princeton history of art phd

Art (History), Architectural History and Archaeology Resources: Theses/Dissertations

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• Marquand Library
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Theses & Dissertations

Theses & Dissertations at Princeton and elsewhere

Information about accessing Princeton senior theses may be found here . For information about accessing Princeton doctoral dissertations, click here . For more information about older Princeton doctoral dissertations, see Mudd Library's finding aid .

One may also search in ProQuest's Dissertations and Theses database, which includes the full-text of many recent titles. In some cases, an author of an art-related thesis may have released the text, but not the images, to ProQuest. Very recent Dept. of Art & Archaeology dissertations will be available in PU's digital repository, called DataSpace. One may browse Art & Archaeology entries , but keep in mind that there may be an embargo of at least two years for individual submissions. The College Art Association via its CAA Reviews maintains a list of both in-progress and completed dissertations by year; the Society of Architectural Historians also maintains a list of in-progress dissertations. See the Theses & Dissertations page on the library website for further resources for finding theses & dissertations.

Tracking down a Thesis or Dissertation

If you have a specific citation for a thesis or dissertation, you may do an author search in the library catalog to see if the author published his thesis/dissertation and Princeton owns a copy (often, the published title differs from the original). Alternatively, you may search in WorldCat to see if there is a listing and a library that owns a copy of the title in question, and then you may request a copy via Interlibrary Loan . The title doesn't have to be listed in WorldCat for interlibrary loan staff to pursue a loan or copy from another institution, including from the institution at which the author pursued his/her studies.  Please keep in mind, however, that archival and manuscript material may not be available for loan, although copies may be made in some circumstances.  Copies can also be purchased from ProQuest  in some cases. Marquand (PUL) selectively purchases unpublished theses.

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Graduate School

Ancient World

General information, program offerings:.

• Interdepartmental Program

Affiliated departments:

Director of graduate studies:, graduate program administrator:.

The Program in the Ancient World enables doctoral candidates with wide-ranging interests in the ancient world (ancient Mediterranean and Near East) to extend their studies beyond departmental lines and pursue work in the languages, history, art, archaeology, and the religions of antiquity.  Four departments provide the majority of offerings relevant to students in the program: art and archaeology, classics, history, and religion; additional guidance and instruction are available from the Departments of Anthropology and Near Eastern Studies.

Students should apply to the department that coincides best with their backgrounds and their prospective areas of specialization, and they should indicate an interest in the interdepartmental program at the time of their application to that department. The requirements for the individual departments appear in the pertinent sections of the catalog.

Students cannot be admitted to Princeton University through the Program in the Ancient World as it is not a degree program.

Program Offerings

Program offering: interdepartmental program, program description.

Program students are expected to fulfill the requirements of the home department, but their course of study is modified to allow for interdisciplinary work through classes, examinations, and guidance by faculty in several departments.

Program students usually take the program seminar in the first year of study. Offered each year, the seminar is normally a team-taught class sponsored by two of the cooperating departments. Specific topics vary, but each program seminar has significant interdisciplinary and comparative dimensions emphasizing the methodologies and techniques of the fields involved. Students must also take two additional seminars outside their home departments and are strongly encouraged to continue seminar work after completing their general examinations.

Language(s)

Applicants should possess a strong background in at least one ancient and one modern language. Prior to the general examination, all students will have demonstrated proficiency in two appropriate ancient languages and two appropriate modern languages, to be determined in consultation with the student's adviser.

Additional requirements

Material Culture Requirement

Every member of the program should acquire experience in the interpretation of non-written, material evidence from antiquity. This is normally done through participation in field archaeology but may be accomplished through a variety of alternatives. Students are also urged to participate in the program's extensive series of lectures, colloquia, and informal discussions.

• Marc Domingo Gygax

Executive Committee

• Nathan T. Arrington, Art and Archaeology
• Emmanuel C. Bourbouhakis, Classics
• Marc Domingo Gygax, Classics
• AnneMarie Luijendijk, Religion
• Helmut Reimitz, History
• Esther H. Schor, English, <i>ex officio</i>

Associated Faculty

• Caroline Cheung, Classics
• Harriet I. Flower, Classics
• Michael A. Flower, Classics
• Johannes Haubold, Classics
• Samuel Holzman, Art and Archaeology
• Dan-El Padilla Peralta, Classics
• Elaine H. Pagels, Religion
• Jack B. Tannous, History
• Moulie Vidas, Religion

Sits with Committee

• Carolyn Laferriere
• Alan M. Stahl

For a full list of faculty members and fellows please visit the department or program website.

Permanent Courses

Courses listed below are graduate-level courses that have been approved by the program’s faculty as well as the Curriculum Subcommittee of the Faculty Committee on the Graduate School as permanent course offerings. Permanent courses may be offered by the department or program on an ongoing basis, depending on curricular needs, scheduling requirements, and student interest. Not listed below are undergraduate courses and one-time-only graduate courses, which may be found for a specific term through the Registrar’s website. Also not listed are graduate-level independent reading and research courses, which may be approved by the Graduate School for individual students.

ART 599 - The Greek House (also CLA 597/HLS 599/PAW 599)

Cla 520 - greek history (also hls 521/paw 520), cla 547 - problems in ancient history (also art 527/his 557/hls 547/paw 503), cla 548 - problems in ancient history (also art 532/hls 548/paw 548).

Princeton University Library

Ph.d. candidate charmaine branch researches teaching with difficult visual materials in gradfutures fellowship.

Photo credit: Max Hernandez-Webster

Every time Princeton University Library (PUL) hosts a fellow through GradFUTURES’ University Administrative Fellowship (UAF), the program serves two needs. Most obviously, for the fellow, the opportunity to work and learn at the Library serves to help identify new or define existing career paths they may want to pursue after graduation.

But for PUL, it’s also a chance for staff and leadership to receive feedback on the Library’s opportunities for growth as well as potential areas for development. 

For Charmaine Branch, a Ph.D. candidate in the  Department of Art & Archaeology pursuing a graduate certificate in  African American Studies , her work is committed to social equity and community care, both of which she believes can be supported by libraries. 

Focusing on modern and contemporary art of the African Diaspora, Branch’s dissertation addresses Black women artists’ contributions to Black intellectual histories of collecting and archiving in the United States. 

She is also the Programming Coordinator for the digital humanities research project “ Art Hx: Visual and Medical Legacies of British Colonialism ,” as well as the author of the wall text and exhibition labels for the Vassar College and Boise Art Museum installations of the traveling exhibition “ Silver Linings: Celebrating the Spelman Art Collection .”

“As an advocate for information accessibility, I aim to understand and address the structural challenges that must be overcome to make materials housed in institutions like Princeton University available to as many people as possible,” said Branch. 

Branch worked with Anu Vedantham in PUL’s Data, Research, and Teaching Services, and began her fellowship by interviewing previous fellows, some of whom continued to work in libraries around the country. From there, she met with staff from around PUL before beginning to flesh out the projects she’d tackle throughout the term. 

One undertaking to spring from those conversations was “Teaching with Difficult Visual Materials in Princeton University Collections,” an independent research project investigating the intentionality behind using challenging materials in the classroom. 

“Through my experiences as a facilitator, I have come to realize that you have to be very intentional in how you set up a discussion so that people feel prepared to engage with visual material in a respectful manner while sharing their observations with their peers,” Branch explained. 

During the project, Branch spoke with staff at the McGraw Center for Teaching and Learning, as well as several librarians about their experiences using difficult visual materials, like prints with violent imagery or illustrations with offensive language. She also compiled resources related to inclusive teaching at Princeton University and other universities around the country.

“I was particularly struck by how thoughtfully she approaches her work and with such care,” said Reference and Outreach Specialist Emma Sarconi. “She asked me incredibly insightful questions that made me really have to think about the root of my praxis.

“Attending her workshop reflected the same values – she understands the power of working with primary source objects, both to inspire curiosity and critical thinking and to evoke enormous, sometimes painful, emotions,” Sarconi added.

“I plan to organize a workshop for fellow graduate students in the Department of Art & Archaeology where we will create a toolkit with relevant resources for emerging educators to use in their pedagogical practices,” Branch said.

PUL’s work with Indigenous Studies was also on Branch’s radar during her fellowship. In addition to contributing content to the Indigenous Studies LibGuide, she added material to the Indigenous Studies Digital Princeton University Library (DPUL) Collection.

Perhaps most visibly, Branch created a LibGuide for the  African American Studies Graduate-Faculty Seminar , which compiles five years of seminar resources into one guide.   

“As a graduate student in the Department of African American Studies (AAS), I am very excited about this LibGuide as a research tool for people interested in learning more about the AAS community,” Branch said. 

Branch’s work, as well as that of her preceding fellows, has been critically considered by Library staff. Following Lisa Kraege’s  fellowship , the PUL website chat feature was reworked to use less jargon.

One fellow, Faiza Masood, supported the improvement of wayfinding signs in Firestone Library. Another, Evan Ditter, worked with DPUL and staff members at Mudd Library on the description of Library-held items. 

The collaborative process between Branch and Library staff not only allowed for tangible results like the new LibGuide or adding materials to DPUL, but also for Branch to steel her commitment to engaging the communities she supports through stewardship. 

“This fellowship has been instrumental in charting a path forward that allows me to continue this work,” Branch said. “I am grateful to my supervisor Anu Vedantham for her support throughout the fellowship as well as everyone who took the time to discuss their work and perspectives on librarianship with me. The knowledge and skills I acquired during this time will be invaluable as I apply them to future projects and professional endeavors.”

Department of Art and Archaeology

Francesca Spadaro

Francesca Spadaro is a Ph.D. candidate in Archaeology at Freie Universität Berlin, where she is part of the Landscape, Archaeology, and Architecture program at the Berlin Graduate School of Ancient Studies (BerGSAS). Her research centers on Hellenistic Sicily, specifically examining the relationship between fortifications and the landscape. Prior to her current position, she earned an M.A. in Classical Archaeology from the University of Catania in 2020 and a B.A. in Ancient Literature in 2019.

