PhD Handbook NEW YORK UNIVERSITY
DEPARTMENT OF HISTORY
PHD PROGRAM
HANDBOOK FOR GRADUATE STUDENTS
2008-2009
Chair: Professor Joanna Waley-Cohen
Director of Graduate Studies: Professor Thomas Bender
Graduate Program Administrator: Eileen Bowman
Placement Officer: Professor George Solt
Director of Undergraduate Studies: Professor Hasia Diner
Department Administrator: Karin Burrell
Assistant to the Chair: Patricia Mouzakitis
Assistant to Director of Undergraduate Studies: Sadie Paschke
Graduate Program and Special Events Assistant: Jessica Corey
GSAS Associate Dean for Academic and Student Life: Kathleen T. Talvacchia, Ph.D
The PhD is a research degree. The principal objective of graduate training concerns the development of professional skills in historical research, and the principal source of professional employment for a holder of the PhD in history is teaching. The department seeks to prepare doctoral students for research and teaching, but we are also dedicated to preparing students for a variety of other careers, including public history and archival management.
The program includes 1) broad exposure to a general area of interest and its current literature and debates; 2) more intensive training in a special field, in which the student intends to conduct research and undertake his or her primary teaching; 3) a sound introduction to a second field; 4) training in research methodology; 5) appropriate linguistic competence; 6) completion of a dissertation judged to be a significant work of historical research and writing; 7) training as a classroom teacher; 8) for those who so choose, ways of presenting historical knowledge in other settings.
PERSONNEL
Advisor
The advisor is a key person in the student's career, both in the program and in the profession. The advisor will offer guidance, direct the dissertation, and play a crucial role in career placement by supporting fellowship and job applications. Within the department, the advisor can recommend to the Director of Graduate Studies that an exception be made to departmental rules for compelling academic reasons.
Before registration, each student will be assigned a preliminary advisor on the basis of scholarly interests. This is usually a faculty member with whom the student has been in contact with during the admissions process. This is, however, a provisional assignment, and during the first year, students are expected to make their own determination of a permanent advisor, based upon both intellectual and personal compatibility. The selected advisor may or may not be the originally assigned faculty member but must be a member of the History Department; this includes faculty members with joint appointments in History, but excludes associated faculty from other departments. Students should discuss their interests with the prospective advisor, and ask whether the faculty member is willing to serve. If so, the student must formally register that advisor with the Graduate Program Administrator.
After selecting a permanent advisor, students are permitted to change advisors once. A second change of advisor is possible under exceptional circumstances, with consent of the DGS, the second advisor, and the proposed third advisor. Students who seek to change their major field from the field in which they were admitted to the program must obtain permission of the former advisor, the proposed new advisor, and the Director of Graduate Studies.
By the end of the third semester in the program, students choose three examiners from within the department (including faculty with joint appointments, and associate faculty), and obtain their consent to serve on the qualifying examination committee. Students must submit to the Graduate Administrator a form signed by all committee members. Normally, these three examiners will also serve as the student's dissertation committee.
Director of Graduate Studies (DGS)
The Director of Graduate Studies is responsible for the overall management of the graduate program. Students with general questions about the program should bring them to the DGS. The DGS is also the final arbiter of the regulations of the program, and has the authority to make exceptions. Although the DGS does not have the authority to override the rules of the Graduate School, the DGS can petition on behalf of students; exceptions such as extensions of time to degree, late completion of incompletes, and extending Graduate School deadlines, are the prerogative of the Dean of the Graduate School and the sub-deans.
Graduate Program Administrator
The day-to-day administration of the program is the responsibility of the Graduate Program Administrator. Because the Administrator is the communications center for the department, make sure he or she has your current mailing address, telephone numbers, and e-mail addresses. Questions about rules, deadlines, funding, grants, and other bureaucratic issues should be directed to this office. If an issue or problem requires faculty advice or approval, the Administrator will advise the student to speak with the advisor or the DGS. The administrator also maintains files of previous years' examination questions, funding opportunities, and job notices.
Graduate Program and Special Events Assistant
The Department Assistant is responsible for the practical aspects of registration: providing registration materials and the access codes by which students officially register. The Assistant also directs students to graduate course scheduling information, files of course syllabi, and works with the Placement Officer in organizing and mailing out students’ dossiers.
