phd in education virginia

• Skip to Content
• Bulletin Home

Virginia Commonwealth University

Make it real..

• Academic Calendars
• Financial aid
• Maps and directions
• Technology Services
• Tuition and fees
• VCU Libraries
• Regulations
• Undergraduate
• Professional
• Education, Doctor of Philosophy (Ph.D.) with a concentration in curriculum, culture and change
• Graduate Bulletin /
• School of Education /
• Graduate study
• Dual degree opportunities
• Dual degree and certificate opportunities
• College of Engineering
• College of Health Professions
• College of Humanities and Sciences
• School of the Arts
• School of Business
• School of Dentistry
• Administration
• Accreditation
• Organization
• Support/​resource offices
• Licensure and reciprocity
• Extended Teacher Preparation Program
• Education, Doctor of Philosophy (Ph.D.) with a concentration in art education
• Education, Doctor of Philosophy (Ph.D.) with a concentration in counselor education and supervision
• Education, Doctor of Philosophy (Ph.D.) with a concentration in educational leadership, policy and justice
• Education, Doctor of Philosophy (Ph.D.) with a concentration in educational psychology
• Education, Doctor of Philosophy (Ph.D.) with a concentration in research, assessment and evaluation
• Education, Doctor of Philosophy (Ph.D.) with a concentration in special education and disability leadership
• Education, Doctor of Philosophy (Ph.D.) with a concentration in urban services leadership
• Department of Counseling and Special Education
• Department of Educational Leadership
• Department of Foundations of Education
• Department of Teaching and Learning
• L. Douglas Wilder School of Government and Public Affairs
• School of Medicine
• School of Nursing
• School of Pharmacy
• School of Population Health
• School of Social Work
• VCU Life Sciences
• da Vinci Center for Innovation
• Office of Research and Innovation
• VCU Health Sciences
• Graduate School
• Division of Strategic Enrollment Management and Student Success
• Division of Student Affairs
• Global Education Office
• VCU Continuing and Professional Education
• Office of Institutional Equity, Effectiveness and Success

This is the preliminary (or launch) version of the 2024-2025 VCU Bulletin. Courses that expose students to cutting-edge content and transformative learning may be added and notification of additional program approvals may be received prior to finalization. General education program content is also subject to change. The final edition and full PDF version will include these updates and will be available in August prior to the beginning of the fall semester.

Program goal

The curriculum, culture and change concentration offers a rigorous doctoral-level learning experience in curriculum and instruction, teacher education, and advocacy for social justice. The concentration prepares curriculum and instruction leaders for positions in school systems at the building level and above, as well as scholars with a wide range of interests — philosophical and sociocultural foundations of education, urban education, linguistically diverse groups, critical and culturally relevant pedagogy, anti-oppressive education, critical youth studies etc. In addition to a deep grounding in theoretical, practical and methodological approaches to curriculum and instruction, the concentration prepares instructional leaders to advocate for change across a wide range of institutions, systems and contexts. The concentration offers challenging learning experiences in the field of curriculum and instruction. Its expressed social justice values allow framing of courses in ways that provide critical analyses of contemporary schooling and ground students in the philosophical and historical roots of school change. The program welcomes students with interests in all institutional settings serving students across the life span (early childhood through adulthood) as well as informal and nonformal contexts. It also allows for discipline-specific inquiry in fields including but not limited to STEM, technology, history and literacy.

The concentration distinguishes itself by preparing curriculum and instruction leaders to be change agents capable of working in school systems, higher education and advocacy organizations. It reflects an activist stance toward the education profession — one that views schooling as not only shaped by society but also as an active force for equity and meaningful societal change. It will appeal to a wide range of students: those who are seeking to become instructional leaders in school systems, those preparing to teach in the academy and all those desiring a strong foundation in educational reform.

Student learning outcomes

Education core outcomes.

• Knowledge of foundations of educational research and design: Students will demonstrate an appropriate level of knowledge of theoretical and social issues of scholarly inquiry, policy and ethics of educational research and will demonstrate an appropriate level of knowledge and skills essential to designing, conducting and interpreting qualitative and quantitative design research.
• Application of leadership, research and/or professional skills: Graduates will engage in and practice leadership, research and/or professional skills in a professional placement in a school, agency or corporate setting (e.g., school, agency, corporation).
• Research design and implementation: Graduates will design and conduct original educational research, including developing novel educational research questions, demonstrating proficiency in selecting the most appropriate study designs, demonstrating proficiency in data collection, analysis and synthesis within the identified theoretical/ conceptual framework of study.  
• Oral and written communication skills: Students will demonstrate effective oral communication skills, framing questions appropriately and implementing active listening skills, developing effective presentations with respect to content, organization and appropriate use of language. Students will demonstrate proficiency in academic writing, including writing for publications and presentations.

Curriculum, culture and change concentration-specific outcome

• Students will demonstrate an appropriate level of knowledge and critical consciousness of theories of curriculum and instruction, advocacy and social justice and demonstrate in-depth understanding of one or more substantive theories related to research. Students will be able to appropriately link theoretical frameworks to the design, conduct and interpretation of educational research and demonstrate familiarity with the research literature and the ability to evaluate and critique publications appropriate to an independent educational researcher.

VCU Graduate Bulletin, VCU Graduate School and general academic policies and regulations for all graduate students in all graduate programs

The VCU Graduate Bulletin website documents the official admission and academic rules and regulations that govern graduate education for all graduate programs at the university. These policies are established by the graduate faculty of the university through their elected representatives to the University Graduate Council.

It is the responsibility of all graduate students, both on- and off-campus, to be familiar with the VCU Graduate Bulletin as well as the Graduate School website and academic regulations in individual school and department publications and on program websites. However, in all cases, the official policies and procedures of the University Graduate Council, as published on the VCU Graduate Bulletin and Graduate School websites, take precedence over individual program policies and guidelines.

