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School of Public Health

A nationally top-ranked institution that offers a superior array of advanced degrees and is home to world-renowned research and training centers.

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Doctor of Philosophy (PhD)

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• Graduate Minor in American Indian Health and Wellness
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Is a Doctoral Degree Right for You?

A PhD degree focuses on research and prepares you for a career in university-level teaching, research, and scientific analysis. You must submit a dissertation with original research as part of this degree.

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Biostatistics Collaborate on the design of research studies and address research questions through analysis and data.

Environmental Health Address environmental and occupational health concerns while focusing on a specialty area of concentration.

Epidemiology Explore trends in health and disease for populations.

Health Services Research, Policy & Administration Collect and analyze data from health resources to determine what works best for whom under what conditions.

Occupational Hygiene Play a vital role in protecting workers, ensuring healthy and safe workplaces and communities.

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Whether you’re looking to create new career opportunities, expand your knowledge, or build a solid foundation for developing your research—great journeys begin at the University of Minnesota. Where you go from there is entirely up to you.

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Current graduate students, postdoctoral scholars, faculty & staff, the university of minnesota is one of the nation’s largest research institutions. we offer hundreds of graduate and professional degree programs led by award-winning and internationally-recognized faculty to help develop the next generation of leaders, innovators, and visionaries..

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College of Education and Human Development

School of Social Work

PhD in Social Work

Established in 1946, our program is one of the oldest in the United States, and develops a mentoring partnership between nationally prominent faculty and students to promote knowledge and skills in theory development and community-based research. The research productivity of our faculty was ranked 20th out of 76 U.S. social work doctoral programs in a recent study 

Our graduates include internationally recognized scholars in diverse areas of study. Alumni go on to faculty and academic leadership roles in schools of social work around the world, as well as agency and program directors, and high-level servants in federal, state, and local government agencies. 

Learn about the PhD program in social work at the University of Minnesota, Twin Cities

Scholarship, research, and teaching which contribute to the knowledge base of social work and foster a just, nurturing, inclusive society.

Program Highlights

• Highly productive faculty. Collaborate with our faculty and research and training centers to conduct, write, and publish research in child welfare, aging, mental health, violence prevention, health disparities, social welfare policy, international social work, work with immigrants and refugees, and other social work related research areas.
• Generous funding for PhD students. The majority of our students receive a four-year funding package that covers tuition, health insurance, and a stipend. Many students also secure dissertation fellowships, and we help students secure assistantships for funding for their fifth year.
• Teaching and professional development. Gain skills in teaching and curriculum development. We provide doctoral colloquia focusing both on current research and professional and career development.
• Diverse student body. Our graduate students come from Minnesota, across the nation, and from around the world, giving the learning and research experience depth and breadth in lived experiences and perspectives.
• Structured research mentoring experiences. Our PhD program relies heavily on a mentoring model, and PhD students work closely with faculty members throughout the program. Mentoring is seen as a vital part of the teaching and learning process within the doctoral program. 

Fall 2023 Applications

Please note: the application deadline was December 1, 2023

Program Outline

Students take two years of coursework both inside and outside the School of Social Work, including required courses in research methods, statistics, theory, history, policy and teaching, as well as supporting program courses from across the university. Students typically complete their preliminary examinations and defend their dissertation proposal, and then complete their dissertation in their fourth or fifth year.

Careers of Social Work PhD Graduates

This is a selected list of institutions where recent University of Minnesota School of Social Work graduates have found positions:

Research Universities

• State University of New York at Buffalo
• Tulane University
• University of Arkansas
• University of Kansas
• University of Memphis
• University of Texas
• University of Utah
• Virginia Commonwealth University

Teaching Universities

• Augsburg University
• California State University - Chico
• Colorado State University - Pueblo
• Providence College
• Radford University 
• University of Wisconsin - Green Bay

Institutes and Foundations

• Institute on Community Integration, University of Minnesota
• Health Partners Research Foundation
• Minnesota Minority Education Partnership

Applied/Administrative Positions

• Children’s Defense Fund
• Minnesota Department of Human Services
• NASW-MN  

International Universities

• National University Taiwan
• Tel Aviv University
• Self-Directed Services for the Long-Term Supports of Adults with Intellectual and Developmental Disabilities: A Propensity Score Matching Analysis
• Social Work, Intractable Conflict and Professionalism: A Case Study of Jewish-Israeli Social Work Practice
• Omayeletumbulo [wisdom sayings] as a Pathway to School Engagement for Young Mothers in Rural Namibia
• County Exemption from Social Work Licensure in Minnesota: Understanding the Past and Present to Affect the Future
• Animal-Assisted Interactions for College Student Mental Health and a Conceptual Model of Practice
• Environmental Effects on Cognitive Health in Older Adults: Insights for Long-Term Care Services
• “This is how we show up for our relatives”: Understanding How Indigenous Relative Caregivers Embody Traditional Kinship to Resist the Colonial Child Welfare System
• Perceived Discrimination and Depressive Symptom Trajectories of Middle-aged and Older Adults with Chronic Diseases
• Student Stories of Resilience After Campus Sexual Assault
• How do Contextual Factors and Family Support Influence Disclosure of Child Sexual Abuse During Forensic Interviews and Service Outcomes in Child Protection Cases?
• Moral Injury Among Professionals in K-12 Education: A Mixed Methods Inquiry
• Making Sense of Poverty in Child Welfare: A Grounded Theory Informed Study of Public and Tribal Child Welfare Workers' Poverty Constructions, Perceptions of Causes, and Praxis
• Neighborhood Social Capital and the Health and Health Risk Behavior of Adolescent Immigrants and Non-Immigrants

Sampling of PhD Student Publications

Our PhD students routinely co-author with faculty and other researchers at the School of Social Work and across campus. Nearly all PhD students graduate with multiple peer reviewed articles, multiple presentations at national/international research conferences, and teaching experience as the instructor of record of undergraduate or graduate courses. The following is just a sampling of the recent peer-reviewed articles published by our students, either as sole author or in collaboration with others.

Carlson , W. C. (2023). Implementation challenges of T visa eligibility for human trafficking survivors: a role for social work. Social Work , 68(3), 222-229.

Flangan, S. , Sterman, J., & Merighi, J. R., Batty, R. (2023). Bridging the gap – How interprofessional collaboration can support family-centered emergency preparedness: An exploratory qualitative study. BMC Public Health, 23(1):777.

Haight, W. L., Suleiman , J. , Flanagan , S. K. , Park, S. , Soltani, L. J. , Carlson, W. C. , Otis , J. R. , & Turck, K. S. (2023). Reflections on social work education during the COVID-19 pandemic: Experiences of faculty members and lessons moving forward. Qualitative Social Work , 22(5), 938-955.

Samimi, C., Jefferson, N., Flanagan , S. , & Anyon, Y. (2023). Intersections of disproportion: A critical quantitative examination of dis/ability and gender in Black students’ school discipline outcomes. The Urban Review , 1-20.

