phd in education university of toronto

Professional and Graduate Programs

Build on your undergraduate degree with U of T’s rich selection of professional and graduate programs. While some programs require university preparation, others require a university degree. See faculty websites for specific admission information.

School of Graduate Studies

U of T is where Canada goes for answers to its big questions – answers that are being provided by faculty and students of Canada’s largest and most prestigious graduate school. With unparalleled research and education facilities as well as outstanding libraries, our world-class graduate students are studying and working with the most productive research faculty in Canada. Our graduate students’ research is recognized internationally, published in leading journals; they also lead the nation in winning external research grants.

Learn more about our over 175 research and professional master’s and doctoral programs across more than 80 departments, or explore the potential for interdisciplinary research in more than forty collaborative programs. By pursuing graduate studies at U of T, you’ll be learning first-hand from some of the world’s top researchers, scholars, and professionals as they work to solve the most urgent questions of the 21st century. Under their guidance, you’ll develop the skills and reputation you need to launch into a lifelong path of intellectual discovery and professional success.

Length of program: varies Phone Number: 416.978.6614 Programs : www.uoft.me/gradprograms Information: www.uoft.me/gradstudies

A complete university degree required

Architecture, Landscape, and Design

The John H. Daniels Faculty of Architecture, Landscape, and Design (Daniels) focuses on interdisciplinary training and research to test the limits of 21st century design.

Length of Program: Varies Phone Number: 416.978.5038 Information: www.uoft.me/daniels

A complete university degree is required for graduate programs

Biomedical Communications

A Faculty of Medicine program, biomedical communications offers an interdisciplinary graduate program in the design and evaluation of visual media in medicine and science.

Length of Program: 2 Years Phone Number: 905.569.4849 Information: www.uoft.me/biomedcomm

One of the foremost dental research centres in Canada, U of T’s Faculty of Dentistry has an international reputation for scholarly activity, in both the clinical and biological sciences.

Length of Program: 4 Years Phone Number: 416.979.4901 ext. 4373 Information: www.uoft.me/Dentistry

Some university education required

The Ontario Institute for Studies in Education is an all-graduate institute. We offer programs in curriculum, teaching and learning; applied psychology and human development; leadership, higher and adult education; and social justice education.

Length of Program: Varies Phone Number: 416.978.1848 Information: www.oise.utoronto.ca/oise/Academic_Programs/index.html

The Faculty of Forestry offers an innovative, interdisciplinary course-based Master of Forest Conservation program, which is accredited by the Canadian Forestry Accreditation Board, and includes a three-month internship and opportunities for international study.

Length of Program: 16 months Phone Number: 416.946.7952 Information: www.uoft.me/forestry

Information

The iSchool develops professionals, grounded in practice, policy and research, in the fields of information, knowledge management, digital communication and curation, libraries, archives and museums for the 21st century.

Length of Program: Varies Phone Number: 416.978.3234 Information: www.ischool.utoronto.ca

The Faculty of Law is one of the oldest professional faculties at U of T and has a long and illustrious history of educating the best lawyers and legal scholars in Canada.

L ength of Program: 3 Years Phone Number: 416.978.3716 Information: www.law.utoronto.ca

Institute for Management & Innovation

The Institute for Management & Innovation is the collaborative centre for management education at U of T Mississauga providing professional masters programs in accounting, biotechnology, innovation and sustainability.

Length of Program: Varies Phone Number: 905.569.4565 Information: www.utm.utoronto.ca/imi

Rotman School of Management

U of T’s Rotman School has set out to redesign business education for the 21st century and become one of the world’s top-tier business schools in preparing business leaders of tomorrow.

Length of Program: Varies Phone Number: 416.978.3499 Information: www.rotman.utoronto.ca

Medical Radiation Sciences

Jointly offered by the Faculty of Medicine and The Michener Institute for Applied Health Sciences, the Medical Radiation Sciences Program integrates proficiency in diagnostic and therapeutic patient care with advanced technology.

Length of Program: 3 Years Phone Number: 416.978.7837 Information: www.uoft.me/medicalradiationsciences

U of T’s Faculty of Medicine and affiliated hospitals are among the leading health sciences centres for research and education in North America, with a global reputation for excellence and innovation.

Length of Program: 4 Years Phone Number: 416.978.7928 Information: www.uoft.me/studymedicine

The Lawrence Bloomberg Faculty of Nursing ranks among the premier nursing programs in the world in both education and research.

Length of Program: 2 Years Phone Number: 416.978.2865 Information: www.uoft.me/bloombergnursing

Occupational Science & Occupational Therapy

A Faculty of Medicine program, occupational science and therapy prepares students to become innovative occupational therapists, clinician scientists and educators.

Length of Program: 2 Years Phone Number: 416.946.8571 Information: www.uoft.me/ot

The Doctor of Pharmacy program at the Leslie Dan Faculty of Pharmacy prepares graduates to become leaders in medication therapy management, improve patient outcomes, and work effectively within health care teams.

Length of Program: 4 Years Phone Number: 416.978.3967 Information: www.uoft.me/pharmacy

Physical Therapy

A program within the Faculty of Medicine, the Master of Science in Physical Therapy develops highly competent academic practitioners who demonstrate the essential competencies of a practicing physical therapist in a wide range of settings upon graduation.

Length of Program: 2 Years Phone Number: 416.946.8641 Information: www.physicaltherapy.utoronto.ca

Physician Assistant

Trained in the Faculty of Medicine, Physician Assistants are health care professionals who practice under the supervision of a licensed physician. In their role, PAs are able to conduct physical examinations, order and interpret tests, diagnose and treat illnesses, and more.

Length of Program: 2 Years Phone Number: 416.978.1676 Information: www.paconsortium.ca

Dalla Lana School of Public Health

The Dalla Lana School of Public Health is Canada’s largest and most comprehensive public health school that is informing practice and influencing government policy in population health, prevention and health-care systems.

Length of Program: 2 Years Phone Number: 416.978.2058 Information: www.dlsph.utoronto.ca

Social Work

The Factor-Inwentash Faculty of Social Work has been on the cutting edge of education, policy, research and practice in the field of social work for 100 years.

Length of Program: Varies Phone Number: 416.978.3257 Information: www.uoft.me/socialwork

Speech-Language Pathology

The Department of Speech-Language Pathology in the Faculty of Medicine prepares highly competent clinical professionals and researchers who find employment in a variety of settings related to assessment, intervention and/or study of communication, swallowing and hearing disorders.

Length of Program: 2 Years Phone Number: 416.946.5456 Information: www.uoft.me/slp

U of T’s affiliate the Toronto School of Theology provides graduate theological education in academic or professional programs and shapes men and women for faithful and creative leadership in the mission of the Church.

Length of Program: Varies Phone Number: 416.978.4039 Information: www.tst.edu

Find out about  co-ops, internships, field school ,  First Year Foundations : The  One Programs, and other enhanced academic opportunities available on all three campuses.

Applicants should rank their choices in order of preference. You will receive separate decisions for each Faculty/Division to which you apply (i.e. multiple offers from the University of Toronto). The Faculties and Divisions include:

• Applied Science and Engineering
• Arts and Science, St. George campus
• Daniels Faculty of Landscape, Architecture and Design
• International Foundation Program
• Kinesiology and Physical Education
• Medical Radiation Sciences *
• Lawrence Bloomberg Faculty of Nursing *
• Physician Assistant *
• University of Toronto Mississauga
• University of Toronto Scarborough

*admission to these divisions requires some university preparation; you cannot apply to these programs directly from secondary school.

Applicants should rank their choices in order of preference.

U of T provides many opportunities to study internationally. Learn about exchange programs, field courses, international development internships, and co-op placements.

If you do not meet the published admission requirements, and have not previously attempted university level studies, you may become eligible for various programs through either the Academic Bridging Program or the Transitional Year Program. Find out more about these options  here .

If your first language is not English and you will have completed less than four years of satisfactory full-time study in a Canadian school or in a country where the dominant language is English, you may have to present proof of English facility. Find details  here .

You might be a candidate for one of our English Language Transition Programs. These are available on each of our three campuses, find out more about the  different offerings .

