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Explore Degrees Archive, 2010-11

Explore courses, alphabetical index.

Bulletin Archive

This archived information is dated to the 2010-11 academic year only and may no longer be current.

For currently applicable policies and information, see the current Stanford Bulletin .

General Requirements for the Ph.D. in French or Italian

The Department of French and Italian offers three Ph.D. programs: a Ph.D. in French, a Ph.D. in Italian, and a Ph.D. in French and Italian.

Students for each of these programs must complete the requirements following, as well as the requirements outlined for their respective Ph.D. program.

REQUIREMENTS

A candidate for the Ph.D. degree must complete at least 135 units of graduate-level study and teach five language courses in the section. 72 of the 135 units must be taken within the department. The remaining units must be selected in consultation with the Chair of Graduate Studies. Of the 72 department units, candidates for the Ph.D. in French must take a minimum of five courses taught in French (FRENLIT) for a minimum of 20 units during the course of their studies; three courses taught in French (FRENLIT) must be taken in the first year.

Students entering with a master's degree or previous graduate work may receive credit as determined on a case-by-case basis, up to a maximum of 45 units.

The principal conditions for continued registration of a graduate student are the timely and satisfactory completion of the university, department, and program requirements for the degree, and fulfillment of minimum progress requirements. Failure to meet these requirements results in corrective measures which may include a written warning, academic probation, and/or the possible release from the program.

Required Courses— Three courses are required:

• FRENGEN/ITALGEN 369. Introduction to Graduate Studies: Criticism as Profession, a 5-unit seminar offered in Autumn Quarter of each year, designed to acquaint students with the theoretical and methodological concerns of literary study. This course must be taken in the first quarter of study.
• Definition and Inquiry: FRENGEN/ITALGEN 301E, New Methods and Sources in French and Italian Studies, a 3 unit course designed to familiarize graduate students with research materials and techniques. This course must be taken no later than the end of the third year of study.
• DLCL 201. The Learning and Teaching of Second Languages: The second-language pedagogy course offered by the Stanford Language Center in the Spring Quarter of each year in order to prepare entering graduate students for teaching in their second year.

Distribution of Elective Courses— Apart from these requirements, students are granted considerable freedom in structuring a course of study appropriate to their individual needs. During the first year, most course work is usually done within the department, in order to ensure an adequate preparation for the qualifying examination. Students are encouraged to take a variety of courses in order to be exposed to different periods and issues. Students are not allowed to take Independent Study during their first year. In the second and third years, however, the program of study is tailored to the specific interests of the student.

Candidacy— By the sixth quarter of graduate study, students must have satisfied all requirements to advance to candidacy for the Ph.D. The requirements to advance to candidacy are the following:

• Students must have passed the qualifying examination and satisfactorily completed at least 72 units of graduate-level study beyond the bachelor's degree.
• Students cannot have any incompletes.
• Students must have reached an advanced level of proficiency in French or Italian.

A candidacy form, available from the student services officer, should be completed, signed and approved the department. The requirements to advance to candidacy are the following:

TGR status— Doctoral students who have been admitted to candidacy, completed all required courses and degree requirements other than the dissertation, completed 135 units, and submitted a Doctoral Dissertation Reading Committee form, must request Terminal Graduate Registration status to complete their dissertations. Each quarter, all TGR students must enroll in FRENGEN 802 or ITALGEN 802 for zero units, in the appropriate section for their adviser.

EXAMINATIONS

There are three examinations: the qualifying exam, the field exam, and the University oral examination.

Qualifying Examination— The first oral examination, which takes place in the first two weeks of October of the second year of study, tests the student's knowledge of language and literature and his or her aptitude for critical thinking. The examining committee (see below) schedules the precise exam date and time.

The exam is based on a standard reading list covering major works from all periods of literature in the language(s) of study, from the Middle Ages to the present day. The list may be expanded to reflect a student's particular interests, but not abridged.

Half of the exam takes place in the language of study, half in English (with the student free to choose which portion transpires in which language).

The exam is 90 minutes in length and consists of two parts:

• A 20-minute presentation by the candidate on a topic to be determined by the student. This presentation may be given in English or in the language of study and should engage, in a succinct and synthetic manner, an issue or set of issues of broad relevance to the literary history of the language(s) of study. The presentation must not simply be a text read aloud, but rather must be given from notes. It is meant to be suggestive and not exhaustive, so as to provoke further discussion.
• A 70-minute question and answer period in which the examining committee follows up on the candidate's presentation and discusses the reading list with the student. At least part of this portion of the exam takes place in the language of study. The student is expected to demonstrate a solid knowledge of the texts on the reading list and of the basic issues which they raise, as well as a broader sense of the cultural/literary context into which they fit and demonstrate the ability to formulate an original point of view on such texts and contexts.

The examining committee is determined yearly by the Director of the Department.

Two weeks before the exam, the student must also submit three graduate seminar papers which he or she considers representative of the quality of his or her graduate work at Stanford. At least one of these papers must be in French for the Ph.D. in French or Italian for the Ph.D. in Italian.

Students may not take the Qualifying Exam while incompletes are pending.