Soffer-Elnekave , R. , Haight, W., Nashandi , N. J. , Cho, M., Suleiman , J. , & Park , S. (2023). Re-orienting narratives of moral injury towards positive development: The experiences of emerging adults with child welfare histories. Children and Youth Services Review , 149, 106922.

Soria, K. M., Horgos , B. , & Shenouda, J. D. (2023). Disparities in college students’ financial hardships during the Covid-19 pandemic. Journal of Student Affairs Research and Practice , 60(1), 31-48.

Toft, J., Lightfoot, E., Calhoun, M ., Choy-Brown, M., Merighi, J. R., Renner, L. M., Soffer-Elnekave, R. , Mendel, J., & Marsalis, S. (2023). Effects of neoliberalism on social work practice in the United States: A scoping review. Social Work Research , 47(2), 99-110. 

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2022). An evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 37(2), 247-259.

Soria K., Horgos B ., Roberts B.J. (2022). The COVID‐19 pandemic and students’ mental health. New Directions for Student Services, 176, 37-45. 

Lee, M. H., Hong, S., & Merighi, J. R. (2021). The effect of fatalism on mammography use in Korean American women. Health Education & Behavior , 49(4), 740−749.

Lightfoot, E., Yun, H. , Moone, R., Otis, J ., Suleiman, K., Turck, K ., & Kutzler, C. (2021). Changes to family caregiving of older adults and adults with disabilities during COVID-19. Gerontology and Geriatric Medicine , 7, 1-8.

Mervis, J. E., Fischer, J ., Cooper, S. E., Deckert, A. C., Lysaker, P. H., MacDonald III, A. W., & Meyer-Kalos, P. (2021). Introspective accuracy for substance use across a year of treatment for first episode psychosis. Schizophrenia Research: Cognition , 26, 100200.

Renner, L. M., Hartley, C. C., & Driessen, M. C. (2021). Provider, caretaker, nurturer, hero: Perceptions of parenting changes among women who experienced intimate partner violence. Journal of Child and Family Studies , 30(9), 2191-2203.

Soria, K., & Horgos, B. (2021). Factors associated with college students’ mental health during the COVID-19 pandemic. Journal of College Student Development, 62(2), 107-113. 

An, S., Lee, H. Y., Choi, Y. J., & Yoon, Y. J. (2020). Literacy of breast cancer and screening guideline in an immigrant group: importance of health accessibility. Journal of Immigrant and Minority Health , 22, 563-570.

Lightfoot, E., Zheng, M ., & DeZelar, S . (2021). Substantiation of child maltreatment among parents with disabilities in the United States. Journal of Public Child Welfare , 15(5), 583-596.

Renner, L. M., Driessen, M. C. , & Lewis-Dmello, A. (2020). A pilot study evaluation of a parent group for survivors of intimate partner violence. Journal of Family Violence , 35, 203-215.

Cho, M. , Haight. W., Choi, W. S., Hong, S. H., & Piescher, K. (2019). A prospective, longitudinal study of risk factors for early onset of delinquency among maltreated youth.Children and Youth Services Review, 102, 222-230.

Choi, Y. J., Lee, H. Y., An, S., Yoon, Y. J. , & Oh, J. (2019). Predictors of cervical cancer screening awareness and literacy among Korean-American women. Journal of Racial and Ethnic Health Disparities, 7(1), 1–9.

Driessen, M. C. (2019). Campus sexual assault policies: A feminist policy analysis framework. Affilia, 35(3) 1-16. doi:10.1177/0886109919878273

Driessen, M. C. (2019). Campus sexual assault & student activism, 1970-1990. Qualitative Social Work, 19(3), 1-16. doi:10.1177/1473325019828805

Emery, C. R., Wu, S., Eremina, T., Yoon, Y. J. , Kim, S., & Yang, H. (2019). Does informal social control deter child abuse? A comparative study of Koreans and Russians. International journal on child maltreatment: research, policy and practice, 2(2), 37–54.

Gibson, P., Haight, W., Cho, M., Nashandi, N. J., & Yoon, Y. J. (2019). A mixed methods study of Black Girls' vulnerability to out-of-school suspensions: The intersection of race and gender. Children and Youth Services Review, 102, 169–176.

Haight, W., Waubanascum, C., Glesener, D. , Day, P., Bussey, B., & Nichols, K. (2019). The Center for Regional and Tribal Child Welfare Studies: Reducing disparities through Indigenous social work education. Children and Youth Services Review, 100, 156-166.

Kiesel, L, DeZelar, S. & Lightfoot, E. (2019). Equity in social work employment in the United States: Opportunity and challenges for social workers with disabilities. Disability & Society.

Kivnick, H. Q., Driessen, M. C., Santavasy, C. , Wardwell, C., & Davis, L. D. (2019). “Who’s Been Putting Socks in My Drawer?” Narrative case study of an elder role model. The Gerontologist, 1-10. doi:10.1093/geront/gnz114

Lee, H.Y., Beltran, R.M. , Kwon, M., Kim, G.N., Lee, D.K. (2019). Racial disparities in cervical cancer screening: Implications for relieving cervical cancer burden in Asian American Pacific Islander women. Cancer Nursing: An International Journal for Cancer Care.

Lightfoot, E. & DeZelar, S . (2019). Social work with parents with disabilities: Historical interactions and contemporary innovations. Social Work Review, 2, 1-10.

Lightfoot, E., Franklin, C., & Beltran, R . (2019). Preparing for the academic job market: A guide for social work doctoral students and their mentors. Journal of Social Work Education.

Newman, T., Okamoto, K. , Kimiecik, C., Sohns, E., Burns, M., & Magier, E. (2019). The role of social workers in sport: Shared values and opportunities for interprofessional collaborations. Journal of Sport Psychology in Action, 10(3), 160-173.

Renner, L. M., & Driessen, M . C. (2019). Siblings who are exposed to child maltreatment: Practices reported by county children's services supervisors. Journal of Public Child Welfare, 13(5), 491-511. doi:10.1080/15548732.2018.1514350

An, S., Choi, Y. J., Lee, H. Y., Yoon, Y. J. , & Platt, M. (2018). Predictors of breast cancer screening among Korean American women: Is having an annual checkup critical? Asian Pacific Journal of Cancer Prevention, 19(5), 1281–1286.

Bayless, S. D., Jenson, J. M., Richmond, M. K., Pampel, F. C., Cook, M., & Calhoun, M. (2018). Effects of an afterschool early literacy intervention on the reading skills of children in public housing communities. Child & Youth Care Forum, 47, 537-561.

DeZelar, S. , & Lightfoot, E. (2018). Use of parental disability as a removal reason for children in foster care in the US. Children and Youth Services Review, 86, 128-134.

Fink, A. (2018). Bigger data, less wisdom: The need for more inclusive collective intelligence in social service provision. AI & Society, 33, 61-70.

Haight, W., Waubanascum, C., Glesener, D. , & Marsalis, S. (2018). A scoping study of Indigenous child welfare: The long emergency and preparations for the next seven generations. Children and Youth Services Review, 93, 397-410.

