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Doctor of philosophy in biblical studies (phd), avg. completion time.

is between 4 - 4 ½ years for full-time students

Delivery Method

Why earn a phd in biblical studies through capital.

Our Doctor of Philosophy in Biblical Studies will do much more than simply add two letters to the beginning of your name – it will transform the way you understand the Bible and do ministry.

In this terminal research doctorate, you will become a biblical scholar and gain deep insights into the Word of God. Through the program, students will expand their mastery of the original languages of the Bible, the cultural backgrounds of the Bible, the significance of the intertestamental period, and the history of hermeneutical frameworks and theological developments from the early church up to the present.

Course Length

Residency Requirement

Three 6-day residencies per year (locations vary)

Capstone Requirement

Research Dissertation Compare the Fundamental/Basic & Applied Research Approaches

PhD in Biblical Studies Program Cost & Financial Aid

See the Program Costs Explore the Financial Aid Options

Admissions Info:

Learn about the doctoral admissions process.

August 1 May 1 for international students

Our Philosophy of Doctoral Education

Read about our Educational Philosophy.

Would You Like More Information?

Take a moment to request more information, and one of our admissions counselors will be in contact with you to provide you with further details or answer your questions.

Program Plan

Phd in biblical studies (60 credits).

Biblical Studies Courses 32 Credits

Education Theory & Practice Courses 8 Credits

The Dissertation Series 20 Credits

View the Academic Catalog for the complete curriculum plan, course descriptions and complete program details.

Schedule a Time to Chat

Want to learn more about this doctoral degree or LBC | Capital’s graduate education? Consider scheduling an appointment to talk virtually or in person with an Admissions Counselor who will be glad to answer all your questions about earning a doctoral degree.

Program Distinctives - What makes LBC | Capital's program unique?

This program blends the American and European model of PhD studies by devoting 40 hours to the coursework phase and 20 hours to the dissertation phase. Other things that set our program apart include:

• It’s designed for life-engaged learners who need to maintain residency near their existing ministries and vocations.
• Courses are delivered in a unique, blended learning model that combines online and face-to-face classes, including three face-to-face learning experiences each year.
• This program uses the cohort model, which allows a group of students to travel the educational path together, supporting and encouraging each other throughout the journey. Admission is limited to 12 to 18 applicants per cohort group.

Career Paths

The PhD in Biblical Studies will prepare you for a wide range of service and ministry contexts. Here is a sampling of ministries of our PhD alumni serve in:

• Lead Teaching Pastor in a church of any size
• Director of a parachurch ministry or a missions organization
• Professor of Bible or Theology in an institution of higher Christian education
• Program Director in an institution of higher Christian education

Program Goals – In this program, students will…

• Develop greater expertise in exegesis through advanced training in the original biblical languages of Hebrew, Aramaic and Greek.
• Comprehend and analyze Scripture against the backdrop of the languages, civilizations, and literatures of the ancient world in which the revelation of God was first given to humanity.
• Explore and evaluate the history of hermeneutical frameworks and theological developments from the early church to the present day in order to have a more informed understanding of the theological foundations of the church.
• Be equipped to think and execute skillfully as classroom and online teachers in the rapidly changing higher education environment.
• Be equipped to think and execute skillfully as research scholar and authors, honing the skills necessary to complete a doctoral dissertation.
• Elect one of two approaches to research – the humanities approach most commonly employed in biblical scholarship or the empirical approach often employed in the field of education.

Course Plan

The following is the proposed schedule for this degree program.

Meet the Faculty

Mark meyer, phd, professor, phd in biblical studies program director, samuel harbin, dmin, program chair for seminary masters programs, douglas finkbeiner, phd, professor and mabs director, joe kim, phd, professor of bible & theology, debra johnson-cortesi, phd, assistant director of ministry doctoral programs, professor, michael anthony, phd, adjunct faculty, hear from students about this phd program.

Listen to our students explain why they love our PhD in Biblical Studies, what made them choose it and how it is impacting them as ministers and professionals.

Watch Video

Resources for the PhD Program

Here are some additional resources that may assist you in discovering more information about this program.

• View the PhD Biblical Studies Prospectus (pdf)
• Compare Our Doctoral Programs

Looking for Ways to Finance Your Doctoral Degree?

LBC’s Financial Aid Office can help you navigate the process.

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Lancaster Bible College

Our students experience the Word of God in theory and life. That is what we call a Bible-centered, Bible college education preparing you for a life of service with eternal perks - which is more than a degree of satisfaction, it's a degree with satisfaction!    Visit Website

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Today's LNP e-Newspaper

• August 26, 2024

Pequea Valley bus driver helps young kids get on a bus and enter the school building for the first day of school on Tuesday, Aug. 20, 2024.