Associate Dean of the Graduate School for Academic and Student Life: This office, located at 1/2 Fifth Avenue, provides information about issues and questions beyond the scope of the department. Notably, this office provides funding for summer research travel, and funding to present papers at conferences. This office also provides information on external funding for graduate students.
COURSES
Course Selection
Students select their courses from departmental offerings and, with the approval of the advisor, may take courses in other departments. Students in their second year or beyond may also take courses at consortium universities (including Columbia University, the New School, the CUNY Graduate Center, Princeton, Stony Brook, and Rutgers University).
Types of Courses
There are two basic formats for courses in the department. 1) Colloquia are designed as reading and discussion courses, largely in secondary literature, with writing assignments related to that literature. With the permission of the instructor, students may substitute a research paper for the course's normal writing assignments (thereby counting the course for the seminar requirement). 2) Seminars are designed for the writing of individual student research papers, using primary sources. Enrollment is normally limited to 12 students, and members of the seminar will present their own work, and critically discuss the work of fellow students.
After completing the qualifying examination, and while writing the dissertation prospectus and the dissertation, students will take Directed Reading and Research, or Directed Dissertation courses with their advisors (or other dissertation committee members). These will be either individualized tutorials or small-group classes.
REQUIREMENTS
The department has devised a curriculum and designed requirements intended to move students toward their dissertation as quickly as possible, while also offering grounding in the field before the specialized work of the dissertation begins. Students are required to take the written qualifying examination at the end of the fourth semester (normally, the end of the second year); during the fifth and sixth semesters (normally, the third year) students write the dissertation prospectus and prepare for the dissertation prospectus defense, which takes the form of an oral examination.
First Year Research Paper
Each student is required to write a major research paper during his/her first year in the doctoral program. The paper may be completed in a seminar or independent research course and should involve research in primary sources. The student should give a copy of the research paper to his/her advisor.
Courses
In order to qualify as a doctoral candidate, students must complete 72 credits of course work (the equivalent of six full-time semesters). Students must complete 48 credits of course work in the first two years, including the methodology seminar (usually taken in the first semester), two research seminars, and no more than two independent readings.
Fields
Upon entering, all students choose a first field of concentration. The department currently offers concentrations in Africa, African Diaspora, Atlantic World, East Asia, Medieval Europe, Early Modern Europe, Modern Europe, Latin America and the Caribbean, and the United States. The department also offers joint programs in Hebrew and Judaic Studies, Middle Eastern and Islamic Studies, and with the Institute of French Studies (see "Joint Degree Programs," below).
Before the end of the first year, student choose a second field. This may be one of the fields in which the department offers a first field, or it may be thematically defined (for example, comparative slavery, history of women and gender, history of religion).
Change of Major Field
A student who is admitted to the PhD program in one major field of study, but who subsequently wishes to change to another major field of study must secure the signatures of the major advisor, the newly selected major advisor, and the DGS, on a "Change of Major Field" form, available from the Graduate Administrator. If necessary, both advisors, as well as other professors who have taught the student, and the DGS, will meet to discuss the student's proposed change. The signed form must be returned to the Graduate Administrator and placed in the student's file. Normally, only one such change may be made in the course of a student's career at NYU.
Language Requirement
The minimum departmental requirement is one modern language, satisfied by passing a language exam. The exam should be passed during the first year, and must be passed before the qualifying examination. Language requirements beyond the minimum are determined by field, and further tailored to the research of individual students.
Field Requirements
In addition to departmental requirements that apply to all students, individual fields determine their own course requirements.
Africa
*Approaches to Historical Research and Writing
African Field
*Literature of the Field, Africa (1 course)
*Research Seminar, Africa (1 course)
*Electives, Africa (3 courses)
Second Field
*Research Seminar (1 course)
*Electives (2 courses)
Total number of courses: 9
Language Requirement
*Pass one European language exam
*African languages: 4 courses, or the equivalent
African Diaspora
*Approaches to Historical Research and Writing
*Literature of the Field, African Diaspora (1 course)
*Research Seminar, African Diaspora (1 course)
*Research Seminar, African Diaspora, African, or Second Field (1 course). If the second seminar is taken in either Africa or the second field, the required courses for those fields are reduced by one.