Francesca has conducted excavations in Pompeii (Italy) with the University of Catania, and in Agrigento (Italy) with the University of Berlin. She was also involved in the FLEA Project (Fortified Landscape in Eastern Albania) with the University of Catania.

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Tiger Travels

Classifieds, september 2024.

Sheikh Nawaf al-Sabah ’94 in Kuwait; Tiger Travels; Why the graduate student union vote failed.

Renowned History Scholar and Princeton Professor Emerita, Nell Irvin Painter Explores Decades of Black Political Thought in New Book

Nell Irvin Painter

Published May 23, 2024

The book: From The New York Times bestselling author of The History of White People , comes a collection of essays with original artwork that explores decades of Black political thought, history, and the legacy of racism. Nell Irvin Painter draws on her expertise in these fields in I Just Keep Talking (Doubleday). This book is a testament to the complexity of American history, as Painter investigates topics from the history of exclusion through Toni Morrison’s work to the figures of Carrie Buck and Martin Delaney to the aftermath of the 2016 presidential election. 

The author: Nell Irvin Painter, the Edwards Professor of American History, emerita, at Princeton University is a leading historian in the United States. She is the author of many books, including The History of White People , and was a National Book Critics Circle finalist for Old in Art School: A Memoir of Starting Over . She has been a fellow of the Academy of Arts and Sciences since 2007 and received honorary degrees from Yale, Wesleyan, University of North Carolina at Chapel Hill, and Dartmouth. She currently works and resides in East Orange, New Jersey.

Excerpt: 

Introduction

Ego Histoire 

It's a good thing I didn't die young. Meaning it's a good thing for my reputation that I didn't die during the full-blown era of White-male­ default segregation, discrimination, and disappearance that wound down only yesterday. I would have disappeared from memory, just another forgotten Black woman scholar, invisible to history and to histography. So much in me-a dark-skinned Black woman, always very smart, born in Houston in the Houston Hospital for Negroes in 1942-was suited for disregard. No family drama. My parents were married; they stayed married in as good a heterosexual marriage as Americans born in 1917 and 1919 could have and that lasted 72 years-until my mother's death. We were never poor, though never rich, and physical violence and addiction played no part in my family. My parents supported me emotionally and materially for more than 40 years. There's not much there in my life to match what my country likes to recognize as a Black narrative of hurt. I remember speaking about Old in Art School in Seattle to a wonderful, warm audience largely of women. A questioner asked me what I do for healing. "Nothing," I said. "I'm not broken." Not broken, but on occasion frustrated, indignant-self-righteously­ pissed off with cause, often exhausted, but mostly and permanently grateful for the people who have protected me, mentored me, supported me over so many decades. Without you, there would be no me.

My Blackness isn't broken. It faces a different way. Mine is a Black­ ness of solidarity, a community, a connectedness to other people who aren't known personally, of seeing myself as part of other people, other Black people. My Blackness also brings with it an understanding of how other people see oneself, a seeing that can be hurtful, but not one's own fault. What W. E. B. Du Bois called "twoness" is not merely an exhausting from-the-inside/from-the-outside identity, but also an ability to understand more than one way of seeing oneself in the world, an awareness that some non-Black Americans lack. The history of that seeingness brings with it strategies, its armor-usually communal-for fending off hurt. Those strategies of protection aren't always as robust as society's strategies of meanness, which are legal, financial, and personal. But ours are better than nothing, better than going into a cruel world naked and unarmored. I wish other Americans weren't so wedded to an individualist identity, that they could understand themselves more as connected to other people, locally and nationally, and less with having to do with guns and not caring how one's behavior endangers other people. I wish we had more solidarity, even if that makes me sound like a socialist.

My Blackness celebrates itself through art-music, dance, paint­ing, talking, writing-what I term Black studies. Since the opening of the cultural realm in the twenty-first century, people of all sorts have been able to savor the art of Black artists, and I'm proud to say that early on in this century that is no longer new, I brought Black visual art to the fore in my narrative history Creating Black Americans: African-American History and Its Meanings, 1619 to the Present (2006). Black history is full of pain, but it's full of something more: creativity. Since my years in art school, I've been adding to that legacy through my own visual art, including what you see in this book.

At the same time, I think it's right to tally up the injuries of slavery, to the enslaved and to their descendants in psychic and material terms-to the nation in its politics and social norms. What lives in me, specializing in post-Civil War history as a historian, are the wrongs that came after slavery and that live with me as experiences in my historical research, the terrorism, the lasting imprint of the poli­tics of White supremacy enforced through violence, experienced for me intellectually, but harrowing nonetheless.

I live with the insults of the era of segregation; the grudging, thrown-togetherness of my parents' college, even though its little library inspired me before I was born; the economic scrimping of my family in the early 1950s to purchase our first home at Sixty-First Street and Telegraph Avenue in Oakland, because the Federal Hous­ing Administration did not extend its favorable mortgages to African Americans. The automatic discounting of one's worth.

As a historian and as a visual artist, I have prospered, thanks to hard work and essential allies all along the way. But I know, I have seen, how the habits of sexism and racism discouraged others, and how the injuries of class held other women back, even held them down. In my final analysis, my own personal sorrow for my country's ways with race traces back less to slavery than to what came after in the decades of cruelty, extending into my own life. 

I want to tell you some crucial things about me that have influenced my life's choices and, thereby, my work-what I have written as I have just kept talking over the course of more than 50 years and the fact that nowadays my talk is visual as well as verbal. How and why I stress specificity-individual specificity, geographical and chronological specificity-rather than generalization; as I read the past, one person cannot simply be substituted for another merely on account of sex or race. Just because I cannot know one person doesn't allow me to put another in her place. Knowing what, say, Harriet Tubman said or did doesn't let me assume the same for, say, Sojourner Truth. That said, I want to tell you when and where it was and with whom I was when my shaping, my molding, took place.

My family's roots reach back into Ascension, Baton Rouge, and St. Landry Parishes, Louisiana; low country South Carolina around Charleston; and Harris County, Texas. A century ago, their names­ McGruder, Donato, Lee, Irvin, Ashley-might have meant something, might have conveyed relative standing (McGruder, Donato, Lee) or not (Irvin, Ashley I don't know about). So far as I know, all but two of my ancestors were of African descent. My father's parents were Edward Irvin, an exquisitely skilled locomotive machinist, and Sarah Lee, a housekeeper. She, a very dark-skinned Geechee originally from a low country of South Carolina farming family who sought opportu­ nity in Harris County, Texas. My grandfather, a half-White bastard, a Texan born and bred. I met my Irvin grandparents only once, on a trip back to Spring with my father when I was a girl. I returned to Spring twice later, after their deaths, once during my dissertation research trip in 1971 and again during my book tour in 2018. In 1971 Spring was still very rural, still famed for the excellence of its white lightnin' whisky, whose excellence I can attest to.

In 2018 Spring still had fields and cattle whose days were numbered as Houston's suburbs encroached. The little house where my father grew up was still there in 2018, still with a horse in the yard, right beside the railroad tracks, but on the wrong side, the side away from the little (White) town center that now strives to market itself as a railroad tourist destination. My grandfather was a skilled machinist but was always classified as a machinist's helper, even as he had to train the White man who became his boss. My grandfather's half Whiteness wasn't enough to get him paid as a machinist, and my grandfather is the main reason I could never share the distinguished historian David Montgomery's fondness for American machinists.

My mother's father, Charles Hosewell McGruder, originally from

Ascension Parish, was a professor at Straight University in New Orleans (now within Dillard University) who married Nellie Eugenie Donato, a pretty, light-skinned-enough-to-pass student from St. Landry Parish, in 1902. She was a descendant of Donato Bello from Naples, Italy. By the 1930s Charles McGruder was one of Houston's leading Colored men; he died before my parents' marriage of "aggravated indigestion," caused, I reckon, by tiptoeing between Black and White Houstons in the 1920s and 1930s. In the late 1940s Nellie McGruder-"Maman"-came to live with us for a while. I remember her as a mean, paper-colored old woman who thought me ugly and trouble-bound because I was dark-skinned. My mother wrote about her difficult relationship with her mother in a memoir, I Hope I Look That Good When I'm That Old (2002). Maman spent her days with us crocheting funny-looking multicolored doilies, which we threw away as soon as she left. Did I, a knitter, inherit her needlework vocation?

My parents, Frank and Dona, fell in love at first sight in the library of the then Houston College for Negroes (now Texas Southern University), so I come by my bookishness from my very beginnings. They married and moved to Oakland, California, in 1942. For their migration, I remain eternally grateful. I never was meant to be a Southerner. Frank and Dona didn't escape right away; I was born in the Houston Hospital for Negroes, an institution that Texas had named specifically to let everyone know it was meant to be lesser, as in separate not intended to be equal, one of many Southern institutions created after the Second World War against Nazi Germany had given outright, unmitigated racism unsavory connotations. My parents knew these hastily created institutions, having met in one of them, as the NAACP Legal Defense Fund was harrying the South over the lying, mean­ spirited state of its public education. Texas jerry-built my parents' college, the Houston College for Negroes, under another discounting name.

Frank and Dona escaped to the San Francisco Bay Area. They stayed married. I stayed bookish.

I was their only surviving child. Tragedy made that so, for my older brother, Frank Jr., died during a routine tonsillectomy, a procedure then that was the right thing to do for one's children.

My brother didn't survive his surgery, but how do your parents survive the loss of their son, picking up his body in death, not in life? How could they get to the next day? How could they carry on from this "unbearable grief," as my colleague at Princeton Elaine Pagels termed it after just such a loss?

Frank and Dona gave me the same reply every time I asked: ''We had you," they said to me. They poured all the love they had for one lost child into me, Nell, endowing me with love for two children, two children's bounty of love, two children's expectations. From my earliest childhood, I flourished in the love for two children, not just one. In the mid-twentieth-century America I grew up in, I needed it all.

How did all this play out for me as a young woman around 1960?

Excerpted from I Just Keep Talking by Nell Irvin Painter with permission of the author. Published by Doubleday. Copyright © Nell Irvin Painter, 2024.