Once you’ve been accepted, you’ll receive information about course selection in your Next Steps package. You can get an idea of what courses are available by checking the  Course Finder , or get in touch with your  Registrar  for questions about course selection.

You should also become familiar with the  Accessible Campus Online Resource Network (ACORN) , and use it to find your courses, academic record and fee information.

OISE Home      

OISE Bulletin

Course description by course code, developmental psychology and education phd, doctor of philosophy, program description.

The Developmental Psychology and Education program offers studies leading to the MA, MEd, and PhD degrees. Students have an opportunity to construct an overall perspective on developmental psychology and human development and their implications for practice with children in educational and other applied settings.

Students take courses in human development and research methodology. Elective courses, chosen in consultation with their advisor, cover a range of areas including cognitive, social, and emotional development; cognition and instruction (language, literacy, and mathematics); special education and adaptive instruction; developmental neuroscience; advanced research methodology and evaluation; and early childhood policy and programs, including child care. The PhD program is designed for students wishing to pursue an academic or research-based career.

The Developmental Psychology and Education program offers both a full-time and a flexible-time PhD program option. Applicants must declare the option for which they are interested in applying. The flexible-time PhD degree program is designed to accommodate demand by practising professionals for a PhD degree that permits continued employment in areas related to their fields of research. Degree requirements for the full-time and flexible-time options are the same.

PhD students have the option of completing an emphasis in Early Learning. Please see details below.

Delivery options: Although not all elective courses are offered in each modality, students may be able to complete the PhD degree program through one of two delivery modes:

• in-person (students will mainly complete their coursework and other program requirements in-person, with up to one-third of their coursework online); and
• hybrid (students will experience a mix of modes of engagement, with some of their coursework and other program requirements in-person and between one-third and two-thirds of their coursework online) depending on their choice of elective courses.

Note: students should consult with their faculty advisor and/or graduate liaison officer regarding available options.

PhD Program

Minimum admission requirements.

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Applied Psychology and Human Development's additional admission requirements stated below.

Normally, an appropriate bachelor's degree and a master's degree in developmental psychology and education, cognitive psychology, applied developmental psychology, or child study, with standing equivalent to a University of Toronto A– or better in the master's degree. Applicants with master's degrees in other disciplines such as adult education, anthropology, computer science, curriculum, philosophy, or a profession such as speech-language pathology, nursing, social work, physiotherapy, or occupational therapy may be eligible to apply for admission, but may have to complete additional courses to fulfil master's-level requirements equivalent to the MA in Developmental Psychology and Education. Students who have not completed a master's thesis will be required to submit a Qualifying Research Paper (QRP) prior to final admission to the program.

Required letters of recommendation and a second academic letter of recommendation.

Program Requirements

Coursework. Students must complete 2.0 full-course equivalents (FCEs) as follows:

APD3200H Research Proseminar in Human Development and Applied Psychology (0.5 FCE).

0.5 FCE in statistics and research methods from an approved menu.

1.0 FCE in electives (2 X 0.5 FCE).

The 2.0 FCEs are normally completed in Year 1 and should be chosen in consultation with the faculty advisor. Students who have an insufficient background in developmental psychology may have to complete additional courses.

A comprehensive examination .

The purposes of the comprehensive examination are threefold:

To demonstrate the student’s ability to work independently within an area of concern in human development.

To gain knowledge of a new area, a new technique or method in a specified area in human development.

To demonstrate the ability to integrate information at the accepted standard for a PhD student.

Students have two options when fulfilling their PhD comprehensive requirements:

Option 1: Empirical Research Paper or

Option 2: Internship.

A thesis and Doctoral Final Oral Examination .

Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

Students cannot transfer between the full-time and flexible-time PhD options.

Program Length

Phd program (flexible-time).

Normally, an appropriate bachelor's degree and a master's degree in developmental psychology and education, cognitive psychology, applied developmental psychology, or child study, with standing equivalent to a University of Toronto A- or better in the master's degree. Applicants with master's degrees in other disciplines such as adult education, anthropology, computer science, curriculum, philosophy, or a profession such as speech-language pathology, nursing, social work, physiotherapy, or occupational therapy may be eligible to apply for admission, but may have to complete additional courses to fulfil master's-level requirements equivalent to the MA in Developmental Psychology and Education. Students who have not completed a master's thesis will be required to submit a Qualifying Research Paper (QRP) prior to final admission to the program.

Applicants to the flexible-time PhD option are accepted under the same admission requirements as applicants to the full-time PhD option.

Applicants must demonstrate that they are currently employed and are active professionals engaged in activities relevant to their proposed program of study.

Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled. They must register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

Department:  Applied Psychology and Human Development

• Applied Psychology and Human Development
• Curriculum, Teaching and Learning
• Leadership, Higher and Adult Education
• Social Justice Education
• Programs List
• Search Courses
• Administrative Officers (Partial List)
• Sessional Dates and Deadlines
• General Program, Policy and Course Information
• Indigenous Education
• Financial Support
• Registrar’s Office and Student Experience
• Publication Updates
• PDF Version of Bulletin
• Archived Bulletins

School of Graduate Studies

Higher education, program overview.

The Higher Education program is offered by the Department of Leadership, Higher and Adult Education at the Ontario Institute for Studies in Education (OISE). Courses of study lead to the  Master of Arts (MA) ,  Master of Education (MEd) , and  Doctor of Philosophy (PhD) degrees.

Four fields are offered:

• Education in the Professions (MEd)
• Higher Education (MA, MEd, EdD, PhD)
• Higher Education Leadership (MEd)
• Student Development and Student Services in Higher Education (MEd)

Applications must be made to one of these fields according to the degree level of interest.

Quick Facts

Doctor of education.

Admissions have been administratively suspended. (See amendment made on September 19, 2023.) The next intake for this program will be Fall 2025. Applications for the EdD in Educational Leadership and Policy for the 2025-26 admissions cycle are set to open in early October 2024.

Program Description

The EdD program in Educational Leadership and Policy is intended to shape highly competent leadership positions in school systems and other educational institutions. The program is specifically designed for working professional educators who want to develop the intellectual and research skills that will help them refine their practice as leaders in educational systems.

The EdD program is offered full-time in a cohort format. The department welcomes applicants with diverse but relevant backgrounds.

EdD Program

Minimum admission requirements.

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education's additional admission requirements stated below.

Master's degree in the area of Educational Leadership and Policy or an equivalent degree with high academic standing from a recognized university.

• In addition to responses to the Faculty questions in the online admissions application, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master’s-level course paper, a policy document, and a professional publication.
• The applicant must be in a leadership position in education, or must have held a leadership position, or must demonstrate potential for leadership.

Program Requirements

• LHA3003H Designing Research Proposals in Educational Leadership and Policy (Credit/No Credit; 0.5 FCE).
• LHA3004H Research and Literacy for the EdD Program (0.5 FCE).
• LHA3005H Introduction to Research Methods for the EdD (RM) (0.5 FCE) or another research methods course.
• LHA3006H Data Analysis for the Education Doctorate (RM) (0.5 FCE) or another research methods course.
• LHA3007H Literature Reviews for the EdD Program (0.5 FCE).
• LHA3040H People and Power in Organizations (0.5 FCE).
• LHA3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE).
• 0.5 elective FCE.
• Comprehensive examination. Successful oral defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student’s dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis (dissertation in practice) proposal hearing.

• Thesis (dissertation in practice) : The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

Students are full-time and must maintain continuous registration full-time and pay full-time fees until all degree requirements, including the thesis (dissertation in practice), are completed.

Students cannot transfer between the EdD and PhD programs.

Program Length

Doctor of education (field: international education leadership and policy).

Within the Educational Leadership and Policy EdD program, the field in International Education Leadership and Policy offers a robust, world-class program of study structured for professionals working within international settings in positions of leadership and policymaking who want to create impact in their field and mobilize new solutions to real-world problems.

The EdD program is offered full-time in a cohort format and will be delivered in a hybrid modality with short on-campus Institutes. The majority of courses will be offered online. The department welcomes applicants with diverse but relevant backgrounds.

