Upon joining the PhD program, each student is assigned an initial advisor from the DCDS faculty. This advisor meets with the student to assess their background and to advise them on course selection.

All students complete a common core curriculum as well as a domain depth requirement in a social science area. The focus of the first year is on acquiring a common set of tools and an understanding of the ranges and types of problems students may work on as they progress through the program. The entire incoming cohort takes a unique two-semester seminar sequence solely for DCDS students, which includes both general topics and a series of data-driven dives into the types of research questions that may be encountered in each of the domain areas. 

In addition, students will be exposed to research in different areas through “rotations” in the fall semester of their first year. By the end of the summer following their first year, each student will put together an advisory committee of at least two DCDS faculty members (preferably from different tracks) and identify the specific track in which they plan to do research and pursue their degree. 

Curriculum

Required Core Courses 

Please refer to the DCDS Doctoral Student Handbook for the most up-to-date core course requirements.

Domain Depth Tracks

Students will choose one of four focus tracks: Political Science, Psychological & Brain Sciences, Social Work & Public Health, or Computational Methodologies. Please refer to the DCDS Doctoral Student Handbook for the most up-to-date domain depth track requirements.

Further Requirements

Additional requirements for this program are as follows:

• A minimum of 72 credit units beyond the bachelor’s level, with a minimum of 37 being course credits (including the core curriculum)
• A minimum of 24 credit units of doctoral dissertation research
• Students must maintain a cumulative average grade of B (3.0 grade-point average) for all 72 credit units.
• Required courses must be completed with no more than one grade below a B-.
• Up to 24 graduate credit units may be transferred with the approval of the Graduate Studies Committee, which is chaired by the director of graduate studies.

In addition to fulfilling the course and research credit requirements, students must do the following:

• Complete at least two 1½-month research rotations.
• Pass a qualifying exam.
• Successfully defend a thesis proposal.
• Present and successfully defend a dissertation.
• Complete a teaching requirement consisting of two semesters of mentored teaching experience.

Contact Info

As part of their degree requirements, PhD students must complete a program-defined Mentored Experience Requirement (MER) as per these guidelines. The Mentored Experience Implementation Plan (MEIP) is the written articulation of a program-defined degree requirement for PhD students to engage in mentored teaching activities and/or mentored professional activities, collectively referred to as MERs.

Mentored Experience Requirements (MERs)

Philosophy of Teaching

We embrace the significance of Mentored Teaching Experiences (MTEs) as integral to the comprehensive preparation of PhD students. Engaging in MTEs not only provides students with opportunities to develop pedagogical skills and classroom management techniques but also fosters a deeper understanding of their discipline and enhances their ability to communicate complex ideas effectively. Students will learn to engage diverse audiences, adapt instructional strategies, and foster inclusive learning environments, all of which are essential competencies for success in academia and beyond. Moreover, MTEs instill a sense of responsibility, professionalism, and ethical conduct, preparing students to navigate the complex landscape of higher education with confidence and integrity. Whether students pursue careers within academia or choose alternative pathways, the skills honed through MTEs equip them to excel as educators, mentors, and leaders making meaningful contributions to their communities and professions.

Preparatory Engagement

Preparatory Engagement activities are those that represent an introduction to the foundational skills associated with teaching or communication. Pedagogical preparation engagement activities are normally completed before students are permitted to engage in assisting or teaching in a classroom.

Two Preparatory Engagement activities are required:

1. Center for Teaching and Learning Teaching Orientation
2. One 90-minute teaching workshop offered by the Center for Teaching and Learning

—or—

1. McKelvey Teaching Orientation (Canvas course)
2. McKelvey Teaching Workshop (Canvas course)

Mentored Teaching Experiences (MTEs)

Assistant in Instruction (AI)

An Assistant in Instruction (AI) is a PhD student who is directly engaged in the organization, instruction, and/or support of a semester-long course primarily taught by a faculty member. An AI receives mentorship from a faculty member related to best practices in classroom engagement, instruction in the field, interpersonal engagement, and other relevant skills. Students and mentors complete a mentorship plan prior to the start of each AI experience. To complete each AI assignment and to ensure that it applies toward their degree requirements, students must register for the appropriate course number for each semester of engagement. Refer to the "Required Pathways for Completion" section below for course numbers and details.

The Division of Computational & Data Sciences requires two AI assignments at 10 MER units each. Each student works with their graduate supervisor on the timing and content of those assignments.

Required Pathways for Completion

Students work with their faculty mentor and their Director of Graduate Studies to plan how and when they will complete their MERs. Students register during the normal registration period for courses in accordance with one of these approved pathways.

• Preparatory Engagement

UG Spanish Seminar

EGS 8010	Take two times