phd course coaching

International University of Professional Studies

Students and professionals who select our Professional Coaching & Human Development doctoral program will be on the cutting edge as the profession of coaching moves to university degree status, and will have the opportunity to learn from some of the best known pioneers of this evolving field. Designed with the busy professional in mind, our program provides a great deal of flexibility in training opportunities, one-on-one mentoring, and distance learning. Those who earn their Ph.D. in our Professional Coaching & Human Development program will not only prepare themselves to become the finest of coaches, but will gain a competitive advantage as this burgeoning field continues to grow.

Professional Coaching and Human Development

Want to be a Professional Coach?

IUPS presents this FREE introductory video on professional coaching, with well-respected mentor and coaching instructor,  Lloyd Thomas, PhD , author of: 

Total Life Coaching: 50+ Life Lessons, Skills, and Techniques to Enhance Your Practice . . . and Your Life .   

Lloyd Thomas IUPS 1080 HD 1.79GB

Masters Program:  45 Credits (30 Credits in Required Courses, 15 Credits in Electives​)

Doctorate Program:  90 Credits (50 Credits in Required Courses, 40 Credits in Electives)

Combined Masters/Doctorate Program:  120 Credits (50 Credits in Required Courses, 70 Credits in Electives)

Course credits toward your degree may be earned in the following ways:

Many students earn course credits by having their mentor assign books to read on the course topic, and writing papers or completing projects that demonstrate their understanding of the assigned material. Credits can also be obtained by attending conferences, workshops, retreats, or online courses from established academic institutions.  Students may request and submit for IUPS approval (through their mentors), permission to earn credits through external programs.  Students also have the opportunity to assist in designing their own electives, allowing for education customization.

A key criteria for earning credits is for students to demonstrate how learning this subject matter impacts their lives personally and professionally. Integration of course material is of paramount importance at IUPS. 

Course #     Credits      Required Core Courses for Masters

PCH 500          3         The Essential Foundation of Coaching PCH 501          3         Theories of Counseling PCH 502          3          Human Development & Personality Theory PCH 507          3          The Spiritual Dimension of Coaching PCH 508          2          Awareness of Cross-Cultural Issues PCH 509          2          Psychopathology PCH 570          2          Legal and Ethical Issues in Coaching PCH 580          2          Practicum/Fieldwork PCH 590        10          Thesis

Course#     Credits     Required Core Courses for Doctorates

PCH 600          5        The Essential Foundation of Coaching PCH 601          5        Theories of Counseling PCH 602          5        Human Development & Personality Theory PCH 607          5        The Spiritual Dimension of Coaching PCH 608          3        Awareness of Cross-Cultural Issues PCH 609          2        Psychopathology PCH 670          2        Legal and Ethical Issues in Coaching PCH 675          3        Research Methods in Coaching PCH 680          5        Practicum/Fieldwork PCH 690        15        Dissertation Research Project

Below are examples of electives that one may consider taking as part of this degree program. Students, in concert with their mentors shall determine which electives are most relevant to their educational aspirations.

Course #       Credits       Courses

PCH 610        1 - 5        Advanced Career Coaching Skills: The Life Purpose Process PCH 612        1 - 5        Advanced Personality Theory

PCH 613        1 - 5        Consciousness Studies PCH 614        1 - 5        Alignment and Embodiment of Values and Ethics PCH 615        1 - 5        Body-Centered Psychotherapy PCH 616        1 - 5        Clinical Neuropsychology PCH 617        1 - 5        Coaching the Mid-life Transition PCH 619        1 - 5        Coaching with the Enneagram PCH 620        1 - 5        Communication & Team Building PCH 621        1 - 5        Community Psychology PCH 622        1 - 5        Conflict Resolution PCH 623        1 - 5        Conscious Relationships PCH 624        1 - 5        Consulting Skills PCH 625        1 - 5        Cross-Cultural Coaching PCH 626        1 - 5        Death and Dying – Grief and Loss PCH 627        1 - 5        Eco-Psychology PCH 628        1 - 5        EMDR (Eye Movement Desensitization & Reprocessing) Certification PCH 633        1 - 5        Family and Marital Therapy PCH 634        1 - 5        Family Business Coaching PCH 635        1 - 5        Gestalt Therapy PCH 636        1 - 5        Human Sexuality Counseling PCH 637        1 - 5        Hypnotherapy Certification PCH 638        1 - 5        Introduction To Adult Developmental Coaching PCH 639        1 - 5        Introduction To Coaching the Entrepreneur and the Small Business PCH 640        1 - 5        Introduction To Executive Coaching and Development PCH 642        1 - 5        Introduction To Transpersonal Coaching PCH 643        1 - 5        Intuition in Business PCH 645        1 - 5        Organizational Psychology PCH 646        1 - 5        Strategies for Transformation PCH 647        1 - 5        Stress Management PCH 750        1 - 5        Workshops, Retreats, Conferences

PCH 751        1 - 5        NLP ( Neuro-L inguistic P rogramming) Coaching

PCH 752        1 - 5        Advanced NLP (Neuro-Linguistic Programming)

Professional Coaching & Human Development Course Descriptions 

(Please note: All Doctoral coursework (600 courses) involve more advanced research and in-depth study.)

REQUIRED CORE COURSES

PCH 500/600   The Essential Foundation of Coaching This comprehensive and foundational course covers a wide range of competencies and best practices in coaching methods and models.   PCH 501/601   Theories of Counseling This course introduces students to the underlying theories of counseling for the purpose of deepening a coach's capacity to work with clients. The bulk of the course focuses on the acquisition of basic helping skills necessary for working with clients, such as: basic response skills, relationship-building, empathic listening, and sensitivity.   PCH 502/602   Human Development & Personality Theory The processes and significant transition points in child, adolescent, and adult development are considered in this course and can be of immeasurable assistance  when coaching clients. This course also examines various theories and research focusing on intrinsic motivation, emotions, locus of control, pro-social behavior, self-concept, and personality change.   PCH 507/607   The Spiritual Dimension of Coaching This course offers an experiential exploration into the positive impact of letting go of the limiting, suffering and fear-based state of being completely identified with the mind, and what lies beyond that contracted state. Students are guided toward the opportunity of having a direct experience of being truly present — in the Now, and how being present can transform one’s experience of life. In addition, the course addresses the essentials of self-inquiry, covering the teachings of some of today’s finest consciousness teachers, including Eckhart Tolle, Byron Katie and more.   PCH 508/608   Awareness of Cross-Cultural Issues This course acquaints students with the importance of taking into account and respecting the individual client's cultural experience. Topics covered include the psychological implications of being a member of a minority group, questions about the universality of the human experience, and implications of a multi-cultural society, and the phases of acculturation clients may be experiencing.   PCH 509/609   Psychopathology Exploring the paradigms of mental and emotional dysfunction is the focus of this course. The emphasis is on the evaluation of psychological disturbances, using case studies to examine different disorders for the purpose of knowing why and when to refer certain clients to qualified mental health practitioners.   PCH 570/670   Legal and Ethical Issues in Coaching All coaches face risks. Those who face the greatest risks are those who are the least informed and educated. This course will provide: (1) an understanding of ethics as defined by a variety of codes applicable to coaches, including a focus on the ICF Code of Ethics; (2) an overview of the legal issues of which coaches should be aware; and (3) information about risk management techniques.   PCH 675   Research Methods in Coaching This course assists students in preparing for their dissertation project by examining research methods that can be employed.   PCH 580/680   Practicum/ Fieldwork Students are required to do case presentations based on their experience in coaching clients (professionally or under supervision), effectively demonstrating the core competencies of coaching.   PCH 590/690   Thesis/ Dissertation Research Project Students are required to produce original experimental or heuristic research, or a work of excellence project, of publishable quality.    

ELECTIVE COURSES

Elective courses may be recommended by the university to ensure the student receives a well-rounded education and students are encouraged to take electives that focus on their core areas of educational interest. Alternative electives to the courses below may be designed by students and submitted to their mentor and the university for approval, truly giving students to opportunity to customize their education. In addition, with prior university approval, students can receive course credits for certain relevant workshops and conferences attended.     PCH 612   Advanced Personality Theory This course offers students an opportunity to explore at a deeper level, the work of personality theorists of their choosing (Freud, Jung, Adler, Fromm, Skinner, Maslow, Rogers, Frankl and May, etc.)   PCH 614   Alignment and Embodiment of Values and Ethics Studies the cognitive, social, behavioral, and corporate processes affecting individual, group, and organizational judgments in morally questionable situations. Through analysis, students understand what factors give rise to and influence ethical issues and how organizational values precipitate ethical behavior.   PCH 615   Body-Centered Psychotherapy This course covers Body Centered Psychotherapy, which deals with information stored in the body in the form of images, memories and emotions. Blocked feelings get stuck in the physical body and block a person's energy flow. Held-in or stuck emotions not only cause emotional suffering, but physical pain, glandular imbalances, tension and often disease.   PCH 616   Clinical Neuropsychology This course focuses on major neurological syndromes with an emphasis on differential diagnosis. Common or significant neurological conditions are presented to allow recognition of psychological manifestations of neurological diseases. Other topics include the neurological examination, various syndromes and disorders, and neuropharmacology.   PCH 617   Coaching the Mid-life Transition This course is designed for both experienced and relatively new coaches who are either working with mid-life clients in career coaching or on other goals.  It will serve as a workshop where we inquire into midlife and soul-coaching as they occur, particularly during the ages of 35-65.     PCH 619   Coaching With The Enneagram The Enneagram is a century-old tool used in the spiritual direction tradition that has been newly rediscovered and applied to spiritual and personal development.  Learn how to use it for your own development as a coach as well as how to use it with your clients.  Discussion, self-assessment, case practice included.     PCH 620   Communication & Team Building This course examines major theories and approaches to building effective work teams, and their application to current management theory and practice. Students explore the role and effectiveness of work teams in today’s organizational culture and communication climate.   PCH 621   Community Psychology This course covers principles of psychology applied to real-life, community issues. Methodologies and techniques are explored, with emphasis upon the transpersonal approach. Review and understanding of actual programs addressing a variety of community issues such as youth violence, traffic safety, and productivity in the workplace are covered.   PCH 622   Conflict Resolution Explores the skills and techniques necessary for conflict mediation. Students study communication techniques, problem identification and disagreement management skills, techniques for achieving agreement or settlement, and intake skills.   PCH 623   Conscious Relationships This experiential course teaches how to coach couples in creating a conscious loving relationship — a powerful and meaningful way to significantly improve health, love-life and overall well-being. Learn how to assist two people couples to consciously agree to relate on a "higher" level, while utilizing clear communication methods.   PCH 624  Consulting Skills This course explores the nature of consulting as a learning and helping process between an individual and a group, focusing on the interpersonal skills and processes that make up the helping process. Using classic works from Peter Block, Ronald & Gordon Lippitt, and Edgar Schein, this course is designed for anyone who does consulting, even though they may not call themselves a consultant.   PCH 625   Cross-Cultural Coaching This is an advanced course designed for participants who have already completed the basics of coach training.  In this course, participants learn to recognize differences among cultures, cultural assumptions of coaching, the coach’s own cultural background, and how these factors impact cross cultural coaching.  Practicalities, resources, and creating a global coaching practice will also be covered. Classes take place weekly for 1 hour, over 4 consecutive weeks. 

PCH 626   Death and Dying – Grief and Loss This course explores students’ own relationships to death, grief, and loss. Presents issues and techniques for counseling and care of self as counselor.