• SUZETTE WENGER | Staff Photographer
• Copy article link

The new school year begins in Lancaster County, bringing challenges, anxieties and hopes [editorial]

• THE LNP | LANCASTERONLINE EDITORIAL BOARD
• Aug 25, 2024

Last week, the Cocalico, Eastern Lancaster County, Lancaster and Pequea Valley school districts kicked off the 2024-25 school year . They were followed by Columbia Borough, Lampeter-Strasburg and Hempfield. Other Lancaster County public districts will begin the new school year this week.

Lancaster County students, parents, teachers, school staff members and administrators: In the spirit of famous sitcom educator Gabe Kotter (kids, ask your parents), welcome back.

Also, we apologize if the “Welcome Back, Kotter” theme song now is lodged in your brain.

We know this is a bittersweet time. There’s so much promise at the start of a new school year, but it also brings a return to hectic schedules, packed lunches, extracurricular activities and stresses — social, emotional and academic.

If your child is at a pivotal new stage — entering kindergarten, elementary school, middle school or high school — we know the excitement may be mixed with anxiety. Putting your little one on a school bus for the very first time, for instance, may be daunting — but you’ll survive it, and so will your child. Before you know it, your child will be starting the final year of high school, and you’ll be wondering where the time went. As wise parents know, the days may be long, but the years are short.

For school administrators, the challenges are many, as they shepherd their students and staff members not just through the start of the new academic year, but also through policy changes and building projects, such as the newly renovated Manheim Central High School and the construction of Pequea Valley’s nearly $92.3 million, 268,000-square-foot joint middle and high school (the Pequea Valley building is expected to open in time for the 2025-26 school year).

Also among those challenges is Pennsylvania’s teacher shortage. The Cocalico School District this year is joining an initiative to remedy that problem. 

Superintendent Ella Musser said 17 Cocalico High School students will participate in the Educators Rising program, a teacher preparation program in which students learn classroom management, lesson preparation and teach classes. Cocalico joins the School District of Lancaster in offering this program.

As LNP | LancasterOnline’s Ashley Stalnecker reported Aug. 11 , “McCaskey became one of the first four schools in the state to adopt the program in 2023, and 11 additional schools across the state have approved to use the curriculum this academic year. The two-year course is offered as part of McCaskey’s career and technical education programming, where it is used to train students to teach at the elementary, middle and high school levels.”

This grow-your-own-educator program, developed by Virginia-based nonprofit PDK International, is such a fantastic idea.

Amanda Funk teaches the Educators Rising curriculum at McCaskey, working alongside Jen Johnson, who has taught early childhood education courses at that high school for eight years.

“Students learn from Johnson and Funk in their junior year before choosing whether to pursue the path of early childhood or kindergarten through 12 education,” Stalnecker explained. “As seniors they’ll go more in depth into the paths they choose and spend time working with students in an early childhood program or teaching classes to elementary, middle or high school students.”

Wisely, student-teaching assignments at the high school level will be completed in a neighboring district.

Eventually, though perhaps not this school year, seniors enrolled in the program will take an end-of-year assessment administered by the National Occupancy Testing Institute to measure their level of preparation for entering the workforce. “Seniors also graduate with credentials needed for teaching, which include CPR and first-aid certification and background clearances,” Stalnecker noted. About 30 students are enrolled in Johnson’s and Funk’s classes for the 2024-25 school year.

In addition to helping to ease the teacher shortage, the Educators Rising program is aimed at increasing the diversity of the teacher workforce. According to the National School Boards Association, “Studies show all students benefit when they have access to teachers of color, but this is especially true for minority children. They have better academic performance, improved graduation rates, and are more likely to attend college when taught by teachers of color.”

As Christopher Clayton, the Pennsylvania State Education Association’s director of education services, pointed out, 95% of Pennsylvania's 108,000 teachers are white.

Even in the diverse School District of Lancaster, where the majority of the district’s more than 10,000 students are Hispanic, 90% of the 800 teachers are white.

Zoe Patterson, a biracial McCaskey student who will be the first in her family to attend college, told Stalnecker that she hopes to attend Millersville University and return to her district as a third grade teacher.

“Growing up, school was my safe place,” Patterson said. “This is a place where students learn, grow and change in front of your eyes. ... I want to make kids fall in love with education.”

We can’t think of a better endorsement for the Educators Rising program. The School District of Lancaster and Cocalico deserve high marks for embracing it.

While Lancaster County school districts continue to face challenges hiring support staff, the struggle has eased somewhat . The solution to such hiring woes seems obvious in retrospect. As Stalnecker reported, “Districts and bus companies have increased benefits and raised pay to improve their hiring prospects, and they established merit-based pay increases to boost recruitment and retention.”

Pay workers, and they will come.