Visit the academic regulations section for additional information on academic regulations for graduate students.

Degree candidacy requirements

A graduate student admitted to a program or concentration requiring a final research project, work of art, thesis or dissertation, must qualify for continuing master’s or doctoral status according to the degree candidacy requirements of the student’s graduate program. Admission to degree candidacy, if applicable, is a formal statement by the graduate student’s faculty regarding the student’s academic achievements and the student’s readiness to proceed to the final research phase of the degree program.

Graduate students and program directors should refer to the following degree candidacy policy as published in the VCU Graduate Bulletin for complete information and instructions.

Visit the academic regulations section for additional information on degree candidacy requirements.

Graduation requirements

As graduate students approach the end of their academic programs and the final semester of matriculation, they must make formal application to graduate. No degrees will be conferred until the application to graduate has been finalized.

Graduate students and program directors should refer to the following graduation requirements as published in the Graduate Bulletin for a complete list of instructions and a graduation checklist.

Visit the academic regulations section for additional information on graduation requirements.

Apply online today.

Admission requirements

In addition to the  general admission requirements of the VCU Graduate School , the following represent the minimum requirements for admission:

• Master’s degree in curriculum and instruction, teaching and learning, educational philosophy or related discipline
• Three letters of recommendation addressing the student’s potential for graduate study in education
• Statement of intent
• Transcripts of all previous college work
• A personal interview and additional writing sample (may be requested)
• Professional vitae/resume

If an applicant chooses to submit a GRE score, it will be considered holistically with other application materials. If  an applicant chooses not to submit a GRE score, that decision will have no impact on the application review.

Please visit the  School of Education website  for further information.

Degree requirements

In addition to the VCU Graduate School graduation requirements , students are required to complete course work in core and elective courses.

• Credit hour requirements: Students are required to complete a minimum of 60 credit hours.
• Grade requirements: Receipt of a grade of C or below in three courses constitutes automatic dismissal from the program. Courses with a grade below C cannot be used to satisfy degree requirements.
• Externship requirement: Students must complete an approved externship.
• Examination requirements: Students must pass both a qualifying examination early in the program and a comprehensive examination near the end of the program.
• Dissertation requirements: Students must complete and defend a research dissertation.

Curriculum requirements

The minimum total of graduate credit hours required for this degree is 60.

Students who complete the requirements for this concentration will receive a Doctor of Philosophy in Education.

Contact Enrollment Management [email protected] (804) 828-3382

Additional contact Hillary Parkhouse, Ph.D. Assistant professor and graduate program director [email protected] (804) 828-1305

Program website:  soe.vcu.edu/academics/doctoral-programs/phd-curriculum-culture

Virginia Commonwealth University Richmond, Virginia 23284 Phone: (804) 828-0100 [email protected]

All Bulletins © 2024-2025 Virginia Commonwealth University Fri Feb 02 2024 13:37:20 GMT-0600 (CST)

Print Options

Print this page.

The PDF will include all information unique to this page.

• Prospective Students
• Transfer Students
• Military Students
• Degree Completers
• International Students
• Current Students
• Request Information

Doctorate & Ed Specialist

Advance with an online doctoral or ed specialist degree from oduglobal.

Dive deeper into your field with our online doctoral and education specialist programs, which blend rigorous research, theory, and practical application. Receive personalized mentorship from our expert faculty to guide you through your dissertation or capstone project.

Available Programs

• Career and Technical Education (Workforce and Organizational Development)
• Community College Leadership
• Educational Leadership
• Educational Leadership with Licensure
• Engineering Management and Systems Engineering
• Human Resource - Training (Workforce and Organizational Development)
• Instructional Design & Technology
• Nursing - Advanced Practice
• Nursing - Nurse Executive
• Nursing - Psychiatric Mental Health Nurse Practitioner
• Public Administration and Policy
• Technology Education (Workforce and Organizational Development)

We Support You

We develop our programs based on what works for you. From military ships at sea, to your home, or one of our partner community colleges, you'll get the same academic support and resources as any of our on-campus students.

• Explore Online University Resources

Have questions? Contact us.

Doctor of Philosophy in Education

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

Building The ‘Bridge’ Between Research and Practice

Marshal Doug Mosher, Ph.D.'24, reflects on his journey to the Ed. School and the lessons — musical and teaching — learned along the way

College of Applied Human Sciences: School of Education

Educational Theory and Practice, -->PhD -->

The PhD in Educational Theory and Practice meets the interests and professional needs of future scholars in the areas of teaching and learning (across various subjects, in- and out-of-school contexts and ages/grades); teacher education and development (across various subjects and professional levels); and social, cultural and critical studies in education.

This is a primarily full-time, 60-credit, in-person program (part-time study options available).

Your Degree Plan

The program serves as a source of preparation for students toward careers as higher education faculty, educational researchers, policy analysts, and those who conduct work in a range of educational agencies and organizations.

• Plan of Study

The program includes the following course components:

• Core program coursework focused on theoretical, philosophical and sociological foundations of education research and practice.
• A research core that provides the methodological competencies to produce original research as well as the ability to critically evaluate published scholarship.
• Program electives that align with students’ interests and deepen their focus in core areas of educational research and practice.
• Mentored research and teaching experiences that promote students’ pedagogical and empirical skills.

Upon completion of the PhD in Educational Theory and Practice, graduates will be prepared to:

• Understand and interpret scholarship on theory, policy and practice in education as the basis for growth over a professional career.
• Critically evaluate scholarship, policy and practice in order to promote equity, access and social justice in educational settings.
• Plan for, conduct and report on original research that advances the field of education.
• Demonstrate skills as educators—including designing, implementing, evaluating and revising educational experiences.