PCH 627   Eco-Psychology This course explores the consequences of the split between person and planet and how healing this split may take place.   PCH 628   EMDR (Eye Movement Desensitization & Reprocessing) Certification This course provides credit for students who successfully complete both parts 1 & 2 of the EMDR basic training program. EMDR (Eye Movement Desensitization and Reprocessing) is a complex approach to psychotherapy that integrates many of the successful elements of a range of therapeutic approaches in combination with eye movements or other forms of rhythmical stimulation in ways that stimulate the brain’s information processing system.   PCH 633   Family and Marital Therapy The family is the central building block of modern life although its nature and form are continually changing. One of the primary tasks of human services is to help families adapt to these changes. This course explores the nature of families and human systems and some of the approaches to therapeutic change within them. The theoretical works of Bateson, Satir, Haley, Hoffman, Minuchin, and Nagy are highlighted. The goal of the course is to offer a framework for thinking about families and understanding the nature of family processes.   PCH 634   Family Business Coaching This course is designed to serve the needs of coaches who want to apply their coaching skills to coaching the family business.  While an understanding of basic issues in the family business will be useful to participants, they will not be necessary for someone who joins this course.   PCH 635   Gestalt Therapy This course explores Gestalt therapy, a holistic therapy with a great spiritual foundation based, in part, on teachings from Buddhism and Taoism. The basic experiment of Gestalt therapy, attending to our awareness moment by moment, is rooted in Buddhist mindfulness. In neither Gestalt therapy nor Buddhist meditation is awareness considered merely a mental activity; rather it is a complete creative experience in the present that can include a focus on feeling the actual, coming to our senses, listening to our bodies and attending to our breathing.   PCH 636   Human Sexuality Counseling This course on human sexuality presents an investigation of sexuality within the larger context of the human experience. Emphasis is placed on the study of human sexual development, dimensions of sexual behavior, sex education, pleasure, health issues, sex therapy, ethical and legal aspects of sexuality, and art & sexuality.   PCH 637   Hypnotherapy Certification This course provides credit for students who successfully complete a hypnosis certification training program approved by the university.

PCH 638   Introduction To Adult Developmental Coaching This course will focus on the changing reality that adults face and explore the developmental challenges that traditionally appear in each decade of life from the 20s to 100 and beyond.  Learn how the developmental spiral helps explain the fact that so many challenges seem to appear time and time again.  Discover how coaching can help adults successfully navigate through their challenges while creating a life of excitement, fulfillment and joy.

PCH 639   Introduction To Coaching the Entrepreneur and the Small Business This course is designed for new and experienced coaches who want to achieve success and mastery in the skills and strategies required for successfully coaching the entrepreneur and the small business.  The training may include teleconferencing calls,  practice on case examples from participants; practices, written exercises,  and role plays.   PCH 640   Introduction To Executive Coaching and Development Learn the basics of executive coaching and development:  kinds of coaching you can do, special issues facing executives and their coaches, how performance coaching and executive development differ, how assessments and data gathering support the efforts, contracting with clients, etc.  This course will discuss practical issues and use outside readings as well as case studies and assigned practice to boost your skill as an executive coach.    PCH 642   Introduction To Transpersonal Coaching This course will explore ancient traditions within a contemporary context and discover truths that have transcended time. A variety of techniques that you can use to extend your own spirit-filled journey and use with your clients will also be taught.  Explore ancient wisdoms where East meets West, the past meets the present and in so doing we travel to wholeness. 

PCH 643   Intuition in Business This experiential course teaches students how to apply their intuitive abilities specifically to business issues, whether in large corporations, small businesses, or sole proprietorships. Students explore the application of intuition to organizational mission, personnel matters, staff training and development, new product development, mergers, downsizing and bankruptcy, and other areas of business making.   PCH 645   Organizational Psychology Explores the theory and practice of industrial and organizational psychology. You will examine the dynamics of organizational life and develop an understanding of the individual, interpersonal and group behaviors in work settings. Methods of assessment and intervention will be covered.   PCH 646   Strategies for Transformation This course will review strategies that allow for transformation and covers exercises on designing a life, the six cognitive stages of change, the prerequisites for transformation, and spiritual aspects of transformation — all integrated for a deep understanding of the transformation process. PCH 647   Stress Management  Principles for working with the physiological basis of stress by heightening kinesthetic awareness of the stress response and utilizing focused intentionality, imagery, and non-habitual movement to reduce physical tension are covered in this course. This is an experientially-based learning experience, integrating the approaches of Moshe Feldenkrais and F.M. Alexander with transactional analysis, Gestalt therapy and Ericksonian hypnosis.   PCH 750   Workshops / Retreats / Conferences 1 - 15 Workshops and retreats are held on varying topics in desirable locations such as Maui and San Diego. Students are notified of upcoming opportunities. Students are also encouraged to attend workshops, retreats and conferences relevant to their coursework. With prior approval and subsequent papers written on that which is gained from such events, students can receive credit.  

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EdD in Transformational Leadership & Coaching online

A cost-effective edd for working professionals.

• Join America’s only EdD featuring Consciousness-Based Education
• Develop intervention and research skills to become a more effective coach and leader
• Become an expert in social-emotional intelligence
• Learn to bring out the best in yourself and others
• Advance your career as a scholar-practitioner in your chosen field
• Join a supportive community of like-minded peers and a network of experienced professionals
• Obtain a doctoral degree in just 2½ years of online study

Explore the program

Gain one-of-a-kind expertise in coaching

This program equips you with the advanced scholar practitioner skills needed to excel in diverse fields such as coaching, education, business, training, human services, or any field in which you are seeking greater influence and leadership. Throughout your doctoral journey, you’ll cultivate and apply these skills to inspire growth and excellence in both yourself and those you lead and coach.

Employ a consciousness-based approach to education and leadership

Like all MIU students, you’ll learn Transcendental Meditation, a technique shown to enhance creativity, learning ability, and decision-making, and reduce stress and anxiety. You’ll also study how the development of consciousness impacts all areas of life, just as watering the root of a plant impacts the state of the whole plant.

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International applicants may connect with us through our international inquiry form .

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Elevate your leadership potential

Tailor your research to your own field

As a graduate, you’ll possess the expertise to craft and execute transformative visions and strategies for individuals, groups, and institutions.

Program structure

MIU’s EdD in Transformational Coaching & Leadership covers five areas:

• Doctoral course work in the core disciplines related to coaching and leadership
• Experiential lab courses in developing social-emotional intelligence and coaching expertise
• Intervention design courses to facilitate individual and organizational learning in organizational contexts
• Research courses to determine the effectiveness of interventions in a variety of contexts
• An applied dissertation research project that demonstrates your expertise and influence as an effective scholar-practitioner.

Featured courses

Emergence Coaching

This four-part course covers the theory, skills, principles, and practices that undergird professional coaching. You will learn how to do Emergence Coaching, the process by which the coach facilitates the client actualizing their potential. You will learn how to coach; how to develop your social and emotional intelligence as a coach; how to use your internal emotions to benefit your client and develop yourself at the same time; and the theoretical foundations of emergence coaching. These coaching skills will improve your effectiveness as a coach, a leader, an educator, a parent, and a partner, and in any relationship in which you want to have a transformative influence.

Coach & Client Development

This course focuses on the coach’s development and use of self as an essential context for effective coaching. Student coaches will be working with their own emotional reactions to the material their clients bring into sessions. Student coaches will deepen their use of ongoing coaching supervision to address related unfinished situations and core emotional issues in their own lives to heighten their capacity to more successfully facilitate the client’s ongoing growth and learning. Participants will also learn how the ICF coaching competencies serve as foundational skills in support of the SEI competencies practiced throughout these courses.

Using Social Intelligence to Navigate Organizations

Achieving organizational goals and objectives, as well as organizational change, requires a high degree of social-emotional intelligence. In this course, we will study organizational culture, dynamics, structures, systems, decision making practices, and other factors that need to be divined, appreciated, and mastered to maximize effectiveness. What you learn in this course is key to any organizational change initiative you will perform in your capstone project. It is also essential for coaching anyone in a corporate or educational environment.

Featured faculty

Gordon Medlock

Dr. Medlock is a Professor in the MIU EdD in Transformational Leadership & Coaching. He is a Professional Certified Coach (PCC) with the International Coaching Federation (ICF) and Co-Chair of the Research Committee of the Graduate School Alliance for Education and Coaching (GSAEC). He is also a licensed clinical social worker with over 30 years’ experience as a psychotherapist and coach. He has published over a dozen articles in the fields of humanistic and existential psychology, positive psychology, and coaching theory and practice. He also has a doctorate in philosophy from Yale university, where he focused on the study of phenomenology and the nature of consciousness.

Lisa Sanden

Dr. Sanden is an Associate Professor of Transformational Leadership and Coaching. In addition to her work with MIU, she is also a Montessori consultant and speaker, a corporate trainer with the Human Emergence Group, and a coach with over 10 years-experience. Her master’s and doctorate are in Transformational Leadership and Coaching.

Michael Zwell

Michael Zwell, Ph.D., is Professor of Transformational Leadership and Coaching at MIU, and was Chancellor and co-founder of the Wright Graduate University for the Realization of Human Potential. He is also Managing Director of the Human Emergence Group. He is a certified coach for the Great Game of Business, a Professional Certified Coach (PCC) with the International Coaching Federation (ICF), and immediate past President of the Graduate School Alliance for Education in Coaching. The author of several books, he has a Ph.D. from Yale University and an A.B. from the University of Chicago. He is Director of MIU’s Ed.D. program in Transformational Leadership and Coaching.

Cost & Aid, 2024-25

• US Online Students

US EdD in Transformational Leadership & Coaching

• International Online Students

International EdD in Transformational Leadership & Coaching

Entrance requirements.

All applicants must have a master’s degree in any field from an accredited university. Admission will be based on undergraduate and graduate transcripts, professional recommendations, and interviews.

Additional requirements

English language verification

International applicants must submit official English proficiency test scores within the past 2 years of at least 110 on Duolingo, 6.5 on IELTS Academic, 90 on TOEFL iBT or 58 on PTE.

Transcendental Meditation (TM) technique

All MIU students practice the Transcendental Meditation ® technique. If you have not learned it yet:

• Once accepted as a US student, the cost of TM instruction is covered through a grant offered by MIU
• Students can either learn TM upon arrival or prior to enrolling
• Contact your admissions counselor for details
• Find information on the TM technique or search for a TM teacher at TM.org
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Coaching Skills for Effective Leadership

Choose a session:, register anytime.

Plan, prepare, and practice coaching skills for managers using a proven, research-backed framework.

Coaching is a transformational experience, whether you’re on the giving or receiving side, which is why it’s an essential skill for managers to get right. The curriculum for Coaching Skills for Effective Leadership gives you a proven framework developed by practitioners and Stanford GSB faculty with immersive assignments to help you apply skills to real-world coaching conversations. The EFECT (Engage, Frame, Explore, Commit, and Test) framework walks you through the steps and skills needed to have effective coaching conversations. It makes coaching skills for managers more concrete and actionable. You’ll gain both the knowledge and skills to promote the personal growth of your team members, the excellence of your organization, and the strength of your leadership.

What You Will Learn

Module 1: engage.

• Understand how dialogue and cognitive and implicit biases impact coaching.
• Identify personal biases and leadership hot-buttons as an important step to engaging others in a coaching conversation.
• Analyze effective ways to build trust, the potential obstacles to engagement, and strategies for resolving them.
• Key assignment: Activate your coaching experience by reflecting on a previous coaching conversation. Consider how you set goals with your employee and evaluate your own level of engagement.

Module 2: Frame

• Develop skills to be a more active, engaged, and empathetic listener.
• Discover ways to guide the framing of issues to promote clarity and agency.
• Recognize the contextual and personal elements that can affect the coaching conversation.
• Key assignment: Tune into an actual coaching conversation conducted by one of the course instructors. Tackle questions to develop your understanding of the Frame stage and receive course facilitator feedback on your answers.

Module 3: Explore

• Learn strategies for asking questions to support the employee’s exploration of potential courses of action.
• Formulate multiple coaching questions that consider the impact of the employee’s perspective and their position in the organization.
• Understand the potential negative effects of power differentials and performance evaluations.
• Key assignment: Listen to an actual coaching conversation conducted by one of the course instructors and answer reflection questions to understand how the Explore stage can lead to effective solutions.

