online rhetoric phd programs

Rhetorical Theory and Practice

Graduate students who specialize in rhetorical theory and practice acquire knowledge in traditional study of ancient Greco-Roman rhetoric and build on that knowledge to consider myriad neglected and contemporary rhetorical practices. Students gain experience and knowledge that primes them to research and study public, embodied, visual and other sensory rhetorics; the rhetoric of science, technology, and medicine; material and environmental rhetorics; and digital and social media rhetorics. Studying how rhetors, writers, designers, and creators use available means and mediums of persuasion to engage a wide variety of contemporary audiences unites the disparate areas.

5366: Teaching Technical and Professional Communication. Theory and teaching of technical and professional writing with special attention to developing course objectives, syllabi, and teaching techniques.

5371: Foundations of Technical Communication. Theory and practice of technical communication.

5372: Technical Reports. Theory and practice of reports and proposals.

5373: Technical Manuals. Theory and practice of manual development and design.

5374: Technical Editing. Substantive editing and design of technical documents.

5375: Document Design. Theory and practice of creating comprehensible, usable, and persuasive texts.

5376: Online Publishing. Design and testing of online documents to support instruction and information retrieval.

5383: Grants and Proposals. Theoretical issues and practical experience dealing with the genre and process of writing grants and proposals.

5387: Publication Management. Strategies of managing processes and knowledge that support publication.

5388: Usability Testing and Research. Methods of planning, conducting, and analyzing usability tests.

• Dissertation: Knowledge-Building Spaces in Technical Communication: Navigating a Tertiary Orality
• Dissertation: Teaching Intercultural Communication in a Service Technical Writing Course: Alternative Ways of Presenting Intercultural Issues in Technical Writing Textbooks and in Real Classrooms
• Dissertation: Open-Source Software Development and User-Centered Design: A Study of Open-Source Practices and Participants
• Dissertation: The Role of Rhetorical Invention for Visuals: A Study of Technical Communicators in the Workplace
• Dissertation: Technical Communication in the Public Sector: Convergence Analysis of Historical Discourse and the Reports of the Immigration Commission, 1911
• Dissertation: Web-based Training Evaluation in the Workplace: Practices, Instructional Architectures, and Skills
• Dissertation: Ethos and Exigence: The White Paper in Technical Communication
• Dissertation: Decision-Making as a Rhetorical Act: The Role of Choice in the Design and Delivery of an Online Education Program
• Publication: Editing from the Author's Viewpoint: Results of an International Survey
• Publication: Editing from the Author's Viewpoint: Cross-cultural Results

Composition, Writing, and Literacy Studies

Graduate students who specialize in composition, writing, and literacy studies gain experience that prepares them to research and study writing, the teaching of writing, composing practices, literacy practices and ideologies, online literacy and writing instruction, digital cultures and new media rhetoric, writing program administration, and other issues related to writing and literacy.

5384: Rhetoric of Scientific Literature. The foundational, canonical course for the emphasis. It deals with rhetorical critique of classic science arguments, such as Darwin's Origin of the Species. It also introduces ideas developed further in the specialty courses.

5386: Discourse and Social Issues. Especially when it is taught with a focus on social issues also being those of a scientific nature (e.g. environmental, risk communication, classification, etc.).

5369: Discourse and Technology. Especially when it is taught with a focus on documentation of technology as used in the medical profession or in other applications of science.

5382: Theory and Research in the Written Discourses of Health and Medicine. Current theory and research in the written discourses of health and medicine, focusing on the roles of technical and professional.

• Dissertation: The making of knowledge in science: Case studies of paleontology illustration
• Publication: Metaphor and Knowledge: The Challenges of Writing Science.
• Publication: Optimism and Pessimism on the High Plains: A Tale of Archaeological Reports.
• Publication: You Just Don't See Enough Normal': Critical Perspectives on Infant-Feeding Discourse and Practice
• Publication: Understanding Women's Concerns in the International Setting Through the Lens of Science and Technology
• Publication: The Medical Normalization of Abnormal Bodies: Intersex and Resistance
• Publication: Artificial Intelligence as a Discursive Practice: The Case of Embodied Software Agent Systems

Degree Requirements May Seminar

Dr. Beau Pihlaja Program Director and Advisor [email protected]

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Dietrich college of humanities and social sciences, ph.d. in rhetoric program, the ph.d. program in rhetoric is distinguished by its focus on rigorous method and the diversity of specialized methods/contexts (traditional-scholarly, empirical, discourse-based, classroom-based, legal, digital) in which rhetoric can be studied. students are encouraged to pursue their interests in rhetoric in conjunction with an accomplished and supportive faculty..

The Doctor of Philosophy in Rhetoric at Carnegie Mellon University is one of the oldest Ph.D. programs in Rhetoric in the United States and one of the most prestigious. Ph.D. candidates focus on how discourse broadly conceived functions across social, legal, political, cultural, gendered, embodied, and material contexts in schools, workplaces, local communities, and larger publics. Students study current theory, history, and field-leading pedagogical practices of rhetoric and discourse as core foundations that will serve them as they develop more specialized analytic methods, both qualitative and quantitative. The foundation and specialized study support dissertation work that frames and seeks to address fundamental and pressing questions in three broad and fluid areas of rhetoric, specifically (1) Civic, Political, and Public Engagement; (2) Corpus-based Writing Pedagogy Across the Disciplines; and (3) Digital Tools & New Media. Students prepare for academic careers in rhetoric and writing pedagogy, including writing program administration, careers as administrators in non-profits, or as qualitative and quantitative data analysts. Fundamental questions addressed in the PhD program including the following: 

• How does power circulate in communication? 
• How do historical and cultural assumptions about language conceived broadly influence the choices rhetors make in designing messages and the choices audiences make in interpreting them?
• What role does/can technology play in shaping these choices?
• How has the study of rhetoric and writing instruction functioned historically in the academy
• How can we develop new models for writing and communication instruction that prepare students to respond to contemporary rhetorical challenges in their own practice?
• What is the importance of rhetorical acumen in non-academic communities, both in the workplace and in civic society?
• What is the relationship of rhetoric to ethics and good citizenship and how do answers to this question vary across different frameworks?

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Rhetoric Science and the Public Sphere

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Questions? Reach out to Jen Loughran , Assistant Director of Graduate Programs. 

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Find Ph.D. Projects & Graduate Teaching Awards

• Find select Ph.D. graduate Publications and Projects here.
• Find Graduate Teaching Award opportunities here.

Faculty Spotlight

James wynn associate professor, rhetoric program director.

James Wynn has been with the Department of English at CMU since 2006. His research and teaching explore the intersections of rhetoric, science, mathematics, and public policy. He teaches course on climate change, science and the public sphere, argument, and science writing. Starting in 2023 James will be exploring the theme of planetary hospitality with his colleague  Kathy Newman thanks to a grant from the Center for the Arts in Society (CAS) . This exploration is part of his larger scholarly project on the rhetorics of astrocolonialism.

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Berkeley Berkeley Academic Guide: Academic Guide 2023-24

About the Program

The Department of Rhetoric offers an interdisciplinary PhD program focusing on the study of rhetorical theory and the interaction of the historical concerns of rhetoric with contemporary critical theory across a broad spectrum of disciplines. Crucial to the department's approach is an investigation into the rhetorical constitution of the arguments of such fields as law, politics, literature, philosophy, performative practices, global studies, critical race studies, and science, technology, and media studies. The interests of faculty and graduate students thus range throughout these fields and are informed by a critical interest in the rhetoric of disciplines. During their first two years, graduate students explore major areas in the history and theory of rhetoric and pursue a variety of special topics in seminars. Beginning in their fourth semester, they concentrate in greater depth on preparation for their doctoral qualifying examinations and dissertation research.

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Admission to the University

Applying for graduate admission.

Thank you for considering UC Berkeley for graduate study! UC Berkeley offers more than 120 graduate programs representing the breadth and depth of interdisciplinary scholarship. A complete list of graduate academic departments, degrees offered, and application deadlines can be found on the Graduate Division website .

Prospective students must submit an online application to be considered for admission, in addition to any supplemental materials specific to the program for which they are applying. The online application can be found on the Graduate Division website .

Admission Requirements

The minimum graduate admission requirements are:

A bachelor’s degree or recognized equivalent from an accredited institution;

A satisfactory scholastic average, usually a minimum grade-point average (GPA) of 3.0 (B) on a 4.0 scale; and

Enough undergraduate training to do graduate work in your chosen field.

For a list of requirements to complete your graduate application, please see the Graduate Division’s Admissions Requirements page . It is also important to check with the program or department of interest, as they may have additional requirements specific to their program of study and degree. Department contact information can be found here .

Where to apply?

Visit the Berkeley Graduate Division application page .

Doctoral Degree Requirements

Rhetor 200 classical rhetorical theory and practice 4 units.

Terms offered: Fall 2024, Fall 2023, Fall 2022 An introduction to the questions around which classical rhetorical theory and practice are organized. Through analysis of materials drawn principally from the Ancient Greek and Roman periods, possibly including later revivals of classical rhetoric, the course will examine the formation of rhetoric in the West as an intellectual stance from which to practice a range of related fields, including but not limited to philosophy, history, literature , politics, religion, law, science, and the arts. Classical Rhetorical Theory and Practice: Read More [+]

Rules & Requirements

Prerequisites: Graduate status

Hours & Format

Fall and/or spring: 15 weeks - 3 hours of seminar per week

Additional Format: Three hours of Seminar per week for 15 weeks.

Additional Details

Subject/Course Level: Rhetoric/Graduate

Grading: Letter grade.

Classical Rhetorical Theory and Practice: Read Less [-]

RHETOR 205 Contemporary Rhetorical Theory and Practice 4 Units

Terms offered: Spring 2024, Spring 2023, Fall 2020 An introduction to the questions around which contemporary rhetorical theory and practice are organized. Through an analysis of materials drawn principally from the 18th century to the present, the course will examine rhetorical inquiry in relation to critique as well as the disciplinary construction of knowledge-domains. The course will attend to rhetoric in relation to a range of fields, including but not limited to philosophy, history, literature , politics, religion, law, science, and the arts. Contemporary Rhetorical Theory and Practice: Read More [+]

Contemporary Rhetorical Theory and Practice: Read Less [-]

RHETOR 220 Rhetoric Graduate Proseminar 2 Units

Terms offered: Spring 2024, Spring 2019 What do we do when we do rhetoric? Seminar addresses methods, themes, and issues in the changing field of investigation known as rhetoric. Required for second year doctoral students in Rhetoric. Rhetoric Graduate Proseminar: Read More [+]

Fall and/or spring: 15 weeks - 2 hours of seminar per week

Additional Format: Two hours of seminar per week.

