Timetable for the Doctoral Degree

The Doctor of Philosophy degree at the GSE requires four to five years of full-time study. Possession of a relevant master’s degree may shorten this period. Per Stanford policy, students are required to enroll in each quarter of the academic year (Autumn, Winter, and Spring) from their first through final quarter in the program (i.e., until receipt of the degree). Approved leaves of absence are the only exception to this requirement. See the Registration and Student Statuses section of this Handbook and the GSE Courses section. Please note that although this timeline outlines the expected progress for doctoral students, students may always complete milestones earlier than what is outlined below.

First Year

Enroll in Doctoral Core: Pro Seminar EDUC 325A (autumn), EDUC 325B (winter) and EDUC 325C (spring)
Enroll in Methodology Core: EDUC 400A, EDUC 400B, EDUC 450A, and one additional methods course in consultation with an advisor
Take any required area/subplan courses
Take electives relevant to area and specialization
Enroll in 11 to 18 units in the first three quarters of attendance
Plan program of study in consultation with advisor(s)
Assist in research and/or teaching
First-Year Review in the spring quarter

Second Year

Enroll in 8 to 10 units each quarter of the regular academic year (autumn, winter, and spring)
Continue taking any required courses for area/subplan
Finish methodology core if not completed during first year
Take electives relevant to area and specialization
Assist in research and/or teaching
Second-Year Review in the spring quarter
Finalize program of study in consultation with advisor(s)
Transfer credit from outside institutions and/or choose a PhD Minor/Master’s Degree (recommended to be done by the end of second year, but can be completed anytime before the student goes TGR)
Advance to candidacy

Third Year

Continuing taking required coursework and electives
Enroll in 8 to 10 units each quarter of the regular academic year (autumn, winter, and spring quarters)

Fourth Year

Complete 135 units of earned residency credit (including applicable transfer credit, if any)
Select reading committee
Apply for TGR status after completing all course-related degree requirements (including clearing any "incomplete" or "GNR" grades)
Complete dissertation proposal hearing
Note that going TGR and completing the dissertation proposal hearing are required in order to be eligible for the fifth-year funding guarantee

Fifth Year and Beyond

Assist in research and/or teaching
Complete research for and write dissertation
Schedule University Oral Examination (fourth or fifth year)
Make revisions to dissertation after the Oral Examination
Submit dissertation to the University (final quarter of program)
Graduate!

Each of these steps requires action and documentation by the student. At various times, the faculty advisor, Doctoral Programs Officer, Area Committee, or other entities participate in the completion of degree requirements. Students must ensure that each step is completed and that all appropriate parties have taken the necessary actions. See the Degree Progress Self-Tracking Checklist at the end of this Handbook.

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Race, Inequality, and Language in Education (RILE)

Race, Inequality, and Language in Education Cross-Area Specialization

Students in R.I.L.E. will complete the core and methodological requisite courses in their base area (C.T.E., D.A.P.S., S.H.I.P.S.), as well as complete a master’s or minor outside the GSE as is required for all GSE doctoral students. R.I.L.E. students are expected to participate in a regular R.I.L.E. colloquium seminar and select 5 courses that fit R.I.L.E.’s distribution requirements. R.I.L.E. students should take the Colloquium (EDUC 489) during the Autumn, Winter and Spring Quarters of the first year, and then again for an overall total of at least eight quarters. This colloquium provides a vibrant forum for students and faculty to present and critique new and original research relevant to the R.I.L.E. doctoral program, to help develop a community of scholars who become familiar with one another's work, and to introduce seminal issues and fundamental works in the field. The R.I.L.E. courses may double count with courses that satisfy other area and school requirements, as well as come from outside the school (e.g., CCSRE) to keep the overall course burden on students and faculty manageable. The suggested study plan should include courses in each of three main areas: (1) Issues of race in education; (2) Studies of inequality and schooling; and (3) Linguistic diversity and identity. This course distribution will remain under the purview of the academic advisor. The courses are designed to help students gain an interdisciplinary understanding of the confluence of a broad range of economic, historical, political, social, and cultural factors that sustain and shape relationships among race, ethnicity, language and inequality in education within and across societies.

Photo of SHIPS, DAPS, and CTE with path into RILE