Module 4: Commit and Test

• Help employees plan a course of action to solve a problem, recognizing common challenges to behavioral change.
• Create effective accountability mechanisms that consider the employee’s objectives.
• Follow up and re-engage with the employee for the next steps in the coaching process.
• Key assignment: Develop a plan, conduct, and answer reflection questions about your own coaching conversation, applying the tools and techniques you learned in the course. Receive course facilitator feedback on all aspects of the assignment.

Learning Model

This on-demand, online course is offered in four modules. Each module combines theory and practice with assignments that turn course learnings into real-time results. Course content includes videos, interactive presentations, workbook, experiential exercises, and personal feedback on key assignments to help you apply what you learn.

After you register, you will unlock course material for 60 days and can save select materials for future reference.

Course Flow

Program dates, fees, and faculty subject to change. Consistent with its non-discrimination policy, Stanford’s programs are open to participants regardless of race, color, national or ethnic origin, sex, age, disability, religion, sexual orientation, gender identity or expression, veteran status, marital status or any other characteristic protected by applicable law.

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College of Applied Human Sciences: School of Sport Sciences

Coaching and Teaching Studies, -->PhD -->

WVU is the only institution in West Virginia to offer a doctorate degree (PhD and EdD) majoring in Coaching and Teaching Studies.

Our doctoral programs provide a high-quality and meaningful educational experience that enables each learner to succeed in achieving their chosen academic and career goals. Furthermore, the related experiences promote the development of learners as analytical thinkers who are confident in the application of the scientific method and who can excel professionally as educators and researchers.

The PhD is a research doctorate, the purpose of which is to prepare program graduates for careers as researchers in university, government, not-for-profit and industry settings. As its primary learning outcome, program graduates develop the competencies needed to lead innovation in the field through their contributions as independent researchers. Our PhD students also acquire complementary experiences and skill sets that enhance their professional readiness in teaching, service, administration and clinical practice.

The EdD is a professional doctorate, the purpose of which is to prepare program graduates for careers as organizational leaders across a range of school, university and community-based settings. As its primary learning outcome, program graduates develop the competencies needed to facilitate organizational change using data-based approaches to problem solving and decision-making. Our EdD students also acquire complementary skill sets that enhance their professional readiness in teaching, service, administration and clinical practice.

Your Degree Plan

The PhD in Coaching and Teaching Studies is a research doctorate, the purpose of which is to prepare program graduates for careers as researchers in university, government, not-for-profit and industry settings

• Plan of Study

Our curriculum is designed to prepare researchers, teachers and professional leaders to address critical issues in the field by developing research skills, engaging in reflective teaching and expanding knowledge.

Qualifying Exam During the first semester of coursework, all doctoral students will be required to take and pass an oral qualifying exam based on assigned reading lists.

Comprehensive Exam Prior to proposing their dissertation to their committee, students must take and pass a Comprehensive Exam to assess their ability to synthesize and critically reflect on the literature related to their research area of interest related to physical education, physical activity or athletic coaching education. The faculty members on the students’ committees from the CATS faculty will adjudicate the quality of a presentation, the written document and the student’s ability to respond to questioning.

Benchmarks Students enrolled in the PhD in Coaching and Teaching Studies program submit two research papers as part of their doctoral benchmarking processes. Both PhD and EdD students submit their final dissertation/thesis manuscript for publication.

Dissertation Proposal and Defense The dissertation is the culmination of the research efforts of the student. The program coordinator will work with students during their first year of study to designate an appropriate adviser to oversee and mentor their research. The advisor will chair the dissertation committee and work with the student to select a committee based on expertise specific to the related line of inquiry. Once the committee is in place, they will convene to discuss and approve the student’s plan of study and designate each member’s role in mentoring the student in designing and carrying out his/her dissertation research. Once proposed to and approved by the committee, the student may complete his/her research study and prepare to defend the findings to the committee. The final dissertation must be defended in a public forum and approved by the committee.

Take advantage of special options related to this major:

Expand your curiosity — and enhance your curriculum — through the WVU Honors College. Two programs are offered: Honors Foundations for first- and second-year students and Honors EXCEL for third- and fourth-year students.

The WVU Difference

What sets this program apart from its competitors?

• PhD and EdD degree pathways are customizable based on academic and career goals.
• Research, teaching and service assistantships are available and include a stipend and full graduate tuition waiver.
• Students develop focused lines of research, while also gaining valuable experience in teaching and supervision.
• Faculty are international and national experts in the fields of physical education, coaching education and kinesiology.
• Graduates serve as leaders in K-12 schools, higher education, nonprofits and specialized areas of the sport industry.
• 100% job placement rate in diverse fields throughout the nation and beyond.
• The WVU School of Sport Sciences was recognized as one of the best in the country by Newsweek .

Learn by Doing

Learning happens outside the classroom. Get involved.

Research and Academic Opportunities

In addition to a student’s own dissertation research, opportunities are provided for graduate students to engage with faculty on various projects, for experiences in data collection, writing empirical or practitioner-focused research papers or being part of program assessment and/or evaluation.

Students complete research in the following areas:

Adapted Physical Education/Activity This area of focus addresses teaching and scholarship advancing the inclusion of individuals with disabilities in school-and community-based physical education/activity contexts. Our faculty and graduate students are members of a multi-institutional Adapted Physical Education Mentoring Consortium funded by a doctoral training grant from the U.S. Department of Education. As members, our doctoral scholars have opportunities to collaborate on high-quality research projects, multi-institutional seminars and summer training with APE faculty at nine leading institutions of higher education across the nation. Our faculty are engaged in several multidisciplinary research and service projects related to adapted physical education/activity, teacher education, health disparities, motor development and motor skill interventions.

Applied Sport Science Our doctoral students studying applied sport sciences conduct research focused on long-term athlete monitoring and performance assessment. This research better informs coaches as to how their athletes are responding to the training and recovery cycle. As a doctoral student in this area, you will engage in a variety of hands-on learning opportunities with our many campus partners, including the WVU Rockefeller Neuroscience Institute Human Performance Innovation Center, an applied sport science laboratory. You will have access to the innovative technologies and professionals who are working on the cutting-edge of applied sport science.

Coaching Leadership This area of focus addresses research on the foundational scientific and sport-specific knowledge structures that underlie effective coaching practice. Additional areas of study include the interpersonal and intrapersonal skills needed for organizational leadership in sport settings. As an emerging research concentration, coach development and education affords doctoral students multiple pathways to pursue a focused and impactful line of research. Our faculty engage in a wide range of international and national service opportunities in coach development that many doctoral students contribute to as well.

Physical Education Teacher Education Physical education teacher education enjoys a long-standing tradition with doctoral students completing research studies in educational policy development, comprehensive school physical activity programming, curriculum and instruction, instructional technology use, teacher preparation and many other areas. Collectively, our research in this area targets the improvement of learners in K-12 settings with an overarching goal of facilitating the development of physically active lifestyles. Our faculty are engaged with several large-scale, multidisciplinary research projects involving healthy food and physical activity access in rural communities, state-wide surveillance of cardiovascular risk in school-aged children and policy and accountability systems in school physical education.

Professional Organizations

Network with professionals in your field as a student member of:

• International Council for Coaching Excellence
• National Strength and Conditioning Association
• United States Center for Coaching Excellence

Internships

Graduate Teaching Assistantships

• Basic Instruction Program (BIP)
• Physical Education Teacher Education Program
• Coaching Education Program
• Adapted Physical Education Clinic

Graduate Research Assistantships

• Center for ActiveWV (grant funded)
• WV CARDIAC Project (grant funded)
• CDC High Obesity Program (grant funded)
• Monongalia County Strength and Conditioning
• USDE Adapted Physical Education (grant funded)

Graduate Service Assistantships

• WVU Athletics
• WVU Student Recreation Center
• Graduate Service/Teaching Assistantship
• University Advising Center

What Skills You'll Take Away With You

Attending college will prepare you for many things. The Coaching and Teaching Studies major will give you the following skills:

• Analytical Skills: develop skills that help identify and solve complex problems, such as critical thinking, creative thinking, data analysis, organization and communication.
• Research Skills: find and consume research, formulate research questions, data collection, statistical skills, writing, publishing
• Communication Skills: share and understand information presented, respect others’ points of view, listen to others
• Leadership Skills: lead with confidence, display a positive and optimistic attitude, open to new and different experiences with a global mindset
• Strategic Vision: identify outcomes and long-term goals, and strategize how to prioritize and accomplish them accordingly

What you learn outside of the classroom is just as important as what you learn during class. We’ll help you follow your curiosity.

Careers and Outcomes

How does this degree prepare students for a career?

• Career Profiles
• How We Prepare You

Education Administrators, Kindergarten through Secondary School

Plan, direct or coordinate the academic, administrative or auxiliary activities of public or private elementary or secondary level schools.

May require a Graduate Degree

Median Salary: $101,320

Possible job titles include: Assistant Principal, Middle School Principal, Principal, Superintendent.

Education Administrators, Postsecondary

Plan, direct or coordinate research, instructional, student administration and services and other educational activities at postsecondary institutions, including universities, colleges and junior and community colleges.

Median Salary: $99,940

Possible job titles include: Academic Dean, Dean, Provost, Registrar.

Fitness and Wellness Coordinators

Manage or coordinate fitness and wellness programs and services. Manage and train staff of wellness specialists, health educators or fitness instructors.

Has a Bright Outlook

Median Salary: $56,090

Possible job titles include: Fitness and Wellness Director, Fitness Coordinator, Fitness/Wellness Director, Wellness Director.

Community Health Workers

Assist individuals and communities to adopt healthy behaviors. Conduct outreach for medical personnel or health organizations to implement programs in the community that promote, maintain and improve individual and community health. May provide information on available resources, provide social support and informal counseling, advocate for individuals and community health needs and provide services such as first aid and blood pressure screening. May collect data to help identify community health needs.

Median Salary: $46,190

Possible job titles include: Community Health Outreach Worker, Community Health Program Coordinator, Community Health Promoter, Community Nutrition Educator.

Education Teachers, Postsecondary

Teach courses pertaining to education, such as counseling, curriculum, guidance, instruction, teacher education and teaching English as a second language. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Has a Bright Outlook , May require a Graduate Degree

Median Salary: $66,930

Possible job titles include: Assistant Professor, Associate Professor, Education Professor, Professor.

Recreation and Fitness Studies Teachers, Postsecondary

Teach courses pertaining to recreation, leisure and fitness studies, including exercise physiology and facilities management. Includes both teachers primarily engaged in teaching and those who do a combination of teaching and research.

Median Salary: $72,650

Possible job titles include: Coach, Professor, Health and Physical Education Professor (HPE Professor), Physical Education Professor (PE Professor).

Instructional Coordinators

Develop instructional material, coordinate educational content, and incorporate current technology in specialized fields that provide guidelines to educators and instructors for developing curricula and conducting courses. Includes educational consultants and specialists, and instructional material directors.

Median Salary: $66,940

Possible job titles include: Curriculum Coordinator, Curriculum Director, Curriculum Specialist, Instructional Systems Specialist.

Where our PhD grads are working

• Adam Katchmarchi, Executive Director at National Drowning Prevention Alliance, Assistant Professor, Indiana University of Pennsylvania, PA
• Brooke Towner, Assistant Professor, Appalachian State University, NC
• Kiel Illig, Superintendent, Attica Central School District, Attica, NY
• Renee Brown, Assissant Women's Basketball Coach and International Services Director, University of Pittsburgh at Johnstown, PA
• Tyler Goad, Assistant Professor, Emporia State University, KS
• Hannah Kipfer, Assistant Professor, Emporia State University, KS
• Adam Keath, Assistant Professor, Winthrop University, SC
• Cory Breithoff Moskovich, Secondary Physical Education Teacher, MD
• Junhyung Baek, Sungkyunkwan University, Seoul, South Korea
• Lindsay Hammond, California University of Pennsylvania, PA
• Meghan Phillips, Business Owner, Kinematics, Morgantown WV

Meet Your Community

The Coaching and Teaching Studies family will inspire and support you.

• Future Classmates
• Program Faculty
• Alumni Network

The main reason for why I opted to come to WVU initially was because I really wanted to be able to impact change in the most relevant ways possible.