*Elective, African Diaspora (1 course)
*African History (2 courses)
*Second Field (3 courses)
*Electives (2 courses)
The second field may be thematic, but choosing a geographical field may enhance versatility and marketability. The second field may be in Africa, but courses taken for the second field cannot fulfill the two-course requirement in Africa as part of the African Diaspora concentration. Unless otherwise approved by the advisor, courses taken to create an African field must be temporally and geographically distinct from the two-course requirement.
Total number of courses: 12
Language Requirement
*Pass at least one language exam
Atlantic World
*Approaches to Historical Research and Writing
*Literature of the Field, Atlantic World (1 course); students may wish to take a second Literature of the Field course for one colloquium.
*Research Seminars (2 courses)
*Colloquia (3 courses), including at least two Atlantic regions, and distributed among regions, periods, and topics in area of research. The second field may be topical or regional, with colloquia selected for this field as well.
Total number of courses: 8
Language Requirement
*Pass at least one language exam.
Modern East Asia
*Approaches to Historical Research and Writing
*Literature of the Field (1 course), in first field
*Research Seminars or Colloquia (3 courses), at least one in first field, and normally two.
*Thematic field (1 course)
*Second Field (2 courses)
It is suggested that the first field comprise one country, and the second field be either an earlier time period of the first field, or a different country, or a thematic focus.
Total number of courses: 8
Language Requirement
Students are required to know either two Asian languages, or one Asian and one European language.
Medieval Europe
*Approaches to Historical Research and Writing
*Literature of the Field, or colloquium in Medieval History (1 course)
*Research Seminars (2 courses)
*Electives (4 courses)
*Second Field (1 research seminar, 2 electives)
Suggested first fields are Early Middle Ages (300-1100 CE) or Central Middle Ages (900-1400 CE). It is strongly encouraged that the second field be outside of medieval history.
Total number of courses: 11
Language Requirement
*Latin: pass language exam
*French: pass language exam, or 4 courses, or the equivalent, if language of specialization
*German: pass language exam, or 4 courses, or the equivalent, if language of specialization
*other languages as needed for area of specialization
Early Modern Europe
*Approaches to Historical Research and Writing
*Literature of the Field, Early Modern Europe (1 course)
*Literature of the Field in another field related to the early modern period, for example, Atlantic History, Colonial Latin America, Early America, African Diaspora, World History (1 course)
*Research Seminars (2 courses), one of which must be in Early Modern Europe. It is recommended that students undertake their second research paper in their second field.
*Electives in second field (3 courses)
Total number of courses: 8
Language Requirement
*Pass one language exam.
Modern Europe
*Approaches to Historical Research and Writing
*Literature of the Field (2 courses), 1750-1870 and 1870 to the present
*Research Seminars (2 courses), one of which must be in Modern Europe, and one of which may be in the second field.
*Second Field (3 courses)
Total number of courses: 8
Language Requirement
*Pass one language exam.
Latin America and the Caribbean
*Approaches to Historical Research and Writing
*Literature of the Field (2 courses), colonial and modern
*Research Seminars (2 courses), one of which may be in the second field
*Second Field (3 courses)
Total number of courses: 8
Language Requirement
*Pass at least one language exam.
United States
*Approaches to Historical Research and Writing
*Literature of the Field (2 courses), selected from Early America, 19th century, and 20th century
*Research Seminars (2 courses), one of which must in the U.S. field. It is recommended that students undertake their second research seminar in their second field.
*Second field (3 courses)
Total number of courses: 8
Language Requirement
*Pass one language exam
Qualifying Examination
In the first semester of the second year, students choose three examiners from within the department (including faculty with joint appointments, and associate faculty), and obtain their consent to serve on the qualifying examination committee. Normally, these three examiners will also serve as the student's dissertation committee. Two of the members will examine the student in the first field, and one will examine the student in the second field. The student's advisor approves the choice of examiners and serves as convener of the exam committee. All three committee members read the entire exam. Students work with their committee members to compose reading lists in each field. In cases where several students are to be examined in the same field with the same examiners, the committee may set one exam for one day of that field.
Students take the qualifying examination when they have taken 48 credits, normally in May of the second year. Although the department urges students to have completed all course work for the first two years at this time, those with up to two incompletes are considered to be in good standing by the Graduate School, and may take their exams. Students in joint programs, or who transfer credits, or those with special requirements may take the exam on a different schedule, with the consent of their advisor and the Director of Graduate Studies. The normal time for postponed exams in the same year is August.
