phd student in spanish

Hispanic Studies
College of Liberal Arts and Social Sciences

Ph.D. in Spanish with a Concentration in Linguistics or Literature (FACE-TO-FACE)

Department of Hispanic Studies University of Houston 3553 Cullen Boulevard, Room 416 Houston, TX 77204-3062 713.743.3007 Contact Us

The Department of Hispanic Studies is at the forefront of research and teaching of Hispanic literature and Spanish linguistics. Our offering in Hispanic literature and Hispanic linguistics now encompasses the literatures written throughout the Americas and Spain. Given Houston’s location, as well as Arte Público Press and the Recovering the U.S. Hispanic Literary Project at UH, our Ph.D. program offers an optimal environment in which to achieve excellence.

For more information about the course work, expectations and the progression of the PhD program please see the PhD Students Handbook.

General Requirements

Minimum requirements for unconditional admission to the ph.d. in spanish.

A completed M.A. degree in Spanish,or its equivalent
Hispanic literature of the United States
Latin American literature through Modernism
Latin American literature since Modernism
Peninsular literature through the XVII century
Peninsular literature, centuries XVIII through XX
Formal linguistics
Applied linguistics
Sociolinguistics
Completed online application through CollegeNet [all required documents are to be directly uploaded to your account during the application process. Please prepare them beforehand. Official individual mark sheets in certain countries, transcripts, and degree certificates must be sent directly to the Graduate school and to the Graduate Admissions Advisor in Hispanic Studies at the addresses included below]
A statement of research in Spanish (between 1000 and 1500 words) explaining your academic interests and projects (see this link to find the guidelines you must follow for writing your statement ).
Three letters of recommendation from the applicant’s professors detailing the potential of the applicant at the Ph.D. level (sent directly by recommenders via CollegeNet)
Writing sample (Graded)
Transcripts that are not in English must be sent along with an official translation made by a certified interpreter .
Please see the Graduate School guidelines for transcripts and diploma verification

Additional Requirements for International Students

Certified copy of diploma: besides official transcripts and their translation, international students must send a copy of their graduation diploma. If the document is not in English, an official translation made by a certified interpreter must be attached. The diploma must be sent to the University of Houston Graduate School (102 E. Cullen Building Houston, Texas 77204-2012).
TOEFL: Test of English as a Foreign Language: A score of at least 79 on the (international students only, unless they have earned a college degree from an American university)
Duolingo English Test for English proficiency exams. The exam costs $49 (USD) and may be taken from any computer that has a camera, audio and reliable internet. The exam portion of the Duolingo English Test contains a series of speaking, reading, writing and listening exercises. Following the exam, there will be an interview portion that will ask you to respond to various prompts in 30 to 90 seconds. The exam will take about 45 minutes to complete and you will need either a passport, driver license, or national or state ID to show the camera. The score results are generally received within a few days of exam completion. A minimum score of 105 is required.

For information on the TOEFL visit the Educational Testing Service web site . (UH Code: 6870)

IMPORTANT: ALL APPLICATIONS MUST BE COMPLETE BY JANUARY 15th (INCLUDING TRANSCRIPTS AND EXAM RESULTS TOEFL) IN ORDER TO BE CONSIDERED FOR FUNDING. INCOMPLETE DOSSIERS WILL NOT COMPETE FOR SCHOLARSHIPS . Click here to download the Spanish PhD application checklist

Once admitted to the program

No course in which a grade below B- (2.67) is received may count towards Ph.D. degree.
A minimum grade point average of 3.0 (B) for all graduate courses attempted is required for a graduate degree; failure to maintain this average will result in a warning, probation, or suspension.
Qualifying written and oral examinations are required to obtain admission to candidacy
The student must develop a dissertation on a topic in literature which can be considered to be original and of significance to scholarship.
Four college semesters at the undergraduate level (or equivalent proficiency as demonstrated by testing) in another Romance language.
Reading knowledge of Latin or any other approved language, as demonstrated either by satisfactory scores on the Educational Testing Service examinations for that language, or the completion of two semesters of graduate reading courses in the language chosen with a grade of B- or higher.

Application Fees

Fees payable by check, money order or online (Credit Card) with application

Total cost, $50
Payable to University of Houston
Total cost, $80
The Spanish PhD Program only has admissions for the Fall semester.
All documents and information must be uploaded through CollegeNet and/or sent to the University of Houston by January 15 th

For applications and advisement, please write, call, or e-mail:

Dr. Paola Arboleda-Ríos, Interim Graduate Director, at [email protected]

* Phone interviews will be conducted after application file is reviewed.

Department of Spanish and Portuguese

Ph.D. in Spanish

Below are the specific requirements to earn a Ph.D. in Spanish. Please also see the timetable to earn the degree and the checklist for course requirements .

Ph.D. in Spanish Requirements

Maintaining good standing in the progress toward the degree
Language requirement
M.A. Thesis
Selection of Academic Adviser
Successful Comprehensive Exam
Successful Qualifying Exam
Successful Dissertation Defense

1. Student standing

Students must maintain a B+ average or better every semester in all graduate courses to remain in good standing. Students may request up to a maximum of two Incompletes (I) while enrolled at Vanderbilt and cannot carry an Incomplete (I) for more than one semester. Students must be conscientious classroom instructors and advance toward their degrees in a timely fashion. Students should participate actively in the academic life of the department, attending lectures, presentations, and other activities sponsored by the department. Only students in good standing may take the Comprehensive Exam, submit a dissertation proposal; and take the Qualifying Exam. Good standing is a prerequisite for financial assistance, including summer support, teaching assistantships, and dissertation fellowships.

2. Language requirement

As part of the M.A. students must demonstrate competence in Portuguese by taking PORT 5203 or a more advanced course taught in the target language. Other possibilities for meeting this requirement will be entertained and reviewed on a case-by-case basis.

3. Coursework

The Ph.D. in Spanish requires 63 credit hours of coursework, including the 30 credit hours earned for the M.A. at Vanderbilt.

Required courses (12 hours):

SPAN 6010 Literary Analysis and Theory;
SLS/SPAN 6030 Foreign Language Learning and Teaching;
SPAN 6020 Ibero-Romance Philology (Students entering with a B.A. or Licenciatura should take SPAN 6020 in the 5 th semester of residence, if offered; students entering with an M.A. must take 6020 in the 3 rd semester of residence, if offered);
SPAN 6040 Research and Grant Proposal Writing (Students entering with a B.A. or Licenciatura should take 6040 in the 5 th semester of residence, if offered; students entering with an M.A. should take 6040 in the 3 rd semester of residence, if offered).

Core courses (36 hours):

A minimum of 36 additional credit hours should be in graduate seminars in Spanish, numbered 7000 and above. A maximum of 6 credit hours of Independent Study (SPAN 9560, 9660, 9670) may be applied to the Spanish requirements. Each Independent Study must be approved by the DGS upon the submission of a detailed syllabus prepared by the instructor. Note that SPAN 6080, a special graduate course to be used for Comprehensive Exam preparation, does not count toward these required credit hours.

Required minor (9 hours):

There is a mandatory minor for the Ph.D. in Spanish, which consists of a minimum of 9 credit hours. This minor is often Portuguese. After the Comprehensive Exam and within the following academic year, students will send their academic advisor in writing their plan to complete the minor. The academic advisor will assess the coherence and relevance of the minor and send the plan for the minor to the DGS. Some minors are pre-established and do not require prior approval; they must simply be declared. These minors are: 1. the Certificate in Latin American Studies issued by the Center for Latin American Studies, 2. the interdisciplinary minor in Philosophy and Literature; and 3. the Certificate in Women’s and Gender Studies, issued by the Program of Women’s and Gender Studies (for details see the Graduate Catalog and contact the director of the program).

Electives (6 hours):

6 additional hours of graduate-level courses in Spanish, Portuguese or another discipline approved by the Director of Graduate Studies.

4. M.A. Thesis

See Master of Arts in Spanish .

5. Selection of Academic Adviser

6. comprehensive exam.

A Comprehensive Exam is mandatory for all students (accepted with or without an M.A. from another institution) and will be completed by the end of the fourth semester of residence.

Preparation

All students must take the Comprehensive Exam no later than the end of their fourth semester of residence.
The Spanish Comprehensive Exam is based on both the Spanish Peninsular and Spanish American literature lists.
Optional Comprehensive Research/Reading course: during their fourth semester, students may take a special graduate course to be used for Comprehensive Exam Preparation (SPAN 6080 Comprehensive Exam Study) for 3 credit hours. The course will not count toward the credit hours needed for completion of the M.A. or Ph.D. degrees. For this course, students will produce, in agreement with their academic advisors a list of works to be read during the semester.

Both parts of the Comprehensive Exam will be taken over spring break. One will cover the Spanish Peninsular list and the other will cover the Spanish American list. The questions for both parts will be sent to the student by 4:00 pm on the Friday before the beginning of Spring Break and the answers to all of the questions must be sent by email to the DGS by 9:00 am of the Monday following the end of Spring Break.

The exam is take-home and open book. The answers to all of the questions are expected to be fully original to each individual student. Examinees are expected to adhere to the Vanderbilt Honor Code: “Vanderbilt University students pursue all academic endeavors with integrity. They conduct themselves honorably, professionally and respectfully in all realms of their studies in order to promote and secure an atmosphere of dignity and trust. The keystone of our honor system is self-regulation, which requires cooperation and support from each member of the University community.”

Identifications with Brief Analysis: Answer six out of eight questions involving identifications and analyses of elements from literary works on the lists. These elements may be a character, a quote, the title of a book, a literary phenomenon, trend or school, among other features of works or literary criticism. The answers may run from one to two pages. At least four of the answers should be in Spanish.
Literary analysis in English: Answer one of two questions requiring literary analysis. This short essay should be written in English (four to five pages).Literary analysis in Spanish: Answer one of two questions with a longer essay written in Spanish (six to eight pages).

Comprehensive Exam committee

The Comprehensive Exam committee will be formed by three faculty members: the student’s academic advisor (chosen by the student during the third semester of study) and two other faculty members chosen by the DGS. If the student’s academic advisor is not available, a substitute member will be chosen by the DGS in consultation with the graduate student being examined. The Comprehensive Exam committee is ultimately responsible for the outcome of the Comprehensive Exam, and has the final say on the outcome of the exam. Exams will be made available to all Faculty members of the Department of Spanish and Portuguese upon request.

Possible outcomes of the Comprehensive Exam:

Pass with distinction and admission to the Ph.D. program.
Pass with admission to the Ph.D. program.
Fail with the automatic possibility of retaking the exam. The exam can only be retaken once. The retake will take place during the week immediately following the official final exam period of the same semester when the first exam is taken. The student will have one week to take the new exam under the same conditions as described above. The retake will be evaluated by the original committee. The outcome of the retake will be determined by the committee and will be final. The graduate student can opt out of retaking the exam, choosing instead to leave the program.

Possible outcomes of the retake of the Comprehensive Exam:

Pass and admission to the Ph.D. program.
Fail and dismissal from the program.

7. Qualifying Exam

There are two reading lists for the Qualifying Exam: the Period List and the Specialized Research List.
The Period List consists of primary and secondary works in all genres from a particular period that is directly related to the dissertation topic.
The Specialized Research List consists of works based on the dissertation topic. The dissertation and resulting list may be organized around a genre, an issue, a theme, or any combination of these elements, as well as around a particular theoretical problem. The list should include primary works as well as theoretical, historical, and critical works. It may, as deemed necessary by the doctoral committee, include works from different periods, from both sides of the Atlantic, and from Africa, Asia, or any other part of the Spanish- and Portuguese-speaking world. Accompanying the Specialized Research List should be a two-page statement that explains and justifies it in relation to the dissertation topic and proposal.
Each list consists of approximately 30 to 50 books, as well as complementary chapters of books, articles, and specific works of literature, theory, and criticism. Each list should be compiled by the student in consultation with his or her advisor and committee.
The final proposal for the dissertation (including bibliography), approved by the student’s advisor, should be submitted to the dissertation committee and the DGS one month prior to the Qualifying Exam.
The dissertation committee will consist of three faculty members from the department and one outside member chosen by the student in consultation with his or her advisor. The student must appoint the dissertation committee in the semester prior to the Qualifying Exam. After securing the agreement and permission of all parties involved, the student must provide the DGS with a list of the faculty members who will serve on the committee and indicate who will serve as committee chair.

Qualifying Exam format

Written portion: The written exam will be designed by the student’s academic advisor and agreed upon in advance by the entire committee. It will be divided into two sections: one based on the Period List and the other on the Specialized Research List and the Proposal. The student will answer 3 of the 4 questions in each section. Each essay answer must be from 10 to 15 pages long (double-spaced, Times New Roman, 12 point) and must demonstrate dedicated work and sophisticated thinking, and reflect the student’s readiness to begin work on the dissertation. Twelve days will be allotted for this exam. The dissertation advisor will distribute copies of the written exam to each member of the committee and the DGS.
Oral portion: Five to fifteen days after the satisfactory completion of the written exam, the student will take an oral exam. During this oral exam, the student will present the dissertation proposal, discuss it with the committee, and answer questions regarding the written exam. The main purpose of the oral exam is: 1) to strengthen the conceptual and theoretical underpinnings of the proposal; 2) to discuss the material and content of the proposed dissertation; and 3) to define both a plan and a timetable for the completion of the dissertation.

Qualifying Exam outcomes

Possible outcomes of the Qualifying Exam:

Pass with distinction and Candidacy for the Ph.D
Pass and Candidacy for the Ph.D.
Depending on the nature of the failure, the student may be asked to repeat either part or all of the exam. If the exam shows that the student is unlikely to be successful in future exams, he or she may not be given the option of additional testing.

8. Dissertation Defense

Students are required to attend an oral defense of their dissertation. The Department strongly recommends that the final draft of the dissertation be in the hands of the “readers” at least one month prior to the anticipated date for the defense. The student, in consultation with the DGS, the advisor and with the members of the Dissertation Committee, will schedule an oral defense of the dissertation after the Dissertation Committee has received it. The form to request a date for the defense must be signed by the DGS and delivered to the Graduate School at least two weeks in advance.

Restrictions

Transfer credit from other institutions may not exceed 15 hours.
No undergraduate courses in Spanish may be transferred.
The Graduate School requires that the Qualifying Exam be taken within four years of admission to the Ph.D. program.
The Graduate School also requires that the dissertation be completed within four years after the student has been admitted to Candidate status (successful completion of Qualifying Exam).
The department considers these time limits to be reasonable and will not grant extensions except for compelling reasons related to issues of health.

Steven J. Green School of International & Public Affairs

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Doctor of philosophy in spanish, general information:.

The Department of Modern Languages offers a variety of opportunities for advanced study. The Ph.D. program in Hispanic Literature is designed to prepare students to become first-rate scholars and teachers, primarily in institutions of higher learning. In addition to two major fields of specialization (Peninsular Spanish Literature and Spanish American Literature), minors are available in Peninsular Spanish Literature, Spanish American Literature, and Hispanic Linguistics. Candidates to the Ph.D. must pass a qualifying examination .