Instructor: Constable

Rhetoric Graduate Proseminar: Read Less [-]

RHETOR 221 Rhetoric Graduate Research Seminar 2 Units

Terms offered: Fall 2024, Fall 2023, Fall 2022 What are the possible forms of long-form (dissertation) research in the rhetoric department? Required for third-year doctoral students in Rhetoric. Rhetoric Graduate Research Seminar: Read More [+]

Objectives & Outcomes

Course Objectives: To enable the formation of coherent dissertation projects.

Student Learning Outcomes: To have a draft of a prospectus at the end of the semester.

Credit Restrictions: Students will receive no credit for RHETOR 221 after completing RHETOR 221 . A deficient grade in RHETOR 221 may be removed by taking RHETOR 221 .

Instructor: Boyarin

Rhetoric Graduate Research Seminar: Read Less [-]

RHETOR C221 Aesthetics as Critique 4 Units

Terms offered: Fall 2023, Fall 2020, Fall 2018, Spring 2015, Spring 2013, Spring 2011 A close reading and discussion of the major texts of modern aesthetics, from the 18th century to the present, with emphasis on the Continental tradition of Kant, Adorno, and Derrida. Aesthetics as Critique: Read More [+]

Fall and/or spring: 15 weeks - 3 hours of lecture per week

Additional Format: Three hours of lecture per week.

Also listed as: COM LIT C221

Aesthetics as Critique: Read Less [-]

RHETOR 230 Rhetoric and History 4 Units

Terms offered: Fall 2022, Fall 2020, Fall 2018 This course investigates both the concept of history and the practice of historiography, using an engagement with the literal and metaphoric archives of the past to consider their empirical and philosophical claims on the present. While the methods, themes, and historical reach may vary, the course requires Rhetoric graduate students to investigate pre-1900 material in some form and to consider both the pragmatics of conducting historical inquiry and the interpretive frameworks that structure them. Rhetoric and History: Read More [+]

Repeat rules: Course may be repeated for credit when topic changes.

Rhetoric and History: Read Less [-]

RHETOR 240D Rhetorical Theory and Criticism: Nonfictional Prose 4 Units

Terms offered: Spring 2010, Spring 1999, Fall 1997 Advanced investigation of the rhetorical dimensions of various modes of discourse. Specific topics to be announced. Rhetorical Theory and Criticism: Nonfictional Prose: Read More [+]

Additional Format: Three hours of seminar per week.

Rhetorical Theory and Criticism: Nonfictional Prose: Read Less [-]

RHETOR 240E Rhetorical Theory and Criticism: Political Discourse 4 Units

Terms offered: Spring 2011, Fall 2007, Spring 2006 Advanced investigation of the rhetorical dimensions of various modes of discourse. Specific topics to be announced. Rhetorical Theory and Criticism: Political Discourse: Read More [+]

Rhetorical Theory and Criticism: Political Discourse: Read Less [-]

RHETOR 240F Rhetorical Theory and Criticism: Legal Rhetoric and Philosophy 4 Units

Terms offered: Fall 2022, Spring 2018, Spring 2017 Advanced investigation of the rhetorical dimensions of various modes of discourse. Specific topics to be announced. Rhetorical Theory and Criticism: Legal Rhetoric and Philosophy: Read More [+]

Rhetorical Theory and Criticism: Legal Rhetoric and Philosophy: Read Less [-]

RHETOR 240G Rhetorical Theory and Criticism: Rhetorical Theory 4 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 Advanced investigation of the rhetorical dimensions of various modes of discourse. Specific topics to be announced. Rhetorical Theory and Criticism: Rhetorical Theory: Read More [+]

Rhetorical Theory and Criticism: Rhetorical Theory: Read Less [-]

RHETOR 243 Special Topics in Film 4 Units

Terms offered: Fall 2014, Fall 2013, Fall 2012 A theoretical examination of a film topic which falls outside the purview of traditional categories of film analysis, such as "genre," "history," or "theory." Examples: Rainer Werner Fassbinder, The Essay Film, Feminist Film Practice, Cinema and the Phantasmagoria of History. Special Topics in Film: Read More [+]

Prerequisites: Graduate standing

Additional Format: Three hours of seminar per week plus two film viewings.

Special Topics in Film: Read Less [-]

RHETOR 244 Special Topics in Rhetoric: Limited study 2 Units

Terms offered: Spring 2008 This course studies various modes of rhetorical discourse. Specific topics to be announced. Special Topics in Rhetoric: Limited study: Read More [+]

Repeat rules: Course may be repeated for credit without restriction.

Fall and/or spring: 6 weeks - 4 hours of seminar per week

Additional Format: Four hours of Seminar per week for 6 weeks.

Special Topics in Rhetoric: Limited study: Read Less [-]

RHETOR 250 Rhetoric of the Image 4 Units

Terms offered: Fall 2023, Spring 2023, Spring 2021 A study of the visual image as a mode of discourse, together with an analysis of the terms in which images have been interpreted and criticized. Focus may be on the rhetoric of a particular image or set of images, or on more broadly theoretical writings about image. Rhetoric of the Image: Read More [+]

Prerequisites: Graduate standing and consent of instructor

Rhetoric of the Image: Read Less [-]

RHETOR 295 Special Study 1 - 6 Units

Terms offered: Fall 2021, Summer 2018 3 Week Session, Summer 2017 3 Week Session Open to qualified graduate students wishing to pursue special topics under the direction of a member of the staff. Special Study: Read More [+]

Prerequisites: Graduate adviser approval

Fall and/or spring: 15 weeks - 6-34 hours of independent study per week

Summer: 8 weeks - 6-34 hours of independent study per week

Additional Format: Forty-five hours of work per unit per term. Individual tutorial.

Special Study: Read Less [-]

RHETOR 299 Directed Research 1 - 12 Units

Terms offered: Fall 2022, Spring 2016, Fall 2015 Open to graduate students who have passed their Ph.D. qualifying examinations. Directed Research: Read More [+]

Fall and/or spring: 15 weeks - 0 hours of independent study per week

Summer: 6 weeks - 1-12 hours of independent study per week 8 weeks - 1-12 hours of independent study per week

Additional Format: Individual tutorial.

Directed Research: Read Less [-]

RHETOR 302 The Art of Tutoring Writing 1 - 2 Units

Terms offered: Spring 2020, Fall 2019 This is a required course for all undergraduates participating in the Art of Writing Departmental Tutoring program at UC Berkeley. This program supports students taking R&C in Comparative Literature, English, Film & Media, and Rhetoric. Upper-level majors with proven writing skills participate in discipline-specific composition and pedagogy workshops and in turn, provide one-on-one writing help to students taking R&C courses in participating departments. Tutoring is targeted and disciplinary-specific, responding to the parameters of R&C instruction and the challenges faced by R&C student writers in each department. The Art of Tutoring Writing: Read More [+]

Repeat rules: Course may be repeated for credit with instructor consent.

Fall and/or spring: 15 weeks - 0.5-1 hours of seminar and 2.5-5 hours of workshop per week

Additional Format: One-half to one hours of seminar and two and one-half to five hours of workshop per week.

Subject/Course Level: Rhetoric/Professional course for teachers or prospective teachers

Grading: Offered for pass/not pass grade only.

The Art of Tutoring Writing: Read Less [-]

RHETOR 375 Teaching Rhetoric 2 Units

Terms offered: Fall 2019, Fall 2017, Fall 2015 Instruction in teaching argumentative writing and rhetorical analysis. Teaching Rhetoric: Read More [+]

Prerequisites: Appointment as teaching assistant

Grading: Offered for satisfactory/unsatisfactory grade only.

Formerly known as: Rhetoric 300

Teaching Rhetoric: Read Less [-]

RHETOR 601 Individual Study for Master's Students 1 - 6 Units

Terms offered: Spring 2016, Fall 2015, Spring 2015 Individual study for degree or language examinations in consultation with staff member. Individual Study for Master's Students: Read More [+]

Additional Format: Individual arrangement.

Subject/Course Level: Rhetoric/Graduate examination preparation

Individual Study for Master's Students: Read Less [-]

RHETOR 602 Individual Study for Doctoral Students 1 - 6 Units

Terms offered: Fall 2022, Fall 2018, Spring 2016 Individual study in consultation with faculty director as preparation for degree examinations. Individual Study for Doctoral Students: Read More [+]

Summer: 6 weeks - 1-6 hours of independent study per week 8 weeks - 1-6 hours of independent study per week

Individual Study for Doctoral Students: Read Less [-]

Contact Information

Department of rhetoric.

7408 Dwinelle Hall

Phone: 510-642-1415

Fax: 510-642-8881

Department Chair

James Porter

[email protected]

Rhetoric Graduate Advising Office

Graduate Advisor

7407 Dwinelle Hall

[email protected]

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Ph.D. Rhetoric and Composition

Ph.d. in rhetoric and composition.

KU offers a two-track Ph.D. in Rhetoric and Composition. The M.A. to Ph.D. standard track offers the opportunity for advanced and concentrated research to students who hold an M.A. degree in English or a related field, from KU or elsewhere. The B.A. to Ph.D. accelerated track is a five-year intensive program for students with a B.A.

Opportunities

A GTA appointment includes a tuition waiver for ten semesters plus a competitive stipend. In the first year, GTA appointees teach English 101 (first year composition) and English 102 (a required reading and writing course). Graduate students may have the opportunity to teach an introductory course in their field after passing the doctoral examination, and opportunities are available for a limited number of advanced GTAs to teach in the summer.

