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Topic description and stories

Testing the water

Industry placements for PhD students can be hugely beneficial for all concerned. We hear from two former students and the companies they worked for.

The unschooled anthropologist working with Q'eqchi' weavers

Living for ten months with Q’eqchi’ weavers in the Alta Verapaz of Guatemala, PhD student Callie Vandewiele watched and listened as the women crafted...

Cambridge receives new funding to support PhD students in science and engineering

The University of Cambridge has received new government and industrial funding to support at least 350 PhD students over the next eight years, via...

Postgraduate Open Day 2017 - meet our postgrads

Nearly 10,000 postgraduate students from more than 250 countries, working in countless different subject areas, contribute to Cambridge’s thriving...

Step inside the mind of the young Stephen Hawking as his PhD thesis goes online for first time

Stephen Hawking’s PhD thesis, ‘ Properties of expanding universes’ , has been made freely available to anyone, anywhere in the world, after being...

Astrazeneca and Cambridge announce new joint PhD and clinical research scholarships

AstraZeneca and the University of Cambridge today announced three new joint schemes to support more than 80 PhD scholarships and eight clinical...

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Supervision

Candidates work closely with their supervisor who is assigned to them after a candidate has been accepted and before the commencement of their studies. The supervisor will be a specialist in the general field in which you propose to work, although they may not be an expert on your particular topic of research. Your supervisor will assist you in refining your research topic, oversee the general direction of your work, and ensure that what you are doing is up to the standard expected for the degree towards which you are working. You can expect to meet your supervisor on average once a month to report on your progress, and more frequently than this if necessary. How much you write in a given period will vary, but as a rule of thumb you will usually be expected to produce at least one substantial piece of written work each term.

Prospective PhD students should research the Faculty thoroughly before applying to ensure that there is a Faculty member with appropriate expertise to oversee the proposed project. The Faculty’s research map might be of use as a starting point here, as will the Faculty academic staff profiles .

In addition to their supervisor, PhD students are assigned an advisor, who is a member of the Faculty with expertise in the student’s field. The student has a formal advisory meeting with the supervisor and the advisor once a year. The advisor is also available for less formal consultation from the outset.

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PhD in Economics

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This is the most advanced programme of graduate studies in Economics at Cambridge. Upon its completion, candidates are awarded a PhD degree for producing a thesis of high-quality, original, and publishable research over a period of four years (full-time) and seven years (part-time).

A good number of our PhD students receive full or partial funding for their studies, from a variety of funding bodies, such as the ESRC and the Gates Foundation .

Our PhD students receive high quality training on a variety of research methods and are exposed to cutting edge research conducted by our own Faculty members, as well visitors to the Faculty (via the Cambridge-INET Institute , seminars, PhD workshops, locally organised conferences, etc.). Faculty members can supervise a wide range of topics from six broadly defined research areas: microeconomic theory, macroeconomics, econometrics, applied microeconomics, economic history and alternative approaches to economics.

PhD students in Cambridge benefit from a high faculty-to-student ratio and therefore form close relationships with many Faculty members. They also forge strong links with our post-doctoral researchers, and they actively participate in the Faculty’s vibrant research life. They have access to a wide range of facilities, such as their own desk/office space in the same building as regular Faculty members, computing equipment, a variety of software and access to a wide range of databases.

PhD students are encouraged to attend academic conferences and showcase their research work in a variety of ways. Upon completions of their studies, many of our PhD students become academics, or researchers at international or government research institutions (see recent job market placements here ).

Explore here the profiles of our current PhD students.

To obtain the degree of PhD in Economics, students need to:

1. Obtain the Certificate of Postgraduate Study (CPGS) . If accepted for the PhD degree, you will be registered initially for the Certificate of Postgraduate Study (CPGS) in Economics. Students registered for the CPGS are required to:

• Attend the 'How to do Economics' lecture course. Other postgraduate courses in research methods are organised by the Schools of Humanities and Social Sciences and the Physical Sciences, and are available to all PhD students.  
• Undertake a minimum of four courses from PhD or MPhil Modules from at least two subject areas. You must achieve a pass mark (60%) on each component of the coursework. Students who fail any examinations will be called for a viva on the coursework.

• Write a research proposal (maximum length 10,000 words) that should include a review of the relevant literature, a research question, and outline of a research design and methods. The expectation is that this proposal will be for a piece of research that could form the basis of one chapter of a PhD dissertation. You will be given an oral examination on this piece of work and must perform to a satisfactory standard.  
• Attend (a) one of the three research workshops (on microeconomics, macroeconomics or econometrics) at which research students present both their own work and recent papers in the literature - assessment of workshops will be arranged by course organisers; (b) attend at least one of the Faculty's general seminars in which papers are given both by outside speakers and Faculty members;  
• To be registered for the PhD submit an acceptable piece of research (first year chapter) of not more than 20,000 words. The piece of research submitted must be of a standard that would enable it to form the basis of one-third of your eventual PhD thesis. This means that it must contain research that could be expanded upon to constitute one-third of the PhD thesis.

2. Once upgraded to PhD status, a student concentrates on her or his PhD dissertation. In general the thesis format is either in the form of a book divided into chapters, or of three or more connected articles; in either case, the Faculty has a strict limit of 60,000 words. As research progresses, there will be opportunities to present work in progress at research workshops attended by Faculty members and research students. PhD students will also be required to attend research seminars given by outside speakers and Faculty members. 

Upon completion and submission of the PhD thesis, students do an oral examination (viva) with two examiners, one internal to the University of Cambridge (not the supervisor or research advisor), and one external (from any other University in the UK or the rest of the world).

After a successful thesis defence, the examiners recommend awarding the degree of PhD.

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PhD in Sociology

The PhD in Sociology offers a world-class programme of research study in sociology supervised by experts in their respective fields. The Department of Sociology at the University of Cambridge is ranked first for Sociology in the  Guardian's Best Universities league table  and first for Sociology in the  Complete University Guide League Table 2024 . And the  QS World University rankings  list our departments as 2nd out of over 500 Sociology Departments across the world in 2023.

In the first year you are encouraged to take research methods courses offered by the Department and the  Social Science Research Methods Programme (SSRMP)  to build the methodological grounding of your individual research projects. 

The Department also offers a programme of seminars covering transferable skills such as academic writing, presentation skills and in-depth information about how to progress the PhD and the academic career. PhD students are supported by their supervisor and a faculty adviser.

Watch our open day video

The Programme

The course aims to provide all students with the skills they need to be professional researchers and academics. There is an organised programme of courses for first-year PhD students, which has three major components:

• Basic academic and research skills, designed to provide the essential tools of academic work
• The core training programme, which covers issues of social science research in general
• Issues of research specific to particular disciplines or areas of interest, and research design, including the integration of methodological, theoretical and substantive issues

The standard period for PhDs is 3-4 years full-time or 5-7 years part-time.    Click here for further information about part-time PhD studies .

Part-time PhD

The part-time PhD course is 5-7 years in length. 

• Part-time research students are expected to be in Cambridge for around 45 days per year, spread throughout the year, for lectures, supervision and other training.
• International students who require a student visa to study in the UK are expected to apply for the full-time programme. This is owing to the restrictions of a part-time student visa. The University will only sponsor a student visa for the part-time option if the reason for studying part-time is due to a disability. Further information is outlined on the  International Students webpages.

Meet our Candidates

What you can do with your PhD

Students who complete graduate programmes in Sociology have the opportunity to develop the analytical and writing skills to help them succeed in academia but also in careers such as health and social care, marketing and public relations, politics, and education, amongst others.

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The PhD programme

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The PhD is awarded after three to four years of full-time research (or five to seven years of part-time study) on the basis of a dissertation of 80,000 words (exclusive of footnotes, appendices and bibliography, but subject to an overall word limit of 100,000 words exclusive of bibliography, table of contents and any other preliminary matter). Examination for the PhD involves an oral examination (viva) by two examiners.

Research students who intend to undertake PhD research are in the first instance automatically registered for a one-year research training programme leading to the Certificate of Postgraduate Study (CPGS) in Legal Studies. They are assigned a supervisory team by the Degree Committee of the Faculty, ordinarily consisting of a supervisor (who is principally responsible for directing and assisting the research) and an advisor (who provides a second point of contact for academic advice). At the end of the first year, the Degree Committee decides whether students should be registered for the PhD. This decision is taken on the basis of the student’s personal progress log, first-year dissertation of 15,000 words, viva conducted by two assessors from within the Faculty, and outline of plans for the full research project. Candidates who successfully complete the requirements of the CPGS and the first-year progress review are retrospectively registered for the PhD.