Reviews: 

“Nell Irvin Painter is one of the towering Black intellects of the last half century…[ I Just Keep Talking ] is more than an odyssey for the senses; it’s a revelation that will inspire courage in anyone seeking to express their truth.” — Henry Louis Gates, Jr., Alphonse Fletcher University Professor, Harvard University

“Nell Painter is one of the most important and versatile American historians of the last half century. This stunning array of essays…contains a potent autobiographical sizzle from introduction to the end…Prolific, provocative, and with a voice all her own, Painter reveals with admirable vulnerability a mind in transit through time.” — David W. Blight, Pulitzer Prize-winning author of Frederick Douglass: Prophet of Freedom

Published in May 2024 , Issue

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Mark Roskill Graduate Symposium

The Mark Roskill Symposium in Art History is an interdisciplinary symposium organized annually by the graduate students in the Department of the History of Art and Architecture, named in honor of Mark Roskill (1933-2000). Roskill was an art historian and scholar of art historiography and criticism who taught at the University of Massachusetts Amherst for over 30 years. Educated at Harvard and Princeton Universities, he began as a specialist in the Italian Renaissance, but continued throughout his career to write widely on then-emerging fields, including photography, English painting, and Cubism. Among his numerous publications is an influential methodological text, What is Art History? (1976).

Previous Themes & Keynote Speakers

Trans* after trans: unmaking gender.

Keynote speaker: Jack Halberstam, Professor of Gender Studies and English at Columbia University, scholar of feminist, gender, and queer studies. 

The Witching Hour: Occultism & Magic in Visual Culture

Keynote Speaker:  Pam Grossman, writer, curator, and teacher of magical history. 

I've Seen Trouble: Art Out of Dark Times

Keynote Speaker: Charmaine A. Nelson, Tier 1 Canada Research Chair in Transatlantic Black Diasporic Art and Community Engagement, Nova Scotia College of Art and Design

Reduction, Regeneration, Restoration: Art as Agent in the Age of Climate Crisis

Keynote Speaker: Jonathan Fogelson, architect and designer

The Allure of the Global: Contemporary Curating as a De-Centering Practic

Keynote Speaker: Dr. Orianna Cacchione, Curator of Global Contemporary Art at the University of Chicago’s Smart Museum

Artificial Selections: Art, Natural History and the Taxonomy of the Museum

Keynote Speaker: Elisa Kim, Assistant Professor of Architecture and History, Smith College

Strength, Unity, Power: Contemporary Practices in Native Arts

Keynote Speaker: Wendy Red Star, Contemporary Artist

Actively Historic: The House Museum in the 21st Century

Keynote Speaker: Frank Vagnone, co-author of  Anarchist's Guide to House Museums 

Plugged In: Art in the Digital Age

Keynote Speaker: Dr. Anne Umland, Museum of Modern Art, New York

In the City: Identity and Urban Spaces

Keynote Speaker: Carmenita Higginbotham, University of Virginia

W301 South College 150 Hicks Way Amherst, MA 01003 (413) 545-9172 [email protected]

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Ph.D. Degree Program

The Ph.D. in History from the University of Delaware brings together our department’s passion for historical research, our interdisciplinary partnerships, and our deep commitment to training the next generation of scholars. Students in the Ph.D. program include  Hagley Scholars ,  American Civilization Fellows , and students pursuing the Ph.D. in American, European, and other fields. Many of our Ph.D. students also earn the  Certificate in Museum Studies . Our students can participate in the opportunities offered by   The African American Public Humanities Initiative , an interdisciplinary program that integrates the disciplines of English, History, Africana Studies, and Art History with an intentional focus on training students for a broad range of careers in and beyond the academy. We take pride in the collegiality of our graduate program and foster opportunities for professional development, summer internships, research funding, and conference participation. Our graduates have an excellent job placement record.

Admission Procedures

Admission to the graduate program is competitive. Those who meet the stated requirements are not guaranteed admission, nor are those who fail to meet all the stated requirements necessarily precluded from admission if they offer other appropriate strengths. Except in unusual circumstances, admission is offered only for the Fall semester and all decisions for all programs are made by the faculty of the Graduate Studies Committee.

Applicants should have an overall undergraduate index of at least 3.0 on a 4.0 scale; an undergraduate history average of at least 3.5; and strong letters of recommendation from three people familiar with the applicant's academic potential. In addition, applicants should submit a writing sample of approximately 25 pages demonstrating their ability to do historical research and writing. Applicants who do not have significant undergraduate course work in history are not normally admitted directly to the Ph.D. program. Applicants may, if they choose, submit a Graduate Record Examination (GRE) score with their application.

Program Requirements

The degree of Doctor of Philosophy recognizes the candidate’s command of specific fields of history as well as the ability to conceive and execute a Ph.D. dissertation. After completing course work and successfully passing qualifying exams, Ph.D. students work under the supervision of a dissertation director and faculty committee to complete a major research project that produces new historical knowledge or reshapes existing historical understanding.

The Ph.D. track students must fulfill the following requirements:

Professional Development Portfolio:

Every entering Ph.D. student will begin to keep a portfolio of his or her accomplishments in courses, teaching, and professional development during matriculation in the graduate program. The portfolio, which will serve multiple purposes, will include a number of important items (see below) that students will be responsible for compiling, providing students with a tangible vehicle to participate in progressing toward candidacy. The Chair of the Graduate Studies Committee reviews the portfolio as part of the post-3rd semester review. The portfolio is used to gage whether a student is prepared well enough to move forward to the Qualifying Exams taken in the fall semester of the 3rd year. In addition, the Graduate Studies Committee may ask for a student’s portfolio when it is considering nominations for awards during the pre-doctoral years, and students may wish to share their portfolio with faculty who are supporting their applications for grants, internships, and jobs. Finally, the portfolio may be an important part of the job interviewing process later in students’ careers.

The portfolio for second year Ph.D. students should include the following organized in a three ring binder:

Table of contents 

• Current C.V. 
• Research and writing seminar papers, including all faculty comments. Students may wish to include additional seminar papers, extended review essays, internship reports, and other significant research done while matriculating in the department. 
• Unofficial transcript of UD coursework 
• Brief letter from the student’s prospective dissertation advisor and as appropriate, a letter from the Hagley, American Civilization, or AAPHI director, certifying that the student has made satisfactory progress and that the faculty member has agreed to direct the primary field of the Ph.D. qualifying exam.  

As the student progresses beyond coursework, the following may be added: 

f. Syllabi of courses designed and taught by the student while matriculating in the History Department. Students may choose to include course evaluations, but these are not required. Syllabi of courses for which the student was a Teaching Assistant should not be included.  g. Qualifying exam reading lists, exam essays, and faculty comments on essays.  h. Successful grant and fellowship applications, awards, and prizes won during the period of matriculation.  i. Publications and manuscripts submitted for review; conference papers  j. A statement about the student’s dissertation interests and expected next steps towards the prospectus, which should be written in consultation with the student’s advisor

Passage of Qualifying Exams.

STATEMENT OF PURPOSE

Doctoral education in history aims at training scholars who perform at the highest level, historians whose dissertations contribute significantly to our understanding of the past and whose skills as teachers and public historians engage their audiences. To serve that end, qualifying examinations test four kinds of knowledge: historical content, historiography, method, and theory. Their purpose is to assess each student’s understanding of three fields, framed in conjunction with faculty.  

Qualifying examinations give students the opportunity to demonstrate that they have acquired essential intellectual skills from course work, that they are prepared to begin their dissertations, and that they can meet professional standards. By immersing themselves in exam preparation, students develop expertise and confidence that help them write dissertations and sustain their future careers. ​

Prospectus Defense:

During the spring of their third year, students who have passed their qualifying exams must submit a written dissertation prospectus to their dissertation directors and hold a prospectus defense.

PREPARATION

Preparation for qualifying exams begins when students enter the program; all course work and additional reading provides the groundwork for successful exams. They may supplement regular courses by auditing undergraduate history courses and by taking graduate courses offered in other departments for credit. (Courses from other departments cannot be counted toward the requirement of four reading courses. Students may petition the GSC to make an exception to that rule.) Students should also enhance their knowledge through teaching assistantships at the survey level.  

Full-time students admitted to the Ph.D. program must take qualifying exams during the fall of their third year. To be eligible, they must resolve incompletes and complete language exam(s) by  September 1 .  

In their second year, students will form their examining committees. It is their responsibility to consult with their advisers during the third semester of coursework and to ask three professors to direct individual fields and serve as an examining committee. At least two committee members will be History Department faculty. A faculty person from History or another department at the University of Delaware may supervise the third field. The student’s adviser will normally serve as coordinator of the exam committee. If the adviser is not part of the examining committee, a coordinator will be chosen by their committee members.   

Each student will have a Primary field and two Secondary fields. Lists for the Primary field will comprise approximately 60-80 books or their equivalent in articles, from the student’s principal area of research. Working in close collaboration with the faculty member, the student will develop a list that prepares him or her to answer broadly historiographical questions about the field and to write a prospectus for a dissertation that will, ultimately, contribute to that field. Lists for Secondary fields will comprise approximately 30-40 books or their equivalent in articles. One secondary field will cover a topic, theme, or period of history related to but distinct from the primary field. The other secondary field will be geographically comparative to the other two fields and/or will be from another discipline (such as Art History or English). These fields provide broad coverage of a topic, may prepare a student to teach courses, and may also contribute to the student’s preparation for the dissertation prospectus.   

Students will submit their proposed fields, and identify the faculty members who have agreed to supervise each field, to the Graduate Program Academic Support Coordinator no later than  April 15  of their second year (4th semester). The Graduate Studies Committee will meet to review the proposed fields. In particular, the GSC will determine if the fields demonstrate a reasonable breadth of coverage, topically and chronologically. In other words, the GSC will likely not approve three fields that all cover 1918-1939, nor will it approve three fields that are all focused on the American West. Rather, the GSC will encourage breadth whenever possible. 