Graduate Corner

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Requirements

• At least 24 hours of credit in appropriate formal graduate courses beyond the M.A. or M.F.A. At least 15 hours (in addition to ENGL 800 if not taken for the M.A.) of this course work must be taken from among courses offered by the Department of English at the 700-level and above. English 997 and 999 credits cannot be included among the 24 hours. Students may petition to take up to 6 hours outside the Department.
• An introduction to the field: either ENGL 800: Methods, Theory, and Professionalism, or ENGL 780: Composition Studies (counts toward the 24 required credit hours).
• The ENGL 801/ENGL 802 pedagogy sequence (counts toward the 24 required credit hours).
• Two seminars (courses numbered 900 or above) offered by the Department of English at the University of Kansas, beyond the M.A. or M.F.A. ENGL 998 does not fulfill this requirement.
• ENGL 999, Dissertation (at least 12 hours).
• At least 36 hours of credit in appropriate formal graduate courses beyond the B.A. At least 30 hours of this course work must be taken from among courses offered at the 700-level and above. ENGL 997 and 999 credits cannot be included among the 36 hours. Students in this specialization may take up to 12 hours outside the Department without petition, with written approval by the students’ graduate advisors. Students may petition to take more hours outside the Department, with the approval of their graduate advisors, and provided they can demonstrate how the courses fit within their programs of study.
• An introduction to the field: either ENGL 800 Introduction to Graduate Study in English or ENGL 780 Composition Studies (counts toward the 24 required credit hours).
• At least 3 seminars (numbered 900 or above) offered by the Department of English at the University of Kansas, at least two of which should be in Rhetoric and Composition. ENGL 998 does not fulfill this requirement.

The 5-year accelerated track program is designed for students who wish to pursue the Ph.D. degree without an intermediary M.A. degree. Students who decide not to pursue the Ph.D. after at least 30 hours of coursework may elect to stop at a Master of Arts degree by successfully passing the Department’s Option II Final Oral Examination. Note that this examination requires knowledge of literature from a range of periods, for which students would need to prepare themselves.

If the M.A. or M.F.A. was completed in KU’s Department of English, a doctoral student may petition the DGS to have up to 12 hours of the coursework taken in the English Department reduced toward the Ph.D.

For Doctoral students,  the university requires completion of a course in responsible scholarship . For the English department, this would be ENGL 800, 780, or the equivalent). In addition, the Department requires reading knowledge of one approved foreign language: Old English, French, German, Spanish, Italian, Russian, Japanese, Greek, Latin, or Hebrew. Upon successful petition, a candidate may substitute reading knowledge of another language or research skill that is studied at the University or is demonstrably appropriate to the candidate’s program of study.

Doctoral students must fulfill the requirement  before  they take their doctoral examination, or be enrolled in a reading course the same semester as the exam. Students are permitted three attempts at passing each foreign language or research skill. Three methods of demonstrating reading knowledge for all approved languages except Old English are acceptable:

• Presenting 16 hours, four semesters, or the equivalent of undergraduate credit, earned with an average of C or better.
• Passing a graduate reading course at the University of Kansas or peer institution (e.g., French 100, German 100, etc.) with a grade of C or higher. In the past, some of these reading courses have been given by correspondence; check with the Division of Continuing Education for availability.
• Passing a translation examination given by a designated member of the English Department faculty or by the appropriate foreign language department at KU. The exam is graded pass/fail and requires the student to translate as much as possible of a representative text in the foreign language in a one-hour period, using a bilingual dictionary.
• Passing a translation examination given by the appropriate foreign language department at the M.A.-granting institution. Successful completion must be reflected either on the M.A. transcript or by a letter from the degree-granting department.

To fulfill the language requirement using Old English, students must successfully complete ENGL 710 (Introduction to Old English) and ENGL 712 (Beowulf).

Post-Coursework Ph.D. students must submit, with their committee chair(s), an annual review form to the DGS and Graduate Committee.

Doctoral students must take their doctoral examination within three semesters (excluding summers) of the end of the semester in which they took their final required course. If a student has an Incomplete, the timeline is not postponed until the Incomplete is resolved. For example, a student completing doctoral course work in Spring 2018 will need to schedule their doctoral exam no later than the end of Fall semester 2019. Delays may be granted by petition to the Graduate Director in highly unusual circumstances. Failure to take the exam within this time limit without an approved delay will result in the student’s falling out of good standing. For details on the consequences of falling out of good standing, see “Falling Out of Good Standing,” in General Department Policies and Best Practices.

A student may not take their doctoral exam until the university’s Research Skills and Responsible Scholarship requirement is fulfilled (ENGL 800 or equivalent and reading knowledge of one foreign language or equivalent).

Doctoral Exam Requirements

Reading Lists:

All students are required to submit three reading lists, based on the requirements below, to their committee for approval. The doctoral exam will be held on a date at least twelve weeks after the approval from the whole committee is received. To facilitate quick committee approval, students may copy the graduate program coordinator on the email to the committee that contains the final version of the lists. Committee members may then respond to the email in lieu of signing a printed copy. Students should work with their committee chair and graduate program coordinator to schedule the exam at the same time as they finalize the lists.

During the two-hour oral examination (plus an additional 15-30 minutes for a break and committee deliberation), a student will be tested on three areas:

                • The literature of Rhetoric and Composition;

                • Two other areas of study selected in consultation with the student’s committee

                       • Rhetorical history

                       • A contemporary body of theory

                       • English language and linguistics

                       • A literary period

                       • Program studies

                       • Literacy studies

• Another major area defined in consultation with the student's committee

Comprehension of the literature of Rhetoric and Composition entails knowledge, primary and/or secondary, of the history, research, theories, methods, debates, and trends of scholarship in the field. Students should be able to discuss traditional and current issues by drawing upon their knowledge of the field’s emergence and development.

No title from any field list may appear on either of the other two lists. See Best Practices section for more details on these six areas. See below for a description of the Review of the Dissertation Proposal (RDP), which the candidate takes the semester after passing the doctoral exam.

While many students confer with the DGS as they  begin  the process of developing their lists, they are also required to submit a copy of their  final  exam list to the DGS. Most lists will be left intact, but the DGS might request that overly long lists be condensed, or extremely short lists be expanded.

Review of Literature:

The purpose of the Review of Literature is to develop and demonstrate an advanced awareness of the critical landscape for each list. The student will write an overview of the defining attributes of the field, identifying two or three broad questions that animate scholarly discussion, while using specific noteworthy texts from their list ( but not all texts on the list ) as examples.

The review also must accomplish the following:

• consider the historical context of major issues, debates, and trends that factor into the emergence of the field
• offer a historical overview of scholarship in the field that connects the present to the past
• note recent trends and emergent lines of inquiry
• propose questions about (develop critiques of, and/or identify gaps in) the field and how they might be pursued in future study (but not actually proposing or referencing a dissertation project)

For example, for a Rhetoric and Composition list, the review would give an overview of major historical developments, research, theories, methods, debates, and trends of scholarship in the field.

For an English Language Studies (ELS) list, the review would give an overview of the subfields that make up ELS, the various methodological approaches to language study, the type of sources used, and major aims and goals of ELS. The review also usually involves a focus on one subfield of particular interest to the student (such as stylistics, sociolinguistics, or World/Postcolonial Englishes).

For a literary period, the student might include an overview of primary formal and thematic elements, of the relationship between literary and social/historical developments, of prominent movements, (etc.), as well as of recent critical debates and topics.

Students are encouraged to divide reviews into smaller sections that enhance clarity and organization. Students are not expected to interact with every text on their lists.

The review of literature might be used to prepare students for identifying the most important texts in the field, along with why those texts are important to the field, for the oral exam. It is recommended for students to have completed reading the bulk of (if not all) texts on their lists before writing the ROL.

The Reviews of Literature will not be produced in an exam context, but in the manner of papers that are researched and developed in consultation with all advisors/committee members,  with final drafts being distributed within a reasonable time for all members to review and approve in advance of the 3-week deadline . While the Review of Literature generally is not the focus of the oral examination, it is frequently used as a point of departure for questions and discussion during the oral examination.

Doctoral Exam Committee

Exam committees typically consist of 3 faculty members from the department—one of whom serves as the Committee Chair—plus a Graduate Studies Representative. University policy dictates the composition of exam committees. Students may petition for an exception for several committee member situations, with the exception of  the Graduate Studies Representative .

If a student wants to have as a committee member a person outside the university, or a person who is not in a full-time tenure-track professorship at KU, the student must contact the Graduate Secretary as early as possible. Applications for special graduate faculty status must be reviewed by the College and Graduate Studies. Requests for exam/defense approval will not be approved unless all committee members currently hold either regular or special graduate faculty status.

Remote participation of committee members via technology

Students with committee members who plan to attend the defense via remote technology must be aware of  college policy on teleconferencing/remote participation of committee members .

A majority of committee members must be physically present for an examination to commence; for doctoral oral examinations this requirement is 2 of the 4 members, for master’s oral examinations the requirement is 2 of the 3 members. In addition, it is required that the student being examined, the chair of the committee, and the Graduate Studies Representative all be physically present at the examination or defense. Mediated attendance by the student, chair and Grad Studies Rep is prohibited.

The recommended time between completion of coursework and the doctoral examination is two semesters.

Final exam lists need to be approved and signed by the committee at least 12 weeks prior to the prospective exam date and be submitted to the Graduate Program Coordinator. Reviews of Literature need to be approved and signed by the committee at least 3 weeks prior to the exam date. Failure to meet this deadline will result in rescheduling the exam. No further changes to lists or Reviews of Literature will be allowed after official approval. The three-week deadline is the faculty deadline--the last date for them to confirm receipt of the ROLs and confer approval--not necessarily the student deadline for submitting the documents to the faculty. Please keep that timing in mind and allow your committee adequate time to review the materials and provide feedback.

Students taking the Doctoral Exam are allowed to bring their text lists, the approved Reviews of Literature, scratch paper, a writing utensil, and notes/writing for an approximately 5-minute introductory statement to the exam. (This statement does not need to lay out ideas or any aspect of the dissertation project.)

Each portion of the oral examination must be deemed passing before the student can proceed to the Review of the Dissertation Proposal. If a majority of the committee judges that the student has not answered adequately on one of the three areas of the exam, the student must repeat that portion in a separate oral exam of one hour, to be taken as expeditiously as possible.  Failure in two areas constitutes failure of the exam and requires a retake of the whole.  The doctoral examining committee will render a judgment of Satisfactory or Unsatisfactory on the entire examination. A student who fails the exam twice may, upon successful petition to the Graduate Committee, take it a third and final time.