Responses to the Faculty questions in the online admissions application: applicants will demonstrate experience and interest in studying international issues in education policy and leadership. In addition, a supplementary writing sample is required, which will help the admissions committee to assess an applicant's readiness to succeed in rigorous coursework and to conduct systematic research for the EdD. Applicants typically submit a master's-level Major Research Paper or thesis as their writing sample. Applicants who do not have a Major Research Paper or thesis must provide a writing sample that showcases their ability to write clearly and analytically about educational issues. Examples include a master’s-level course paper, a policy document, and a professional publication.

The applicant must be in a leadership position in education in an international setting, or must have held a leadership position, or must demonstrate the relevance of the program to their position or professional development in international education policy.

Coursework. Students must complete 4.0 core full-course equivalents (FCEs) as follows:

LHA3003H Designing Research Proposals in Educational Leadership and Policy (0.5 FCE; Credit/No Credit)

LHA3005H Introduction to Research Methods for the EdD (RM) (0.5 FCE)

LHA3006H Data Analysis for the Education Doctorate-RM (0.5 FCE)

LHA3007H Literature Reviews for the EdD Program (0.5 FCE)

LHA3040H People and Power in Organizations (0.5 FCE)

LHA3041H Doctoral Seminar on Policy Issues in Education (0.5 FCE)

0.5 elective FCE chosen from 1000, 3000, or 6000-level courses as available online or

individual reading course (LHA3052H) or

practicum course (CIE1002H) (0.5 FCE)

LHA3008H + Professional Seminar and Dissertation Workshop in International Educational Leadership and Policy (0.5 FCE)

Courses will be offered in specialized sections for the International Educational Leadership and Policy field cohort with course syllabi adapted to reflect the international educational policy focus.

Attendance in an on-campus Institute will be required to allow face-to-face delivery of one course in each of Years 1, 2, and 3. The Institute will foster cohort engagement and exchange; orientation to the OISE professors, the University of Toronto, and the program.

All other courses will be offered online using synchronous and asynchronous modalities.

Comprehensive examination. Successful oral (using video conferencing) defence of a written paper that critically reviews and synthesizes the literature related to the problem of practice to be addressed in the student’s dissertation in practice, selected by the student in consultation with the supervisor/advisor. The comprehensive exam is normally taken at the end of Year 2, and must be taken no later than the end of Year 3. Students will be informed of their status (pass or fail) at the end of the oral exam. Students who are not successful in their first attempt will be permitted one additional attempt to pass.

Thesis (dissertation in practice): The thesis (dissertation in practice) is the culminating component of the Doctor of Education degree in International Educational Leadership and Policy that shall include an identification and investigation of a problem of practice, the application of theory and research to the problem of practice, and a design for action to address the problem of practice. Specifically, the thesis (dissertation in practice) consists of original research in the form of a written proposal or plan for innovative and impactful educational policy, guideline, advocacy, development project, or activism within or beyond a traditional educational setting, aimed at improving practice at local, regional, national, or international levels.

+ Extended course. For academic reasons, coursework is extended into session following academic session in which course is offered.

Master of Arts

The MA in Higher Education is a research-stream program that focuses on higher education as a field of study. It best serves students seeking the knowledge and research skills needed to pursue administrative and policy careers related to higher education. The MA program also prepares students to pursue doctoral studies in higher education and related fields.

The MA is available through both full-time and part-time studies. The department welcomes applicants with diverse but relevant backgrounds.

Applicants are admitted under the General Regulations of the School of Graduate Studies. Applicants must also satisfy the Department of Leadership, Higher and Adult Education’s additional admission requirements stated below.

An appropriate bachelor’s degree from a recognized university with a grade equivalent to a University of Toronto mid-B or better in the final year.

Coursework. Students must complete 4.0 full-course equivalents (FCEs) as follows:

LHA3803H Doctoral Seminar: Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

0.5 FCE in research methods approved by the faculty advisor.

3.0 other FCEs, of which 1.5 FCEs must be from the Higher Education program.

6 sessions full-time (typical registration sequence: F/W/S/F/W/S); 10 sessions part-time

3 years full-time; 6 years part-time

Master of Education

The Master of Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education.

The program can be pursued on a full-time or part-time basis. Note that the field in Higher Education Leadership is offered part-time only.

The Master of Education is offered in four fields: 1) Education in the Professions; 2) Higher Education; 3) Higher Education Leadership and 4) Student Development and Student Services in Higher Education.

Field: Education in the Professions

The Education in the Professions field is a course-based professional master’s designed for individuals working in areas such as the health professions, law and law enforcement, engineering, and public services, who are planning a career in educational administration, teaching, and leadership. This field introduces the broader area of higher education as well as current issues and research methods in education research in the professions.

Two options are offered: 1) Coursework Only Option; and 2) Coursework Plus Major Research Paper Option. Students initially apply to and register in the Coursework Only Option. For registration in the Coursework Plus Major Research Paper Option, departmental permission is required.

Field: Higher Education

The Higher Education field is focused on the issues confronting higher education institutions and the postsecondary education system. It is intended for students seeking research-informed knowledge on how colleges and universities work in order to pursue and advance their administrative and policy careers in higher education. Students are accepted every year and can register on a full-time or part-time basis.

Field: Higher Education Leadership

The Higher Education Leadership field is specifically designed for professionals working in higher education at entry to mid-levels, who seek to build their careers in higher education. With a focus on leadership skills for both the college and university contexts, the field is aimed to bridge the understanding and collaboration of leaders across both sectors. Students move through the Higher Education field as a cohort and register part-time. Classes are generally offered in a compressed format to suit working professionals. Applicants are accepted to the field every other year.

Field: Student Development and Student Services in Higher Education

The Student Development and Student Services in Higher Education field is designed for student development and student services professionals who are seeking to acquire the knowledge and skills that are evidence- and experientially based to provide leadership in various types of postsecondary institutions.

Master of Education (Field: Education in the Professions)

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education. The program can be pursued on a full-time or part-time basis.

Within the MEd program, the field in Education in the Professions is a course-based professional master’s designed for individuals working in areas such as the health professions, law and law enforcement, engineering, and public services, who are planning a career in educational administration, teaching, and leadership. This field introduces the broader area of higher education as well as current issues and research methods in education research in the professions.

The required courses in this field are offered online.

Application Requirements

Current resumé.

Transcript(s) from each postsecondary institution attended.

One academic and one professional reference letter.

Responses to Faculty questions in the online admissions application describing the applicant’s motivation for wishing to take the program, as well as how previous qualifications and professional work experience support their interest in the program and the field.

Coursework. Students must successfully complete a total of 5.0 full-course equivalents (FCEs) as follows:

LHA1803H Recurring Issues in Postsecondary Education (0.5 FCE)

LHA1812H Education and the Professions (0.5 FCE)

LHA1819H Governance in Higher Education (0.5 FCE)

LHA1823H Scholarship of Teaching and Learning (0.5 FCE)

LHA1844H The Student Experience in Postsecondary Education (0.5 FCE)

LHA1848H Innovative Curricula in Higher Education and Professional Programs (0.5 FCE)

0.5 FCE in research methods (RM). Course will vary according to instructor availability.

1.5 elective FCEs in the general Higher Education program.

4 sessions full-time (typical registration sequence: F/W/S/F); 10 sessions part-time

Master of Education (Field: Higher Education)

Within the MEd program, the field in Higher Education focuses on the issues confronting higher education institutions and the postsecondary education system. It is intended for students seeking research-informed knowledge on how colleges and universities work in order to pursue and advance their administrative and policy careers in higher education. Students are accepted every year and can register on a full-time or part-time basis.

LHA1803H Recurring Issues in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

0.5 FCE in research methods.

4.0 FCEs in electives, of which 1.5 FCEs must be from the Higher Education field.

Master of Education (Field: Higher Education Leadership)

The Master of Education in Higher Education is a course-based, professional degree designed primarily for higher education professionals seeking to advance their understanding of the issues confronting their institution and the postsecondary system. It best serves students seeking research-informed knowledge on how colleges and universities work in order to pursue or advance administrative and policy careers related to higher education.

Within the MEd program, the field in Higher Education Leadership is specifically designed for professionals working in higher education at entry to mid-levels, who seek to build their careers in higher education. With a focus on leadership skills for both the college and university contexts, the field is aimed to bridge the understanding and collaboration of leaders across both sectors. Students move through the Higher Education field as a cohort and register part-time. Classes are generally offered in a compressed format to suit working professionals.