Primary Field: American Capitalism, 1812-1973  Secondary Field A: American Religion in the 20th Century  Secondary Field B: European Modernisms  

Primary Field: American Slavery  Secondary Field A: African American History, 1865-1945  Secondary Field B: Literature of the African Diaspora  

Primary Field: 19th Century American Material Culture  Secondary Field A: American Consumer Culture, 1870-1970  Secondary Field B: Art History in the Age of Empire   

Primary Field: Comparative Imperialisms  Secondary Field A: Europe, 1919-1939  Secondary Field B: North Africa in the 19th century or The United States, 1919-1939   

Once students have prepared lists, members of the examination committee will help them prepare in each field. The examining committee as a whole shall ensure that the student’s three fields are sufficiently broad, diverse, and distinct. The entire examining committee will also approve all questions for the written exam.

Presentation of Dissertation-Based Research Paper - Dissertation in Progress and Occasional Papers (DIPSOP):

Within one year of passing the qualifying exams, each student will present a research paper, based on his or her dissertation, to a departmental assembly of graduate students and faculty members. Two commentators, one a graduate student and one a faculty member will lead a discussion session of the paper. The faculty commentator should not be the student’s advisor, but may be someone from the dissertation committee.

FORMAT, EVALUATION, AND APPEALS

Doctoral qualifying examinations consist of a take-home written examination followed by an oral examination.   

Written Examination: Guidelines   The written exam process will begin during the last week of September and consist of two, week-long take-home exams. During Week 1 of the exam process, students will write two essays in response to questions about the Primary field. During Week 2, students will write two essays, one for each of the two Secondary fields. At least one week before the exam process begins, faculty directing a Primary field will submit three to five questions (plus one question that the Graduate Program Academic Support Coordinator will hold “in reserve” in the event of a retake), and faculty directing a Secondary field will submit two to four questions (plus one question that the Graduate Program Academic Support Coordinator will hold “in reserve” in the event of a retake). The Graduate Program Academic Support Coordinator will send students the relevant set(s) of questions by 9:00 AM on the Monday of the exam week, and students will have until 5:00 PM Friday of that week to submit two essays. Each essay will consist of no more than 3,000 words (excluding citations) and should not be substantially shorter. Students must submit exams electronically to their entire committee, as well as to the Graduate Program Academic Support Coordinator.  Students who need special accommodations may petition the GSC for additional time. 

Examinees may use books, articles, and other resources in writing their essays. Throughout the examination process, they may seek clarification of the questions from the examiners but may not otherwise discuss their essays with anyone. Examinees are responsible for doing their own work in accordance with the code of academic conduct set forth by the University’s Office of Student Conduct.  

Written Examination: Evaluation  Individual examiners will determine whether the student has demonstrated proficiency in the field. A passing exam should demonstrate competence in history, historiography, and critical historical thinking. Each essay must include a thesis and a cogent analytical framework. 

Members of the exam committee will evaluate the essays in the fields they are directing and assign a grade: high pass, pass, or fail. Each committee member will also read all of the other essays the student has written for his or her other two fields. Committee members will meet to discuss the written exam unless they agree unanimously that no meeting is necessary. Committee members will submit their written reports to the committee chair, the Director of Graduate Studies, and the Graduate Program Academic Support Coordinator within one week of the exam’s conclusion. The Graduate Program Academic Support Coordinator will send copies of all three reports to the student.

Any student who fails two or more essays will not advance in the program. A student who receives a failing grade on one essay will be allowed to retake that portion of the written exam during the following week. He or she will be given an alternate essay question.

Once a student has passed all four essays (but not later than the end of October), he or she will advance to the oral exam.   

Oral Examination: Guidelines  The examining committee will administer a two-hour oral examination within two weeks of the written exam (by early November at the latest). The oral exam is both a test of the students’ knowledge and of their ability to think quickly and express ideas coherently. Examinees may be asked to discuss their answers on the written exam, questions posed on the written exam that they did not choose to answer, topics or questions from any of their fields or reading lists, and their dissertation plans.

Oral Examination: Evaluation  Once a student passes the oral examination by unanimous agreement of committee members, the chair of the committee will report on the results of the exam to the Director of Graduate Studies and petition the GSC for advancement to candidacy. After the oral exams are completed, the GSC will hold a “scrutiny meeting” to determine if the student is qualified to advance to candidacy based on his/her overall performance in the program and prospect for future success. The Graduate Program Academic Support Coordinator will submit the appropriate paperwork to the Office of Graduate and Professional Education for advancement to candidacy after the GSC has held its scrutiny meeting. Once their paperwork is approved the student will then be registered in Doctoral Sustaining until graduation.   If a student fails the oral exam, he or she may retake it within two weeks, but  not later than December 15.   

Appeals  If a student wishes to contest the examining committee’s judgment, or if a committee member disagrees with the judgment of the rest of the committee, or if the committee as a whole cannot agree about the outcome of an exam, the student may submit a statement of grounds for an appeal to the Graduate Studies Committee. All GSC members will read the exam, the committee members’ comments, and the appellant’s statement. If a majority of the GSC disagrees with the judgment of the examining committee it will constitute a new examining committee, which may or may not include members of the existing examination committee. The student will retake all disputed portions of the exam. ​

Completion of a Ph.D. Dissertation:

The dissertation must make a significant contribution to historical knowledge, uphold professional standards of research and interpretation, and be written in clear, well-organized English prose.

The dissertation is written under the guidance of a dissertation director and three other faculty members who together constitute the student’s dissertation committee.Composition of this committee must be approved by the Graduate Studies Committee; at least one faculty member of the dissertation committee must be from outside the department. The candidate must defend the dissertation before the Dissertation Committee in a forum that is open to the University as a whole. This oral defense, which is chaired by the dissertation director, is concerned with the content, methodology, and significance of the dissertation.

Demonstration of Reading Competence in a Foreign Language:

Entering Ph.D. track students are encouraged to take a language examination as soon as possible and are expected to have met their language requirement before taking the qualifying exams in the fall of their third year. Students may retake a language examination until receiving a passing grade. Foreign language competence will be demonstrated by successfully translating two passages of a foreign language chosen by the student during a scheduled two-hour exam in the history department conference room.

Complete 30 credits of graduate work, of which at least 24 credits must be in history. The history credits must include the following:

• Students in their first semester will take the HIST600 "Approaches to History" course.
• Five reading seminars: With the approval of the Chair of Graduate Studies, a HIST666 component of an undergraduate lecture course may count as a reading seminar. Such approval will be given only when a HIST666 component includes regular "mini-seminar” meetings to discuss graduate level readings.
• Two research seminars
• Transfer Credits: Students may petition the Graduate Studies Committee to accept up to nine credits of course work taken at another institution as long as the credits were not used to complete another degree. If the credits were used to complete another degree then the Department may choose to substitute other courses in place of those accounted for by transfer credits. In the latter case, no credits are transferred, but the requirements are modified so that the student avoids repeating courses they’ve had elsewhere. In neither case will substitution be permitted or credit given for research seminars taken elsewhere.
• The Chair of the Graduate Studies Committee will assign each   incoming student a temporary faculty advisor in September. Temporary advisors will be drawn primarily from the members of the Graduate Studies Committee for that year.
• First year students may, at any time, replace their temporary faculty advisor with a permanent faculty advisor. Both the Chair of the GSC and the Academic Support Coordinator of the graduate program should be notified immediately of any such changes.
• Students are required to choose a permanent faculty advisor during their first year. After securing the agreement of a faculty member to serve as their permanent advisor, the student must notify the temporary advisor, the Chair of the GSC, and the Academic Support Coordinator to the graduate program of his or her choice no later than April of that year.
• Faculty advisers, both temporary and permanent, are required to meet with each of their advisees at least twice a year.  It is the advisers' responsibility to assist in planning individual class schedules, to ensure that course selections will fulfill degree requirements, and to ensure that doctoral students are making adequate preparation for primary and secondary field qualifying examinations and the dissertation.
• Permanent faculty advisers are required to review the files of their advisees who have completed their third semester of course work and to present a written report to the GSC on the progress and performance of each of those students. Reports should be submitted to the Academic Support Coordinator of the graduate program by the beginning of the winter term in January.
• The Chair of the Graduate Studies Committee will review the portfolio and academic record of each Ph.D. student after he or she has completed three full semesters (or 21 credits) of graduate study. On the basis of this review, the Chair will inform the student whether he or she is making satisfactory progress.  If either a permanent faculty adviser or the Chair of the GSC should find cause for concern about the performance of any students who have completed three semesters of coursework, the GSC will meet to review the files of those students. The permanent faculty advisers of the students in question will be requested to attend that meeting.
• In early spring, the Graduate Chair will also send a notice to all second year Ph.D. students to remind them that they are required to sit for qualifying exams the following fall. The Graduate Chair will remind students that they must fulfill the language requirement prior to taking the qualifying exams.

Financial Support

The Department awards teaching assistantships, graduate assistantships, fellowships, and tuition scholarships on a competitive basis.  The fellowships and assistantships include tuition remission for the fall and spring semester plus a living expense stipend. Teaching Assistantships normally require students to work up to 20 hours per week, leading discussion sections and grading in a lower-level survey course or grading for a large, non-sectioned lecture course. Graduate Assistantships are also required to work up to 20 hours a week at their assigned tasks. Graduate Fellows do not usually perform any additional duties aside from their academic studies.  Financial awards can be withdrawn if students fail to progress satisfactorily in the program.

It is Department policy that during fall and spring semesters teaching and graduate assistants may not work more than the twenty hours a week and graduate fellows may not be employed. Graduate students who have passed their qualifying exams may teach during summer and winter sessions if such opportunities arise. Tuition scholars have no employment restrictions. A petition may be made to the Graduate Studies Committee for an exception to these policies.

Beginning in Fall semester 2014, matriculating students in the Ph.D. program will receive up to 5 years of funding. Renewal of funding normally occurs on a year-by-year basis, and it is based on taking 30 hours of coursework, timely completion of degree requirements, a satisfactory third-semester review, successful completion of the language and qualifying exams, defense of the dissertation prospectus by  October 15  of the student's fourth academic year, and a supporting letter from the student's faculty advisor by  February 15  of the student's fourth academic year explaining adequate progress is being made on the dissertation.  All Ph.D. students are expected to make significant progress on their dissertation research and writing during their fifth year. Renewal of funding is also contingent on the History Department's ability to provide funding at this level.