All full-time PhD students are ordinarily required to be resident in Cambridge for the duration of their research (except where given leave to work away from Cambridge for academic reasons or whilst undertaking fieldwork), and during the first year in particular must attend weekly research training sessions in the Faculty.

This overview of the PhD programme must be read in conjunction with the detailed information available under the 'Courses' section (see, in particular, the Course Directory) of the Postgraduate Admissions website . Further information on postgraduate admission to research courses in the Faculty of Law is available from [email protected] or +44 (0)1223 330039.

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PhD in Chemistry

Entry requirement:   2.1 Masters degree or equivalent . 

Please check international qualifications equivalence guidelines here .

Coming to Cambridge for a PhD in Chemistry means you will be joining a community of over 50 academics, 350 PhD students and more than 200 postdoctoral researchers. The research opportunities are vast and career development is second to none. 

The route to a PhD takes up to four years of full-time research, culminating in a substantial thesis of up to 60,000 words which is examined by viva. Along your journey to a PhD, you will be absorbed in the laboratory life of your chosen research group. The postgraduate chemistry lecture series we offer aims to bring everyone up to the same high-level of foundational knowledge; irrespective of prior educational background at Masters level. You will present your research at seminars and conferences as you progress. Most PhD students go to at least one international and national chemistry conference in the course of their studies.

HOW TO APPLY

We strongly recommend that you correspond with potential supervisors early and well in advance of submitting your application. This is also important for maintaining oversight of which project you could be working on. Prospective projects may not always reflect groups publications therefore, we encourage you to discuss this with your potential supervisors to avoid disappointment. 

For information about funding please click here .

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PhD in Physics (3+ years)

The majority of postgraduate students (about 110 are accepted each year) carry out research at the Cavendish Laboratory towards a PhD degree.

For admission to the PhD, the Postgraduate Admissions Office normally requires applicants to have achieved the equivalent of a UK Masters (Pass) . Applicants should obtain the equivalent of:

• at least a 2:i in a UK four-year "undergraduate Master's" (Honours) degree,  OR
• at least a 2:i in a UK three-year Bachelor's (Honours) degree plus a relevant one/two -year UK Master's degree.

All applicants are assessed individually on the basis of their academic records.

Full-time students must spend at least three terms of residence in Cambridge and nine terms of research. If you are undertaking a placement or internship away from Cambridge for more than two weeks you need to apply for leave to work away.

Final examination involves the submission of a thesis of not more than 60,000 words followed by an oral examination (or viva) of the thesis and the general field of physics into which it falls.

Successful applicants are assigned to a research supervisor, a specialist in part or all of the student's chosen research field, and joins a research group which might vary in size between 4 and 80 individuals. Although the supervisor is responsible for the progress of a student's research programme, the extent to which a postgraduate student is assisted by the supervisor or by other members of the group depends almost entirely on the structure and character of the group concerned. The research field is normally determined at entry, after consideration of the student's interests and facilities available.

A list of current research projects is published and available on the  research pages  of our website, and more detailed information about specific research areas can be obtained from the relevant academic staff. The student, however, may work within a given field for a period of time before his or her personal topic is determined.

There is no requirement by the University of attendance at formal courses of lectures for the PhD. Postgraduate work is largely a matter of independent research and successful postgraduates require a high degree of self-motivation. Nevertheless, lectures and classes may be arranged, and students are expected to attend both seminars (delivered regularly by members of the University and by visiting scholars and industrialists) and external conferences. In addition, postgraduate students carry out first- and second-year physics undergraduate supervision and assist with practical work and theoretical examples classes in the Department.

Lectures within all the faculties of the University are open to any member of the University, and a physics postgraduate student has the opportunity of attending lectures not only within the undergraduate Physics and Theoretical Physics course, but also in any other subject area or faculty.

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The PhD in Engineering is awarded to students who complete and are successfully examined on a 60,000-word thesis which makes an original contribution to knowledge. This thesis will normally be completed over three years if students study full-time, and five-seven years if they study part-time. The PhD equips students for careers in research in universities and research institutes, industry, and government, and for a wide variety of careers which value the ability to think deeply and rigorously and solve problems.

Applying for the PhD in Engineering

In Cambridge students commence preliminary work on their theses as soon as they begin their studies, so it is important that they have a well-developed proposal for a project by the time they submit their application.

We welcome applications to work on projects across the whole range of engineering sub-disciplines which build on the research being carried out here. To learn more about our research, and to see if you might want to study here, we recommend that you read the websites of the research groups in the Department, the papers our academics are publishing, and the titles of PhDs currently being completed under their supervision. This will help you identify supervisors whom you might wish to work with.

It is important to consider not only the topics a potential supervisor works on, but also their approach: a supervisor who does not have expertise in the methods you want to use, or who takes a different position to yours on the questions animating your field, will not be a good match.

Once you have identified a potential supervisor or supervisors, we strongly encourage you to contact them by e-mail to discuss the possibility of working together. You can explain why you are interested in their research and how your previous studies have prepared you for the PhD and provide a concise but cogent outline of your proposed PhD project.

Applicants are expected to name at least one supervisor on their application forms: applications which do not list a Cambridge supervisor will not be considered.

Further information on applying, including entrance requirements, can be found in the University’s course directory.

Studying for the PhD in Engineering

In order to prepare them for success in their studies, the Department requires its PhD students to complete a Researcher Development Course offered by one of its sub-disciplinary Divisions. These courses examine methodological and conceptual issues which confront researchers in engineering today and help students to become independent researchers.

Students will also select, with the advice of their supervisor, two taught modules which will support their research. An indicative list of modules can be found here:

These modules involve both lectures and practical work, and each will require approximately 80 hours of work. It is sometimes possible to replace an Engineering module with one from another Department of the University, if this is supported by your supervisor and the module co-ordinator.

Over the course of your PhD you will be an active member of the research group of which you are a part, collaborating with other PhD students, postdoctoral researchers and, most importantly, your supervisor, who is responsible for your academic progress. You will meet with your supervisor at least eight times a year, but often much more frequently.

In addition to your supervisor, you will also be assigned an advisor, who will provide additional support and guidance as needed.

The majority of your research will be conducted in laboratory facilities at the University of Cambridge, but our supervisors’ links with universities around the world, and with industry, mean that there may be opportunities to carry out research elsewhere after your first year.

At the end of your first year, you will write a 15,000 word report on your progress to date, and discuss this with two assessors. If your report is deemed satisfactory, you will be permitted to continue with the PhD.

PhD students may also have opportunities act as laboratory demonstrators for the Department, and to teach small groups of undergraduate students.

Further information, including entrance requirements and how to apply, can be found on the online  Course Directory . The Engineering Postgraduate Students website contains resources for current students and may also be of interest to applicants:  www.graduate.eng.cam.ac.uk .

 Academics accepting PhD Students for 2025/26 can be found via the following links;

Electrical Engineering -  https://ee.eng.cam.ac.uk/index.php/graduate-studies/

Mechanics, Materials and Design -  http://www.eng.cam.ac.uk/research/academic-divisions/mechanics-materials-and-design/postgraduate-studies-research-students

Civil Engineering -  https://civileng.eng.cam.ac.uk/study

Manufacture and Management -  https://www.ifm.eng.cam.ac.uk/education/phd/topics/

Information Engineering:  http://www.eng.cam.ac.uk/research/academic-divisions/information-engineering/postgraduate-studies

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PhD in the Faculty of Divinity

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PhD in Theology and Religious Studies

The PhD is normally a three-year course of full-time study, culminating in a thesis of no more than 80,000 words, based on original research on a focused topic. It is also possible to pursue the degree part-time over five years.

The Faculty of Divinity is one of the largest centres for theological research in the UK. There are 22 University Teaching Officers, covering six core areas: Christian Theology, History of Christianity, New Testament, Old Testament, Philosophy of Religion and Religious Studies. Information about academics and subject areas can be found under ' People ' and ' Subjects ' on the main site menu.

The Faculty's research environment is internationally respected and admired, supporting a balance of individual research initiatives and larger-scale collaborations. It provides an ideal setting, rigorous and supportive, for research to flourish. It has close links with external research institutions, including the Centre for Research in the Arts, Social Sciences and Humanities ( CRASSH ), Tyndale House , the  Von Hügel Institute , and members of the Cambridge Theological Federation , including research centres such as the Cambridge Centre for Christianity Worldwide , the Faraday Institute , and the Woolf Institute .