Description of the Program

The doctoral program consists of 75 semester hours of graduate level work beyond the Bachelor's degree, distributed as follows: 57 graduate credits of courses and 18 credits of dissertation. Students holding Master of Arts degrees in Spanish or Hispanic Studies will be considered for admission and some or all of their graduate credits may be counted toward the doctoral degree after being evaluated and approved by the Graduate Studies Committee. Student will be able to transfer a maximum of 36 graduate credits from an earned graduate degree.

Course Distribution

Core Courses: (9 credits)

All core courses must be taken as graduate courses offered by the University and may not be taken as independent studies:

FOL 5943 Foreign Language Teaching Methodology
SPW 5806 Methods of literary research
SPW 6825 Literary Theory and Criticism

Distribution Requirement: (15 credits)

All students must take:

One course in Medieval or Golden Age Peninsular Spanish Literature
One course in Peninsular Spanish Literature of the 18th-21st century
One course in Colonial/19th century Spanish American Literature
One course in 20th century Spanish American Literature
One additional course in Spanish American Literature

Electives: (33 credits)

Students may choose from graduate courses in literature, linguistics, culture, and translation/interpretation.

Dissertation: (18 credits)

Independent Studies

Students who want to conduct research in a very specialized field with a particular faculty member will be allowed to register for a 3-credit independent study course. No more than two such independent study will be allowed without permission from the Graduate Program Director and only in exceptional cases. Under no circumstances will a student be authorized to take a regularly-taught course as an independent study. Independent studies are envisioned as an opportunity for students to carry out specialized research, not as a substitute for regular courses.

__________________________________________________________________________________________

Dissertation Proposal

The dissertation proposal consists of two documents: 1) A concise (max. 5 pages double-spaced) dissertation proposal following University Graduate School guidelines; 2) a more developed statement of research purpose and plans (15-20 pages long). Students should circulate these two documents among all the members of the committee at least two weeks prior to the oral defense. The dissertation proposal has to be approved by the four members of the dissertation committee. Please see the Graduate Student Handbook for more details Here

The dissertation proposal is a five-page document with an appended bibliography that explains in detail the proposed thesis topic, the critical instrument chosen to approach it, existing scholarship on the subject, and an overarching plan for its development. The proposal is prepared in consultation with the thesis adviser but it is revised and evaluated by all the members of the student's graduate committee. The proposal should follow the general guidelines in the Regulations for Thesis and Dissertation Preparation. A copy of the approved proposal must be filed with the Dean of Graduate Studies at least one full semester prior to defense of the dissertation or thesis.

Students who have completed all coursework must register in SPW 7910 Pre-dissertation Research during the semester in which he or she expects to be admitted to candidacy. Students fully admitted to candidacy subsequently register in SPN 7980 Dissertation Research. Candidates must be registered in at least three credit-hours of dissertation research every semester --including at least one summer term-- once he or she begins such preparation. The candidate must be enrolled for at least three dissertation credits during the semester in which the doctoral degree is awarded.

The statement of research purpose and plans is internal to the department.

Dissertation

A dissertation or thesis is a formal and systematic discourse or treatise advancing an original point of view as a result of research. A dissertation is required of all candidates for the doctoral degree.

Upon completion of a dissertation or thesis, the degree candidate will submit to the Dean of Graduate Studies an application for thesis or dissertation defense signed by the dissertation director. The application must be filed in sufficient time to allow the Dean of Graduate Studies to publish the notice in a monthly calendar of dissertation and theses defenses for the University community.

Copies of the final version of the dissertation, prepared in accordance with the most recent edition of the MLA Style Manual or MLA Handbook for Writers of Research Paper and the FIU Guidelines for Thesis and Dissertation Writers (available from the Office of Graduate Studies), together with an abstract in English of a maximum of 350 words, must be submitted to the Dissertation Committee at least four weeks before the Oral Defense of the Dissertation, which must be scheduled following UGS calendar.

Dissertation Defense

The date, time, and place of the Defense will be announced by memo from the Dissertation Director at least two weeks in advanced to the rest of the committee, the candidate, the Director of Graduate Studies, the department Chairperson, the Dean of the College of Arts and Sciences, the Dean of Graduate Studies and Media Relations.

The oral defense, which is open to public, will take the following form: 10-15 minute presentation by candidate, 10 minute question period from each member of the dissertation committee.

Following the successful defense, as determined by a majority vote of the student's committee, the dissertation or thesis is forwarded to the Academic Dean and to the dean of graduate studies for their approval.

The Ph.D. dissertation must be completed within five years of the doctoral comprehensive examination, or the examination will have to be retaken.

Seminars on Professional Concerns

The Department of Modern Languages recognizes the need to inform graduate students regarding a wide range of professional issues directly related to the successful development of their academic careers. To that end, each year it sponsors a series of meetings during which these concerns can be more fully addressed and explored. The professional concerns seminars meet as needed and are led by one or several faculty members. Topics to be covered include "Publishing your work," "Participating in conferences and symposia," "Applying for grants and fellowships," "Writing the curriculum vitae," "Applying for jobs," and "Preparing for an interview." Other possible topics for discussion might include book reviewing, publishing the dissertation and networking. Students may also propose a seminar on a topic not listed here that is of special professional concern to them. Such proposals are channeled through the Director of Graduate Studies.

Graduate and Teaching Assistantships

A limited number of assistantships are available each year for doctoral students. Candidates seeking an assistantship must apply in writing to the Graduate Program Director by December 15th. Assistantships normally consist of a stipend of $20,000 per academic year (including the summer terms) and a matriculation fee-waiver.

In exchange, students who receive assistantships must work twenty hours per week for the Department and must take a minimum of nine credits per semester and six credits in the summer. Students with more than eighteen graduate credits generally fulfill their work requirements by teaching one language class per term.

Assistantships are incompatible with outside employment. Please see the Graduate Program Director for further information. Renewal is not automatic but contingent upon the student's successful performance in the following areas: (1) academics (2) work as graduate or teaching assistant, (3) participation in all the meetings and activities organized by the department. Renewals must be approved by the graduate committee in consultation with the student’s advisor and the Language Coordinator. In order to have the Teaching Assistantship renewed, ABDs will have to show adequate progress towards the completion of their dissertation.

For information on additional special scholarships, please contact the Graduate Program Director.

Selected Course Offerings

Methods of Literary Research
Literary Theory and Criticism
Historiography of Literature
The Structure of Spanish
History of the Spanish Language
Spanish in the United States
Dialectology of the Spanish Caribbean
Learning Technology in Spanish Pedagogy and Research
Spanish Culture
Spanish American Culture
Hispanic Culture in the US
Afro-Cuban Culture
The Latin American Experience in Literature and Film
Colonial Latin American Literature
19th Century Latin American Literature
Spanish American Modernism
The Traditional Spanish American Novel
Primitivism in Spanish American Literature
Magical Realism
Contemporary Spanish American Novel
Spanish American Historical Novel
Spanish American Essay
Prose and Poetry of Jorge Luis Borges
Poetry of Pablo Neruda
Eros in the Poetry of Spanish American Women Writers
Spanish American Women Writers
Hispanic Literature of the US
Mexico in Poetry
Literature of the Spanish Caribbean
19th Century Spanish Caribbean Literature
Cuban Theater
Cuban Narrative
Prose and Poetry of José Martí
Literature of Hispanics in the United States
Medieval Spanish Literature
The Renaissance in Spain
Golden Age Prose
Golden Age Poetry
Spanish Romanticism and Neoclassicism
Spanish Realism and Naturalism
Seminar on Benito Pérez Galdós
Generation of 98
20th Century Spanish Novel
Poetry of Jorge Guillén
Seminar on Federico García Lorca
Seminar on Antonio Buero Vallejo
Modern Spanish Women Writers
Representation of Women in Spanish Literature and Film
20th Century Spanish Poetry

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Spanish Language and Literature Ph.D.

The Ph.D. is primarily a research and specialization degree, culminating in the writing of a dissertation.

Quick Links

Spanish Program Home
Spanish Graduate Programs
Spanish Ph.D. Dissertation Abstracts
Spanish Language and Literature M.A.
Hispanic Applied Linguistics M.A.
Spanish Program Graduate Funding

Our graduate programs include a Ph. D degree with specializations in both Spanish and Latin American Literature and Culture. Our Ph.D. students are mentored by our faculty, engage in substantive research projects, and benefit from rigorous teaching training. We offer courses that cover most geographical areas and time periods and guide students through relevant theoretical and methodological developments. Courses are complemented with lecture series and events that enrich our students’ intellectual and life experiences.

To be considered for admission applicants must:

Have earned an M.A. degree or have equivalent training;
Submit a paper in Spanish produced at the M.A. level;
Submit a statement of purpose;
Submit three letters of recommendation from academic references;

In addition, non-native speakers of English are required to take the TOEFL examination prior to admittance. Candidates must meet the minimum TOEFL standards established by the University of Maryland Graduate School (score of 100). For information students should contact the SLLC graduate coordinator.

Students on the "short list" may be interviewed by the graduate director in person or by phone.

Prior to admission to candidacy the student must demonstrate/fulfill the following:

A thorough knowledge of the literary and cultural production in the main area of study;
An in-depth knowledge of research tendencies in the field of specialization;
At least two courses in the secondary area;
A graduate course in the History of the Spanish Language;
A minimum of one course in literary theory and/or criticism;
A total of 30 credits of coursework (in very exceptional cases, fewer);
Reading proficiency in a third language other than Spanish or English, appropriate to the student's field of study.

What do I need to apply?

To be considered for admission applicants must submit:

Online application
Application fee $75 -> Information about fee waiver
Official transcripts of an M.A. degree or equivalent training.
A paper in Spanish produced at the M.A. level.
A statement of purpose.
Three letters of recommendation from academic references.
Non-native speakers of English are required to take the TOEFL examination prior to admittance. Candidates must meet the minimum TOEFL standards established by the University of Maryland Graduate School (score of 100). For information students should contact the SLLC graduate coordinator. Apply here Step-by-Step Guide to Applying English Language Proficiency Requirements for International Students **Due to deferrals, graduation delays during pandemic and reductions in available funding, admissions to our graduate programs will be more competitive for Fall 2021. Applicants should note that we are an affirmative action department and that we remain especially interested in recruiting strong African American, Hispanic American, and Native American students to our Ph.D. and M.A. programs.

Qualifying Examination: Procedures and Evaluation

Students who obtained their M.A. at another institution must take a qualifying examination after their first semester in the Ph.D. program. The goal of the exam is to ensure that students have both the specific field knowledge and the theoretical and/or critical background to continue in the program.

A student must declare her/his intention to take the qualifying examination in writing to the director of graduate Studies at least 60 days prior to the examination date, and at this time s/he should select the areas or fields and faculty advisor with whom s/he wants to work in preparation for the qualifying. The exam will be given every January, before the beginning of the spring semester. A committee consisting of two department faculty members (including the advisor) will meet to evaluate the examination and discuss the student's overall progress in the Ph.D. program. Written notification of the results will be sent to the student within one month of completing the exam. In the event that the student does not pass the exam, her/his advisor and the director of graduate studies may recommend that the student retake the examination in May. If a student does not pass the retake exam, s/he will not be allowed to continue in the Ph.D. program.

The examination is based on a list of 10 primary texts in the fields of Latin American and/or Spanish literature chosen by the student in consultation with her/his faculty advisor. The list of 10 books should focus on the student’s specific area of interest, as the purpose of the exam is to evaluate a student’s reading and writing skills as s/he continues to pursue a doctoral degree. The director of graduate studies must receive and approve the list of 10 texts as soon as the decision is made. Once the list is approved by the DGS, the student will have a maximum of 10 business days to select five (5) books from the list of 10 primary texts to prepare for the exam and inform the DGS and her/his faculty advisor of her/his decision. The DGS will then, in consultation with the student, establish the exact date of the examination in January (or May in the event of a retake).

The examination will be formulated by the faculty advisor and will include the following: (a) a close reading of a passage of no more than 500 words from one (1) book from the student’s list of five, which would lead to (b) an extrapolation to a wider set of ideas pertaining to the whole book and/or to the five (5) books selected. The student will receive the examination question by hand at the time of the exam and will have 4 hours to answer it in a room on a computer provided by the department with no internet access. The exam will be written in Spanish, with the exception of English for students who are specialized in U.S. Latina/o Studies. No notes or bibliography may be consulted, although a bilingual dictionary may be used.

The exam will be proctored by the Director of Graduate Studies or the SLLC Graduate Coordinator.

Route to Ph.D. Candidacy

After Ph.D. coursework has been completed, students proceed through a pre-candidacy stage consisting of three components: the comprehensive examination, the language reading (or “translation”) exam and the dissertation proposal and defense. Following successful completion of these three elements, students are advanced to candidacy and are considered “ABD” (all but dissertation).

Comprehensive Examination The comprehensive examination consists of three essays written over a span of three weeks. The essays are based on the courses a student has taken and on reading lists tailored to his or her sub-fields of focus (two in the main area and one in the secondary area). The three reading lists are created in consultation with faculty specialists in the areas of examination.

The comprehensive examination is offered three times per year, in January, May and August. On three consecutive Mondays, the student will receive a question to be answered in essay form, each related to a particular sub-field. These essays will be due by 3:00 p.m. on the Thursday of each respective week.

Sixty days prior to the desired examination start date, the candidate must inform the director of graduate studies as well as the professor assigned to administer the exam of his/her intention to sit for the examination. This notification should be submitted in writing, outlining the areas and sub-fields in which the student will be examined.

Exams will be evaluated by a committee consisting of two faculty members per subfield. Where appropriate, and in only one instance per student, the same faculty member may be called upon to evaluate two of the essays.

In the case of an unsuccessful examination, the student’s Ph.D. advisor and the director of graduate studies may recommend that the student sit a second time for the comprehensive examination. Continuation in the Ph.D. program depends on the successful outcome of any second attempt.

Language Reading (“Translation”) Examination This examination consists of a “for sense” translation from a third language into English or Spanish. The topic of the text will be related to the student's field of specialization. The choice of the language will be determined by its usefulness as a tool for the student's dissertation research. This exam may be repeated once. The student will choose a book or a long article together with a professor qualified to evaluate the third language (the examiner) and then notify the DGS of when the exam is to take place. The examiner will select a passage from the book or long article, which must be between 1,000 and 1,500 words. The examiner must submit the passage to the DGS for review at least two weeks prior to the exam. The student will have three hours to complete the exam, which will take place on campus and be proctored. Please note that only a printed dictionary (not an electronic source) is allowed to assist with the translation exam. For your information, please note that professors Igel and Lima are authorized to conduct examinations in Portuguese; and professors Naharro and Benito-Vessels are authorized to conduct examinations in French. Any questions about who is qualified to conduct the exam should be directed to the DGS. Please note also that dissertation advisors are not allowed to administer exams to their advisees. The examiner evaluates the exam and communicates the result directly to the DGS, who will then advise the student. The reading exam can be taken at any point prior to advancement to candidacy.