On the basis of these papers, the results of the qualifying examination, and an evaluation of the student's overall progress, the members of the student's examining committee vote for or against admission to candidacy for the Ph.D. The terminal master's degree may be awarded to students who have completed the qualifying procedure, but whose work is judged insufficient for admission to candidacy for the Ph.D. If the overall case for or against promotion to candidacy is deemed uncertain, students may be asked either to retake the qualifying exam, to submit a new paper, or they may be admitted to candidacy on a probationary basis. Subject to approval by the Chair of Graduate Studies and the Director of the Department, students already holding an advanced degree in the relevant area may be excused from the qualifying exam. However, they must present a formal request for a waiver to the Chair of Graduate Studies upon their arrival at Stanford. Such a request must document the course work completed elsewhere and include all relevant reading lists. Only in cases where taking the qualifying exam would involve considerable repetition of already completed work is such a waiver likely to be granted.

Field Examination— The second oral examination, which normally takes place in the Autumn Quarter of the third year of study, consists of two parts:

• A 20-minute presentation by the student on a topic (a particular literary genre or a broad theoretical, historical, or interdisciplinary question) freely chosen and developed by the individual student working in collaboration with his or her adviser and the Chair of Graduate Studies. The student should design this research project so that it has the breadth and focus of a book he or she might write or a seminar he or she might teach. The student should discuss the proposed topic with the Chair of Graduate Studies before the end of the quarter preceding the quarter in which he or she plans to take the exam; together they choose a committee of two faculty members with interests close to the proposed topic. (In most cases, one of these committee members is the student's adviser.) In addition to these two members, the examination committee includes the Chair of Graduate Studies, who serves in an ex officio capacity as the third member of the examination committee. This presentation is followed by a 20-minute discussion.
• An 80-minute discussion of a reading list, assembled by the student, which covers about a century of writing. The reading list should include works in all genres relevant to the period covered and should be around two single-spaced pages in length. The list may well include critical and scholarly works or texts from outside the traditional domain of literary studies in the chosen tradition (such as film, philosophy, other literary traditions), but such coverage should be regarded as supplemental except in rare instances where the chair and faculty advisers have agreed to define these materials as the student's field. Students are required to discuss the reading list for the examination with the Chair of Graduate Studies and with members of their committee during the quarter preceding the examination. A final reading list must be in the hands of the committee no later than two weeks preceding the examination; two copies of the final reading list must be given to the student services officer for the Division of Languages, Cultures, and Literatures (one for the student's file and one for a special file which subsequent students can consult).

Each member of the committee is assigned a 20-minute period to question the candidate on the reading list and its intellectual-historical implications. The aim of these questions is to establish the student's credentials as a specialist in the period of his or her choosing, so the core of the reading list must be made up of texts that are essential to any specialist. It follows that reading lists must not focus on the narrow area of the student's research interests. The tendency to bias reading lists toward the dissertation topic, be it an author or a genre, does not cancel the obligation to cover the major figures and genres. It is understandable that some students, by their third year, have become so deeply committed to their work toward the dissertation that they wish to use the preparation period for the examination as part of their dissertation research. Certainly, some of the exam work may prove relevant, but students should also remember that the examination is the central means of certifying their expertise in a literary period.

The University Oral —The University Ph.D. examination takes the form of a dissertation proposal defense. It is to be taken no later than Autumn Quarter of the student's fourth year (or third year, if the student received four years of funding). Normally students put one, and at most two, full-time quarters of study into preparation for the exam. Students must complete minimum course requirements (as listed in this bulletin) and all language and course requirements before the quarter in which they take the University oral examination. By the time of the examination, they must have no outstanding incompletes. Students must submit the Request for University Oral Exam form to the student services officer at least three weeks before the proposed date of the exam. At the same time this form is submitted, students should also submit the Notice of Appointment of the Ph.D. dissertation reading committee. In addition, a Report on Ph.D. Foreign Language must be completed, certifying a reading knowledge of the foreign language the student presents to meet the language requirements.

Two weeks before the exam, at the latest, the student must submit to the committee a 25-35 page proposal (two other copies must be given to the student services officer of the Division of Languages, Cultures, and Literatures, one of which is added to a file for subsequent students to consult). This proposal must contain the following parts: 1) a clear presentation of the student's central thesis; 2) a synthetic overview of the dissertation; 3) a description of the methodology that is used in the dissertation; 4) an in-depth discussion of current secondary sources on the topic. The student must also append a bibliography, but this does not take the place of 4. The prospectus must be prepared in close consultation with the dissertation director during the months preceding the colloquium.

The exam committee consists of four members, in addition to a committee chair from outside the Department of French and Italian whose principal functions are to keep track of time and to call on the four members of the committee who question the candidate on the talk and on the reading list.

After a 20-minute presentation on the part of the candidate, each member of the committee (apart from the committee chair) questions the student for 20 minutes. At the end of the hour and forty minutes, the faculty readers vote on the outcome of the exam. If the outcome is favorable (by majority vote), the student is free to proceed with work on the dissertation. If the proposal is found to be unsatisfactory (by majority vote), the dissertation readers may ask the student to revise and resubmit the dissertation prospectus and to schedule a second exam.