The faculty’s research culture is focused around a range of senior seminars , which meet regularly during term time. Here, academics from Cambridge and elsewhere read and discuss papers. There are nine senior seminars, covering the six subject areas listed above, plus Hebrew, Jewish and Early Christian Studies, Patristics and World Christianity.

Alongside these seminars there is also a wide range of informal reading groups. A  list of reading groups  can be found under the 'Research' section of the main menu. The faculty also has a number of endowed lectures which see leading academics visiting the faculty.

The University has exceptional research collections. The nearby  University Library  (UL) has more than eight million print items and numerous unique archives. The colleges each have their own collections and archives, often housing manuscripts of national and international importance. The library of  Tyndale House  contains a collection of relating to contemporary Biblical Studies of international renown.

Study for a PhD involves working closely with an individual supervisor. Prospective students should consult the list of University Teaching Officers . Some members of the wider academic community in theology at Cambridge also supervise PhDs.

Information about all postgraduate degrees of the University of Cambridge can be found via the postgraduate admissions page  of the Graduate Admissions Office, the central body which deals with all graduate applications for the whole University. The set of pages on the PhD in Theology and Religious Studies is here .

In advance of your application, you must contact a potential supervisor regarding your potential dissertation.

You should submit your application to the Postgraduate Admissions Office following the guidance on that admissions page.

All applicants must submit a  research proposal  of around 1,000 words and a  sample of written work . Written work should total no more than 12,000 words.  Click here for advice on writing a research proposal.

Applicants for the PhD will usually have completed a master's degree in theology or religious studies (such as the Faculty's own MPhil ), or one with a substantial theological component. Where a candidate is transferring into theology or religious studies from a different discipline, the Advanced Diploma and/or the MPhil, may be a necessary preparation for further postgraduate work.  You should raise the question of whether you are adequately prepared for the research you wish to undertake with a Faculty member in your chosen area of study.

Minimum entry requirements

A Master's degree with marks of  at least  67 per cent; where appropriate a GPA of at least 3.7.  Applicants who are currently taking the Faculty of Divinity's M.Phil. degree must achieve an overall average of at least 71 per cent and at least 71 per cent for their thesis.

There is information about sources of funding  here .

Further Questions

If you have any questions about the application process and the course contents then please contact the  Graduate Studies Co-ordinator.

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Prospective phd in politics and international studies.

The application and funding portal for October 2025 entry is now Open. The application deadline for this course and consideration for funding is 3rd December 2024.

Our PhD in Politics and International Studies is structured as a three-year programme. With the expectation that PhD students will submit a full draft of their thesis at the end of the third year or soon after.

This is a research degree and is completed through the submission of a thesis of up to 80,000 words. As a full-time programme, it is completed in a period of between three and four years – that is between nine and twelve university terms. 

The First Year

The first year of the PhD is spent in Cambridge, with two major activities: firstly, developing a research topic with the guidance of a supervisor and secondly, training in research methods.

The development of the topic often involves extensive reading into relevant literature, the discovery of relevant information sources (such as archives or databases), and formulating plans for primary research, such as through making plans for fieldwork. This is done in combination with your primary supervisor, who discusses your progress and reviews your written work, usually fortnightly. You are also appointed a second supervisor who can be drawn upon for additional advice.

The first year culminates in the production of a report, which serves as the basis for the registration exercise at the end of the year. This registration exercise is required to move on to official registration for the PhD degree and is conducted through a meeting with your second supervisor and an independent assessor. Its purpose is to ensure that your research project is viable, that an appropriate methodology is applied and that relevant literature is drawn upon.

The second major focus of the first year is research training. There is a weekly seminar on the methodological and philosophical questions that underpin research in the contemporary social sciences, which all first-year PhD students attend. Alongside this, PhD students choose two further courses to attend from a range of options, such as statistics, qualitative methods and languages.

As the induction process and training courses start at the beginning of October, entry to the PhD programme must also begin then. We cannot therefore accept applications to begin at other points during the academic year.

The Second and Third Years

The content of the second and third years varies considerably depending on the type of research being conducted. Many students spend a considerable portion of the second year of their PhD out of Cambridge on fieldwork, while others are resident throughout. To assist you in the development of your research, we schedule an annual meeting with your primary and secondary supervisor, for which you produce a report for discussion.

In the second year and onwards, many of our PhD students contribute to the Department's teaching programme, principally in small-group teaching of undergraduates (supervisions).

There is also the opportunity to deliver a lecture if your research interests align with the taught courses. There is no obligation to be involved in this, but many of our PhD students consider this valuable experience, particularly for those considering academic careers.

Dissertations are assessed through an oral examination with two senior academics, of whom at least one must be external.

Supervision

Full-time candidates on the course are expected to devote themselves fully to their studies . Full-time students must spend at least three terms resident in Cambridge.  Part-time students are required to attend Cambridge and undergo formal supervision with their supervisor at a frequency agreed upon between the supervisor and student and determined by the nature of the research project. Generally, we would expect part-time students to be resident in Cambridge for around 45 days per year, spread throughout the year, for supervision and training.

• How to apply  
• Fees and Funding  

Testimonials from current students

"POLIS’ unparalleled array and quality of resources have remained crucial to my growth as a researcher. Diligent research experts like my supervisor and advisor have guided me through fine tuning my academic voice, acquainting myself with my ontological outlook, and even confronting some of my political inclinations. The depth and rigor of the PhD modules around methodology and professional development have rooted my thesis design and helped me envision longer term applications for my work. Above all, navigating this PhD with my POLIS peers, alumni, faculty, and staff has fashioned an intellectual home for me, contributed to my confidence, and steadied my sense of belonging at Cambridge. Whether it’s forging through top tier research conferences, teasing out field studies in foreign countries, or navigating everyday challenges like illness or impostor syndrome, I can always count on a member of the POLIS community to see me, hear me, and stand with me. And that has almost always been the determining factor in my success."

Abii-Tah Bih -  PhD Student POLIS  (April 2022)

"A PhD at POLIS has been a fantastic choice. Graduate students have the opportunity to be connected to faculty researching across a wide range of issues and approaches. There are many opportunities to broaden intellectual horizons by attending workshops or talks, and I encourage anyone considering applying to do so!"

Say Jye Quah -  PhD Student POLIS- 2022

“A wonderful place to carry out independent research, POLIS paves the way for serendipitous and life-changing opportunities, within and beyond the world of academia. The PhD community is truly phenomenal, filled with passionate and driven students who bring a diverse range of perspectives and approaches to their study. I have found POLIS to be a rewarding research environment and have been privileged to find much support and inspiration from my peers and academic staff. “ 

Elizabeth Paradis - 2022

"Coming to the programme with a different intellectual background, I was immediately made to feel at home at POLIS by the sheer diversity of research carried out and the varied kinds of approaches people bring to the PhD programme. The openness and friendly support, the in-depth and challenging discussions, as well as the encouraging process of developing your own project in constructive exchange and collaboration with other PhD students make the programme an intellectually stimulating and deeply enriching experience."

Carl Pierer PhD Student POLIS  2021

"The structure of the PhD course, amazing staff, the events and workshops organised by the different centres at POLIS all provide a fertile ground for one to thrive. The diversity of research topics means you are always learning something different from your colleagues. I am grateful to be part of the POLIS family."

Edward Murambwa, PhD Student POLIS  - 2019

More Information

The Department of Politics and International Studies, The Alison Richard Building, 7 West Road, Cambridge, CB3 9DP

Contact: [email protected]

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PhD in History of Art

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The PhD in History of Art is a three year research degree offering the opportunity for independent research under the supervision of an expert departmental member of staff. The Department of History of Art has expertise and welcomes candidates in many areas of history of art and architectural research, but is unable to offer places to candidates for whom no supervisor is available.  Applicants are admitted who meet the course requirements and whose research interests match those of an available established University Teaching Officer. The Department does not offer a taught PhD programme, unlike, for example, many North American Universities.

As well as the research and skills training programme offered by the Department, candidates have the opportunity to attend appropriate courses in associated skills, such as modern languages, palaeography, the use of bibliographic and other databases, and computer skills.