Dissertation Proposal and Defense The final stage of the pre-candidacy period is focused on preparation for the writing of the dissertation. In consultation with an advisory committee consisting of the dissertation director and three members of the faculty, the student will write a dissertation proposal that aims to give a clear sense of the intended corpus of study, intellectual aims and methodology. The proposal should include a review of the literature, an outline of projected chapters and a selected bibliography. Proposals should be about 25-30 pages in length and are expected to be completed within four months to one year after the comprehensive examination.

The advisory committee and the candidate will then convene for the defense of the proposal. All faculty in the department are welcome to attend the defense.

The Dissertation

As stated previously, the Ph.D. is essentially a research degree. This means that coursework taken for the Ph.D. is intended as a preparation for the dissertation. It is therefore of the utmost importance that the student identify his/her field of interest as soon as possible. Early in the first semester, students should consult with one or more professors and explore the research possibilities in the field, period, genre, author(s) of his/her particular interest and select an academic advisor accordingly.

Dissertation Defense

When the candidate has completed the dissertation, the director of graduate studies notifies the Graduate School of its completion. The dean of the Graduate School, upon the recommendation of the director of graduate studies, appoints an examining committee for the candidate. This examining committee will include four members of the department and one member from another academic unit who acts as the graduate dean's representative. The committee will be chaired by the dissertation director.

All members of the examining committee will read the dissertation in its final form and take part in an oral examination in which the candidate defends his/her findings. Copies of the dissertation must be given to members of the examining committee at least 10 days before the date set for the oral examination. The Graduate School has established procedures for the dissertation examination. For details on these and all other aspects regarding the dissertation, please see the Thesis and Dissertation Forms and Guidelines. In addition, the student must provide the department with one copy of the final version of his/her dissertation.

Students are expected to defend the dissertation within 4 years of advancing to candidacy. The director of graduate studies may approve an extension of up to one year in cases of extenuating circumstances.

Application for Graduation

Students must apply for a graduate diploma early in the semester in which they intend to receive their degree. Deadlines are published in the Schedule of Classes.

Note: Once students are done they MUST file an EXIT form with the Graduate School and, if applicable, an address change form.

Graduate Student Handbook

The purpose of the Graduate Student Handbook is to aid you in understanding the context of graduate education at UMD. The goal is to provide you with resources, information, practices, and policies that will help you in navigating the graduate experience.

Teaching Handbook

The Teaching Handbook is intended to familiarize graduate students with the procedures, policies, and expectations in teaching, research and administrative environments as an integral part of their education.

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Graduate Events
Crooked Plow: Brazil Revealed in Translation
Book Launch: Handbook of Latin American Environmental Aesthetics
A conversation about "Entranced Earth: Art, Extractivism, and the End of Landscape" by Jens Andermann
De Quiltras, Chuchas y otras Perras: Lectura y Coloquio alrededor del Feminismo
Fridays on the Patio: A Conversation about Race in Spain, Italy, and the U.S.
Edad y Territorio como Vehículos de Otrerización
Fridays on the Patio - Dive into the Theater!
Fridays on the Patio - Discussion and Open Mic
Fridays on the Patio - Across So Many Seas
CRUCE PRIM24 - Traducción como Forma y Acto Político
CRUCE PRIM24 - Escribir como si estuviéramos muertos
CRUCE PRIM24 - ¿El arte de la edición?
CRUCE PRIM24 - El movimiento: la escritura en sus faces lunares
CRUCE PRIM24 - ¿Por qué estudiar un MFA en escritura?
CRUCE PRIM24 - Open mic y DJ Set
Narrativa Contemporánea: una conversación con Mariana Enriquez y Kirmen Uribe
Acción de Gracias: 20 años de poesía en KJCC Poetry Series

PhD Program in Spanish and Portuguese Language and Literature

The PhD program in Spanish and Portuguese combines rigorous coursework with individual research in Spanish, Latin American, and/or Luso-Brazilian language and literature.

Students admitted to the program will have the opportunity to work with world-renowned faculty with a wide range of focus areas and research interests. In addition, the program boasts a dynamic student body representing 12 countries and numerous academic and professional backgrounds.

Areas of scholarly focus in the Department range in historical scope from medieval Iberia and colonial Latin America to contemporary literature, culture, and art, drawing on critical vocabularies in visual studies, performance studies, cultural studies, continental philosophy, psychoanalysis, postcolonial studies, queer studies, film studies, biopolitics, and ethics, among others.

The program consistently ranks among the best in the country and every year attracts a diverse and highly competitive applicant pool. The Department typically accepts between four and six fully-funded students annually.

For information about the admissions process, please visit Admissions FAQs and GSAS Application Resource Center . If you have questions about the admissions process that are not addressed on either of these two pages, please contact Tyler Ingram at [email protected].

Director of Graduate Studies: Professor Zeb Tortorici

PhD Student Manual

Click here to view PhD Student Manual

Online Language Dictionaries

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, WordReference English-Spanish Dictionary © 2024:


Inglés		Español
	(degree: Doctor of Philosophy)	doctorado
	From what institution did you get your PhD?
	¿Dónde obtuviste tu doctorado?
	(doctorate degree course)	doctorado
	He's doing a PhD at Loughborough.
	Está haciendo un doctorado en Loughborough.
	(holder of a doctorate degree) ( )	Dr., Dra.
	The keynote speaker is Rachel Fine, PhD.
	La presentadora es la Dra. Rachel Fine.


Inglés		Español
	(highest university degree)	doctorado
	(person holding PhD degree)	doctor en filosofía, doctora en filosofía

\|
Inglés		Español
	(person studying for doctorate)	estudiante de doctorado
		estudiante de posgrado

Forum discussions with the word(s) "PhD" in the title:

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English version any problems.

Doctorate (PhD) in Spanish

The Department of Spanish and Portuguese offers a comprehensive and innovative graduate program in the literature and cultures of the Hispanic and Luso-Brazilian world. We offer courses that cover a range of chronological, geographical, and generic categories, including Peninsular and Latin American literature and visual culture from the pre-modern period to the present day, as well as courses in literary, aesthetic, and political theory. Our program is distinguished by cross-unit collaboration and interdisciplinary approaches. Our faculty is dynamic, professionally active, and committed to working closely with students to prepare them for careers in university teaching and research.

The PhD in Spanish prepares students for careers in university teaching and research through an integrated program of advanced course work and the preparation of a doctoral dissertation. Each program is flexible enough to provide for comprehensive coverage in the student's primary area while assuring ample coverage of the broad field of Hispanic literatures and cultures.

Recent Publications by Faculty in Literature & Cultural Studies

2022 Fraser, B. Beyond Sketches of Spain: Tete Montoliu and the Construction of Iberian Jazz . New York: Oxford University Press.

2022 Fraser, B. Barcelona, City of Comics: Urbanism, Architecture and Design in Postdictatorial Spain . Foreword featuring original comic by Pere Joan. Albany: SUNY Press.

2022 Fraser, B., Spalding, S. (eds). Transnational Railway Cultures: Trains in Music, Literature, Film and Visual Art. Series: Explorations in Mobility, vol. 6. New York; Oxford: Berghahn Books.

2022 Murphy, Kaitlin and Yifat Gutman, Kerry Whigham, and Jenny Wüstenberg, et al. Routledge Handbook of Memory Activism. Routledge, Taylor & Francis Group.

2021 Arias, Santa, and Yolanda Martínez-San Miguel, eds. The Routledge Hispanic Studies Companion to Colonial Latin America and the Caribbean (1492-1898). Routledge, Taylor & Francis Group.

2021 Bezerra, K, Graciela Ravelli, and Teresa Barbosa. Representações do espaço público (Special volume). Revista Aletria 31.4.

2021 Fraser, B. Obsession, Urban Aesthetics and the Iberian City: The Partial Madness of Modern Urban Culture . Nashville: Vanderbilt University Press.

2020 Harden, Faith. Arms and Letters: Military Life Writing in Early Modern Spain . University of Toronto Press.

2019 Fraser, B. Visible Cities, Global Comics: Urban Images and Spatial Form . Jackson: University Press of Mississippi.

2019 Fraser, B. The Art of Pere Joan: Space, Landscape and Comics Form . Austin: University of Texas Press.

2018 Acosta, A. "Unsettling Coloniality: Readings and Interrogations". Special Issue edited by Abraham Acosta. Journal of Commonwealth and Postscolonial Studies.

2018 Fraser, B. Cognitive Disability Aesthetics: Visual Culture, Disability Representations, and the (In)Visibility of Cognitive Difference . Toronto: University of Toronto Press.

2018 Murphy, Kaitlin M. Mapping Memory: Visuality, Affect, and Embodied Politics in the Americas. Fordham Univ Press.

2017 Morales, Mónica. Reading Inebriation in Early Colonial Peru . (1st edition Ashgate 2012; 1st reprint edition Routledge 2017)

CHAPTERS AND ARTICLES :

2023 Arias, S. “La reinvención de la Isla San Juan de Puerto Rico bajo la Ilustración: desfronterización e imperialidad.” Cuadernos de Literatura en el Caribe Hispánico e Hispanoamérica . Special Issue: Colonialismo y Colonialidad en el Caribe. Forthcoming.

2023 Fraser, B. “La trisomia 21, la discapacitat intel·lectual i l’escriptura de la vida a Barcelona.” Catalan Review , pp. forthcoming.

2023 Fraser, B. “‘Fraught with Background’: Narration, Monstration and Style in the Biblical Adaptations of R. Crumb and Chester Brown.” Journal of Graphic Novels and Comics , pp. preprint published online in 2021.

2022 Bezerra, K. “O sol se põe em São Paulo; Noções de pertencimento num mundo globalizado.” Revista ANPOLL (forthcoming).

2022 Bezerra, K. “Yde Blumenschein.” Memorial do Memoricídio . Vol.2. Ed. Constância Lima Duarte. (forthcoming 2022)

2022 Fitch, M. "The Latin American Novel and New Technologies". Oxford Handbook of the Latin American Novel . Ignacio López-Calvo and Juan E. de Castro, eds. Oxford, UK: Oxford UP, pp. 542-554.

2022 Fraser, B. “The Poetry of Snails: The Shown, the Intervened, and the Signified in Duelo de caracoles (2010) by Sonia Pulido and Pere Joan.” European Comic Art 15.2, forthcoming.

2022 Harden, Faith. “Estebanillo González.” A Companion to the Spanish Picaresque Novel . Edited by Edward H Friedman. London: Tamesis, pp. 135-146.

2022 Murphy, Kaitlin. “Memory Mapping as Activist Intervention.” In The Memory Activism Handbook, edited by Yifat Gutman, Jenny Wüstenberg, et al. Routledge, Taylor & Francis Group.

2022 Murphy, Kaitlin and Kerry Whigham. “Introduction to Memory Activism Practices.” In The Memory Activism Handbook, edited by Yifat Gutman, Jenny Wüstenberg, et al. Routledge, Taylor & Francis Group.

2022 Bezerra, K. “Afterword.” Contemporary Brazilian Cities, Culture, and Resistance . Ed. Sophia Beal and Gustavo Prieto. Hispanic Issues On Line 28, pp.248-257.

2021 Arias, Santa, and Yolanda Martínez-San Miguel . “Between Colonialism and Coloniality: Colonial Latin American and Caribbean Studies Today.” The Routledge Hispanic Studies Companion to Colonial Latin America and the Caribbean (1492-1898). Edited by Yolanda Martínez-San Miguel and Santa Arias. Routledge. 1-40.

2021 Bezerra, K., Teresa Barbosa, and Graciela Ravetti. “Introduction” and “Afterword” to Special Issue. Representações do espaço público (Special volume). Eds. Kátia Bezerra, Graciela Ravelli, and Teresa Barbosa. Revista Aletria 31.4, pp. 9-21.

2021 Bezerra, K. “Adriana Lisboa: revisitando a cidade a partir de um espaço de enunciação fronteiriço.” Panoramas da literatura brasileira 2020: drama, poesia, prosa e outras escrituras . Org. Rafael Climent-Espino, and Michel Mingote. São Paulo: Editora PUC-São Paulo, pp.

2021 Fitch M. “Chilean Digital Literature” in The Cambridge History of Chilean Literature . Ed. Ignacio López-Calvo. Cambridge University Press. 612-626.

2021 Fitch, M. "The Fierce Urgency of Now: Hispanic Studies, New Technology and the Future of the Profession" Language, Image, Power: Luso-Hispanic Cultural Studies. Susan Larson, ed. New York: Routledge. 171-190.

2021 Fitch, M. “In memoriam, David William Foster. The Conversation We Never Had” Chasqui: Revista de literatura latinoamericana 50.2.

2021 Fraser, B. “The Sonic Force of the Machine Ensemble: Transnational Objectification in Steve Reich’s Different Trains (1988).” In Transnational Railway Cultures: Trains in Music, Literature, Film and Visual Art. Edited by B. Fraser, S. Spalding. Series: Explorations in Mobility, vol. 6. New York; Oxford: Berghahn Books, pp. 46-63.

2021 Fraser, B. “Down Syndrome Ensembles, Autonomy and Disability Rights in The Grown-Ups (2016) by Maite Alberdi.” Chasqui 50.2, pp. 233-52.

2021 Fraser, B. “‘A Sort of Enchanted Place’: Town and Country Mysticism and the Architectural Façade in Seth’s Clyde Fans .” ImageText: Interdisciplinary Comics Studies 13.1

. https://imagetextjournal.com/a-sort-of-enchanted-place-town-and-country-mysticism-and-the-architectural-facade-in-seths-clyde-fans/ .

2021 Fraser, B. “Tactile Comics, Disability Studies and the Mind’s Eye: On ‘A Boat Tour’ in Venice with Max.” Journal of Graphic Novels and Comics 12.5, pp. 737-49.

2021 Fraser, B. “Forging the Iberian Comic in Post-Dictatorial Barcelona: Space, Place and Nonplace in Pere Joan’s Passatger en trànsit (1984).” Journal of Spanish Cultural Studies 22.3, pp. 367-86.

2021 Fraser, B. “El ingenio visual de Miguel Noguera: el noveno arte vs la literatura en el cómic ‘Camilo José Cela’ (2010).” Bulletin of Spanish Visual Studies 5.1, pp. 111-33.

2021 Fraser, B. “Architecture, Urbanistic Ideology, and the Poetic-Analytic Documentary Mode in Mercado de futuros (2011) by Mercedes Álvarez.” In Architecture and the Urban in Spanish Film . Edited by Susan Larson. Bristol: Intellect. pp. 22-37.

2021 Geyer, Charlie. “Abject Failure and Utopian Longing in the Lower East Side: The Poetry and Performance of Miguel Piñero.” Centro Journal , 33(2), 4-35.

2021 Murphy, Kaitlin M. “Fear and Loathing in Monuments: Rethinking the Politics and Practices of Monumentality and Monumentalization.” Memory Studies 14.6, pp. 1143-1158.