I have aspirations to eventually work in higher education, with pre-service physical education teachers in a Physical Education Teacher Education program.

• “I am grateful for the hands-on experiences mentoring and supporting PETE undergraduates in student-teaching individuals with disabilities in community-based settings. These opportunities have provided me with invaluable skills I will use as a professor of adapted physical activity.” A. Chloe Simpson Listen to Chloe's experience
• “Working with Dr. Dieffenbach, an international leader in the field of coach education and development, has allowed me the opportunity to help improve support, efficacy and effectiveness of coach developers and sport coaches across systems.” Christina Villalon

Sean Bulger

Professional highlights:

• Received the 2016 Ray O. Duncan Award from the state HPERD association for outstanding service and leadership.
• Co-authored more than 70 books, chapters, and journal articles on physical activity promotion and best teaching practices.
• Collaborated on over $6 million in external funding to support physical activity in school, community, and family settings.
• Delivered over 130 presentations at state, regional, and national conferences/conventions.

Kristen Dieffenbach

• Past President (founding), United States Center for Coaching Excellence
• Fellow, Association of Applied Sport Psycholog
• Certified Mental Performance Consultant, Association for Applied Sport Psychology
• Professional cycling and endurance sport coach for 25+ years
• Sport Steering Committee, National Physical Activity Plan

Eloise Elliott

• Ware Distinguished Professor in the WVU College of Physical Activity and Sport Sciences since 2009
• Co-Author of the book, Teaching Children and Adolescents Physical Education (Graham, Elliott, Palmer, 2016)
• Recent Honors: Research Fellow, Society of Health and Physical Education (SHAPE) America (2017), Outstanding WVU CPASS Grantsperson Award (2019), Chair, U.S. President’s Council for Fitness, Sport, and Nutrition Science Board (2017)

Guy Hornsby

• Head Coach of West Virginia Weightlifting and Volunteer (throws) Coach for WVU Track and Field
• Coaching Science Coordinator at WVU Rockefeller Neuroscience Institute, Human Performance Innovation Center
• West Virginia State Director for the National Strength and Conditioning Association

Peter McGahey

• Former NCAA Division I and II Women’s Head Coach
• United States Soccer Federation A Licensed Coach
• United States Center for Coaching Excellence (USCCE) – Nominating Committee

Samantha Ross

• Research emphasis: The impact of disability on participation in community-based physical activity across the life span
• American Kinesiology Association, National Writing Award 2018
• Recipient of U.S. Department of Education Graduate Training Grant, OSU Leadership Personnel in Adapted Physical Education (PI: Yun), 2016-2019.

Michael J. Ryan

• Program Coordinator for Athletic Coaching Education
• 10 years of undergraduate and graduate teaching experience in Exercise Science and Kinesiology
• National Federation of High Schools (NFHS) State and Mid-East Sectional Girls Cross Country Coach of the Year
• 20 years of coaching experience at the Division 1 and high school levels
• Coached seven WVSSAC State Championship Teams in cross country and track

• Research emphasis on teachers' content knowledge, motor skills and physical activity engagement, and policy in physical education.
• Teaches classes in introductory of pedagogy and elementary and early childhood physical education methods.
• Has conducted 35 international and national presentations.

Valerie Wayda

• North American Society (NAS) of Health, Physical Education, Recreation, Sport and Dance Professionals Fellow
• National Association for Kinesiology and Physical Education in Higher Education - Vice President, 2012
• National Association for Sport and Physical Education Board of Directors, 2003-2006

James Wyant

• WVU Teacher of the Year Award, and CPASS award for excellence in teaching for the 2018-2019 academic year.
• WV Department of Education Teacher Credentials: Physical Education PreK-Adult, Health Education grades 5-12.
• Coordinator of the physical education teacher education student teaching capstone experience.

Jeremy Yeats

• Program Coordinator for Physical Education and Kinesiology
• Research emphases in education policy, the use of music in sport, physical activity breaks and social justice
• Seven years experience as a Teaching Assistant Professor or Assistant Professor

I use the knowledge and competence that I learned during my time at WVU every day in my role as an educational leader.

The dedication and compassion of professors supported my understanding of successful teacher preparation and how to make an impact on the health and wellness of the future.

The content, skills and leadership development i gained through my wvu doctoral program experience have prepared me as an educator and researcher..

Common questions and answers about Coaching and Teaching Studies.

Would I be able to secure a graduate assistantship or other financial support?

WVU graduate students have access to a range of financial supports including fellowships, scholarships, tuition waivers, graduate assistantships, financial aid and loans which are available at the university and college levels. Most all our CATS doctoral students are ensured a graduate teaching, research or service assistantship in our academic majors, or collaboratively with other University and community partners.

After being admitted to the program, in order to be considered for an assistantship, you will need to complete an application form through the CAHS Graduate Student Funding Portal .

Is there an online option for the doctoral programs in CATS?

Both our PhD and EdD programs are currently offered “in person” with some online course offerings throughout your plan of study.

Do the CATS doctoral programs require GRE scores as part of the application process?

At this time, GRE scores are required for the PhD program application; however, GRE scores are not required for the EdD program application.

When are applications due for the following academic year?

Applications are accepted on a rolling basis, however each year’s new cohort begins at the beginning of the Fall semester with the deadline for application submission by December 1.

Places and Spaces

Learn about all of the places and spaces you'll learn in.

Student Recreation Center

Our undergraduate majors take several courses that focus on learning to teach a wide range of individual and team sports and activities. The WVU Campus Rec Center provides the backdrop for these important courses, with its state-of-the-art indoor and outdoor activity spaces (e.g., fitness center and weight room, gymnasiums, aquatics facility, climbing wall, disc golf course, playing fields). Learning in these spaces affords our majors an opportunity to learn to teach a wide variety of content areas that are commonly included in the K-12 school physical education curriculum. Our doctoral students assist faculty members in overseeing the Adapted Physical Education Clinic at the Campus Recreation Center. They gain experience working with our undergraduate students as well as students with disabilities from the Monongalia County school system on Fridays throughout a semester.

Steelcase Active Learning Center

The Steelcase Active Learning Center features flexible workspaces designed for collaborative learning and problem-solving. The physical space supports the use of mobile devices, distance learning technologies and other interactive features to facilitate a more fluid teaching and learning environment for both students and instructors. This unique classroom space serves as an ideal setting for the types of collaborative learning activities that our majors engage in across their plans of study.

Center for Applied Coaching and Sport Sciences

• Undergraduate and graduate independent study opportunities are available with the Center for Applied Coaching and Sport Sciences project. (Honors projects encouraged)
• Students have an opportunity to get involved in Center research projects with faculty and fellow students
• Students have an opportunity to get involved in Center organized community-based sport activities.
• Interested students can support sport coaching resource development (infographics, educational video creation).
• Students can attend Center supported invited guest lectures and learning opportunities.

Center for Active WV

Our goal is to generate original research and materials that will fill the gap between cutting edge sport science knowledge and technology, best teaching practices and applied coaching across all levels of sport.

• Virtual Tour It's the next-best thing to being here – you can virtually tour residence halls and the WVU Morgantown Campus.
• Student Life You will have it all here — epic traditions, quality academics and a supportive community that feels like home.
• Visit Experience WVU in person and start imagining life as a Mountaineer!

Admission Requirements

To be eligible for admission into a graduate program at WVU an applicant must submit official, bachelor's degree transcripts from a regionally accredited institution and hold a GPA of at least 2.75. WVU operates decentralized admissions. Decentralized admissions allows each graduate program to set its own application requirements in addition to the University requirements.

To be eligible for admission into the Coaching and Teaching Studies graduate program an applicant must submit the following documentation:

• Statement of Purpose
• Letters of Recommendation - Two

Applicants can seek admission to the doctoral program in Coaching and Teaching Studies with either a baccalaureate degree or master’s degree. To be considered for admission, applicants must upload the following documentation within the graduate application :

• Résumé or curriculum vitae
• Transcripts from all previous institutions
• Official GRE scores
• Personal statement (1-2 written pages on professional background, goals and reasons for pursuing doctoral degree at WVU, and rationale for potential faculty advisor)
• Two (2) letters of recommendation

You will not be able to submit your application until the above documents are uploaded. Once the application is submitted and (unofficial/official) transcripts are received, your application will be reviewed for an admission decision. International applicants will not be reviewed with unofficial transcripts.

Please contact the Office of Student Success at 304-293-4800 for more information about the application process.

Additional Application Considerations

Apply by December 1 for priority consideration. Applications that are incomplete or are submitted after the deadline may be reviewed if openings remain. Admission is limited to fall start only.

Applicants are encouraged to submit their application with unofficial transcripts from all previously attended institutions. Submitting unofficial transcripts speeds up the application review process as most graduate programs make admission decisions using unofficial transcripts.

If you are offered acceptance, you are required to submit official transcripts from all previously attended institutions to be fully admitted into your intended graduate program. You will not be able to register for classes until the official transcripts are received. The preferred method to submit your official transcripts is through a secure online service, such as eScript, The National Clearing House or Parchment, to [email protected] .

Alternatively, if you are unable to submit an electronic version of your official transcript, the physical, sealed, un-tampered with documents can be mailed to:

WVU Graduate Admissions, PO Box 6510, Morgantown, WV 26501

WVU Graduate Admissions, 1 Waterfront Place, 2nd Floor, Morgantown, WV 26505

• Applications that are incomplete or are submitted after the deadline may be reviewed if openings remain.
• International applicants must also submit required materials for international applicants .

Review Process

Following the priority deadline, program faculty will evaluate applicant credentials based on the materials submitted. After that initial review, a limited number of applicants will be invited to a personal online and/or on-campus interview with the program faculty prior to a final admission decision.

Program Contact

If you have any questions about this graduate program, please contact Eloise Elliott at [email protected] .

Application Deadlines

Each graduate program sets their own terms for admission and application deadlines. Applicants can only apply for admission for the terms displayed below. Any questions regarding the application deadline should be directed to the graduate program representative.

• Fall: December 1

Ready to take the next step?

Learn how to join the WVU family.

Request Info

Want to know more about Coaching and Teaching Studies at WVU? Fill out our request form to receive more information.

​​Experiencing campus is the best way to see if WVU is the right fit. Choose from in-person and virtual options.

Your first step to becoming a Mountaineer is applying for admission using our convenient online application.

DrPH Executive Coaching

Executive coaching is an integral element of the DrPH students’ leadership development. The DrPH coaching model meets the students where they are in their leadership development. Coaches work with the students to identify the student’s growth edge and leadership development goals. Coaches provide support and challenge throughout the year within executive coaching sessions. The executive coaching sessions build on the student’s academic and field placement work. The students identify their areas of leadership development growth and design a personal learning agenda within the executive coaching sessions. The individualized learning agendas are guided by previous work experiences, experiences in the DrPH program, and personal preferences. With the coaches, the students design and debrief “personal learning experiments” to advance progress on their designated leadership goals.

Executive coaches develop tailored growth programming for each student. The coach meets with each student a minimum of six times over the academic year. Coaching sessions are strategically timed in coordination with the classroom and fieldwork to maximize student development.

The executive coach qualifications include health care or public service executive coaching experience with training in Constructive-Developmental Theory or related leadership development theories. The Harvard Chan Director of Leadership Development supervises the coaches.

Executive Coaching Desired Learning Objectives

• Foster students’ intrapersonal and interpersonal leadership capabilities.
• Deepen students’ ability to identify their own leadership competency gaps and take ownership of their personal development.
• Develop students’ ability to hold uncertainty and complexity productively on behalf of their own and others’ personal leadership, organizational goals, and improving public health.
• Advance students’ functioning in group and team dynamics, including: how to understand, engage, and support and challenge others within group work.

DrPH Coaching Programmatic Framework for Executive and Peer Leadership Development Coaching:

Year 1: One on One Executive Leadership Coaching Year 2: Peer Coaching Training and Practice Year 3: Peer Coaching in the Field

Year 1: One on One Leadership Coaching

Goal: Develop individual students’ leadership skills, especially those needed to meet the adaptive elements of public health leadership. Coaches provide support and challenge throughout the year, including at least six personal coaching sessions per student through the academic year.