Take advantage of special options related to this major:

Expand your curiosity — and enhance your curriculum — through the WVU Honors College. Two programs are offered: Honors Foundations for first- and second-year students and Honors EXCEL for third- and fourth-year students.

The WVU Difference

What sets this program apart from its competitors?

• We offer several graduate assistantships to competitive applicants to support their doctoral work. Assurance of funding is provided to selected applicants for the first two years of study, with opportunities for continuation of funding.
• The EDTP program utilizes a professional mentorship model, wherein faculty work closely with doctoral students to support their progress through key milestones, including dissemination of pedagogical and empirical work and completion of the dissertation.
• The plan of study includes apprenticed research and teaching experiences that provide students with a breadth of perspectives and practices as they develop their pedagogical and empirical skills.

Learn by Doing

Learning happens outside the classroom. Get involved.

Research and Academic Opportunities

Students have opportunities to develop applied, authentic experiences teaching in college settings and conducting meaningful research. Through practicum and other structured learning experiences, students examine the theoretical, philosophical, historical, and critical foundations of educational research and practice.

What Skills You'll Take Away With You

Attending college will prepare you for many things. The Educational Theory and Practice major will give you the following skills:

The Educational Theory and Practice program will equip you with the analytical, empirical, and pedagogical skills to address practical and theoretical problems in teaching and learning, teacher education and development, and societal, cultural, and critical studies in education.

What you learn outside of the classroom is just as important as what you learn during class. We’ll help you follow your curiosity.

Careers and Outcomes

How does this degree prepare students for a career?

• Career Profiles
• How We Prepare You

Education Administrators, Postsecondary

Plan, direct or coordinate research, instructional, student administration and services and other educational activities at postsecondary institutions, including universities, colleges and junior and community colleges.

May require a Graduate Degree

Median Salary: $99,940

Possible job titles include: Academic Dean, Dean, Provost, Registrar.

Education Teachers, Postsecondary

Teach courses pertaining to education, such as counseling, curriculum, guidance, instruction, teacher education and teaching English as a second language. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Has a Bright Outlook , May require a Graduate Degree

Median Salary: $66,930

Possible job titles include: Assistant Professor, Associate Professor, Education Professor, Professor.

Career pathways

Our graduates have obtained positions in a range of areas, including at colleges and universities, educational agencies, and research centers. Jobs obtained by recent graduates include teaching-based faculty positions, service-oriented faculty positions, and positions as research associates, postdoctoral scholars, and educational consultants.

Sample employers/job titles of graduates

• Carlow University, Assistant Professor, Department of Education and Liberal Studies
• UNC Charlotte, Associate Director, Undergraduate Research
• West Virginia University, Teaching Assistant Professor, School of Math and Data Science

Meet Your Community

The Educational Theory and Practice family will inspire and support you.

• Future Classmates
• Program Faculty
• Alumni Network

Johnna Bolyard

Professional highlights:

• Outstanding Teaching Award, College of Human Resources and Education, WVU, 2021
• Mathematics Teacher of the Year - College Level, West Virginia Council of Teachers of Mathematics, 2015
• Outstanding Teaching Award, College of Human Resources and Education, WVU, 2010

Matthew Campbell

• Research emphasis on teacher education, teacher recruitment and retention, and teacher leadership
• Principal Investigator, Mountaineer Mathematics Master Teachers (M3T)
• President, West Virginia Council of Teachers of Mathematics (WVCTM), 2022-2024
• Associate Vice President, AMTE STaR Fundraising Committee, 2023-2026
• Editorial Panel Chair, Mathematics Teacher Educator, 2021-2022

Jeffrey Carver

• 20 years' experience in the educational field
• Directs STEM Education Initiatives at the College of Applied Human Services
• Research interests focus on the improvement of teaching and learning in the STEM disciplines at all levels (p-20)

Allison Swan Dagen

• Co-Editor, Best Practices of Literacy Leaders: Keys to School Improvement, 2020
• Lead Writer, International Literacy Association Standards, 2017
• WVU Provost's Academic Fellow, 2018-2021
• WVU Assistant Provost for Graduate Academic Affairs, 2021-2023

D. Jake Follmer

• Research interests include self- and socially-regulated learning, statistics education, first-generation student success, reading comprehension, and instructional inquiry and revision in STEM
• CEHS Outstanding Teaching Award, 2022
• Teaching MVP Award, 2020, WVU, Office of the Provost
• AERA Deeper Learning Research Fellow, 2022

Sharon Hayes

• Coordinator of Action Research Faculty, 2008-2020
• WVU National Writing Project, 2008-2011
• Program Coordinator, 5 Year Teacher Education Program, 2020-2021
• Program Coordinator, Elementary Math Specialist Master’s, 2021-2023
• Licensed teacher in New Jersey: Elementary Education, Middle School
• 10 years public school experience (K-8)
• Former preschool teacher and childcare provider

Melissa Luna

• Journal of the Learning Sciences Reviewer of the Year, 2022-2023
• CAHS Associate Dean for Research and Engagement, 2022-2023
• CEHS Associate Dean for Research, 2019-2022
• WVU CEHS Outstanding Researcher Award, 2018
• National Science Foundation CAREER Award, 2016

Erin McHenry-Sorber

• Outstanding Teaching Award, College of Applied Human Sciences, WVU, 2023
• National Rural Education Achievement Award, 2022
• National Rural Education Association Best Research Paper Award, 2022
• Howard A. Dawson Best Research Paper Award, National Rural Education Association, 2019
• Mary Catharine Buswell Award, Council for Women’s Concerns, WVU, 2019
• Editor, The Rural Educator