Jenson, J. M., Veeh, C., Anyon, Y., St. Mary, J., Calhoun, M. , Tejada, J., & Lechuga-Peña, S. (2018). Effects of an afterschool program on the academic outcomes of children and youth residing in public housing neighborhoods: A quasi-experimental study. Children and Youth Services Review, 88, 211-217.

Kiesel, L., DeZelar, S. & Lightfoot, E. (2018). Challenges, barriers and opportunities: Social workers with disabilities and experiences in field education. Journal of Social Work Education. 54(4), 696-708.

Lee, H. Y., Choi, Y. J., Yoon, Y. J. , & Oh, J. (2018). HPV literacy: The role of English proficiency in Korean American immigrant women. Clinical Journal of Oncology Nursing, 22(3), E64–E70.

Lightfoot, E. & LaLiberte, T. & Cho, M. (2018). Parental supports for parents with disabilities: The role of informal supports.Child Welfare, 96(4), 89-110.

Merighi, J. R., Zheng, M. , & Browne, T. (2018). Nephrology social workers' caseloads and hourly wages in 2014 and 2017: Findings from the National Kidney Foundation Council of Nephrology Social Workers Professional Practice Survey. Journal of Nephrology Social Work, 42(1), 31−59.

St. Mary, J., Calhoun, M. , Tejada, J., & Jenson, J. M. (2018). Perceptions of academic achievement and educational opportunities among Black and African American youth. Child and Adolescent Social Work Journal, 35(5), 499-509.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). “Basically, I look at it like combat”: Reflections on moral injury by parents involved with child protection services. Children and Youth Services Review, 82, 477-489.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2017). Everyday coping with moral injury: The perspectives of professionals and parents involved with child protection services. Children and Youth Services Review, 82, 108-121.

Haight, W., Sugrue, E., Calhoun, M. (2017). Moral injury among child protection professionals: Implications for the ethical treatment and retention of workers. Children and Youth Services Review, 82, 27-41.

Hewitt, A., Stancliffe, R., Hall-Lande, J., Nord, D., Pettingell, S., Hamre, K. , Hallas-Muchow L. (2017). Characteristics of adults with Autism Spectrum Disorder who use residential services and supports through adult developmental disability services in the United States. Research in Autism Spectrum Disorders.

Horn, T. L. , Piescher, K., Shannon, P. J., Hong, S., & Benton, A. (2017). Experiences of Somali and Oromo youth in the child protection system. Children and Youth Services Review.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2017). East Asian and U.S. educators' reflections on how stigmatization affects their relationships with parents whose children have disabilities: Challenges and solutions. Children and Youth Services Review, 73, 128-144.

Khuu, B. P. , Lee, H. Y. (2017). Health literacy and associated factors among Hmong American immigrants. Journal of Community Health, 1-8.

Kim, Y.S., Lee, H.Y., Lee, M.H., Simms, T. , & Park, B.H., (2017). Mental health literacy in Korean older adults: A cross-sectional survey. Journal of Psychiatric and Mental Health Nursing. doi: 10.1111/jpm.12395

Lightfoot, E. & LaLiberte, T. & Cho, M. (2017). A case record review of termination of parental rights cases involving parents with a disability. Children and Youth Services Review, 79, 399-407.

Sugrue, E. & Lightfoot, E. (2017). Preschool Policymaking by Stealth: Application of an Alternative Framework for the Policy Process. Journal of Policy Practice. DOI: 10.1080/15588742.2016.1266982

Carlson, J., Nguyen, H. , and Reinardy, J. (2016). Social justice and the capabilities approach: Seeking a global print for EPAS. Journal of Social Work Education, 52, Issue 3.

Haight, W., Bidwell, L., Choi, W. S., & Cho, M. (2016). An evaluation of the Crossover Youth Practice Model (CYPM): Recidivism outcomes for maltreated youth involved in the juvenile justice system. Children and Youth Services Review, 65, 78-85.

Haight, W., Kayama, M., Ku, M. L., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 1: Defining the problem in cultural context. Children and Youth Services Review, 70, 214-228.

Haight, W., Sugrue, E., Calhoun, M. , & Black, J. (2016). A scoping study of moral injury: Identifying directions for social work research. Child and Youth Services Review, 70, 190-200.

Hoffman, S. J., Robertson, C. L., Shannon, P. J., Cook, T.L. , Letts, J., & Mathiason, M. A. (2016). Physical Correlates of Torture Exposure in Karen Refugees. Journal of Loss and Trauma, 1-15.

Kayama, M., Haight, W., Ku, M. L. M., Cho, M. , & Lee, H. Y. (2016). Perspectives of elementary school educators in Japan, South Korea, Taiwan and the US on disability, stigmatization and children's developing self Part 2: Solutions. Children and Youth Services Review, 70, 403-418.

Khuu, B. P. , Lee, H.Y., Zhou, A.Q., Shin, J. & Lee, R.M., (2016) Healthcare providers’ perspectives on parental health literacy and child health outcomes among Southeast Asian American immigrants and refugees, Children and Youth Services Review, 67 (2016) 220–229. doi: 10.1016/j.childyouth.2016.06.006

Lightfoot, E., Blevins, J. , Lum, T. & Dube, A. (2016). Cultural health assets of Somali and Oromo immigrants in the United States: Findings from a community-based participatory research project. Journal of Health Care for the Poor and Underserved, 27(1), 252-260.

Lightfoot, E. & DeZelar, S. (2016). The experiences and outcomes of children in foster care who were removed because of a parental disability. Children and Youth Services Review, 62, 22–28.

Lightfoot, E., Nienow, M., Moua, K., Colburn, G. , & Petri, A. (2016). Insights on professional identification and licensure from community practice social workers. Journal of Community Practice, 24 (2), 123-146. http://dx.doi.org/10.1080/10705422.2016.1165328

McCleary, J., Shannon, P. J., Cook, T. (2016) Connecting refugees to substance use treatment: A qualitative study. Social Work and Public Health, 31(1), 1-. 10.1080/19371918.2015.1087906.

Shannon, P.J., Vinson, G.A., Cook, T.L. , Lennon, E. (2016). Characteristics of successful and unsuccessful mental health referrals of refugees. Administration and Policy in Mental Health and Mental Health Services Research, 43(4), 555-568. doi:10.1007/s10488-015-0639-8

Simms, T. (2016). Statutory compensation for the wrongly imprisoned. Social Work, 61, 155-162. doi: 10.1093/sw/sww003

Yang, H., Yoon, Y. J. , Jeong, B., & Emery, C. R. (2016). The effects of parental abuse and aggression on mobile phone dependency: Focused on the moderated mediation effect of youth activity. Youth Facilities and Environment, 14(2), 5–15.

PhD Programs

The School of Music offers a PhD in composition, music education, musicology (ethnomusicology), and theory.

Upon entrance, students must take the diagnostic examinations in tonal theory and ear training. Any identified deficiencies must be remedied during the first year of study.

See detailed description of each of the emphasis areas:

• Composition
• Music Education (including Music Education with an Emphasis in Music Therapy)
• Musicology/Ethnomusicology

View Full Requirements

College of Education and Human Development

Family Social Science

PhD in family science specialization

A nationally renowned program.