Students cannot bring snacks, drinks, treats, or gifts for committee members to the exam. Professors should avoid the appearance of favoritism that may occur if they bring treats to some student exams but not others.

Purposes of the Doctoral Exam

• To establish goals, tone, and direction for the pursuit of the Ph.D. in English for the Department and for individual programs of study;
• To make clear the kinds of knowledge and skills that, in the opinion of the Department, all well-prepared holders of the degree should have attained;
• To provide a means for the Department to assess each candidate’s control of such knowledge and skills in order to certify that the candidate is prepared to write a significant dissertation and enter the profession; and
• To enable the Department to recommend to the candidate areas of strength or weakness that should be addressed.

In consultation with the Graduate Director, a student will ask a member of the Department’s graduate faculty (preferably their advisor) to be the chairperson of the examining committee. The choice of examination committee chair is very important, for that person’s role is to assist the candidate in designing the examination structure, preparing the Review of Literature (see below), negotiating reading lists and clarifying their purposes, and generally following procedures here outlined. The other three English Department members of the committee will be chosen in consultation with the committee chair. (At some point an additional examiner from outside the Department, who serves as the Graduate School representative, will be invited to join the committee). Any unresolved problems in negotiation between a candidate and their committee should be brought to the attention of the Graduate Director, who may choose to involve the Graduate Committee. A student may request a substitution in, or a faculty member may ask to be dismissed from, the membership of the examining committee. Such requests must be approved, in writing, by the faculty member leaving the committee and by the Graduate Director.

Reading Lists

Copies of some approved reading lists and Reviews of Literature are available from the Graduate Secretary and can be found on the U: drive if you are using a computer on campus. Despite the goal of fairness and equity, some unavoidable unevenness and disparity will appear in the length of these lists. It remains, however, the responsibility of the examining committee, and especially the student’s chair, to aim toward consonance with the most rigorous standards and expectations and to insure that areas of study are not unduly narrow.

To facilitate quick committee approval, students may copy the graduate secretary on the email to the committee that contains the final version of the lists and reviews of literature. Committee members may then respond to the email in lieu of signing a printed copy.

             Criteria for Reading Lists

As an interdisciplinary field, study in Rhetoric and Composition might involve work in other departments, programs, or schools as well as English, including, for example, Communication Studies, Linguistics, Education, Psychology, American Studies, Women’s Studies, or History.

Comprehension of modern composition studies entails knowledge, primary and/or secondary, of the history, research, theories, methods, debates, and trends of scholarship in the field. Students should be able to discuss traditional and current issues by drawing upon their knowledge of the field’s emergence and development.

Comprehension of rhetorical history entails knowledge of major themes, concepts, issues, figures and events in the field, with a demonstrated awareness of their relevance to modern composition studies.

Comprehension of one of several theories that bears demonstrable relevance to composition studies: genre, discourse, cultural, feminist, literary, critical, dialogic, pedagogical, theories of composing, etc. In consultation with appropriate faculty, students will choose a theoretical emphasis and will be expected to discuss the significance of their chosen theories for composition studies.

Comprehension of English language and linguistics entails an overall grasp of the field’s theoretical concepts, research, and current issues, as well as a familiarity with significant works within given sub areas (the specific topics of which will be arranged through consultation with appropriate faculty).

Comprehension of one of the following literary emphases: period (e.g. nineteenth-century British), movement (e.g. Romanticism), genre (e.g. fiction), author (e.g. Chaucer, Donne), author grouping (e.g. the Beats, the Bloomsbury Group), or specialty (e.g. Caribbean literatures, Native American literatures). In consultation with an appropriate faculty member, students will choose a specific emphasis and be able to demonstrate knowledge of both primary and secondary works relevant to that selection.

Comprehension of the historical, social, and political implications of literacy, especially as these relate to a broad understanding of written literacy. Students will be expected to demonstrate knowledge of methods and developments in recent literacy scholarship, and should be able to discuss the significance of such research for composition studies.

Comprehension of one of several institutional programs related to university writing instruction: writing program administration, writing centers, writing across the curriculum, service learning, English as a second language. In consultation with appropriate faculty, students will choose a single program focus and be expected to discuss the significance of its published literature for composition studies.

Doctoral students may take graduate courses outside the English Department if, in their opinion and that of the Graduate Director, acting on behalf of the Graduate Committee, those courses will be of value to them. Their taking such courses will not, of course, absolve them of the responsibility for meeting all the normal departmental and Graduate School requirements.

Ph.D. candidates must be continuously enrolled in Dissertation hours each Fall and Spring semester from the time they pass the doctoral examination until successful completion of the final oral examination (defense of dissertation).

• Students enroll for a minimum of 6 hours each Fall and Spring semester until the total of post-doctoral exam Dissertation hours is 18. One hour each semester must be ENGL 999. In order to more quickly reach the 18-hour minimum, and to be sooner eligible for GRAships, it is highly recommended that students enroll in 9 hours of Dissertation in the Spring and Fall semesters. 
• Once a student has accumulated 18 post-doctoral exam  hours, each subsequent enrollment will be for a number of hours agreed upon as appropriate between the student and their advisor, the minimal enrollment each semester being 1 hour of ENGL 999.
• A student must be enrolled in at least one hour of credit at KU during the semester they graduate. Although doctoral students must be enrolled in ENGL 999 while working on their dissertations, per current CLAS regulations, there is no absolute minimum number of ENGL 999 hours required for graduation.
• Students who live and work outside the Lawrence area may, under current University regulations, have their fees assessed at the Field Work rate, which is somewhat lower than the on-campus rate. Students must petition the College Office of Graduate Affairs before campus fees will be waived.

Please also refer to  the COGA policy on post-exam enrollment  or the  Graduate School’s policy .

As soon as possible following successful completion of the doctoral exam, the candidate should establish their three-person core dissertation committee, and then expeditiously proceed to the preparation of a dissertation proposal.  Within the semester following completion of the doctoral exam , the student will present to their core dissertation committee a written narrative of approximately  10-15 pages , not including bibliography, of the dissertation proposal. While the exam schedule is always contingent on student progress, in the first two weeks of the semester in which they intend to take the review , students will work with their committee chair and the graduate program coordinator to schedule the 90-minute RDP. Copies of this proposal must be submitted to the members of the dissertation committee no later than  three weeks prior  to the scheduled examination date.

In the proposal, students will be expected to define: the guiding question or set of questions; a basic thesis (or hypothesis); how the works to be studied or the creative writing produced relate to that (hypo)thesis; the theoretical/methodological model to be followed; the overall formal divisions of the dissertation; and how the study will be situated in the context of prior scholarship (i.e., its importance to the field). The narrative section should be followed by a bibliography demonstrating that the candidate is conversant with the basic theoretical and critical works pertinent to the study. For creative writing students, the proposal may serve as a draft of the critical introduction to the creative dissertation. Students are expected to consult with their projected dissertation committee concerning the preparation of the proposal.

The review will focus on the proposal, although it could also entail determining whether or not the candidate’s knowledge of the field is adequate to begin the composition process. The examination will be graded pass/fail. If it is failed, the committee will suggest areas of weakness to be addressed by the candidate, who will rewrite the proposal and retake the review  by the end of the following semester . If the candidate abandons the entire dissertation project for another, a new RDP will be taken. (For such a step to be taken, the change would need to be drastic, such as a move to a new field or topic. A change in thesis or the addition or subtraction of one or even several works to be examined would not necessitate a new proposal and defense.)  If the student fails to complete the Review of the Dissertation Proposal within a year of the completion of the doctoral exams, they will have fallen out of departmental good standing.  For details on the consequences of falling out of good standing, see “Falling Out of Good Standing,” in General Department Policies and Best Practices.

After passing the Review of the Dissertation Proposal, the student should forward one signed copy of the proposal to the Graduate Secretary. The RDP may last no longer than 90 minutes.

Students cannot bring snacks, drinks, treats, or gifts for committee members to the review. Professors should avoid the appearance of favoritism that may occur if they bring treats to some student exams but not others.

The Graduate Catalog states that the doctoral candidate “must present a dissertation showing the planning, conduct and results of original research, and scholarly creativity.”

The dissertation committee will consist of at least four members—two “core” English faculty members, a third faculty member (usually from English), and one faculty member from a different department who serves as the Graduate Studies representative. The committee may include (with the Graduate Director’s approval) members from other departments and, with the approval of the University’s Graduate Council, members from outside the University. If a student wants to have a committee member from outside the university, or a person who is not in a full-time tenure-track professorship at KU, the student must contact the Graduate Program Coordinator as early as possible. Applications for special graduate faculty status must be reviewed by the College and the Office of Graduate Studies. Requests for defense approval will not be approved unless all committee members currently hold either regular or special graduate faculty status.

The candidate’s preferences as to the membership of the dissertation committee will be carefully considered; the final decision, however, rests with the Department and with the Office of Graduate Studies. All dissertation committees must get approval from the Director of Graduate Studies before scheduling the final oral exam (defense). Furthermore, any changes in the make-up of the dissertation committee from the Review of the Dissertation Proposal committee must be approved by the Director of Graduate Studies.

Once the dissertation proposal has passed and the writing of the dissertation begins, membership of the dissertation committee should remain constant. However, under extraordinary circumstances, a student may request a substitution in, or a faculty member may ask to be dismissed from, the membership of the dissertation committee. Such requests must be approved, in writing, by the faculty member leaving the committee and by the Graduate Director.

If a student does not make progress during the dissertation-writing stage, and accumulates more than one “Limited Progress” and/or “No Progress” grade on their transcript, they will fall out of good standing in the department. For details on the consequences of falling out of good standing, see “Falling Out of Good Standing,” in General Department Policies and Best Practices.  

When the dissertation has been tentatively accepted by the dissertation committee (not including the Graduate Studies Representative), the final oral examination will be held, on the recommendation of the Department. While the exam schedule is always contingent on student progress, in the first two weeks of the semester in which they intend to defend the dissertation, students should work with their committee chair and graduate program coordinator to schedule it.

Although the dissertation committee is responsible for certification of the candidate, any member of the graduate faculty may be present at the examination and participate in the questioning, and one examiner—the Graduate Studies Representative—must be from outside the Department. The Graduate Secretary can help students locate an appropriate Grad Studies Rep. The examination normally lasts no more than two hours. It is the obligation of the candidate to advise the Graduate Director that they plan to take the oral examination; this must be done at least one month before the date proposed for the examination.

