reference months in some survey cycles, seasonal differences may occur when making comparisons across years. Thus, use caution when interpreting cross-cycle comparisons.

There is overlap in the cases included in the 2010 NSCG through the 2017 NSCG, in the 2013 NSCG through the 2019 NSCG, and in the 2015 NSCG through the 2021 NSCG (see figure 1 ). The overlap among cases allows for longitudinal analysis of a subset of the NSCG sample using restricted use data files within NCSES’ Secure Data Access Facility (SDAF). Cases can be linked across survey years using a unique identification variable and single-frame weights are available for each survey year, allowing for the evaluation of estimates from each frame independently. If you are interested in applying for a license to access restricted use NSCG data via the SDAF, please visit NCSES Restricted-Use Data Procedures Guide . Moreover, the Census Bureau offers NSCG restricted use data files that include a few additional data elements. These files can be accessed via the Federal Statistical Research Data Centers .

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Rotating panel design and sample sizes for the National Survey of College Graduates: 2010–21

ACS = American Community Survey; NSCG = National Survey of College Graduates; NSRCG = National Survey of Recent College Graduates.

During a panel’s second survey cycle (in which it is part of the returning sample for the first time), its members include individuals who responded or who were temporarily ineligible during the first cycle. During a panel’s third and fourth cycles, its members include all respondents, nonrespondents, and temporarily ineligible cases from the preceding cycle. Beginning in 2013, the NSCG transitioned to a design that includes an oversample of young graduates to improve the precision of estimates for this important population.

National Center for Science and Engineering Statistics, National Science Foundation, National Survey of College Graduates.

Changes in survey coverage and population . None.

Changes in q uestio n naire

• 2021. To gauge the effects of the coronavirus pandemic on employment, the content of the NSCG questionnaire was modified for 2021 in two ways:
• The response options of long-standing items were revised to identify pandemic-related consequences: for example, reasons for not working, reasons for working part time, reasons for changing employment, and available job benefits.
• New items were added to understand the effects of the pandemic on salaries and earnings and to measure the prevalence of telework.
• 2019. The content of the 2019 NSCG questionnaire remained unchanged from the 2017 NSCG version.
• 2017. The 2017 NSCG questionnaire added two new questions about U.S. military veteran status that are asked on the ACS.
• 2015. The 2015 NSCG questionnaire added a section on professional certifications and licenses.
• 2013. The 2013 NSCG questionnaire added questions about attendance at community colleges, amounts borrowed to finance undergraduate and graduate degrees, and sources of financial support for undergraduate and graduate degrees. The 2013 questionnaire also differed from the 2010 questionnaire by splitting the first response category for the indicator of sample member location on the survey reference date into two categories. “United States, Puerto Rico, or another U.S. territory” became “United States or Puerto Rico” and “Another U.S. territory.”
• 2010. The 2010 NSCG questionnaire added items on components of job satisfaction, importance of job benefits, year of retirement, whether employer is a new business, and degree of difficulty concentrating, remembering, or making decisions.

Changes in reporting procedures or classification

• In past years, NSCG data were combined with data from the SDR and the NSRCG to form the Scientists and Engineers Statistical Data System (SESTAT). The last series of tables produced from SESTAT used 2013 NSCG data. Since then, NSCG data have been used in numerous tables for NCSES’s two congressionally mandated reports ( Science and Engineering Indicators and Women, Minorities, and Persons with Disabilities in Science and Engineering ).

Field of degree. NSCG respondents are asked to report each degree they have earned at the bachelor’s level or higher, along with the major field of study for each degree. The 2021 NSCG used a taxonomy of 142 “detailed” fields of study from which respondents could select the field that best represented their major. These 142 “detailed” fields of study were aggregated into 31 “minor” fields, 7 “major” fields, and 3 “broad” fields (S&E, S&E-related, and non-S&E). (See technical table A-1 for a list and classification of fields of study reported in the NSCG.)

Full-time and part-time employment. Full-time (working 35 hours or more per week) and part-time (working less than 35 hours per week) employment status is for the principal job only and not for all jobs held in the labor force. For example, an individual who works part time in his or her principal job but full time in the labor force would be tabulated as part time.