Aimee Morewood

• Research interests include effective professional development for literacy educators, word study instruction for elementary students, systemic change through teacher leadership and emergent literacy practices
• Certified in Elementary Education (K-12) and as a Reading Specialist (K-12)
• Former learning support teacher

Sarah Selmer

• Research emphasis: responsive noticing of student mathematical thinking
• Completed a Fulbright specialist program in Lesotho, Africa (Summer 2023)
• Department Editor for Mathematics Teacher: Learning and Teaching PK-12

Melissa Sherfinski

• Chair, American Educational Research Association (AERA) Early Education and Child Development Special Interest Group
• Board Member, Journal of Early Childhood Teacher Education and Journal of Research in Childhood Education
• Licensed teacher in West Virginia and Wisconsin, areas: Elementary Education, Early Childhood-PK-K Special Needs, Intellectual Disabilities, Autism
• 6 years public school experience (K-5)

Courtney Shimek

• Research interests: confluence between play and literacy, multimodal responses to literature, use of nonfiction in elementary classrooms and literacy teacher preparation

Nathan Sorber

• Director, School of Education West Virginia University
• Author of multiple books on Higher Education in the United States
• Editor, Perspectives on the History of Higher Education

• Outstanding Teacher Award, College of Human Resources and Education, 1995-1996
• Barbara J. Howe Award for Excellent Scholarship on New Deal Homesteads, 2004
• Outstanding Researcher Award, College of Human Resources and Education, 2004-2005
• Laddie R. Bell Distinguished Service Award, College of Human Resources and Education, 2006-2007
• American Educational Studies Critics Choice Book Award, 2012. Doug Simpson and Sam F. Stack Jr., Teachers, Leaders, and Schools Essays by John Dewey (Carbondale: Southern Illinois University Press, 2011), 258 pages.

Admission Requirements

To be eligible for admission into a graduate program at WVU an applicant must submit official, bachelor's degree transcripts from a regionally accredited institution and hold a GPA of at least 2.75. WVU operates decentralized admissions. Decentralized admissions allows each graduate program to set its own application requirements in addition to the University requirements.

To be eligible for admission into the Educational Theory and Practice graduate program an applicant must submit the following documentation:

• Statement of Purpose
• Letters of Recommendation - Three
• Essay/Writing Sample (Contact a Graduate Program Representative for a Prompt)
• A baccalaureate degree with coursework in appropriate areas related to education
• A minimum undergraduate GPA of 2.80
• A completed graduate application
• A curriculum vitae (CV)
• A personal statement describing your specific goals for and interests in the program. The statement should clearly articulate the connections between our program and your interests as well as the expertise of program faculty.
• An academic writing sample showcasing your academic interests and ability to engage in research.
• Three (3) letters of recommendation addressing your potential as a doctoral student in education.

Additional Application Considerations

• Only completed applications can be reviewed. An application is considered complete when all associated materials, including letters of recommendation, are submitted and received by the program. Please ensure you’ve allotted enough time to have your application materials received before the deadline.
• Following the application deadline, program faculty will evaluate each application based on the quality of the materials submitted, the quality of the applicant’s academic record, and the connections between students’ expressed interests and those of the faculty.
• International applicants should also submit required materials as described in Graduate Admissions' information for international students .
• Complete admissions information for the Educational Theory and Practice program can be found in the WVU Catalog .

Application Deadline

• The priority deadline for admission is December 15. Applicants interested in funding through graduate assistantships and related opportunities should ensure all application materials are received by this deadline.
• The final deadline for admission is March 1.

Program Contact

If you have questions about the Educational Theory and Practice PhD program, please contact Dr. Jake Follmer, Assistant Professor and Program Coordinator, at [email protected] .

Application Deadlines

Each graduate program sets their own terms for admission and application deadlines. Applicants can only apply for admission for the terms displayed below. Any questions regarding the application deadline should be directed to the graduate program representative.

• Fall: March 1
• Fall (Priority): December 15

Ready to take the next step?

Learn how to join the WVU family.

Request Info

Want to know more about Educational Theory and Practice at WVU? Fill out our request form to receive more information.

​​Experiencing campus is the best way to see if WVU is the right fit. Choose from in-person and virtual options.

Your first step to becoming a Mountaineer is applying for admission using our convenient online application.

School of Education

Insert your title here, virginia educators may be eligible for a 25% tuition discount  .

Challenging the Status Quo

Virginia Tech’s School of Education is a global catalyst for individual and social transformation through education, applied research, and advocacy.

  X       -->

The Virginia Tech School of Education is a global catalyst for individual and social transformation  through education, applied research, and advocacy. We take pride in challenging the status quo , and developing best practices in education, through our commitment to diversity, equity, and social justice. With world class programs for prospective teachers, educational leaders, mental health counselors, and leaders in higher education, there are many paths to a rewarding career serving our communities and the greater good. 

Ready to find your path?

It's time to call the virginia tech school of education home., 196 2021-2022 total graduates, ~ $ 18 million in externally funded research, 3:1 doctoral students to faculty ratio, value/$ m.a. or m.s. + teacher licensure = higher starting salary, 87% teacher prep grads accepting teaching positions 2009-2019, 95% teachers continuing in profession through 2nd year 2015-2019.

We are servant leaders.

We are committed to Virginia Tech's Motto, " Ut Prosim " (That I May Serve). We work with partners in education, counseling and community mental health, business, and industry to meet the needs of our region and beyond.

We are teacher-scholars.

We are committed to high-impact undergraduate, graduate, and continuing education practices. We pursue rigorous and active programs of research designed to build knowledge and make a positive difference in our communities of practice and the world.

Why we do this

We are champions of lifelong learning, diversity, equity, and social justice..