At least three calendar weeks prior to the defense date, the student will submit the final draft of the dissertation to all the committee members (including the GSR) and the Graduate Program Coordinator. Failure to meet this deadline will necessitate rescheduling the defense.  The final oral examination for the Ph.D. in English is, essentially, a defense of the dissertation. When it is passed, the dissertation itself is graded by the dissertation director, in consultation with the student’s committee; the student’s performance in the final examination (defense) is graded by the entire five-person committee.

Students cannot bring snacks, drinks, treats, or gifts for committee members to the defense. Professors should avoid the appearance of favoritism that may occur if they bring treats to some student defenses but not others.

These sets of attributes are adapted from the Graduate Learner Outcomes that are a part of our Assessment portfolio. “Honors” should only be given to dissertations that are rated “Outstanding” in all or most of the following categories:

• Introduction/Statement of the Problem/Focus/Thesis is significant and innovative; the introduction clearly places the problem/focus/thesis in context.
• The doctoral candidate demonstrates a full and up-to-date grounding in existing literature; the writer also engages in an extensive critique of the literature, not just a summary of it.
• The doctoral candidate thoroughly understands methodology/approach/theory. Their application of methodology/approach/theory is innovative and convincing.
• Summary of materials under examination is clear, concise, and insightful.
• Detailed discussion of the implications of the research and future directions for research.
• The dissertation demonstrates original and sophisticated analysis. Novel, important conclusions are drawn, and the results are thoroughly contextualized.

After much discussion about whether the “honors” designation assigned after the dissertation defense should be for the written product only, for the defense/discussion only, for both together, weighted equally, or eradicated altogether, the department voted to accept the Graduate Committee recommendation that “honors” only apply to the written dissertation. "Honors" will be given to dissertations that are rated "Outstanding" in all or most of the categories on the dissertation rubric

Normally, the dissertation will present the results of the writer’s own research, carried on under the direction of the dissertation committee. This means that the candidate should be in regular contact with all members of the committee during the dissertation research and writing process, providing multiple drafts of chapters, or sections of chapters, according to the arrangements made between the student and each faculty member. Though accepted primarily for its scholarly merit rather than for its rhetorical qualities, the dissertation must be stylistically competent. The Department has accepted the MLA Handbook as the authority in matters of style. The writer may wish to consult also  the Chicago Manual of Style  and Kate L. Turabian’s  A Manual for Writers of Dissertations, Theses, and Term Papers .

Naturally, both the student and the dissertation committee have responsibilities and obligations to each other concerning the submitting and returning of materials. The student should plan on working steadily on the dissertation; if they do so, they should expect from the dissertation committee a reasonably quick reading and assessment of material submitted.

Students preparing their dissertation should be showing chapters to their committee members as they go along, for feedback and revision suggestions. They should also meet periodically with committee members to assess their progress. Prior to scheduling a defense, the student is encouraged to ask committee members whether they feel that the student is ready to defend the dissertation. Ideally, the student should hold the defense only when they have consulted with committee members sufficiently to feel confident that they have revised the dissertation successfully to meet the expectations of all committee members.

Students should expect that they will need to revise each chapter at least once. This means that all chapters (including introduction and conclusion) are shown to committee members once, revised, then shown to committee members again in revised form to assess whether further revisions are needed, prior to the submitting of the final dissertation as a whole. It is not unusual for further revisions to be required and necessary after the second draft of a chapter; students should not therefore simply assume that a second draft is necessarily “final” and passing work.

If a substantial amount of work still needs to be completed or revised at the point that the dissertation defense is scheduled, such a defense date should be regarded as tentative, pending the successful completion, revision, and receipt of feedback on all work. Several weeks prior to the defense, students should consult closely with their dissertation director and committee members about whether the dissertation as a whole is in a final and defensible stage. A project is ready for defense when it is coherent, cohesive, well researched, engages in sophisticated analysis (in its entirety or in the critical introduction of creative dissertations), and makes a significant contribution to the field. In other words, it passes each of the categories laid out in the Dissertation Rubric.

If the dissertation has not clearly reached a final stage, the student and dissertation director are advised to reschedule the defense.

Prior Publication of the Doctoral Dissertation

Portions of the material written by the doctoral candidate may appear in article form before completion of the dissertation. Prior publication does not ensure the acceptance of the dissertation by the dissertation committee. Final acceptance of the dissertation is subject to the approval of the dissertation committee. Previously published material by other authors included in the dissertation must be properly documented.

Each student beyond the master’s degree should confer regularly with the Graduate Director regarding their progress toward the doctoral examination and the doctorate.

Doctoral students in creative writing are strongly encouraged to take formal literature classes in addition to forms classes. Formal literature classes, by providing training in literary analysis, theory, and/or literary history, will help to prepare students for doctoral exams (and future teaching at the college level).

FALL SEMESTER            

• GTAs take 2 courses (801 + one), teach 2 courses; GRAs take 3 courses.
• Visit assigned advisor once a month to update on progress & perceptions. 1st-year advisors can assist with selecting classes for the Spring semester, solidifying and articulating a field of specialization, advice about publishing, conferences, professionalization issues, etc.

SPRING SEMESTER

• GTAs take 2 courses (780/800/880 + one), teach 2 courses. GTAs also take ENGL 802 for 1 credit hour. GRAs take 3 courses.
• Visit assigned advisor or DGS once during the semester; discuss best advisor choices for Year 2.

SUMMER SEMESTER

• Enroll in Summer Institute if topic and/or methodology matches interests.
• Consider conferences suited to your field and schedule; choose a local one for attendance in Year 2 and draft an Abstract for a conference paper (preferably with ideas/materials/ writing drawn from a seminar paper).  Even if abstract is not accepted, you can attend the conference without the pressure of presenting.
• Attend at least one conference to familiarize yourself with procedure, network with other grad students and scholars in your field, AND/OR present a paper.

FALL SEMESTER

• Take 2 courses, teach 2 courses.
• Visit advisor in person at least once during the semester.

WINTER BREAK

• Begin revising one of your seminar papers/independent study projects/creative pieces for submission to a journal; research the journals most suited to placement of your piece.
• Begin thinking about fields and texts for comprehensive examinations.
• Choose an advisor to supervise you through the doctoral examination process.
• Visit assigned 1st-year advisor in person at least once during the semester (at least to formally request doctoral exam supervision OR to notify that you are changing advisors).
• Summer teaching, if eligible.
• Continue revising paper/creative writing for submission to a journal.
• Begin reading for comprehensive exams.
• Attend one conference and present a paper. Apply for one-time funding for out-of-state travel  from Graduate Studies .
• Teach 2 courses; take 997 (exam prep).
• Finalize comps list by end of September; begin drafting rationales.
• Circulate the draft of your article/creative piece to your advisor, other faculty in the field, and/or advanced grad students in the field for suggestions.
• Revise article/creative piece with feedback from readers.
• Teach 2 courses; take 997 or 999 (dissertation hours). Enroll in 999 if you plan to take your comps this semester, even if you don’t take them until the last day of classes.
• Take comps sometime between January and May.
• Summer teaching, if available.
• Submit article/creative work for publication.
• Continuous enrollment after completing doctoral exam (full policy on p. 20)
• Research deadlines for grant applications—note deadlines come early in the year.
• Attend one conference and present a paper.
• Teach 2 courses, take 999.
• Compose dissertation proposal by November.
• Schedule Review of Dissertation Proposal (RDP—formerly DPR).
• Apply for at least one grant or fellowship, such as a departmental-level GRAship or dissertation fellowship. (Winning a full-year, non-teaching fellowship can cut down your years-to-degree to 5 ½, or even 5 years.)
• Conduct research for and draft at least 1 dissertation chapter.
• Conduct research and complete a draft of at least 1 dissertation chapter.
• Revise & resubmit journal article, if necessary.
• Attend 1st round of job market meetings with Job Placement Advisor (JPA) to start drafting materials and thinking about the process.
• Research and complete a draft of at least 1 dissertation chapter, if teaching (1-2 chapters if not).
• Visit dissertation chair  and  committee members in person at least once during the semester.
• Research and complete a draft of at least 1 dissertation chapter (1-2 chapters if not teaching).
• Apply for a departmental grant or fellowship, or, if already held, try applying for one from outside the department, such as those offered by KU’s Hall Center for the Humanities or the Office of Graduate Studies. For  a monthly list of funding opportunities , visit the Graduate Studies website.
• Research and complete a draft of at least 1 dissertation chapter.
• Attend job market meetings with JPA in earnest.
• Apply for external grants, research fellowships, postdoctoral positions with fall deadlines (previous fellowship applications, your dissertation proposal, and subsequent writing should provide a frame so that much of the application can be filled out with the “cut & paste” function).
• Research and complete a draft of at least 1 dissertation chapter (1-2 if not teaching).
• Visit dissertation chair and committee members in person at least once during the semester.
• Polish dissertation chapters.
• Apply for grants and fellowships with spring deadlines.
• Defend dissertation.

Graduate Contacts

• Associate Professor
• Director of Graduate Studies

• Graduate Program Coordinator

Graduate Student Handbook

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PhD in Rhetoric, Writing, & Professional Communication

Combine theory and the practice of effective communication with a phd in rhetoric, writing, and professional communication.

Are you a recent graduate looking for a career as a scholar and teacher specializing in persuasive writing and effective communication? Are you a working professional with experience teaching writing or communicating technically with a wide variety of audiences? If so, earning a PhD in rhetoric, writing, and professional communication from East Carolina University will help you master advanced skills and knowledge in professional communication, composition, and rhetoric to prepare for a rewarding career in academia.

Our PhD program in professional communication, rhetoric, and writing studies is ranked among the top composition and rhetoric PhD programs in the country, thanks to the expertise that our faculty bring into the classroom and the many successes of our graduates throughout the nation.

What is a PhD in rhetoric, writing, and professional Communication?

You might be wondering what professional communication, composition, and rhetoric studies entails. Simply put, when you study rhetoric, writing, and professional communication, you learn about the theories and tools to better understand messages, audiences, contexts, and organizations. You then apply this understanding to develop or improve the theories and practice of rhetoric, writing, and professional communication.