The family social science doctoral program offers you a unique program of study using social science insights and methods to examine individual and family relationships within various contexts and cultures. You will learn to:

• integrate family theory, research, and practice
• produce scholarly research
• develop effective and innovative teaching skills
• engage in meaningful community collaborations

Your program of study will encompass research and coursework across the breadth of family social science, including intersectional influences of race, class, culture, sexual orientation, and gender on relationships; finances; effects of trauma; technology, child adjustment; intimate relationships, and dating, marriage, and divorce. Faculty are nationally and internationally recognized leaders and researchers committed to your success. To learn more, explore their research projects , or watch videos of faculty members discussing their work.

The family science specialization includes coursework, research engagement, and faculty mentoring to prepare you to contribute to the broader field of family science.

If you're interested in pursuing a doctoral degree but have not yet earned a master's degree, you may apply for the joint MA/PhD in family science program . You'll enter as a master's candidate and following the completion of your master's thesis, will be evaluated to continue into the doctoral program.

FSoS also offers a PhD specialization in couple and family therapy (also known as marriage and family therapy). You must have a clinical master's degree, preferably a MFT degree, to be considered for this specialization.

The online FSoS  Graduate Program Handbook has details and timelines that will help you launch your career and build a foundation for your personal and professional success.

What do alumni say about their degree?

Quote from kate gliske, phd '17.

The top-notch training in methodology that I received in FSoS has been the most valuable skill set in my current line of work. My professors modeled and taught a critical approach to research, and I gained a deep appreciation for the nuance with which we need to collect and analyze data. Kate Gliske, PhD '17 Head of Research + Outcomes Mavida Health

Career options

A PhD in family social science will prepare you for careers in academia, policy think tanks, foundations, non-profit organizations, government agencies, health care systems and more. A PhD with a couple and family therapy specialization will allow you to compete for academic positions that require a degree from a COAAMFT-approved doctoral program in order to train students seeking the MFT degree.

Program requirements

Each PhD specialization has different requirements:

Family science specialization checklist [PDF]. Couple and family therapy specialization checklist [PDF]. MA/PhD option checklist [PDF]. View all program requirements in the University catalog .

View the University's Academic Calendar .

Application deadline

Completed applications are due December 1.

Begin your application

Learn about the requirements and deadlines.

 If you have any questions, please email [email protected] .

Financing your education

Visit OneStop Student Services: Finances for information on tuition, fees, and financial aid.

Visit the assistantships, fellowships, and other funding page for more information on funding opportunities through FSoS, CEHD, and UMN.

More information regarding assistantships and benefits can be found on the Office of Human Resources website .

Admission to the Department of Family Social Science (FSoS) is based on:

• Evidence of strong academic preparation and the ability and desire to perform graduate level scholarship, including research.
• Alignment of applicant's professional goals with FSoS faculty scholarship and with the department's mission.
• Unique contributions applicant would make to FSoS values, including social relevance, collaboration, inclusiveness, excellence, innovation, and diversity.

Inquiry form

College of Education and Human Development

Department of Educational Psychology

School psychology: MA/specialist certificate and PhD admissions

For any questions you may have, look to our frequently asked questions or our program handbook . If your questions are not answered on our website, FAQ, or handbook, you can reach out to the program coordinator: Amanda L. Sullivan ( [email protected] ).

Applications for fall 2024 will open the day after Labor Day. Until then, you may start your application in the system. Just be sure to change the term to fall 2024 prior to submitting. Applicable students can also complete the Application Fee Waiver .

All application materials must be received December 1 for admission in September of the following year. Files not complete by December 1 will not be reviewed.

The admissions committee considers a variety of factors including your prior academic achievement, relevant employment and life experiences, essays, letters of recommendation, and compatibility of your professional and research interests with those of the program and faculty.

The program will host a virtual Applicant Day for students selected to advance in the admission process to allow opportunities for applicants to meet with faculty and current students. This will typically occur in early to mid-January. The date on which you will hear back from the program will vary based on the volume of applications received.

Applicants who are recommended for admission by the program will receive a letter from the program indicating our decision. The Graduate Admissions Office will then make a final review of your documents and will inform you of the final decision via the email address you provided on your graduate application .

Average test scores among admitted applicants

The school psychology program does not require GRE scores and will not consider them in admission decisions even if submitted with required application materials. There is  no minimum GPA or test score required to be considered for admission to the program.

Average undergraduate G.P.A. (PhD): 3.78

Average undergraduate G.P.A (MA/SC): 3.74

Minimum English Language Exam Scores (non-native English speakers only): TOEFL

Minimum overall score: 79 Writing: 21 Reading: 19 Paper-based TOEFL: 550 IELTS: 6.5

Number of students accepted

Cohorts are approximately 10-12 students depending on faculty capacity. About a quarter of the students admitted each year are for the PhD degree and the remainder for the MA/Specialist degree. Approximately 10% of PhD applicants are admitted each year and 20-30% of specialist applicants are admitted.

Additional student admissions, outcomes and other data

Get more information to help you make an informed decision about entering the program on the Student Admissions, Outcomes and Other Data page .

How to apply

Upload and submit all application materials, including transcripts, directly to the graduate application . For additional information on how to apply, visit the Graduate School website .

Graduate school application

Note: If you are experiencing issues with the application, please clear your cache and/or try a different browser.

Required fields: Program Selection, Term Selection, Biographical Information, Personal Background, Ed Psych – School Psych questions, Academic History (including transcripts), Test Scores (if applicable), Employment, Materials (including: Personal Statement, Resume/CV, Critical Issue Essay, and three letters of Recommendations

Optional fields: Diversity Statements are optional but highly encouraged. Extenuating Circumstances Statement will be taken into consideration if submitted. A Writing Sample and Description of Research are not needed.

Visit the Graduate School website for more information.

Please note: If you apply for more than one program in educational psychology (e.g., school psychology and special education), you will need to pay more than one application fee.

An application fee waiver is available for students unable to pay due to hardship or who come from underrepresented groups. Because a limited number of waivers are available, applications will be screened for fit and then the applicant will be notified if they are selected for the waiver. If you would like to be considered for a waiver, complete the grad school application and upload the required transcript(s), statement, CV, and essay, then review the Application Fee Waiver page for further information. Requests will be reviewed on the first and third Fridays of the month before the application deadline.

Unofficial transcripts or academic records should be uploaded directly to the graduate application under the "Academic History" section. International students should also upload an English translation if the transcript is not in English. Please do not mail in paper copies of your transcripts, there is no need for official transcripts or academic records for initial review.

If you are admitted, the University will then request official copies of this material.

More information about transcripts and credentials

Report your TOEFL, IELTS, or MELAB scores (non-native English speakers only).

Three letters of recommendation are required. Acceptable recommendations will come from current or former professors who can assess your potential for graduate work. Other recommenders, such as employers, are also acceptable. You will enter your recommenders name and email into the application. They will be sent directions on how to upload their letter directly into your application.

Get more information and troubleshooting tips.

Required materials

Your statement should include three numbered headings corresponding to the three numbered headings below. The statement should not to exceed 2 pages, single spaced, size 12 font. Please address all items below.