Applicants are accepted every other year. This field is offered part-time only.

LHA1811H Organizational Change in Higher Education .

LHA1815H Economics and Finance of Higher Education .

LHA1836H Critical Analysis of Research in Higher Education .

LHA1847H Human Resource and Diversity Issues in Higher Education .

LHA1854H Student Development Theory .

LHA1860H Capstone Project for Higher Education Leadership Cohort Option .

1.5 FCEs in elective courses.

10 sessions part-time

6 years part-time

Master of Education (Field: Student Development and Student Services in Higher Education)

Within the MEd program, the field in Student Development and Student Services in Higher Education is designed for student development and student services professionals who are seeking to acquire the knowledge and skills that are evidence- and experientially based to provide leadership in various types of postsecondary institutions.

1.5 FCEs in Student Development and Student Services:

LHA1844H The Student Experience in Postsecondary Education (0.5 FCE).

LHA1854H Student Development Theory (0.5 FCE).

LHA1856H Advanced Student Development Theories in Higher Education (0.5 FCE).

3.0 FCEs including:

0.5 FCE from the Higher Education field.

Depending on an individual student's professional experience, students may be advised to take LHA1853H Introduction to Student Services (0.5 FCE).

The EdD Program in Higher Education is intended to shape highly competent professionals in leadership positions in higher education administration or policy. It best serves students seeking the knowledge and research skills needed to pursue research-grounded professional careers in colleges, universities, government agencies, professional associations, and international organizations.

The EdD program can be pursued either on a part-time or full-time basis. The department welcomes applicants with diverse but relevant backgrounds.

Relevant and acceptable MEd or MA. In individual cases, students with a highly relevant master’s degree or other equivalent graduate degree may be admitted, but additional courses in Higher Education will be required.

Coursework. Students must complete a minimum of 4.0 full-course equivalents (FCEs) as follows:

LHA1803H Recurring Issues in Postsecondary Education (0.5 FCE).

At least 1.0 other FCE in Higher Education.

1.0 FCE selected either in Higher Education or in another graduate program at OISE or, with the approval of the faculty advisor, in another graduate department at the University of Toronto.

Supervised applied research practicum (0.5 FCE).

Collaborative proseminar (0.5 FCE).

Comprehensive examination. The objective of the doctoral comprehensive examination is to ensure that all students master at least one substantive research area in Higher Education and have the capacity to develop their own written analysis of selected issues within this area. The examination is designed to ensure that students are familiar with the literature and concepts associated with their special area of study within the field of Higher Education.

Thesis reporting the results of original research on an applied topic in postsecondary education.

Students may begin their EdD degree on a full-time or a part-time basis but must maintain continuous registration. They must register full-time for a minimum of two consecutive sessions, not including Summer, of on-campus study. Once enrolled full-time, students must maintain continuous registration full-time and pay full-time fees until all degree requirements, including the thesis, are completed.

4 years full-time; 6 years part-time

6 years full-time; 6 years part-time

Doctor of Philosophy

The PhD Program in Higher Education fosters research-grounded study of higher education administration and policy. It best serves students seeking the knowledge and research skills needed to pursue careers in colleges, universities, government agencies, professional associations, and international organizations as a higher education expert. The program offers both full-time and flexible-time options.

The Doctor of Philosophy is available in two delivery models:

Regular PhD stream: students are accepted every year into the full-time or flexible-time program.

The Community College Leadership (CCL) Cohort: available in select years. The CCL Cohort is designed for emerging college leaders and focuses specifically on the college system. The CCL is mostly offered in compressed mode, mainly on weekends, to suit working professionals pursuing a flexible-time program. Applicants must specify their interest in the CCL Cohort in their responses to Faculty questions in the online admissions application.

The department welcomes applicants with diverse but relevant backgrounds.

PhD Program (Full-Time Option)

Relevant and acceptable MEd or MA. In individual cases, students with a highly relevant master’s degree or other equivalent graduate degree may be admitted, but additional courses in Higher Education may be required.

Coursework. Students must complete a minimum 3.0 full-course equivalents (FCEs) as follows:

LHA3804H Doctoral Research Seminar in Postsecondary Education (0.5 FCE), to be taken at the beginning of the program.

0.5 FCE selected either in Higher Education or in another graduate program at OISE, or, with the approval of the faculty advisor, in another graduate department at the University of Toronto.

Thesis reporting the results of original research in postsecondary education.

Students must register continuously and pay the full-time fee until all degree requirements have been fulfilled.

Students cannot transfer between the full-time and flexible-time PhD options.

PhD Program (Flexible-Time Option)

Applicants must demonstrate that they are currently employed and are active professionals engaged in activities related to their proposed program of study. Applicants should have capacity to secure blocks of time to enable concentrated study.

Students must register continuously until all degree requirements have been fulfilled. They must register full-time during the first four years and may continue as part-time thereafter, with their department's approval.

“My research looks at how citizens leverage technology to respond to crises in cyberspace.”

U of T Home | Graduate Faculty Members A-Z | A-Z Index      

SGS Home     

School of Graduate Studies (SGS) Calendar

Comparative, international and development education, comparative, international and development education: introduction, lead faculty of the collaborative specialization.

Ontario Institute for Studies in Education (OISE)

Participating Degree Programs

Adult Education and Community Development — MA, MEd, PhD Curriculum and Pedagogy — MA, MEd, PhD Educational Leadership and Policy — MA, MEd, EdD, PhD Higher Education — MA, MEd, EdD, PhD Language and Literacies Education — MA, MEd, PhD Social Justice Education — MA, MEd, EdD, PhD

Comparative, International and Development Education (CIDE) is one of the world's largest, most diverse and dynamic graduate specializations in the field of comparative education. Research interests span an exciting range of theoretical and practical issues, from the study of ethnicity and identity to the issues of globalization and global governance, from non-formal learning and citizenship education to concrete problems of educational reform, social equality, language education, conflict resolution, and community development. These issues are approached from a range of theoretical and disciplinary frames including: economic, political, sociological, historical, and philosophical approaches taught alongside vibrant interpretations of feminist, critical, post-structuralist, and cultural theories.

The broad and diverse scope of the CIDE graduate specialization will appeal to both Canadian and international students interested in applying a comparative and international lens in their professional and scholarly work at home or abroad.

CIDE students can take courses in multiple fields within education, political science, feminist studies, sociology, and geography. The CIDE collaborative specialization is linked with events and programming at the Munk School of Global Affairs and Public Policy at the University of Toronto.

Upon successful completion of the degree requirements of the participating home graduate unit and the collaborative specialization, students receive the notation “Completed Collaborative Specialization in Comparative, International and Development Education" on their transcript and parchment.

Contact and Address

Web: www.oise.utoronto.ca/cidec Email: [email protected] Telephone: (416) 978-0892 Fax: (416) 926-4749

Collaborative Specialization in Comparative, International and Development Education Comparative, International and Development Education Centre (CIDEC) Ontario Institute for Studies in Education, University of Toronto 252 Bloor Street West, 7th Floor Toronto, Ontario M5S 1V6 Canada

Comparative, International and Development Education: Master's Level

Admission requirements.

Applicants who wish to enrol in the collaborative specialization must apply to and be admitted to both the collaborative specialization and a graduate degree program in one of the collaborating graduate units. Applicants should apply to the appropriate degree program in one (or more) of the collaborating graduate units that corresponds most closely to their general background and interests.

Applicants to the CIDE collaborative specialization are normally expected to have had at least one year of international or cross-cultural experience (includes Indigenous nation settings).

Applicants who have questions concerning their eligibility should contact the CIDEC administrator .

Prospective applicants should review the detailed information about the CIDE collaborative specialization.

Specialization Requirements

Individual student programs of study must meet the requirements of both the home graduate unit and the collaborative specialization. Normally, a careful selection of cross-listed courses will satisfy this requirement without any additional course load.

Course requirements are as follows:

0.5 full-course equivalent (FCE) required introduction: CIE1001H Introduction to Comparative, International and Development Education . CIE1001H must be taken in Year 1 of the full-time student's academic course load, or within the first four courses of the part-time and flexible-time student's academic work.