No GMAT or GRE required

100% job placement within 1 year

Committed to social justice and equity

Among the top rhetoric and writing PhD programs

Why earn a PhD in rhetoric, writing, and professional communication at ECU?

When you join the doctoral writing and rhetoric studies program at ECU, you become a vital member of one of the best PhD programs in writing studies in the country. You will also surround yourself with world-class faculty and engaged peers who will help you achieve more every day.

Professionalism

At the core of our professional communication, composition, and rhetoric PhD program is our commitment to professional development. That’s why you’ll enjoy three semester hours dedicated solely to professional development—including a structured jobs group to help you prepare for and navigate the academic job market.

Distinguished faculty

With the small classes and interactive courses in our professional communication, writing, and rhetoric studies program, you’ll have many opportunities to work closely alongside professors who are leading researchers and scholars in their respective fields. Their research interests speak to the interdisciplinarity of the program: From technical communication to social justice, our faculty mentors’ expertise help make us one of the best PhD programs in rhetoric studies in the nation.

Career preparation

By the time you graduate with your rhetoric, writing, and professional communication PhD, you’ll have a journal-ready article or bibliographic essay as well as a full dissertation that you can then turn into a publishable manuscript. You can also gain experience teaching through our valuable teaching assistantships. With at least one past publication and a dissertation written under the mentorship of our faculty, you’ll be among top competitors for faculty jobs in rhetoric and writing around the world.

Courses you will take in the PhD in rhetoric, writing, and professional communication program

We are among the best rhetoric writing, and professional communication PhD programs in the U.S. for many reasons, including our engaging and diverse courses.

When you join the rhetoric, writing, and professional communication PhD program at ECU, you’ll enjoy courses that engage a broad range of important topics, including critical race theory, social justice, and gender equity approaches to rhetoric and writing studies.

Some of the courses that help make us one of the top PhD programs for writing and rhetoric studies in the country include:

• ENGL 7780 – Theory of Professional Communication
• NGL 8600 – Seminar in Writing Studies and Pedagogy
• ENGL 8630 – Seminar in Community and Cultural Rhetorics
• ENGL 8615 – Seminar in Rhetorical Theory

Hear from our PhD in rhetoric, writing, and professional communication program students

“Teaching in this program has been the most enjoyable and fulfilling thing I’ve done since I’ve been at ECU or before. I’ve always wanted to teach, and this experience showed me I had a chance to do it on a level I had never really considered for myself.”

– Zac Singletary, PhD in Rhetoric, Writing, and Professional Communication, 2024

What can you do with your PhD in rhetoric, writing, and professional communication?

You may be wondering how earning a PhD in professional communication, composition, and rhetoric can help you find a rewarding career. At ECU, the expertise and experience you’ll gain in rhetoric and writing studies will make you an impressive candidate for tenure-track positions in colleges and universities around the nation.

You’ll have the opportunity to gain teaching experience that will prepare you to design and run your own classes even before graduation.

Master the skills to teach and inspire others

As one of the best PhD programs in professional communication, writing, and rhetoric studies in the nation, our graduates leave with the expertise to be exceptional scholars, teachers, and leaders.

The professional development you work on in classes will help you in job interviews, at conferences, and when you stand up in front of a class every day.

Where are PhD in rhetoric, writing, and professional communication graduates working?

Thanks to their teaching and research experience, our rhetoric studies graduates find tenure-track positions at many prestigious colleges and universities around the globe, including University of Maryland, Syracuse University, Missouri Science and Technology, University of Rhode Island, and Rochester Institute of Technology. In fact, about half of our rhetoric, writing and professional communication phd graduates are employed in tenure-track positions.

Get started on your rhetoric, writing, and communication PhD degree

Take the next step toward joining one of the most respected rhetoric and writing studies PhD programs in the nation. Still wondering how a PhD in professional communication, composition, and rhetoric can help you find a great career? We have the resources to answer all your questions and help you get started.

Degree programs related to our PhD in rhetoric, writing, and professional communication

If you’re considering joining our rhetoric, writing, and professional communication PhD program, you may also be interested in learning more about these similar programs.

• Ethnic Studies
• Gender Studies
• Multicultural and Transnational Literatures Graduate Certificate
• Professional Communication Graduate Certificate
• Teaching English in the Two-Year College Graduate Certificate

Accreditation for East Carolina University

When you join the rhetoric, writing, and professional communication PhD program at ECU, you’ll enjoy an educational experience that is accredited by the Southern Association of Colleges and Schools Commission on Colleges (SACSCOC). This means that the degree you earn will be nationally recognized for meeting the high standards for excellence set by SACSCOC.

Orange Alert

Ph.d. in composition and cultural rhetoric doctoral program (ccr).

The Composition and Cultural Rhetoric Doctoral Program emphasizes research on the dynamic interaction of rhetoric and writing in a variety of cultural and historical contexts. As the first independent writing program in the country to offer a doctorate in Rhetoric and Composition studies, and with doctoral education as our sole focus, the CCR program offers a unique environment with a highly favorable faculty to student ratio.

Our research and teaching centers entirely around writing and rhetoric, with faculty and students whose interests span a broad range of contemporary and historical specializations, including:

• American Ethnic Rhetorics
• Authorship Studies
• Composition Studies and Pedagogies
• Digital Rhetorics, Pedagogies, and Technical Communication
• New Literacies
• Rhetoric: Histories, Theories, and Pedagogies
• Studies of Gender and Sexuality
• Transnational Rhetorics and Globalization

Our nationally known undergraduate teaching program provides a space for research and innovation. Faculty affiliates in other disciplines also participate in the program and regularly offer courses that CCR students take.

From its inception, the Composition and Cultural Rhetoric Doctoral Program has been committed to studying and supporting the rich diversity of writing and speaking that is a key feature of an increasingly globalized world. Our program is committed to recruiting and supporting a culturally and ethnically diverse group of students and faculty.

We invite you to learn more about our history and philosophy, our people, and our program. In this section, you will find information about admissions, degree requirements, current faculty and students, and recent graduates' placements.

Community is a multi-layered concept in the CCR program.

We are a community of scholars, with faculty and students working closely together across a range of research interests. Each year in August we come together for Community Day, a time to check the pulse of the discipline, welcome our new students and set the pace for the academic year. Throughout the year, Colloquia and other meetings keep us connected.

As part of Syracuse University, we are members of an academic community where Chancellor Nancy Cantor's Scholarship In Action initiative calls for the active community engagement and closer relations between the university and the surrounding community, both in the city of Syracuse and abroad. Within CCR, our faculty lead several community oriented projects.

As CCR scholars, we are also part of the larger discipline of Composition and Rhetoric. Our students and faculty regularly appear on panels at major disciplinary conferences, including the Conference on College Composition and Communication, Rhetoric Society of America, Writing Program Administrators, Kenneth Burke Society and the National Communication Association.

We are citizens of the world, with research interests that recognize the larger communities of humanity and the role of language in human interaction. From global Englishes to the life stories of migrant workers, from technology to agriculture, from community writing groups to a community press, our students and faculty work with concerns across disciplinary and cultural lines to build bridges of access, understanding and strength.

Graduate Program Overview

The PhD program in Rhetoric trains students in the skills of the academic profession and provides a framework to develop the expertise necessary to produce a doctoral dissertation that meets the highest standards of research excellence. Our diverse faculty investigate and teach a wide range of topics and discourses, with various theoretical approaches and research methodologies. We have particular strengths in the following areas of concentration: Ancient Thought and Rhetoric; Continental Philosophy and Critical Theory; Legal, Social and Political Thought; Gender and Sexuality; Literature, Text and Narrative; Colonial, Post-Colonial and Global Studies; Image, Performance and Sound; Science, Technology and Media Studies. The Rhetoric PhD program is best suited for students who wish to approach a specific area of academic inquiry, research objects or archive while working critically within and between academic disciplines in order to pose questions that transcend disciplinary divisions.

Areas of Study

Ancient thought and rhetoric.

  Faculty: Ramona Naddaff, James Porter, Mario Telò, Anthony Long (affiliated)

Colonial, Post-colonial, and Global Studies

The Rhetoric Department supports research on colonialism, postcoloniality, empire, nationalism, transnationalism, cosmopolitanism and globalization from the early modern period to the present. Our faculty work on topics such as colonial encounters and scientific practice, colonial law and post-colonial legalities and politics, freedom, decolonization, revolution, the question of the human, transnational human rights, global art and world literature from the disciplinary perspectives of history, literary studies, visual studies, law, and politics. Their research focuses on non-western traditions including the Islamic world, the Ottoman empire, Sinophone East Asia, Southeast Asia and Africa. Faculty: Pheng Cheah, Samera Esmeir, Fumi Okiji,  Winnie Wong, Sharad Chari (affiliated), Cori Hayden (affiliated)

Continental Philosophy and Critical Theory

The Rhetoric Department has strengths in contemporary French and German thought and the history of modern European continental philosophy and is especially interested in the pertinence of these intellectual traditions to fundamental problems of the contemporary world. The faculty work in fields such as aesthetics, psychoanalysis, ethics, phenomenology and philosophy and literature. Major figures of special interest include Kant, Hegel, Marx, Heidegger, Arendt, Foucault, Derrida and Deleuze.    Faculty: Anthony Cascardi, Pheng Cheah, Marianne Constable, Samera Esmeir, Ramona Naddaff, Fumi Okiji, James Porter, Nasser Zakariya, Wendy Brown (affiliated), Judith Butler (affiliated), Hans Sluga (affiliated)

Gender and Sexuality

Our faculty work in diverse areas of study that include gender theory, transnational feminisms (French, Third World, US-of Color), feminist (de)aesthetics, feminist cultural politics, representations of race, gender and sexuality, and the history of sexuality (ancient and modern). Faculty: Shannon Jackson, Pheng Cheah, Fumi Okiji, Mario Telò, Mel Y. Chen (affiliated).

Image, Performance and Sound

Several faculty members concentrate on the theoretical and cultural dimensions of images with a particular emphasis on the rhetoric of contemporary arts, media and digital technology. The fields we offer in this area include visual culture, film theory and criticism, film aesthetics, spectatorship, photography, and representations of race, gender and media. Faculty: Shannon Jackson, Michael Mascuch, Fumi Okiji, Winnie Wong, Mary Anne Doane (affiliated), Anton Kaes (affiliated), Damon Young (affiliated).