Why school psychology?

• Why did you choose this field?
• What are your career objectives?
• What are your reasons for applying to this program?
• What are the core values that will guide your professional activities?

What is your personal conceptualization of diversity, equity, anti-racism, and/or social justice as they relate to education or the role of a school psychologist?

• How did you come to this understanding or conceptualization? (Note: although you are welcome to share how your lived experience shaped your thinking, we do not expect students to share personal information or traumas in their response in order to be evaluated favorably in the admissions process.)

What are your research interests? (PhD applicants only)

• What research interests or specialized expertise do you want to develop during graduate study?
• How are your research interests related to the work of one or more of the program faculty who advise doctoral students?

Upload the essay under "Personal Statement" in the Materials section.

Upload it under “Resume/CV” in the Materials section of the graduate application.

Critical issue essay

Upload a typed essay addressing each of the following questions (not to exceed 1 page, single spaced):

• What is the role of a school psychologist?
• What are the most critical educational issues school psychologists can help address?
• How would you like to contribute to addressing these issues in your future career?

Upload the essay under "Graduate Program Additional Upload" in the Materials section.

Optional materials

Supporting the development of a diverse student body is central to the University of Minnesota's mission. This mission is enacted by the inclusion of academically excellent students with diverse backgrounds, experiences, and/or a commitment to diversity, equity, and inclusion. Please write a statement that identifies the distinctive characteristics and/or life experiences, such as successfully overcoming obstacles or hardships, that you would bring to your graduate program and how that could contribute to the education and enhanced perspective of fellow students at the University of Minnesota. This statement may be used to nominate exceptional applicants for graduate fellowships.

Tip: Tell your story. If you learned from obstacles you personally overcame, write about them. If you grew up with privilege, write about how you discovered your privilege. It might be tempting to write about someone else’s experience, an entire group’s experience, or diversity and inclusion in an abstract way. However, most often, admissions teams want to understand how you personally came to be empathetic, reflective, resilient, and aware of inequalities. Describe how your background, experiences, and achievements will contribute to the program and the University’s goals of promoting excellence through diversity. Submitting the diversity statement is optional, but highly encouraged.

Upload the essay under “Diversity Statement” in the Materials section in the graduation application.

You may upload a brief statement explaining any extenuating circumstances that may have affected your grades, academic performance, or professional experience under "Extenuating Circumstances Statement" in the Materials section, including challenges presented by the ongoing pandemic or civil unrest. Although you are certainly not expected to disclose personal information, you may use this statement to provide additional information about circumstances relevant to evaluation of your application materials.

If you wish to be considered for a Common Ground Consortium assistantship (PhD applicants), please be sure to indicate this on your program application, and then upload a statement (no more than 250 words) briefly addressing the following statement: Given that the University of Minnesota is a public grant institution, it is imperative that CGC scholars can both benefit personally from their membership in the program as well as further the university’s founding mission to contribute to scholarship that benefits the local and greater communities.

Please describe how your participation as a CGC scholar would do the following:

• Enhance your graduate student experience
• Prepare you for your chosen career
• Benefit the public

Please do not submit any other materials besides those requested above. In particular, writing samples are not requested and will not be reviewed. Failure to follow directions will not be evaluated favorably when application materials are reviewed.

• College of Education and Human Development funding
• Graduate School fellowships

Respecialization

Applicants interested in respecializing in school psychology, either by completion of (a) the specialist certificate in order to qualify for a state or national school psychologist credential, or (b) a doctorate in school psychology following completion of a previous doctorate in a separate field of psychology, should apply through the standard program admissions process. In general, individuals will be required to complete all school psychology courses, as well as any required educational psychology coursework not satisfied by their previous coursework. In all cases, practica and internship will be required. Individuals seeking the specialist certificate may be required to complete a research project if their previous degree did not require research or previous theses/dissertations were not applicable to school psychology. Individuals seeking the doctorate may be required to complete both a pre-dissertation research project and dissertation if their previous research was not applicable to school psychology. Interested individuals may contact the program coordinator with questions regarding the applicability of previous degrees or coursework.

Graduate School diversity statement

• MyU : For Students, Faculty, and Staff

Professor Mona Minkara

Professor Mona Minkara Department of Bioengineering Northeastern University Abstract

Building the COMBINE Lab: Breaking Barriers as a Blind Chemist

In this talk, Mona Minkara, an assistant professor of Bioengineering at Northeastern University, shares the story behind building the Minkara Computational Modeling for BioInterface Engineering (COMBINE) Laboratory. As a blind chemist, Mona faced challenges and overcame internalized ableism to see her blindness as an asset in the lab’s work. She emphasizes the importance of combining diverse perspectives in science to solve new problems and advocates for disability inclusion in STEM. Her story challenges us to reflect on our biases and recognize the importance of creating inclusive spaces and striving for equitable opportunities for all. 

Throughout her academic journey, Mona navigated the complexities of securing the necessary accommodations for her education and selecting a graduate school that offered the support she needed. Her mentors played a significant role in helping her overcome internalized ableism and see her blindness as an unseen advantage. This perspective has been a driving force in her work. Mona’s story asks us to reflect on how we can work together to break down barriers, and acknowledges there are still barriers to break – we still need to make the results of scientific research and its literature accessible to all people.

Mona Minkara

Dr. Minkara’s research uses a variety of methods from computational chemistry that she has employed throughout her academic career. While pursuing her BA in Chemistry at Wellesley College, Dr. Minkara worked with Dr. Mala Radhankrishnan, where she used computational methods to explore the binding of drugs to HIV-1 Reverse Transcriptase. After completing her BA in 2009, Dr. Minkara spent a year conducting research at Wellesley under a Howard Hughes Medical Institute Research Grant. In 2010, she began her graduate studies at the University of Florida supported by a National Science Foundation Graduate Research Fellowship. Under her co- advisors, Dr. Kenneth M. Merz Jr. and Dr. Erik Deumens, she focused on using molecular dynamics simulations to design a new inhibitor for Helicobacter pylori urease, an enzyme that helps bacteria survive in the stomach, and in 2015, she received her PhD in Chemistry. She then joined Dr. J. Ilja Siepmann’s lab as a post-doc at the University of Minnesota Twin Cities Chemical Theory Center. In this role, Dr. Minkara used Monte Carlo simulations to explore the interfacial properties of surfactants, the surface tension of water, and the miscibility gap of supercritical fluids.

Hosted by Professor Alexander Umanzor

331 Smith Hall Zoom Link

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Our best investment: you..

Saint Mary’s University of Minnesota is proud to partner with Avera Health to offer employees like you unique career advancement and development opportunities.