Highest degree level. NSCG respondents report the degrees they have earned at the bachelor’s level (e.g., BS, BA, AB), master’s level (e.g., MS, MA, MBA), and doctorate level (e.g., PhD, DSc, EdD), as well as other professional degrees (e.g., JD, LLB, MD, DDS, DVM). Because the NSCG is focused on the S&E workforce, the sampling strategy does not include a special effort to collect professional degrees. As such, there is not always sufficient data for the professional degrees to be displayed separately in the tables.

Occupation data. The occupational classification of the respondent was based on his or her principal job (including job title) held during the reference week—or on his or her last job held, if not employed in the reference week (survey questions A5 and A6 as well as A16 and A17). Also used in the occupational classification was a respondent-selected job code (survey questions A7 and A18). (See technical table A-2 for a list and classification of occupations reported in the NSCG.)

Race and ethnicity. Ethnicity is defined as Hispanic or Latino or not Hispanic or Latino. Values for those selecting a single race include American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, and White. Those persons who report more than one race and who are not of Hispanic or Latino ethnicity also have a separate value.

Salary. Median annual salaries are reported for the principal job, rounded to the nearest $1,000, and computed for individuals employed full time. For individuals employed by educational institutions, no accommodation was made to convert academic year salaries to calendar year salaries.

Sector of employment. Employment sector is a derived variable based on responses to questionnaire items A13, A14, and A15. In the data tables, the category 4-year educational institution includes 4-year colleges or universities, medical schools (including university-affiliated hospitals or medical centers), and university-affiliated research institutes. Two-year and pre-college institutions include community colleges, technical institutes, and other educational institutions (which respondents reported verbatim in the survey questionnaire). For-profit business or industry includes respondents who were self-employed in an incorporated business. Self-employed includes respondents who were self-employed or were a business owner in a non-incorporated business.

Fay RE, Train GF. 1995. Aspects of Survey and Model-Based Postcensal Estimation of Income and Poverty Characteristics for States and Counties. American Statistical Association Pro cee dings of the S ec tion on Go ve rnm e nt Statisti c s , 154–59.

Wolter K. 1984. An Investigation of Some Estimators of Variance for Systematic Sampling. J ournal of the Am e ri c an Statisti c al Asso c iation 79(388):781–90.

Technical Tables

Questionnaires, view archived questionnaires, key data tables.

Recommended data tables

Fields of study of college graduates

Occupations of college graduates, college graduates over time, data tables, work activities and job satisfaction of employed college graduates, median salaries of full-time employed college graduates, demographic characteristics of college graduates, general notes.

The National Survey of College Graduates, conducted by the National Center for Science and Engineering Statistics within the National Science Foundation, is a repeated cross-sectional biennial survey that collects information on the nation’s college-educated workforce. This survey is a unique source for examining the relationship between degree field and occupation, as well as for examining other characteristics of college-educated individuals, including work activities, salary, and demographic information.

Acknowledgments and Suggested Citation

Acknowledgments, suggested citation.

Lynn Milan of the National Center for Science and Engineering Statistics (NCSES) developed and coordinated this report under the leadership of Emilda B. Rivers, NCSES Director; Vipin Arora, NCSES Deputy Director; and John Finamore, NCSES Chief Statistician. Jock Black (NCSES) reviewed the report.

The Census Bureau, under National Science Foundation interagency agreement number NCSE-2040211, collected and tabulated the data for the NSCG. The statistical data tables were compiled by Greg Orlofsky (Census) and verified by Nguyen Tu Tran (DMI). Data and publication processing support was provided by Devi Mishra, Christine Hamel, Tanya Gore, Joe Newman, and Rajinder Raut (NCSES).

NCSES thanks the college graduates who participated in the NSCG for their time and effort in generously contributing to the information included in this report.

National Center for Science and Engineering Statistics (NCSES). 2022. National Survey of College Graduates: 20 21 . NSF 23-306. Alexandria, VA: National Science Foundation. Available at https://ncses.nsf.gov/pubs/nsf23306/ .