Finan​cial support from both university funding and private bequests enables the History Department to offer our Ph.D. students both tuition and a stipend of about $28,500 for up to five years. We additionally provide $4,500 to Ph.D. students for the summer following their second year, to provide financial support as they prepare for the fall qualifying exams. It should be added, too, that Newark is a small college town that has a relatively low cost-of-living.​

The Department provides  teaching assistantships, fellowships,  and  tuition scholarships , awarded competitively. The fellowships and assistantships include tuition remission for the fall and spring semester plus a living expense stipend.  Teaching assistantships  normally require students to work up to 20 hours per week, leading discussion sections and grading in lower-level survey courses, or, more rarely, grading for a large, unsectioned lecture course. Fellows do not usually perform any additional duties aside from their academic studies.

Please note: Financial awards can be withdrawn if students fail to progress satisfactorily.

Placement Record

The Department has a highly successful placement record. After completing their degree, students go on to careers in the academy as well as in a diverse range of fields.

Placements of graduates in the last five years include:

• Curator, Forest Hills Educational Trust

• Assistant Professor, Wesley College

• Archives & Digital Initiatives Manager, School of Architecture, Princeton University

• History Teacher, Bryn Mawr School (Baltimore, MD)

• Executive Director, Hanover (MA) Historical Society

• Lecturer, York College (PA)

The American Civilization Program is a plan for study within the Department of History doctoral program. Established in 1979, it trains advanced students for scholarly careers in both the academy and in public humanities including museums, historic preservation, and cultural agencies, and other related organizations. What makes “Am Civ” unique is its emphasis on interdisciplinary scholarship and material culture studies, a particular strength of the University of Delaware across a number of departments and programs. With its wide array of nearby museums, Delaware is a great place to hone your skills at researching and writing about American material life in the past.

Interested in the program?

​​Please visit the  History of American Civilization Program   website for further informaion.

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MPhil in History (Intellectual History)

• Entry Requirements
• Funding and Costs
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• How to Apply

About the course

The Intellectual History strand of the MPhil in History takes an interdisciplinary approach, with a chronological and global reach. 

The MPhil in History has a sustained period devoted to archival research and writing, and is designed to give you a thorough training in historical research, improve your ability to conceptualise and engage with historical problems, and enlarge your understanding of the historical and historiographical context in which your own research is set. All strands of the MPhil can serve as either free-standing graduate qualifications, or as a springboard to doctoral study. Students wishing to proceed to doctoral study will be encouraged to develop their doctoral proposals during the first few months of the second year. Skills training and option-choice are flexible and open-ended, to allow you to gain the knowledge and training needed to complete your research project. 

You will have the opportunity to study thinkers and ideas from the fourth to the twenty-first centuries, in diverse transnational geographical contexts. The course is designed to encourage you to work in and between areas such as Global Intellectual History, the History of Scholarship, the History of Science, the History of Art, Historiography and the History of Political Ideas. Oxford is home to one of the largest communities of intellectual historians in the world, with expertise in every major area of Intellectual History, supported by world-class resources. Further information about Intellectual History research and activities can be found through the faculty website. All graduate students are encouraged to engage with the faculty’s lively research culture of seminars, workshops, and discussions groups . There’s something happening nearly every day of the week and sessions often involve leading international scholars. The faculty also runs the Oxford History Graduate Network , which fosters conversation and collaboration between graduate students. Interdisciplinary activities are available through The Oxford Centre for Research in the Humanities (TORCH) .

Course structure

You will take three compulsory core papers and two optional papers, as well as undertake an original research project. There is also a research masterclass, which is not assessed. This structure gives access to a wide range of both general and specialised training within the field of history.

Core courses

1. Sources and Historiography

This is a weekly 1.5 hour seminar in Michaelmas term of the first year (with MSt students in the same strand). It will introduce you to the philosophical background and methodological approaches to Intellectual History. You will study a combination of key thinkers for example, Michel Foucault, Arthur Lovejoy, and Quentin Skinner, along with new approaches to the discipline such as comparative, feminist and global intellectual history.

2. Theory and Methods

The format is a 1.5 hour weekly seminar in Michaelmas term of the first year (with MSt students in the same strand). It will cover current methodological and theoretical approaches. Students and course tutors will choose six of these from a syllabus of nine. 

3. Writing History

This is a weekly class in Trinity term of the first year exclusively for MPhil students, with all MPhil students taught in one or two classes. The classes range widely across history and involve critical reading and thinking about published work.

4. Research Master Class

Taught in weekly classes in Michaelmas term of the second year, during which students present and receive feedback on their work. 

Optional subject course

A free choice of the options on offer taught in six weekly classes during Hilary term of the first and second year.  Options of particular interest to Intellectual history include:

• Selfhood in History: 1500 to the present
• The Twelfth Century Renaissance
• The Dawn of the Global World, 1450-1800: Ideas, Objects, Connections
• Creating the Commonwealth: Politics and Religion in Grotius, Hobbes and Locke
• The Enlightenment, c.1680-1800: Ideas and the Public Sphere.

More information on options is available through the faculty website. Not every optional subject listed may be on offer every year.

Research Project

You will work on original research project throughout both years, under the guidance of your supervisor. You are expected to commit the summer vacation between the two years and the Michaelmas term of the second year to archival research.

Skills Provision

Additional lectures, classes, and tutorials take place in Michaelmas and Hilary terms to provide general and specific training. You will discuss what training you need to undertake your research project with your supervisor. Training available includes document and object handling, palaeography, oral history, text analysis software, GIS software, and statistical analysis.  Language training is also available, with the Faculty organising special courses for historians in French, German, Spanish, and Italian. Other modern language courses are available through the University’s Language Centre. Courses in Latin and other medieval languages are also available. Further details on language learning can be found on the faculty website.

The course is full-time and requires attendance in Oxford. Full-time students are subject to the University's Residence requirements.

Resources to support your study

As a graduate student, you will have access to the University's wide range of world-class resources including libraries, museums, galleries, digital resources and IT services.

The Bodleian Libraries is the largest library system in the UK. It includes the main Bodleian Library and libraries across Oxford, including major research libraries and faculty, department and institute libraries. Together, the Libraries hold more than 13 million printed items, provide access to e-journals, and contain outstanding special collections including rare books and manuscripts, classical papyri, maps, music, art and printed ephemera.

The University's IT Services is available to all students to support with core university IT systems and tools, as well as many other services and facilities. IT Services also offers a range of IT learning courses for students, to support with learning and research.

You will be able to draw on the specialist resources offered by the Bodleian History Faculty Library which provides dedicated support and training courses for all graduates. You can also access the many college libraries and college archives which house significant collections of personal papers as well as institutional records dating back to the middle ages.

Supervision

The allocation of graduate supervision for this course is the responsibility of the Faculty of History and it is not always possible to accommodate the preferences of incoming graduate students to work with a particular member of staff. Offers will only be made if appropriate supervision is available.

It is usual practice that MPhil students have one supervisor, but a co-supervisor will be appointed if additional specialist knowledge is required. One supervisor must be a member of the Faculty of History, but a co-supervisor can be appointed from a different department.

Your supervisor(s) is there to provide advice, guidance, and support throughout. You should arrange to meet your supervisor(s) early in your first term to establish a clear framework for your research and writing, and identify any skills training needed to undertake your research. There is no set timetable for the frequency of future meetings, but it is recommended that you arrange to meet your supervisor several times each term, to discuss progress of your research and writing. You should also agree a timetable for the submission and return of drafts of your dissertation.

If you contact a potential supervisor prior to submitting your application, any indication made by an academic that they may be willing to supervise a potential project, is not a guarantee that you will be offered a place, or that the supervisor in question has capacity to supervise you in that particular year.

The Sources and Historiography and the Theory and Methods core courses are examined by an assessed essay submitted at the end of Michaelmas term of year one. You must also submit an annotated bibliography and dissertation proposal at this time. The optional subjects will be examined according to the regulations governing the course, which could be by assessed essay or by examination, at the end of Hilary term in years one and two. The Writing History core course is examined by an assessed essay submitted at the end of Trinity term of year one.  The research project is examined by a 30,000-word dissertation that is submitted in week six of Trinity term of year two.

Graduate destinations

About a quarter of master’s students proceed to doctoral work at Oxford; others continue academic study at other institutions. Other career destinations are as diverse as, but broadly in line with, undergraduate history career destinations: law, finance, management consultancy, civil service etc.

Changes to this course and your supervision

The University will seek to deliver this course in accordance with the description set out in this course page. However, there may be situations in which it is desirable or necessary for the University to make changes in course provision, either before or after registration. The safety of students, staff and visitors is paramount and major changes to delivery or services may have to be made if a pandemic, epidemic or local health emergency occurs. In addition, in certain circumstances, for example due to visa difficulties or because the health needs of students cannot be met, it may be necessary to make adjustments to course requirements for international study.

Where possible your academic supervisor will not change for the duration of your course. However, it may be necessary to assign a new academic supervisor during the course of study or before registration for reasons which might include illness, sabbatical leave, parental leave or change in employment.

For further information please see our page on changes to courses and the provisions of the student contract regarding changes to courses.

Entry requirements for entry in 2025-26

Proven and potential academic excellence.

The requirements described below are specific to this course and apply only in the year of entry that is shown. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

Please be aware that any studentships that are linked to this course may have different or additional requirements and you should read any studentship information carefully before applying. 

Degree-level qualifications

As a minimum, applicants should hold or be predicted to achieve the following UK qualifications or their equivalent:

• a first-class or strong upper second-class undergraduate degree with honours (a minimum of 68% overall and 68% for the dissertation) in a relevant discipline in the humanities or social sciences.

For applicants with a bachelor's degree from the USA, the minimum overall GPA that is normally required to meet the undergraduate-level requirement is 3.6 out of 4.0. However, successful candidates normally have a GPA of 3.75 or higher.