2021 Murphy, Kaitlin M. “Art as Atrocity Prevention: The Auschwitz Institute, Artivism, and the 2019 Venice Biennale,” Genocide Studies and Prevention: An International Journal 15.1, pp. 68–96.

2020 Bezerra, K. “JR’s Morro da Providência Exhibit: A Politics of Cultural Intervention.” Luso-Brazilian Review 57.1, pp. 58-76.

2020 Fitch, M. “Los estudiantes huelen sinceridad” in Garate, Alberto Rivera, El profesorado frente a la pandemia: Relatos desde el curso del desastre . CETYS Universidad. Barcelona: Ediciones Octaedro, 2020. 69-76.

2020 Fraser, B. “Paco Roca’s graphic novel La casa (2015) as Architectural Elegy.” In Spanish Comics: Historical and Cultural Perspectives . Ed. Anne Magnussen. New York; Oxford: Berghahn Books. pp. 182-201. [Reprint of 2018 journal article from European Comic Art ]

2020 Fraser, B. “Tete Montoliu, Blindness and Barcelona in the Key of Modern Jazz.” Catalan Review 34, pp. 1-17.

2020 Fraser, B. “Trains, Time and Technology: Teaching ‘Mecanópolis’ through Mobility and Science Fiction Studies.” Teaching the Works of Miguel de Unamuno . Ed. Luis Álvarez-Castro. New York: MLA. pp. 112-18.

2020 Morales, Mónica. "Se puede hablar de solidaridad y defensa en la narrativa de Guamán Poma sobre los Indios en Buen gobierno?" Letras . 91.133, pp. 211-232.

2020 Murphy, Kaitlin M. “Braiding Borders”: Performance as Care and Resistance on the US-Mexico Border.” TDR: The Drama Review 64.4, pp. 72-83.

2020 Murphy, Kaitlin M. “Witnessing the Past and the Present: Photography and Guatemala’s Fight for Historical Dialogue.” In Historical Dialogue and the Prevention of Mass Atrocities , edited by Elazar Barkan, Constantin Goschler, and James Waller, 235-252. London: Routledge Press.

2019 Arias, Santa. “Raza, colonialidad e Ilustración: Caminando la Ciudad de los Reyes.” Bibliographica Americana: Revista Interdisciplinaria de Estudios Coloniales 15 (2019): 5-20.

2019 Bezerra, K. “ A casa Cai: Unveiling Geographies of Exclusion and Violence.” Revista Diadorim 19, pp. 99-108.

2019 Bezerra, K. “Milton Hatoum: Redesenhando fronteiras em uma cidade em transição.” De Oriente a Ocidente: Estudos da Associação Internacional de Lusofonistas. vol. IV, pp. 205-218.

2019 Fraser, B. “On Polysemiotic Interactions, Visual Paratexts, and Image-Specific Translation: The Case of Rodolfo Santullo and Matías Bergara’s Dengue (2012/2015).” Studies in Comics 10.2, pp. 279-95.

2019 Fraser, B. “Joaquim Jordà and Nuria Villazán’s Mones com la Becky [Monkeys Like Becky] (1999) and the New Global Disability Documentary Cinema.” Disability Studies Quarterly 39.2, no pag.

2019 Fraser, B. “Obsessively Writing the Modern City: The Partial Madness of Urban Planning Culture and the Case of Arturo Soria y Mata in Madrid, Spain.” Journal of Literary and Cultural Disability Studies 13.1, pp. 21-37.

2019 Geyer, Charlie. “Creolizing the Canon: Manuel Puig, Junot Díaz, and the Latino Poetics of Relation.” The Comparatist , 43 , 173–193.

2019 Murphy, Kaitlin M. “Against Precarious Abstraction: Bearing Witness to Migration Through Moysés Zúñiga Santiago’s “La Bestia” Photographs.” Journal of Latin American and Latinx Visual Culture 1.1, pp. 7-22.

2018 Acosta, A. “Crisis and Migration in Posthegemonic Times: Primitive Accumulation and Labor in La Bestia.” Dialectical Imaginaries: Materialist Approaches to U.S. Latino/a Literature in the Age of Neoliberalism . Marcial Gonzalez and Carlos Gallego editors. University of Michigan Press. Pages 241-262.

2018 Acosta, A. “The Posthegemonic Turn.” New Approaches to Latin American Studies: Culture and Power . Juan Poblete, editor. New York; London: Routledge. Pages 255-271.

2018 Acosta, A. Introduction to Special Issue, "Unsettling Coloniality: Readings and Interrogations". Edited by Abraham Acosta. Journal of Commonwealth and Postscolonial Studies . 6.1: 3-16.

2018 Bezerra, K. “Urban Space in the Lusophone World: Contesting Inequality and Constructing Citizenship.” Edited in collaboration with Leila Lehnen and Jeremy Lehnen. [Special section] Arizona Journal of Hispanic Cultural Studies ..

2018 Fraser, B. “El lenguaje visual innovador de Pere Joan: el pictograma analógico frente a la cultura digital en el cómic español contemporáneo.” Romance Studies 36.4, pp. 180-95.

2018 Fraser, B. “Urban Difference ‘On the Move’: Disabling Mobility in the Spanish Film El cochecito (Marco Ferreri, 1960).” Freakish Encounters . Ed. Sara Muñoz-Muriana and Analola Santana . Hispanic Issues Online , vol. 20, pp. 234-51.

2018 Fraser, B. “Miguel Brieva, quincemayista : Art, Politics and Comics Form in the 15-M Graphic Novel Lo que (me) está pasando (2015).” Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World 8.1, pp. 42-62.

2018 Fraser, B., A. Masterson-Algar and S. L. Vilaseca. “Cultural Studies, Behind the Scenes: Notes on the Craft of Interdisciplinary Scholarship.” Journal of Urban Cultural Studies 5.1, pp. 3-14.

2018 Fraser, B. “Paco Roca’s graphic novel La casa (2015) as Architectural Elegy.” European Comic Art 11.1, pp. 87-106.

2018 Fraser, B. “Visual/Geo-Spatial Knowledge and the Digital Library: On the ‘Mutaciones’ Section of Agustín Fernández Mallo’s El hacedor (de Borges), Remake (2011).” Hispanic Studies Review 3.1, pp. 63-77.

2018 Fraser, B. “The Public Animal in Barcelona: Urban Form, the Natural World and Socio-Spatial Transgression in the Comic “Un cocodril a l’Eixample” (1987) by Pere Joan and Emilio Manzano.” Journal of Spanish Cultural Studies 19.1, pp. 89-110.

2018 Geyer, Charlie. “Rethinking Todorov.” Chasqui , 47(2), 176-189.

2018 Harden, Faith. "Hacia una historia de la autobiografía militar del siglo XVII: el militar perfecto y las «vidas» de soldados." Aspectos actuales del hispanismo mundial . De Gruyter, pp. 317-324.

EDITORS-IN-CHIEF OF ACADEMIC JOURNALS IN LITERATURE AND CULTURAL STUDIES

Arias, S. Arizona Journal of Hispanic Cultural Studies Fitch, M. Studies in Latin American Popular Culture (University of Texas Press) Fraser, B. Hispania (American Association of Teachers of Spanish and Portuguese) Fraser, B. Journal of Urban Cultural Studies

BOOK SERIES EDITORS/DIRECTORS

Fitch, M. Co-director, Studies in Latin American Culture and Literature Series, Anthem Press. Fraser, B. Founding Co-editor, Hispanic Urban Studies Book Series. Palgrave McMillan.

University of Virginia, College and Graduate School of Arts and Sciences

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Spanish Graduate Program

We consider it a privilege to have the opportunity to educate the next generation of teachers, scholars, and leaders. Our PhD students collaborate with faculty to define new research directions in Spanish, Latin American, and Latinx literary and cultural studies, and to translate thier excitement for knowledge production into diverse careers. Our recent graduates have gone on to research, write, and teach for large companies in the finance and technology sectors, non-profit organizations in Latin America, and all levels of education, from research universities to small liberal arts colleges, K-12 schools and private educational consulting firms. You can read some of their stories here . Faculty who are accepting graduate students for the 2024 entering cohort are: Sam Amago (advisor), Allison Bigelow (advisor), Kelly Moore (committee member), Fernando Operé (advisor), Ricardo Padrón (advisor), Fernando Riva (advisor), and Fernando Valverde (advisor). We are not able to accept students in contemporary Latin America for the 2024-5 or 2025-6 cycles.

Our program encourages interdisciplinary training that can be formalized in graduate certificates across the humanities and social sciences, including Africana Studies , American Studies , Digital Humanities , Environmental Humanities , Gender & Sexuality , Historic Preservation , Leadership and Public Policy , Premodern Cultures & Communities , and Urban Design . Additional on-campus training is available through internships, working groups, labs, and workshops in the Scholars’ Lab , Institute for Humanities and Global Cultures , Karsh Institute of Democracy's Democracy Initiative , Center for Global Inquiry and Innovation , Center for Teaching Excellence , and PhD Plus . Students can also take advantage of professional opportunities in the wider DC area, from research fellowships to museum internships. Support within the department includes pedagogical training from faculty in linguistics, course coordination and mentorship from teaching track faculty , and a community of research mentors who work with students on conference presentations, article publications, and fellowships to support pre-dissertation and dissertation work. You and your mentor can search for support for conference travel, research trips, and language learning using resources compiled by the Graduate School and the department . Students who are historically underrepresented in higher education can find additional mentorship support from the Mentoring Institute in the Office of Graduate and Postdoctoral Affairs .

PhD students participate in every aspect of department and university life, from taking and teaching classes to serving on committees and organizing events. In your first year, you will be released from teaching obligations so that you can focus on coursework, finding a research community, and getting your bearings. Beginning in your second year, you will teach language classes that are supervised by experienced teaching track faculty members (called Academic General Faculty at UVA). In subsequent years, PhD students teach at all levels of the undergraduate curriculum in order to graduate with diverse teaching portfolios.

Our 20 current graduate students are diverse, talented, and deeply engaged in the department and greater community. Some students enter the program with a Master’s degree from another institution, whereas others arrive with a BA. All students who progress satisfactorily through the program receive the MA en route to the PhD, usually after the second year. Please see the sections below for more information on progress through the program.

Our competitive fellowship package supports students for 6 years, which includes:

an annual stipend of $30,000 ($24,000 during the academic year and $6,000 of summer funding)
two years of teaching release (typically taken in years 1 and 5)
a teaching load of 1 course per semester (1-1 for the year)
full payment of tuition and fees ($75,000-$114,000 at 2023 rates)
full payment of single-person health insurance

How to Apply

Graduate Admissions

To apply for graduate study in the Department of Spanish, Italian and Portuguese, you must submit your application and materials online to the Graduate School of Arts and Sciences (GSAS). The Graduate School will no longer accept hard copy applications. The department does not require any materials in addition to those required by GSAS. For admissions information, including important deadlines, please visit the Graduate School's website . The evaluation rubric used by the department committee is available in the "Supporting Documents" of our governance page .

Students applying to and accepted into the graduate program must hold a BA in Spanish (or a closely related discipline) or the equivalent foreign degree. The process is the same for students who also hold an MA degree or its equivalent.

Students will follow the course of study outlined in the Graduate Record. Students with a BA will earn an MA in Spanish as they progress towards the PhD. The option of a terminal MA degree is Spanish is only open to self-funded students.

The admissions deadline for 2024-2025 is January 15, 2024.

Doctorate of Philosophy (Ph.D.) in Spanish

Required materials:

Complete Online Application
Unofficial transcripts from all past schools, submitted electronically ( Important: Please DO NOT mail your official transcripts to the Graduate School unless you have received an offer of admission and have decided to attend the University of Virginia. )
Two (2) Letters of Recommendation from previous educational institutions, submitted electronically
Two (2) academic writing samples, one in English and one in Spanish

International Students

In addition to the materials listed above, the Department of Spanish, Italian & Portuguese requires that you also submit the following:

Official TOEFL Scores (Official scores must be sent directly to the University of Virginia by the Educational Testing Service.)
Final Official Transcript (Transcripts from schools located in non-English-speaking countries must have the original language record and a direct translation into English)

The Graduate School of Arts & Sciences requires a few additional items from international students. Please carefully read the guidelines for international students and the application process on the Graduate School Admissions page . Additional guidance for international students can be found here . If you have additional questions after reviewing these materials, please contact us at [email protected] .

Overview of PhD

PhD Program in Spanish

Please note: Per university policy, "The information contained on this website is for informational purposes only. The Undergraduate Record and Graduate Record represent the official repository for academic program requirements. These publications may be found at http://www.virginia.edu/registrar/ ."

Program Requirements

The PhD in Spanish is divided into three phases: 1) coursework; 2) comprehensive examinations; and 3) dissertation. There is also a foreign language requirement that must be met before entering the dissertation phase, known as “doctoral candidacy.” Throughout the three phases, students receive guidance from a faculty mentor chosen with the student’s stated research interests in mind. The official account of program requirements appears in the University’s Graduate Record . A full description of the program’s operation can be found in the department’s Graduate Handbook .

Coursework is ordinarily completed during the first two years of the program. Students are required to take eight graded, three-credit courses during the first year, and six graded, three-credit courses during the second year. The courses must include SPAN 7220 (History of the Language) and SPAN 8210 (Teaching Foreign Languages). They must also include a course on media, two on theoretical approaches in the humanities or the social sciences, and at least two courses offered outside the department. The department maintains a list of approved courses for this purpose, and a single course may satisfy more than one of these requirements. Students are also expected to complete two additional, one-credit courses: 1) GHSS 6050 (Introduction to Graduate Studies); and 2) GHSS 7050 (Professional Life After Graduate School). These courses can count toward any of the graduate certificates offered in the College of Arts & Sciences , School of Architecture , Batten School of Leadership and Public Policy , and related programs.

At the end of the first year, students submit a Statement of Research Interests, in which they chart their progress in the program and develop a plan for the second year that will lead to a fruitful experience in the comprehensive exams and a dissertation afterwards. At the end of the second year, students revise this statement and include it in their Second Year Portfolio, which also includes samples of their writing. After a positive assessment of the portfolio by the faculty, the student proceeds to the comprehensive exams.

The comprehensive exams normally take place during the third year. Students register for 12 credits of SPAN 8900 (Comprehensive Exams) and use the time to develop a comprehensive exam portfolio, which includes three reading lists, two field papers, a statement of teaching philosophy, and a course syllabus. The contents of the lists, the subject matter of the papers, and the nature of the course are determined by the student, in consultation with their comprehensive exam committee. The structure of the exams allows for participation by faculty from other departments, and for significant training in another field or discipline. The student’s mastery of the portfolio materials is assessed through an oral examination, normally held at the end of the Fall semester.

The dissertation phase begins during the second semester of the third year, after successful completion of the oral exam. Students register for 12 credits of SPAN 8901 (Dissertation Proposal) and use the time to develop a proposal for the project that will occupy them during their final two years. They defend the proposal before their dissertation committee before the end of the semester. At that time, students are also expected to have fulfilled the departmental language requirement by demonstrating mastery of one language other than Spanish or proficiency in two languages other than Spanish.