Alas, you can’t pay students to come to school — that occasionally may take some urging from parents. If that’s a struggle some of you face, we wish you the best of luck.

We wish students a school year in which steps forward outnumber setbacks and joys outnumber difficulties. We hope every student finds a friend to sit with in the cafeteria and finds something to spark their curiosity in the classroom. And we thank, in advance, the teachers, guidance counselors and other school staff members who will ensure this happens. We also thank the custodians who have worked tirelessly to prepare the schools for reopening.

We hope for less contentious school board meetings and an emphasis on meeting the needs of all students rather than catering to a narrow segment of a school community.

Ready or not, the 2024-25 school year is upon us. We hope it’s a great one.

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• Dec 31, 1969

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• Physical Education, MA, and Single Subject Teaching Credential

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Earn a Physical Education, MA, and Single Subject Teaching Credential at Azusa Pacific University

You’ll graduate equipped to lead a comprehensive physical education program with a Master of Arts in Physical Education and Single Subject Teaching Credential. With comprehensive courses, hands-on experience, and online options, APU’s faculty-mentors will equip you with teaching methods, curriculum models, fitness concepts, sport pedagogy, and holistic health insights for the 21 st -century student. You’ll also gain an SB 2042 Preliminary Single Subject Teaching Credential and be prepared to make a difference in teaching and coaching at K-12, junior college, and university levels.

See Admission Requirements

Program at a Glance

Upcoming events, application deadline.

Start times are available throughout the year—fall, spring, and summer.

The admission requirements for your physical education master’s and credential program will vary depending upon your status as a domestic or international applicant.

Program Information

• Program Units: 47
• Cost per unit: $745
• Base Cost: $34,974*
• Azusa (Main Campus), High Desert,  Murrieta, Orange County

Yellow Ribbon and Military Friendly School

Gain Hands-on Experience

• Develop effective teaching skills for K-12 students learning physical education.
• Prepare for roles in coaching and leading athletics programs.
• Learn effective teaching methods for holistic health in diverse classrooms.
• Learn practical teaching methods for comprehensive physical education programs including a focus on psychomotor, cognitive, and affective learning in diverse classrooms.

By the Numbers

Get started.

Brian Casey ’09, ’12: A European Football Life

Brian Casey ’09, ’12 has played professional American football for six teams across five countries in Europe. “The ability to play the game and inspire others to continue their dreams is the greatest gift I could ever ask for,” he said.

Read More About Brian

Program Details

The Master of Arts in Physical Education and Single Subject Teaching Credential program equips students with the skills and knowledge needed to teach physical education and coach at the K-12, junior college, and four-year university levels.

Browse the tabs below—if you have questions, visit the  Student Services Center  page, and we’ll make sure you get the info you need.

Admission Requirements—Domestic Applicants

The  university graduate  and program admission requirements below must be met before an application is considered complete.

• Graduate application for admission
• $45 nonrefundable application fee
• Official transcripts from all institutions leading to and awarding the applicant’s bachelor’s degree from a regionally accredited institution and all postbaccalaureate study An official transcript is one that Azusa Pacific University receives unopened in an envelope sealed by the former institution and that bears the official seal of the college or university. A cumulative minimum 3.0 (on a 4.0 scale) grade-point average on the posted degree is required for regular admission status. Provisional admittance may be granted to individuals with a lower GPA if competency can be shown through multiple measures.
• Two recommendations that assess competence and character. Appropriate recommendations include those who have supervised the applicant’s leadership or teaching experience with children/youth in public or private settings, an employer who directly supervised the applicant, or one faculty/academic reference. References from neighbors, friends, and relatives are not appropriate, unless they have served as supervisors. Additional letters are optional.
• Résumé (preferred) or statement of experience including the most relevant work and volunteer experience
• One- to two-page personal statement addressing the following topics: experiences from the applicant’s background that may enhance the teaching experience; the most rewarding and challenging aspects of working with youth; why the applicant wants to teach; preferred grade level and content areas and why; and how the applicant envisions supporting the success of all students and contributing to the profession. Written communication skills will be assessed along with content.
• Proof of Certificate of Clearance (COC). Applicants for Summer or Fall Terms must have a COC valid through January 31. Applicants for the Spring Term must have a COC valid through June 30. View instructions on  Obtaining a Certificate of Clearance (PDF) . Applicants are encouraged to begin this step as soon as possible to allow time for the California Commission on Teacher Credentialing to process your information.
• Proof the Basic Skills Requirement has been satisfied
• Proof of subject matter preparation or proof of paid registration for the next appropriate California Subject Examinations for Teachers (CSET) administration (view  teacher test preparation resources )

Send official transcripts to:

What to expect.

After all admission materials have been received by the  Student Services Center , the faculty or department chair reviews the applicant’s file. The applicant is notified in writing of the admission decision.