0.5 core FCE CIDE graduate course.

1.0 FCE (equivalent to two half courses) other core CIDE or elective graduate courses. CIDE courses must be taught by CIDE affiliated graduate faculty members.

Regular participation in and attendance at the CIDE Seminar Series. Participation at a minimum of five seminars is required; some may be attended live online.

Students who write a thesis or major research paper as part of their program are also required to make at least one presentation to the CIDE community related to their research/development work.

In master's programs requiring a major research paper or a thesis, the topic must relate to and demonstrate master's-level understanding of the research/ theory base of CIDE. Participating CIDE faculty and the home graduate unit must be represented on the thesis committee.

Comparative, International and Development Education: Doctoral Level

Prospective applicants should review the detailed information about the CIDE collaborative specialization. They are strongly advised to contact one of the participating CIDE faculty members in their home graduate unit to discuss their research interests and goals.

0.5 full-course equivalent (FCE) required introduction: CIE1001H Introduction to Comparative, International and Development Education , if not already taken, or equivalent if transferring from another university. CIE1001H must be taken in Year 1 of the full-time student's academic course load, or within the first four courses of the part-time and flexible-time student's academic work. Students who have completed CIE1001H at the master's level must select (in lieu, in addition to the requirements below) a 0.5 FCE course from the list of core courses, with approval from the CIDE Specialization Director at the time of course selection.

0.5 FCE core CIDE graduate (preferably doctoral-level) course.

1.0 FCE (equivalent to two half courses) additional core CIDE or elective graduate (preferably doctoral-level) courses. CIDE courses must be taught by CIDE affiliated graduate faculty members.

Regular participation in and contribution to the CIDE Seminar Series (at least one major presentation to the seminar group related to the student's thesis research/development work in addition to regular participation). Participation at a minimum of five seminars is required; some may be attended live online.

Completion of a thesis that contributes to the research/theory base of CIDE. Participating CIDE faculty and the home graduate unit must be represented on the thesis committee.

Comparative, International and Development Education: Courses

Not all courses are offered each year. Visit the Comparative, International, and Development Education (CIDE) website for current course offerings , including special topics courses that do not appear in the list below.

In addition to the courses listed here, a defined list of special topics courses, taught by CIDE participating faculty members in any of the participating graduate departments, can be taken to meet core or elective graduate course requirements for CIDE.

Core Courses

Comparative education, curriculum, teaching and learning, curriculum and pedagogy program, leadership, higher and adult education, adult education and community development program, educational leadership and policy program, higher education program, social justice education, elective courses, language and literacies education program.

• Programs at a Glance
• Programs by Graduate Unit
• Programs by SGS Division
• Search Collaborative Specializations
• Search Combined Degree Programs
• Search Graduate Faculty Members
• Glossary of Degrees and Honorifics
• Sessional Dates
• Important Notices
• General Regulations
• Degree Regulations
• Fee Regulations
• Financial Support
• Dean's Welcome
• Mission Statement
• Graduate Studies at the University of Toronto
• PDF Calendar and Archives

PhD in Adult Education & Community Development

Are you committed to social justice and activism and hoping to teach from a cutting-edge radical perspective at universities or elsewhere? This program provides opportunities for advanced study in the theoretical foundations of adult education and community development and in the application of such knowledge to practice.

Designed for practicing professionals, the flexible-time PhD option enables students to continue working while pursuing their studies. Flexible-time students are self-funded. Learn more .

OISE offers a OISE Graduate Funding Package to students in their first four years of a PhD program, excluding the flexible-time PhD.

OISE's Graduate Funding Package covers the cost of tuition and helps offset other living expenses. Last year, awards averaged around $25,000 per eligible student.

Doctor of Philosophy (PhD)

Discover Our PhD Program!

Interested in developing your expertise and conducting primary research in order to make a meaningful contribution to the fields of education, community, teaching and learning?

Completing a PhD in Education: Language, Culture and Teaching will provide you with the skills and knowledge to conduct research in order to positively impact teaching and learning.

Admission Requirements

In addition to meeting standard Faculty of Graduate Studies requirements, applicants to the Doctoral Program in Language, Culture and Teaching will have undertaken a Masters-level Program (with a B+ average) including a component based on original research at a recognized university. Applicants must submit evidence of relevant professional preparation and/or personal and career experience.

Applicants are required to submit a file of their academic, career, and life experience for admission to the Doctoral Program. This file shall consist of:

• Faculty of Graduate Studies admissions  application  form
• One official copy of  transcripts  of each post-secondary institution attended
• Three  letters of reference  (at least two must be from academic referees; the other may be from a professional referee)                - You will provide three names and email addresses of referees in your MyFile application, and referees will receive an automatic request for reference. They will have two weeks to complete the letter of recommendation online
• A  curriculum vitae
• A  statement of area of interest  with a discussion of intended research (see details below)
• Two  samples of written work
• English language test score  (if applicable)

Applicants of interest to the Program may be interviewed in the final stages of selection. This interview will be arranged at the convenience of both the Program and the candidate. The purpose of the interview is to assess the overall suitability of candidates and to determine if there are faculty members available in their area of research interest.

Final admission will be offered to candidates only if faculty supervision is available.

The Statement of Interest

What Makes a Good Doctoral Statement of Interest? Tips for applicants.

The statement needs to reflect who you are, what research interests you have and what would make you an asset to the program in 500 words minimum (2 pages, double spaced, 12 font).

It must be brief, concise, direct and clear. Use headings if needed. Make it easy to read. Remember the admissions committee reads hundreds of applications. Your Statement must stand out in form and substance.

At the doctoral level your statement should include:

• A brief comment of what you want to accomplish in the doctoral program, and what motivated you to choose your field and the particular program to which you are applying.
• Research questions you are curious about
• The kinds of theoretical framings you would like to engage in your research program
• The existing research you hope to extend
• Why you want to come to York’s Faculty of Education (as opposed to elsewhere)?
• Make an explicit connection between your interests and faculty expertise
• Have to offer the doctoral cohort you may potentially join
• Bring to the program and your colleagues
• Your active involvement in the field
• Identify in the statement how your past studies and/or work or other experiences are relevant to your research program choice

Do not repeat or list what is already in your CV. The statement is a chance for you to make sense of your application, in a holistic way, for the Admissions Committee.

Please note:

• It is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.

Students who work full-time should register as part-time students.

Program Description

This program starts each September.

Students will undertake a program of studies with a minimum of 21 credits plus a doctoral dissertation.

Note: The program  does not  lead to teaching certification

Required Courses

A compulsory Seminar on Research and Issues in Language, Culture, and Teaching ( EDUC 5100 ) (6.0 credits). This seminar covers the conceptualizations of educational inquiry, theory and practice in relation to ongoing issues in holism, critical thought and the return to the humanities and arts as a way of informing human studies.

A compulsory  research methods course  beyond the introductory graduate level of at least 3.00 credits. (Students lacking pre-requisites must enrol in an introductory graduate-level course as an addition to their Program requirements. Equivalence of previous methods courses will be determined by the faculty supervisor in consultation with the Graduate Executive Committee). Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may vary in each academic year.

Elective Courses

A minimum of four half-courses (12.00 credits) or equivalent must be chosen from among the following:

• The formal course offerings of the Graduate Program in Education
• Courses in allied disciplines chosen from among the offerings of other graduate Programs at York University
• Courses in allied disciplines, to a maximum of one full course or equivalent, at other institutions
• Negotiated studies courses: Student Initiated Collaborative Inquiry (SICI), Directed Reading, Practicum Seminar. (Note: the content and weighting of negotiated studies courses must be determined by the faculty and approved by the Graduate Executive Committee).

NOTE:  Students may take no more than 6.00 credits outside the Graduate Program in Education toward their degree requirements.

Courses  may be offered in an online, blended or face-to-face format. Course format is at the discretion of the faculty members who are teaching, so may  vary in each academic year.

Comprehensive Examination

The Comprehensive Examination consists of a public defence of the dissertation proposal.