The final two years of the program are devoted to developing and defending the dissertation, an original contribution to scholarship in the student’s field roughly the length of a standard academic monograph. The dissertation is developed in consultation with a committee that must include a member from outside the department and may in some cases include faculty from other universities. It may be written in either English or Spanish. It is usually defended at the end of the fifth year of study.

The department believes that learning to teach is an integral part of any graduate program, and that students need time, space, and mentorship to develop as teachers. All graduate students are required to teach one three-credit course per semester during the second, third, and fourth years of the program. They do not teach in their first and fifth years so that they can focus on coursework (including learning how to teach) and their dissertation research. Every effort is made to give students the opportunity to teach at various levels of instruction and in diverse subject areas in years 2, 3, 4, and 6. All students are carefully trained and supervised by the Director of the Language Program in Spanish, as well as other members of the department. Support for teaching is available through formal programs and workshops offered through the Center for Teaching Excellence and PhD Plus, as well as informal mentorship from experienced members of the teaching track and research track faculty.

Although the program is designed for students to take their teaching release in year 5, some students may prefer to take it in year 6. Please see the Graduate Handbook to learn more about the policy and timeline.

All entering graduate students are granted financial support in the form of Fellowships and Teaching Assistantships. Students who progress satisfactorially through the program receive 6 guaranteed years of support. Our financial package includes a stipend of $24,000 (annual stipend of $24,000, plus $6,000 of summer support), two years of teaching release, full tuition remission ($75,000-$114,000 at 2023 rates), and health insurance coverage for themselves. Students who need to enroll a partner and/or dependents should consult the rates listed by Aetna, here . Students can enroll partners or dependents during open enrollment (insurance verification) or within 30 days of a qualifying event, such as birth, adoption, or marriage. More details on student health, wellness, and insurance coverage are available here .

In addition to department funding, graduate students are frequently employed in Summer School courses in Charlottesville or in the Department’s summer undergraduate programs in Spain and Latin America. There are also a variety of opportunities to fund conference travel, language study, and dissertation research and writing. We encourage students to work with their advisors and committees to find field-specific funding sources.

Department Handbook

The Graduate Handbook serves as a guide to policies and procedures governing graduate education in the Department of Spanish, Italian, and Portuguese at the University of Virginia. To view the handboook, please click here.

Graduate Guide

For more information on career development and diversity affairs, please see the College of Arts & Sciences Graduate Guide .

Graduate Program Rubrics

Our rubrics are designed assess students' work in a wholistic manner at key milestones in the PhD program. We encourage students to review them with their mentorship committees during their first year of the program. Our current rubrics are used for the Second-Year Portfolio and Third-Year Comprehensive Exam .

Course Descriptions & Sequences

For updates or a complete description of courses offered by the Department please visit the course description page . You may also consult the Student Information System and the Graduate Record .

For information on course sequences, current students should consult the Graduate Guide for the present academic year. Admitted students may request a copy by writing to the Director of Graduate Admissions or their intended faculty advisors.

Student Research & Support

Original, innovative research is the hallmark of graduate study; as we uncover new texts in archives, develop alternative ways of reading the classics, and collaborate with colleagues in other fields and around the world, we find new ways of thinking and new works to teach.

Part of graduate student development involves teaching undergraduate courses; such teaching is complemented by classwork and research projects.

The Department of Spanish, Italian, and Portuguese is pleased to support all Ph.D. students for five years of graduate study, including a year-long fellowship for dissertation research and writing. We encourage you to work with your faculty advisor, subject liasons in the UVa Library, and colleagues in your field to develop research questions, identify relevant archives, and share your findings in presentations and articles. To get started with archival research, we suggest looking through something like the "Fresh from the Archives" series on Dissertation Reviews . Graduate students from around the world have helpfully described archival protocols and research topics in Latin American and Caribbean studies, including the AGI (Sevilla) , Archivo Nacional (Madrid) , and Archivo Histórico del Centro de Investigaciones Regionales de Mesoamérica (Antigua, Guatemala) . Don't be afraid to reach out to other graduate students! They've been in your shoes and will be eager to share what they've learned. To generate ideas at the pre-dissertation stage and get a sense of what a finished project will look like, you should review summaries of recently finished dissertations in your area. You can find examples of such projects in the Latin American and Caribbean Studies section of Dissertation Reviews and ProQuest Dissertations & Theses Global. (Follow this link from UVa Library, click "ProQuest," and then click "ProQuest Dissertations & Theses Global" from the list of databases. If you're off campus, sign in through NetBadge.)

Already finished with the dissertation? As you apply to fellowships and jobs, the University is here to help with your CV and application materials. Please contact Sonali Majumdar , Associate Director of Professional Development in the Office of Graduate & Postdoctoral Affair s , to arrange an appointment. Fourth- and fifth-year graduate students are encouraged to participate in OGPA's Research Communication Training Program , a six-week workshop series that trains students across Grounds to present their work to a variety of non-specialists. Participants can also present their work the Three Minute Thesis competition , which provides excellent practice for interviews on the academic, public sector, and corporate job markets. Job seekers can find sample materials (CV, cover letter, teaching statement) on SIP Jobs ( a joinable collab site ) and in the University-recommended Academic Job Search Handbook, by Julia Miller Vick, Jennifer S. Furlong, and Rosanne Lurie. Follow the link in Virgo for an electronic edition of the text. For a list of resources dedicated to digital studies at UVa, please visit DH@UVa and consult the department list of all things digital .

Below please find additional sources of support for your work, from foundational language training to pre-dissertation research and dissertation completion fellowships.

Current Graduate Students

To learn more about current students and their research projects, please visit their profile pages .

Recent Graduate Spotlights (PhD)

Our graduate students work on diverse topics from the medieval, early modern, revolutionary/Enlightenment, and modern/contemporary periods in Spain and Latin America, with a variety of methodological approaches and theoretical orientations. They go on to work in academica, industry, non-profit organizations, and public service. To learn more about our alumni, please click here .

Doctoral Language Exams

The Doctoral Language Exams in Spanish, Italian, and Portuguese, also known as Proficiency and Mastery exams, are offered twice per semester through the Department of Spanish, Italian and Portuguese. The exams are available to currently enrolled graduate students who are required to demonstrate foreign language "proficiency" or "mastery" in order to satisfy certain degree requirements. The precise dates of the exams are set early in the semester, although they are generally offered in October, November, February and March.

To learn more about the exams, and to register for an exam, please visit our doctoral language exam page .

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a long period when there is little or no rain

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Spanish and Portuguese, PhD

The Graduate Program in Spanish and Portuguese, a five-year Ph.D. program within the Department of Spanish and Portuguese, offers a rigorous professional formation in academic research, writing, and pedagogy. The program prepares students in a range of critical and methodological approaches to the study of literature, culture, and theory in Spain and Latin America. Students may complement their areas of specialization with course work in a second Romance language or in other disciplines such as Comparative Literature, English, History, and Philosophy.

Interdisciplinary study is also invited through participation in the many lectures and colloquia sponsored by the various Graduate Groups and affiliated research institutes and centers at Penn. All graduate students teach undergraduate courses in Spanish language and Hispanic culture, for which they attend extensive teacher training seminars and workshops. Faculty members are committed to enhancing graduate students' preparation for professional life through annual seminars on professional concerns and through comprehensive job placement support. The Department of Spanish and Portuguese publishes The Hispanic Review, and graduate students in Spanish and Portuguese may serve as editorial assistants to the journal.

For more information: https://www.sas.upenn.edu/hispanic-portuguese-studies/graduate

The Ph.D. program in Spanish and Portuguese is planned as a five-year sequence. Requirements for the Ph.D. include:

A total of twenty (20) graduate courses , including:

A course in Literary Theory

SPAN 6060 Pedagogy Across the Spanish Curriculum

SPAN 8000 Field Exam (Comprehensive Exam preparation)

A Qualifying Evaluation —In order to be admitted to candidacy for the Ph.D. degree, students must pass successfully a qualifying evaluation. At the beginning of a student's second year, the faculty will evaluate all aspects of the student's performance during his or her first year in the program.

Foreign Language Requirements —translation exams in two (2) foreign languages appropriate to the student's prospective field of specialization.

Comprehensive Exams —an oral exam in the fall of the second year and a written exam in the fall semester of the third year.

Dissertation Proposal —following successful fulfillment of the Ph.D. Comprehensive Examinations, the candidate will shape a dissertation project and writing schedule by June 1 st of their fourth year.

Dissertation —the presentation of a dissertation is the final requirement for the Ph.D.

Dissertation Defense —a public, oral presentation of the dissertation will take place during the semester in which the student will graduate.

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2024 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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Department of Languages, Literatures and Cultures
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Graduate Studies in Spanish

Ph.D. in Spanish

Ph.D. Program

The PhD in Spanish allows students to conduct research in Spanish and Latin American literary and cultural studies. It offers to connect this research with issues in Comparative Literature, Trans-Atlantic Studies, Film Studies and other related fields. In addition, it provides for opportunities to expand collaborative research and teaching venues with other disciplines, such as Linguistics, Anthropology, and History.

For more information on the admissions process and course requirements to our PhD program, please see the Graduate Bulletin here.

For information on possible graduate courses to take in our Spanish program, see the Course Descriptions in the Academic Bulletin here.

For more information contact: [email protected] Spanish Graduate Program | Download the Spanish Graduate Manual [pdf] University of South Carolina Columbia, SC 29208 Fax: (803) 777-0454

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Doctoral Program

Program Overview

Twenty course units (students who enter the program with previous graduate work may be eligible to transfer some credits toward the Ph.D.)
Fulfillment of two language requirements
Four semesters of undergraduate teaching, one course per semester
A qualifying evaluation
A comprehensive examination—oral and written
A dissertation based on original research in the area of concentration and its defense

Admissions and Financial Support

Candidates for admission should have an excellent command of Spanish, a superlative undergraduate record, strong letters of recommendation, and demonstrated skill in academic writing. Applications are accepted only for full-time work in the Ph.D. program beginning in the fall semester. All students admitted to the program receive a five-year Benjamin Franklin Fellowship that includes a stipend, tuition remission, and student health insurance. Students who have finished all pre-dissertation requirements and who no longer receive fellowship support are eligible for a lectureship.

Opportunities for Interdisciplinary Study

Students may complement their studies with up to five courses outside the Spanish and Portuguese section. For example, students may take courses in another Romance language, Comparative Literature , English , or History . Certificate programs are also available in the areas of Women's Studies and Urban Studies . The University of Pennsylvania enjoys reciprocal agreements with several other nearby institutions, which allow students to complete a number of courses in them while enrolled in a graduate program at Penn. Additionally, interdisciplinary study is encouraged through participation in the wide range of seminars, lectures, and colloquia sponsored by the various Graduate Groups and affiliated research institutes and centers at Penn, including the Center for Italian Studies and the Latin American and Latino Studies Program . The Penn Humanities Forum also provides a forum for doctoral students to interact with colleagues from across the disciplines and holds weekly meetings as well as special research seminars, colloquia, and an annual student conference.

The Department offers guided preparation for students' participation in the academic job market. Students receive advice and feedback on their job application materials (CVs, cover letters, teaching statements, research statements, etc.) and attend an intensive one-day seminar in December that prepares them for the Annual Convention of the MLA. Mock interviews and practice job talks are also arranged. Recent graduates of our program have fared extremely well on the job market, accepting tenure-track positions at some of the best colleges and universities around the country.

The Career Services Office makes every effort to assist students in finding employment and offers a range of services geared toward both academic and nonacademic career options.

Library Resources

The Van Pelt Library , the University's central humanities research collection, is especially rich in the Romance languages areas, with outstanding collections of rare books and manuscripts. The Spanish literature collections, while strong in all areas, have historically been most outstanding in the areas of Medieval and Golden Age literature and include the Rennert Collection in Spanish Golden Age drama. In addition, there are significant collections in other languages and literatures of the Iberian Peninsula: Portuguese, Galician, and Catalan. The Latin American collections include a number of extraordinary special collections, and current collecting reflects the vigorous state of Latin American scholarship on campus.

The Hispanic Review

The Department publishes the prestigious literary journal the Hispanic Review . Each year, a number of graduate students in Spanish have the opportunity to work as assistant editors.

Hispanic Studies Graduate Student Group

The Hispanic Studies Graduate Student Group, the graduate student organization of the Spanish and Portuguese Department, works to enhance the general welfare of graduate students in both intellectual and practical terms. This group helps to organize Department-sponsored lectures and colloquia, organizes an annual graduate student colloquium, and publishes a journal of its proceedings.

The Gregory House Modern Language Program

Graduate students have the opportunity to live and work as resident advisors at the Gregory House, an undergraduate campus dormitory that is staffed by native speakers, graduate students, and faculty members from participating departments in French, Spanish, Italian, and German. In addition to communal dining for House residents, each floor offers weekly coffee hours for informal conversation, movies, and other social events.

Department Facilities

The Department of Spanish and Portuguese occupies the fourth and fifth floors of Williams Hall, with a seminar room for Romance Languages graduate classes, a graduate lounge, and a computer lab, as well as the Cherpack Lounge, where faculty and graduate students meet informally, and where lectures and colloquia sponsored by the Department are held.

For Further Information

Laura Flippin Graduate Coordinator University of Pennsylvania 514 Williams Hall Philadelphia, PA 19104-6305 Telephone: (215) 898-1980 Fax: (215) 898-0933

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The Spanish and Portuguese Section offers undergraduate and postgraduate teaching in Spanish, Portuguese, and Catalan. It is unique in its commitment to exploring the trans-historical and cross-cultural interrelations between all these language areas and their corresponding cultural formations. The research interests of its academic staff thus span a wide range of areas including Medieval and Golden Age Spanish cultures and their consolidation in dialogue with the diverse cultures and faith systems of Africa and the "New World"; the literature, art and cinema of Portugal, Brazil and Lusophone Africa; the literature of modern Spain and its relationship with the Enlightenment, colonialism, and modernity; the cinema of the Ibero-American world from early silent film through to its avant-garde, indigenous, popular and transnational dimensions today; and the culture of Catalonia from its rebirth in the Renaixença, through its resistance to Franquismo in literature and film, to its vibrant contemporary artistic, architectural and cinematographic expressions.

The Section also has one of the largest contingents of Latin American specialists in the United Kingdom, whose interests span the poetry and chronicles of the colonial period; the formation of national cultures in post-Independence Spanish America and Brazil; the experimental literatures of the Spanish American "Boom"; and the literature, cinema, and visual art produced in the interlocking contexts of post-dictatorship, mass urbanisation, narcotráfico and neo-liberal globalisation. The intellectual vitality of the Section is further evidenced by a dynamic research culture of public lectures, section seminars, postgraduate workshops and conferences, all of which add to a close-knit system of graduate supervision and mentoring that encourages both individual and collective endeavour within the section.

In British universities, the PhD (Doctorate of Philosophy) is traditionally awarded solely on the basis of a thesis, a substantial piece of writing which reports original research into a closely defined area of enquiry. The completion of the PhD thesis is generally expected to take three to four years, and most funding is based on this assumption. It's also possible to take a part-time route through research degrees, the expected timeframe for which would be five years.