Admission Requirements—International Applicants

Azusa Pacific University is authorized under federal law by the U.S. Citizen and Immigration Services and the U.S. Department of State to enroll nonimmigrant, alien undergraduate and graduate students. APU issues and administers both the I-20 and DS 2019 (F-1 and J-1 status documents respectively).

To apply for a graduate program at APU, the following requirements must be fulfilled in addition to meeting the domestic applicant and  program-specific admission requirements  specified above.

International applicants must also:

• Demonstrate proficiency in English through a placement test with the  Academic Success Center , or through a TOEFL/IELTS score that meets program-specific requirements. Refer to APU’s  English proficiency requirements  to learn more. Request that official test scores be sent to APU. All other forms of proof indicated in the English proficiency requirements must be submitted directly to International Services.
• Provide a  Graduate Affidavit of Financial Support (PDF)  and a bank statement from within the last six months proving financial ability to pay for education costs through personal, family, or sponsor resources.
• Submit a copy of a valid passport showing biographical data, including your name, country of citizenship, date of birth, and other legal information.
• Get foreign transcripts evaluated. International credentials (transcripts, certificates, diplomas, and degrees) must be evaluated by a foreign transcript evaluation agency. View our policy and a list of approved  Foreign Transcript Evaluation Agencies .

Graduate Physical Education Programs

View a complete list of   university fees .

All stated financial information is subject to change. Contact the   Student Services Center at (626) 815-2020 for more information.

Several types of   financial aid   are available to graduate students. The resources range from federal loans and state grants to, for some graduate programs, fellowships and scholarships. For details about financial aid available for your program, please contact the   Student Services Center   at   (626) 815-2020 .

Military Benefits

Military members—and in some cases their spouses and dependents—qualify for   financial assistance   covering tuition, housing, and books. Azusa Pacific is a Yellow Ribbon University and Military Friendly School, so you can be confident that you’ll receive the benefits and flexibility you need to complete your education.

Physical Education Scholarships

Kyle ian macdonald memorial scholarship.

This scholarship is in honor of Kyle Ian MacDonald, MS ’15, a graduate of APU’s   MS in Physical Education program . The intent of this scholarship is to financially support students in the pursuit of teaching and mentoring students through coaching, physical education, exercise science, and sport management. Awards range from $2,500-$2,800. To apply, fill out the   Kyle Ian MacDonald Memorial Scholarship Application (PDF)   by August 1 and email the completed form to   [email protected] .

Physical Education MOU Partner Discounts

Memorandums of Understanding (MOUs) are agreements between Azusa Pacific University and various entities (such as cities, counties, and businesses) that allow for employees of those entities, their spouses, and their children (up to age 26) to receive a tuition discount for select Azusa Pacific programs. MOUs are a great way for employers to promote the professional development and advancement of their employees.

The   School of Education   and the   School of Behavioral Sciences   offer a 10 percent tuition discount for eligible employees of the following districts, counties, and charter schools who will start in a   graduate education program   through the School of Education or a   graduate physical education program   through the School of Behavioral Sciences.

Please note:   The School of Education’s doctoral program (Ed.D. in Educational Leadership) is not eligible for any MOU discount. The discount cannot be combined with other institutional aid.

Contact the Student Services Center at   [email protected]   or (626) 815-2020 to work with a Student Account Specialist to see if your school district participates.

School of Behavioral Sciences Alumni Tuition Discounts

APU’s   School of Behavioral Sciences   offers an alumni tuition discount for APU alumni starting in the following graduate programs:

• Adapted Physical Education Added Authorization
• Master of Arts in Clinical Psychology: Marriage and Family Therapy (MFT)
• Master of Arts in Physical Education
• Master of Science in Child Life
• Master of Science in Physical Education
• Master of Science in Research Psychology and Data Analysis
• Master of Science in Counseling Psychology with Specialization in Children and Adolescents

Students must be in good academic standing and maintain satisfactory academic progress with a minimum cumulative grade-point average (GPA) of 3.0. Students must be enrolled at least half-time. If qualifications are met, the discount may be renewed each term. APU will pay $500 per term (up to $2,000 over the course of the program). This discount cannot be combined with other institutional aid. Contact   Student Financial Services   for complete eligibility details.

Note: Award and eligibility are applicable for the 2022-23 academic year and apply to students admitted beginning fall 2020. The discount is subject to change.

Program Requirements

If you have questions, we’re here to help! Connect with a representative who can walk you through the program details and application process.

Contact Your Admissions Representative

Additional Program Contact

Sarina Bautista, program manager,   [email protected] , (626) 815-5473

Department of Kinesiology

(626) 815-5086

Monday–Friday, 8:30 a.m.-4:30 p.m.