Year 2: Peer Coaching Training and Practice

Goal: Further develop students’ self-knowledge of strengths, vulnerabilities, and their ability to understand, engage and effectively support and challenge others as they engage in complex work. In DrPH year two, the focus shifts to a peer-coaching model guided by workshops with an executive coach instructor. Students establish competency in professional development tools and coaching for themselves, for team members, and for their organizations. Students form peer coaching pairs and groups within the cohort to put their competencies into practice.

Year 3: Peer Coaching in the Field

Goal: Refine students’ capacity to support the leadership development of others. Students work with peers to grapple with systemic problems, set new directions, lead change and learn quickly from mistakes made in the process. While students are engaged in their Doctoral Project, they participate in their existing, self-managed, peer coaching pairs and groups. The peer coaching pairs and groups provide a safe space for problem solving and encouragement that is grounded in the leadership development theory acquired in DrPH years one and two.

What is (and isn’t) Executive Coaching?

  A very quick read from Harvard Management Update on “What an Executive Coach Can Do for You”:  http://hbswk.hbs.edu/archive/4853.html

The table below outlines the differences between Coaching and other forms of engagement with a client to help him/her achieve the results s/he desires.

News from the School

Bethany Kotlar, PhD '24, studies how children fare when they're born to incarcerated mothers

Soccer, truffles, and exclamation points: Dean Baccarelli shares his story

Health care transformation in Africa highlighted at conference

COVID, four years in

Home Header proof

Breadcrumb section.

• Ph.D Coaching

GoToppr - PhD Coaching Services for engineering research

Professional coaching utilizes a range of communication skills such as rephrasing, listening, questioning, clarifying, and more. At GoToppr , the best PhD coaching service provides phd help for scholars enrolling in coaching classes and our Ph.D. coaching experts will offer research help to generate the research models, based on their unique strengths and knowledge. Other convenient skills include learning how to schedule classes, recognizing people's strengths and weaknesses, analytical and emotional skills, and more. Ph.D. coaching experts at GoToppr educate clients to reach their full potential through their mentoring service and self-motivation. At GoToppr , the best Ph.D. coaching service we teach how to use effective tools and techniques to help learners discover their solutions to achieving goals or objectives.

Online Research Help

As we GoToppr , the best Ph.D. coaching service offer to coach Ph.D. scholars and we undergo Ph.D. coaching service online for Ph.D. scholars in India. We offer separate Ph.D. coaching assistance for everyone and provide detailed analysis of the university and topic selection, entrance exam, finding problem statement, implementation process , and so on.

PhD coaching programs

At GoToppr , the best research coaching service our coaching classes are designed as per the need of the research program. The below description is proposed to give you an idea about the approach taken by our Ph.D. coaching experts at different stages of your Ph.D

How GoToppr work for the research coaching program ?

Initially, our Ph.D. coaching experts gather information from the research scholars. The information includes research idea, topic selection, base paper confirmation, research problem statement findings, and analysis to be performed. If you require a research proposal our Ph.D. coaching experts will show you the basic structure for better understanding. At GoToppr , the best Ph.D coaching service our coaching program is highly planned to simplify and prioritize work and establish good results. We will help you to strengthen your research skills before the final stage of research work.

Our best Ph.D. coaching service provides research help and mainly focuses on the research scholars' writing skills and offers some techniques and ideas to write the research thesis without any flaws. Finally, the research scholars who are looking towards completion of research program may find some difficulty in the following situation,

• Diminutive content knowledge
• Difficult to match the result and interpret it
• Research thesis writing becomes harder
• Submission of a research paper before the deadline

Research Coaching Classes

We GoToppr , the best Ph.D. coaching service provider ensure that we will work with you till the completion of your Ph.D. research program. We initiate and start with a detailed assessment of your writing skill and about what ideology already you have with you. Then we prioritize, make clear decisions, and get things done one by one.

How do we offer to coach?

What is the best coaching center in india, why is gotoppr the best phd coaching center in india.

• We offer a thorough understanding of the research concept and clear all the doubts and queries regarding your research paper.
• Over 35 technical experts in our coaching center have more experience as research assistants with the leading institution.
• Within a few hours, we send you the reply mail for your queries.
• For clarifying doubts and queries, chat sessions and telephonic conversion is preferred.
• The service charge is based on the guidance provided by our technical experts for your research program
• To make sure the satisfactory level of our service regular feedback is taken from the clients.

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Steve Tippins has been a professor in various forms for 30 years. His true passion lies in helping people achieve their goals. He has worked for traditional universities such as Howard University and the University of Wisconsin – LaCrosse as well as Walden University for the last 20 years and spent 4 years on the graduate faculty at Northcentral University, in addition to holding positions at Grand Canyon University and Capella University. He has also worked for insurance companies and banks and consulted for numerous firms, both for-profit and not-for-profit.

Discover how we’ve helped doctoral students complete their dissertations and advance their academic careers!

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Certificate  in

Evidence based coaching.

Fielding’s Evidence Based Coaching program is a Level 2 ICF Accredited Coaching Education Provider .

[pictured alum: Executive Coach Josh Rogers]

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for the Working Professional

$6,125 to $6,420/term

over 8 months

ACCREDITATION

Earn 12 Graduate-Level Credits

NEXT START DATE

Sept. 4, 2024

Program Director

Okokon O. Udo, Ph.D.

Fielding Graduate University is the first university (in the world of 400+ coach training programs) to have both the ICF accreditation and the GASEC recognition.

Become a Professional Coach

Within the past decade, the coaching profession has grown rapidly  in businesses, schools, and organizations. Set yourself apart from others in the field with an  Evidence Based Coaching (EBC)  certificate. This multidisciplinary-based synchronous certification program can be completed in eight months through a combination of teleconferencing and face-to-face sessions.

GSAEC Graduate-Level Educational Program

Fielding Graduate University’s Evidence Based Coaching Program has met GSAEC’s Academic Standards for Graduate-Level Educational Programs in Professional Coaching. Students who graduated from this program on or after September 2021 can apply to GSAEC to receive the GSEC coaching credential as a Graduate School Educated Coach. Learn more at https://gsaec.org/ .

What is Evidence Based Coaching?

Application requirements, program objectives.

Professional Coaching that applies grounded knowledge and theory to skilled practice.

• A basis for informed decision-making in coaching interventions.
• The application of models, theories, and research from multi-disciplinary bodies of work.
• The combination of knowledge, skill, and self-awareness allows a coach to be the best instrument of self when working with clients in their specific contexts.
• Bachelor’s or Master’s Degree
• Online Application Form
• Official Transcript
• No GRE Required

Start your application NOW!  

Upon successful completion of the certificate, learners are able to:

• Coach clients at the Professional Certified Coach level as defined by the International Coach Federation
• Articulate their coach identity and social justice focus
• Integrate theory and evidence-based knowledge with skillful coaching
• Partner and acknowledge clients within their system context
• Understand the use of self as an instrument in coaching

APPLY NOW for FALL 2024

Schedule for fall 2024 cohort.

Cohort Open: Accepting Applications Now

Term One – In-person Learning

• 4-Day Foundations Intensive (in-person): 09/04/2024 – 09/07/2024 (8a.m. – 5p.m. Pacific)
• Wednesday Night Zoom Sessions: 09/18/2024 – 12/11/2024 (4 – 6p.m. Pacific)
• 2-day Observation Intensive: 11/02/2024 – 11/03/2024 (8a.m. – 5p.m. Pacific on Zoom)

Term Two – In-person Learning

• 4-Day Development Intensive (in-person): 01/07/2025 – 01/10/2025 (8a.m. – 5p.m. Pacific)
• Tuesday Night Zoom Sessions: 01/21/2025 – 04/15/2025 (4 – 6p.m. Pacific)
• 2-Day Observation Intensive: 03/15/2025 – 03/16/2025 (8a.m. – 5p.m. Pacific on Zoom)

Apply Now >

Schedule for Spring 2024 cohort

Cohort in-progress

Term One – Virtual Learning

• 4-Day Foundations Intensive: 01/08/2024 – 01/11/2024 (8am – 5pm Pacific on Zoom)
• Wednesday Night Zoom Sessions: 01/24/2024 – 04/17/2024 (4pm – 6pm Pacific)
• 2-day Observation Intensive: 03/09/2024 – 03/10/2024 (8am – 5pm Pacific on Zoom)

Term Two – Virtual Learning

• 4-Day Development Intensive: 05/07/2024 – 05/10/2024 (8am – 5pm Pacific on Zoom)
• Tuesday Night Zoom Sessions: 05/21/2024 – 08/13/2024 (4pm – 6pm Pacific)
• 2-Day Observation Intensive: 07/13/2024 – 07/14/2024 (8am – 5pm Pacific on Zoom)

Schedule for Summer 2024 cohort

• 4-day Foundations Intensive: 5/6/24 – 5/9/24 (8a.m. – 5p.m. Pacific Time on Zoom)
• Wednesday night Zoom sessions: 5/22/24 – 8/14/24 (4:00p.m. – 6:00p.m. Pacific Time)
• 2-day Observation Intensive: 7/6/23 – 7/7/23 (8a.m. – 5p.m. Pacific Time on Zoom)
• 4-day Development Intensive: 9/5/24 – 9/8/24 (8a.m. – 5p.m. Pacific Time on Zoom)
• Tuesday night Zoom sessions: 9/17/24 – 11/10/24 (4:00p.m. – 6:00p.m. Pacific Time)
• 2-day Observation Intensive: 11/9/24 – 11/10/24 (8a.m. – 5p.m. Pacific Time on Zoom)

Fielding’s EBC Program:

Exceeds ICF Coaching Requirements Completed in 8 Months! Graduate Level Credit - No GRE Required!

Exceeds the professional certified coach education requirements.

• Exceeds the Level 2 education requirements of the International Coaching Federation (ICF) with 150 education hours.
• The program is designed to be completed in eight months.
• Connects you to  experienced faculty  who are academically qualified and ICF-certified coach practitioners.
• Provides a graduate-level education and lets you earn  graduate-level credit.
• Provides a structured learning environment that allows you to learn with a cohort using blended learning approaches.
• NO GRE Required!

Student & Alumni Testimonials

The Fielding EBC program provided a range of experiences: academic-focused reading and reflection; hands-on coaching and feedback; peer and cohort faculty conversations. Each experience provided an opportunity for me to absorb perspectives, reflect on my coaching skills, and integrate new ways of thinking into my coaching practice. For me, the hands-on coaching was invaluable for learning “how” to coach while integrating some of the many concepts and theories we explored in our classes. Maura Abernethy Evidence Based Coach

My journey through the EBC Program has been a powerful, transformational experience. I have acquired and integrated evidence-based coaching knowledge on the level of mind, body, and spirit. I have developed skills which unlock awareness and agency in both myself and others. I have discovered new purpose, meaning, and direction in life through coaching, through a process of unfolding awareness and potential. I am moving on from the EBC Program with broad and deep knowledge of evidence-based coaching developed through lived experience in relationship with my peers, colleagues, and the faculty at Fielding, as well as through my coach-client relationships. Emily Peck Evidence Based Coach

As an aspiring coach striving to enhance personal and professional development, Fielding came highly recommended by an alum—This transformed my leadership style! Fielding provided many opportunities to challenge me, reflect on my experiences, and practice evidence-based coaching each week. I received immediate feedback on the training sessions from knowledgeable and credible faculty, enabling me to identify strengths and weaknesses. I was excited about the opportunity to practice implementing the (ICF) International Coaching Federation core competencies and (PCC) Professional Certified Coach markers through Fielding’s Executive Coach Program. This paved the way for my ICF Credentialing and placed me among an elite membership of colleagues. After graduation, Fielding continued their support with an established coaching community sharing resources and networks. If I were to do it all over again, I would change just one thing—I would attend Fielding sooner!