During your research, you will have the opportunity to work closely with a supervisor who is a specialist in your research area. In addition to your supervisor, you will normally also be able to draw on the help and support of other members of the Section with expertise in your field of study

In addition to the specialist supervising provided by the Section, the Faculty of Modern and Medieval Languages and Linguistics runs a programme of professional training for the benefit of all research students. The programme includes seminars and workshops on library resources, giving conference papers, publishing, applications and interviews, and teaching skills. The School of Arts and Humanities runs a central programme covering a range of skills relevant to doctoral students. Doctoral students may also be offered opportunities to do small group teaching for the undergraduate colleges and, in some cases, language teaching for the Faculty.

The Spanish and Portuguese Section and the Centre of Latin American Studies are pleased to details of a Consortium in Latin American Cultural Studies for PhD students. This new flexible arrangement will foster a greater exchange of ideas between students and scholars in the Section and the Centre and provide more opportunities for them to access relevant training, funding and other resources. Please visit the Latin American Cultural Studies Consortium page on the Department of Modern and Medieval Languages website for further information.

Learning Outcomes

By the end of the programme, candidates will have acquired excellent skills, experience and knowledge to undertake postdoctoral work (research and teaching) or another related profession.

For Cambridge students applying to continue from the MPhil by Advanced Study to PhD, the minimum academic requirement is an overall distinction in the MPhil.

For Cambridge students applying to continue from the MPhil by Thesis to PhD, the usual academic requirement is a pass in the MPhil.

All applications are judged on their own merits and students must demonstrate their suitability to undertake doctoral level research.

The Postgraduate Virtual Open Day usually takes place at the end of October. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the Postgraduate Open Day page for more details.

See further the Postgraduate Admissions Events pages for other events relating to Postgraduate study, including study fairs, visits and international events.

Departments

This course is advertised in the following departments:

Faculty of Modern and Medieval Languages and Linguistics
Department of Spanish and Portuguese

Key Information

3-4 years full-time, 4-7 years part-time, study mode : research, doctor of philosophy, department of spanish and portuguese 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:, lent 2024 (closed).

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

Michaelmas 2024 (Closed)

Funding deadlines.

These deadlines apply to applications for courses starting in Michaelmas 2024, Lent 2025 and Easter 2025.

Similar Courses

European, Latin American and Comparative Literatures and Cultures by Advanced Study MPhil
European, Latin American and Comparative Literatures and Cultures by thesis MPhil
Latin American Studies PhD
Latin American Studies MPhil
English PhD

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What is a PhD?

Written by Mark Bennett

A PhD is a doctoral research degree and the highest level of academic qualification you can achieve. The degree normally takes between three and four years of full-time work towards a thesis offering an original contribution to your subject.

This page explains what a PhD is, what it involves and what you need to know if you’re considering applying for a PhD research project , or enrolling on a doctoral programme .

The meaning of a PhD

The PhD can take on something of a mythic status. Are they only for geniuses? Do you have to discover something incredible? Does the qualification make you an academic? And are higher research degrees just for people who want to be academics?

Even the full title, ‘Doctor of Philosophy’, has a somewhat mysterious ring to it. Do you become a doctor? Yes, but not that kind of doctor. Do you have to study Philosophy? No (not unless you want to) .

So, before going any further, let's explain what the term 'PhD' actually means and what defines a doctorate.

What does PhD stand for?

PhD stands for Doctor of Philosophy. This is one of the highest level academic degrees that can be awarded. PhD is an abbreviation of the Latin term (Ph)ilosophiae (D)octor. Traditionally the term ‘philosophy’ does not refer to the subject but its original Greek meaning which roughly translates to ‘lover of wisdom’.

What is a doctorate?

A doctorate is any qualification that awards a doctoral degree. In order to qualify for one you need to produce advanced work that makes a significant new contribution to knowledge in your field. Doing so earns you the title 'Doctor' – hence the name.

So, is a PhD different to a doctorate? No. A PhD is a type of doctorate .

The PhD is the most common type of doctorate and is awarded in almost all subjects at universities around the world. Other doctorates tend to be more specialised or for more practical and professional projects.

Essentially, all PhDs are doctorates, but not all doctorates are PhDs.

Do you need a Masters to get a PhD?

Not necessarily. It's common for students in Arts and the Humanities to complete an MA (Master of Arts) before starting a PhD in order to acquire research experience and techniques. Students in Science, Technology, Engineering and Mathematics (STEM) don't always need an MS/MSc (Master of Science) to do a PhD as you'll gain training in lab techniques and other skills during your undergraduate degree.

Whether a Masters is a requirement for a PhD also varies by country. Australian PhDs may require a Masters as the equivalent of their own 'honours year' (where students work on research). US PhD programmes often include a Masters.

We have a whole guide dedicated to helping you decide whether a PhD without a Masters is the right route for you.

The origin of the PhD

Despite its name, the PhD isn't actually an Ancient Greek degree. Instead it's a much more recent development. The PhD as we know it was developed in nineteenth-century Germany, alongside the modern research university.

Higher education had traditionally focussed on mastery of an existing body of scholarship and the highest academic rank available was, appropriately enough, a Masters degree.

As the focus shifted more onto the production of new knowledge and ideas, the PhD degree was brought in to recognise those who demonstrated the necessary skills and expertise.

The PhD process – what's required to get a PhD?

The typical length of a PhD is three to four years full-time, or five to six years part-time.

Unlike most Masters courses (or all undergraduate programmes), a PhD is a pure research degree. But that doesn’t mean you’ll just spend years locked away in a library or laboratory. In fact, the modern PhD is a diverse and varied qualification with many different components.

Whereas the second or third year of a taught degree look quite a lot like the first (with more modules and coursework at a higher level) a PhD moves through a series of stages.

A typical PhD normally involves:

Carrying out a literature review (a survey of current scholarship in your field).
Conducting original research and collecting your results .
Producing a thesis that presents your conclusions.
Writing up your thesis and submitting it as a dissertation .
Defending your thesis in an oral viva voce exam.

These stages vary a little between subjects and universities, but they tend to fall into the same sequence over the three years of a typical full-time PhD.

The first year of a PhD

The beginning of a PhD is all about finding your feet as a researcher and getting a solid grounding in the current scholarship that relates to your topic.

You’ll have initial meetings with your supervisor and discuss a plan of action based on your research proposal.

The first step in this will almost certainly be carrying out your literature review . With the guidance of your supervisor you’ll begin surveying and evaluating existing scholarship. This will help situate your research and ensure your work is original.

Your literature review will provide a logical jumping off point for the beginning of your own research and the gathering of results . This could involve designing and implementing experiments, or getting stuck into a pile of primary sources.

The year may end with an MPhil upgrade . This occurs when PhD students are initially registered for an MPhil degree and then ‘upgraded’ to PhD candidates upon making sufficient progress. You’ll submit material from your literature review, or a draft of your research findings and discuss these with members of your department in an upgrade exam . All being well, you’ll then continue with your research as a PhD student.

PhDs in other countries

The information on the page is based on the UK. Most countries follow a similar format, but there are some differences. In the USA , for example, PhD students complete reading assignments and examinations before beginning their research. You can find out more in our guides to PhD study around the world .

The second year of a PhD

Your second year will probably be when you do most of your core research. The process for this will vary depending on your field, but your main focus will be on gathering results from experiments, archival research, surveys or other means.

As your research develops, so will the thesis (or argument) you base upon it. You may even begin writing up chapters or other pieces that will eventually form part of your dissertation .

You’ll still be having regular meetings with your supervisor. They’ll check your progress, provide feedback on your ideas and probably read any drafts your produce.

The second year is also an important stage for your development as a scholar. You’ll be well versed in current research and have begun to collect some important data or develop insights of your own. But you won’t yet be faced with the demanding and time-intensive task of finalising your dissertation.

So, this part of your PhD is a perfect time to think about presenting your work at academic conferences , gaining teaching experience or perhaps even selecting some material for publication in an academic journal. You can read more about these kinds of activities below.

The third year of a PhD

The third year of a PhD is sometimes referred to as the writing up phase.

Traditionally, this is the final part of your doctorate, during which your main task will be pulling together your results and honing your thesis into a dissertation .

In reality, it’s not always as simple as that.

It’s not uncommon for final year PhD students to still be fine-tuning experiments, collecting results or chasing up a few extra sources. This is particularly likely if you spend part of your second year focussing on professional development.

In fact, some students actually take all or part of a fourth year to finalise their dissertation. Whether you are able to do this will depend on the terms of your enrolment – and perhaps your PhD funding .

Eventually though, you are going to be faced with writing up your thesis and submitting your dissertation.

Your supervisor will be very involved in this process. They’ll read through your final draft and let you know when they think your PhD is ready for submission.

All that’s left then is your final viva voce oral exam. This is a formal discussion and defence of your thesis involving at least one internal and external examiner. It’s normally the only assessment procedure for a PhD. Once you’ve passed, you’ve done it!

Looking for more information about the stages of a PhD?

How do you go about completing a literature review? What's it like to do PhD research? And what actually happens at an MPhil upgrade? You can find out more in our detailed guide to the PhD journey .

Doing a PhD – what's it actually like?

You can think of the ‘stages’ outlined above as the basic ‘roadmap’ for a PhD, but the actual ‘journey’ you’ll take as a research student involves a lot of other sights, a few optional destinations and at least one very important fellow passenger.

Carrying out research

Unsurprisingly, you’ll spend most of your time as a PhD researcher… researching your PhD. But this can involve a surprisingly wide range of activities.

The classic image of a student working away in the lab, or sitting with a pile of books in the library is true some of the time – particularly when you’re monitoring experiments or conducting your literature review.

Your PhD can take you much further afield though. You may find yourself visiting archives or facilities to examine their data or look at rare source materials. You could even have the opportunity to spend an extended period ‘in residence’ at a research centre or other institution beyond your university.

Research is also far from being a solitary activity. You’ll have regular discussions with your supervisor (see below) but you may also work with other students from time to time.

This is particularly likely if you’re part of a larger laboratory or workshop group studying the same broad area. But it’s also common to collaborate with students whose projects are more individual. You might work on shorter projects of joint interest, or be part of teams organising events and presentations.

Many universities also run regular internal presentation and discussion groups – a perfect way to get to know other PhD students in your department and offer feedback on each other’s work in progress.

Working with your supervisor

All PhD projects are completed with the guidance of at least one academic supervisor . They will be your main point of contact and support throughout the PhD.

Your supervisor will be an expert in your general area of research, but they won’t have researched on your exact topic before (if they had, your project wouldn’t be original enough for a PhD).

As such, it’s better to think of your supervisor as a mentor, rather than a teacher.

As a PhD student you’re now an independent and original scholar, pushing the boundaries of your field beyond what is currently known (and taught) about it. You’re doing all of this for the first time, of course. But your supervisor isn’t.

They’ll know what’s involved in managing an advanced research project over three years (or more). They’ll know how best to succeed, but they’ll also know what can go wrong and how to spot the warning signs before it does.

Perhaps most importantly, they’ll be someone with the time and expertise to listen to your ideas and help provide feedback and encouragement as you develop your thesis.

Exact supervision arrangements vary between universities and between projects:

In Science and Technology projects it’s common for a supervisor to be the lead investigator on a wider research project, with responsibility for a laboratory or workshop that includes several PhD students and other researchers.
In Arts and Humanities subjects, a supervisor’s research is more separate from their students’. They may supervise more than one PhD at a time, but each project is essentially separate.

It’s also becoming increasingly common for PhD students to have two (or more) supervisors. The first is usually responsible for guiding your academic research whilst the second is more concerned with the administration of your PhD – ensuring you complete any necessary training and stay on track with your project’s timetable.

However you’re supervised, you’ll have regular meetings to discuss work and check your progress. Your supervisor will also provide feedback on work during your PhD and will play an important role as you near completion: reading your final dissertation draft, helping you select an external examiner and (hopefully) taking you out for a celebratory drink afterwards!

Professional development, networking and communication

Traditionally, the PhD has been viewed as a training process, preparing students for careers in academic research.

As such, it often includes opportunities to pick up additional skills and experiences that are an important part of a scholarly CV. Academics don’t just do research after all. They also teach students, administrate departments – and supervise PhDs.

The modern PhD is also viewed as a more flexible qualification. Not all doctoral graduates end up working in higher education. Many follow alternative careers that are either related to their subject of specialism or draw upon the advanced research skills their PhD has developed.

PhD programmes have begun to reflect this. Many now emphasise transferrable skills or include specific training units designed to help students communicate and apply their research beyond the university.

What all of this means is that very few PhD experiences are just about researching and writing up a thesis.

The likelihood is that you’ll also do some (or all) of the following during your PhD:

The work is usually paid and is increasingly accompanied by formal training and evaluation.

Conference presentation

As a PhD student you’ll be at the cutting edge of your field, doing original research and producing new results. This means that your work will be interest to other scholars and that your results could be worth presenting at academic conferences .

Doing this is very worthwhile, whatever your career plans. You’ll develop transferrable skills in public speaking and presenting, gain feedback on your results and begin to be recognised as an expert in your area.

Conferences are also great places to network with other students and academics.

Publication

As well as presenting your research, you may also have the opportunity to publish work in academic journals, books, or other media. This can be a challenging process.

Your work will be judged according to the same high standards as any other scholar’s and will normally go through extensive peer review processes. But it’s also highly rewarding. Seeing your work ‘in print’ is an incredible validation of your PhD research and a definite boost to your academic CV.

Public engagement and communication

Academic work may be associated with the myth of the ‘ivory tower’ – an insular community of experts focussing on obscure topics of little interest outside the university. But this is far from the case. More and more emphasis is being placed on the ‘impact’ of research and its wider benefits to the public – with funding decisions being made accordingly.

Thankfully, there are plenty of opportunities to try your hand at public engagement as a PhD student. Universities are often involved in local events and initiatives to communicate the benefits of their research, ranging from workshops in local schools to public lectures and presentations.

Some PhD programmes include structured training in order to help students with activities such as the above. Your supervisor may also be able to help by identifying suitable conferences and public engagement opportunities, or by involving you in appropriate university events and public engagement initiatives.

These experiences will be an important part of your development as a researchers - and will enhance the value of your PhD regardless of your career plans.

What is a PhD for – and who should study one?

So, you know what a PhD actually is, what’s involved in completing one and what you might get up to whilst you do. That just leaves one final question: should you do a PhD?

Unfortunately, it’s not a question we can answer for you.

A PhD is difficult and uniquely challenging. It requires at least three years of hard work and dedication after you’ve already completed an undergraduate degree (and probably a Masters degree too).

You’ll need to support yourself during those years and, whilst you will be building up an impressive set of skills, you won’t be directly progressing in a career.

But a PhD is also immensely rewarding. It’s your chance to make a genuine contribution to the sum of human knowledge and produce work that other researchers can (and will) build on in future. However obscure your topic feels, there’s really no such thing as a useless PhD.