We are committed to research and practice that challenges the status quo, includes the voices and experiences of underrepresented populations, and expands opportunity and access to ongoing learning and the improved health and well-being of all.

Our Academic Programs

Curriculum and Instruction The Curriculum and Instruction program area offers undergraduate and graduate degrees that lead to teacher licensure, advanced educational specialist credentials in reading/literacy, and faculty careers in teacher education and allied fields.

Educational Research The areas of specialty educational research programs prepare graduate students for careers in educational psychology, foundations of education, and educational research.

Professional Studies The Professional Studies program area provides graduate degree programs in counselor education, educational leadership and policy studies, and higher education administration and student affairs.

School of Education News

Accreditations and Approvals

QUICK LINKS

Degrees and programs powered by experience

Undergraduate

NEWS, DISCOVERY, AND ANALYSIS FROM AROUND THE WORLD

Explore our global campuses

Find unique opportunities for experience-powered learning and discovery.

Our hub for research and graduate education at the intersection of technology, security, and policy

Explore Arlington

Massachusetts

Established in 1898, our first campus is a comprehensive hub for learning, discovery, and urban engagement

Explore Boston

Home to world-class national security and defense research and a magnet for science-based startups

Explore Burlington

North Carolina

An engine for professional education in the life and health sciences

Explore Charlotte

Our hub in Europe, with undergraduate and postgraduate degrees—including a U.S./U.K. double degree—and world-leading network science research

Explore London

Graduate education and entrepreneurship programming to support the rapidly transforming finance and tech economies

Explore Miami

A vibrant center for coastal sustainability research and innovation

Explore Nahant

Our West Coast undergraduate campus offering unique entrepreneurship and social impact programming, and home to the Mills Institute

Explore Oakland

An engine for economic development with graduate degrees and research in technology, and home to the Roux Institute

Explore Portland

Graduate degrees and research focused on the region’s booming tech industry, and undergraduate summer programs

Explore Seattle

Graduate education for high-tech fields in the heart of California’s Big Tech region

Explore Silicon Valley

Preparing professionals to thrive in high-demand fields in North America’s third-largest tech market

Explore Toronto

Professional education aligned with British Columbia’s rising startup and high-tech ecosystem

Explore Vancouver

#LikeAHusky

Plenty of room to do your own thing. Many ways to feel like a Husky.

17 Division I teams, including varsity esports. 55 intramural sports, and 64 club teams. And a packed DogHouse on game nights. Go, Huskies! 

Take Action

Quick Links

Campus Locations

Today, a vanguard of donors is driving Northeastern’s historic $1.3 billion fundraising campaign. With initiatives that span the globe, accelerating outcomes, we’re creating a better world right now. Learn more about our mission

Copyright 2024 Northeastern University

Active Campus Alert

For more information visit: emergency.wvu.edu

• News and Events
• In the News

Carruth Center Summertime Series for Grad Students

Carruth Center, Adventure WV, Grad Ed and Life | Monday, May 20, 2024

Whether you're looking to meet up with fellow grad students, carve out time to enjoy the outdoors each week, or make time to craft and chat with friends, check out the Carruth Center summer series. Get out there! Get social!

Find Registration Details

Bike and Banter

Morgantown Adventure Outfitters. Free bike and helmet rentals for students. All levels are welcome, but you should be comfortable on a bike.

Outdoor Socials

Bike. kayak. walk.

Meet at Morgantown Adventure Outfitters for biking, kayaking and walking. All equipment is free for students. $5 refundable registration fee.

Craft and Chat

Paint by numbers.

AVOP provides ocular care to nearly 300 patients in need during free two-day clinic

A team from the West Virginia University Eye Institute recently provided ocular care to nearly 300 patients in need through a free clinic hosted by the Appalachian Vision Outreach Program (AVOP). The clinic was held over two days from April 25-26 at West Virginia Health Right in Charleston.

AVOP is a WVU Eye Institute outreach program that hosts free eye clinics across the state to provide ocular care to patients in need, regardless of economic or geographic barriers. The program is led by WVU Eye Institute Director of Outreach, Rebecca Coakley, MA, CLVT.

The clinic saw a substantial turnout of 284 patients from Kanawha and the surrounding counties over the two days. Patients in attendance received full eye exams from a WVU Eye Institute ophthalmologist, consultations with opticians and glasses fittings. A total of 207 pairs of glasses were ordered for patients, which AVOP will distribute to patients once they are manufactured.

This event not only addressed immediate needs, but also led to the diagnosis of various conditions for further treatment, including 25 cataract cases, two glaucoma cases, two diabetic retinopathy cases, and one unexplained vision loss case. Each patient diagnosed with a condition for further treatment received a referral for a follow-up appointment at the WVU Eye Institute.

Coakley emphasized the importance of these clinics, saying they provide patients with care they would otherwise not receive and prevent the worsening of any ocular conditions that could lead to vision loss or hospitalization if left untreated.

"If it weren’t for AVOP these patients would never be seen and receive the care they desperately need,” Coakley said. “These clinics are a proactive approach in keeping West Virginians safe and cared for, and I hope we can continue to serve people in need across the state through future clinics."

To learn more about the outreach programs at the WVU Eye Institute and Department of Ophthalmology and Visual Sciences, visit medicine.hsc.wvu.edu/eye/outreach .

Related Stories

Ophthalmology grand rounds: department to present quarterly quality and safety report, ophthalmology grand rounds: dr. chowdhary to give presentation.

SOM Eastern Campus announces 2024 Research Symposium winners

The WVU School of Medicine’s annual Eastern Campus Research Symposium , held each spring at the Health Sciences Center Eastern Division in Martinsburg, provides students and residents on the campus with a platform to conduct vital clinical research while building their investigative and presentation skills.

