georgetown linguistics phd acceptance rate

Graduate Programs

The following FLL departments offer graduate programs (Master’s, PhD, and/or accelerated Master’s). Please visit the individual department website for more information, or the Graduate School’s list of programs for information on how to apply.

• Arabic and Islamic Studies (MA, PhD)
• German (MA, PhD, accelerated MA)
• Italian (MA, accelerated MA)
• Spanish (MS, PhD, accelerated MS)

Global Engagement

Global database, department of linguistics.

Georgetown University College of Arts & Sciences

Learn More About Department of Linguistics

• Academic Programs

M.A. in Language and Communication

M.S. in Linguistics

Ph.D. in Linguistics

Georgetown University Round Table

Linguistics Friday Speaker Series

Linguistics Research and Reading Groups

Linguistics Workshop Examines Social Justice, Language Diversity, and Globalization

Linguistics Professor and Students Document Endangered Language in Ivory Coast

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Georgetown University Graduate Programs

Georgetown University is one of more than 800 institutions with graduate schools surveyed by U.S. News on an annual basis. Georgetown University confers degrees through various schools, such as: the Robert Emmett McDonough School of Business, the Law Center, the School of Medicine, and the School of Nursing.

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Graduate Admissions

Seek something greater. We welcome scholars in the pursuit of deeper knowledge and broader experiences through master’s, Ph.D. degrees, dual programs and certificates. Leave Georgetown poised to be a leader in your field and change-maker in your community.

Each of our graduate and professional programs has its own admissions process and requirements. To see specific requirements, check with the appropriate department or program.

Edmund A. Walsh School of Foreign Service (SFS)

In a continually changing and unpredictable world, we prepare women and men to be creative leaders with a commitment to service and an understanding of the ethical component of global affairs. Our location in DC gives students access to rich resources, influential practitioners and renowned scholars, to help develop you as a leader in government, international and nongovernmental organizations or the private sector.

Named the #1 Master’s Program for International Affairs according to Foreign Policy magazine, the SFS houses two thematic master’s degrees, five regional master’s degrees and two joint degree programs in partnership with the university’s McDonough School of Business.

Graduate School of Arts and Sciences

The Graduate School of Arts and Sciences, over 200 years old, offers a wide variety of doctoral, master’s and certificate programs encompassing both traditional and interdisciplinary studies.  Whether you’re interested in pursuing doctoral research in government or neuroscience, or exploring top-ranking master’s programs such as foreign service or public policy, you are sure to find unique opportunities in our graduate community.

Georgetown University Law Center

Georgetown Law students don’t just study the law. In D.C., they experience it. Washington, DC is the nation’s capital, a global hub and a lively metropolis. At Georgetown Law, students learn the law in the place where laws are made.

McCourt School of Public Policy

The McCourt School of Public Policy at Georgetown is a top-ranked public policy school located in the center of the policy world in Washington, DC.

Our mission is to teach students to design, analyze and implement smart policies and put them into practice in the public, private and nonprofit sectors, in the U.S. and around the world. The McCourt School flagship degree is the Master in Public Policy. McCourt also offers a Master in International Development Policy, a Master of Science in Data Science for Public Policy, a Master in Policy Management, an Executive Master in Policy Leadership, as well as  dual degree and executive programs.

McDonough School of Business

Georgetown McDonough’s graduate programs are designed to prepare you for the global stage with unrivaled access that only DC can offer.

We develop and educate principled leaders with a global mindset to be in service to business and society. Our rigorous curricula, diverse community, vibrant location and commitment to ethics come together to create an educational experience like no other. We offer Full-time and Flex MBAs, an Executive MBA, a Master’s in Management, a Master of Science in Business Analytics, a Master of Science in Finance, an Executive Master’s in Leadership, and a Master of Arts in International Business and Policy, in partnership with the School of Foreign Service.

School of Continuing Studies

The School of Continuing Studies inspires you to reimagine what’s possible. Through contemporary, hands-on programs, you’ll be challenged to ask questions, rethink traditional solutions and leave your comfort zone behind. You’ll learn to navigate the professional world with integrity and confidence.

Choose from a variety of full-time and part-time programs, available in on-campus, online and executive formats. Our programs include professional degrees, executive leadership programs, liberal studies, certificates and summer programs.

School of Nursing

The School of Nursing builds on a 120-year tradition of educational excellence at the professional, advanced practice, and doctoral levels, while raising the school’s profile in research and scholarship.  As the nation’s largest healthcare profession, nursing represents a fundamental core of the workforce. The School of Nursing offers numerous MS and doctoral degree programs. The Bachelor of Science in Nursing is a traditional four-year program. A highly regarded faculty provides students with a grounding in clinical skills; knowledge in the biological, physical, and social sciences; and nursing theory. Students have access to diverse health systems and community-based organizations around the Washington region. Georgetown educates nurses who are well prepared for licensure and certification examinations; first-time pass rates are exceptional, when not perfect.