A PhD is also something to be incredibly proud of. A proportionately tiny number of people go on to do academic work at this level. Whatever you end up doing after your doctorate you’ll have an impressive qualification – and a title to match. What’s more, non-academic careers and professions are increasingly recognising the unique skills and experience a PhD brings.

Other PhDs - do degree titles matter?

The PhD is the oldest and most common form of higher research degree, but a few alternatives are available. Some, such as the DPhil are essentially identical to a PhD. Others, such as the Professional Doctorate or DBA are slightly different. You can find out more in our guide to types of PhD .

Is a PhD for me?

There’s more advice on the value of a PhD – and good reasons for studying one – elsewhere in this section. But the following are some quick tips if you’re just beginning to consider a PhD.

Speak to your lecturers / tutors

The best people to ask about PhD study are people who’ve earned one. Ask staff at your current or previous university about their experience of doctoral research – what they enjoyed, what they didn’t and what their tips might be.

If you’re considering a PhD for an academic career, ask about that too. Are job prospects good in your field? And what’s it really like to work at a university?

Speak to current PhD students

Want to know what it’s like studying a PhD right now? Or what it’s like doing research at a particular university? Ask someone who knows.

Current PhD students were just like you a year or two ago and most will be happy to answer questions.

If you can’t get in touch with any students ‘face to face’, pop over to the Postgraduate Forum – you’ll find plenty of students there who are happy to chat about postgraduate research.

Take a look at advertised projects and programmes

This may seem like a strange suggestion. After all, you’re only going to study one PhD, so what’s the point of reading about lots of others?

Well, looking at the details of different PhD projects is a great way to get a general sense of what PhD research is like. You’ll see what different PhDs tend to have in common and what kinds of unique opportunity might be available to you.

And, with thousands of PhDs in our database , you’re already in a great place to start.

Read our other advice articles

Finally, you can also check out some of the other advice on the FindAPhD website. We’ve looked at some good (and bad) reasons for studying a PhD as well as the value of a doctorate to different career paths.

More generally, you can read our in-depth look at a typical PhD journey , or find out more about specific aspects of doctoral study such as working with a supervisor or writing your dissertation .

We add new articles all the time – the best way to stay up to date is by signing up for our free PhD opportunity newsletter .

Ready to find your PhD?

Head on over to our PhD search listings to learn what opportunities are on offer within your discipline.

Our postgrad newsletter shares courses, funding news, stories and advice

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Evelin Saenz

Position title teaching assistant in spanish, graduate student in animal biology.

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Ph.D. Program Requirements

The Degree Requirements for the Ph.D. program include 50 units of coursework, foreign language proficiency, preliminary and qualifying examinations, and a dissertation. In addition, there are also opportunities for students to pursue a Designated Emphasis and gain teaching experience.

Coursework Requirements A minimum of 50 units is required, 44 of which must be taken for a letter grade. A minimum course load is 12 units per quarter.

2 Core Courses (8 units)

English 200: Introduction to Graduate Studies (taken as Satisfactory/Unsatisfactory)
One survey course in literary theory (Critical Theory 200A or 200C taken for a grade).

1 Workshop (2 units)

English 288: Prospectus Workshop (taken as Satisfactory/Unsatisfactory); students may petition to complete this course independently with a Prospectus Adviser.

10 Graduate-level Seminars (40 units)

All courses must be taken for a grade.
Five courses must satisfy the breadth requirement (see below).
Five courses will be comprised of electives (see below).
At the discretion of the instructor and with the Graduate Adviser's approval, students may count one undergraduate 100-level course as one of their ten literature courses.
Aside from ENL 200, no course graded Satisfactory-Unsatisfactory may count as one of the twelve required seminars. Independent and group studies may not be taken for a grade.

13 Total Graduate Courses (50 units; 11 courses must be taken for a grade) Additionally, students who enter the Ph.D. program without a MA degree may request instructions for completing the optional MA en route to the Ph.D. degree. Breadth Requirement The breadth requirement must be fulfilled by coursework in the Department of English or coursework taught by English Department faculty. Five courses (of the total 40 units above) will satisfy this requirement. Students must complete two Earlier National courses, and two Later National courses, and one Focus course. At least one of the four National courses must be in the "other" tradition (i.e., a student may not do all four National courses in British literature, or all four in American literature). Students must also complete one focus course.

The focus may be fulfilled in one of two ways: 1) Either a course will be explicitly designated as a focus course 2) Students may arrange with the professor to write a paper with one of the focuses listed below:

Earlier National Courses British, Pre-1800; American, Pre-1865

Later National Courses British, Post-1800; American, Post-1865

Focus Courses Genre; Identity; Other National; Method; Theory

Faculty and/or the Graduate Advisor may choose to designate a course as fulfilling more than one category, but students may use the course to fulfill only one requirement. For instance, a student could use a course on women in Early Modern literature to satisfy the Earlier National (British) requirement, or the Focus (Identity) requirement, but not both. A student could use a course on Dickens and Twain to satisfy the Later National (British) requirement or the Later National (American) requirement, but not both.

Electives Requirement The electives requirement can be fulfilled by actual offered seminars inside or outside the English Department. Five elective courses will satisfy degree requirements. UWP 390 is acceptable as one of the electives. Also, be aware 299s are ungraded but still count towards overal units. With the approval of the Graduate Adviser, students may also enroll in a graduate class at another University of California campus through the Intercampus Exchange Program.

Course Waiver and Course Relief Students who enter the Ph.D. program with MA coursework from another institution may petition the Graduate Adviser for course waiver for up to three of the twelve required seminars; each approved petition will reduce the number of required courses by one. Students may not reduce their coursework to fewer than nine seminars.

Students holding the MA may also petition the Graduate Adviser for course relief for up to five of the breadth requirements; each approved petition allows the student to substitute elective courses. ENL 200 may not be waived or relieved.

For each waiver or relief request, students must submit to the English Graduate Office a Course Waiver or Relief Request form (available in the office) along with the syllabus from the course and the student's seminar paper.

Designated Emphasis (DE)

Students may pursue a DE in any of these interdisciplinary areas: African American and African Studies; Classics and Classical Receptions; Critical Theory; Feminist Theory and Research; Human Rights; Native American Studies; Science and Technology Studies; Studies in Performance and Practice; Writing, Rhetoric, and Composition Studies. Additional information .

Foreign Language Requirement

The English Ph.D. requires a reading knowledge of one foreign language before graduating from the program. This can be satisfied through coursework or exam. Any of the following demonstrates proficiency:

Completion within the past eight years of 3 semester-length, or 4 quarter-length courses in a foreign language at the undergraduate level. Students must earn a passing grade, but courses may be taken on a pass/no pass basis.
Students may take the Placement Test offered by the UC Davis Language Center , testing out of the language at the intermediate level.
A Pass in the language exam offered in the English Department at the beginning of Fall or Spring quarter each year.

Preliminary Examination

In the Spring Quarter of the second year or Fall Quarter of the third year of graduate study, students take a Preliminary Examination in two historical fields and one focus field. The examination, conducted orally, is set by three faculty members, each representing one of the fields. Prior to taking the Preliminary Examination, students must have completed the following:

Introduction to Graduate Studies (ENL200)
Survey of Literary Theory (CRI200A or CRI200C)
Four of five Breadth Requirements (5th course may be taken after preliminary exam);
Four of five Elective Requirements (5th course may be taken after the preliminary exam);
One foreign language at the intermediate level or all course work toward the intensive level except the graduate course with a paper written in the foreign language.

Any remaining requirements after taking the Preliminary Examination must be completed before scheduling the Qualifying Examination.

Students will select two historical fields from among the following list. Students who would like to do non-consecutive historical fields need to get prior approval from the Graduate Adviser. These lists and additional helpful documents can be accessed via our box folder "Preliminary Exam" in the English Graduate Program file.

20th Century British
American Antebellum, 1800-1865
American Indian Literature, 1768-present
American Literature Early 20th c., 1900-1945
American Literature, Later 19th-c., 1865-1914
American Literature, Later 20th c., 1945-present
Asian American & Pacific Islander Literature
Colonial: Early American to 1800
Later Restoration and Eighteenth-Century Literature (1675-1792)
Middle English
Old English (Anglo-Saxon)
Postcolonial Literature
Romanticism
Seventeenth-Century English Literature From 1604-1675
Sixteenth-Century Literature From 1485-1603

Additionally, students select one focus field. A student may devise her/his own focus list in collaboration with two faculty members or, as is more common, choose one from among the following:

Critical Theory
Disability Studies
Ecocriticism and Environmental Humanities
Film Studies
Media Technologies
Performance Studies
Postcolonial Theory
Psychoanalysis
Queer Theories
Race and Ethnicity Studies
Science and Literature
Science Fiction

English 299 (Independent Study) is ordinarily used the quarters before the Preliminary Examination to prepare for the oral examination and is graded Satisfactory-Unsatisfactory. Students may register for ENL 299 under the Graduate Advisor or a faculty member in the field of their exam for the quarter(s) they intend to study.

In the event that the student does not pass the exam, the exam chair will report the decision to the Graduate Adviser, who will work with the committee to decide whether the student should be given a chance to retake the exam (no less than six months later) or whether the student should be dismissed from the program. The Graduate Adviser will report this final decision to the student within 72 hours of the exam’s conclusion.

The Qualifying Examination may be taken as early as the spring of the third year and should be taken no later than the spring of the fourth year. The reading list for this exam, which is conducted orally, is constructed by the student in consultation with his or her three-person dissertation committee. When making their lists, students may consult the standard lists for preliminary exams available in the department's Box folder. If the student is doing a designated emphasis (DE), materials from that field should also be incorporated into the Qualifying Exam reading list.

Five faculty members serve on the Qualifying Exam: the three members of the dissertation committee; a department faculty member from outside the student's main field; and one faculty member from outside the department. Students doing a designated emphasis (DE) must include one faculty member affiliated with the DE on both their qualifying and dissertation committee.

Graduate Studies prefers to receive all relevant papework 60 days prior to the exam, but there is not a firm deadline. By the end of the second week of the quarter a student intends to take the Qualifying Exam, graduate students shoule file and submit (1) the “ Qualifying Examination Application ” form to Graduate Studies, (2) Prospectus sign off sheet (signed by all 3 members of the committee) and (3) the Prospectus and Reading list. If a student is taking the Qualifying Exam early in the quarter, they must remember to submit these documents at last 8 weeks before the exam.

The bibliography of the prospectus will normally overlap substantially with the Qualifying Exam reading list. The exam will focus on the Prospectus and the Qualifying Exam reading list.

Upon successful completion of the examinations, the student is given an " Application for Advancement to Candidacy " form by the examining committee chair. When it is filled out and signed by the DGS and major professor, the student pays the candidacy fee at the cashier’s office and files the form with Graduate Studies.

Dissertation

The dissertation must be an original work of scholarship and/or interpretation. It may be critical, bibliographical, historical, or biographical in its subject. Students work with a dissertation director and consult with two official readers as well as with other faculty knowledgeable about the project. The final draft must be approved by the dissertation committee. More information .

Normative Time and Residence Requirement

The University and the Department of English have established six years (18 quarters) as the normative time for a student to complete the Ph.D. Students who enter with a MA can normally expect to complete their degree in five years. The University residence requirement for the Ph.D. is two years.

Teaching Requirement

Before candidates for the Ph.D. degree may apply for conferral of the degree, they must have completed at least one year of teaching at the college level. The following are special requirements for graduate students who teach:

1. Graduate students are limited by University policy to 18 quarters of contracted teaching employment.

2. In order to be appointed or reappointed, graduate students must be in good academic standing and must be progressing satisfactorily toward the doctorate. Good academic standing includes maintaining a grade point average of at least 3.0 on the 4.0 scale. The Office of Graduate Studies restricts graduate student employment at the University to 75% of full-time.

3. Graduate students are required to take University Writing Program (UWP) 390: “Theory and Practice of University-level Composition Instruction” in preparation for teaching composition (UWP 1); and to take UWP 392: “Teaching Expository Writing” during the quarter they first teach the class. Students take English 393: “Teaching Literature and Composition” in the spring quarter before teaching English 3 the following Fall. Students generally teach in the following sequence, though different arrangements are possible (i.e., if students receive fellowships, research positions, and/or teaching assignments in other departments):


	Teaching Assistant (TA) for a Literature class
	TA or Associate Instructor (AI) for Introduction to Academic Literacies (UWP 1)
	Associate Instructor for UWP 1
	AI for English 3 Introduction to Literature (ENL 3)
	AI for ENL3

Last updated 5/27/2021

The following policy describes the information gathering and dissemination practices for Roseman University of Health Sciences’ main website (roseman.edu), all sites in the roseman.edu domain, and other affiliated University websites/domains

SPECTRUM – Empowering Pharmacists, Serving Communities: The Impact of Roseman University’s CVS Health Spanish Pathway Program

College of Pharmacy
Roseman University

Featured in the Summer 2024 print edition of spectRUm magazine.

In the ever-evolving landscape of healthcare, diversity and cultural competency have become integral components of education and practice. Recognizing this imperative, Roseman University’s College of Pharmacy established the CVS Health Spanish Pathway Program in 2018. This innovative initiative, borne out of a strategic collaboration between Roseman University and CVS Health, aims to address the unique healthcare needs of Hispanic (Spanish-speaking) communities in Nevada and Utah, while nurturing a new generation of bilingual pharmacists.

The demand for pharmacists who are proficient in Spanish is substantial due to the increasing necessity for pharmacists to possess language skills and cultural awareness to deliver safe and effective healthcare to the Hispanic community. This community is sizeable, expanding, and diverse. Data from the Census reveals that Hispanics make up around 19.1 percent of the total U.S. population, in Nevada 34.3 percent, and in Utah 19.9 percent. However, less than five percent of employed pharmacists nationwide are Hispanic, indicating an underrepresentation of Hispanics in the pharmacy workforce.

Dr. Susan Nguyen, co-founder of Roseman’s CVS Health Spanish Pathway Program, sheds light on the program’s significance in addressing the disparity. “The program is rooted in three core objectives: introducing bilingual and Spanish-speaking students to pharmacy, recruiting and retaining them at Roseman University, and ultimately, serving the healthcare needs of Hispanic communities,” explains Dr. Nguyen. With over $350,000 in funding from CVS Health, the program has been able to provide scholarships, mentorship, and transformative educational experiences to Roseman’s students.

Dr. Nguyen emphasizes the importance of boosting the presence of Spanish-speaking pharmacists due to its positive impact on enhancing access to healthcare within the Hispanic community. By increasing the number of Hispanic pharmacists, communication barriers can be dismantled, and a deeper level of cultural understanding can be provided, leading to better healthcare outcomes and services tailored to the needs of this community.

Since the launch of the CVS Health Spanish Pathway Program 2018, the College of Pharmacy has seen 53 percent increase in the number of enrolled pharmacy students who identify as Hispanic/Latino. “We’re very proud of what we have achieved with this program,” said Dr. Nguyen. “Over time, as our graduates enter the pharmacy workforce in Nevada and Utah, and surrounding states, we hope they will inspire others in the Hispanic community to pursue the profession.”