This year’s symposium was held on Friday, March 22, and featured more than 30 presentations from students, residents and faculty members.

Winners were recognized during the Eastern Campus faculty meeting, where researchers once again presented their findings and opened the floor to questions. See the full list of winners and their poster titles below:

• 1 st Place – Cameron Anderson, M.D. (PGY-3) “QI: Screening for HCC in patients with liver cirrhosis.” Co-Authors: Adrienne Zavala, M.D.
• 2 nd Place – Cassandra Clayborne, M.D. (PGY-3) “Home Visit Models: Literature review of existing models to inform development of a high-quality home-based primary care model in Jefferson County, West Virginia.” Co-Authors: David Baltierra, M.D. ; Madison Humerick, M.D. ; Richard Ward, M.D.
• 3 rd Place – Ever Hernandez (MS3) “Dural manipulation coinciding with transient asystole during lumbar spine surgery: A case report.” Co-Authors: Jonathan Sherman, M.D.
• People’s Choice Award – Sara Novotny (MS3) “Jejunal intussusception secondary to ascending duodenal heterotopic pancreas in a 38-year-old: A case report and literature review.” Co-Authors: Mazin Shackour, M.D.
• Honorable Mention – Amanda Chamberlain, Ph.D. “Treating what hurts: A case study of pain improving with PTSD treatment.” Co-Authors: Jonathan Deiches, Ph.D.
• Honorable Mention – Brittany Galucki, D.O. “Complications of ‘muscling’ in persons who inject drugs.” Co-Authors: Savannah Leyda, MA

Dr. Anderson, a third-year resident in the Rural Family Medicine Residency Program located in Harpers Ferry, explained that his project examined the rates at which at-risk patients in the area received crucial liver cancer screenings. He hopes the findings of his research will go towards increased access to these screenings, leading to earlier detection of liver cancer among patients.

“I feel incredibly humbled to have my research recognized by our faculty members, but even more than that I am proud to have helped identify a potential issue in our community and be a part of developing a solution,” Anderson said.

Following Anderson’s graduation from the residency program in June, a group of fellow resident researchers will inherit this project to continue the research next year.

Related Stories

Physician Assistant Studies program holds white coat ceremony, students begin clinical rotations

To find success, WVU graduates encouraged to keep asking themselves ‘What was I made for?’

• Dean's Office
• 2019-2025 Strategic Plan
• Counseling and Special Education
• Educational Leadership
• Foundations of Education
• Teaching and Learning
• Climate, Culture & Voice
• Ruth Harris Professorship
• Holmes Scholars Program
• Licensure & Reciprocity
• Policy Implications
• Contact/Visit Us
• Charles P. Ruch Award for Excellence in Teaching
• Student Employment
• School of Education
• Departments
• Counselor Education Programs
• Ph.D. Counselor Education and Supervision Concentration

Ph.D. in Education, Counselor Education and Supervision Concentration

Prerequisite courses include 60 hours of CACREP-accredited master’s counseling coursework (or curricular and clinical experiences equivalent to the CACREP entry level standards), and a master’s level statistics course (which can be taken during the doctoral program).

Mission statement The mission of the counselor education and supervision Ph.D. program is to prepare critically reflective counselor educators,counselor supervisors, scholars and leaders in the counseling profession. With a focus on leadership and advocacy, students graduate with knowledge and application of advanced counseling and crisis theories, supervision theories, pedagogical theories, research methodology and measurement skills, and program evaluation. Their professional identity as a professional counselor acts as a foundation in their development as a counselor educator and supervisor.

Program objectives

• Students will continue to gain multicultural competence and demonstrate this through advocacy and social justice.
• Students will learn and apply teaching theory and demonstrate this knowledge in professional teaching experiences.
• Students will learn and apply advanced counseling theories and demonstrate this knowledge and skills through professional counseling practice.
• Students will learn and apply supervision theories and demonstrate this knowledge and skills through professional supervision practice.
• Students will learn research methods and design and demonstrate this knowledge through application in supervised settings.

Prerequisites

• Coursework from a CACREP-accredited master’s program
• STAT 508 or equivalent

Core Counselor Education & Supervision Courses

• CLED 720 — Counselor Education Doctoral Seminar I
• CLED 721 — Counselor Education Doctoral Seminar II
• CLED 730 — Advanced Counseling Theories and Practicum
• CLED 740 — Counseling Supervision
• CLED 750 — Advanced Group Counseling
• CLED 770 — Advanced Leadership in Social Justice and Advocacy in Counselor Education
• EDUC 700/CLED 810 — Counselor Education Doctoral Internship in Supervision (3 credits)
• CLED 810 — Counselor Education Doctoral Internship in Teaching (3 credits)
• CLED 811 — Counselor Education Doctoral Internship in Research (3 credits)

Foundations Courses

• EDUS 702 — Foundations of Educational Research and Doctoral Scholarship I
• EDUS 703 — Foundations of Educational Research and Doctoral Scholarship II

Research Courses

• EDUS 608 — Educational Statistics
• EDUS 710 — Educational Research Design
• EDUS 711 — Qualitative Methods and Analysis
• Research electives (6 credits)
• EDUC 697/797 — Collaborative Research/Directed Research

Dissertation

• EDUS 890 — Dissertation Seminar
• EDUS 899 — Dissertation

Students start their program in the fall semester. There are full-time and part-time options, and students are encouraged to consult with their advisor to pick one of those scheduling options. The course scheduling options can be found in the Ph.D. in Education Track in Counselor Education and Supervision Procedural Information and Guidelines handbook [PDF] .

Admission requirements

VCU Education @VCUSOE - May 14

Congratulations to June Jones, recipient of the Patricia Pleasant Award of Excellence at #VCUSOE’s 2018 Faculty & Staff Appreciation Luncheon.