I am so glad that I listened to all of the wonderful things I heard about the Fielding EBC program and enrolled. My life has been forever changed by the program, faculty, peers, and experiences. Fielding was the missing piece to my coaching puzzle, and I will use all I’ve learned to continue to grow as a coach. Fayth Brice Evidence Based Coach

Evidence Based Coaching News

The latest news and special events from Fielding’s Evidence Based Coaching program.

Director of Alumni Relations, Hilary S. Lyn, MS, MA, Receives the 2023 Clarion Award for Best Conference

By Fielding News | 2023-09-29T10:52:48-07:00 September 29th, 2023 |

Dr. Okokon Udo Named New Director of Fielding’s Evidence Based Coaching Program

By Kaylin Staten | 2023-03-07T13:57:04-08:00 March 7th, 2023 |

Coaching in Context: How Polyvagal Theory Informs Coaching

By Fielding News | 2023-02-17T12:46:59-08:00 February 17th, 2023 |

Why Choose Fielding’s Evidence Based Coaching?

Level 2 Coaching Education Provider

The International Coaching Federation (ICF) is the leading global organization for coaches and coaching. ICF is dedicated to advancing the coaching profession by setting high standards, providing independent certification and building a worldwide network of trained coaching professionals. As of July 2020, ICF has approximately 41,500 members in 147 countries and territories.

Flexible Schedule, Experienced Faculty

Fielding’s EBC program connects you to experienced faculty  who are academically qualified and ICF-certified coach practitioners. The program offers a broad, multi-disciplinary approach to coaching, including theories and models from leadership, psychology, communication, neuroscience, emotional intelligence, and organization studies, together with current standards, techniques, and strategies in coaching. The format provides flexibility , letting you complete the requirements anywhere, anytime through a blended delivery method of online and face-to-face learning opportunities.

The Fielding Coaching Community

Evidence Based Coaching applies grounded knowledge and theory to skilled practice. 

Coaching Network

Coaching community of practice.

Membership is open to Fielding students, faculty, or alumni who want to collaborate on education, projects, and initiatives related to the field of coaching.

Submit your request through the following form:

NEW MONOGRAPH RELEASE!

Innovations in leadership coaching: research and practice (fielding monograph series).

“This important volume will be a valuable tool for leadership coaches and coach trainers who are shaping the next generation of leadership coaches.” Dr. Damian Goldvarg, Past Global President, International Coach Federation.

Join Over 7,500 Fielding Alumni Located Around The World!

Change the world. Start with yours.™

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Contact Info

Fielding Graduate University 2020 De la Vina Street Santa Barbara, California 93105

Phone: 1-800-340-1099 Admissions: 805-898-4026

Email: [email protected]

Web: Fielding.edu/apply-now

Recent Posts

• Alums Wanda Whiteside, Ed.D., and Kathy Bell, Ph.D., Receive Dianne Kipnes Social Innovation Award
• The Role of Community Colleges in Advancing Economic Equity and Social Justice
• Fielding Appoints Dr. Katherine McGraw as Director of the Marie Fielder Center

• Peoplefinder
• George Mason University

Mason has 14 graduate programs in the top 50 in U.S. News rankings

George mason’s nursing doctorate program is 1st among public universities in u.s. news and world report graduate program rankings; the law school is top three in the washington, maryland and virginia region.

George Mason University’s nursing programs climbed to the top in graduate program rankings from U.S. News and World Report, ready to meet the commonwealth’s increased workforce demands for highly skilled career-ready health care talent.

Mason’s doctor of nursing practice program ranked No. 1 among public institutions—up 27 spots from last year—and No. 2 among institutions nationally—up 37 spots. The nursing master’s program came in at No. 4 (up 17 spots) for public universities and No. 10 (up 28) nationally.

The master of public health program also jumped ahead 23 spots to become No. 53 nationally among all institutions, and 35th among publics.  The social work program is 47th among public institutions, and the heath systems management program is 17th among public institutions and 32nd nationally. Mason is home to Virginia’s first College of Public Health .

"At Mason, our focus is clear: to foster excellence and innovation in public health education, research, and practice,” said College of Public Health Dean Melissa Perry. “As the pioneering College of Public Health in Virginia, we are setting the standard for interprofessional education in this vital field. Our programs are designed to equip the next generation of health professionals with the knowledge and skills to address the complex health challenges of our time."

Overall this year, Mason has 21 graduate programs in the top 50 among public universities and 14 programs in the top 50 of all universities nationally. (All U.S. News graduate program rankings, including previous years, are available here .)

Antonin Scalia Law School ’ s law program advanced to No. 11 among public schools and No. 28 among all law schools nationally. With this move, it ranks third among all law schools in Washington, D.C., Virginia, and Maryland. The part-time program ranks second nationally among all public law schools.

“The law school achieved the highest ranking in the school’s history at No. 28,” said Scalia Law Dean Ken Randall. “The part-time JD program remains among the top five nationally. Despite its relative youth, Scalia is ranked No. 3 among the 16 law schools in Virginia, Washington, D.C., and Maryland, behind only UVA and Georgetown.”

The College of Education and Human Development ’s special education program gained ground as well, coming in at No. 16 for publics (up one) and No. 17 for all institutions (up two).

“We are so proud of our special education program,” said Dean Ingrid Guerra-L ó pez. “This recognition affirms our commitment to excellence, innovation, and the belief that every individual has the potential to make a meaningful impact in the world. It is a testament to our faculty, staff, and students, who work tirelessly to push boundaries and inspire change.”

The Schar School of Policy and Government is 4th in homeland security both nationally and among publics. The school ranks 39th nationally overall and 26th among publics for public affairs; 10th among publics for nonprofit management (13th nationally); 33 nationally and 24 among publics for public management and leadership; and No. 31 nationally and No. 17 among publics for public policy analysis.

“These rankings are affirmation of the strong quality of the Schar School’s academic programs and cutting-edge research,” said Schar School Dean Mark Rozell. “The continued growth in the rankings aligns to the value proposition that Schar provides to students and career-seekers located in the Washington, D.C., region, offering direct access to leaders, news makers, policy advocates, and amazing faculty expertise.”

“Mason has made significant investments in graduate education and the latest U.S. News rankings reflect our commitment to excellence as well as reaffirm the quality and hard work of our faculty, students, and staff,” Interim Provost Ken Walsh said. “I’m proud that our teaching and learning is recognized, as well as the impact of research and scholarship these programs produce.”

In 2022, Mason launched its Graduate Division, expanding student support services and creating a dedicated graduate success center,  to increase graduate funding for programs. New professional development programs, such as the Accelerate to Industry program, the Graduate Student Career Conference, the Communication Academy four-part performance workshop series, and a Skillcraft Series for graduate teaching through the Stearns Center for Teaching and Learning, offer students a roadmap combining their academic learning with work-readiness skills.

U.S. News announced April 8 that they would delay the release of Engineering School rankings and rankings for Clinical Psychology programs, as well as Medical School rankings.

The complete rankings released on Tuesday, April 9, can be found on the U.S. News and World Report website .

Start your graduate program journey

See mason in the rankings, related news.

• Spring into Well-Being Week 2024: Blossoming into the best version of you April 19, 2024
• 10 ways you can help the planet–and Mason—this April April 18, 2024
• A native food forest takes root on Mason’s Fairfax Campus April 16, 2024
• Dean Vinzé cuts ribbon at George Mason University’s new Viet Nam exhibition April 15, 2024
• Announcing the recipients of the 2024 Presidential Faculty Excellence Awards April 15, 2024

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Grad Programs Get High Marks in U.S. Rankings; Audiology No. 3

The University of Texas at Dallas’ Doctor of Audiology program in the School of Behavioral and Brain Sciences ranks third in the nation in the latest Best Graduate Schools rankings, released April 9 by U.S. News & World Report .

Dr. Colleen Le Prell , the Emilie and Phil Schepps Distinguished Professor of Hearing Science and department head of  speech, language, and hearing , said the program provides a highly supportive learning environment.

“Our students develop clinical competencies through exposure to evidence-based patient care at the Callier Center for Communication Disorders and additional clinical placements with our valued clinical partners across the DFW metro area,” she said. “Under the leadership of program head Dr. Carol Cokely , clinical professor of speech, language, and hearing, multiple faculty and peer mentoring programs have been developed; innovative simulation technologies have been incorporated into the curriculum; interprofessional education opportunities have been identified and offered to students; and the long tradition of novel service-based learning opportunities for audiology doctoral students has been expanded.”

Angela Shoup BS’89, MS’92, PhD’94, the Ludwig A. Michael, MD Callier Center Executive Director, said that Callier is one of a few select centers in the nation that conduct treatment, graduate training and research in communication disorders. The integration of those three elements has helped propel both the audiology program and the speech-language pathology program , which ranks 21st in the U.S., into the top graduate programs in the country.

“The mission of the Callier Center — to transform the lives of individuals and families impacted by speech, language and hearing difficulties — is accomplished through provision of leading-edge clinical services, innovative research into new treatments and technologies, and training of the next generation of compassionate and skilled audiologists and speech-language pathologists,” Shoup said. “Through the UT Dallas Department of Speech, Language, and Hearing, and the Callier Center’s commitment to excellence in clinical education and training, we strive to ensure that access to necessary clinical services and advances in health care efficiency and efficacy continue in perpetuity.”

The  Naveen Jindal School of Management  ranks 38th among full-time graduate business schools in the nation, while its part-time Master of Business Administration program is No. 13 nationally and second among Texas universities. The business analytics program ranks No. 25 in the country.

In the School of Economic, Political and Policy Sciences , the public affairs program climbed six spots to No. 57 and is third among Texas public universities. The public and nonprofit management program ranks 24th.

In the Erik Jonsson School of Engineering and Computer Science , the computer science program is No. 64. Rankings for the engineering graduate programs will be released at a later date.

“Rankings are but one way of evaluating universities and their programs,” said Dr. Inga H. Musselman , provost, vice president for academic affairs and the Cecil H. Green Distinguished Chair of Academic Leadership. “And while we are proud that our programs are so well regarded by our peers, we are equally proud of our students and the tremendous successes they achieve after graduation. That success is a testament to our superb faculty, as well as to the dedication and drive of the students themselves.”

Each year, U.S. News & World Report ranks professional school programs in a rotating range of fields based on expert opinions about program status, as well as statistical indicators of the quality of a school’s faculty, research and students and their postgraduate outcomes.

This information comes from surveys sent to graduate program administrators and from reputation surveys sent to academicians and professionals in the disciplines.

Media Contact: Stephen Fontenot, UT Dallas, 972-883-4405, [email protected] , or the Office of Media Relations, UT Dallas, (972) 883-2155, [email protected] .

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Pat Kelsey's Louisville basketball staff to include LSU assistant, longtime strength coach

We now know two more members of Pat Kelsey 's Louisville men's basketball coaching staff; one being the first outside hire.

Ronnie Hamilton will be filling one of Kelsey's two open assistant positions after two seasons working under Matt McMahon at LSU, a source confirmed to The Courier Journal on Tuesday. He joins three men making the move to the 502 after serving on Kelsey's staff at Charleston — Thomas Carr , Michael Cassidy and Brian Kloman .

The other is Eli Foy , who just wrapped up his third season as the Cougars' director of sports performance. Kelsey said he would be joining him at U of L on April 5, during an appearance on WLCL 93.9 FM .

The details of their contracts — and Carr, Cassidy and Kloman's — were not available as of Tuesday morning; because the hires had not been made official.

Last January, the NCAA  expanded men's and women's basketball coaching staffs  from three to five on-court assistants. With Hamilton coming into the fold, Kelsey has one more spot to work with.

He has been allocated $2.1 million to build his staff, according to a signed copy of his Memorandum of Understanding with the U of L Athletic Association obtained by The Courier Journal via open records request.

Kelsey's two other on-court assistants at Charleston were  Mitch Johnson  (director of basketball operations) and  Jermaine Ukaegbu  (director of player development).

The former has made a Louisville logo his header photo on X , formerly Twitter; and his bio as of Tuesday morning said he is the Cards' director of basketball operations. But it was unclear at the time of publication whether or not he will serve in an on-court role.