Dr. Kalin Pascacio, a CVS Health Spanish Pathway 2023 graduate, shares her journey and the impact of the program. “I’m originally from California, and then I moved to Las Vegas when I was a teenager. I grew up with my dad, who’s Mexican, and I always felt a connection to my Hispanic culture,” she explains. Pursuing a bachelor’s degree in kinesiology with aspirations to become a physical therapist, Dr. Pascacio’s experience working at a Las Vegas community pharmacy in a Hispanic neighborhood exposed her to the critical need for Spanish-speaking pharmacists in her community, motivating her to pivot and instead pursue pharmacy as a career.

“I was working as a front store employee of the pharmacy as the only Spanish speaker in the store,” recalled Dr. Pascacio. “They always requested my help for translation in the pharmacy, so I began to spend more and more time there. Eventually, they encouraged me to train as a pharmacy technician. My interest in pharmacy grew from there and I started taking the prerequisites for pharmacy school before applying to Roseman.”

Once enrolled in Roseman’s Doctor of Pharmacy program, the CVS Health Spanish Pathway Program offers students like Dr. Pascacio unique opportunities to enhance their education and cultural fluency. “In addition to their regular pharmacy curriculum, Spanish Pathway students receive mentorship, access to a medical Spanish course, immersive rotations at CVS Health pharmacies located in Spanish-speaking communities, and opportunities for community service through Movimiento Estudiantil Roseman, a student organization that provides medical Spanish workshops for health professional students and participates in health screenings and educational events within the Latino community,” says Dr. Nguyen. “These experiences not only strengthen their language skills but also prepare them to provide personalized care to Spanish-speaking patients.”

While fluent in Spanish and engaged in her Hispanic community, what benefited Dr. Pascacio the most was learning important medical terminology. Furthermore, she shares how the program fosters a sense of community and support among students who come from different backgrounds. “I loved the CVS Health Spanish Pathway Program. It really brought us together, and I felt like we were a community of like-minded individuals,” shares Dr. Pascacio. “Even though not all students were fluent in Spanish or of Hispanic background, they recognized the importance of increasing access to healthcare for Spanish-speaking communities.”

The impact of the Spanish Pathway Program extends beyond the classroom, as graduates become advocates for healthcare equity and cultural competency. “I feel like this is where I’m needed,” said Dr. Pascacio. “Being in the program and serving my community motivated me to be part of a movement towards greater healthcare access and understanding, and also showing others in the Hispanic community that they can pursue pharmacy too.”

Since graduating from Roseman with her PharmD, Dr. Pascacio has been working as a CVS district support pharmacist floating between locations. She recently landed a position at a CVS Pharmacy y más store in a primarily Spanish-speaking neighborhood in Las Vegas. Her long-term goal is to be a provider of medication therapy management (MTM) to her Hispanic community.

Like Dr. Pascacio, as CVS Health Spanish Pathway graduates embark on their professional journeys, they are poised to make a significant impact in the healthcare landscape. “Our students and graduates are not just pharmacists; they are leaders, advocates, and role models within their communities,” affirms Dr. Nguyen. “Through their dedication and commitment, they are transforming the delivery of care for Spanish-speaking populations and inspiring a new generation of pharmacists.”

CVS Health Spanish Pathway

Collaborate with like-minded individuals who want to serve the Hispanic/Latino communities
Connect and network with local, regional, and national CVS Health mentors
Complete Introductory Pharmacy Practice Experiences (IPPEs) at CVS Health pharmacies with a large Spanish-speaking population, when possible
Eligible to receive annual scholarship funds
Develop leadership and project management skills
Eligible for a part-time, paid intern job with CVS Health
Receive access to a medical Spanish certification course
Receive mentorship from Spanish Pathway faculty

With a proven track record of commitment to student success, USF offers a path for every student. Our academic programs strive to meet the needs of individual learners and turn knowledge and experience into career preparedness.

This website is maintained by .

University of South Florida

Jun 18, 2024

2024-2025 Undergraduate Catalog

The Spanish minor provides students with linguistic and cultural competencies that enhance preparation for many disciplines such as business, hospitality management, mass communications, and education as well as pre-law and pre-medicine.

Minor Requirements

The minor in Spanish consists of a minimum of six courses beyond Spanish III ( SPN 2200 ) or equivalent: two (2) required courses (6 credit hours) and four (4) upper-level elective courses (12 credit hours).

Total Minor Credit Hours: 18

Minor core credit hours: 6.

Notes: *Students who place out of Spanish IV may substitute a SPN or SPW course beyond SPN 2201 . **Native speakers may substitute SPN 2340 Advanced Spanish for Native Speakers I. In the case of highly qualified students, an upper level SPN/SPW course can be substituted.

SPN 2201 - Spanish IV Credit(s): 3 *
SPN 3300 - Advanced Spanish Grammar and Composition Credit(s): 3 **

Minor Elective Credit Hours: 12

Select 12 hours of SPN, SPW courses at 3000, 4000 level. (One SPT prefix course may be taken as part of the 12 hours.)

Students must complete a minimum of six (6) credits and two (2) courses exclusive to the minor that will not count toward the student’s major or other minors. These credits/courses must be completed at USF.

GPA Requirement

A GPA of 2.0 or better in the minor is required for certification.

Grading Requirement

All coursework completed for the Spanish Minor must have a grade of “C” or better to satisfy program requirements. Each minor course must be taken for a letter grade. No course may be taken Pass/Fail.

Residency Requirements

CAS Minor Academic Residency Requirement: 50% of minor must be completed at USF.

Advising Information - College of Arts and Sciences

Undergraduate Advising Information

The College of Arts & Sciences (CAS) Advising Team provides students with support to create timely graduation plans that will integrate both their academic and professional goals. Each of our undergraduate programs has dedicated professional advisors with specialized knowledge and understanding of the major requirements, course offerings, undergraduate research, and career opportunities in their field. Additionally, we have dedicated pre-health and prelaw advisors to help students prepare for admission to professional graduate programs.

CAS Academic Advisor Contact information can be found here: CAS Advisors

To schedule an advising appointment: Advising Appointments

University of Delaware

Jun 18, 2024

2024-2025 Undergraduate Catalog

Program Educational Goals

A. Teacher Preparation:

Students will be able to plan and deliver effective lessons.
Students will be able to assess their students' mastery of identified learning outcomes.
Students will successfully complete a required semester of student teaching earning teaching evaluations indicating that they meet or exceed program language teaching standards.
Students will participate in language teacher-related professional development and be able to reflect on the value of such continued training.

B. Linguistic Proficiency: Students will function in Spanish (speaking, writing, listening, and reading).

Students will be able to read and summarize a text in Spanish.
Students will understand extended speech and discussions and follow more complex lines of argument provided the topic is reasonably familiar.
Students will be able to enter unprepared into conversations on topics that are familiar, of personal interest, or pertinent to everyday life (e.g. family, school, hobbies, work, travel and current events).
Students will demonstrate a high level of competency in written and oral Spanish communication and reading and listening Spanish comprehension, reaching or exceeding the target ACTFL language proficiency standard of Advanced Low.

C. Cultural Understanding / International Experience: Students will demonstrate understanding of cultural practices, products, and perspectives in Spanish-speaking culture(s).

To the extent that it is practical, students will experience Spanish-speaking culture firsthand and reflect on their experience, thus gaining new perspectives on their own culture as well.
Students will demonstrate understanding of cultural and social norms in Spanish-speaking culture(s).
Students will demonstrate an awareness of the history and current events of countries where Spanish is spoken.

D. Appreciation of World Literatures: Students will analyze and interpret literature, film, or other sources in Spanish.

Students will be able to briefly summarize a text/source and describe important themes.
Students will be able to relate textual elements to relevant cultural and historical context.
Students will be able to describe relevant ideological and aesthetic movements and relate them to specific works.

Four Year Plan

Please refer to the Four-Year Plan for departmental recommended path toward graduation.

University Requirements:

ENGL 110 - First-Year Writing (C- minimum)
First Year Seminar (FYS) (0-4 credits)
Discovery Learning Experience (DLE) (three credits)
Multicultural Requirement (three credits)
Creative Arts and Humanities (three credits)
History and Cultural Change (three credits)
Social and Behavioral Sciences (three credits)
Mathematics, Natural Sciences, and Technology (three credits)
Capstone Experience

College Requirements:

College breadth requirements:.

The College Breadth requirements are in addition to the University Breadth requirement. Up to three credits from each of the University Breadth Requirement categories may be used to simultaneously satisfy these College of Arts and Sciences Breadth Requirements. Minimum grade C- required for courses used to satisfy College Breadth.

GROUP A: Creative Arts and Humanities (Nine credits of courses representing at least two departments or appropriate instructional units)
GROUP B: History and Cultural Change (Nine credits of courses representing at least two departments or appropriate instructional units)
GROUP C: Social and Behavioral Sciences (Nine credits of courses representing at least two departments or appropriate instructional units)
GROUP D: Mathematics, Natural Sciences, and Technology (Ten credits of courses representing at least two departments or appropriate instructional units and including a minimum of one course with an associated laboratory)

*If the grade earned is sufficient, a course may be applied toward more than one requirement (e.g., breadth and major requirements), but the credits are counted only once toward the total credits for graduation. If all but one course in a group has been taken in one department or program, a course cross-listed with that program will not satisfy the distribution requirement.

Foreign Language:

Students with four or more years of high school work in a single foreign language, or who have gained proficiency in a foreign language by other means, may attempt to fulfill the requirement in that language by taking an exemption examination through the Languages, Literatures and Cultures Department.

Mathematics:

The math requirement must be completed by the time a student has earned 60 credits. Students who transfer into the College of Arts and Sciences with 45 credits or more must complete this requirement within two semesters.

Complete one of the following four options (minimum grade D-):

Option One:

MATH 113 - Contemporary Mathematics Credit(s): 3 (designed for students who do not intend to continue to the study of mathematics)

Option Two:

One of the following:

MATH 114 - College Mathematics and Statistics Credit(s): 3 (designed for students who do not intend to continue the study of mathematics)
MATH 115 - Pre-Calculus Credit(s): 3 (designed for students who intend to continue the study of mathematics)
MATH 117 - Pre-Calculus for Scientists and Engineers Credit(s): 4 (designed to prepare students for MATH 241 )

Option Three:

Successful completion of any 200-level or higher mathematics course except: MATH 201 , MATH 202 , MATH 205 , MATH 251 , MATH 252 , MATH 253 , and MATH 266 .

Option Four:

Successful performance on a proficiency test in mathematics administered by the Department of Mathematical Sciences (0 credits awarded).

Second Writing Requirement:

A Second Writing Requirement approved by the College of Arts and Sciences. This course must be taken after completion of 60 credit hours, completed with a minimum grade of C-, and the section enrolled must be designated as satisfying the requirement in the academic term completed.

Major Requirements:

Grade of C- or better required in all required SPAN, EDUC, LLCU, and LING courses.

SPAN 201 - Spanish Reading and Composition Credit(s): 3 ( SPAN 200 is a prerequisite)
SPAN 205 - Spanish Conversation Credit(s): 3
SPAN 300 - Advanced Spanish Composition and Grammar I Credit(s): 3
SPAN 305 - Oral Communication Credit(s): 3
SPAN 314 - Spanish Phonetics and Phonology Credit(s): 3
SPAN 401 - Advanced Spanish Composition and Grammar II Credit(s): 3

Two of the following:

SPAN 307 - Topics in Contemporary Latin American Culture Credit(s): 3
SPAN 308 - Contemporary Spain II Credit(s): 3
SPAN 325 - Spanish Cultures and Civilization Credit(s): 3
SPAN 326 - Latin American Cultures Credit(s): 3

Literature Survey Electives:

Two of the following for a minimum of six credits:

SPAN 301 - El Cid to Cervantes: Spanish Cultures through Literature I Credit(s): 3
SPAN 302 - Modern Spanish Cultures Through Literature Credit(s): 3
SPAN 303 - Latin American Cultures Through Literature: 1492-1898 Credit(s): 3
SPAN 304 - Latin American Cultures Through Literature: 1898-Present Credit(s): 3
SPAN 355 - Special Topics Credit(s): 3

Restricted Electives:

Two SPAN 4xx electives, excluding cross-lists (six credits)

Professional Studies:

EDUC 400 - Student Teaching Credit(s): 3-12 (3 credits minimum)
EDUC 413 - Adolescent Development and Educational Psychology Credit(s): 4
EDUC 414 - Teaching Exceptional Adolescents Credit(s): 3
LLCU 417 - Language Teaching Practicum Credit(s): 1
LLCU 421 - Methods of Teaching World Languages Credit(s): 3
LLCU 422 - Language Syllabus Design Credit(s): 3
LLCU 424 - Second Language Testing Credit(s): 3
LLCU 491 - World Languages Education Capstone Credit(s): 3

World Language Education Interest:

Requirements:.

Students who wish to be admitted into a World Languages Education major must first declare one of the following: Spanish Education Interest, French Education Interest, Italian Education Interest, German Education Interest, Chinese Education Interest, Latin Education Interest, or Latin Education Classics Interest. The following requirements must be met in order to be eligible to declare a World Language Education major:

Completion of at least two 300-level courses in the target language
A minimum GPA of 2.75 overall, and a minimum GPA of 3.0 in their language courses

For additional information see: World Language Education program .

World Language Education Student Teaching:

Student teaching:.

To qualify for admission to student teaching, World Language Education majors must obtain a minimum rating of IH (Intermediate High) on the Avant STAMP 4S or advisor-approved equivalent in the target language. World Language Education majors in Latin must obtain a minimum rating of IH (Intermediate High) on the ALIRA or advisor-approved equivalent. Both tests are available through the Department of Languages, Literatures and Cultures. All World Language Education majors must also have a GPA of 2.75 overall, a GPA of 3.0 in their required language courses, and a GPA of 3.0 in their required pedagogy courses ( LLCU417 , LLCU 421 , LLCU 422 , and LLCU 424 ) in order to be eligible to student teach. See EDUC 400 for pre and co-requisite examination requirements. Students must consult with the World Languages Education program coordinator to obtain the student teaching application and other information concerning student teaching policies.

After required courses are completed, sufficient elective credits must be taken to meet the minimum credit requirement for the degree.

Credits to Total a Minimum of 124

Last revised for 2024-2025 academic year.

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COMMENTS

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The Spanish Comprehensive Exam is based on both the Spanish Peninsular and Spanish American literature lists. Optional Comprehensive Research/Reading course: during their fourth semester, students may take a special graduate course to be used for Comprehensive Exam Preparation (SPAN 6080 Comprehensive Exam Study) for 3 credit hours.
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University of Delaware's Academic Undergraduate and Graduate Catalogs. Students who wish to be admitted into a World Languages Education major must first declare one of the following: Spanish Education Interest, French Education Interest, Italian Education Interest, German Education Interest, Chinese Education Interest, Latin Education Interest, or Latin Education Classics Interest.