The written qualifying examination is taken over three days: two days for the first field and one day for the second field. At 9am on each day of the exam, students receive, in person or by e-mail, two or three questions, from which they select one question to answer. Students may write their exams either in the department or in another setting of their choice, and are permitted to consult whatever sources they deem necessary. Students may not, however, consult other people during the writing of the exams (in person, via telephone, via e-mail, or by any other means) or engage the help of others in writing, editing, or proofreading their exam essays. Faculty members are not permitted to give the exam questions to students beforehand; students will see the exam questions only at the start of each day of the exam.
The finished essay must comprise no more than 3000 words (approximately ten double-spaced pages) and must be submitted by 4:30pm on the same day. There are three grades given for exams: Pass, Fail, and High Pass, and only a single grade is reported to Degree Audit for the entire exam, without distinguishing between the two fields or among the three days. A grade of Pass will be given only if a student passes both fields; a grade of High Pass will be given only if a student achieves High Pass in both fields.
Failure of the first field will result in a grade of "F" for the independent reading course taken during the exam semester. Failure of the second field will result in a grade of “I” (incomplete) for the independent reading course taken during the exam semester.
Students who fail the first field or both fields are placed on probation and will be permitted to re-take the failed exam(s) in the same field(s) and with the same examiner(s). If the student fails only one field, the entire exam committee must nonetheless read and evaluate the re-taken exam. Faculty members cannot remove themselves from the process of a student re-taking an exam, except with compelling justification to be determined by the chair and the DGS. Under extraordinary circumstances, a student may re-take the qualifying exam in another field; these circumstances must be approved by the DGS, the student’s former advisor, and the student’s proposed new advisor.
Students who fail one field must normally retake the exam before the end of the following semester; students who fail both fields must normally retake the exam at the end of the following year. A second failure in either field will result in termination from the program.
If the student chooses not to re-take the exam, a failing grade is reported, and the student is terminated from the program. Terminated students will be awarded an MA degree if in compliance with grade-point average and course completion requirements for good standing in GSAS.
An exception to the foregoing is a student who fails either field of the qualifying examination while on probation. In that case, the student cannot re-take the failed portions of the exam without prior approval from the DGS, the advisor, and at least one other member of the exam committee. If the student cannot obtain the necessary approvals, s/he cannot re-take the exam and will automatically be terminated from the program.
Following the Qualifying Examination
After passing the qualifying examination (normally, the third year), students must:
a) Take two semesters of independent research with the advisor, during which students write the dissertation prospectus.
b) Complete additional course work, largely through independent readings and research.
c) Complete any additional language requirements.
d) Submit a dissertation prospectus to their dissertation committee and defend it in an oral examination.
Dissertation Prospectus
Each student must prepare a dissertation prospectus during the third year (see "Components of the Prospectus"). The prospectus is intended to focus the student's thinking on the dissertation topic, sources, and methodology at an early stage of research; equally important, the prospectus can serve as the basis of grant and fellowship applications. When the primary advisor and the second and third committee members agree that the prospectus is ready for defense, an oral examination is scheduled. The exam runs about one hour, during which examiners ask questions about the prospectus and about the special field in which the dissertation is located. After passing the defense, students are advanced to candidacy for the PhD degree. The sole remaining requirement is satisfactory completion of the dissertation. Students are usually considered ABD after all coursework is completed, comprehensive exams are passed, and the dissertation prospectus has been successfully defended.
(If the prospectus is not turned in by the end of the 2nd semester of the 3rd year, it could be grounds for probation.)
Dissertation
The dissertation is the most important credential a candidate offers on the academic job market, both for teaching positions and for fellowships. As well, the dissertation usually serves as the foundation of published articles, and as a draft of a book manuscript. Indeed, from the outset, students are encouraged to think of the dissertation as a book-in-the-making: the topic should be significant, and the framing of questions and arguments large enough for expansion into a significant published work. In short, students are encouraged to aspire high on the dissertation.
The dissertation is researched and written under the supervision of three members of the department, one of whom serves as the primary advisor. The student works closely with the primary advisor in researching, framing, and writing the dissertation. The role of the second and third committee members is worked out among the student, the advisor, and committee members, but it is advisable for all three committee members to be involved in the process from the outset.
