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The PhD in Education is designed to enhance specialised knowledge through academic study and research.

The programme aims to enable students to gain a solid grounding in research methodology, and to successfully carry out a substantial piece of academic research.

We are interested in hearing from students doing projects in the following broad research areas: http://www.york.ac.uk/education/postgraduate/research-topics/

Our PhD research students in recent years have come both from the United Kingdom and from many overseas countries. Many of our overseas students have chosen to conduct studies which involve collecting fieldwork data in their home country. Proposals to conduct a study which involves collecting fieldwork data overseas are welcomed.

Doctor of Philosophy - PhD

Part-time, 6 years.

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PhD in Education

Want to know what it's like to study this course at uni? We've got all the key info, from entry requirements to the modules on offer. If that all sounds good, why not check out reviews from real students or even book onto an upcoming open days ?

Different course options

PhD/DPhil - Doctor of Philosophy

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Entry requirements, tuition fees, latest reviews.

The PhD in Education is designed to enhance specialised knowledge through academic study and research.

The programme aims to enable students to gain a solid grounding in research methodology, and to successfully carry out a substantial piece of academic research.

Our PhD research students in recent years have come both from the United Kingdom and from many overseas countries. Many of our overseas students have chosen to conduct studies which involve collecting fieldwork data in their home country. Proposals to conduct a study which involves collecting fieldwork data overseas are welcomed.

What students say

The location is brilliant and all lectures and seminars are close by so when tight on time, it’s not far to travel from one place to another The prices for the shops on campus.. Read more

Lots of support offered by the university.. Read more

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline although candidates with other evidence of ability to succeed at PhD level will also be considered.

Students living in

£4,786 per year

Students from Domestic

The fees quoted are for one year of study. Fees are subject to increase in subsequent years but this increase will be set at a maximum of two per cent in each year for continuing students. The University reserves the right to alter the level of fee.

£22,200 per year

Students from EU

The above mentioned fees is class roombased tuition fees. Classroom-based degrees: Full-time: £22,200; Laboratory-based degrees Full-time: £27,900

Students from International

Latest Education Studies reviews

Review breakdown, how all students rated:.

Heslington York YO10 5DD

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Department of Education

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PhD in Psychology in Education

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Programme Leader:   Sebastian Suggate

The PhD in Psychology in Education is available to be studied in 3 modes: part-time, full-time, and  distance learning . 

In order to apply for a PhD place, we ask that you first submit an application form.  We cannot accept a CV or any other documentation in place of a formal application.  When you apply for a PhD place, you must submit a research proposal about 1,500 words in length. More information about the PhD application and admissions process can be found on the How to apply and FAQ  pages . Apply now for the PhD in Psychology in Education Apply now for the PhD in Psychology in Education (Distance Learning)

The PhD in Psychology in Education is designed to enhance specialised knowledge through academic study and research.

The programme aims to enable students to gain a solid grounding in research methodology, and to successfully carry out a substantial piece of academic research.

Entry requirements

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline although candidates with other evidence of ability to succeed at PhD level will also be considered.

If English is not your first language, we do expect you to be able to demonstrate a high level of proficiency.  The minimum requirement for PhD in Psychology in Education is IELTS 7.0 with no less than 6.5 in Reading, Writing, Listening and Speaking.  For further information please see  English language requirements .

Apply now for the PhD in Psychology in Education

Apply now for the PhD in Psychology in Education (Distance Learning)

I do have to admit that my trips to York have become less frequent since I became a mum. It takes a lot more planning, of almost military precision, to be able to pop out for a day trip to York with a little one! When we do travel up, I try to combine it with a trip into the charming city centre of York. This is especially nice during the Christmas period. The Christmas market is a must-visit attraction in York at this time of year.

So, you might be wondering why I didn’t just choose to study at a university that was closer to home? Well, I chose York after meeting several members of the Department of Education at a conference. Everyone was so friendly and encouraging about my research ideas that I thought it was worth the potential travelling difficulties to join such a welcoming group of colleagues and mentors.

I was delighted when I found out that I’d been accepted to study for my PhD with the Psychology in Education Research Centre in the Department of Education at York. My supervisor, Dr Poppy Nash, has been fantastically supportive and understanding from the very start of my PhD journey.

A rich postgraduate experience

I can say with confidence that I made the right choice to choose York for my PhD study. Living a fair distance away does mean that sometimes things are not as straight forward as they could be. However, I certainly don’t feel that it has detracted from the richness of my postgraduate university experience. I sometimes have to make an extra effort, such as setting off from home super early to make a 9 o’clock training session, or having to arrange telephone interviews when I could not attend in person. But I have made sure that I have not missed out on the many and varied opportunities that being a postgraduate student at York offers.