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UC Davis Graduate Studies

UC Davis Doctoral Students Selected as 2024 Mellon/ACLS Dissertation Innovation Fellows

• by Graduate Studies
• April 22, 2024

We're excited to announce that three UC Davis doctoral students – Victor Chimaway Lopez (Native American Studies), Stephen Eyman (Linguistics), and David Morales (History) – have been selected as 2024 Mellon/ACLS Dissertation Innovation Fellows! The American Council of Learned Societies (ACLS) launched the program in 2023 with the support of the Mellon Foundation to advance a vision for doctoral education that prioritizes openness to new methods and sources, underrepresented voices and perspectives, and scholarly experimentation. The awards are designed to accelerate change in the norms of humanistic scholarship by recognizing those who take risks in the modes, methods, and subjects of their research. 

The ACLS used a rigorous, interdisciplinary peer review process to select the fellows, who represent a diverse range of research topics. Our scholars were chosen from a competitive pool of over 700 applicants from 125 U.S. universities, reflecting the prestige of this honor. 

Each fellow receives an award of up to $50,000, consisting of a $40,000 stipend for the fellowship year; up to $8,000 for project-related research, training, professional development, and travel expenses; and a $2,000 stipend to support external mentorship that offers new perspectives on the fellow’s project and expands their advising network. With fellows pursuing their research across the country and beyond, ACLS will also provide opportunities for virtual networking and scholarly programming throughout the fellows’ award terms. 

Congratulations to Victor, Stephen and David on this remarkable achievement!

Alum Alexander Levine Honored with Charles A. Caramello Distinguished Dissertation Award

University of Maryland Department of Computer Science alum Alexander Levine (Ph.D. '23, computer science) has been awarded the Charles A. Caramello Distinguished Dissertation Award for his dissertation titled "Scalable Methods for Robust Machine Learning." Levine, now a postdoctoral fellow at the University of Texas at Austin , focused on developing machine learning models that maintain accuracy amid distortions. The award ceremony is scheduled for Tuesday, May 14, at the Stamp Student Union. The award is for the dissertation he completed in 2023.

The Charles A. Caramello Distinguished Dissertation Award is given annually by the Graduate School to recognize dissertations that provide highly original contributions that make an unusually significant contribution to the discipline. Levine is among four recipients of the award this year.

Awardees receive an honorarium of $1,000. Additionally, they may be nominated for further recognition at the national level through the CGS/ProQuest Distinguished Dissertation Award competition, which selects outstanding dissertations from across the country to honor achievements in graduate research.

“I feel honored that my work has been recognized by this award,” Levine said. “I am deeply thankful for all of the support I received during my time at UMD from my advisor, my collaborators, my dissertation committee and the rest of the UMD computer science community. I am fortunate to have worked with such talented people on such interesting problems.”

Advised by Associate Professor Soheil Feizi , Levine's dissertation introduces innovative methods for ensuring the robustness of machine learning models, specifically in scenarios where input data may be subtly altered or distorted, including malicious tampering. This research is particularly relevant as machine learning applications become increasingly prevalent in areas requiring high reliability and security.

Levine explained that practitioners can implement these systems more confidently in safety-critical applications by developing machine learning techniques with well-understood robustness guarantees. He noted that the capabilities of machine-learning-based systems have expanded dramatically in just the last couple of years, increasing their use in various sectors. Levine emphasized the growing importance of ensuring these systems' robustness as their applications broaden.

Levine is currently expanding his research focus.

“At UT Austin, my research focus has shifted to representation learning for sequential decision-making tasks,” Levine shared. “In particular, I have been working on frameworks that allow deep learning to be used in combination with search-based planning techniques, so that we can benefit from both the powerful capabilities of modern deep learning and the interpretability, flexibility and efficiency of classical planning methods. ”

Levine received the Larry S. Davis Doctoral Dissertation Award in the Fall of 2023 . Named in honor of Computer Science Professor Emeritus Larry Davis , the award, given by UMD’s Department of Computer Science, highlighted dissertations that were exceptional in their technical depth and potential for significant impact.

—Story by Samuel Malede Zewdu, CS Communications 

The Department welcomes comments, suggestions and corrections.  Send email to editor [-at-] cs [dot] umd [dot] edu .