Student Services Center

Contact (626) 812-3016  or [email protected] , and visit  apu.edu/ssc  for details on the admissions process, financial aid, and class registration.

International Services

International students should contact +1-626-812-3055 or  [email protected] , and visit  apu.edu/international/ .

• Azusa Pacific University is accredited by the WASC Senior College and University Commission (WSCUC). 
• The Master of Arts in Physical Education and Single Subject Teaching Credential is approved by the California Commission on Teacher Credentialing (CTC)
• National Council for the Accreditation of Teacher Education (NCATE), which is transitioning to the Council for the Accreditation of Educator Preparation (CAEP).

Featured Faculty

Andrew Alstot

Associate Professor, Department of Kinesiology, Coordinator MA in Physical Education

Cindy Tanis

Professor, Department of Kinesiology

Angela Robles

Associate Professor, Department of Kinesiology, Program Director, Graduate Physical Education: Curriculum Management and Event Planning

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Career Outlook and Outcomes

The Benefits of Physical Education: How Innovative Teachers Help Students Thrive

Making sure students get the benefits of physical education comes down to innovative teachers. Here’s how today’s educators are updating gym class.

Read the Article

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The​ Master of Science in Artificial Intelligence​ Engineering degrees (MS AIE) take AI and embed it into engineering frameworks, including engineering representations, applications within engineered systems, and discipline-specific interpretations of system outcomes. Within these frameworks, students will learn to invent, tune, and specialize AI algorithms and tools for engineering systems.

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Emotion detection system puts a smile on their face

Silicon Valley students use AI to develop an emotion detection system that can help job seekers improve performance and build confidence.

Faculty at Carnegie Mellon University Africa hosted workshops to give educators important classroom resources, while Mastercard Foundation Scholars visited secondary school students to build their programming and computer skills. The goal is to get students interested in ICT early on so they can ultimately pursue careers in the field.

Refugee outreach welcomes students to the ICT space

New course harnesses AI to kindle creativity

New course, AI for Humanities, offers a unique perspective on how AI can revolutionize our perception and interaction with creative expressions.

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News & Events

Engineering students awarded Fulbright Scholarships

Six students and alumni from the College of Engineering will research and study abroad on Fulbright program scholarships.

Siddiqui receives Udall Scholarship

Aleena Siddiqui has received the Udall Scholar award, which recognizes future leaders in environmental, Tribal public policy, and health care fields.

Advanced Manufacturing

NASA mentor guides student’s career trajectory

Campus research experience, NASA internship, and advice from a mentor propel material science and engineering student, Lauren Fitzwater, to pursue a minor in additive manufacturing.

Amateur radio for aspiring professionals

Introduction to Amateur Radio course teaches history, culture, and science of radio technology.

Reeja Jayan designed a syllabus that incorporates Minecraft to give students a hands-on approach to learning about materials science concepts like chemical vapor deposition polymerization without setting foot in an actual lab.

Visit the virtual lab

Undergraduates present research at Meeting of the Minds 2024

Engineering undergraduate students had a wonderful showing at Meeting of the Minds, displaying posters, giving presentations, and demonstrating projects they have worked on this past academic year.

Presidential and graduate fellowships awarded for 2024-25

College of Engineering graduate students have been awarded fellowships for the 2024-25 academic year.

Behring Foundation gift supports international undergrads in tech

Two students have received the Behring Scholarship, a scholarship to support students from Brazil pursuing tech-related undergraduate degrees at Carnegie Mellon University.

Parry receives Goldwater Scholarship

Katherine Parry, a junior in electrical and computer engineering, has received the 2024 Barry Goldwater Scholarship to support her pursuit of a research career.

Six members from the College of Engineering were recognized at CMU’s annual Celebration of Education Awards.

Honoring our educators

Engineering faculty awarded professorships

Carnegie Mellon University has awarded professorships to five exceptional faculty members in the College of Engineering.

Machine learning and extended reality used to train welders

Researchers apply machine learning to a lightly-modified off-the-shelf welding helmet and torch integrated with a Meta Quest headset and controller to train welders.

Infrastructure as a social sensor

A recent study examines the relationship between having access to broadband internet and unemployment during the pandemic, treating infrastructure as a proxy for bias rather than access.

Energy & Environment

Doctoral researchers shine in 3MT championship

College of Engineering students explained complex research and its importance in under three minutes in the annual Three Minute Thesis competition.

One student, two continents

CMU-Africa student Farida Eleshin (MSIT ’24) is concluding her master’s program with a final semester in Pittsburgh, where she’s working on several research projects in the CHIMPS Lab that focus on privacy and security.

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Online Master of Music Education Admissions

All graduate applications must be submitted electronically through the Graduate College. You will be prompted to first select the term for which you wish to apply. Then select “Graduate Degree Application.”