Applicants are not expected to have a previous degree in history, but are expected to have experience of working historically. You will need to ensure that you link your proposed dissertation topic with your previous expertise, explain why you want to switch to study history, and show that you have already done some background research. Your submitted written work should show your writing and research skills in their best light, as it will be important to show that you have the necessary skills required for historical research.

If your degree is not from the UK or another country specified above, visit our International Qualifications page for guidance on the qualifications and grades that would usually be considered to meet the University’s minimum entry requirements.

GRE General Test scores

No Graduate Record Examination (GRE) or GMAT scores are sought.

Other qualifications, evidence of excellence and relevant experience

• In the case of mature students/intended career changes professional experience in cognate areas may compensate for shortcomings in the formal academic record.
• Publications are not required.

English language proficiency

This course requires proficiency in English at the University's  higher level . If your first language is not English, you may need to provide evidence that you meet this requirement. The minimum scores required to meet the University's higher level are detailed in the table below.

*Previously known as the Cambridge Certificate of Advanced English or Cambridge English: Advanced (CAE) † Previously known as the Cambridge Certificate of Proficiency in English or Cambridge English: Proficiency (CPE)

Your test must have been taken no more than two years before the start date of your course. Our Application Guide provides  further information about the English language test requirement .

Declaring extenuating circumstances

If your ability to meet the entry requirements has been affected by the COVID-19 pandemic (eg you were awarded an unclassified/ungraded degree) or any other exceptional personal circumstance (eg other illness or bereavement), please refer to the guidance on extenuating circumstances in the Application Guide for information about how to declare this so that your application can be considered appropriately.

You will need to register three referees who can give an informed view of your academic ability and suitability for the course. The  How to apply  section of this page provides details of the types of reference that are required in support of your application for this course and how these will be assessed.

Supporting documents

You will be required to supply supporting documents with your application. The  How to apply  section of this page provides details of the supporting documents that are required as part of your application for this course and how these will be assessed.

Performance at interview

Interviews are not normally held as part of the admissions process.

Assessors may get in touch with an applicant by email in case of any queries, but this is very rare.

Offer conditions for successful applications

If you receive an offer of a place at Oxford, your offer will outline any conditions that you need to satisfy and any actions you need to take, together with any associated deadlines. These may include academic conditions, such as achieving a specific final grade in your current degree course. These conditions will usually depend on your individual academic circumstances and may vary between applicants. Our ' After you apply ' pages provide more information about offers and conditions . 

In addition to any academic conditions which are set, you will also be required to meet the following requirements:

Financial Declaration

If you are offered a place, you will be required to complete a  Financial Declaration  in order to meet your financial condition of admission.

Disclosure of criminal convictions

In accordance with the University’s obligations towards students and staff, we will ask you to declare any  relevant, unspent criminal convictions  before you can take up a place at Oxford.

Other factors governing whether places can be offered

The following factors will also govern whether candidates can be offered places:

• the ability of the University to provide the appropriate supervision for your studies, as outlined under the 'Supervision' heading in the About section of this page;
• the ability of the University to provide appropriate support for your studies (eg through the provision of facilities, resources, teaching and/or research opportunities); and
• minimum and maximum limits to the numbers of students who may be admitted to the University's taught and research programmes.

History in Oxford stretches from c 300 to the present, and embraces in addition to its British and European heritage an exceptionally broad range of World history. It comprises an active research community of up to 800 senior academics and graduate students, all contributing to a range of research seminars, lectures, academic societies, and personal contacts.

Research in the faculty is organised around historical periods and research centres, or in collaborative and individual research projects, and you will always be welcome at seminars, workshops and conferences across all periods and themes.

You will be encouraged to make use of these opportunities as widely as possible without endangering your own degree work. Striking the right balance between intellectual curiosity and temptation and intellectual discipline, and remaining focused without becoming blinkered, should be an integral part of a successful graduate career. The Oxford environment provides all the ingredients for this.

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For entry in the 2025-26 academic year, the collegiate University expects to offer over 1,000 full or partial graduate scholarships across a wide range of graduate courses.

If you apply by the January deadline shown on this page and receive a course offer, your application will then be considered for Oxford scholarships. For the majority of Oxford scholarships, your application will automatically be assessed against the eligibility criteria, without needing to make a separate application. There are further Oxford scholarships available which have additional eligibility criteria and where you are required to submit a separate application. Most scholarships are awarded on the basis of academic merit and/or potential.

To ensure that you are considered for Oxford scholarships that require a separate application, for which you may be eligible,  use our fees, funding and scholarship search tool  to identify these opportunities and find out how to apply. Alongside Oxford scholarships, you should also consider other opportunities for which you may be eligible including  a range of external funding ,  loan schemes for postgraduate study  and any other scholarships which may also still be available after the January deadline as listed on  our fees, funding and scholarship search tool .

Details of college-specific funding opportunities can also be found on individual college websites:

Select from the list:

Please refer to the College preference section of this page to identify which of the colleges listed above accept students for this course.

For the majority of college scholarships, it doesn’t matter which college, if any, you state a preference for in your application. If another college is able to offer you a scholarship, your application can be moved to that college if you accept the scholarship. Some college scholarships may require you to state a preference for that college when you apply, so check the eligibility requirements carefully.

Further information about funding opportunities  for this course can be found on the faculty's website.

Annual fees for entry in 2025-26

Information about course fees

Course fees are payable each year, for the duration of your fee liability (your fee liability is the length of time for which you are required to pay course fees). For courses lasting longer than one year, please be aware that fees will usually increase annually. For details, please see our guidance on changes to fees and charges .

Course fees cover your teaching as well as other academic services and facilities provided to support your studies. Unless specified in the additional information section below, course fees do not cover your accommodation, residential costs or other living costs. They also don’t cover any additional costs and charges that are outlined in the additional information below.

Where can I find further information about fees?

The Fees and Funding  section of this website provides further information about course fees , including information about fee status and eligibility  and your length of fee liability .

Additional information

There are no compulsory elements of this course that entail additional costs beyond fees and living costs. However, as part of your course requirements, you may need to choose a dissertation, a project or a thesis topic. Please note that, depending on your choice of topic and the research required to complete it, you may incur additional expenses, such as travel expenses, research expenses, and field trips. You will need to meet these additional costs, although you may be able to apply for small grants from your department and/or college to help you cover some of these expenses.

Living costs

In addition to your course fees and any additional course-specific costs, you will need to ensure that you have adequate funds to support your living costs for the duration of your course.

Living costs for full-time study

For the 2025-26 academic year, the range of likely living costs for a single, full-time student is between £1,425 and £2,035 for each month spent in Oxford. We provide the cost per month so you can multiply up by the number of months you expect to live in Oxford. Depending on your circumstances, you may also need to budget for the  costs of a student visa and immigration health surcharge and/or living costs for family members or other dependants that you plan to bring with you to Oxford (assuming that dependant visa eligibility criteria are met).

Further information about living costs

The current economic climate and high national rate of inflation make it very hard to estimate potential changes to the cost of living over the next few years. For study in Oxford beyond the 2025-26 academic year, it is suggested that you budget for potential increases in living expenses of around 4% each year – although this rate may vary depending on the national economic situation. For further information, please consult our more detailed information about living costs , which includes a breakdown of likely living costs in Oxford for items such as food, accommodation and study costs.

College preference

Students enrolled on this course will belong to both a department/faculty and a college. Please note that ‘college’ and ‘colleges’ refers to all 43 of the University’s colleges, including those designated as societies and permanent private halls (PPHs). 

If you apply for a place on this course you will have the option to express a preference for one of the colleges listed below, or you can ask us to find a college for you. Before deciding, we suggest that you read our brief  introduction to the college system at Oxford  and our  advice about expressing a college preference . 

If you are a current Oxford student and you would like to remain at your current Oxford college, you should check whether it is listed below. If it is, you should indicate this preference when you apply. If not, you should contact your college office to ask whether they would be willing to make an exception. Further information about staying at your current college can be found in our Application Guide. 

The following colleges accept students for the MPhil in History (Intellectual History):

• Balliol College
• Blackfriars
• Brasenose College
• Campion Hall
• Christ Church
• Corpus Christi College
• Jesus College
• Keble College
• Kellogg College
• Lady Margaret Hall
• Linacre College
• Lincoln College
• Magdalen College
• Merton College
• New College
• Oriel College
• Pembroke College
• The Queen's College
• Regent's Park College
• Reuben College
• St Anne's College
• St Catherine's College
• St Cross College
• St Hilda's College
• St Hugh's College
• Somerville College
• University College
• Wadham College
• Wolfson College
• Worcester College
• Wycliffe Hall

Before you apply

Our  guide to getting started  provides general advice on how to prepare for and start your application. You can use our interactive tool to help you  evaluate whether your application is likely to be competitive .

If it's important for you to have your application considered under a particular deadline – eg under a December or January deadline in order to be considered for Oxford scholarships – we recommend that you aim to complete and submit your application at least two weeks in advance . Check the deadlines on this page and the  information about deadlines and when to apply  in our Application Guide.

Students are admitted to this course via one of nine strands, so you must decide which strand you would like to follow and select it when you choose your course. It may be possible to change your strand after admission in exceptional cases.

Application fee waivers

An application fee of £75 is payable for each application to this course. Application fee waivers are available for the following applicants who meet the eligibility criteria:

• applicants from low-income countries;
• refugees and displaced persons; 
• UK applicants from low-income backgrounds; and 
• applicants who applied for our Graduate Access Programmes in the past two years and met the eligibility criteria.

You are encouraged to  check whether you're eligible for an application fee waiver  before you apply.

Do I need to contact anyone before I apply?

You do not need to contact anyone in the faculty before you apply and you are not responsible for finding your own supervisor. However, you are strongly encouraged to familiarise yourself with the  research expertise within the faculty  when preparing your research proposal, to make sure that there is a supervisor available in the same area as your proposed project. Offers will only be made if appropriate supervision is available. The faculty determines supervision arrangements, taking due account of the workload and commitments of its academics. If you are made an offer, a supervisor will be assigned to you, and identified in the offer letter.