The University oral examination is a formal University event. It represents the last occasion for the faculty to evaluate a student's overall preparation as a candidate for the Ph.D. After the University oral, only the certification of the final dissertation by the student's reading committee must be obtained before conferral of the Ph.D. The examination, therefore, is a uniquely significant event and is designed to evaluate the student's preparation to write a dissertation at the highest standards of excellence.

Evaluation— At the end of each examination, the committee meets briefly and immediately informs the student whether he or she has passed. In the week following, the student is expected to meet individually with members of the committee to discuss strengths and weaknesses revealed during the examination.

DISSERTATION

The fourth and (if necessary) fifth years of graduate study are devoted to writing and researching the doctoral dissertation. The doctoral dissertation should demonstrate the ability to carry out research, organize, and present the results in publishable form. The scope of the dissertation should be such that it could be completed in 12 to 18 months of full-time work.

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Career and Professional Development

The faculty of the DLCL believe that professional development is a thoughtful, research-based activity that enhances all dimensions of a Ph.D. student’s performance. Professionalization takes time and develops gradually throughout a student’s program. Professional development is also individualized: Ph.D. students have different strengths and interests; the faculty of the DLCL is committed to sustaining the diversity of student interests.

There are three aspects to DLCL professionalization for graduate students.  First, a set of courses and professional opportunities  prepares Ph.D. students for entrance into formal academic positions. These courses overview research, conference attendance, and publication and may include a mentored teaching experience in literature and culture. Second, a set of courses that focus on how to teach foreign language and literatures. This includes practice teaching; first- and second-year instruction; and assessment workshops leading toward a national certification. Third, the DLCL encourages students to pursue internships related to cognizant fields such as the publishing and cultural industries; community college and secondary school teaching; administrative positions, the digital Humanities, and others. Ph.D. students may use a funded quarter, if approved by their advisor and department, to pursue an internship.

Through a partnership with the Library, the DLCL has a dedicated staff position–an Academic Technology Specialist– to support digital humanities projects that are a component of academic research and/or part of  a portfolio for an alt-ac career. Whether you’re curious about learning to code, or want to explore tools for visualization, digital storytelling, or asking questions across large text corpora, the digital humanities classes, practicum, and one-on-one collaboration with DLCL’s Academic Technology Specialist can help you develop the skills you need to create your project.

Professionalization Coursework

DLCL 369: Introduction to the Profession of Literary Studies

A survey of how literary theory and other methods have been made institutional since the nineteenth century. The readings and conversation are designed for entering Ph.D. students in the national literature departments and comparative literature.   

DLCL 311: Professionalization Workshop  

This workshop focuses on publication and presentation opportunities in culture and literature for DLCL students, as well as planning ahead to acquire needed teaching experience and knowledge to build a strong teaching portfolio. Required.   

DLCL 219: The Collaborative Teaching Project (CTP )

The Collaborative Teaching Project (CTP ) hosts a number of graduate students to work with a faculty member on a literature course.  It constitutes a voluntary, paid opportunity.    

Job Market Workshop

This is an annual series of peer-to-peer application material review, Q/A sessions with professionals, coaching and networking opportunities.  Topics for one-hour sessions can include preparing for interviewing; mock interviews; discussions of postdoc opportunities in the US and abroad; the development of dossiers; applying for academic staff jobs such as lecturerships; meeting with alumni who have pursued careers outside of academia; and so forth.   

Pedagogy Coursework

DLCL 301: The Learning and Teaching of Second Languages

DLCL 301 is an introduction to the learning of second-languages and how participants use that knowledge to develop their teaching practices.  Required.   

DLCL 302: The Learning and Teaching of Second-Language Literature

DLCL 302 is a continuation of DLCL 301 and focuses on the upper-registers of language learning and use in literature/culture courses.  There is a specific focus on composition with regard to writing prompts and assessment.  Not required.   

DLCL 303: Internship in Language Program Management

Not required.   

DLCL 298: Preparing to Teach English as a Second Language

This course focuses on practical aspects of teaching English to speakers of other languages. Its primary focus is an overview of the structure of English, which is crucial for effective English language instruction.   

The DLCL sponsors a Certificate in Language Program Management .  In order to complete the certificate (after finishing DLCL 301; DLCL 302; and OPI limited certification), students have a DLCL-funded one-quarter internship in the Language Center and enroll in DLCL 303 for one unit.  This internship covers budgeting, course design, the appointment process, among other areas. It focuses principally on postsecondary programs.

For more information, visit the Stanford Language Center    

Digital Humanities and alt-ac Coursework

DLCL 205: Project Management and Ethical Collaboration for Humanists

What does it look like to manage a collaborative project in a way that's both effective and ethical, taking into account the needs of people as well as the task? This class will cover project management and collaboration as they are practiced in digital humanities, "alt-ac" (alternative academic) jobs, and similar environments outside academia. In addition to readings and discussion, students will participate in a simulation of one year in the life of a digital humanities project (in the style of Dungeons and Dragons and similar role-playing games), with each student playing the role of a member on the project team.