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• Bachelor's Degree : Applicants are expected to have a bachelor’s degree in music education from a regionally  accredited  U.S. college or university or equivalent.
• Official Transcripts  of all academic work showing a 3.0 GPA must be submitted with the online application.
• What role does assessment play in the music classroom and how do you effectively/efficiently implement assessment strategies on a regular basis? Please reference current research literature to support your stance.
• In your opinion, what do you foresee as a major contemporary issue that music educators will face in the near future? Please reference current research literature to support your stance.
• Discuss the role of the music educator with regards to providing high quality music education experiences to students with disablities in your classroom. Please reference current research literature to support your stance.
• Many teachers struggle to effectively manage the classroom. Please describe what you belive to be an effective classroom management strategy. Please reference current research literature to support your stance.
• Examine the role the music curriculum plays in the development of a well-rounded student. Please reference current research literature to support your stance. 
• Letter of Recommendation: Please provide a letter of recommendation from someone who has seen you teach (colleague, Principal, etc.) and can speak about your potential for success at the graduate level. Please send this directly to Dr. Talbert ( [email protected] ).
• Teaching Sample: Applicants for the music education graduate degree must provide a ten minute video recording which demonstrates proficiency in teaching. Please send the video link directly to Dr. Talbert ( [email protected] ).
• English Proficiency : Please review information about  Ohio University’s English Language Proficiency requirements.(opens in a new window)
• A $50 application fee is associated with the submission of your application for this program.

Application Deadlines

This program admits in Fall, Spring and Summer.

For full consideration, please apply by the priority application deadline of:

August 1 for the fall semester

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Marquette.edu  //  College of Education  //  Graduate Studies  //  Counselor Education and Counseling Psychology  // 

Master's Degrees Recommended Course Work

• Master of Science in Clinical Mental Health Counseling
• Master of Arts in School Counseling

Fall Year 1

Spring Year 1

Summer Year 1

Fall Year 2

Spring Year 2

CPCE Complete by end of February, year 2.

*Prerequisite for COUN 6986 Internship in Counseling **Must be taken prior to or concurrently with COUN 6986 Internship in Counseling

Specialization Requirements/Electives

(Note: The below courses can be electives for CMHC students without a specialization)

Addictions Specialization

Child/Adolescent Specialization

Possible Electives for All Students

*Prerequisite for COUN 6990 Internship in School Counseling **Must be taken prior to or concurrently with COUN 6990 Internship in School Counseling

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Mental Health PhD

Lancaster university, different course options.

• Key information

Course Summary

Tuition fees, entry requirements, similar courses at different universities.

Online/Distance

Key information DATA SOURCE : IDP Connect

Qualification type.

PhD/DPhil - Doctor of Philosophy

Subject areas

People With Mental Health Problems: Social Work Psychiatry

Course type

An international first, the PhD in Mental Health meets the needs of those wishing to gain a deep and critical insight into mental health theory, research and practice and to develop or enhance research skills whilst fulfilling their existing responsibilities. The programme is offered part-time and combines innovative distance learning with face-to-face teaching at an annual autumn Academy held in Lancaster.

The programme brings together the theory and practice of mental health, including psychological models of psychological disorders, evidence-based interventions and current priorities for mental health. Whether you are based within a healthcare setting, local government, education, research or management, the PhD in Mental Health is your chance to work with world-leading academics on the production of a thesis that makes an original contribution to knowledge within your area of professional practice.

This part-time, flexible doctorate runs over a minimum of four and a maximum of seven years. The programme begins with a compulsory five-day Induction Academy in Lancaster. Each of the subsequent academic years start with a compulsory three-day autumn Academy, while the rest of the course is delivered via e-learning. Attendance at the annual academies is compulsory until students have been confirmed on the PhD programme

Years 1 and 2 consist of taught modules delivered online. In Year 1 students take a specialist module that covers the theory and practice of mental health followed by a module on research philosophy and a module on research design. Year 2 modules may include: Systematic Reviews, Data Analysis, Research Design and Practical Research Ethics.

From Year 3 onwards, students undertake an independent research study, which will conclude with the submission of a thesis that makes an original contribution to knowledge. The research project will be supervised from the University but undertaken in students’ own location or workplace. Supervision meetings take place using video conferencing software such as Skype. During the annual autumn Academy students meet with supervisors face to face.

A number of mental health research groups work from Lancaster University’s prestigious Division of Health Research. For example, the Spectrum Centre, which has attracted more than £6m in funding since its launch, is the only specialist research centre in the UK dedicated to translational research into the psychosocial aspects of bipolar disorder and associated conditions (including recurrent depression, anxiety, and psychosis), as well as developments in their treatment. Other staff research interests include mental health in people with chronic physical conditions or difficulties and ensuring positive mental health among socially marginalised groups.