A Comprehensive Examination is set at the completion of all required course work, and typically held within six months of -- and no more than one year from -- the end of the student's course work. Additional details on the Comprehensive Examination are available in the Graduate Program in Education Handbook.

Doctoral Dissertation Proposal & Dissertation

For regulations on the Dissertation Proposal & Dissertation Oral Examination, please consult the  Faculty of Graduate Studies site  for details.

Residency & Regulations

All graduate students at York University are responsible for being familiar with and following policies and procedures, including registering and paying fees in accordance with  Faculty of Graduate Studies and University policies, deadlines and procedures.   By registering, each student becomes bound by the policies and regulations of York University, including the Faculty in which the student is registered.

Both full-time and part-time study options are available. Students must maintain continuous registration, including payment of applicable (tuition) fees, in every fall, winter and summer term up to and including the term in which all requirements for their program of study are successfully completed, in accordance with Faculty and program regulations.

Students who fail to maintain continuous registration, including payment of applicable fees, will lose their status as full-time or part-time graduate students and will be withdrawn from their program of study. Students who have been withdrawn as a result of failure to observe registration requirements may petition for reinstatement.

Doctoral students must register and pay fees for a minimum of the equivalent of six terms of full-time registration. All requirements for a doctoral degree must be fulfilled within 18 terms (6 years) of registration as a full-time or part-time doctoral student in accordance with Faculty of Graduate Studies Registration Policies, including the requirement of continuous registration.

Students who successfully complete a doctoral degree in less time than the program length will, prior to convocation, be responsible for payment of a balance of degree fee.

Please be advised that programs in the Faculty of Education are intended to be delivered on campus or in official offsite locations in Toronto. Although mandated restrictions resulting from covid-19 have required classes to run online in the 2020-21 academic year, it is an expectation that students attend all classes in their scheduled format (whether online, blended or in-person) in order to complete degree/diploma requirements.   

Connect with York University

Universal Navigation

Universal navigation2, search form.

• PhD Program

PhD Tuition and Funding

A&s tuition, fees & base funding package - 2023-24.

2023-24 full-time = $8,213.96  ($6,210.00 tuition + $2,003.96 mandatory incidental fees) 

International

• 2023-24 full-time = $8,969.96  ($6,210.00 tuition + $2,003.96 mandatory incidental fees + $756.00 UHIP)

PhD Program Funding

In 2001, the Faculty of Arts and Science introduced a base funding package for eligible graduate students. This package has increased substantially over time. The base funding package helps the Faculty to recruit outstanding students and allows these students to focus on their studies and complete their degrees in a timely manner.

Students are responsible for any course-related expenses, as well as payment of their tuition and fees. Tuition and fees are subject to change on an annual basis. In 2023-24, the tuition fee for full-time domestic PhD students is $8,213.96. Additional information is available on the Student Accounts website . 

The base funding package consists of a University of Toronto Fellowship (UTF) and a Research Assistant Stipend (RA Stipend). There is a possibility of top-ups from sources such as the Program-Level Fellowship.

More Information

Program-level fellowships (plfs).

PLFs are provided by Faculty of Arts and Science. For the 2023-24 academic year, the Faculty of Arts and Science is allocating $1,000 for each registered PhD and MA student. The distribution of funds is determined in consultation with graduate students each year. For the 2023-24 year, we will distribute 50% of allocated funds to MA and PhD students' base funding ($500 per MA and Year 1-5 PhD students) and the other 50% to Black, Indigenous, and other racialized MA and PhD students.

Research Assistantship (RA)

RA Position

Faculty members can hire students to assist with their research. Faculty members pay students from their research funds and in addition to base funding. RA Position is paid as a taxable T4 and involves hourly rates for your research-related work for a faculty member. It is paid as you are completing the work. There is a contract between a student and a faculty member outlining the specifics of this position.

RAship Stipend

PhD students receive an RA stipend of $800 included in the base-funding. The RA stipend helps students to connect with faculty members and their research. Consult your funding letter. RA Stipend is paid into your account by direct deposit in October. 

TAships play a very important role in the Centre’s educational mandate for both graduate and undergraduate students. Therefore, the decisions about TA assignments are made by the Centre’s director, both Associate Directors, with administrative support from Undergraduate Adminstrative Coordinator and Graduate Administrator. 

The hourly rates and the total number of TA hours are regulated through the university’s Collective Agreements with CUPE3902, Uni 1. The current agreement sets a limit of $7,755 to be counted towards base funding for students entering in year 1. Any TA earnings beyond this level will augment a graduate student's actual income, and cannot be offset by lower levels of financial support from other sources (UTF and RA).

TA Assignments, Contracts, and Training Timeline

• May:  The Subsequent Appointment System opens for students in Year 2 and beyond to declare whether they want to hold an appointment in the coming year, and to provide some details about the kind of TA-ship they want, and on which campus. 
• July: You will get a provisional TA assignment on the  TAship site . 
• July: for F/Y terms and in November for S term:  Any TA Job Posting  Applications  will be made available.
• August 11 for F/Y term and December 11 for S term:  You will receive your TA contract. 
• September 1:  Description of Duties and Allocation of Hours (DDAH) forms outlining TA duties and specifying the hours assigned to them, have to be confirmed by both the TA and course instructor on the  TAship Online System
• Questions regrading TA assignments at the St. George campus can be sent to  Colleen Osborn .  Questions regrading TA assignments at the UTM campus can be sent to   Sabrin Mohamed   Questions regrading TA assignments and DDAH forms at the UTSC campus can be sent to  Milene Neves  

How is your funding paid?

The stipend part of University of Toronto Fellowship payments are paid through direct deposit. To set up direct deposit, follow these steps:

• Log into your ACORN account. 
• Ensure your contact information, including address, is up-to-date under Profile & Settings . 
• Click on Financial Account  in the left menu. 
• Select Direct Deposit  and enter your banking information. You will need your transit number, bank number, and account number. 
• Banking Authorization Form
• Void cheque or printout from bank with account information
• TD1 Tax Form, TD1-ON Tax Form
• Photocopy of Social Insurance Number (SIN) card, and
• Photocopy of study permit (if not a citizen or resident of Canada).
• Note to international students: If you do not have a Social Insurance Number, please secure the information required by Services Canada in applying for a Canadian Social Insurance Number (SIN). You must have a valid Social Insurance Number in order to earn income in Canada. 

Important notes:

• ACORN/ROSI and UofT's payroll HR system are not connected and therefore any changes to your information must be submitted separately for each system.
• Payroll entries must be processed by the payroll close date, which is typically about the 15th of the month, and about the 7th in December. Your information must reach the Department Manager in sufficient time to allow for processing.

When to expect payment

UTF payment comes in two forms: a stipend and tuition.

• The stipend is paid three times a year: at the beginning of September, January, and May.
• The tuition is paid directly into the student account in two instalments, in September and January.

CGS-M, SSHRC, FAST and OGS awards are paid in three instalments in September, January, and May. Students holding CGS-M, SSHRC and OGS awards are responsible for paying their tuition as it is NOT automatically deducted from these awards.

TA payments come on the 28th of the month, but only for the months the student teaches. If, for example, the student’s TAship is in the Fall semester only, the payments will be deposited in September, October, November, and December. The Winter payments come in January, February, March and April.

RAship Stipend is paid into your account in October by direct deposit.

Additional Funding Sources

Work-study program.

Every year the Centre hires work-study students to provide employment and career development opportunities. This is a part of the University of Toronto financial aid program. Students may apply for the positions advertised by the Centre, but also for positions advertised by individual faculty members and other departments.

Work-Study positions for the 2023-24 academic year will be made available on the Career Learning Network website .

Job postings will be made available to view in August 2023. All students registered as full time for the 2023-24 year will be eligible to apply.

Research & Conference Grants

• The Faculty of Arts & Science and the School of Graduate Studies hold competitions annually for research travel grants. Funds are available for a limited number of doctoral students in the humanities to study or carry out research in Canada, the United States or overseas.
• The Centre for Drama, Theatre & Performance Studies realizes the importance of research abroad and has limited research and conference travel funds available.