We can help you overcome the challenges of furthering your education as a working professional with these benefits:

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Pursue your education at your own pace, meeting life’s demands while meeting your goals. Saint Mary’s offers programs in business, technology, education, healthcare, counseling, and psychology. The Schools of Graduate and Professional Programs offer:

• Bachelor’s Completion Programs 100% online | Complete in as little as two years Save time and money to finish what you started
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A leader in adult education, we’re committed  to providing an affordable education for adults.  A corporate partnership with Saint Mary’s provides a discount (per credit) that allows you to pursue  educational advancement:  

• Bachelor’s Completion Programs | $50 off per credit  
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Janice Dames, Administrative Assistant 612-330-1732 [email protected]

• News & Events

2024 VOCATION OF LUTHERAN HIGHER EDUCATION CONFERENCE REGISTRATION 

The vocation of lutheran higher education conference:, “educational access: lutheran roots, contemporary practices”, augsburg university, minneapolis, minnesota, july 8-10, 2024.

The 2024 Vocation of Lutheran Higher Education Conference for the Network of ELCA Colleges and Universities will convene at Augsburg University, Minneapolis, Minnesota from July 8-10.

Each year, members of Lutheran colleges gather to explore the distinctive roles we play in higher education. The theme of the 2024 conference is “ Educational Access: Lutheran Roots, Contemporary Practices “

The conference is open to all persons from ELCA colleges and universities, but persons should attend who have a campus responsibility for or interest in the mission of their institution and its place within the Lutheran intellectual tradition in higher education. Each college or university is urged to send a campus delegation, composed of a mix of administrators and faculty. 

The keynote presentation for this conference is “ Access, Accessibility, and Change: Navigating Leadership in the Shifting Landscape of Higher Education” given by Emma Jones, Executive Vice President / Owner of Credo. A higher education professional since 2002, Emma (she/her) is a storyteller, strategist, speaker, writer, and editor. A more detailed schedule and information about presenters will be posted on this site by May 31st. Contact Grace Robinson at grace.robinson@elca.org   for more information about the conference or if your college or university has questions.

REGISTER FOR THE 2024 VOLHE CONFERENCE

ELCA colleges and universities are invited to send delegations of up to five persons at a subsidized rate of $150 per person. Please register by June 12, 2024.

Note: Those who need any disability-related accommodation to fully participate in this event are encouraged to contact University Events at events@augsburg.edu or 612-330-1104. Remember to have the name, date, and time of the event with you when contacting their office. Please allow for sufficient time to arrange the accommodation.

Contact Janice Dames at dames@augsburg.edu for more information about registration.

The Vocation of a Lutheran Higher Education Conference is supported by the Network of ELCA Colleges and Universities.

College of Education and Human Development

Department of Organizational Leadership, Policy, and Development

Leadership for intercultural and international education cohort based PhD

This cohort-based doctorate program option for international educators and those interested in leadership in international/intercultural contexts, is oriented toward working professionals and is specifically designed to meet the needs of leaders working in highly diverse organizational settings. It is possible to remain fully employed while studying for this advanced degree.

Students enrolled in the program spend three weeks on the U of MN-Twin cities campus for three summers (typically late June through mid-July) and complete courses offered online during the fall and spring semesters. Students also complete a 24 credit dissertation. This is often a dissertation thesis, the results of which, provide a contribution to their own organization as well as a related professional field.

Students are leaders and policy-makers working in international education, intercultural training and organizational development in diverse international/intercultural contexts. Our students themselves come from multicultural backgrounds, and bring a breadth of learning experiences to the classroom.

Doctoral students in Comparative and International Development Education gain the capacity to:

• Articulate and analyze historical and contemporary challenges in education across international and intercultural contexts.
• Design meaningful, relevant research projects; collect, analyze, and interpret qualitative and quantitative data; and provide clear and actionable insights for policymakers and practitioners.
• Develop and teach courses in comparative, international, and intercultural education; research methods; and allied fields (e.g., applied linguistics, inclusive education, leadership, and teacher education).
• Become faculty members in top internationally-oriented academic programs across the nation and globe who apply theory to practice and use practice to build theory in addressing some of our most challenging educational issues and problems.
• Become leaders in international development, international education, and intercultural education institutions who use their expertise to improve policy, school organization, classroom practices, and formal and informal learning in international and intercultural contexts.

This program prepares students for a wide range of careers, including:

• Senior international office
• Head of school (International)
• Independent consultant
• Professor of international education
• Director of study abroad office
• Director of international student office

Departmental core (16 credits)

Professional socialization seminar.

• OLPD 8011—Doctoral Research Seminar I (1 cr) [Take Fall term of first year]

Research courses

• OLPD 8015—Inquiry Strategies in Educational and Organizational Research (3 cr) [Take Spring term of first year]
• Quantitative course (3 cr inside or outside of department; with approval of advisor)
• Qualitative course (3 cr inside or outside of department; with approval of advisor)
• Additional methods course (6 cr; with approval of advisor)

Thesis credits (24 credits)

All Ph.D. students are required to register for 24 semester thesis credits after completing the preliminary oral exam. The 24 credits must be taken over two or more terms.

• OLPD 8888—Thesis Credits: Doctoral

Program core (20 credits)

Includes the OLPD 8121 series, specialization courses for one of the two CIDE specializations, and CIDE electives; courses not specifically listed below should have advisor approval.

Doctoral seminars in CIDE

Take 6 credits; 2 credits in each of 3 semesters starting in the spring term of the first year.

• OLPD 8121-section 002—Doctoral Seminar: CIDE I (3 cr)
• OLPD 8121-section 003—Doctoral Seminar: CIDE II (3 cr)
• OLPD 8121-section 004—Doctoral Seminar: CIDE III (3 cr)

Specialization courses: Intercultural/international education (6 credits)

• OLPD 5048–Cross-Cultural Perspectives on Leadership (3 cr)
• OLPD 8087–Seminar: OLPD (3 cr) [Take course topic approved by LIIE cohort advisor]

Additional Coursework (12 credits)

• OLPD 8002–Critical Issues in Contemporary Education (3 cr)
• OLPD 8602–Advanced Organizational Development (3 cr)
• OLPD 5044–Introduction to the Economics of Education (3 cr)
• Transfer Class (3 cr)

Electives (8 credits)

• OLPD 5103–Comparative Education (3 cr)
• OLPD 5124–Critical Issues in International Education and Educational Exchange (3 cr)
• OLPD 5132–Intercultural Education and Training: Theory and Application (3 cr)

How to apply

72 credits (48 coursework / 24 thesis) completed in 3-5 years for full time students

Admission Deadline

The deadline for the 2023 LIIE cohort cohort was November 1, 2022; the next cohort will begin in summer 2026, so the likely application deadline will be November 1, 2025.

Applicants may only apply to one OLPD track.

Applications are not complete until ALL required materials and fees have been received. If anything is missing, your application may not be considered until the next review date the following year. It is strongly recommended to apply at least two weeks before any submission deadlines.

Applications are processed by the Graduate School. A decision for admission notice will be emailed to you once your application is carefully reviewed by the department's admission committee and your transcripts and any credentials (test reports, diploma copies, etc.) are authenticated by Graduate School officials.

Online application and instructions Note: be certain to select "Org Ldrship Policy Dev-Comparative Intl Dev Educ - PhD" in the online application system when applying for this program. The system does not allow applicants to specify "LIIE."  