For example, I have been involved in an internship with the Careers Service and participated in the Three Minute Thesis competition. I’ve achieved the York Learning and Teaching Award for aspiring academics, and have taken on valuable teaching opportunities that will help my CV stand out in the job market.

And nowhere else would you look up to find geese watching your supervision meeting through the window! Visiting the beautiful campus for the first time and meeting the quirky wildlife helped to cement my decision to study at York.

About Laura

I'm Laura and I'm a final year part-time PhD student with the Psychology in Education Research Centre in the Department of Education at York. I'm a member of Derwent College and have really enjoyed my time at York so far.

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About this blog

These blogs represent students’ views and reflections, at the time of publish. For course details and the official information please always refer to the University of York website .

To get in contact with us about anything on this blog you can email us .

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Doctor of Philosophy (PhD)

Discover Our PhD Program!

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

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

Admission Requirements

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

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

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

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

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

The Statement of Interest

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

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

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

At the doctoral level your statement should include:

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

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

Please note:

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

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

Program Description

This program starts each September.

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

Note: The program  does not  lead to teaching certification

Required Courses

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

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

Elective Courses

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

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

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

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

Comprehensive Examination

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

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

Doctoral Dissertation Proposal & Dissertation

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

Residency & Regulations

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

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

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

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

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

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

Connect with York University

Graduate Admissions

Education: language, culture & teaching.

The philosophy and curriculum of the Graduate Program in Education is grounded in critical thought with an underlying commitment to equity and social justice. Language, culture and teaching are broadly defined areas of study. Highlights of the program include:

• Flexibility in scheduling and course selection
• Individualized programs of study and research with mentorship from recognized faculty supervisors
• Small classes for collaboration with peers
• Opportunities for teaching assistantships and/or research assistantships for full-time students
• Interdisciplinary courses offer a range of opportunities for academic inquiry across the social, historical and cultural contexts of education, as well as engagement with contemporary practices of teaching, learning and curriculum design
• Theoretical and practical interests include: anti-racist, multicultural, and feminist pedagogies; language and literacy; new information technologies; urban education and community studies; disability studies and education; global studies and international education; and post-secondary education

We also offer a professional Master of Leadership and Community Engagement (MLCE) part-time degree program to a cohort of students. (Offered on alternate years). 

Graduate Diplomas in Education can be taken concurrently with the MEd or PhD or as stand-alone, part-time programs. Diplomas include:

• Early Childhood Education
• Education in Urban Environments
• Environmental/Sustainability Education
• Language and Literacy Education
• Mathematics Education
• Postsecondary Education: Community, Culture & Policy

Note : Our graduate programs do not lead to teaching certification . 

Quick Links

• Program Details

Additional Admission Requirements

• Your Resources
• Program Page
• Request More Information

Degrees Offered

Program length (full-time).

2 Yrs term(s)

Program Length (Part-time)

up to 4 year(s)

Program Component(s)

• Major research paper
• OR Course work only

Minimum Required GPA

Deadline - fall (full-time applicants only), deadline - fall (part-time applicants only), deadline - fall (domestic applicants only), english proficiency requirement.

Duolingo scores are accepted for Summer 2021, Fall 2021 and Winter 2022 entry only.

• Comprehensive examination(s)
• AND Dissertation

Deadline - Fall (All Applicants)

Number of recommendation(s).

• 3 recommendation(s)

Other Requirements

• Applicants are required to have an acceptable undergraduate degree.
• Faculty of Graduate Studies admissions application form
• One official copy of transcripts of all post-secondary education
• You will provide three names and email addresses of referees in your MyFile application, and referees will receive an automatic request for reference. They will have two weeks to complete the letter of recommendation online
• A résumé or curriculum vitae
• If applying for the Urban Indigenous Education Cohort , applicants should indicate that this is their interest at the top of their statement of interest.
• One sample of written work (e.g., a paper demonstrating how the applicant works with a body of literature or builds an argument; typically, the sample paper is from a university course completed within the past five years.) Note: If unable to provide a sample of written work, the applicant should provide an extended statement of interest not to exceed 1500 words.
• English language test score (if applicable)
• Applicants will have undertaken a Masters-level Program including a component based on original research at a recognized university. Applicants must submit evidence of relevant professional preparation and/or personal and career experience.
• One official copy of transcripts of each post-secondary institution attended
• A curriculum vitae
• A statement of area of interest (minimum 500 words in length) with a discussion of intended research
• Two samples of written work (e.g., papers demonstrating how the applicant works with a body of literature or builds an argument; typically, the sample papers are from a university course completed within the past five years.) Note: If unable to provide a sample of written work, the applicant should provide an extended statement of interest not to exceed 1500 words.
• Final admission will be offered to candidates only if faculty supervision is available

Note: ALL components of the application (including references) should be sent by the deadline.