Course Structure & Examination

The PhD in History of Art is a three year programme which commences in October each year.  It is also available on a five year part-time basis.  Students submit their dissertations of not more than 80,000 words (60,000 words for the MSc degree) at the end of their third full-time year (or part-time equivalent) and will be invited to attend an oral examination which will usually take place during the three months following the submission of the dissertation .  The dissertation and the general field of knowledge within which it falls is orally examined by two examiners.  At least one of the examiners will be external to the University.

The programme involves minimal formal teaching. Students will usually have their supervisors confirmed before they have begun their course in October and will typically meet for 45 minutes on a fortnightly basis during term time.  A bespoke programme is evolved by the student in conjunction with their supervisor and will include attendance at the Department’s programme of research seminars and other relevant graduate courses. Attending lectures is optional but students are strongly encouraged to take advantage of lectures offered in the Department, their college and other departments and faculties relevant to their research topics.

As well as the research and skills training programme offered by the Department, students have the opportunity to develop their research skills by attending numerous courses, such as those related to the use of bibliographic resources and other databases, and specific computer skills. Informal opportunities to develop research skills also exist through mentoring undergraduate students and other opportunities presented by fellow students and members of staff.

Students will be provided with feedback via supervisions and their supervisor's termly reports which are available to them via their self-service pages on CamSIS.

Annual Review of Work

Students undertake an annual review of their work throughout their programme which is realised in different ways;  for example, the production of a report or undertaking a presentation. The purpose of the reviews is to ensure that students are on track to submit a successful dissertation by the submission deadline. The first review also serves as a registration exercise, for which students have to submit a report of 10,000 words which is orally assessed by two assessors. The purpose of this exercise is to determine whether the student is suited to the demands of PhD research and to address any concerns if there are any. 

Examination

Students submit a dissertation, of not more than 80,000 words (60,000 words for the MSc degree) . The dissertation and the general field of knowledge within which it falls is orally examined by two examiners. At least one of the examiners will be external to the University.

At a Glance

Course length and dates:

3 years full-time/5 years part-time, October start.

Examination:

A dissertation, of not more than 80,000 words. 

Academic requirement:

A 1st class or a high 2i honours degree and a Masters degree with distinction (if a distinction category exists) in History of Art or a related discipline. 

English language requirement:

See Postgraduate Admissions Office . 

Applications accepted from:

The preceding September.

Application Deadlines:

The final deadline for applicants seeking funding is early January, for the exact date, please see the Postgraduate Admissions website. Even if you are not seeking funding, we strongly recommend that you submit your application by this date, as no applications will be accepted once this competitive and popular programme is full.

If places are still available on programmes beyond this deadline; self-funded applicants will continue to be considered until the final deadline in May, for the exact date please see the Postgraduate Admissions website No applications will be considered after this deadline.

The Secretary The Department of History of Art 1-5 Scroope Terrace Cambridge CB2 1PX Tel: 01223 332975 Fax: 01223 332960

Contact: [email protected] [email protected]

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• Vendela Gambill: Land use planning and applied urban modelling: natural limits to growth in London
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PhD in Architecture

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The PhD in Architecture is a three year research degree offering the opportunity for independent research under the supervision of a departmental member of staff. Unless the student becomes a member of a  research group , the research is undertaken entirely by the candidate on their own, with regular supervisions on progress with their supervisor. 

The Department welcomes applications from graduates to undertake research towards an PhD degree in most areas or architectural research, but is unable to offer places to candidates for whom no supervisor is available. Applicants are admitted who meet the course requirements and whose research interests match those of an available member of the academic staff. 

Please note that the Department does not offer a taught PhD programme, unlike, for example, many North American Universities. 

List of available supervisors

Course Structure & Examination

The PhD in Architecture is a three year programme which commences in October each year. It is also available on a five year part-time basis. Students submit their dissertations at the end of their third full-time year (or part-time equivalent) and will be invited to attend an oral examination up to three months after submitting. 

The programme involves minimal formal teaching. Students will usually have their supervisors confirmed before they have begun their course in October and will typically meet for 45 minutes on a fortnightly basis during term time. A bespoke programme is evolved by the student in conjunction with their supervisor and will include attendance at the Department’s programme of research seminars and other relevant graduate courses. Attending lectures is optional but students are strongly encouraged to take advantage of lectures offered in the Department, their college and other departments and faculties relevant to their research topics.

As well as the research and skills training programme offered by the Department of Architecture, students have the opportunity to develop their research skills by attending numerous courses, such as those related to the use of bibliographic resources and other databases, and specific computer skills. Informal opportunities to develop research skills also exist through mentoring undergraduate students, contributing to our departmental journal,  Scroope  and other opportunities presented by fellow students and members of staff.

Students will be provided with feedback via supervisions and their supervisor's termly reports which are available to them via their self-service pages on CamSIS.

Students will be provided with feedback via review exercises, supervisions and the supervisor's termly reports.

Submission of a thesis, which is not to exceed 80,000 words.  The thesis is examined by two examiners, and includes an oral examination which is usually held at the Faculty.

Footnotes, references and text within tables are to be counted within the word limit, but captions, appendices and bibliographies are excluded. Appendices (of no determined word length) may be permitted subject to the approval of the candidate's supervisor (in consultation with the Degree Committee). Appendices should be confined to such items as catalogues, original texts, translations of texts, transcriptions of interview, or tables. Permission to include such appendices must be requested well in advance of the submission of the final thesis. 

Candidates for the PhD are reviewed formally on an annual basis.  In the third term, candidates submit a First Year Report.  Candidates’ reports are assessed by two assessors and the candidate is invited to attend an oral assessment. 

During their sixth term, candidates are required to give a presentation of their work to the Graduate Director(s), their supervisor and any other appropriate assessor approved by the supervisor. The candidate’s progress is assessed and documented in a short report.  

The ninth term review ensures that candidates are on track to submit on time.  

Candidates submit a log of their research activity which is assessed at each of the annual reviews described above. 

Annual Reviews of Work

Students undertake an annual review of their work throughout their programme which is realised in different ways; for example, the production of a report or undertaking a presentation. The purpose of the reviews is to ensure that students are on track to submit a successful dissertation by the submission deadline. The first review also serves as a registration exercise, for which students have to submit a report of 10,000 words which is orally assessed by two assessors. The purpose of this exercise is to determine whether the student is suited to the demands of PhD research and to address any concerns if there are any. 

Examination

Students submit a dissertation, of not more than 80,000 words (60,000 words for the MSc degree). The dissertation and the general field of knowledge within which it falls is orally examined by two examiners. At least one of the examiners will be external to the University.

At a Glance

Course length and dates:

3 years full-time/5 years part-time, October start.

Examination:

A dissertation of not more than 80,000 words. 

Academic requirement:

A 1st class or a high 2i honours degree in Architecture or a related discipline, and a Masters degree with  merit  (if a  merit  category exists).

English language requirement:

See  Postgraduate Admissions Office . 

Applications accepted from:

The preceding September.

Application Deadlines:

The final deadline for applicants seeking funding is early January, please see Postgraduate Admissions for exact date. Even if you are not seeking funding, we strongly recommend that you submit your application by 7 January, as no applications will be accepted once this competitive and popular programme is full.

Course Fees:

Information relating to the fee for this course is available from the  Postgraduate Admissions Office .  

If you are seeking funding for your course via one of the University’s main funding competitions, there are specific deadlines and eligibility criteria for each competition.  Please check the Funding Section of the  Postgraduate Admissions Office  website for information and application deadlines. 

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We are pleased to announce our second PhD conference at the Institute of Criminology, University of Cambridge.  This is an excellent opportunity for PhD researchers across the UK to present their work and engage with others working in criminology and related disciplines.

We invite abstract submissions that critically and creatively engage with the themes of crime, harm, and (in)justice. This includes empirical and theoretical contributions, methodological and ethical considerations, and implications of your research for policy and practice.  

This event has now passed.  Read the summary here .  

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University of Cambridge Graduate Information Session @ UCLA

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The University of Cambridge is one of the world’s oldest universities and leading academic centers, and a self-governed community of scholars. Established in 1209, the University is rich in history. Cambridge admits talented students from around the world to its courses. Our 22,000-strong student body includes over 9,000 international students from nearly 150 different countries.Join Roshan Walkerley from Cambridge Admissions Office for a session at UCLA Career Center to learn more. The session will include a presentation covering graduate opportunities at the University of Cambridge with time afterwards for questions and answers.We look forward to meeting you.  Please note: Due to the nature of the Handshake platform, other detail included within this event may refer to job opportunity promotion at this session. We will not be promoting job opportunities. The purpose of this session is to primarily cover Masters, PhD, and scholarship opportunities at The University of Cambridge.  