When the three committee members have approved the dissertation, a dissertation defense is scheduled. Two additional readers join the first three to form a committee of five to examine the candidate at the dissertation defense. Dissertation defenses are public: friends, family, and other interested parties are welcome to attend, at the discretion of the student. At the defense, the student will be asked to explain the arguments, significance, and future directions of the work, and the committee will raise critical questions and offer commentary intended to assist in revising the work for publication.
EVALUATION OF PERFORMANCE
All students admitted into the PhD program are assumed to possess the capacity to complete the program successfully. At the same time, the quality of student performance is continually evaluated. Each January, the faculty reviews the performance of all students, and those who appear to be at academic risk will be counseled by their advisors and the DGS. Course grades, completed course work, timely progress on preparation of language competency, the dissertation prospectus, and the dissertation are important considerations in evaluating student performance.
GSAS demands a minimum 3.0 grade-point average (GPA) for PhD students to be in good standing, but permits individual departments to set higher standards. The History Department requires a minimum 3.5 GPA per semester, with the first semester exempted at the discretion of the student's advisor and the DGS. A student whose GPA falls below 3.5 will automatically be placed on probation unless the student's advisor and the DGS agree to mitigating circumstances.
GPAs are calculated based on the following scale:
A 4.0
A- 3.7
B+ 3.3
B 3.0
B- 2.7
C+ 2.3
C 2.0
Unsatisfactory performance as a TA or GA can also be grounds for probation.
A student placed on probation will receive a letter from the DGS stating the specific reasons for probation, the specific terms for removal from probation, and a date by which the student’s status will be re-evaluated. If the student has not fulfilled the stated requirements by that date, as determined by the advisor and the DGS, the student will be terminated.
Students have the right to appeal a decision of either probation or termination. A student who wishes to appeal must state his or her case in a letter to a panel, specially convened by the chair, consisting of three faculty members within the department, normally drawn from the Planning and Advisory Committee, who have not previously worked with the student. The student will also meet with that panel in person, and the panel will meet separately with the faculty members who made the determination of probation or termination. If the panel rules against the student, the student has the right to appeal to GSAS. Students are expected to familiarize themselves with GSAS rules regarding probation and appeal in the “GSAS Policies and Procedures Manual,” available at <http://www.nyu.edu/gsas/> by clicking on “Office of Academic and Student Life.”
Academic Honesty and Integrity
Academic dishonesty encompasses not only plagiarism, but also any assistance that so informs or transforms a student’s work that the work can no longer be attributed to the student. If a faculty member brings a charge of academic dishonesty against a student, the student has the right to reply to that accusation. Both the faculty member and the student must make their cases in writing to the DGS and the chair, as well as to a specially convened panel of three faculty members within the department, normally drawn from the Planning and Advisory Committee, who have not previously worked with the student. The student will also meet with that panel in person, and the panel will meet separately with the faculty members who made the accusation. If the panel rules against the student, the student has the right to appeal to GSAS. Students are expected to familiarize themselves with GSAS rules regarding academic integrity in the “GSAS Policies and Procedures Manual,” available at <http://www.nyu.edu/gsas/> by clicking on “Office of Academic and Student Life.” If a charge of academic dishonesty is sustained, the student will be terminated from the program.
“Incomplete” Policy
Faculty will mark all "Incomplete" grades on PhD students' transcripts as "I-F." This means that at the start of the same semester of the following year (i.e. for a Fall semester course, the start of the following Fall semester; for a Spring semester course, the start of
the following Spring semester), the grade will automatically become an "F." Under compelling circumstances, to be determined by the professor of the course, the student's major advisor and the DGS, a grade of "I-P" can be assigned. It is the student's responsibility to inform the advisor and/or the DGS of such circumstances.
Students are discouraged from attaining too many incompletes, as GSAS places holds on registration for students who have not successfully completed at least 66% of attempted courses. Also, students with incompletes will not be recommended for university-wide fellowships.
FINANCIAL AID AND EXTERNAL FUNDING
Incoming PhD students are admitted either with a five-year MacCracken Fellowship, or with a combination of outside funding and a MacCracken Fellowship. MacCracken Fellowships require that students work as teaching assistants for two or three years of their funding. Students who enter with an MA are funded for four years. MacCracken Fellows must make satisfactory progress toward their degree in order to maintain their fellowships. If students have more than two incompletes, the Graduate School will declare them ineligible to receive funding for the upcoming year.