Our close links to NHS mental health services in the North West of England and the voluntary sector, both regionally and nationally, combine with the current research interests of staff to inform the content of our modules. Service users will also be actively involved in the delivery of the taught component of your Doctorate.

UK fees Course fees for UK students

For this course (per year)

International fees Course fees for EU and international students

Students need to have 2:1 Hons degree (UK or equivalent) in an appropriate subject and relevant work experience. We may also consider non-standard applicants.

Global Mental Health MSc

London school of hygiene & tropical medicine, university of london, ma medical anthropology and mental health, soas university of london, msc mental health nursing, bournemouth university, mental health msc, anglia ruskin university, pgdip mental health nursing, london south bank university.

Joel Collier

Biomedical engineering.

Associate Dean for Doctoral Education, Theodore Kennedy Professor of BME

Research Themes

Biomaterials, Immune Engineering, Tissue Engineering & Regenerative Medicine

Research Interests

The design of biomaterials for a range of biomedical applications, with a focus on understanding and controlling adaptive immune responses. Most materials investigated are created from molecular assemblies- proteins, peptides or bioconjugates that self-organize into useful structures such as nanofibers, gels, and particles.

The Collier Lab designs biomaterials for a range of biomedical applications, with a focus on understanding and controlling adaptive immune responses.  Most materials investigated are created from molecular assemblies- proteins, peptides or bioconjugates that self-organize into useful structures such as nanofibers, gels, and particles. 

These biomaterials are being developed as novel treatments for infectious diseases, cancer, wound healing, and chronic inflammation.  Additionally, as these strategies are developed, basic insights into how materials engage the immune system are uncovered.

• Ph.D. Northwestern University, 2003
• Theodore Kennedy Professor of Biomedical Engineering
• Professor of Biomedical Engineering
• Associate Dean for Doctoral Education in the Pratt School of Engineering
• Associate Professor in Integrative Immunobiology

Awards, Honors, and Distinctions

• Lois and John L. Imhoff Distinguished Teaching Award. Pratt School of Engineering. 2020
• Fellow. American Institute of Medical and Biological Engineering (AIMBE). 2017
• 2015 Biomaterials Science Lectureship. Royal Society of Chemistry Publishing. 2015
• Distinguished Investigator, Junior. Biological Science Division, University of Chicago. 2012

Courses Taught

• ME 391: Undergraduate Projects in Mechanical Engineering
• EGR 790: Special Topics in Engineering
• EGR 393: Research Projects in Engineering
• EGR 391: Projects in Engineering
• BME 792: Continuation of Graduate Independent Study
• BME 791: Graduate Independent Study
• BME 790: Advanced Topics for Graduate Students in Biomedical Engineering
• BME 789: Internship in Biomedical Engineering
• BME 729S: Teaching Seminar for Repeat Teaching Assistants
• BME 728S: Teaching Seminar for New Teaching Assistants
• BME 702S: BME Graduate Seminars
• BME 701S: BME Graduate Seminars
• BME 494: Projects in Biomedical Engineering (GE)
• BME 493: Projects in Biomedical Engineering (GE)
• BME 394: Projects in Biomedical Engineering (GE)
• BME 221L: Biomaterials

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Your PhD application

Application process

We accept applications for our doctoral programmes throughout the year. The process is outlined below.

Preparing a research proposal

All applications for UK, EU and International applicants must be completed using our online application system where you can complete the form, upload your supporting documents and track the progress of your application. It's best to apply early as competition for places is intense.

The online system will require you to provide the below documents:

• Degree transcripts for undergraduate and Master's study
• Two references (at least one should be an academic reference)
• A research proposal, which will help us identify an appropriate supervisor(s) for your areas of research.

A PhD thesis is a structured argument that demonstrates expertise in a specific but very deep area of research. A successful PhD depends on showing that this argument is based on a strong body of theoretical and empirical evidence. Therefore, a strong research proposal should be a substantial attempt to explain your project (a maximum of 5,000 words). The proposal should include the elements below. The text should be clear and relevant to subject areas covered within LUMS. A strong PhD proposal is addressed to an academic audience and should explain a proposed inquiry into a question of relevance to a discipline, or an interdisciplinary field.

A working title

A proper title will inform the reader of the predicted intention of the proposal. The title should be no longer than 15 words and can contain a subtitle. It ought to indicate accurately the subject and scope of the proposed study, and should reveal the essence of the fundamental research question you will pursue.