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Bonilla-Silva Awarded the Year-Long Pitts Professorship of American History and Institutions at Cambridge University

September 3, 2024.

Trinity Communications

Eduardo Bonilla-Silva , James B. Duke Distinguished Professor of Sociology , has been awarded a Pitt Professorship of American History and Institutions at Cambridge University, England, for the 2024-2025 academic year. 

The  Pitt Professorship was established in 1944 with the goal of bringing US-based historians and sociologists to teach at Cambridge’s American History program. Each academic year, a new Pitt Professor is selected from the most distinguished scholars of American history and sociology in the country. Duke’s  John Hope Franklin was Cambridge’s Pitt Professor in 1962-1963.

Bonilla-Silva, who presided over the  American Sociological Association in 2018, is a scholar of race. His book, “ Racism Without Racists: Color-Blind Racism and the Persistence of Racial Inequality in America ,” has redefined the study of contemporary racism in America by presenting racism as a collective and structural phenomenon. 

“He provides a theoretical framework and vocabulary for understanding contemporary racism, reorienting how we think about the roots of systemic racism: It comes not from individual prejudice, but from interlocking social structures and institutions that allow for and perpetuate racial inequality,” wrote  Hedwig Lee , James B. Duke Distinguished Professor of Sociology in a  previous review .

“The Pitt Professorship is a distinguished position offered to prominent U.S.-based scholars with an international reputation,” said Jen’nan Read, professor and chair of Sociology. “This is an impressive achievement that recognizes Eduardo’s preeminent standing in the academy and his lasting contributions to our understandings of racial inequality and racism.”

Bonilla-Silva’s appointment starts along with Cambridge’s academic year, on October 1st. 

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Clinical mental health counseling: art therapy specialization.

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Help others explore the therapeutic power of art making.

Drawing from your experience as a visual artist, discover art making’s potential to help others gain self-awareness and understanding. Through our art therapy program, study to promote healing through drawing, painting, sculpting, and other media. Train alongside world-recognized faculty in a national hub for mental health practice and research, and spend 1,150 hours in the field fostering well-being in individuals, families, and communities.

At Lesley University, you’ll continue to explore your identity as an artist while developing as an art therapist. You will build the foundational skills and experiences needed to become a licensed mental health counselor. Working within our cross-disciplinary community, build your expertise in the therapeutic applications for art making, while finding opportunities to collaborate with students working in diverse artistic disciplines, from drama to music to writing.

As you train for a career in mental health counseling and art therapy, build an understanding of the science that underlies human behavior. Learn how to address the changing needs of human beings across the lifespan. Research the artistic, physical, cognitive, neurological, and social development of individuals. Infuse this science with creativity and compassion to help others come to a place of wholeness and wellness.

Gain the skills and experiences needed to practice in a range of clinical settings. Master assessment strategies and develop treatment plans for different populations, development levels, and cultures. Tap into our vast network of field training sites throughout Greater Boston and across the U.S.

Graduate prepared for an impactful career in mental health clinics, psychiatric clinics, hospitals, schools, and beyond.

Program Structure

3-Year Program, Full-Time; On-Campus or Low-Residency Formats

• To enroll in this program, you’ll need to show proof of your: Bachelor’s degree GPA of 3.0 or better Life experience and/or volunteer work related to human services. Completed coursework in: -Psychology (12 credits, including abnormal psychology and developmental psychology, with grades of B or better) -Studio Art (18 credits, with grades of B or better) Not all coursework must be complete before you apply. Contact Graduate Admissions for details.
• Required art therapy courses in art therapy theory, group work, art therapy studio, and assessment.
• Required core courses in expressive therapies theory, research, and practice, human development, and ethics
• Elective courses including one art therapy-related course and one interdisciplinary course
• Field experience including clinical skills and applications coursework and supervised internship experiences
• On Campus Full-time, 3-Year Program Take 3-12 credits/semester for 8 semesters, including summers. Low-Residency Take 6-9 credits/semester for 9 semesters, including summers. Complete in 3 years.

Lesley’s Art Therapy Specialization endeavors to prepare competent entry-level Art Therapists in the cognitive (knowledge), psychomotor (skills), and affective (behavior) learning domains.  Specifically, the program aims to prepare its students to become skilled, knowledgeable, compassionate art therapy professionals who are able to work in a diverse world.  Students are trained to use the art media and the creative process to treat emotional and physical illness, and to help people achieve a greater sense of integration, wholeness, and wellness. Towards this end, they maintain their identities as artists, develop fundamental skills as mental health counselors, and integrate these realms into their work as art therapists.   In addition to their proficiency with the visual arts, students also gain familiarity and comfort with other creative arts modalities. The power of art, dance, drama, expressive arts and music give voice to personal meaning from a cultural and critical pedagogical context. The interdisciplinary nature of the arts meets the needs of a wide range of clinical populations in preparing our students for professional growth, lifelong learning and leadership in their communities. Another aim of students’ training is mentoring them to become leaders who can influence both constructive change in society and their profession.  

Program Goals and Learning Statement

Learn more about the expected program goals that our Expressive Therapies master's degree programs meet.

The goal of the Expressive Therapies master’s degree programs is to provide students the knowledge, skills, and experience needed to practice in a range of professional settings, including health care facilities, schools, community agencies, and private practices. The Expressive Therapies 60-credit programs meet the academic and field training requirements for mental health counselor licensure (LMHC) in Massachusetts. (Students intending to work outside of Massachusetts are advised to review their state's regulations to determine their eligibility for licensure.) Specialization tracks prepare graduates for certification or registration by their respective professional associations.  

The Expressive Therapies faculty established these program goals. Aligned with the mission of Lesley and the Graduate School of Arts & Social Sciences, they are also specific to the Graduate Expressive Therapies Department, with deep consideration of our program’s history and the contemporary landscape of expressive therapies and mental health counseling.

1. Dual Identity as a Clinical Mental Health Counselor and Expressive Therapist  

Students will demonstrate a dual identity as a clinical mental health counselor and expressive therapist, and an understanding of the ways in which the professions enhance and complement one another. 

2. Professional Orientation and Ethics  

Students will demonstrate an understanding of the counseling profession and their modality profession. Students will demonstrate the capacity to provide counseling services within the ethical codes of the counseling profession and their modality specializations, and with an understanding of legal issues. 

3. Clinical Mental Health Counseling Theory  

Students will gain substantial knowledge of core counseling theories as applied to individual and group processes, skills, and approaches. 

4. Human Development Across the Lifespan  

Students will assess and cultivate an understanding of human growth and development throughout the lifespan, including an understanding of arts-based development, and the connection between developmental theory, clinical issues. Students will be able to design interventions, as well as apply considerations of environmental, biological, and cultural factors. 

5. Clinical Skills and Helping Relationships  

Students will demonstrate counseling skills and techniques which exhibit awareness of self and other in the therapeutic relationship. Students will demonstrate the ability to document and evaluate progress towards treatment goals.  

6. Diversity, Equity, and Inclusion  

Students will develop a critical multicultural lens of the sociocultural foundations in the counseling and expressive therapy process, including developing an awareness and knowledge of power, privilege, and oppression at the micro, macro, personal, and interpersonal levels. Students will develop strategies to identify and eliminate cultural barriers, prejudice, and discriminatory practices.  

7. Career Development  

Students will demonstrate knowledge of vocational counseling theory and apply career development methods to individual professional development. 

8. Group Process in Counseling and Expressive Therapies  

Students will develop a theoretical and embodied understanding of group process and dynamics, theory, skill, and approaches. 

9. Assessment  

Students will gain knowledge and skills in understanding and utilizing formal assessment instruments and information gathering techniques, used in case conceptualization, treatment planning. Students will also be able to analyze and critique assessment tools regarding ethical usage and multicultural competency.  

10. Research and Program Evaluation  

Students will develop the ability to locate, read, critique, and evaluate research to inform clinical practice. Through this activity, students will contribute knowledge to the profession of counseling and their modality specializations. 

11. Psycho-diagnostics and Treatment  

Students will gain an understanding of the broad spectrum of psychopathology and diagnostic criteria utilized in the current DSM 5 and ICD 10 to inform ethical clinical practice and evaluation within a diverse context. 