Right Now at VCU School of Education

Ready to get started.

• Request Info
• Attend Event

Privacy Policy / © 2022 Virginia Commonwealth University. All rights reserved / Updated: 11/19/2023

Search VCU's School Of Education

West Virginia lawmakers approve funding to support students due to FAFSA delays

The Associated Press

May 21, 2024, 6:04 PM

• Share This:
• share on facebook
• share on threads
• share on linkedin
• share on email

CHARLESTON, W.Va. (AP) — West Virginia students struggling to figure out how to pay for college in one of the nation’s poorest states after the botched rollout of a new federal student aid application could get help under a bill headed to Gov. Jim Justice.

State lawmakers approved $83 million for higher education — including $51 million for grants to help students pay tuition — during a special session that ended Tuesday.

The state’s colleges and universities have seen a 26% reduction in applications , which Republican Senate Majority Leader Tom Takubo called “dramatic and devastating.”

West Virginia lawmakers also voted to provide $183 million to the state agency tasked with caring for people with intellectual and developmental disabilities, but not until after considerable debate about how it should be accessed and used.

The special session dealing with funds supporting some of the most vulnerable groups in West Virginia, where 1 in 4 children live in poverty. Justice last month declared a state of emergency that allows students to receive state scholarships without having their Free Application for Federal Student Aid , commonly known as FAFSA, processed by the federal government.

Students applying for college have been left in limbo as they await changes to FAFSA, which is used to determine eligibility for federal Pell Grants. The update was meant to simplify the form but took months longer than expected. That has left colleges with less time to make financial aid offers and students with less time to decide where to enroll.

The Legislature this week approved a resolution urging the federal government to accelerate FAFSA processing. Lawmakers also extended Justice’s state of emergency through at least Oct. 15.

“We’re talking about kids in our community that are looking at us right now and hoping and praying and families that are hoping and praying that we will come together and solve this problem that we didn’t create,” Republican Del. Brandon Steele said on the House floor Tuesday.

Although the FAFSA delays weren’t created by state lawmakers, Steele said it’s their responsibility to do what they can to help ease the burden on families.

Lawmakers were already scheduled to hold regular interim meetings at the state Capitol on Monday and Tuesday when Justice made the special session call last Friday. Most items were part of the governor’s proposed budget introduced in January for the new fiscal year starting in July that did not get a final vote before lawmakers wrapped up their 60-day regular session in March.

Among proposals lawmakers approved were $150 million for road paving and other maintenance; $50 million for a new state agriculture lab at West Virginia State University; $10 million for food banks; and $2 million to help pay for contract nursing costs at the state veterans’ home.

The $5 million for the Department of Health and around $183 million for the Department of Human Services comes as lawmakers have questioned how state officials in the formerly combined Department of Health and Human Resources use taxpayer money.

A Department of Human Services report showed that in fiscal year 2023, around $29 million dollars meant to be spent on services for people with disabilities went unused, according to reporting from West Virginia Watch. A department spokesperson didn’t return an email request for comment on Tuesday.

House lawmakers could not get senators to agree on a provision specifying that money would go to increasing provider reimbursement rates for those who care for people with disabilities, along with other items.

The bill approved by lawmakers creates a new fund where agency secretaries could transfer money to increase provider reimbursements, but it doesn’t require the money be spent in that way. The secretaries would also be required to file monthly reports to a legislative oversight committee explaining any transfers.

Copyright © 2024 The Associated Press. All rights reserved. This material may not be published, broadcast, written or redistributed.

Related News

Biden administration canceling student loans for another 160,000 borrowers

Families of Uvalde school shooting victims plan Wednesday announcement ahead of 2-year anniversary

Police break up pro-Palestinian camp at the University of Michigan

Recommended.

'Not acceptable': DC attorney general seeks overhaul of agency tasked with rehabilitating youth offenders

Why the Better Business Bureau is warning Facebook page owners about a new scam

Hogan makes abortion-rights stand in Senate race

Related categories:.

• Election 2024
• Entertainment
• Newsletters
• Photography
• Personal Finance
• AP Investigations
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election Results
• Delegate Tracker
• AP & Elections
• Auto Racing
• 2024 Paris Olympic Games
• Movie reviews
• Book reviews
• Personal finance
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

Campus protests over Israel-Hamas war scaled down during US commencement exercises

Police scuffled with a few dozen pro-Palestinian protesters who tried to block access to Sunday evening’s commencement for Southern California’s Pomona College. (AP video shot by Ryan Sun)

A graduate twirls with her Palestinian flag cape during the Emerson College commencement ceremony at Boston University’s Agganis Arena, Sunday, May 12, 2024, in Boston. Many students verbally protested throughout the ceremony. (Pat Greenhouse/The Boston Globe via AP)

• Copy Link copied

CORRECTS PHOTOGRAPHER’S NAME TO JARED LAZARUS FROM BILL SNEAD - In this photo provided by Duke University, commencement speaker Jerry Seinfeld laughs on stage during the school’s graduation ceremony, Sunday, May 12, 2024, in Durham, N.C. A tiny contingent of Duke graduates opposed the pro-Israel comedian speaking at their commencement Sunday, with about 30 of the 7,000 students leaving their seats and chanting “Free Palestine!” amid a mix of boos and cheers. (Jared Lazarus/Duke University via AP)

Pro-Palestinian students hold white t-shirts stating the message, “DIVEST,” as they protest during the UC Berkeley graduation at California Memorial Stadium in Berkeley, Calif., on Saturday, May 11, 2024. (Yalonda M. James/San Francisco Chronicle via AP)

Graduates have their photo taken by the Old Well as pro-Palestinian protesters chant behind them at UNC Chapel Hill on Saturday, May 11, 2024. (Ethan Hyman/The News & Observer via AP)

A graduate displays a message on his shirt, “No Grad in Gaza,” during the Emerson College commencement ceremony at Boston University’s Agganis Arena, Sunday, May 12, 2024, in Boston. Many students verbally protested throughout the ceremony. (Pat Greenhouse/The Boston Globe via AP)

Protests over the Israel-Hamas war have spread across U.S. university and college campuses in recent weeks, leading to disruptions and arrests. Some demonstrations extended into weekend graduation celebrations, although they were muted in comparison to the encampments and rallies that have roiled campuses and resulted in nearly 2,900 arrests of students and other protesters.