Completing your application

You should refer to the information below when completing the application form, paying attention to the specific requirements for the supporting documents .

For this course, the application form will include questions that collect information that would usually be included in a CV/résumé. You should not upload a separate document. If a separate CV/résumé is uploaded, it will be removed from your application .

If any document does not meet the specification, including the stipulated word count, your application may be considered incomplete and not assessed by the academic department. Expand each section to show further details.

Proposed field and title of research project

Under the 'Field and title of research project' please enter your proposed field or area of research if this is known. If the department has advertised a specific research project that you would like to be considered for, please enter the project title here instead.

You should not use this field to type out a full research proposal. You will be able to upload your research supporting materials separately if they are required (as described below).

Proposed supervisor

It is not necessary for you to identify a potential supervisor in your application.

However, please check that a supervisor with expertise in your proposed area of research is available before applying. Details can be found on the faculty website. You are free to consult a specialist in your field for advice on your project, if you think that would be helpful.

Referees: Three overall, academic preferred

Whilst you must register three referees, the department may start the assessment of your application if two of the three references are submitted by the course deadline and your application is otherwise complete. Please note that you may still be required to ensure your third referee supplies a reference for consideration.

References should generally be academic, though if you are returning to study after extended periods of non-academic employment then you are welcome to nominate professional referees where it would be impractical to call on your previous university tutors.

Your references will support intellectual ability, academic achievement, motivation, ability to work in both a group environment and sustained individual and self-motivated investigation.

Official transcript(s)

Your transcripts should give detailed information of the individual grades received in your university-level qualifications to date. You should only upload official documents issued by your institution and any transcript not in English should be accompanied by a certified translation.

More information about the transcript requirement is available in the Application Guide.

Statement of purpose and research proposal: A minimum of 500 to a maximum of 1,000 words in total

The statement of purpose and research proposal should be written as one combined piece.

You should convince the faculty that you have the right intellectual qualities, academic knowledge and skills to undertake the course, focusing on how you see the course as building upon your previous study

You should discuss what kinds of problems and issues you hope to engage with; what the current state of your knowledge and understanding of these is, and how you hope to advance that.

You should include a preliminary research proposal and title for your intended dissertation. This should supply a research question identifying the central issue or problem with which you intend to grapple, some account of the current state of scholarship in this area and an indication of the kinds of sources you hope to use.

You may also include what you hope to do with the qualification you gain.

Your statement and research proposal must be written in English. A bibliography may also be provided and is not included in the word count, though any footnotes should be included.

If possible, please ensure that the word count is clearly displayed on the document.

It is anticipated that your ideas will change and develop once you have begun the programme and have been exposed to new approaches, sources and methods. However, students applying to this course are expected to have a clear sense of the kind of research they wish to undertake.

This will be assessed for:

• your reasons for applying
• evidence of motivation for and understanding of the proposed area of study
• the coherence of the proposal, the ability to present a reasoned case in English
• commitment to the subject, beyond the requirements of the degree programme
• reasoning ability
• ability to absorb new ideas, often presented abstractly, at a rapid pace.

Written work: An academic writing sample of no more than 4,000 words in total length

Written work should be from your most recent completed qualification, but does not need to relate closely to your proposed area of study. Extracts from a longer piece of work are welcome, but please include a preface which puts the work in context.

The work will be assessed for your:

• understanding of problems in the area
• ability to construct and defend an argument
• powers of analysis
• powers of expression.

It must be submitted in English (if this work has been translated, you must indicate if the translations are your own, or what assistance you had in producing the English text).

If possible, please ensure that the word count is clearly displayed on the document. Any footnotes should be included in the word count. A bibliography may also be provided and is not included in the word count.

Start or continue your application

You can start or return to an application using the relevant link below. As you complete the form, please  refer to the requirements above  and  consult our Application Guide for advice .

Apply Continue application

After you've submitted your application

Your application (including the supporting documents outlined above) will be assessed against the entry requirements detailed on this course page. Whether or not you have secured funding will  not  be taken into consideration when your application is assessed. You can  find out more about our shortlisting and selection process  in our detailed guide to what happens next.

Find out how to manage your application after submission , using our Applicant Self-Service tool.

ADMISSION STATUS

Open to applications for entry in 2025-26

12:00 midday UK time on:

Tuesday 7 January 2025

Latest deadline for most Oxford scholarships Final application deadline for entry in 2025-26

† Combined figure for all History MPhil courses, except for TP_HN1, TP_HS1 and TP_LVBY1 *Three-year average (applications for entry in 2022-23 to 2024-25)

Further information and enquiries

This course is offered by the Faculty of History

• Course page on the faculty's website
• Funding information from the faculty
• Academic and research staff
• Faculty research
• Humanities Division
• Residence requirements for full-time courses
• Postgraduate applicant privacy policy

Course-related enquiries

Advice about contacting the department can be found in the How to apply section of this page

✉ [email protected] ☎ +44 (0) 1865 615000

Application-process enquiries

Application guide

Department of History

Prospective Students

The ph.d. program in history.

Princeton’s History Ph.D. program is designed to be completed in five years. During the first two years students complete their coursework, language training, two original research papers, and take the General Examination. Students devote the next three years to researching and writing the dissertation, drawing upon Princeton’s rich library holdings as well as archives across the world. Many students also choose to teach undergraduate courses as preceptors to gain valuable classroom experience. The Ph.D. degree is conferred following the successful Final Public Oral Examination of the dissertation.

Fellowship Support

All students admitted to the program are typically offered a five-year fellowship package from the Graduate School which covers tuition, healthcare, and stipend. The average time to degree completion is six years, and any students who find themselves without external fellowship support for the sixth year may apply to the History Department for a supplemental stipend. Departmental funds are also available to support language training, research travel, and travel for other scholarly purposes.

History of Science

Please note that although the History of Science Program is located within the History Department, these programs have separate admissions processes. Read more about graduate study in History of Science .