Legal, Social and Political Thought

The Rhetoric Department supports research and teaching in interdisciplinary approaches to the law and in social and political thought from classical antiquity to contemporary times. Faculty integrate theories and methods from the humanities and the social sciences to approach such issues as justice, language, violence, revolution, personhood, evidence, technology, post-coloniality, nationalism, cosmopolitanism and human rights, in various legal traditions and their histories. They work in canonical political and social theory as well as critiquing it. Faculty: David Bates, Pheng Cheah, Marianne Constable, Samera Esmeir, Wendy Brown (affiliated), Stefan-Ludwig Hoffman (affiliated)

Literature, Text and Narrative

With faculty working in literary and other discursive traditions that span the ancient, early modern, modern, and contemporary world, Rhetoric supports research that emphasizes textuality, interdisciplinary theoretical approaches, poetics, narratological, and historical and cultural studies. In particular, we support work in fields such as literature and philosophy, law and literature, post-colonial literatures, autobiography, and social and political dimensions of literature. Faculty: Anthony Cascardi, Pheng Cheah, Marianne Constable, Michael Mascuch, Ramona Naddaff, Fumi Okiji, James Porter, Nasser Zakariya, Judith Butler (affiliated), Donna Jones (affiliated), Colleen Lye (affiliated).

Science, Technology and Media Studies 

Several of our faculty members have research interests in different aspects of science and technology studies and media theory and practice. Their work and that of their students intersects with fields of study in history and philosophy of science and technology, anthropology of science, law and science, and new media, from the ancient world to the digital age. Faculty: David Bates, Marianne Constable, Michael Mascuch, Winnie Wong, Nasser Zakariya, Cori Hayden (affiliated). 

Program Timeline

An outline of the minimal requirements for completing the doctoral program in Rhetoric with a typical timeline follows.

A more detailed version can be found  here

• Rhetoric 200, 205, and 2 other seminars, at least one of which is a Rhetoric seminar
• Rhetoric 375 (Pedagogy) by the first semester of the first GSI appointment
• Rhetoric 220 (Proseminar, 2 units) is offered every other year for first- and second-year students; check with the GSAO to confirm which year it will be scheduled.  
• Year 1 Review (early in the 1st semester)
• Minimum of 4 seminars. By the end of Year 2, at least 3 elective seminars must be taken in Rhetoric
• Note: Rhetoric 220 will no longer be required starting in Fall 2024. 
• Rhetoric 375 (Pedagogy) by the first semester of the first GSI appointment (if not already taken in Year 1)
• Rhetoric 221 (Research Seminar, 2 units)
• Fulfillment of the foreign language requirement (ideally by the end of the 1st semester)
• Successfully pass the Qualifying Examinations (by the end of the 2nd semester) for advancement to candidacy

Years four—six

• Year four: File an approved dissertation prospectus (by the end of the 1st semester) 
• Years five and six:  Dissertation underway; annual Dissertation Candidacy Reviews; Prospectus and Dissertation Workshop (recommended)

Meet Faculty

Meet Students

Qualifying exams.

Dissertations

Graduate student instructors (gsis).

Each PhD student must serve as a teaching assistant or instructor for at least one year and complete the introductory pedagogy seminar (Rhetoric 375) prior to or during the semester of their first graduate teaching appointment. Students who meet the timetable requirements will be eligible  although not guaranteed appointment  as Graduate Student Instructors for four years.

For Graduate Division rules and regulations regarding GSIs, visit this page .

Guidelines and Best Practices for Students and Examiners 

The aim of the linked document (available  here ) is to set out some guidelines to help ensure that the expectations of students and examiners are mutually aligned with what the Rhetoric Department considers to be best practices for various milestones in the graduate program and with the requirements of the Graduate Division. The sections address: the assignment of GSIships; the foreign language examination; the QE exams (written and oral); the dissertation prospectus; and the doctoral dissertation. This document should be read alongside our  Program Guidelines and Timeline , to which it serves as an informal supplement and FAQ. If you need clarification or have suggestions, please contact the Head Graduate Adviser (HGA) or the Graduate Student Affairs Officer (GSAO).

Grants and Fellowships

The Ph.D. program in Rhetoric trains students in the skills of the academic profession and provides a framework to develop the expertise necessary to produce a doctoral dissertation that meets the highest standards of research excellence.

Rhetoric PhD

The Department of Rhetoric offers an interdisciplinary PhD program focusing on the study of rhetorical theory and the interaction of the historical concerns of rhetoric with contemporary critical theory across a broad spectrum of disciplines. Crucial to the department's approach is an investigation into the rhetorical constitution of the arguments of such fields as law, politics, literature, philosophy, performative practices, global studies, critical race studies, and science, technology, and media studies. The interests of faculty and graduate students thus range throughout these fields and are informed by a critical interest in the rhetoric of disciplines. During their first two years, graduate students explore major areas in the history and theory of rhetoric and pursue a variety of special topics in seminars. Beginning in their fourth semester, they concentrate in greater depth on preparation for their doctoral qualifying examinations and dissertation research.

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At a Glance

Department(s)

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December 4, 2023

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Degree Awarded

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Rhetoric, Media, and Publics

The Doctor of Philosophy in Rhetoric, Media, and Publics is replacing the PhD in Communication Studies (Rhetoric and Public Culture). Rhetoric, Media, and Publics is an interschool program between the School of Communication, Weinberg College of Arts and Sciences, and the Medill School of Journalism, Media, Integrated Marketing Communications. It is housed in the Department of Communication Studies and administrated through the School of Communication.

The PhD program in Rhetoric, Media, and Publics is grounded in the humanistic tradition of rhetoric and its focus on the study of politics, philosophy, and the arts. The new program asks the fundamental question of how people influence, reflect, and transform society through mediated practices. Students learn to analyze the production and circulation of meaning in a range of rhetorical and journalistic texts, practices, and institutions through varied modes of qualitative inquiry, and to engage audiences and communities directly in the production of knowledge. The stakes of this inquiry are profoundly social and political as well as formal and aesthetic. The program teaches students to approach public media as sites for political contestation, for the representation and interrogation of ethics and power, and for imagining personhood and collective life.

Program inquiry focuses on the many ways humans constitute individual and group identities, influence others, and generate, maintain, and challenge communities and cultures. The interschool program in Rhetoric, Media, and Publics employs interdisciplinary perspectives to investigate how different media are mobilized within modern historical contexts to constitute distinct publics with specific social relations as well as ethical-political orientations. The program studies a diverse array of media, from oral to print, from the visual to the sonic, and from the performative to the digital. Our aim is to investigate how the formal and aesthetic particularities of different media technologies interact with the diverse aims that producers and their audiences bring to their use. By drawing upon rhetorical analysis, critical/cultural theory, media history, media aesthetics, and political theory, we train students to think rigorously about the relationships among individual experiences in everyday life and large-scale social, technological, and political transformations. We seek to understand how global inequalities are both perpetuated and challenged as audiences, publics, and communities are called into being through communication practices over time. We encourage our students not only to analyze but also to engage different publics in their scholarship, in order to deepen their critique of such inequalities.

2023-24 Handbook

mapping rhetoric and composition

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View Doctoral Programs in Rhetoric and Composition in a full screen map. If you have updates or additions to this map, e-mail ridolfo at gmail dot com.

View the full program data here:  https://docs.google.com/spreadsheet/ccc key=0ArC_9Y5QNqypdEdzREgzZnRxWFRfRzk0SDJHb2pRemc

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• / Ph.D. in Rhetoric & Composition

Internationally recognized since its founding in 1978, our Ph.D. program in Rhetoric and Composition  prepares students for academic careers in the history, theory, and practice of rhetoric and composition. Graduates from our program have embarked on careers as tenure-track faculty members or as writing center directors. Others have pursued careers in education, business, and publishing.

Our Ph.D. students are fully funded through teaching positions or University fellowships. In addition, our program provides many research and professional development opportunities. Our students gain valuable administrative experience as Assistant Directors of the University Writing Center, the Composition Program, or the international Thomas R. Watson Conference.

Click here to download our brochure.

Our doctoral program introduces students to the teaching of writing, the history of rhetoric, current issues and research methods in rhetoric and composition, contemporary theories of interpretation, and interconnections among literature, rhetoric, and composition. Recent special topic seminars have focused on literacy, writing in the disciplines, new media and composition pedagogy, and the politics of language in composition. Click here for a listing of our graduate courses . 

Dissertation

As a Ph.D. student you will pursue your own research project on an original topic within the field of Rhetoric and Composition. Your research will culminate in a Ph.D. dissertation, supervised by faculty in the English Department and one outside reader. Click here for an overview of previously defended dissertations .

Career & Job Placement

Our Ph.D. program boasts a successful track record of placing graduates into tenure-track positions. Recent program graduates have gone on to such universities as the University of Alabama, Auburn University, Berea College, the University of Central Florida, the University of Cincinnati, the University of Pittsburgh, Queens College (CUNY), State University of New York, Syracuse University, Wake Forest University, and the University of Washington. Before you graduate, we will work with you closely to help you navigate the transition from your graduate studies to your future career. Click here for our job placement overview .

Eligible doctoral students are fully funded for four years by departmental Graduate Teaching Assistant (GTA) positions or University Fellowships. GTA positions and University Fellowships include an annual stipend, health benefits, and a tuition waiver.

Teaching Opportunities

All doctoral students teach for at least two semesters in the First-Year Composition Program . Many also have the opportunity to teach advanced writing, technical or business writing, writing about literature, and introductory literature courses. As a GTA you will gain valuable experience in designing your own writing course on a theme of your choosing.

Administrative Positions

Many of our PhD students also pursue a range of professional opportunities in the English department or at the University of Louisville. Such opportunities include the following GTA positions:

• Assistant Director of Composition
• Assistant Director of the University Writing Center
• Assistant to the  Bi-Annual Thomas R. Watson Conference
• Assistant Director of Graduate Student Writing
• Assistant Director of Creative Writing
• Research assistant to faculty members
• PhD students can also apply for a position as BizComm Coach in the College of Business.

We will also notify our students of other opportunities in the English department and throughout the university as they become available. 