DLCL 204/COMPLIT 204A: Digital Humanities Across Borders

What if you could take a handwritten manuscript, or a pile of 100 books, and map all the locations that are referenced, or see which characters interact with one another, or how different translators adapted the same novel -- without reading through each text to manually compile those lists? Digital humanities tools and methods make it possible, but most tools and tutorials assume the texts are in English. If you work with text (literature, historical documents, fanfic, tweets, or any other textual material) in languages other than English, DLCL 204 is for you. In 1:1 consultation with the instructor, you'll chart your own path based on the language you're working with, the format of the text, and what questions you'd like to try to answer. No previous programming or other technical experience is required, just a reading knowledge of a language other than English (modern or historical). We'll cover the whole process of using digital tools, from start to finish: text acquisition, text enrichment, and analysis/visualization, all of which have applications in a wide range of job contexts within and beyond academia. You'll also have the chance to hear from scholars who are doing digital humanities work in non-English languages, about their experience working across the technical and linguistic borders within their discipline, and within the broader DH community.

DLCL 201: Digital Humanities Practicum

Interested in applying digital tools and methods to text, images, or other humanities research materials? This hands-on course will support you in planning and implementing your own digital project, using materials in any language. Working directly with a digital humanities expert, you will identify your own research question that can be addressed by digital methods, define a reasonable scope, and learn how to implement the methods you need to answer your research question. The course will include workshops on topics including data management, project management, and how to talk about your work both in academic contexts, and as part of your portfolio for applying to jobs in other fields

Programs Specifically for Humanities Ph.D.'s

• DLCL 326: “Crafting Your Humanist Career” : Co-taught by the H&S Dean’s Office and CareerEd, this 1-unit course will introduce you to the wide variety of humanist careers within and beyond the academy and equip you with the tools and information to shape your own development as scholars and professionals, while completing degree milestones and program expectations. Ideal for students completing the second year of their programs, but open to all years. Offered in summer (online) and winter (in person) quarters. 
• Humanists at Large (HAL) : Co-developed by the H&S Dean’s Office and CareerEd, this winter–spring program is for students specifically interested in exploring potential careers outside of academia. Their website also contains resources available to all students, including a directory of Bay Area humanists willing to have informational interviews. 
• Stanford Public Humanities : Learn how to write about the humanities for non-academic audiences, and to pitch and publish effectively in non-academia media.
• CTL 341 / PHIL 341: “Learning and Teaching in the Humanities: Pedagogy and Professional Development for Graduate Students” : Learn about research-based strategies for effective course design and instruction in the humanities. You can take this course in isolation or as part of a broader teaching certificate program offered through our Center for Teaching and Learning.
• Humanities in Color : A student organization and community dedicated to the personal wellbeing and professional development of humanities graduate students of color at Stanford.
• Stanford Humanities Center : Offers dissertation completion fellowships for graduates, workshops to support faculty and grads working on interdisciplinary topics, an online humanities publication, and many guest talks. 
• CESTA (Center for Spatial and Textual Analysis) : Stanford’s pioneering digital humanities lab offers both a certificate program and a fellowship for graduate students interested in developing their DH skills.

Secondary Expertise Areas

Possibilities for secondary expertise areas include, but are not limited to, the following for internships.  Students must locate their own internship opportunities and pursue them in consultation with faculty.

Museum and Arts Management

• Educational programs
• Installation

Data Science

• Computer Science
• Digital Humanities
• Quantitative and Qualitative Analytics

Language/Teaching and Program Management

• Community College
• Digital Education
• English as a second language
• Private secondary schools
• University-level

Public school teaching is a special category and generally requires a year of course work and practice teaching.  Read more at the School of Education website .

The Publishing Industry

• Magazines and Press; professional publications and curation
• University Presses

Public Scholarship (in contrast to academic writing)

• Magazines and newspapers; journalism
• Think Tanks

Cultural Industries

• Cinema, Television and Video
• Design, Arts, Foundation

Other Key Programs and Resources for Doctoral Students

• BEAM, Stanford Career Education
• Graduate Professional Development Network – Office of Vice Provost for Graduate Education
• Office of Postdoctoral Affairs
• Pathways to Humanities Ph.D.'s
• Program in Writing and Rhetoric
• Stanford Alumni Career Connect
• Stanford Alumni Mentoring - Over 3,000 Stanford alumni; connect hundreds of students and alumni in mentoring relationships throughout the year
• Stanford Center to Support Excellence in Teaching (CSET)
• Stanford Graduate Summer Institute - Course RE: Jumpstart Your Academic Job Search
• Stanford Teaching Commons

Non-Faculty Careers:

• ENG311B: “Designing the Professional” : Popular course that teaches you how to use the principles of “design thinking” to develop life and career goals.
• PhD Pathways : Annual PhD career exploration conference, held in March.
• PhD and Postdoc Career Guide : Created by CareerEd. One of the best, most concise guides available. Covers faculty and non-faculty careers.
• Stanford Ignite : Heavily subsidized summer program at the GSB in business fundamentals. Apply in spring.
• Higher Education Administration Directory (HEAD): A database of nearly Stanford staff members with PhDs willing to meet for informational interviews. See also the accompanying taxonomy of higher ed administrative roles most appropriate for people with PhDs. (Note: You must be signed into Google with your Stanford account to access these Google Sheets).