Admission Requirements

Degree: Master's degree or equivalent

GPA: Undergraduate 3.0; Graduate 3.5

TOEFL/IELTS Scores (Not required for U.S. students):

• TOEFL: Internet based = 79 or above (21 writing/19 reading)
• IELTS = 6.5

Tuition and funding

Tuition information: CEHD | OneStop

Financial aid: CEHD | OneStop

Readmission

If a graduate student in an OLPD program has become inactive they must follow the readmission procedures .

Whether you seek reactivation after accidentally being discontinued this term or want to return after a long absence these are the steps needed to re-apply.

• Complete the proper online readmission application . If you have been away from the program less than five years use the Express Readmission Application and email it to [email protected] . All others must submit the Online Application for Readmission  
• Once received, the department will forward your application to the appropriate admissions committee. Readmission decisions are normally determined by the program’s admissions committee, not any one individual faculty member. Readmission is never guaranteed. Decisions for readmission are based on a review of previous progress toward degree completion, the proposed timeline for completion, the availability of faculty resources, and/or any additional application materials they may request from you. Individual programs/tracks reserve the right to readmit students under the current graduate program requirements, rules, and guidelines. They may also request an applicant to provide additional information prior to making a decision.  
• Once the committee makes their recommendation, the department’s DGS will sign off on the decision and forward the result to the central Graduate Admissions Office for processing. Once processed, you will be notified of the decision.

Individual department programs and tracks reserve the right to require readmitted students to retake coursework if they deem it appropriate. Readmitted students are also required to abide by current time-to-degree policies as determined by the University, which may differ from the policy in place when they first started the degree program.

Individuals seeking readmission to the Ph.D., Ed.D., and M.A. program tracks in the former EDPA, WHRE, and WCFE majors can only reapply to the appropriate program track under the Organizational Leadership, Policy, and Development (OLPD) major name.

We’re here to help. Simply complete this form and a member of our department will be in touch.

Kiran Helps Write New State Law

Written by Staff

April 22, 2024

Hamline MA graduate Amna Kiran has been working for years on getting a bill passed in the state legislature to help simplify Minnesota drivers' tests. The bill recently passed. She is an ESL teacher in Anoka, and she noticed that many of her students were passing their driver education classes but flunking the written test for a driver’s license.  

After doing a study, she found that this was a common occurrence, even for native speakers of English, and that it appeared to be at least in part because of the complexity of the language on the test. She got backing from a Republican representative and a Democratic senator to back a bill to change the language of the driving test to plain English, It asks the state government to comply with the federal Plain Language Guidelines.

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University of Minnesota--Twin Cities Ph.D in Nursing

Graduate School (Nursing) • Minneapolis, MN •  

Graduate School (Nursing) • Minneapolis, MN

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• Engineering

University of Minnesota--Twin Cities Doctor of Philosophy in Nursing (Ph.D.)

University of Minnesota--Twin Cities is a public school. The School of Nursing has an application fee of $80 for U.S. residents. Tuition for the PHD program at University of Minnesota--Twin Cities is Full-time: $19,116 per year (in-state) and $29,580 per year (out-of-state). The School of Nursing at University of Minnesota--Twin Cities has 81 full-time faculty members. The total PHD enrollment is 42.

At-a-Glance

Enrollment (ALL Programs)

Programs Offered

From the School

The University of Minnesota’s Doctor of Nursing Practice program is structured for your success. We deeply listen to our students to co-create learning experiences that are relevant and concurrent with your personal and professional needs. Our academic staff take the worry out of clinical placements while our faculty work with you to identify a practicum experience with a trusted preceptor who meets your needs. The University maintains strong relationships with 500+ health systems sites and providers in 18 states across the country. 

In the classroom, our hybrid-by-design program maximizes education with flexibility. Since the inception of the University of MInnesota DNP program, hybrid learning has allowed our students to maintain balance while gaining the hands-on experience necessary to enrich their practice and advance their career. Our students come to campus at least once during the semester for interprofessional learning and activities with colleagues from the medical, pharmacy and other schools.

Our students benefit from the resources of a tier-one research institution while at the same time receiving the individualized attention that one would expect from a small institution. Our specialty cohorts offer unique and intimate experiences for students and a supportive environment.

The University of Minnesota has one of the largest, most comprehensive academic health sciences centers in the nation. While robust scholarly inquiry is central to the School of Nursing’s mission, it is enhanced by interprofessional collaboration with schools and colleges within the University and its health sciences schools comprised of pharmacy, medicine, public health, dentistry and veterinary medicine.

From the world’s first successful open heart surgery, to the development of one of the most widely used anti-HIV drugs, health professionals at the University of Minnesota have made important discoveries impacting the health of people and animals worldwide. Our international reputation is built upon a long tradition of leadership in health care discovery and delivery.

With an alumni network of more than 1,200 DNP graduates and nearly 15,000 nursing alumni, University of Minnesota students have the opportunity to connect with and learn from leaders in the profession. 

Early applicants will be automatically considered for a $20,000 Bentson Scholarship award to incoming DNP Post-Baccalaureate students. Post-Masters DNP students are also supported through an array of scholarship opportunities through the University. The School of Nursing awarded a total of $2.3 million in scholarships during the 2020-21 academic year. Regardless of your track, DNP students will have access to individualized support from the schools Office of Student & Career Advancement Services. 

Become a full-practice provider and an innovative systems leader with a Doctor of Nursing Practice degree from the University of Minnesota. Choose from 12 specialty tracks. 

DNP specialties: 

• Adult gerontological primary care nurse practitioner
• Adult gerontological clinical nurse specialist 
• Family nurse practitioner
• Health innovation and leadership
• Integrative health and healing 
• Nurse anesthesia 
• Nurse midwifery 
• Nursing informatics 
• Pediatric clinical nurse specialist 
• Pediatric nurse practitioner primary care 
• Psychiatric/mental health nurse practitioner 
• Women’s Health/Gender-Related Nurse Practitioner 

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Nursing Ph.D Program Admissions

Application fee (U.S. residents)

Admissions Website

University of Minnesota--Twin Cities Admissions

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Nursing Ph.D Program Cost

Tuition & Fees (In-State)

$19,116 Per Credit

Tuition & Fees (Out-of-State)

$29,580 Per Credit

Required Fees

University of Minnesota--Twin Cities Cost

Nursing ph.d program student population.

Minority Students

International Students

University of Minnesota--Twin Cities Student Body

Minority Enrollment

Black or African American

Hispanic/Latino

American Indian or Alaska Native

International

Not Specified is not included in this breakdown due to an enrollment of 0%.

Gender distribution (full-time) :

Nursing Ph.D Program Academics

Department Concentrations

• administration clinical nurse specialist
• informatics nurse anesthesia
• nurse-midwifery nurse practitioner: adult-gerontology acute care
• nurse practitioner: adult-gerontology primary care nurse practitioner: family
• nurse practitioner: pediatric primary care nurse practitioner: psychiatric-mental health, across the lifespan
• women's health other majors
• dual majors

University of Minnesota--Twin Cities Academics

• Master of Public Health and DNP

Nursing School details based on 2023 data.