We recommend that applicants submit their online applications at least three weeks in advance in order to give their references time to complete respond!  We recommend that applicants budget their time in the application process: It will take approximately 5 business days to obtain your MyFile link, and then references' information can be added; references usually need around two weeks to complete their submissions.

Ways to connect with the Faculty of Graduate Studies and Program Supports

Have a program-related question.

Contact the graduate program assistant: yorku.ca/gradstudies/program-contacts/

Have an admission related question? Contact the Graduate Admissions Team

By phone: 416-872-9675

By email:   [email protected]

Upcoming graduate webinars/in-person events for Future Students: futurestudents.yorku.ca/events/graduate

York University Office of Admissions Bennett Centre for Student Services 99 Ian Macdonald Blvd Toronto, ON M3J 1P3 CANADA 

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A doctorate is the pinnacle of an arts and science education. Founded in 1886, the Graduate School of Arts and Science at NYU is among the oldest schools offering doctoral programs in the United States. Today NYU’s doctoral programs span the humanities, sciences, and social sciences, and students pursue cutting-edge research with the close supervision of NYU’s internationally recognized research faculty. New York City resources complement and enhance our vibrant intellectual communities. Use the links below to explore Doctor of Philosophy and dual advanced degrees at New York University.

Ph.D. Programs Dual Degree Programs

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PhD in Psychology in Education

University of york, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities, key information data source : idp connect, qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

Educational Psychology Education Studies

Course type

The PhD in Psychology in Education is designed to enhance specialised knowledge through academic study and research.

The programme aims to enable students to gain a solid grounding in research methodology, and to successfully carry out a substantial piece of academic research.

We are interested in hearing from students doing projects in the following broad research areas:

• Causes and consequences of individual and group differences in learning abilities and attainment
• Assessment of individual differences in attainment
• Developmental disorders (e.g., autism, developmental language disorder, dyslexia and mental health and wellbeing in children with developmental disorders)
• Genetics in education
• Mental health and wellbeing in education (e.g., bullying (including sibling bullying), self-harm, social media use, positive approaches to wellbeing)
• Preschool education
• Teachers (e.g., personality and wellbeing, selection and development, and teacher-pupil relationships)
• Personalised education

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Applicants are expected to have a good honours degree or a master's degree (MA, MSc or MEd) in a relevant discipline although candidates with other evidence of ability to succeed at PhD level will also be considered.

Applied Educational Psychology Doctorate (DAppEdPsy)

Newcastle university, psychology in education - msc, cardiff metropolitan university, psychology (applied educational psychology doctorate) dappedpsy, university of nottingham, pgce secondary education: psychology, university of wolverhampton, psychology of education msc, ucl (university college london).

Search NYU Steinhardt

Doctor of Philosophy Educational Leadership and Policy Studies

Prepare for a career as a professor or researcher of educational leadership and policy while interrogating multiple aspects of schools and other educational institutions. The curriculum emphasizes critical analysis of contemporary problems of practice in collaborative study environments with professors, school leaders, and doctoral students.

Degree Details

Official degree title.

PhD in Educational Leadership and Policy Studies

What You'll Learn

In this doctorate, you will critically examine the conceptual, organizational, political, social, managerial, interpersonal, and technical dimensions of schools and other educational institutions. Research agendas of the faculty and students center on the nexus between theory and practice and explore critical issues facing educational leaders and policymakers today. 

Alternate-Year Admissions

The Educational Leadership and Policy Studies PhD has an alternate year admissions process where candidates will be admitted every other year on the following timeline:

• Entrance in Fall 2024:  December 1, 2023 application deadline
• Entrance in Fall 2025:  no cohort
• Entrance in Fall 2026:  December 1, 2025 application deadline

Prospective applicants should apply beginning September 2023 for Fall 2024 matriculation.

Funding for Full-Time PhD Students

NYU Steinhardt offers a competitive funding package for PhD students who study full time.  Learn more about our funding opportunities .

Upcoming Information Session

Take the next step.

Advance your personal and professional journey – apply to join our community of students.