12. Trauma and Crisis Intervention  

 Students will demonstrate trauma-informed skills within clinical practice, including knowledge of crisis intervention, and risk and suicide assessment. Students will understand current research and application in how the arts are used in trauma-informed practice, including individual, community, cultural, and systemic complex trauma across the lifespan. 

13. Embodied, Experiential and Creative Clinical Practices  

Students will be able to articulate, embody, and apply the transformative nature of creativity and the arts intrapersonally, interpersonally, and clinically, demonstrating the integration of knowledge and skills within practice.   

14. Mental Health and Community Systems  

Students will demonstrate knowledge and apply skills associated with working in diverse communities and multi-disciplinary teams. Students will critically analyze methods of treatment, referral, and interdisciplinary collaboration from a global health perspective.  

15. Personal Growth, Insight, and Congruence  

Students will develop and engage in multifaceted processes which foster self-awareness, and awareness of others’ experiences with cultural sensitivity. Students will develop and begin to articulate and evidence, in their scholarship and clinical practices, their theoretical orientation.   

Students take courses in a scheduled sequence, where learning takes place in increments that align with their emerging competencies as clinicians. Following the program's course sequence ensures that students build upon knowledge and skills in a manner that maximizes their learning efforts, and that is appropriate and supportive, as they begin to practice in the field. 

Lesley's Master of Arts Program in Clinical Mental Health Counseling: Art Therapy is accredited by the Commission on Accreditation of Allied Health Education Programs (www.caahep.org) upon the recommendation of the Accreditation Council for Art Therapy Education (ACATE). The program meets the current educational requirements to apply for licensure in clinical mental health counseling in Massachusetts, and also meets the current educational requirements to apply for the Registered Art Therapist (ATR) credential with the Art Therapy Credentials Board.

Student Retention and Positive Placement for Art Therapy Graduates

On-Campus Option

Become part of a community of artists and scholars in Cambridge while pursuing your degree. Gain in-person access to leaders in the field and benefit from Lesley’s professional network in and around Greater Boston and New England. Taking three to four courses per semester, immerse in rigorous study and complete your program within a three year sequence.

Best if you:

• Live near Cambridge or are able to relocate
• Enjoy the rigor of an intensive program and want to take advantage of internships in Greater Boston
• Want face-to-face time with faculty and peers and to become integrated into campus life
• Are not planning to work full-time during your studies

Low-Residency Option

Participate in one 3-week summer residency per year on Lesley University’s Cambridge campus. Between residencies, continue your studies online with Lesley faculty and through supervised field experiences in your community. Your courses correspond with those of our on-campus program, and will be completed within three years.

• Live at a distance
• Enjoy the flexibility of online learning
• Want to take fewer courses at a time
• Would like to complete internships/research in your community

Student location:

• If you are are located in, or plan to be located in New York or North Carolina at any time during your enrollment, you are not eligible to enroll in our Low Residency program, due to regulations that exist in those states.
• If you are located in, or plan to be located in Arkansas, California, Florida, Indiana, Kansas, Kentucky, Missouri, New Jersey, Ohio, Tennessee, or Wisconsin at any time during your enrollment, please discuss your location and licensure plans with an admissions counselor in order to determine if you are eligible to enroll in our program.  
• Please visit Lesley’s Licensure and Credentialing webpage for more information. 
• Inpatient Psychiatric Hospitals
• Outpatient Clinics
• Public Schools
• Therapeutic Schools
• Substance Abuse Clinics
• AIDS Treatment Centers
• Domestic Violence Shelters
• Homeless Shelters
• Nursing Homes
• Senior Centers
• Residential Homes

Depending on your professional goals, where you reside or plan to practice, and the licensure requirements within that state, there are different pathways toward licensure or credentialing that may be relevant. In accordance with Lesley University’s institutional participation in SARA (State Authorization Reciprocity Agreement) and with federal regulations, we strongly encourage prospective applicants who intend to pursue licensure in a state other than Massachusetts to visit the Lesley University Licensure and Credentialing webpage and review the “Licensure Information for Students and Applicants” document for their specific program.

Colleen Shannon ’04

Hours you’ll spend turning theory into practice through field training and internships..

Graduate Student Scholarships

Online Psychology Boot Camp

How Creative Expression Can Benefit Older Adults

Simona Granfone ’15

Of our 2019 graduating class is employed or furthering their education., art therapy professional certifications, needham mural brings together art therapy alumnae, community, where our graduates work.

Samantha Sundermeyer ’14

Art Therapy graduate Samantha Sundermeyer explores a new path to healing at Cultivate Care Farm, a seven-acre therapeutic farm designed to treat children, teens and adults struggling with an array of emotional, developmental, and psychological challenges.

Souhad Chbeir ’18

As a native of Lebanon, it was seeing the plight of Syrian refugees that drove Souhad to explore the social implications for the expressive arts. Now she’s seeking to transform her art therapy degree into a career empowering children who have experienced the trauma of war. “My first residency experience was nurturing, friendly, and inspiring. The energy of the group set me free. I have never felt this way in my career," says Souhad.

Have questions about the expressive therapies master's program? View our frequently asked questions to find your answer.

When does the program start?  

The master’s program in expressive therapies only has one start term per year, which is summer. On-campus students have an online orientation course in July, with on-campus courses beginning in the fall. Low-residency students have an online orientation course in July followed by a 2-3 week on-campus residency, with online courses in the fall and spring. 

Do you offer the program online?  

Through the low-residency format, students attend an in-person summer residency each July on Lesley’s campus. In the fall and spring semesters, students continue their studies online with a mix of asynchronous and synchronous coursework. Field work is completed in their home community. The completion time for this model is 3 years (20 credits each year with 2-3 courses per semester). Internships take place in years 2 and 3, alongside coursework in the fall and spring semesters.  

Are the online courses in the low-residency program asynchronous or synchronous?  

Students in the low-residency program attend the on-campus residency each July. During the fall and spring semesters, students take their coursework online with a mix of asynchronous and synchronous learning.  

How do students in the low-residency programs stay connected as a learning community?  

During the 3-year program, students in the low-residency model come to campus each July for their residency. During this time, students and faculty make very strong connections that are fostered throughout the program. When learning online, students participate in both synchronous and asynchronous learning. Lesley’s Online Learning Platform also offers interactive tools that can be used for courses beyond just posting comments to a discussion board. You can use a collaborative tool to work on group projects, work with your class to find a time that works for everyone to video in to connect, instant message with faculty or peers, upload PowerPoint presentations and record yourself over the presentation as if you were giving it in person and faculty and peers can provide feedback. Faculty make the online work as engaging as possible and the in-person residency period is very hands-on and experiential! Students stay connected through email, phone, Zoom and social media as well! 

How is the on-campus model formatted?  

Our on-campus model has courses during the daytime, on weekdays, or in an intensive format as well (either a weekend-intensive course or a five-day intensive course). The completion time for this model is 3 years (20 credits each year with 3 courses per semester). Internships take place in years 2 and 3 alongside coursework in the fall and spring semesters. 

Can I continue to work full-time while in the program?  

We don’t typically recommend that students work full time while in the program. Our on-campus courses take place during the daytime as well as nights and weekends, and daytime courses cannot be avoided.  Please keep in mind that there are synchronous components to the low-residency model’s online coursework. Your place of employment would need to be flexible should you be required to attend your synchronous online course during regular business hours. 

In the low residency model, it may be possible to work full-time for the first year of the program, as long as you can take the required weeks off in July for residency. If you can find an internship site in your second year of the program that has nights and weekend hours, you may be able to complete the 15 hours/week that are needed and still work full time and come for residency in July.  The third year of the program, however, requires about 25 hours/week at your site, making it impossible to work full time, complete your coursework, and fulfill those hours.    

How do I submit my portfolio?  

Portfolios should be submitted on Slideroom. Learn more about the portfolio requirements and how to set up an account with Slideroom .

If my GPA does not meet the preferred requirement of a 3.0 or higher, can I still apply?  

The program prefers that applicants have a GPA of a 3.0 or higher, however applicants with a lower GPA may still be reviewed. If you have a lower GPA and are concerned about it impacting your admissions decision, we recommend addressing this in your Written Personal Statement. You can address anything that may have affected your grades, or you can address why you believe you are prepared at this time to be successful in a graduate program. 

How do I select a writing sample?  