• Connect with other English Graduate Students through our dynamic student-led  English Graduate Organization .
• Attend the workshops organized by the  Discourse and Semiotics Workshop .
• Get involved in the  Louisville Conference on Literature and Culture .
• Gain valuable professionalization skills through the School of Interdisciplinary Studies  PLAN workshops .
• Enjoy a supportive graduate experience through the School of Interdisciplinary Studies  mentoring network.

More Information

If you would like to learn more about our Ph.D. program, contact the  director of graduate studies  or go to the  Graduate Program Catalog  for more information.

Are you ready to apply? Click on the link below for more information about the process and deadlines. 

HOW TO APPLY FOR THE PH.D. PROGRAM IN RHETORIC AND COMPOSITION

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Advance your career and others' understanding through clear communication

Knowing your field is good. Being able to write clearly and effectively about the complex processes within your field is even better. Every industry needs leaders who possess language skills and expertise who can engage in ethical and professional written discourse.

With your master’s degree in rhetoric and composition, you will be able to communicate across disciplines and transform complex ideas into meaningful communication. This fully online master’s program offers theory and practical application of professional writing that can be applied across professional and academic settings. You will examine how writing functions in a variety of mediums and contexts to create meaning and implement change.

UCF Online’s rhetoric and composition Master of Art degree is offered entirely online. Upon graduation, you’ll be ready to step into a wide variety of professional writing careers, teach in a college environment, or pursue a terminal degree. Get started today to earn your M.A. in Rhetoric and Composition.

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Engage in a study of the major document designs for professionals in business, focusing on audience, purpose, style, arrangements and content.

Theory and Practice of Tutoring Writing

Explore the theory and practice of assessing and responding to writing as a collaborator (as opposed to evaluator).

Digital Rhetorics

Study rhetorical theory and practice shaped by digital environments, technologies, and texts, including contemporary issues around rhetorical invention, identity and multimodality.

Skills You'll Learn

• Engage in technologically adept, theory-informed research and teaching about rhetoric, writing, and literacy
• Digest and clearly articulate complex ideas for mass audiences
• Engage in ethical rhetoric and add purpose to written works

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Source: Lightcast™ . 2023

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• 02 April 2024

How can we make PhD training fit for the modern world? Broaden its philosophical foundations

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Indian Institute of Science Education and Research, Tirupati, India.

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You have highlighted how PhD training assessment has stagnated, despite evolving educational methodologies (see Nature 613 , 414 (2023) and Nature 627 , 244; 2024 ). In particular, you note the mismatch between the current PhD journey and the multifaceted demands of modern research and societal challenges.

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2024 Doctoral Career Pathways Conference

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Conference program.

It's that time of the year again! The 7th Annual Doctoral Career Pathways Conference will increase your knowledge, curiosity, and excitement about how to get from here, wherever you are in your doctoral training, to your career beyond Maryland. This event brings together alumni, current doctoral students, and postdocs to: learn about the wide variety of career paths available to those with doctoral degrees; gain knowledge about the work alumni do and the skills necessary for success in their chosen career path and industry; allow alumni to speak about opportunities at their organization; create an opportunity for networking and advice sharing among all attendees. 

Pre-Conference Workshops

During your doctoral or postdoctoral training, you have gained a lot of experiences through research, teaching, service, and volunteering. How do these experiences translate to skills, and how do employers in and outside of academia value various skills? Through this workshop, you will gain a deeper understanding of how the skills you’ve developed can lead to a variety of careers. More importantly, you will be able to articulate your skills by looking at job descriptions.

Networking is a crucial part of building professional connections and maximizing career opportunities. Yet, the thought of talking to strangers can also be intimidating and overwhelming! The good news is: networking is a skill that can be developed over time, and you can network in different forms, based on what works best for you. This workshop will help you navigate the networking process before, during, and after meeting people either 1:1 or in group situations. 

You may be new to exploring careers outside of academia and wonder how to better leverage LinkedIn - you must have heard people talking about using LinkedIn. This workshop will help you build an impressive digital profile (headline, summary, and more!) and walk you through best practices in active networking and finding opportunities online. 

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Looking to expand your career knowledge beyond the conference day? Join us for three virtual panels and networking opportunities!

Explore the diverse world of higher education! Learn about the different types of academic institutions, administrative roles, faculty positions at community colleges and liberal arts colleges, and careers in K-12 education.

Panelists: Tom Geary , PhD'16 (English): Professor of English at Tidewater Community College | JD Mathewson , PhD'13 (Government and Politics): AVP of Institutional Effectiveness & Planning at Connecticut State Community College | Lauren Michalak , PhD'23 (History): Field Experience Coordinator & Advisor at Michigan State University | Amanda Woodward , PhD'20 (Psychology): Assistant Teaching Professor at University of Minnesota             

Considering a postdoctoral position? Talk to UMD alumni with firsthand postdoc experience at UMD and other institutions. Discover the path to finding the right postdoc, the pros and cons, and tips for a smooth transition.

Panelists: Kiante Brantley , PhD'22 (Computer Science): Postdoctoral Scholar at Cornell University | Sabrina Gonzalez , PhD'22 (History): Assistant Professor at Washington State University | Nabila Hijazi , PhD'20 (English): Teaching Assistant Professor at George Washington University | Mauricio Rangel-Gomez , PhD'15 (Neuroscience and Cognitive Science): Program Director at National Institute of Mental Health 

Discover the wide range of paths within the tech and industry sectors. Connect with UMD alumni in software, data science, engineering, biotech, consulting, and more. Gain valuable insights on in-demand skills and how to prepare for these exciting fields.

Panelists: Yun-Ting Kao , PhD'17 (Biochemistry and Cell Biology): Scientist at Immunomic Therapeutics | David Prina , PhD'17 (Government and Politics): Behavioral Research Scientist at Peraton | Upamanyu Ray , PhD'23 (Mechanical Engineering): Senior Scientist at Warner Babcock Institute for Green Chemistry | Mariángel Villalobos , PhD'23 (Ethnomusicology): UX Researcher at TeamPeople, International Monetary Fund

Don't miss this fantastic opportunity to network, learn, and explore your career options!

Friday, April 26 

Adele h. stamp student union, event schedule.

9:00am - 9:30am: Check-In and Breakfast

9:30am - 9:50am: Opening Remarks by Dr. Yi Hao , Program Director, Career and Professional Development, Dr. Blessing Enekwe , Program Director, Office of Postdoctoral Affairs, and Dr. Stephen Roth , Associate Provost and Dean, The Graduate School.

10:00am - 11:15am: Two Concurrent Panel Discussions

Expand your knowledge about career paths that utilize the research, data collection, and analysis skills that you have developed during your doctoral education/postdoctoral training. Alumni will share their experiences transitioning into non-faculty positions, plus tips for framing your research background as an asset to a variety of organizations, from Research and Development departments to nonprofit and advocacy groups.

Panelists: Analía Gómez Vidal , PhD'20 (Government and Politics): Research Director at Stanford University |  Sidra Montgomery , PhD'18 (Sociology): Principal Researcher at A-G Associates | Shayandev Sinha , PhD'18 (Mechanical Engineering): Process Integration Development Engineer at Intel Corporation | Jazalyn Dukes , PhD'13 (Civil Engineering): Research Engineer at National Institute of Standards and Technology (NIST)

Are you interested in building bridges between scholars and the broader community? Talk with alumni who translate research for policymakers and the public; who advocate for the value of science, the humanities, and the arts; and who strengthen connections between researchers and the people they serve. Whether you are interested in impacting science policy, working in public humanities and museum education, or helping scholars share the best version of their research by working in academic publishing, this panel will offer you the opportunity to hear how alumni have built on the communication skills they developed at UMD.

Panelists: Aya Farhat , PhD'23 (Communication): CEO at Social Intellect | Dustin Moraczewski , PhD'19 (Neuroscience and Cognitive Science): Staff Scientist at National Institute of Mental Health | Rebeca Moreno , PhD'13 (Spanish Language & Literature): Assistant Director of Engagement & Inclusion at University of Maryland | Kathryn Thier , PhD'23 (Communication): Research-to-Practice Postdoctoral Research Fellow at George Mason University's Center for Climate Change Communication

11:15am - 12:15pm: Professional Development Activities

• Create your wellness plan: Take care of yourself while you are thinking about your next steps.
• Stand out with a professional image: Update your online profiles and applications with a high-quality headshot.
• Optimize your resume for success: Get expert feedback to ensure your resume highlights your unique value.
• Navigate immigration complexities: Get personalized ISSS guidance for a smooth academic and professional journey.

12:15pm - 1:45pm: Lunch & Networking with Alumni

1:45pm - 3:00pm: Two Concurrent Panel Discussions

Are you passionate about social issues? Do you believe your research can serve a larger cause and improve the lives of others? Learn more about how UMD (post)doctoral alumni live out their interests and values as they use their academic skills to advocate for change.

Panelists: Diana Alkire , PhD'21 (Neuroscience and Cognitive Science): Program Analyst at National Institutes of Health | Sarah Blankenship , PhD'17 (Neuroscience and Cognitive Science): Social Science Research Analyst / Child Care Program Specialist at U.S. Department of Health and Human Services, Administration for Children and Families, Office of Planning, Research, and Evaluation | Colin Cooper , PhD'83 (Industrial-Organizational Psychology): Owner and Lead Consultant at Focus Hu-Energy Consulting, LLC & Adjunct Faculty at University of Maryland | Alessandra Zimmermann , PhD'19 (Biochemistry): Analyst at AAAS

For many doctoral students and postdocs, the thought of a federal career seems intriguing, but the process of applying feels overwhelming. You may also wonder which federal agencies are interested in hiring people with PhDs. Learn more from these alumni about the types of opportunities available, the process for landing a federal job, and the culture of public service employment.

Panelists: Anthony Cade II , PhD'23 (History): Historian at the United States Air Force | Dina Kurzweil , PhD'14 (Education): Director / Associate Professor at the Department of Defense, Uniformed Services University of the Health Sciences | Betsy Read-Connole , PhD'00 (Molecular and Cell Biology): Section Chief, Cancer Etiology at National Institutes of Health / National Cancer Institute | Raymond Williams , PhD'18 (Government and Politics): Director of Research, U.S. Election Assistance Commission

Please contact conference co-chairs -- Dr. Yi Hao ([email protected]), Program Director of Career and Professional Development, or Dr. Blessing Enekwe ([email protected]), Program Director of Postdoctoral Affairs for more information.