School of Health

The School of Health, launched in 2022, builds on Georgetown’s 170-year commitment to health and medicine. The school offers graduate and undergraduate studies and provides a home for scholars and students to work collaboratively across disciplines and across the university to address human health and wellbeing from various perspectives — science, health, medicine, policy, law, economics and the humanities — to achieve a deeper understanding of the interconnected threads through the most challenging issues of our time, and to find solutions. The school will reflect the ongoing, urgent need to focus our collective efforts on applied health research and on creating a more equitable, evidence-driven and values-based health care system that can withstand the enormous challenges facing our country.  It is this interdisciplinary spirit of discovery that will best support the needed for evolution in health and health care.  

School of Medicine

At the School of Medicine, we train the healers and leaders of tomorrow. We are advancing healthcare by conducting innovative research, training future leaders to be scientifically competent and  compassionate providers and serving our local DC community and the nation.

Our school will educate you to become knowledgeable, ethical, skillful and compassionate physicians and scientists  dedicated to the care of others and health needs of our society.

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How to Get Into Georgetown: Acceptance Rate and Strategies

May 22, 2023

The oldest Jesuit institution in the U.S. is also among the nation’s most elite undergraduate universities, and its popular Washington, D.C. locale helps draw massive numbers of applicants each year. Back in 1990, in a friendlier admissions universe, the average SAT for a Georgetown freshman was 1230; today, the median SAT is just shy of 1500. Even with some level of score inflation, that single comparison gives you a good sense of how much harder it is to get accepted to Georgetown today than when your mom or dad were applying to college. For an even crazier statistic, look to the fact that the Georgetown acceptance rate was 50% in 1975. Unfortunately, in the absence of a time machine, we must confront the admissions reality before us. The intent of this article is to give those considering applying to Georgetown University knowledge of the following:

• Georgetown’s Class of 2027 overall acceptance rate
•  Class of 2027 EA acceptance rate
• Georgetown’s school-specific acceptance rates
• SAT, ACT, and class rank of accepted Georgetown applicants
• Admissions trends from the Georgetown Class of 2027
• The demographics of current Georgetown undergraduates
• Georgetown’s yield rate
• How Georgetown’s admissions officers evaluate candidates
• Tips for applying to Georgetown
• How to assess whether applying to Georgetown is even worth the $75 application fee (for you)

Additionally, many students applying to Georgetown may also find the following blogs to be of interest:

How to get into:.

• Cornell University
• Duke University

Let’s begin with an examination of the most recent admissions data.

Georgetown Acceptance Rate – Class of 2027

The Georgetown acceptance rate was 13% for the Class of 2027, higher than the previous two cycles. Out of 25,519 total applicants, 3,263 were admitted. The Class of 2025 saw just 3,226 students accepted from an applicant pool of 27,650. This acceptance rate of 11.7% was an all-time low for the university. The Class of 2026 acceptance rate was a similar 12.1%.

Georgetown Early Acceptance Rate – Class of 2027

Just 964 of the 8,196 Early Action applicants in the 2022-23 admission cycle were successful. This means that the Georgetown EA acceptance rate was 12%.

Georgetown’s School Specific Acceptance Rates and SAT range- Class of 2027

Georgetown College

Acceptance Rate: 12.3%

SAT Range: 1420-1560 (previous year’s figure)

Walsh School of Foreign Service

Acceptance Rate: 15%

SAT Range: 1460-1560 (previous year’s figure)

McDonough School of Business

Acceptance Rate: 12%

School of Nursing & Health Studies

Acceptance Rate: 11.7%

SAT Range: 1410-1560 (previous year’s figure)

Georgetown Admissions – SAT, ACT, and Class Rank

Students accepted into the Class of 2027 (different from enrolled) had an average class rank in the top 6%. This cohort had middle-50% SAT scores of 720-790 (verbal) and 720-770 (math). The ACT range was 32-35.

Admissions Trends & Notes – (Class of 2027)

• Unlike many peer institutions, Georgetown required the submission of SAT or ACT results for Class of 2027 applicants.
• Application numbers remained steady after a 30% increase in 2021.
• International admits included students from 94 countries.
• 53% of admitted 2023-24 freshmen identify as non-White.

Who Actually Gets Into Georgetown?

Let’s look at the demographics of Georgetown undergraduates:

Geographically, current students hail from:

• International: 9%
• Mid-Atlantic States: 33%
• Southeast States: 14%
• Western/Northwestern States: 15%
• Central/Midwestern States: 10%
• New England States: 13%
• Southwest: 5%

Competition is stiffest among those hailing from states with endless streams of qualified applicants (the entire Northeast & the West Coast). If you hail from a less-populated state like Nebraska, Oklahoma, or Alaska, your location is more likely to provide a boost to your admissions chances. Georgetown likes to accept at least one student from every state. In fact, they presently have 2 students enrolled from Idaho and 1 from South Dakota.