Application Resources

Visit the Graduate Admissions Office for information regarding Applying

Graduate Catalog

Web Exclusives: The announcement of George Kennan ’25’s death reopens the question of his legacy. He achieved much of his policy impact with the “Long Telegram.” And it really is long. At last year’s conference celebrating Kennan’s one-hundredth birthday, the Firestone Library at Princeton displayed the document in a glass case that went on for yards. His magnum opus is now a magna charta. JUSTLY FAMOUS Princeton’s curators treated the telegram, written in February 1946 when Kennan was Charge in Moscow, as a founding document in American foreign policy. Historians of the Cold War rank it as a seminal contribution to Washington’s understanding of Soviet behaviour. Speaking at the conference, then-Secretary of State Colin Powell hailed the cable as “justly famous.” Professor Robert Tucker also spoke at the conference and reminisced on its composition. (Tucker was serving at the embassy in Moscow in 1946 and helped Kennan with research.) He called it an “act of leadership” in that it not only called attention to Stalin’s hostility, but also clarified the wellsprings of Soviet policy and outlined a Washington response. Kennan composed the piece in response to inquiries from the state and treasury departments about Stalin’s truculence. But rather than merely answering the mail, Kennan mailed the answer. He submitted the first draft of what became the doctrine of containment. Historians have dubbed it “the most influential cable in the history of the American Foreign Service” (Walter Isaacson and Evan Thomas in ). The word “containment” does not appear in the telegram. It would come a year later in Kennan’s article, “The Sources of Soviet Conduct.” The Long Telegram did not mint a doctrine, but it did change a paradigm. It helped disabuse Washington of hopes for continued collaboration with Stalin. It was a bugle call in the transition from the Cold Peace to the Cold War. YET UNFAMILIAR And yet, for all its significance, it seems odd to today’s readers and Foreign Service Officers (FSOs). Its tone seems more related to documents from the 18th century – say, the – than to contemporary cables. In his memoirs, Kennan wrote that he looked back on the language of the Long Telegram “with horrified amusement.” In that spirit, we should attempt a contemporary reassessment. This short critique of the Long Telegram is not the first of its kind. Kennan did as much in his memoirs: “Much of it reads exactly like one of those primers put out by alarmed congressional committees or by the Daughters of the American Revolution, designed to arouse the citizenry to the dangers of the Communist conspiracy.” Another short critique comes from Dean Acheson, who was under secretary of state when the Long Telegram landed on his desk on Washington’s birthday in 1946. Acheson later wrote: “His recommendations – to be of good heart, to look to our own social and economic health, to present a good face to the world, all of which the Government was trying to do – were of no help; his historical analysis might or might not have been sound, but his predictions and warnings could not have been better.” A mixed assessment based on a close read. LONG INDEED … Yes, the Long Telegram does go on. Modern cables from the field are much shorter. FSOs prize brevity. Kennan himself admitted it was “outrageously long.” To suggest a contrast, this piece on the Long Telegram is far less than half as long as the original. And yet Kennan’s piece is not as long as he pegged it in his memoirs. It is not 8,000 words, as claimed in his memoirs and repeated in some obituaries. It is closer to 5,400. Why the confusion? Perhaps because his later elaboration of its main themes, “Sources of Soviet Conduct,” swelled to almost 7,000 words. Perhaps because he saw its influence as a function of its length – say, along the lines of Mao’s Long March. Kennan divided his piece into five sections, which he compared to an 18th-century Protestant sermon. Today an FSO would probably submit each section separately, each a part of a series. … AND DIFFERENT Its structure is unfamiliar. It has no subject line, summary or comment – the basic elements of modern cable composition. Its style is unusual. It bears no resemblance to the punchy prose favored today. (One of my Foreign Service bosses urged me “to write like the Economist magazine,” with its snappy analysis.) It would fit better in than the . It is a style that later won Kennan two Pulitzer Prizes. The analysis of the Long Telegram is based on history and psychology. There is little from social science. For instance, not a single statistic appears in the piece. And Kennan did not couch his thesis as “Russian hostility is correlated with, but not caused by, Marxist ideology.” The Long Telegram resonates with oral cadences. Consider the first sentence: “… questions so intricate, so delicate, so strange to our form of thought, and so important to analysis of our international environment. …” Indeed, he dictated the whole piece from his sickbed that fateful day in 1946. Dorothy Hessman took it down. We know her name from his memoirs, where he honors her as “ suffering and able” (emphasis added). Kennan includes the Long Telegram as an annex in his memoirs. It is followed by another piece he wrote at roughly the same time, but then never sent. It offers 10 rules for dealing with Soviet officials. For the modern reader, it jumps off the page. It seems a cable from our own day, especially with its punchy style and practical observations. Alas, history has forgotten it. The Centennial Conference in Princeton never mentioned it. It is the Long Lost Telegram. STILL RELEVANT The Centennial Conference gave the Long Telegram its historical due. We also could consider several lessons for cable writers of today. First, timing can be everything. For months before the Long Telegram, Kennan had been sounding the same message. Finally, in February of 1946, Washington was in receive mode. The question came up at the Centennial Conference: Would a Long Telegram be possible today? Jack Matlock, the former American ambassador in Moscow and thus a Kennan successor, replied that a truly influential cable is rare. It has to arrive at just the right time; it has to appear when leaders are questioning the course of policy, as was the case in early 1946. Indeed, Kennan’s piece is remembered for its length, but exercised its influence because of its timing. We could also call it the Timely Telegram. Second, follow-up can also be decisive. Kennan did not submit his telegram and then retire to his farm. Rather, within four months of its transmission, he returned to Washington, and within one year, he headed the new Policy Planning office. Throughout the subsequent years he continued to explain his thesis. A critic once said of Eric Remarque that he suddenly appeared in the 1920s as the forceful author of , but then failed to show up as a forceful person to explain the book. Nothing could be further from Kennan. Third, Acheson’s emphasis in cable writing on practical policy advice remains valid. The section heading at the end of the Long Telegram is striking for the contemporary FSO: “Practical deductions from standpoint of U.S. policy.” And yet it delivers more along the lines of shrewd insights than practical deductions. And compare the concluding thoughts of the Long Telegram and “Sources”: In the latter, Kennan has jumped to an even more lofty level in advising policy-makers. Kissinger called the concluding lines of “Sources” a “philosophy of history” (surely Kissinger’s highest tribute). But the cables of today are more apt to be practical than philosophical, and thus win more laurels from Acheson than Kissinger. CONCLUDING COMMENT As noted, the Long Telegram does not have a subject line. That may explain its fate of being interpreted in varying ways, often to Kennan’s chagrin. That may explain its curious, empty designation as the Long Telegram. Using language from Kennan’s memoirs, I wish to propose a subject line. It would do justice to his central thesis of the need to dismiss illusions of an alliance with the Soviet Union while not embracing militaristic confrontation with Moscow: SUBJECT: HOLDING A MIDDLE GROUND OF POLITICAL RESISTANCE               Vnukovo International Airport Overview Map Directions Satellite Photo Map Overview Map Directions Satellite Photo Map Tap on the map to travel Notable Places in the Area Vnukovo Airport Locales in the Area Bol’shoye Pokrovskoye Type: Airport Description: international airport serving Moscow, Russia Categories: international airport , airport , commercial traffic aerodrome , federal aeroport and transport Location: Vnukovo District , Western Administrative Okrug , Moscow , Moscow Oblast , Central Russia , Russia , Eastern Europe , Europe View on Open­Street­Map Vnukovo International Airport Satellite Map Landmarks in the Area Stantsiya Aeroport Railway station DoubleTree by Hilton Moscow - Vnukovo Airport Hotel, 2½ km northeast Vnukovskoye Kladbishche Cemetery, 4½ km northeast Stantsiya Tolstopal’tsevo Railway station, 5 km west Stantsiya Lesnoy Gorodok Railway station, 5 km northwest Popular Destinations in Moscow Curious places to discover. 124 IMAGES Princeton art history phd dissertation Princeton art history phd dissertation Princeton art history phd dissertation Discovering the Princeton University Art Museum History The Fascinating History of the Princeton University Art Museum VIDEO Dig Deeper General George Washington's Triumph at Princeton || history COMMENTS Art and Archaeology The graduate program in Art and Archaeology is a five-year program. This five-year period is referred to as "regular enrollment." Graduate study is carried out within one of seven broad fields: 1) Ancient, 2) Byzantine and Medieval, 3) Renaissance and Baroque, 4) Modern and Contemporary, 5) East Asian, 6) Islamic, and 7) African and African Diaspora. Department of Art and Archaeology Department of Art & Archaeology Princeton University, 3-S-2 Green Hall Princeton, New Jersey 08544 Tel: (609) 258-3781 Fax: (609) 258-0103. Map and Directions Graduate Handbook The graduate program in Art and Archaeology is designed to prepare students for teaching and research at the university level, curatorial positions in museums, and other careers in the visual arts. The department's intimate size, together with Princeton's commitment to teaching, ensures scholarly flexibility and close working relationships ... Faculty Department of Art & Archaeology Princeton University, 3-S-2 Green Hall Princeton, New Jersey 08544 Tel: (609) 258-3781 Fax: (609) 258-0103. Map and Directions Graduate Students Department of Art & Archaeology Princeton University, 3-S-2 Green Hall Princeton, New Jersey 08544 Tel: (609) 258-3781 Fax: (609) 258-0103. Map and Directions Program in Archaeology Interested graduate students should consult Graduate Program information. ... (the "Group 1" for the History of Art majors), and at least one must be a course outside of the Department of Art and Archaeology (see the list below). ... Department of Art & Archaeology Princeton University, 3-S-2 Green Hall Princeton, New Jersey 08544 Tel: (609 ... CAS Central Authentication Service. NetID. Password: Login. Change my Password or Get Help. By proceeding to access and use University computing and network resources through this sign-on, you agree to abide by applicable laws and University policies in your use of these resources. The University's right to access, preserve, and review information ... Graduate The graduate program in History values an approach to scholarship grounded in the particular while retaining a sense of the whole. The faculty encourage students to take as comprehensive a view of history as possible with the goal of cultivating a far-reaching understanding of the past. ... 129 Dickinson Hall, Princeton, NJ 08544-1017 Phone ... Art and Archaeology The Department of Art and Archaeology is devoted to the study of the visual arts and the investigation of material artifacts from a wide range of cultures and periods. Undergraduate programs of study include history of art and studio arts. An undergraduate certificate in archaeology is available. The graduate program in Art and Archaeology is designed to prepare students for teaching and ... Interdisciplinary Humanities (IHUM) IHUM confers a joint doctoral degree, with applications accepted in the third year of study from students enrolled in the Ph.D. programs in the following departments and schools: Anthropology, Architecture, Art and Archaeology, Classics, Comparative Literature, East Asian Studies, English, French and Italian, German, History, Music, Near Eastern Studies, Philosophy, Political Philosophy in ... Program Guidelines Undergraduate: 609-258-6725 · Graduate: 609-258-5529. Email: ·. ·. The Guidelines for the graduate program in History are intended to be a reference for all policies and procedures relevant to the Ph.D. programs in History and History of Science. All students are also responsible for adhering to university policies as described in Rights ... History Overview. The graduate program in history values an approach to scholarship grounded in the particular while retaining a sense of the whole. The faculty encourage students to take as comprehensive a view of history as possible with the goal of cultivating a far-reaching understanding of the past. Throughout their enrollment, students develop ... Theses/Dissertations Theses & Dissertations at Princeton and elsewhere. Information about accessing Princeton senior theses may be found here.For information about accessing Princeton doctoral dissertations, click here.For more information about older Princeton doctoral dissertations, see Mudd Library's finding aid.. One may also search in ProQuest's Dissertations and Theses database, which includes the full-text ... Ancient World The Program in the Ancient World enables doctoral candidates with wide-ranging interests in the ancient world (ancient Mediterranean and Near East) to extend their studies beyond departmental lines and pursue work in the languages, history, art, archaeology, and the religions of antiquity. Four departments provide the majority of offerings ... 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List of Princeton University people Art History: PhD 1964 Professor of Art History Emeritus at Pomona College, 1971-1989 [4] Danielle Allen: Political Theory and Public Policy: ... the lead played by John Malkovich, was a Princeton Graduate Class of 1973, and in a scene at a fictional Princeton Club, leads a fast-tempo rendition of Princeton's anthem, ... Francesca Spadaro Department of Art & Archaeology Princeton University, 3-S-2 Green Hall Princeton, New Jersey 08544 Tel: (609) 258-3781 Fax: (609) 258-0103. Map and Directions People Chandler Allen is a doctoral student in the History of Science, with a particular focus on intersections between modern and contemporary art and science and those who skirt the history-fiction divide. 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Educated at Harvard and Princeton Universities, he began as a specialist in the Italian Renaissance, but continued ... History (PhD) Our students can participate in the opportunities offered by The African American Public Humanities Initiative, an interdisciplinary program that integrates the disciplines of English, History, Africana Studies, and Art History with an intentional focus on training students for a broad range of careers in and beyond the academy. We take pride ... MPhil in History (Intellectual History) As a graduate student, you will have access to the University's wide range of world-class resources including libraries, museums, galleries, digital resources and IT services.. The Bodleian Libraries is the largest library system in the UK. It includes the main Bodleian Library and libraries across Oxford, including major research libraries and faculty, department and institute libraries. Princeton Art Museum exhibition "Massive Green-Glazed Horse," a piece of red earthenware from between A.D. 25 and A.D. 220, is part of the exhibition, "Recarving China's Past: Art, Archaeology and Architecture of the 'Wu Family Shrines'" that runs through June 26 at the University Art Museum.. The show re-examines one of ancient China's great archaeological sites in an effort to ... Prospective Students Princeton's History Ph.D. program is designed to be completed in five years. During the first two years students complete their coursework, language training, two original research papers, and take the General Examination. Students devote the next three years to researching and writing the dissertation, drawing upon Princeton's rich library ... Princeton Alumni Weekly: PawPlus Princeton's curators treated the telegram, written in February 1946 when Kennan was Charge in Moscow, as a founding document in American foreign policy. ... 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