The Academic Writing Sample can be a previously written research-based paper from a college-level course. It should show your ability to think critically, synthesize information, and write at the academic level. Your submission can be on any topic and must be between 3 and 5 pages in length (double-spaced). If you have written a longer paper, you can submit an excerpt of 3-5 chronological pages (it is okay if the submission is out of context). If you do not have a paper from your previous studies, or if you graduated from college several years ago, you may choose to write a 3-5 page paper on a topic of interest. Please choose your best writing to submit for review.  

If admitted into the program, can I defer?  

If unexpected circumstances are preventing you from starting your Lesley graduate program in the term you were admitted, you may request to defer your enrollment for up to 1 year. You will be required to submit an enrollment deposit and deferral request form to hold your spot.  Learn more about the deferral process .

I am interested in more than one art modality. Can I apply to multiple programs?   

Although you can’t apply to more than one specialization, a unique aspect of our program is that you still get exposure to each of the art forms. Meaning, if you chose to pursue Drama Therapy, some of your core courses would still train you in the other expressive therapies in a therapeutic setting. This helps you down the road when you may be working with a client who may not respond to one specific modality. Theory and practice are interwoven into this program’s curriculum.  

Which prerequisites do I need in order to apply?

Art Therapy Program

Completed coursework in: Psychology (12 credits, including abnormal psychology and developmental psychology, with grades of B or better). Studio Art (18 credits, with grades of B or better). Not all coursework must be complete before you apply. Contact Graduate Admissions for details.

Dance Therapy Program

6 credits of completed coursework in psychology with grades of B or better and Anatomy and Kinesiology with a grade of B or higher. Not all coursework must be complete before you apply. Contact Graduate Admissions for details.

Drama Therapy Program

6 credits of completed coursework in psychology with grades of B or better. Not all coursework must be complete before you apply. Contact Graduate Admissions for details.

Expressive Arts Therapy Program

3 credits of completed coursework in abnormal psychology and 3 credits of completed coursework in developmental psychology with grades of B or better. Not all coursework must be complete before you apply. Contact Graduate Admissions for details.

Music Therapy Program

6 credits of completed coursework in psychology with grades of B or better.

Principles and Practices of Music Therapy (3 credits) or a music therapy course that includes the history and survey of the profession, its theoretical approaches, and its application to various populations. Not all coursework must be complete before you apply. Contact Graduate Admissions for details.

How can I gain experience in the field of human services and learn more about Expressive Therapies?  

Prospective students can gain human service experience by pursuing community resources through volunteering and observation. This will greatly strengthen an application when ultimately applying to the program. Below are some resources for prospective students to explore: 

www.volunteermatch.com    

www.idealist.org  

Students may also learn about what types of work Expressive Therapists are doing in the field by exploring the resources below:    Art Therapy: American Art Therapy Association (AATA)     Expressive Arts Therapy: International Expressive Arts Therapy (IEATA)     Dance/Movement Therapy: American Dance Therapy Association (ADTA)     Drama Therapy: North American Drama Therapy Association (NADTA)     Music Therapy: American Music Therapy: American Music Therapy Association (AMTA)    

Voices – An online journal that looks at social justice through the use of Music Therapy.  

Jessica Kingsley Publishers – A publishing company that houses reading material for all creative arts therapies. 

Barcelona Publishers – A publishing company “dedicated entirely to the field of music therapy” with the goal of expanding and moving the field forward.  

How can I schedule an appointment to learn more? 

Please click on the links below to schedule a time to meet with admissions or visit our campus.

Schedule an Appointment with a Graduate Admissions Counselor

Attend an Information Session or Campus Tour

• Mental Health Therapist
• Activity Therapist
• Creative Therapist
• Art Therapist
• Recreation Therapist
• Mental Health Specialist
• Mental Health Clinics
• Psychiatric Clinics
• Assisted Living Facilities
• Correctional Facilities

Kelvin Ramirez

Associate Professor/Coordinator of Art Therapy

Dr. Kelvin Ramirez is a Board Certified Registered Art Therapist (ATR-BC) and core faculty member of the Department of Graduate Expressive Therapies . Kelvin is a Board Member of FNE International, a 501(c)3 organization that partners with communities in developing nations to identify opportunities to advance housing, health and education. With that international experience, Kelvin continues to collaborate and develops programs with educators, clinicians, and community leaders in Nicaragua, the Dominican Republic and India. He has developed academic curriculum that build and reinforce initiatives in Nicaragua, The Dominican Republic, Haiti and India.

Prior to joining Lesley, Kelvin was the vice principal of a high school in the South Bronx where he developed and incorporated art therapy within educational systems to enhance student’s personal and academic growth. During his 9-year tenure as vice principal, art therapy was infused throughout the academic and therapeutic approaches of the school, increasing retention and shifting behavioral approaches to enhance students' socio-emotional development.

Kelvin has taught for the Counseling Division at the College of New Rochelle and the Clinical Art Therapy Program at Long Island University C.W. Post.

His current areas of interest and research include:

• The development of international art therapy initiatives that conform to the specific needs of communities
• Contemporary social justice issues
• How art therapy addresses or ignores systemic oppression
• The underrepresentation of people of color within the field of art therapy and the implications of this on theory and practice
• The connections between horticultural therapy and art therapy to transform communities

Teaching is important to Kelvin, because it is through this act of service that people are prepared to direct their destinies and author their own stories. It is a profession that entrusts educators with the malleable minds of the future. Kelvin holds fast to the unwavering ideals that brought him to education, including that social injustices can only be remedied by an educated populous, that an educated mind is a mind called into action for the betterment of all human kind, and that through educating our future generations, our positive influence on the world will continue long after we expire.

Raquel Stephenson

Professor, Art Therapy

Dr. Raquel Stephenson  is a board-certified, registered art therapist (ATR-BC) and a licensed creative arts therapist (LCAT). She joined Lesley in 2013 as a core faculty member of the Department of Graduate Expressive Therapies, in the Art Therapy Program.    Prior to joining Lesley, Raquel was a 2010/2011 Fulbright Scholar to Estonia, where she taught in the Department of Applied Creativity at Tallinn University and continues to teach as a visiting guest lecturer. Raquel was on the faculty of the graduate art therapy programs New York University and the School of Visual Arts, and frequently is a visiting instructor at other institutions worldwide.      Committed to improving the lives of older adults through the arts, Dr. Stephenson’s work has focused on a wide spectrum of older populations. She was co-founder and teaching artist for the Teaching Artist, Creative Approaches to Healthy Aging program, funded by two National Endowment for the Arts ArtWorks Grants, and founder, clinical supervisor, and program director of New York University’s Creative Aging Therapeutic Services. Raquel consults with emerging clinical art therapy programs worldwide and designed and implemented the first creative arts therapy program for older adults with dementia in Estonia.  

Raquel serves on the National Advisory Council and Program Advisory Committee of Arts for the Aging in Rockville, MD, and the Advisory Council of the Art Therapy Project in New York City. She also serves on the editorial board of the International Journal of Creativity and Human Development.  

She is a Faculty Fellow of the  Institute for Arts and Health  here at Lesley University, and a member of the UNESCO-UNITWIN Chair on Life Design, Decent Work, and Sustainable Development. 

Raquel loves to be outdoors in any way possible, especially sailing, skiing, whitewater kayaking, hiking, and spending time with her family. While she loves New England, Raquel is an enthusiastic explorer and thrives on a journey anywhere. 

Karen Frostig

Professor, Expressive Therapies, College of Art and Design

Dr. Karen Frostig is a Professor of Art who teaches in Lesley's Graduate School of Arts and Social Sciences, the College of Art and Design, and in the arts programs in the Graduate School of Education. She is a public memory artist, a writer, a cultural historian, community organizer. She is the Founding Director of the Locker of Memory memorial project to the victims of the Jungfernhof concentration camp (2019-) currently under development and located in Riga, Latvia.

She was the Founding Director of The Vienna Project (2013-2014), a temporary memorial situated in 16 districts in Vienna. She was a Resident Scholar at Brandeis University’s Women’s Studies Research Center (2010-2021) and is now an affiliated scholar at the center. She holds dual citizenship in the United States and in the Republic of Austria.

In 2017, Karen received the Massachusetts College of Art and Design's Distinguished Alumni Award. That same year she was awarded the International Caucus Honor Roll Awardee for Art and Activism, presented by the UN Program of Women's Caucus for Art.