Faculty and Teaching Careers:

• Faculty Job Search Toolkit : A comprehensive set of guides and resources, hosted on Canvas, covering every stage of the faculty job search process. 
• Preparing Future Professors : Learn what it is like to be a professor at a large public university, liberal arts college, community college, or denominational school by shadowing faculty at one of 7 local schools. Apply in early spring or fall.
• DARE Fellowship: Two-year fellowships for advanced doctoral students who want to investigate and prepare for academic careers and whose presence will help diversify the professoriate.
• Graduate Teaching Opportunities : A comprehensive list of on- and off-campus opportunities maintained by our Center for Teaching and Learning.

Community-Engaged Research:

These doctoral fellowships provide funding and training for students interested in developing public-facing research projects in collaboration with a community partner.

• RAISE Fellowship (VPGE)
• Haas Center Graduate Public Service Fellowship
• The Hume Center for Writing and Speaking : Get help writing dissertations, conference papers, job talks, articles, and fellowship applications. See especially their Dissertation Boot Camp . 
• Stanford Graduate Summer Institute (SGSI): Free, one-week, immersive courses held in September. Most are on professional development topics, including “Jumpstart Your Academic Job Search.”

Key Campus Offices

Stanford Career Education (CareerEd)  Career coaching appointments, workshops, networking events, and internships for both academic and non-academic job searches.

Vice Provost for Graduate Education (VPGE)  Central hub for graduate professional development programming across all disciplines.

Center for Teaching and Learning (CTL)  Offers a wide range of programs and resources to support teaching.

Non-Stanford Programs and Resources

• Imagine PhD : A career exploration and planning tool for the humanities and social sciences.
• Carney Sandoe and Associates
• CalWest Educators Placement
• Modern Language Association
• American Historical Association
• American Philosophical Association
• The Paideia Institute (Classics)

Graduate and Postdoctoral Opportunities

• American Council of Learned Societies (ACLS)
• Center for Latin American Studies
• Chicago Society of Fellows
• Critical Language for Public Diplomacy
• Fellowships & Funding
• Haas Center for Public Service
• Princeton Society of Fellows
• STEP Fellowship
• The German Academic Exchange Service (DAAD)
• Woodrow Wilson National Fellowship Foundation
• HigherEd Jobs
• Inside Higher Ed Careers
• LinkedIn - Manage your professional identity. Build and engage with your professional network. Access knowledge, insights and opportunities.
• Modern Language Association Career Center (MLA)

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Erika French-Arnold

Erika French-Arnold has dedicated her career to advising and connecting students to resources that will help them thrive. She is passionate about leadership development, systems change, and climate change mitigation strategies. Erika started her career at Stanford in MBA Admissions and Health Research and Policy before taking a year to travel. Her experiences included teaching English in community colleges in DaNang, Vietnam; serving as a Leadership Resident for women attending university in Phnom Penh, Cambodia; and interning with the Education for Sustainable Development unit in the United Nations Education, Scientific and Cultural Organization (UNESCO) in Bangkok, Thailand. 

More recently, Erika served as the director of the Center for Food Innovation and Entrepreneurship at Santa Clara University. In this capacity, she created and directed a Sustainable Food Systems minor; developed and taught a sustainable food systems undergraduate business course; led food, agriculture, and Sustainable Development Goal-focused international study trips; created programs and partnerships. 

Erika earned a BA from the University of California, Santa Cruz and an MA from Santa Clara University. She enjoys exploring the world with her daughter; running, especially on trails; attending performances; and listening to podcasts or audiobooks.   

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You are here

Application requirements for all doctoral programs (phd).

All of our doctoral programs are designed to develop outstanding educational researchers who have a deep understanding of the scientific, practical and policy issues they study. All require full-time study, and we promise five years of full-time financial support for every student we admit. Our doctoral programs are small, typically ranging from about 25 to 35 new students a year. The small size of our doctoral cohorts creates big educational advantages for students: the classes are almost always small, students receive individualized attention from their advisors, and they have many opportunities to develop close collegial relationships with fellow students.

It is extremely important to demonstrate in your statement of purpose that your interests converge closely with the current research of faculty who work in the program to which you are applying. Other doctoral applicants will certainly do this, and if you don't, you will forfeit an important competitive advantage to them. 

If you wish to contact faculty, please read our Which Degree Which Program article, by Professor Eamonn Callan, which outlines the appropriate process for contacting faculty with whom you share research interests. 

• Program website:  Degrees and Programs/PhD
• Length of Program:  5 years (average length)
• Tuition: fellowship/assistantship salary and tuition guaranteed for first five years of the program (autumn, winter and spring quarters) for all students, including international students. Funding includes two summers.

Application Requirements:

Application form.

Complete and submit Stanford's graduate online application .

Application Fee

The application fee is $125 , is non-refundable, and must be received by the application deadline.

Application Fee Waivers

Stanford offers three types of application fee waivers for which GSE applicants may apply and be considered:

• GRE Fee Reduction Certificate-Based Waiver
• Diversity Program Participation-Based Waiver
• School-Based Waiver

Please visit the Stanford Graduate Diversity website for instructions, deadlines, and the fee waiver application form.

Statement of Purpose

A Statement of Purpose is required. Your statement should be typed, single-spaced and should be between one to two pages . Describe succinctly your reasons for applying to the proposed program, your preparation for this field of study, and why our program is a good fit for you, your future career plans, and other aspects of your background as well as interests which may aid the admissions committee in evaluating your aptitude and motivation for graduate study. You may indicate potential faculty mentors as part of your study and research interests. Be sure to keep a copy for your records. What's a Good Statement of Purpose?