Ivy League grads risk losing prized jobs for schools allowing antisemitic protests to fester: Wall Street honchos

T he violent, antisemitic protests at some of the nation’s elite colleges has forced top corporate recruiters to assess the quality of the education dispensed at these places — and whether they should look elsewhere for job candidates, the Post has learned.

Activist investor Daniel Loeb, a Columbia University graduate, has begun to reconsider whether to focus offering jobs at his hedge fund to fellow alums and other Ivy League schools like Harvard, Yale, Penn amid their tepid responses to the protests on their campuses, he told The Post.

“We’ve always looked beyond the target schools but we’re doing it even more so now given recent events,” Loeb told The Post on Wednesday.

“We are looking for high-quality candidates but we’re going to be looking at different places.”

Loeb’s firm, Third Point, which manages $11 billion in assets, regularly recruited from places like Columbia in the past, he said.

Now, he’s broadening his focus to schools like Yeshiva University, the University of Florida and Emory University.

The “Ivies” — and schools like NYU and MIT that have also been hotbeds of antisemitic protests — are likely to remain so-called target schools for job recruitment for Wall Street and big corporations given the diaspora of their alumni in board rooms and C-suites. 

However, job applicants from these places may find that the days of gliding through the interview process to a job are over, according to Wall Street executives and recruiters.

The anti-Israel protests now at Columbia, and throughout some of the country’s once revered, top-tiered universities are tarnishing degrees from these places, these people say. 

Recruiters see the bungling responses from school administrations to the protests — such as Columbia calling for remote learning as officials negotiate with anti-Israel protesters to decamp from their disruptive tent-cities on campus — as endemic of a wider problem at the schools from an academic standpoint.

At issue: Can schools that rationalize non-stop protests while allowing course curriculum that imbibes students with a leftist interpretations of world events be trusted to produce quality job candidates?

The re-evaluation of the elite-school degree comes amid a broader crackdown on strident political dissent in the office environment. 

One of the starkest examples came recently when Google fired more than 50 staffers who stormed offices in California and New York to protest the company’s contract with the Israeli government.

College curriculums also began to embrace required courses in so-called social justice themes, but they have been slow to reverse course. 

Now, recruiters say, many that haven’t tapped down on violent protesters or moved their curriculum away from “woke” core courses are paying the price in terms of the perceived diminished value of the degrees they are handing out when students begin to look for jobs.

The problem, according to Gary Goldstein, chief executive officer of the Whitney Group, a prominent executive search firm, is that many high-profile schools in recent years have been getting funding from foreign sources, particularly in the Middle East, and were pressured to mold their curriculum to comport with the political sentiments of these benefactors.

“A lot of high-profile schools like the Ivies and places like MIT have been getting funding from Qatar and the Middle East and with that they have brought in professors who push DEI and teaching kids to view the world through oppressor and oppressed, which means Israel becomes the oppressor,” Goldstein told the Post.

Goldstein said the outgrowth of this type of instruction has been a backlash against some elite colleges where these anti-Israel protests are the most strident. 

“I’m hearing from people they don’t want to send their kids to these places, but also from the banks that they’re leery about recruiting now from these highly visible schools and will look to places in the Midwest where you don’t see this type of activity,” he said.

Goldstein cited  so-called “high-quality, second tier” schools outside the coasts as being the prime targets of corporate recruitment because the educational experience “hasn’t been so politicized.”

COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

Graduate Assistant for Student Life

• University Life
• Morningside
• Opening on: Apr 22 2024
• Job Type: Officer of Administration
• Regular/Temporary: Temporary
• End Date if Temporary: 5/30/2024
• Salary Range: $23 - 23/per hour

Position Summary

University Life was created to develop and enhance the student experience at Columbia University. Working in collaboration with students, faculty, and staff, University Life focuses on enhancing the student experience by strengthening resources, policies, and conversations, and building community outside of the classroom. Our efforts all connect to core values for the Columbia community: 

• Inclusion and belonging
• Health and well-being
• Sexual Respect
• Community Citizenship

University Life is a central division that works with Columbia’s 17 schools and colleges and serves as a student life hub. We are committed to promoting a diverse and inclusive campus culture where students can thrive in all dimensions of their lives. We focus on connecting students to each other, to the broader University and surrounding community, and to opportunities beyond their schools. 

Reporting to the Assistant Director of Student Life, the Graduate Assistant will support the wide-ranging inclusion and belonging efforts within University Life. 