Georgetown Acceptance Rate

Looking at ethnic identity, the breakdown of the students admitted into the undergraduate student body is as follows:

• Asian American: 13%
• Hispanic: 8%
• African American: 6%
• International: 14%

The breakdown by gender of all current undergraduates is notably split in favor of women:

• Female: 57%

The breakdown by type of high school attended is as follows:

• Public: 47%%
• Catholic: 11%
• Independent: 34%

Georgetown Yield Rate

Georgetown’s yield rate—the percentage of accepted students who elect to enroll, divided by the total number of students who are admitted was 48% last year. For comparison, schools like Stanford, Harvard, the University of Chicago, MIT, and Yale all sport 70%+ yield rates. Schools like Pomona, Barnard, and Bowdoin are just slightly ahead of Georgetown in this category.

How Georgetown Rates Applicants

There are eight factors that Georgetown ranks as being “very important” to their admissions process: rigor of secondary school record, class rank, GPA, standardized test scores, the essays, recommendations, talent/ability, and character/personal qualities. Georgetown’s application process is a bit more personalized than many highly-selective schools since an alumni interview is required. They value “demonstrated commitment to the broader community” and personal qualities such as “resiliency, motivation and ambition.”

Additionally, Georgetown is always seeking to put together a diverse freshman class ethnically, socioeconomically, geographically, and in terms of talents possessed. On that note, Georgetown wants to see an activities section/resume that contains evidence of accomplishment, passion, and leadership. They are not going to be impressed that you filled the ten spaces on the Common App Activity List; they are looking for genuine excellence in one or more activities.

For example, you won a countywide math competition, you are one of the top cellists in your state, you conducted scientific research through part of a highly-selective summer program, or were the president of a service organization that made a monumental impact.

Tips for Applying to Georgetown

If you plan on joining the almost 25,000 Hoya hopefuls for the next admissions cycle, you should know the following:

• Georgetown expects to see evidence of advanced coursework in high school. 70%+ of applicants submit AP exam results.
• Georgetown still requires all applicants to have an interview with a member of the 6,000-member Alumni Admissions Program . This organization is divided into 200 regional communities so chances are strong that you will be located near an interviewer.
• Early Application interviews are prioritized through the end of October so most Regular Decision applicants won’t interview until November.  For advice on what types of questions you should be prepared to answer/ask, visit our blog— College Interview Tips.
• Georgetown does not consider “ demonstrated interest ” so you will not be judged on whether or not you made a campus visit, contacted an admissions officer, etc. However, given their decreasing yield rate—as addressed earlier—letting the university know if they are truly your top-choice school is not a bad idea.
• Make sure to dedicate sufficient time and effort to the supplemental essays required by Georgetown. In the 2022-23 cycle, there were three prompts that every applicant must tackle and one additional school-specific question.

Prompt 1: Indicate any special talents or skills you possess. (250 words)

Prompt 2: Briefly discuss the significance to you of the school or summer activity in which you have been most involved. (1/2 page, single-spaced, or approximately 300-400 words depending on font size)

Prompt 3: As Georgetown is a diverse community, the Admissions Committee would like to know more about you in your own words. Please submit a brief essay, either personal or creative, which you feel best describes you. (1 page, single-spaced, or approximately 300-400 words depending on font size)

Georgetown University School-Specific Prompts

1) Georgetown College: What does it mean to you to be educated? How might Georgetown College help you achieve this aim? (Applicants to the Sciences and Mathematics or the Faculty of Languages and Linguistics should address their chosen course of study.)

2) School of Nursing & Health Studies: Describe the factors that have influenced your interest in studying health care. Please specifically address your intended major (Global Health, Health Care Management & Policy, Human Science, or Nursing).

3) Walsh School of Foreign Service: Briefly discuss a current global issue, indicating why you consider it important and what you suggest should be done to deal with it.

4) McDonough School of Business: The McDonough School of Business is a national and global leader in providing graduates with essential ethical, analytical, financial and global perspectives. Please discuss your motivations for studying business at Georgetown.

(Each school-specific prompt should not exceed 1 page, single-spaced, or approximately 500-700 words depending on font size)

The key to mastering these four essays is to do your homework on the college within Georgetown University to which you are applying. For detailed advice on approaching each essay, visit our blog: Georgetown Essay Prompts and Tips .

Georgetown University Acceptance Rate – Final Thoughts 

Students with SATs in the 1300-1400 range will likely need a “hook” in order to achieve their dream of becoming a Hoya. Georgetown, with acceptance rates of 10-12%, is only hunting for students that possess 98th percentile (and above) standardized test scores and have earned mostly A’s in a highly- rigorous secondary curriculum. If Georgetown is your aim, make sure to also have a rock-solid backup plan. All seniors need to make sure that they formulate an appropriate college list , containing a complement of “target” and “safety” schools. You’ll definitely want to do this in conjunction with one or more trusted adults in your life, including your guidance/college counselor.