A resume or CV  is required of all applicants, depending on which document is most appropriate for your background. There is no page limit for resumes or CVs, though we typically see resumes of one page in length. Please upload your resume or CV in the online application.

Three (3) Letters of Recommendation

Applicants are required to submit three letters of recommendation . In the online application, you will be asked to identify your recommenders and their email addresses. Please notify your recommenders that they will receive an email prompt to submit their recommendation online. You can submit your request for letters of recommendation through the system without submitting the entire online application.  Stanford GSE only accepts online recommendations through the application system ; Stanford GSE cannot accept mailed, emailed or faxed recommendations.

Recommendations should be written by people who have supervised you in an academic, employment, or community service setting. We very strongly recommend that at least one of these letters be from a university professor familiar with your academic work. Your recommendations should directly address your suitability for admission to a graduate program at Stanford GSE.

It is the applicant's responsibility to ensure that all three letters of recommendation are submitted through the system by the application deadline , so please work closely with your recommenders to remind them of the deadline.

College and University Transcripts

Transcripts are required from every college and university you have attended for at least one academic year as a full-time student. When submitting your online application, transcripts should be uploaded to the application as a scanned copy or PDF ; this is sufficient for the application review process. Please refrain from sending a secured PDF/transcript with a digital signature as our system cannot upload these properly. The best way to ensure we receive an upload-able document is for you to print out the secured transcript, scan it, and upload the scanned copy (not to exceed 10MB) as a PDF. 

If you earned a degree at the institution from which you are submitting a transcript, please ensure that the degree conferral date and the degree conferred is clearly visible on the document. If you are currently enrolled in a degree program and will not have earned the respective degree by the time of submitting your GSE application, you should submit your most recent in-progress transcript from your institution.

Only if admitted will we contact you with instructions on sending two copies of your official transcripts to our office. We cannot accept mailed, emailed or faxed copies of your transcripts during the application process. Please note: the instructions for sending transcripts on the online application and on the general Stanford Graduate Admissions Office website differ from this Stanford GSE requirement.

Concerning course work completed in a study abroad program

If the coursework and grades are reflected on the transcript of your home institution, you do not need to submit original transcripts from the study abroad institution.

Concerning foreign institutions

If your institution provides a transcript in a language other than English, we require that you submit a translation of the transcript that is either provided by the institution or a certified translator. Translations must be literal and complete versions of the original records.

If your transcript does not include your degree conferral date and the degree conferred , please submit a scanned copy of your diploma, a conferral statement, or a conferral document in addition to your transcript . If you are currently enrolled in a degree program and will not have earned the respective degree by the time of submitting your GSE application, you should submit your most recent in-progress transcript from your institution.

Stanford University requires the Test of English as a Foreign Language (TOEFL) from all applicants whose native language is not English. The GSE requires a minimum TOEFL score of 250 for the computer-based test, 600 for the paper-based test or 100 for the internet-based test in order to be considered for admission. The Test of Written English (TWE) portion of the TOEFL is not required. Applicants who have completed a four-year bachelor's degree or a two-year master's program (or its equivalent) in the U.S. or at an institution where English is the main language of instruction are not required to take the TOEFL. For more information on TOEFL requirements, please refer to the Required Exams  page on the main Stanford Graduate Admissions website. You may register for the TOEFL test directly at the ETS website .

TOEFL Dates and Deadlines

PhD applicants who are required to take the TOEFL should plan to take the internet-based TOEFL test and have official TOEFL scores sent electronically to Stanford at institution code 4704 (department code does not matter) no later than November 1 . This will give your official TOEFL scores time to be sent from ETS and be received by our system in time for the December 1 deadline. PhD applicants to Knight-Hennessy Scholars should plan to take the internet-based TOEFL test no later than October 16 so your scores can be received by our system in time for the November 16 KHS GSE deadline. Please note that the TOEFL may be taken no earlier than 18 months prior to the application deadline.

Does Stanford accept tests other than TOEFL?

No. We accept only TOEFL scores; we do not accept IELTS or other test scores.

Contact Information

Admissions:  [email protected]  

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[RSVP] New Graduate Student Welcome

Ngso: stanford alumni association, event details:.

Frances C. Arrillaga Alumni Center 326 Galvez St Stanford , CA 94305 United States

The Stanford Alumni Association is excited to welcome you to campus and kick-off New Graduate Student Orientation week on The Farm!

Please join us on  Sunday, September 15, from 3:00 – 5:00 p.m.  at the Frances C. Arrillaga Alumni Center (326 Galvez Street, Stanford main campus). Lite bites, beverages, games, and plenty of new grad students to meet await you.  Advance registration is required and capacity is limited. Click  here to register now.  If you have questions, contact  [email protected] .

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Disabled digital welcome and q&a social.

McCaw Hall - Arrillaga Alumni Center 326 Galvez St Stanford , CA 94305 United States

Your Health at Stanford

Assistant Dean of Students, Graduate Life Office

🔍 vice provost for student affairs, stanford, california, united states.