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College of Education and Human Development

Department of Curriculum and Instruction

Arts in education MA/PhD

The MA/PhD track in Arts in education offers the opportunity to conduct interdisciplinary research while specializing in your own focus area in art education. While we offer a strong K-12 focus, many students come into the program with interests in museum education or community arts organizations.

Graduates become educational leaders in diverse contexts – teaching in higher education, attaining leadership roles in school districts, museums, community arts organizations, government agencies, and foundations.

Quote from Wendy Friedmeyer

There are amazing thinkers within our faculty. I've been inspired by their work and every course has exposed me to new and important ideas. Wendy Friedmeyer PhD 2020

Doctoral curriculum

Your PhD coursework will center on your research interests. The program consists of 51 course credits and 24 doctoral thesis credits for a total of 78 credits. 

To see the curriculum requirements in detail, visit the course catalog, find Requirements > Program Sub-Plan Requirements > Arts in Education.

Master of arts students

Students can choose either a thesis (Plan A) or final paper (Plan B) to complete their degree. See the requirements for both curriculum plans.  

View the core requirements for the MA in art education in the course catalog, view Requirements, Program Sub-Plan Requirements, Arts in Education. 

Research opportunities

You can engage in research that advances the field of art education and ties into your area of interest. Faculty work closely with national, state, and local initiatives in art education. You are encouraged to collaborate on the development, implementation, and evaluation of these programs. Learn more about the student research experience in the Department of Curriculum and Instruction.

Areas of expertise include: 

• Place-specific, culturally relevant, arts education taught from a critical perspective
• Mentoring the future art teachers 
• Design process 
• Aesthetic problem solving 

James Bequette James Bequette

• Associate Professor
• 612-625-5286
• [email protected]

My current inquiry in art education centers on Minnesota Native populations and is inspired by 15 years spent teaching in K-12 schools with mostly American Indian students.

Betsy Maloney Leaf Betsy Maloney Leaf

• Assistant Professor in Arts Education
• she, her, hers
• 612-625-5129
• [email protected]

Betsy Maloney Leaf, PhD, MFA, is the co-License Program Lead in the Arts in Education program.

How to apply

Application deadline and instructions.

Priority deadline : December 1 for admission to the fall of the following year Admissions decisions : January

Applications submitted after this date are considered on a case-by-case basis and may not be reviewed until the following year. Faculty review applications in mid-late December, and the Graduate School will notify applicants about admission decisions shortly thereafter. Final admission decisions are based on complete applications. All application materials must be included for the application to be released for review.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator . If you are a returning Graduate School student, follow the Readmission guidelines . If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines.

Tuition and funding

We have several funding options to support students full-time through program completion. Support is available in the form of:

• Teaching Assistantships. The majority work as student teaching supervisors for MEd initial licensure students. Daytime availability, a teaching license, and teaching experience are required
• Research Assistantships
• Fellowships. Based on a departmental nomination process. You will be notified by the Director of Graduate Studies if you are being considered for a fellowship. Decisions are made by April 15.
• Graduate students are also eligible to apply for fellowships and graduate assistantships through other University departments. Visit the University's employment page or fellowships through the Graduate School's Graduate Fellowship Office .
• Find more detailed federal financial aid and graduate tuition information.

Application requirements

What we look for.

Admission to our master's of arts and doctoral programs are competitive and we look for candidates whose goals and interests align with the program’s research and scholarship. Program faculty make admissions decisions based on the candidate’s experience and research competencies, along with compatibility of research goals.

Please look at our current faculty members’ research interests.

Our masters and doctoral candidates display

• Evidence of strong interest in research and in the development of research competencies
• Evidence of substantial experience in the discipline
• Strong writing skills
• Bachelor's degree from an accredited U.S. institution or foreign equivalent

Required application documents

• Unofficial transcripts .Upload your transcripts into the application system. Please include all transcripts from any institution you have attended, even if you did not earn a degree or certificate. Please do not mail your transcripts. Official transcripts are required only after you are admitted. Tips for uploading your transcript(s) .
• CI Application Form . Upload in the graduate program additional materials section.
• Three letters of recommendation . Ask professors, employers, or supervisors to speak to your potential for successfully completing your degree; they will upload their letters directly into the online application.

The GRE is being waived for those applicants applying for Fall 2024.

Required written statements

• Why you want to study in our department
• What strengths, expertise, and research experience would contribute to your success in our program
• Your professional goals for pursuing a research-focused degree
• Diversity statement .Upload to the Applicant Statements section of the online application. Identify the distinctive qualities, characteristics, and life experiences you would contribute to our community. You may wish to include examples that address your contribution to the diversity of the student body and illustrate your motivation to succeed by setting high standards for accomplishing intellectual and other goals, overcoming obstacles to achievement, and/or helping others to gain access to the resources necessary for success. (please do not exceed one page in length)
• Short writing sample .(Optional except for Literacy Education applicants). For example, an excerpt from a term paper or research paper for publication. No longer than five pages in English.
• Common Ground Consortium Fellowship. (Optional) The primary purpose of the CGC is to assist graduate programs in the College of Education and Human Development to recruit exceptional students with the distinct experience provided by HBCUs or similarly distinguishing contexts, provide these students with financial assistance support during their graduate studies, and assistance with career development and job placement afterwards. It offers a pipeline to excellence and an opportunity to diversify perspectives in the academy. If you wish to apply, submit a statement that describes how your participation as a CGC scholar would a) enhance your graduate student experience, b) prepare you for your chosen career, and c) benefit the public. Upload to graduate program additional materials section.

Additional admissions information

Application checklist.

Before applying online , go through the application checklist to ensure you have all the required materials. We are here to help! If you have questions, please contact the Graduate Studies Coordinator .

If you are a returning Graduate School student, follow the Readmission guidelines. If you are a current Graduate School student and need to change your program, follow the Change of Status guidelines .

Transfer credits

MA students must complete at least 60 percent of their coursework (not including thesis credits) within our program. PhD students may transfer no more than 15 credits from an outside institution.

A maximum of 12 graduate course credits taken as non-degree seeking or non-admitted status at the University of Minnesota can be transferred; this is counted separately from the maximum 60 percent or 15 non-UMN credits. For example, a PhD student could transfer a maximum of 27 credits (15 non-UMN and 12 non-degree from UMN).

If you earned a MA at the UMN, please contact the Graduate Studies Coordinator to discuss transfer procedures. Thesis credits cannot be transferred.

After you are admitted, you will work with your adviser to determine which credits may transfer.

International applicants

International applicants may also need:

• An English translation of your transcripts, if the transcript is not in English. Please note: the Graduate School Admissions Office will not accept an evaluation of your international coursework by an outside agency such as ECE or WES; they only accept the original transcripts.
• TOEFL/IELTS or MELAB. You may qualify for an exception if you have completed 16 semester or 24 quarter credits within the past 24 months in residence as a full-time student at an accredited institution of higher learning in the United States or other country where English is the official language (i.e. U.K, Canada). Score requirements and submission guidelines

Request information

We’re here to help. Simply complete one of these forms and a member of our department will be in touch