Karen exhibits her work extensively in the United States, Europe, and the Middle East. She is a frequent speaker and keynote speaker at international conferences. Karen has received multiple awards and grants from organizations such as the International Holocaust Remembrance Alliance (IHRA), National Fund of the Republic of Austria, ZukunftsFonds, the Massachusetts Cultural Council, and many more.

She has also published numerous books chapters and articles in professional journals on topics dealing with art activism, memory, testimony, interactive methodologies, visual culture, and public education.

www.lockerofmemory.com

www.theviennaproject.org

www.karenfrostig.com

www.blazediscourse.com

Michelle Napoli

Assistant Professor, Art Therapy

Dr. Napoli (she/her/hers) is the Supervisor of Academic Affairs (SAA) in the Expressive Therapies Division in the Graduate School of Arts and Social Sciences.  As SAA, Michelle focuses on recruitment, hiring, retention, as well as professional and community development with adjunct faculty in the division.  Michelle also collaborates with faculty to integrate culturally responsive and anti-oppressive approaches in expressive therapies and counselor education pedagogy.  This scholarship is an ongoing commitment to equity work with an intersectional lens.  Michelle has been an expressive therapies and mental health counselor educator for over 15 years.

Dr. Napoli’s community-based work focuses on authentic cultural continuity and identity formation as prevention and treatment.  Personally, she integrates the arts as cultural resiliency and for language reacquisition in collaboration with her Native community, the Federated Indians of Graton Rancheria.  Michelle’s ontological perspective is informed by her identity as Coast Miwok and Southern Pomo and connections with her ancestral homeland in what is now Marin and Sonoma Counties in Central California. As a Native artist, Michelle engages with Native community and artists in the New England area in collaboration with the Institute for New England Native American Studies.  She also collaborates with a collective of researchers and providers regarding culturally responsive community-based work in Guatemala.   She is the founder of the Survivor Quilt Project, which created the traveling exhibit “Incest Survivors Speaking Truth to the Next Generation” to discuss preventive, proactive considerations regarding the impact of trauma across generations.  

• Low-Residency
• Tuition $1,190/credit x 60 $71,400
• Fees Field Experience Fees $2,180 Materials Fees $350 Registration Fees $320 MAP Tevera Fee $195 Activity Fees $180 Practicum Fees $140 Degree Completion Fee $75

All graduate students are reviewed for merit scholarships through the admissions process and are awarded at the time of acceptance. Other forms of financial aid are also available. Review all graduate tuition and fees , and what they cover. Tuition and fees are subject to change each year, effective June 1.

• Fees Field Experience Fees $2,180 Registration Fees $360 Materials Fees $350 Mental Health Field Placement and Licensure Software Subscription $195 Practicum Fees $140 Degree Completion Fee $75

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Annual McGill AMR Symposium | June 3, 2024 

McGill’s University Centre, Ballroom, 3rd Floor 3480 McTavish St, Montreal

The McGill AMR Centre hosted its 4th Annual Symposium on Monday June 3rd and welcomed over 120 people to this in-person event.  Thank you to all who joined the conversation on the Genomics and Evolution of AMR.  With 13 flash talks, 47 posters and a “Career Insight” lunch with 6 non-academic guest experts, trainees also had a highly interactive and stimulating day!

Keynote Lecture on Youtube        

Program: Genomics and Evolution of AMR

8:30 AM Registration opens

9:00 AM Welcome

9:05 AM Keynote presentation: Kate Baker , University of Liverpool and University of Cambridge, " Dysentery over the course of the antibiotic era: from intrinsic to extensive drug resistance "

10:00 AM Break

10:30 AM Faculty short talks

• Patricia Fontela, Pediatrics, McGill University " Antibiotic use in the critical care setting: a quest for balance"
• Jesse Shapiro, Microbiology & Immunology, McGill University "Interactions between antibiotics, phages, and pathogens within cholera patients"
• Christian Landry, Biology, Université Laval "Studying the evolution of antifungal resistance at high-resolution"

11:30 AM Trainee flash talks 

• Oral 1 Farhan Rahman Chowdhury
• Oral 2 Georgi Merhi
• Oral 3 Dongyun Jung
• Oral 4 Damitha Gunathilake

12:00 PM Lunch break/ Career Insights Trainee Luncheon with non-academia experts:

• Sadjia Bekal, Clinical specialist in medical biology, Laboratoire de santé publique du Québec
• Adam Belley, Senior Director, Clinical Microbiology, Venatorx Pharmaceuticals Inc.
• Jessica Blavignac, Director, Medical & Scientific Affairs, bioMérieux Canada Inc.
• Diana Iglesias, Innovation and Program Director, Scientific Affairs, Genome Quebec
• Frédéric Leduc, Chief Scientific Officer, EVAH Corp
• Joshua Pottel, CEO, Molecular Forecaster Inc.

1:00 PM Trainee flash talks

• Oral 5 Bridget 'Brien
• Oral 6 Mark Hemmings
• Oral 7 Mathieu Giguère
• Oral 8 Jinxin Liu
• Oral 9 Océane Goncalves
• Oral 10 Ori Solomon
• Oral 11 Parham Ghasemloo Gheidari
• Oral 12 Laura Dominguez Mercado
• Oral 13 Haijiao Lin

2:00 PM Poster Session and Break

3:00 PM Faulty short talks

• Frédérique Le Roux, Microbiology, Infectious Diseases & Immunology, Université de Montréal "Exploring Bacterial and Phage Interactions in Their Natural Environment"
• Rees Kassen, Biology, McGill University "Network topology accelerates the emergence and spread of resistance" 
• Louis-Patrick Haraoui, Microbiology & Infectious Diseases, Université de Sherbrooke "Artificial intelligence to detect novel antibiotic resistance genes"

3:55 PM Closing

4:00 PM Networking reception

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PhD in Sustainable Energy Materials Innovation

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Primary tabs

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• Requirements
• How To Apply

The Sustainable Energy Materials Innovation PhD course will train diverse cohorts in science and engineering to drive the materials innovations needed to accelerate the global energy transition.

This PhD course will comprise training elements alongside the PhD research Project. This interdisciplinary programme aims to train researchers to have a broad understanding of different energy technologies and how they interrelate.

The objectives of the course are to:

i) impart students with diverse research skills to work effectively in cross-sector materials development.

ii) prepare them for careers in research, industry, government, policy, and financial organisations.

iii) overcome traditional compartmentalised training, giving researchers a broad understanding of different energy technologies and how they interrelate.

iv) create an academic-industrial alumni network for cross-fertilisation and collaboration to continue well after students graduate.

Learning Outcomes

Knowledge and Understanding

The PhD in Sustainable Energy Materials Innovation course has training, research, and innovation elements. Graduates of the course will have developed knowledge and understanding in the following broad areas:

• The physics, chemistry, materials science, and engineering aspects of different zero-carbon energy technologies.
• The societal, economic, and political context of deploying these technologies.
• Critical evaluation of energy materials sciences and technologies.

By the end of the PhD, successful students will have produced original research work making a significant contribution to knowledge in the area of sustainable energy materials innovation.

Skills and other attributes

At the end of the first year, the student will have developed skills to understand energy materials devices across different technologies including the ability to perform life-cycle and environmental assessments.

The University hosts and attends fairs and events throughout the year, in the UK and across the world. We also offer online events to help you explore your options:

• Discover Cambridge: Master’s and PhD study webinars - these Spring events provide practical information about applying for postgraduate study.
• Postgraduate Virtual Open Days - taking place in October/November each year, the Open Days focus on subject and course information.

Departments

This course is advertised in the following departments:

• Department of Chemistry
• Department of Materials Science and Metallurgy
• Department of Physics
• Department of Engineering
• Department of Chemical Engineering and Biotechnology

Key Information

3-4 years full-time, 4-7 years part-time, study mode : research, doctor of philosophy, department of physics this course is advertised in multiple departments. please see the overview tab for more details., course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, michaelmas 2025.

Some courses can close early. See the Deadlines page for guidance on when to apply.

Funding Deadlines

These deadlines apply to applications for courses starting in Michaelmas 2025, Lent 2026 and Easter 2026.

Similar Courses

• Computational Methods for Materials Science CDT PhD
• Scientific Computing MPhil
• Basic and Translational Neuroscience MPhil
• Planetary Science and Life in the Universe MPhil
• Micro and Nanotechnology Enterprise MPhil

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