Here's what to know about Hamilton and Foy:

Ronnie Hamilton

Louisville will be the ninth stop on Hamilton's coaching journey, which began in 2003-05 with a stint as a graduate assistant at UNC Pembroke.

From there, he served as an assistant at Tarleton State (2005-08); The Citadel (2008-10); Tulane (2010-12); Houston (2012-14); Middle Tennessee (2014-18) and Ole Miss (2018-22) before landing at LSU.

An Oxford, North Carolina, native, Hamilton had a hand in on-court coaching, scouting and recruiting the past two seasons under McMahon. The Tigers went a combined 31-35 (11-25 SEC) during his time in Baton Rouge, Louisiana.

At Ole Miss, he focused primarily on guard play. His highlights from working on Kermit Davis' staff include working with first-team all-conference talent — such as Devontae Shuler, Breein Tyree and Terence Davis — and helping the Rebels assemble a top-25 recruiting class (per Rivals.com ) during the 2019 cycle that went down as one of the highest rated in program history.

"You put (players) in competitive situations where they have to make decisions — against pressure, against reads and things like that," Hamilton said in a video for LSU Sports two years ago. "If you do that constantly, then what happens for me — and what we've seen with guys who we've been able to coach and develop — is that they really just become basketball players. You can't label them. (They're) the toughest guys to guard."

It's also worth noting that, during his time at MTSU, he was part of the Blue Raiders' first-round NCAA Tournament upsets of No. 2-seeded Michigan State in 2016 and fifth-seeded Minnesota in 2017.

Hamilton got into coaching basketball when his football career ended. Playing defensive back, he was a four-year letterman at Duke and signed a free-agent contract with the New York Giants but was cut during the preseason.

During last week's radio appearance, Kelsey called Foy his "secret weapon" and the top strength and conditioning coach in the country as far as basketball's concerned.

"It's so much more than just the schematics and the X's and O's of weight training; because he's phenomenal at that," Kelsey said. "We show recruits, when we do Zoom (meetings) and when they come on visits, his presentation; and you see the transformation — the before-and-after pictures — of what he does to the bodies of our players.

"(He) makes them more athletic, healthier — body composition — the whole deal; but what makes him special is his pulse, his feel, his ability to teach and coach and mentor and inspire.

"I say he's a secret weapon, because he's an extension of the coaching staff. He is a phenomenal recruiter. When he gets in front of parents and student-athletes and sells his vision, it's a game-changer for us."

A native of the U.S. Virgin Islands, Foy is best known for developing Deandre Ayton into the No. 1 overall pick in the 2018 NBA Draft during a stint of three years at Arizona, his alma mater, where he was a member of the Wildcats' track and field team. Lauri Markkanen, the No. 7 pick in the 2017 draft, is another disciple.

Foy and Kelsey began working together in 2019, when the former joined the latter's staff at Winthrop.

During an interview the year prior, Foy said a teenage professional Irish dancer, Liam Boyd, was a member of his clientele. With his help, Boyd placed 17th in his age group during the 2018 world championships in Glasgow, Scotland.

Reach Louisville men's basketball reporter Brooks Holton at [email protected] and follow him on X at @brooksHolton.

100 Best universities for Mechanical Engineering in Russia

Updated: February 29, 2024

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Below is a list of best universities in Russia ranked based on their research performance in Mechanical Engineering. A graph of 714K citations received by 136K academic papers made by 158 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Tomsk State University

3. St. Petersburg State University

4. Bauman Moscow State Technical University

5. Ufa State Aviation Technical University

6. Peter the Great St.Petersburg Polytechnic University

7. Tomsk Polytechnic University

8. Ural Federal University

9. South Ural State University

10. National Research University Higher School of Economics

11. Moscow Aviation Institute

12. Novosibirsk State University

13. ITMO University

14. N.R.U. Moscow Power Engineering Institute

15. National Research Nuclear University MEPI

16. Kazan Federal University

17. National University of Science and Technology "MISIS"

18. Moscow Institute of Physics and Technology

19. Samara National Research University

20. Moscow State Technological University "Stankin"

21. Novosibirsk State Technical University

22. RUDN University

23. Southern Federal University

24. Saratov State University

25. Ufa State Petroleum Technological University

26. Samara State Technical University

27. Siberian Federal University

28. Kazan National Research Technical University named after A.N. Tupolev - KAI

29. Perm State Technical University

30. Omsk State Technical University

31. Saint Petersburg State Electrotechnical University

32. Moscow Polytech

33. Saint-Petersburg Mining University

34. Magnitogorsk State Technical University

35. Saratov State Technical University

36. Moscow State University of Railway Engineering

37. Lobachevsky State University of Nizhni Novgorod

38. Nizhny Novgorod State Technical University

39. Tula State University

40. Belgorod State Technological University

41. Far Eastern Federal University

42. Novgorod State University

43. belgorod state university.

44. Finance Academy under the Government of the Russian Federation

45. Moscow Medical Academy

46. Kazan State Technological University

47. Russian State University of Oil and Gas

48. siberian state aerospace university.

49. Tambov State Technical University

50. Voronezh State University

51. Siberian State Industrial University

52. Saint Petersburg State Institute of Technology

53. Kalashnikov Izhevsk State Technical University

54. St. Petersburg State University of Architecture and Civil Engineering

55. Mendeleev University of Chemical Technology of Russia

56. Murmansk State Technical University

57. South-Western State University

58. Ogarev Mordovia State University

59. Tomsk State University of Control Systems and Radioelectronics

60. south-russian state university of economics and service.

61. Perm State University

62. Kuzbass State Technical University

63. Russian National Research Medical University

64. Plekhanov Russian University of Economics

65. Ulyanovsk State Technical University

66. Ulyanovsk State University

67. Penza State University

68. Kuban State University of Technology

69. Polzunov Altai State Technical University

70. Chelyabinsk State University

71. Yaroslavl State University

72. University of Tyumen

73. National Research University of Electronic Technology

74. Leningrad State University

75. Moscow State Pedagogical University

76. Udmurt State University

77. Irkutsk State University

78. North-Eastern Federal University

79. Bashkir State University

80. Russian Presidential Academy of National Economy and Public Administration

81. Kuban State University

82. Kuban State Agricultural University

83. St. Petersburg State University of Aerospace Instrumentation

84. Kemerovo State University

85. Immanuel Kant Baltic Federal University

86. Orenburg State University

87. Baltic State Technical University "Voenmeh"

88. Tomsk State University of Architecture and Building

89. Chuvash State University

90. ivanovo state power university.

91. Irkutsk National Research Technical University

92. Orel State University

93. State University of Management

94. Tomsk State Pedagogical University

95. Volgograd State University

96. Petrozavodsk State University

97. Tver State University

98. Northern Arctic Federal University

99. Omsk State Transport University

100. Kaliningrad State Technical University

The best cities to study Mechanical Engineering in Russia based on the number of universities and their ranks are Moscow , Tomsk , Saint Petersburg , and Ufa .

Engineering subfields in Russia

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College basketball coaching changes tracker 2024: BYU hires Kevin Young after Kentucky plucks Mark Pope

With more than 60 coaching moves in the past month, here is everything you need to know about what's changed in college hoops.

It's been a week-plus since the 2023-24 season concluded — and we STILL haven't filled every coaching vacancy. The 2021, 2022 and 2023 carousel tours were noisy/historic in their own rights (ready for this? North Carolina, Duke, Villanova, Arizona, Louisville, Indiana, Marquette, Maryland, Texas (twice) and Syracuse all had swaps in the past three seasons), but this one tops those years.

This 2024 coaching cycle is officially one of the most memorable and meaningful we've ever seen. And when you factor in the past three years, the sport has undergone greater symbolic change in its coaching ranks than ever before in such a short period of time.

A major factor in 2024 being legendary is the change in leadership at Kentucky . When a blue blood suddenly opens up on the eve of the national championship game , it's a kaboom. To think, it only happened because Eric Musselman bolted for USC two days before the Final Four. (Which was its own tempest of a news cycle that has been swallowed up in all that's happened since.) John Calipari's retreat out of Kentucky was an earthquake and overshadowed the build-up to UConn's back-to-back championships in the hours before the Huskies waltzed past Purdue on April 8.

As a result, Calipari's exodus to Arkansas will bring increased intrigue to the SEC and the sport next season.

Thankfully, Kentucky didn't take long to fill after Scott Drew and Dan Hurley passed on the job. In Cal's place is 51-year-old Mark Pope, who will outdo Calipari's energy in Lexington. Pope left BYU for his alma mater and is yet another alumnus taking over at a high-profile basketball institution. Initial response on Pope's hiring was mixed, but Big Blue Nation quickly flocked to form and filled Rupp Arena to capacity for his introductory press conference Sunday afternoon. An incredible scene that's a testament to that fan base's immeasurable passion.

One of our own. @CoachMarkPope x #BBN pic.twitter.com/YspioVuZbc — Kentucky Men’s Basketball (@KentuckyMBB) April 14, 2024

Kentucky taking Pope meant that the final power-conference job to fill was  BYU . On Tuesday, it filled. Kevin Young, the lead assistant the past three seasons for the Phoenix Suns, will be the next coach of the Cougars. A source said Young has a seven-year deal in the vicinity of $30 million. For the full story on why and how BYU got Young to say yes — doing so while breaking its own traditional hiring rules in the process — check out the details here . I also have more below.

Here's an expansive look at the '24 carousel, which has had 63 job switches so far. Two more need to fill as of Thursday: Mount St. Mary's and Chicago State.

Major-conference changes

Non-big six changes, our latest college basketball stories.

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Pope will need to prove himself to UK fans

Pat Goedde out as La Salle head boys basketball coach

Pat Goedde will no longer be the head coach of the La Salle boys basketball program .

Goedde said he was let go by the school administration. A 1991 La Salle graduate, Goedde was the head coach for the past seven seasons.

Goedde was 84-80 as head coach, including 8-15 last season. His best year was 2019-20, when the Lancers were 23-4 and reached the regional semifinals.

Goedde, a former La Salle player,  took over for longtime head coach Dan Fleming after his retirement in 2017. Goedde had been a varsity assistant since 2003 and coaching in the program in multiple roles since his graduation.

Goedde was an assistant coach in 2011 when the Lancers won their second state championship. He took over as interim head coach when Fleming suffered a heart attack during the postseason.

“I would love to thank all the players, coaches and the alumni,” Goedde said Thursday.

More: 'He cared so much about La Salle:' Lancers name gym after member of state title team

FAMU hires national championship-winning coach to oversee men's basketball program

Florida a&m hired its 15th head men's basketball coach on wednesday, announcing patrick crarey ii to oversee the program. crarey has 15 years of head coaching experience, last coaching at st thomas..

Florida A&M  has its 15th head men’s basketball coach.

On Wednesday, the program announced it hired Patrick Crarey II  to lead the Rattlers’ men’s basketball program.

Crarey arrives at FAMU from National Association of Intercollegiate Athletics program St. Thomas University in Miami Gardens, Florida, where he served as the Assistant Athletic Director for Game Operations and head men’s basketball coach.

Crarey replaces former FAMU coach  Robert McCullum . After seven seasons, FAMU parted ways with McCullum, who went 67-133 with the Rattlers.

McCullum’s contract expires on June 30.

FAMU men’s basketball went 6-23 last season.

“Rattler Nation, I am humbled and elated to join the FAMUly as the new head coach of the men’s basketball team at the number one public HBCU, Florida A&M University,” Crarey said in a released statement.

“I am extremely thankful to  President Robinson  and AD Sykes for entrusting me with the opportunity to lead this program. We look forward to building strong relationships with the student body, faculty, staff, alumni, and the Tallahassee community.

“Our program is poised to become a perennial contender in the  Southwestern Athletic Conference , and I can’t wait to get started.”

With the help of an assembled search committee, FAMU conducted a national search to land Crarey as its men’s basketball coach.

Crarey, a Washington, D.C. native and La Sierra alumnus, has 15 years of head coaching experience, getting his first job leading a program at Takoma Academy, a high school in Maryland.