Financial Aid

We encourage you to investigate your eligibility for financial aid:

• Financing Your Graduate Education  (School of Graduate Studies)
• U of T Finances : general information on fees, funding, awards and more. 
• Prospective Graduate Students
• Program Requirements
• Academic Milestones: Program by Year
• Tuition & Funding
• Scholarships & Awards
• Ethics Review
• Dissertations
• PhD Graduate Forms
• Curriculum & Course Information
• Request new password

Programs of study

Dive into your interests and develop your passions at U of T. We offer over 700 undergraduate and 200 graduate programs across three campuses in the Greater Toronto Area. From architecture to medicine, music to urban studies, we've got what you're looking for.

Search and filter programs

  Find the program that is the best fit for you. Selecting the “undergraduate” or “graduate” options will filter your results and refresh the page. You can also search programs by keyword.

The university makes every effort to keep this program list up to date. However, in the event of a conflict between the programs listed in a University of Toronto Academic Calendar and this list, the Calendar shall prevail. If you have any further questions about admissions and program offerings, please contact Enrolment Services . To update a program listing, please contact us via our Site Feedback form .

MD/PhD Program

Our MD/PhD Program, the largest national program of its kind, trains and mentors the next generation of physician scientists.

Physician scientists are trained as medical doctors and scientists. They are in the unique position of pursuing both scientific research and clinical practice, translating academic excellence into health care excellence for Canadians every day. Our program attracts the very best medical researchers to U of T PhD programs, and has produced successive generations of innovative health leaders. Through collaborative and interdisciplinary research, we are advancing medicine and improving health around the world.

The MD/PhD Program trains physician scientists who are well prepared for both research and clinical practice, highly competitive and productive.

You may apply for admission into the MD/PhD Program at the same time as your MD application, or during your first year of medical school at U of T.

Research Training Opportunities

We have a wide array of research training opportunities available.

Research Application Support Initiative (RASI)

RASI is offered through the Community of Support and includes MD and MD/PhD student support with developing research CVs, publishing research, and finding research positions.

Black Student Application Program

The MD/PhD Program encourages applications for both the MD/PhD Program and BSAP.

Indigenous Student Application Program

Indigenous applicants are welcome to apply through both ISAP and the MD/PhD Program.

We live during a time of remarkable advances in the sciences that span the expanse of biomedical to health services research. Indeed, there has never been a time when it is so exciting to do science; never has there been such potential for discovery and application of these discoveries for the benefit of human health. Nicola Jones, MD, PhD, MD/PhD Program Director

MD/PhD student Hannah Kozlowski receives inaugural future leaders prize

Class of 2T6: What Drives Your Passion for Medicine?

Faces of Temerty Medicine: Mitch De Snoo

• Future Students
• Current Students
• Office of the Registrar and Student Services
• Meet the Faculty
• Status-Only, Cross Appointed, Visiting Faculty
• Sessional Instructors
• Conferences, Seminars & Symposia
• Research Reports
• Research Units, Labs & Centres
• Get in Touch
• Personal Training Services
• Recreational Workouts & Activities
• Registered Programs and Instruction
• Competitive Sports and Clubs
• Safe Sport Code of Conduct & Ethics
• Junior Blues
• Camp U of T
• Changing Health Measures
• Membership Plans & Services
• Buildings & Outdoor Complexes
• Rental Information
• Filming and Photoshoots
• Appointments and Cancellations
• Meet the Team
• Rehab Protocols
• Concussion Clinic
• Hours of Operation
• Get Involved
• Keep in Touch
• KPE Alumni Benefits
• Alumni Magazine (Pursuit)
• R. Tait McKenzie Society
• U of T Sports Hall of Fame
• Message from the Dean
• About the Faculty
• Academic Planning
• Brand Resources
• High Performance Mandate
• Key Contacts
• Special Projects & Initiatives
• Sport Model
• Student Outreach
• Working at KPE
• Sponsorship Policies & Guidelines

PhD in Kinesiology

The Faculty of Kinesiology and Physical Education at the University of Toronto offers a unique learning environment where cutting-edge research takes place. Located in Canada’s most vibrant and culturally diverse city, the University of Toronto is consistently ranked among the world’s best research universities. Our location, size and diversity provide unique opportunities for collaboration and innovation.

The PhD program can be taken on a full-time or flexible-time basis.

Areas of Research

Our Doctor of Philosophy (PhD) program is immersed within a flourishing research culture encompassing the major disciplines of knowledge: life and physical sciences, social sciences and humanities. Our researchers are internationally recognized for important contributions to knowledge about physical activity, health and their interactions.

Areas of research cover the spectrum of physical activity, including exercise, play, sport, dance and physical inactivity.

BEHAVIOURAL STUDIES

Areas include:

• Exercise and sport psychology
• Motor behaviour/motor learning
• Physical activity and mental health

Explore the psychosocial determinants and consequences of physical activity, sport performance, injury and disability.

Researchers in this field also study sedentary behavior and the implications for mental health and well-being.

BIOPHYSICAL STUDIES

• Exercise physiology/biochemistry
• Exercise and sport nutrition
• Exercise and sport biomechanics

Investigate the impact of physical activity and exercise on physical health, performance, injury and adaptation in healthy and clinical populations, across a spectrum of ages.

PHYSICAL CULTURAL STUDIES

• Social sciences in health and sport (community and international development)
• Cultural studies in physical activity (gender, media, violence)
• Ethics in health and physical activity

Investigate the social construction, institutional structuring, and mass mediation of sport, leisure, health, physical activity and exercise.

Researchers in this area also propose concrete policy amendments and cultural adaptations to foster more equitable, enjoyable and ethical physical activity environments for all.

The Graduate Department of Kinesiology at the University of Toronto provides doctoral graduate students with a base funding package equivalent to $17,750 plus tuition and incidental fees for years 1 - 4 of the full-time PhD program.

The funding package may include funds from a variety of sources, including University of Toronto Fellowship (UTF) Stipend Award, Teaching Assistantship Hours, Research Assistantship Stipend, Departmental Awards, Teaching Assistant positions and/or Research Assistant positions, internal and external awards.

Learn more about tuition, fees and funding for the Doctor of Philosophy in Kinesiology program

PhD Top 30 Program

The Graduate Department of Kinesiology is seeking Canada's brightest and most talented graduate students in the field of Kinesiology. The PhD Top 30 program is an elite doctoral student recruitment initiative aimed at identifying top Master level students who want to pursue a PhD in the field of Kinesiology.

By pursuing a PhD in the Graduate Department of Kinesiology at the University of Toronto, you will be joining a vibrant community committed to creating, shaping and sharing new knowledge of physical activity, exercise, sport and health. Work alongside top internationally acclaimed scholars and take your research to the next level.

Successful applicants to our PhD Top 30 program will be invited to attend a personalized all-expense paid visit to the Faculty. You will meet hand-matched prospective supervisors, other doctoral students, and learn more about our commitment to excellence in teaching and research and what we have to offer you as a future PhD student.

Interested candidates can contact [email protected]

Learn more about the admission requirements for the Doctor of Philosophy in Kinesiology program and the steps required to submit an application.

Universal Navigation

Universal navigation2.

• Masters Programs of Study (MA & MSc)
• PhD Program of Study
• Application & Admissions
• Funding & Fees
• Resources for Prospective Students
• QTBIPOC & International Student Admissions Peer Support Pilot Program
• U of T Association of Geography Alumni (UTAGA)

Search form

• Graduate Geography
• Prospective Graduate Students

PhD students work closely with a faculty supervisor(s), who is selected by the student at the time of admission, and with a Supervisory Committee. The Supervisory Committee consists of the supervisor(s) and at least two graduate faculty members (at least one of which must be appointed to geography). 

Program Requirements 

The department expectation is that PhD degrees will be completed on a full-time basis within four years of initial registration. The School of Graduate Studies requires that the thesis be submitted within six years of initial registration in the program.

Students enrolled in a PhD program are required to complete the requirements: coursework, annual progress reports, comprehensive exam, proposal exam, candidacy, internal thesis defense exam, and external final oral exam.

Coursework — Physical

Completion of 3 half-credit courses including:

• the core course GGR1200H
• one (1) half-credit course in geography
• one (1) half-credit course in any subject

Students enrolled in a collaborative specialization should view the  Collaborative Specializations page  for any additional requirements.