The Graduate Life Office (GLO), is an office in the Student Life division of the Vice Provost for Student Affairs unit (VPSA).  GLO is the central University office that provides support and resources to graduate students and student families, as well as to offices and individuals that support graduate students.  The office aims to provide relevant services to students and their families to meet personal challenges and to achieve their academic goals.  GLO develops and organizes programs to promote and cultivate connection, socialization, and community among graduate students.     GLO serves all graduate students living on- and off-campus.  Its programs focus on welcoming and orienting students; developing educational, social, multicultural, and recreational programs.  The office’s services involve supporting and advising students who are experiencing personal difficulties; and responding to emergency situations.  The Graduate Life Office administers the residence program and oversees the student residence staff in Escondido Village (Singles/Couples and Families), EVGR, Kennedy, Lyman, Rains, Munger Houses and Off-Campus Subsidized Housing.

JOB PURPOSE:

Direct complex programs or functions in consultation with senior managers/leadership.    Administer, implement, and interpret university and department policies and procedures on issues regarding admission, financial aid, housing, registrar services, visa services, student life, advising, career counseling and academic services. Identify, clarify, and resolve highly visible or complex issues with substantial significance and impact that may span multiple areas, using expert technical and professional knowledge requiring independent judgment.    Work on multi-faceted issues of diverse complexity (size, degree, focus, expertise, breadth, impact) where analysis of situations or data requires an in-depth evaluation of variable factors.  Evaluates, determines and implements appropriate protocol, methods, de-escalation techniques and evaluation criteria for addressing critical, student issues and crisis.  Networks with key contacts outside of department, Student Affairs and/or the university.

Provide comprehensive and relevant support services to graduate students from all seven schools through consultation, case management, crisis response, and programming that enhances the quality of graduate student life. Assistant Deans are also available to any graduate student-facing support staff and faculty across the university to provide a range of services, including but not limited to assessing the seriousness and urgency of a situation, identifying appropriate campus resources, and working to develop creative solutions for navigating issues related to degree progress or disruptive student behavior on campus or in residents.

In this role, you will:

• Oversee a student services program, assess effectiveness, and decide on eligibility. Offer tailored support to graduate students across all seven schools through consultation, case management, crisis response, and life-enhancing programs
• Critically analyze and resolve complex student and program issues using advanced expertise. Attend weekly case management meetings. Manage student cases independently and collaborate during crises, involving public safety as needed. Serve as an emergency responder in a weekly on-call rotation, represent the University during severe student emergencies, including illness, injury, or death, and coordinate with family, agencies, and departments.
• Develop and implement virtual and in-person programs, making strategic recommendations. Collaborate with GLO colleagues, academic departments, and campus partners to offer diverse programming for graduate students, including orientations, wellness activities, and QPR training. Attend and support campus-wide events, especially after-hours. Serve on University boards and committees, interpret and implement academic policies, and oversee their application. Provide case management, guiding students through university policies, and consult with faculty and staff to support students in complex situations
• Analyze and develop reports, portals, and student communications. Issue broad emails to inform, support, and educate graduate students. Present at orientations and trainings, and offer advice and support in response to critical issues.
• Evaluate and determine recommendations on technology resources, negotiate with resources options and vendors.
• Manage outreach programs and relationships with external partners and university liaisons. Collaborate on events, co-host programs, and serve on university boards. Advocate for students during crises, coordinating campus groups to resolve issues. Participate in new student orientation, resource fairs, and student recruitment efforts, including after-hours sessions.
• Offer guidance to students on a wide range of issues, including academic progress, program policies, career plans, accessibility, community standards, and mental health, helping them make informed decisions. Provide resource recommendations and assist students in navigating academic and personal challenges, such as conflicts, financial or housing issues, and career planning. Lead in managing student cases by organizing, consulting, and collaborating with academic and Student Affairs colleagues to support student needs
• Apprise students of research, fellowship and scholarship opportunities, make recommendations and may award grants.
• May contribute to preparing and submitting training grants.
• Provide consulting advice to internal and external organizations, act as subject matter expert in a specialized field.
• Oversee key processes, including policy and program development. Review and write policies, assess impact, and gather student feedback. Conduct focus groups, present data, and recommend solutions. Manage budgets and financial processes, including spring training budgets for Community Associates. Lead teams, search committees, and staff training programs

Minimum & Preferred Qualifications:

Education & Experience:  Bachelor's degree and five years of relevant experience, or combination of education and relevant experience. 

Knowledge, Skills and Abilities:

• Advanced communication skills to clearly and effectively communicate information to internal and external audiences, client groups, and all levels of management.
• Strong analytical and problem-solving skills to review and analyze complex information.
• Advanced computer skills, including experience with Microsoft Office Suite.
• Advanced customer service skills.
• Relevant computer systems/technology experience.
• Understanding of financial transactions.
• Ability to ensure and apply compliance with legal, financial, and university policies and external regulations

Working Conditions:

• This position is fully onsite.
• Able to work on evenings and weekends, as needed.
• Live-in option is available with additional responsibilities.

PHYSICAL REQUIREMENTS:

• Frequently sit, perform desk-based computer tasks.
• Occasionally stand, walk, twist, use fine manipulation, grasp, use a telephone, write by hand, sort and file paperwork, lift, carry, push, and pull objects that weigh up to 10 pounds.