Most of the commencement exercises took place as scheduled and remained largely peaceful . Here is a look at some of the ceremonies that included protests:

DUKE UNIVERSITY

Dozens of the 7,000 graduates at Duke University left their seats to protest pro-Israel speaker and comedian Jerry Seinfeld during the commencement in Durham, North Carolina, on Sunday.

Some waved the red, green, black and white Palestinian flag and chanted “Free Palestine” amid a mix of boos and cheers.

Seinfeld, whose decade-long namesake show became one of the most popular in U.S. television history, was there to receive an honorary doctorate from the university.

In this photo provided by Duke University, commencement speaker Jerry Seinfeld laughs on stage during the school’s graduation ceremony, Sunday, May 12, 2024, in Durham, N.C. (Bill Snead/Duke University via AP)

The stand-up comedian and actor has publicly supported Israel since it invaded Gaza to dismantle Hamas after the organization attacked the country and killed some 1,200 people in southern Israel on Oct. 7. The ensuing war has killed more than 35,000 Palestinians , according to Gaza’s Health Ministry.

POMONA COLLEGE

Southern California’s small Pomona College moved Sunday evening’s commencement 30 miles (48 kilometers) to the Shrine Auditorium in Los Angeles after pro-Palestinian protesters set up an encampment last week on the campus’ ceremony stage. A few dozen pro-Palestinian demonstrators tried to block access to the graduation event.

Anwar Mohmed, a Pomona senior, said the school repeatedly ignored calls to consider divesting its endowment funds from corporations tied to the war in Gaza.

“We’ve been time and time again ignored by the institution,” Mohmed said outside the Shrine on Sunday. “So today we have to say, it’s not business as usual.”

EMERSON COLLEGE

Student protesters at Emerson College in Boston occasionally erupted into chants during Sunday’s commencement ceremony, trying to disrupt the event.

Several speakers stopped briefly and then spoke louder while the chants died down and ended. Some graduates wore Palestinian keffiyeh scarves. Others took off their graduation gowns and dropped them on the stage after receiving their diplomas.

VIRGINIA COMMONWEALTH UNIVERSITY

Dozens of graduating students at Virginia Commonwealth University walked out Saturday during an address by Gov. Glenn Youngkin.

While some of the estimated 100 students and family members who left during the Republican governor’s speech showed support for Palestinians, others held signs signaling opposition to Youngkin’s policies on education, according to WRIC-TV .

UNIVERSITY OF CALIFORNIA, BERKELEY

At the University of California, Berkeley, on Saturday, a small group of pro-Palestinian demonstrators waved flags and chanted during commencement and were escorted to the back of the stadium, according to the San Francisco Chronicle . There were no major counterprotests, but some attendees voiced frustration.

UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL

Pro-Palestinian demonstrators at the University of North Carolina at Chapel Hill splattered red paint on the steps of a building hours ahead of the school’s commencement and chanted on campus while students wearing graduation gowns posed for photos, the News & Observer reported .

UNIVERSITY OF WISCONSIN-MADISON

A small group of demonstrators at the University of Wisconsin-Madison staged what appeared to be a silent protest during commencement at Camp Randall Stadium. A photo posted by the Wisconsin State Journal showed about six people walking through the rear of the stadium. Two carried a Palestinian flag.

Marc Lovicott, a spokesperson for campus police, said the group, which he believed included students because they were wearing caps and gowns, “was kind of guided out, but they left on their own.” No arrests were made.

Pro-Palestinian protesters at the campus had agreed Friday to permanently dismantle their 2-week-old encampment and not disrupt graduation ceremonies in return for the opportunity to connect with “decision-makers” who control university investments by July 1.

UNIVERSITY OF TEXAS AT AUSTIN

At the University of Texas at Austin, a student held up a Palestinian flag during Saturday’s commencement ceremony and refused to leave the stage briefly before being escorted away by security.

NORTHEASTERN UNIVERSITY

In Boston, commencement ceremonies for Northeastern University were held peacefully in the rain on May 5 at Fenway Park.

Some students waved small Palestinian and Israeli flags, but those were dotted among flags from India, the U.S. and other nations. Undergraduate student speaker Rebecca Bamidele drew brief cheers when she called for peace in Gaza.

Police arrested about 100 protesters at Northeastern last month when they broke up an encampment on campus.

OHIO STATE UNIVERSITY

A 53-year-old woman fell from the stands to her death during the May 5 graduation ceremony for Ohio State University, university officials said. The woman’s daughter was among those receiving a diploma.

The fall happened around midday near where the last graduates were filing into Ohio Stadium. The Columbus Dispatch reported the death was being investigated as an apparent suicide, citing coroner documents.

UNIVERSITY OF MICHIGAN

Police officers stood nearby as some graduates holding Palestinian flags and shouting pro-Palestinian messages protested during commencement at the University of Michigan on May 4. One banner said, “No universities left in Gaza.”

The protests were located away from the stage and didn’t stop the nearly two-hour event. Protesters have demanded Michigan cut financial ties with any companies connected to Israel. The university allowed protesters to set up an encampment in the middle of campus.