Coursework — Human

Completion of 6 half-credit courses including:

• the core course GGR1110H
• two (2) half-credit courses in geography
• one (1) half-credit course which must be taken outside the department
• two (2) half-credit courses in any subject

Annual Progress Reports

The supervisory committee must meet at least once per academic year to review the student’s progress and plans for the following year.

Comprehensive Exam

Students will take a written and oral comprehensive exam between June of year one and no later than December of year two. See the  Examinations  page for further details. 

Proposal Exam

Students will defend a research proposal before their supervisory committee between June of year two and no later than September of year three. See the  Examinations  page for further details. 

The department requires students to achieve candidacy by the end of year two. A student can achieve PhD Candidacy and receive a notation on their transcript once they have completed three requirements: coursework, comprehensive exam, and proposal exam. School of Graduate Studies policy requires that candidacy is achieved by the end of year three.

Thesis Defense Exam

The thesis shall constitute a significant contribution to the knowledge of the field and must be based on original research conducted while registered for the PhD program. The topic for the thesis will have been approved at the proposal defense. The completed PhD thesis will be examined in a Departmental Thesis Examination. The examination committee consists of the supervisory committee. One or more additional members can be from outside the Department of Geography & Planning if required.  

See the  Examinations  page for further details. 

Final Oral Exam

The Final Oral Examination is the capstone experience of the PhD program. Students will defend their dissertation before an Examination Committee. In addition to the supervisor and other members of the supervisory committee, the Examination Committee will include an appraiser (external to the University), at least one graduate faculty member who has not been closely involved in the supervision of the thesis, and a chair designated by the School of Graduate Studies. 

For further details on the PhD program requirements above, please see the  Geography Graduate Handbook . 

• About Graduate Geography
• Current Graduate Geography Students
• Graduate Geography Community
• Request new password

What counts as support for PhD students?

Even though funding remains the most requested priority, many PhDs also want professional development support.

• Post a comment

Over the past decade, the pressures on pursuing a PhD have intensified. Inflation and the cost of living have ballooned while graduate funding has not kept pace with these economic challenges. The collapse of the academic job market in some sectors has added acute pressure on doctoral students looking to their future . Since many of us working in graduate education have no direct influence on graduate funding packages or tenure-track hiring, what else  can we do to support our students’ success?

To answer this question, my team in the dean’s office of the faculty of arts and science at the University of Toronto solicited responses from doctoral students themselves. In Summer 2022, we surveyed  doctoral students in arts and science, providing open-ended questions to capture what PhD students count as significant obstacles and sources of support to their degree progress. We received 682 responses, amounting to 23 per cent of our doctoral population at the time.

Survey results revealed three commonly perceived obstacles to degree progress:

• the COVID-19 pandemic,
• limited or insufficient funding, and
• mental health challenges.

However, when asked to identify significant supports, several survey respondents expressed confusion or outright disdain. One respondent dismissed the question entirely without attempting an answer, exclaiming, “I literally don’t know what you mean by this question. Emotional support? Financial support?” This avoidant reply captured the very challenge of determining what support means to graduate students. We might start by clarifying and normalizing seeking support in graduate school.

What do PhDs think “support” mean?

Our survey left “significant sources of support” intentionally open to interpretation so that we might learn what doctoral students think is significant. Some respondents mentioned social support from family and friends and mentorship from faculty members, but the vast majority focused on financial sources. Tri-Council doctoral scholarships (CIHR, NSERC, SSHRC), Ontario graduate scholarships, external grants and internal university fellowships, even teaching and research assistantships, were cited as the most significant sources of support for their progress. Improved funding was accordingly the most requested support.

This focus on improved funding is an accurate needs assessment – graduate funding has failed to keep pace with the rising cost of living – but it is also potentially misleading. Studies have shown no correlation between funding and time-to-degree completion among top humanities graduate students in U.S. PhD programs. Instead, graduate student success depends on a myriad of non-funding related factors, including the types of projects and differing research methodologies, as well as departmental cultures and supervisory expectations. (Coincidentally, our survey found that supervision and departmental culture were cited equally as both obstacles and significant sources of support to progress.) Even as inadequate funding undoubtedly compounds the pressures students face, and we should continue to advocate for increased funding, we should also recognize that funding on its own has never been sufficient for addressing times-to-degree or fostering post-degree success.

How do we support doctoral students?

While funding remains the most requested form of support, one in five of our senior PhD respondents requested further support for professional development, broadly understood. These requests included writing accountability and feedback groups, training in new research methodologies and pedagogical practices, and resources for pursuing academic and non-academic careers. As one respondent explained, “the biggest challenge is trying to transition from an academic career path while still in a PhD program, as the demands on time are already high … you need to wear multiple hats at once.” Just as doctoral students wear multiple hats, our solutions also need to be multifaceted. For some students, a one-off workshop or career panel may be enough. Others may want more regular, coordinated meetings or even courses that develop skills and professional capacities over time.

We should develop multifaceted support not only to address doctoral students’ perceived needs at the time, but to shape how they learn and respond to future needs. One respondent, for example, suggested that having more structured one-on-one planning earlier in their degree might have helped address the “no man’s land” they later experienced between candidacy and defense. As Loleen Berdahl and Jonathan Malloy recommend , such targeted support is best developed in close conversation with academic departments. Those of us working in centralized offices should be working to create programming that complements — rather than competes with –the work graduate units already do.

Above all, we ought to avoid solutions that ignore the strengths of our graduate students as independent-minded, critical thinkers. Although this independence can lead  students to misidentify or underestimate their own needs, paternalistic approaches risk patronizing or alienating students in ways that waste everyone’s time. It’s better to build support that addresses what doctoral students need as they realize it, even as we aim to prepare them for needs they don’t yet recognize.

Cancel reply

Your email address will not be published. Required fields are marked *

Save my name, email, and website in this browser for the next time I comment.

University of Toronto Engineering News

New U of T Engineering research aims to improve early childhood music education

Researchers from the University of Toronto are laying the technological groundwork to transform early childhood music education.   

Professor Elaine Biddiss (BME), a senior scientist at the Bloorview Research Institute, worked in collaboration with Dr. Tilak Dutta at KITE-UHN, to lead a new study that addresses a gap in musical instrument classification of non-pitched percussion instruments. Their findings were published in a recent issue of PLOS one.  

Pitched instruments, which play specific notes or pitches, have been extensively studied and classified. But non-pitched percussion instruments, such as tambourines, maracas and castanets, present unique challenges in identification due to overlaps in frequency bands and variations in sound quality and play style.   

In response to this challenge, the research team developed a sophisticated musical instrument classifier capable of identifying these instruments with remarkable accuracy.  

The researchers generated a comprehensive dataset comprising diverse instruments, including variations in brand, materials, construction and play styles. This dataset, which included over 369,000 samples recorded in-lab and 35,361 samples recorded in family homes, is the largest of its kind for non-pitched instruments.  

Utilizing advanced signal processing techniques paired with machine learning algorithms, the team optimized feature selection, windowing time, and model selection to develop an efficient classifier. From this data they were able to develop a model, achieving over 84% accuracy in lab settings and over 73% accuracy in home settings across all three instrument families.  

“This research represents a significant step forward in early childhood music education,” says Biddiss. “By leveraging cutting-edge technology, we’ve developed a tool that can accurately detect non-pitched percussion instruments, opening doors for more inclusive and engaging music learning experiences.”  

The development of a mixed-reality music application, capable of detecting children’s use of non-pitched percussion instruments, holds promise for enhancing early childhood music education and play. Moreover, the study emphasizes the importance of inclusive design practices, catering to participants with diverse physical and cognitive abilities.  

“Music is a powerful tool for learning and development, particularly in early childhood,” says Brandon Rufino (BME MASc 2T1), first author of the new study.  

“With this technology, we aim to make music education more accessible and enjoyable for all children, regardless of their background or abilities.”  

Media Contact

Fahad Pinto Communications & Media Relations Strategist 416.978.4498

U of T Engineering professor’s AI model can tell us how colour-blind web users respond to images

U of T Engineering research wins first place at MIT Sloan Sports Analytics Conference

ECE professor’s data-driven platform aims to predict occurrences of emergency events