All MacCrackens must submit the departments' continuing financial aid application form (CFA) near the end of the Fall semester each year. On this form, MacCrackens specify if they wish the next year to be a teaching year (whether within the department or in the Morse Academic Plan) or a fellowship year.
The department provides a number of competitive fellowships for students at the dissertation-writing stage. Students apply for these funds by indicating particular fellowships on the continuing financial aid form. The Graduate School also provides competitive research grants for students at the early stages of the dissertation, including grants for summer travel to archives. As well, toward the end of the dissertation process, students are eligible to apply for a Dean's Dissertation Fellowship. These applications are made to the department in early Fall. The department then nominates three applicants and forwards their files to the Graduate School.
Success in national grant and fellowship competitions is an important part of early professional recognition. In almost all fields, there are outside fellowships and grants available at the level of dissertation-writing. Students are urged to pay attention to internet announcements, to inquire of their advisors about relevant funds, and to read the grant information in departmental files and in the Graduate School. Students should be particularly attentive to archives and libraries that offer grants to use particular collections.
MacCracken Fellows no longer funded by a fellowship or assistantship, and who are working on their dissertations, may ordinarily expect six semesters of Maintenance of Matriculation to be granted by the Graduate School.
Continuing non-MacCracken students are eligible for appointments as teaching assistants. Near the end of the Fall semester, they must submit a continuing financial aid application form (CFA). Each January, the faculty reviews the performance of non-MacCracken students and ranks them. Non-MacCracken students are eligible for a total of three years of support. In connection with some sources of external funding, students may be eligible for tuition from the Graduate School.
Teaching Assistantships
Teaching provides important training and experience for those seeking academic careers, and varied teaching experience offers a significant advantage on the academic job market. Normal TA duties include leading discussion sections, grading undergraduate exams and papers, and perhaps delivering a lecture. Teaching provides opportunities for students to observe the faculty at work in the classroom, and the faculty instructor is responsible for the student's development as a teacher. As well, the Graduate School and department offer various workshops on teaching.
The department makes every effort to assign students to courses in their fields of interest, although this is not always possible. At the same time, teaching experience outside the student's own field can enhance both professional development and candidacy on the job market.
Graduate Assistantships
Graduate Assistantships are reserved for students who have completed their teaching requirements; in certain cases, a student may be assigned a GA position earlier, if that position is within the student's own field. The department assigns GAs to the following programs and projects: African Diaspora, Atlantic World, History of Women and Gender, Public History, Radical History Review, the Jacob Leisler Paper, and the Margaret Sanger Papers.
COMPLETING THE DEGREE
Time to Degree
According to Graduate School rules, students entering the program with a BA degree must complete the PhD within ten years, and students entering with an MA degree must complete the PhD within seven years. Official leaves of absence are counted within the time to degree. With the support of the DGS, students and their advisors may petition the Associate Dean of the Graduate School for an extension of time to degree.
Placement
With a competitive national job market, students must begin preparing themselves early in their graduate careers. Students are encouraged to speak with their advisors and the department Placement Officer well before they are ready to enter the job market. These discussions should include matters such as preparing a CV, requesting letters of recommendation, and selecting a writing sample. Students are also encouraged to attend the department's workshops about preparing for the market, and to set up mock interviews and job talks within the department.
Students planning to be on the job market should begin to prepare their placement files at the very start of the Fall semester. Advisors are expected to work closely with students to prepare a competitive application. Students must submit to the Department Assistant a signed waiver form and at least three confidential letters of recommendation (normally from the student's three dissertation committee members). Students may also submit a CV, transcript, and other materials to be kept in their files. Students should keep the advisor informed of every position for which they are applying, and must specifically request that the Department Assistant send a dossier to each institution (the dossier will be revised by the Placement Officer before being mailed out). In particular, students must pay close attention to application deadlines and inform the Department Assistant of those deadlines with considerable lead time.
JOINT DEGREE PROGRAMS
The department has joint PhD programs with the Department of Hebrew and Judaic Studies, the Department of Middle Eastern and Islamic Studies, and the Institute of French Studies. Both programs must grant admission, or students may petition for acceptance as a joint degree candidate after passing the qualifying examination. Again, both programs must concur in acceptance. The department is currently devising a joint PhD/JD program that requires admission to both the Department of History and New York University Law School. Students should consult with the DGS's of history and the collaborating department, institute, program, or school for details regarding joint degrees.
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