The expected pay range for this position is $91,000-$111,000 per annum.

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location, and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.   How to Apply: We invite you to apply for this position, please submit your résumé and a one-page cover letter along with your online application.   Why Stanford is for You Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enriches the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven to impact the future of our legacy. Our culture and unique perks empower you with:

• Freedom to grow . We offer career development programs, tuition reimbursement, or audit a course. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.
• A caring culture . We provide superb retirement plans, generous time-off, and family care resources.
• A healthier you . Climb our rock wall or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits.
• Discovery and fun . Stroll through historic sculptures, trails, and museums.
• Enviable resources . Enjoy free commuter programs, ridesharing incentives, discounts, and more 

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned. Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources by submitting a contact form . Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

• Schedule: Full-time
• Job Code: 7503
• Employee Status: Regular
• Requisition ID: 104483
• Work Arrangement : On Site

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 Vice Provost for Student Affairs, Stanford, California, United States

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Global Impact We believe in having a global impact

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I love that Stanford is supportive of learning, and as an education institution, that pursuit of knowledge extends to staff members through professional development, wellness, financial planning and staff affinity groups.

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I get to apply my real-world experiences in a setting that welcomes diversity in thinking and offers support in applying new methods. In my short time at Stanford, I've been able to streamline processes that provide better and faster information to our students.

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Join Stanford in shaping a better tomorrow for your community, humanity and the planet we call home.

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• Stanford University
• Wednesday, October 23
• CBD 2024: Introduction to Stanford's 11th Annual Contemplation by Design Summit with Tia Rich, PhD

CBD 2024: Introduction to Stanford's 11th Annual Contemplation by Design Summit with Tia Rich, PhD

• Contemplation by Design

Wednesday, October 23, 2024 12pm to 1pm PT

This event is open to: General Public Everyone

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Event Details:

The 2024 Contemplation by Design Summit offers 46 free sessions presenting the evidenced-based process of enhancing health and well-being for all through contemplative movement and stillness practices.

Join us to deepen your reservoir of skills that revitalize you and the people with whom you interact.

Learn from leading contemplative science researchers and teachers, while also delighting in developing practices that cultivate the resilience and wise compassion that supports individual and societal health and well-being, healing and transformation.

In this talk, Tia Rich, PhD, will provide an overview of the Stanford 2024 Contemplation by Design® Summit ’s 46 free sessions, offered in person or online from Oct. 23 - Nov. 3, 2024. Learn evidence-based contemplative practices that cultivate your capacity to thrive, create, and serve. Develop a personal Action Plan that will enrich your ability to contribute to the health and well-being of your community and country, as well as yourself.

The 2024 Summit offers revitalizing wisdom and practical resources to build a better future for all. Summit topics include research on contemplative practices for PEACE: Pausing, Exhaling, Attending mindfully, Connecting compassionately, and Expressing wise compassion.

Summit speakers include: Richard Davidson, Sharon Salzberg, Kristen Neff, Sara Lazar, Andrew Holecek, Richard Miller, Charles Junkerman, Manus Donahue, Ciaran Considine, Ron Epstein, Susan Aposhyn, Pilar Jennings, Roger Walsh, William Van Gordon, Al’ai Alvarez, Christine Forner, Valerie (Vimalasara) Mason-John, Gopi Kallayil, Jahnavi Harrison, Tia Rich, and Patricia June Vickers

Guided Contemplative Practices include: Loving-kindness Meditation with Sharon Salzberg, Self-compassion with Kristen Neff, Mindfulness of the Body with Sara Lazar, iRest Yoga Nidra with Richard Miller, Contemplative Movement and Stillness for Health and Well-being with Tia Rich, Life as Sacred Story with Patricia June Vickers, Healing Imagery with Pilar Jennings, Meditation for Opening with Andrew Holecek, Authenticity and Self-compassion as a Way to Find Professional Fulfillment with Al’ai Alvarez, A Continuum of Being: Contemplative Embodiment Practice and Embodied Meditation Practice with Susan Aposhyn, and Kirtan with Jahnavi Harrison and more skill-building opportunities.

Experience how contemplative practices strengthen our capacity to effectively engage in the complex and inspiring work of creating health and well-being for all individuals, communities, countries, and the planet. “iPause to Thrive, Create, and Serve” describes the lives of people who integrate the knowledge and skills cultivated by the Stanford Contemplation by Design programs .

Tia Rich, PhD, MA, MSW , is the founder and director of the Stanford School of Medicine’s Contemplation by Design® program. As the principal lecturer for the School of Medicine’s Applied Contemplative Science concentration in Community Health and Prevention Research, Rich teaches and mentors Stanford undergraduate and graduate students. Academic classes she teaches include: Contemplative Science , Applying Contemplative Practices , Contemplative Competence for Sustainability of Public and Planetary Health and Well-being , Contemplative Movement , and Translating Contemplative Science into Timely Community Programming . She also teaches co-curricular classes through the Stanford Healthy Living program, including the "The Power of the Pause" contemplative retreat for faculty, staff, students, and community members. She has been integrating contemplative science and practices into Stanford academic classes and professional development programs since her completion of graduate studies in Social Welfare at UC Berkeley, and in Education at Stanford, after earning her undergraduate degree in Human Biology at Stanford.

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