Crarey has two head coaching stops on the college level, both on the NAIA level at Washington Adventist and St. Thomas. He has a 61-27 record as a college coach.

In 2014, Washington Adventist won the United States Collegiate Athletic Association Division I men’s basketball National Championship.

Crarey earned the honor of Sun Conference Coach of the Year this past season for leading St. Thomas to a 22-9 record and the league’s regular season championship.

Crarey is FAMU Vice President and Director of Intercollegiate Athletics  Tiffani-Dawn Sykes’  fourth head coaching hire, joining women’s basketball’s  Bridgette Gordon , bowling’s  Capri Howard , and football’s  James Colzie III .

“I’m delighted to welcome Coach Crarey and his family as the newest members of the FAMUly,” said Sykes.

“I must thank the dedicated members of the search committee for their diligent efforts in identifying Patrick amidst a pool of interested and talented candidates. During this process, I received countless emails and messages from people who shared that they wanted a winner, and Patrick’s reputation as a winner precedes him.

“I look forward to his fresh perspective and the leadership he’ll bring as we usher in a new era for FAMU men’s basketball.”

Crarey will have his introductory press conference at 2 p.m. on Thursday. FAMU will stream it on Rattlers Plus .

Gerald Thomas, III covers Florida A&M University Athletics for the Tallahassee Democrat. Contact him via email at  [email protected]  or on the app formerly known as Twitter  @3peatgee .

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Investigating homelessness.

Kelly Writers House, 3805 Locust Walk

Earth Week 2024

This is a campuswide week of events, lectures, and volunteer opportunities designed to educate and inspire action related to environmental justice, climate, and nature-based solutions. This year’s theme is Restore & Regenerate.

Various locations

Take Our Children to Work Day

Excellence in Graduate Teaching Reception

5:00 p.m. - 6:30 p.m.

Penn Graduate Student Center, 3615 Locust Walk

Health Sciences

Two Penn students awarded a 2024 Paul & Daisy Soros Fellowship for New Americans

Min jae kim is pursuing an m.d./ph.d. in the perelman school of medicine, and zijian (william) niu is a fourth-year in the college of arts and sciences..

University of Pennsylvania students Min Jae Kim and Zijian (William) Niu have each received a  Paul & Daisy Soros Fellowship for New Americans , a merit-based program that provides graduate school funding for immigrants and children of immigrants to the United States. 

Kim is a graduate student pursuing an M.D./Ph.D. in neuroscience at the Perelman School of Medicine ; and Niu is a fourth-year undergraduate majoring in biochemistry, biophysics, and physics as a Roy and Diana Vagelos Molecular Life Sciences Scholar in the College of Arts and Sciences . 

They are among the 30 chosen as 2024 PD Soros Fellows from 2,323 applicants. Each Fellow receives as much as $90,000 for graduate studies.

Born in Korea, Kim’s family immigrated to the U.S. when he was 14 and settled in Fairfax, Virginia. Kim’s research focuses on the biological underpinnings of neurological disorders and applying mathematical and engineering principles to address them. At Penn, alongside multidisciplinary research and clinical faculty members at Penn Medicine and the Children’s Hospital of Philadelphia , Kim is investigating novel methods to optimize clinical effects of neuromodulatory therapies across neurological and neuropsychiatric disorders. Kim earned his bachelor’s degree in biomedical engineering and neuroscience from Johns Hopkins University in 2022. He worked on numerous translational and clinical research projects across the neurology, neurosurgery, and psychiatry departments at the Johns Hopkins School of Medicine . At Johns Hopkins Hospital , Kim participated in research in identifying neural circuits involved in Parkinson’s disease and epilepsy. From this work, he holds a patent as a lead inventor and was awarded the Barry Goldwater Scholarship . Kim had additional training at Harvard Medical School before coming to Penn in 2023. He has published more than 18 papers in medical and scientific journals, and his research has been recognized by national and international medical organizations. Kim’s goal is to become a neurosurgeon-scientist and to develop next-generation neuromodulatory therapeutics to repair neurophysiological and network dysfunctions in neurological disorders.

Niu was born in Kaifeng, China, but spent much of his early childhood in Shanghai. His family immigrated to the U.S. when he was 8, and he grew up in Winchester, Massachusetts. At Penn, Niu works with Arjun Raj in the Raj Lab for Systems Biology to develop new computational methods for biomedical image analysis, including a deep learning algorithm for detecting diffraction-limited spots in fluorescence microscopy images obtained from spatial transcriptomics. For this work, he was awarded the Barry M. Goldwater Scholarship in 2023. Niu is also a Dean’s Scholar , a recipient of the Roy and Diana Vagelos Science Challenge Award and the William E. Stephens Prize , and was elected to Phi Beta Kappa . In 2022, he co-founded the student-led Project Lucid to build awareness and confidence for effective science communication among Penn undergraduates. Niu has also been a teaching assistant and peer educator at Penn and a STEM mentor at underserved Philadelphia high schools. With the PD Soros Fellowship, Niu plans to pursue a Ph.D. in computational and systems biology at the Massachusetts Institute of Technology .

Kim and Niu are Penn’s 23rd and 24th Paul & Daisy Soros Fellow since the fellowship program was founded in 1998, according to the  Center for Undergraduate Research and Fellowships .

Picturing artistic pursuits

Campus & Community

Penn celebrates operation and benefits of largest solar power project in Pennsylvania

Solar production has begun at the Great Cove I and II facilities in central Pennsylvania, the equivalent of powering 70% of the electricity demand from Penn’s academic campus and health system in the Philadelphia area.

Education, Business, & Law

Investing in future teachers and educational leaders

The Empowerment Through Education Scholarship Program at Penn’s Graduate School of Education is helping to prepare and retain teachers and educational leaders.

Arts, Humanities, & Social Sciences

‘The Illuminated Body’ fuses color, light, and sound

A new Arthur Ross Gallery exhibition of work by artist Barbara Earl Thomas features cut-paper portraits reminiscent of stained glass and an immersive installation constructed with intricately cut material lit from behind.

25 years of ‘LOVE’

The iconic sculpture by pop artist Robert Indiana arrived on campus in 1999 and soon became a natural place to come together.

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Pharmacy lab assistant accepted to M.D./Ph.D. program

Since the time she conducted her first research experiment as a student at the South Carolina Governor’s School for Science and Mathematics, Darby Porter was hooked on research.

While completing her undergraduate studies in chemistry and neuroscience at the University of South Carolina Honors College, Porter joined the lab of Jun Zhu , Ph.D., in the College of Pharmacy. After graduating in 2023, Porter continued as Zhu’s lab assistant and has now been accepted into the Medical Science Training Program to pursue an M.D./Ph.D. at the University of Alabama at Birmingham.

Porter joined Zhu’s lab after searching through the university’s research registry.

“I typed in drug discovery and drug design, and while I didn’t understand what much of it meant, I thought Dr. Zhu’s research was a good option because I knew what the main keywords were – dopamine and HIV,” she says.

Turns out, it was the perfect fit for Porter’s ambition to conduct research and do benchwork.

“I love conducting experiments and analyzing results,” she notes. “I love connecting the results from one experiment or set of experiments to a broader issue that is affecting people’s health. Being able to tie in what is happening at the molecular level with patients who are experiencing a disorder is a nice blend that I want to incorporate into my career.”

I love connecting the results from one experiment or set of experiments to a broader issue that is affecting people’s health.

Porter developed an interest in serving patients alongside her research while working at CAN Community Health, an HIV- clinic providing care to underserved health populations in the Columbia area.

Zhu noted Porter’s dedication to successfully conducting experiments as well as drafting manuscripts and grant applications.

“What distinguishes Darby from other students is her deep interest and passion about her work and the potential implications it may have on human health,” Zhu adds. “She is an example to students who want to develop their career in the field of biomedical science. For faculty, it is our responsibility to not only provide research training opportunities but also guide students for future career development.”

Porter will begin the arduous eight-year process of earning her M.D./Ph.D. in June, where she will begin her studies in translational research before starting her medical school studies in the fall.

“I think I want to eventually do clinical research,” she says, “The advantage of having an M.D. and a Ph.D. is that you can identify a therapeutic target on the bench and then develop some level of treatment while working with patients. I like the idea of working on one project and seeing it to completion.”

Topics: Research , Drug Discovery and Biomedical Sciences

Challenge the conventional. Create the exceptional. No Limits.

Michigan football handed three-year probation, recruiting penalties and fine by NCAA

The Michigan football program will be on probation for the next three years and will face other penalties from the NCAA due to violations during a COVID-19 dead period and for having noncoaching staff members participate in impermissible roles under former coach Jim Harbaugh.

The penalties, which also include a fine for Michigan and recruiting penalties, were part of a deal between the NCAA enforcement staff, the University of Michigan, and "five individuals who currently or previously worked for its football program."

According to the release from the NCAA, one former coach did not participate in the agreement, and "that portion of the case will be considered separately by the Committee on Infractions." The coach who did not participate is not named by the NCAA.

Harbaugh served a school-imposed three-game suspension at the start of the 2023 season because of these violations, which are separate from the sign-stealing saga involving Connor Stalions, which broke in the second half of the year.

Michigan appeared to have a resolution in place with the NCAA last summer that would’ve suspended Harbaugh for four games, along with new head coach Sherrone Moore and new offensive line coach Grant Newsome for one game, but the deal fell apart in August just before the 2023 season.

Michigan first received a draft notice of allegations related to recruiting violations and coaching activities by noncoaching staff members in January 2023. The violations included in-person recruiting contacts and tryouts during the NCAA-mandated COVID-19 dead period and exceeding the number of allowed coaches participating in both “on- and off-field coaching activities," according to the NCAA. 

WHY HARBAUGH LEFT: Jim Harbaugh spent 9 years as Michigan football's power source. Now he's electrifying LA

The violations were labeled as Level II violations which are defined as actions deemed “more than a minimal but less than a substantial or extensive recruiting, competitive or other advantage” according to a description adopted in 2019. 

An additional Level I violation was brought against Harbaugh, who told the NCAA he had no recollection of the Level II violations, which the NCAA determined as misleading. A Level I violation is defined as a “severe breach of conduct” that “seriously undermine or threaten the integrity of college sports."

When the official notice of allegations was sent in December, just ahead of the Wolverines’ third consecutive trip to the College Football Playoff, sources told the Free Press Michigan acknowledged the Level II violations while Harbaugh maintained his innocence in the Level I violation. 

The Wolverines won the first three games of the season without Harbaugh, who then returned for the next six games before being suspended again by the Big Ten for a different scandal, causing him to miss the final three games of the regular season.

Big Ten commissioner Tony Pettiti handed down a second suspension to Harbaugh after Michigan’s alleged sign-stealing operation became public in late October. Shortly after the news became public, former recruiting staffer Connor Stalions was identified as the ringleader, where he would allegedly purchase tickets to games of future U-M opponents, send associates to attend games and film the opponent's signals on the sideline that weren't available on TV.

Harbaugh and Michigan initially filed a court order seeking to stop the three-game suspension from the Big Ten, but dropped the case before it was scheduled to hit court and accepted the suspension, which was handed down to Harbaugh for violating the conference’s sportsmanship policy.

Harbaugh returned for the postseason, where he led Michigan to another Big Ten championship and the school's first national title since 1997.

In response to Tuesday's news, Harbaugh's lawyer Tom Mars told the Free Press via a text message he submitted a response on behalf of the former Michigan coach, but that ended Harbaugh's involvement.

"I filed a lengthy response to the NOA on behalf of Coach Harbaugh, which unfortunately hasn’t been made public and will probably never see the light of day," Mars said. "That concluded Coach Harbaugh’s participation in the case."

Since winning the national championship over Washington, Jim Harbaugh has left the Michigan program to take the head coaching gig with the Los Angeles Chargers , leaving former offensive coordinator Sherrone Moore in charge.

Harbaugh's move also spurred a wave of staff turnover, including defensive coordinator Jesse Minter joining Harbaugh, among others.