Responsibilities

Working closely with University Life’s Student Life team and other members of the University Life office, the Graduate Assistant will work on several key projects (and other duties as assigned). The office hires a number of graduate students and will assign focus areas of either student activities or inclusion and belonging based on skills and interests:

Student Events - Staff and plan major events hosted by University Life such as Awakening Our Democracy, signature events, and support full-time staff on University Life Events Council advisement and programming. 

Inclusion & Belonging - Assist in programming and initiatives that focus on themes of inclusion and belonging such as the Campus Conversations, The Graduate Initiative, the Social Justice Mini-Grant Program, Success Workshops and various committees.

Well-Being / Sexual Respect Programming - Support and manage Wellbeing Days and Study Breaks; support programs under the Sexual Respect and Community Citizenship Initiative.

University Life Ambassador Program - Support full-time staff with training, engaging, and managing University Life Ambassadors.

Club/Student Advising - Serve as direct advisor for various identity, cultural and religious student groups housed under the Inter-School Governing Board (IGB).

Orientation and Welcome Home Columbia - Support in school orientations and resource fairs, and plan and support other Welcome Home Columbia programming.

Marketing & Media - Create promotional flyers, and event descriptions, and work closely with the communications team within the office.

Minimum Qualifications

• Graduate assistants will be paid $23/hour for approximately 20 hours per week throughout the academic year. 
• The Assistantship will run from August 2024 through May 2025, with the possible opportunity to start earlier and/or extend to the summer and the following year.
• Candidates must be in good academic and disciplinary standing with the University.
• Ideal candidates will have experience and interest in student affairs and student development and are ready to join a fast-paced office environment.
• Applicants must be currently enrolled graduate students in the New York area.
• Graduate assistants will also work on many other projects on a rolling basis and we are looking for candidates that are flexible, creative and have the ability to work both independently and in groups.
• Hybrid work is possible based on office needs and GA availability. 

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

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Six GSE faculty recently awarded prestigious NSF grants

Top (from left to right) Virginia Flood, Mary McVee, Chris Proctor. Bottom (from left to right) Noemi Waight, X. Christine Wang, Amanda Winkelsas

Published April 23, 2024

BY DANIELLE LEGARE

In a significant stride toward advancing education and research, six faculty members from the University at Buffalo Graduate School of Education have been awarded prestigious grants from the National Science Foundation (NSF). Serving as principal investigators on these notable projects, these faculty members are poised to make substantial contributions to their respective fields. The groundbreaking initiatives, supported by the NSF, reflect the diverse expertise and commitment to innovation and excellence within GSE.

As the university continues to foster a culture of scholarly innovation, these projects underscore the institution's dedication to advancing educational methodologies and addressing key challenges in science, technology, engineering and mathematics (STEM) education. Through this collaborative and forward-thinking research, GSE’s faculty to play a pivotal role in shaping the future landscape of education and learning.

“These NSF-funded projects are empowering Black and Brown youth in STEM education, transforming equitable engineering pedagogies for multilingual students, and ensuring the effective and equitable introduction of AI literacies to young learners,” said X. Christine Wang , GSE’s associate dean for interdisciplinary research.

“They stand as a testament to the GSE's commitment to innovative approaches in advancing educational equity.” 

The following GSE faculty have received awards

Pi: virginia flood.

National Science Foundation 3 year grant

“Dialogic Gesture in Collaborative Sense Making in Physics”

Total: $497,798

PI: Mary McVee

“Elementary Teacher Professional Learning of Equitable Engineering Pedagogies for Multilingual Students”      

Total: $374,969

PI: Christopher Proctor

National Science Foundation 2 year grant

“Designing a Residency-Based CS Teacher Preparation Program with a High School Community”   

Total: $277,284

PI: Noemi Waight

“STEMcyclists: Black and Brown Youth Transforming STEM via Bikes”     

Total: $1,982,790

National Science Foundation 1 year grant

“RAPID: Co-Developing a Community-Based Science Education Curriculum Framework for Disaster Justice and Resilience: A Response to the 2022 Buffalo Blizzard”

Total: $100,000

PI: X. Christine Wang

“RAPID: Exploring an AI Literacies Framework for Young Children: A Delphi Study”

Total: $199,920

PI: Amanda Winkelsas

National Science Foundation 5 year grant

“Citizen Science Teachers: Noyce Residency Scholars Program for Western New York”

Total: $1,199,545

Tuesday News Briefs feature the stories of the Graduate School of Education faculty, students and alumni who are engaged in their communities and making an impact through their hard work, dedication and research initiatives. If you have a story to share, please email us with the details for consideration as a future news feature.