General overview

This section will show why your central research question matters to you, and why it should matter to your readers. A strong proposal would do so by:

• Clarifying the phenomenon being investigated: what aspect(s) of reality are you concerned with? – this is an obligatory element of any research proposal;
• Clarifying what research question(s) you are asking about this phenomenon and therefore the main research aim.
• It will then explain clearly the area(s) of academic study and the discipline(s) within which you aim to situate the study.
• Finally, you should explain the context in which your pursuit of a PhD emerged and show how your own background gives you competence in this area.

Relevant literature review

A coherent analysis of the relevant literature you have used to arrive at your research question. This should be focused on academic literature in the discipline(s) to which you aim to contribute. This section must be clear about the areas of academic thought you will be working in for your research. Without clarity in this respect, a PhD project cannot find a proper home (meaning faculty, department, supervisors) in the university system. You need to explain relevant theoretical and conceptual structures, key debates, limitations and areas of disagreement that will all clarify where your original contribution intends to be.

Key research questions

Following your literature review and general overview, this section will spell out clearly the research question(s) that will structure your project. This is not merely a list of questions, but an explanation of how these are formulated and what answering them will contribute to the original argument you are aiming to develop. This section will help you and the readers think through the significance of the proposed research:

• Is it substantive enough?
• Will it be deep enough?
• Is it realistic within the three-year timeframe?
• A PhD thesis must be a serious process of thinking through substantial questions that animate debates in academic work. Are your research questions at the required level?

This section will explain how you plan to investigate systematically the research question(s) you posed above. You need to show how the phenomenon will be dissected and investigated:

• What modes of investigation, what sources of information, and what kind of fieldwork will allow you to dissect the reality of the phenomenon?
• What concepts, what arguments, what further additional questions, will allow you to help the reader think through the research question(s) as you would like them to see it and think about it?

Your method can entail empirical investigation strategies, theoretical and conceptual reviews, various types of sources of information about the reality you aim to examine.

The question of method is simple: what is the path of thinking you will follow in order to shed light on the phenomenon you propose to research? The method needs to persuade the reader that your thinking about your question(s) is coherent, substantial, systematic, and feasible.

Anticipated original contribution

A PhD degree is awarded for an original theoretical contribution to knowledge and understanding in a field of academic study. Without such a contribution, a PhD degree cannot be awarded.

• What do you consider to be your original potential contribution?
• What would your research help the academic community see in new ways if other academics look at things as you claim they should?

This section should be clear and show a sense of self-critical and measured ability to make intellectual propositions and claims.

Important note: A PhD thesis is not:

• a ‘management report’, or a bit of ‘reportage’, or a piece of simple journalistic writing;
• it is not a diary of personal experiences, a simple collection of impressions of what may have taken place during a period;
• it is not a ‘learning log’ (a simple collection of impressions of what happened to ‘me’ over a period);
• finally, a PhD dissertation is not a ‘consultancy advice report’.

Timescales and preliminary project plan

The aim of this section follows on and should explain

• The viability of the project both in terms of your own view of what can you do and in what timeframe; and
• The realistic prospects of the project if it entails working with other people and organisations required to make possible your empirical research.

If you are applying for funding, please note that the project must be achievable within the period for which it is covered. Research projects that are not realistic cannot be taken into consideration for funding.

Bibliography

Include a list of references to key articles and texts included in your application. Follow any proper, formal, academic referencing style consistently.

Before you submit your application, we encourage you to suggest potential supervisors for your studies by reviewing the research interests of academics on our website and evaluating synergies with your own proposed topic area.

When you are ready to submit it, you will need to visit our online application system where you can complete the form, upload your supporting documents and track the progress of your application. It's best to apply early as competition for places is intense.

Once an application has been received, the Doctoral Director for the relevant programme will circulate it to any academics they feel might be suitable/interested in supervising the project (including any suggested by you) for review.

Reviewing academics will consider both their capacity to supervise you and your ability to complete doctoral level research within a required timeframe and to Lancaster’s high standards in order to decide whether we should offer you a place to study with us.

We will carefully review your application, and our offers are dependent upon the availability of suitable academics with the knowledge, interest and capacity to supervise your proposed studies, and on your proposal offering the potential to contribute to our excellent standard of research within the School.

We make every effort to find supervisors for quality proposals, but please note that meeting the basic entry criteria may not automatically result in the offer of a place.

Studentships and funding

Our studentships and funding opportunities for PhD study are available through the UK's research councils, Lancaster University, and various other organisations. For details of some different types of studentships, which include fees and a living allowance, and further links for other funding opportunities, please see our PhD scholarship and funding information.

Allocating a supervisor

Matching you with a supervisor is an important step to create a long-lasting relationship that will shape your doctoral studies. We recommend reading the LUMS staff profiles and some of their research papers to find potential matches for your interests. As part of your application, you can mention the member of staff who is closest to your interests, and we will invite them to consider supervising you. Our places are limited, so it's best to apply early and be flexible in your research topic.

Start your application now