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Andrew Belasco

A licensed counselor and published researcher, Andrew's experience in the field of college admissions and transition spans two decades. He has previously served as a high school counselor, consultant and author for Kaplan Test Prep, and advisor to U.S. Congress, reporting on issues related to college admissions and financial aid.

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All Graduate Programs

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Addiction Policy & Practice

The Master’s of Science in Addiction Policy and Practice (ADPP) prepares students to work at the forefront of developing policy responses to the issue of addiction in the United States and abroad. Students follow an integrated, multidisciplinary curriculum that combines neuroscience, psychiatry, policy, and observational experiences in various policy and clinical settings. Students study the drivers of addiction, societal and environmental factors that lead to substance use disorders and other types of addiction, the science of prevention, treatment, and recovery from addiction, as well as the legal and policy aspects that form the nation’s addiction policies. Courses include domestic drug policy, health care financing, epidemiology, comparative approaches to drug and addiction policy, and data analysis.

Adult Gerontology Acute Care Nurse Practitioner

• Certificate

Through a hybrid blend of asynchronous didactic content, synchronous class sessions, and In-person on-campus intensives (OCIs), the Online Adult Gerontology Acute Care Nurse Practitioner (AG-ACNP) program from the School of Nursing & Health Studies prepares registered nurses (RNs) to manage the care of patients with acute and chronic conditions. Certificate option available for qualified students.

Advanced Biomedical Sciences (with George Mason University Joint Certificate)

• Graduate Certificate

The Advanced Biomedical Sciences (ABS) certificate program, in partnership with George Mason University, is offered through our GeorgeSquared Program. The program offers an outstanding biomedical sciences curriculum to enhance a student’s background for application to professional schools in the biomedical field.

Aging & Health

Our interdisciplinary program looks comprehensively at aging — a demographically inevitable process — and prepares students for emerging careers by shifting the conversation surrounding aging populations. Georgetown University’s Master’s in Aging & Health (AGHL) goes beyond geriatrics to encompass the study of aging well in today’s society.

Applied Economics

The M.A. in Applied Economics program has a key objective to provide students with a solid foundation in microeconomic and macroeconomic theory, as well as coursework that provides students with the ability to comprehend empirical analyses pertinent to the discussion of economic issues and equip them with the skills to undertake original research projects and data analysis. After completion of core courses, students study the application of these tools of economic study to a range of contemporary economic problems. This material is covered in a range of elective courses focusing on more specialized areas of economics.

Applied Mathematics

The Ph.D. program in Applied Mathematics prepares students for research and teaching careers in academia, industry, or government. The Department of Mathematics and Statistics has strong links to area employers and is already oriented toward providing graduate students with the skills most in demand in applied work.

Arab Studies

• Accelerated

The Center for Contemporary Arab Studies (CCAS) is the only academic center in the United States focusing exclusively on the Arab world. Through a master’s program or an undergraduate or graduate certificate, students will be trained in the language, history, culture, society, politics, and economics of the contemporary Arab world.

Arabic and Islamic Studies

The graduate program in Arabic and Islamic Studies aim to combine a thorough understanding of the Arabic language with scholarly research in the literary, linguistic and intellectual traditions of the Arab and Islamic world. The Arabic and Islamic Studies Department offers graduate level courses in Arabic linguistics, Islamic studies, and literature of the classical and modern eras. M.A. students will complete one Major concentration and one Minor concentration towards the degree. Similarly, Ph.D. students who are admitted with advanced standing will complete one Major concentration and one Minor concentration towards the degree. Those who are admitted to the Ph.D. program without an earned master’s degree in a related field will complete one Major concentration and two Minor concentrations.

Art & Museum Studies

Georgetown’s M.A. in Art & Museum Studies program is a selective program that combines the academic study of art history and museum practice and emphasizes the international contexts of museums in the modern world. Students work closely with Georgetown art history faculty, curators, and other museum professionals in Washington, D.C., and faculty specialists at Sotheby’s Institute of Art in London, England and New York City.

Asian Studies

The M.A. in Asian Studies Program gives students a unique combination of functional training and regional expertise, and provides students with the skills necessary to meet the demands of global private and public sector interests in Asia. Students have the opportunity to study core disciplines in the humanities and the social sciences as they relate to Asia, and are given the opportunity to specialize in at least one and potentially two areas of concentration.

College of Arts & Sciences

PhD Program

Requirements for the phd.

In order to be admitted to candidacy for the PhD, students complete the following requirements within six (6) semesters from beginning the PhD program.

• Earn 45 credits, distributed as specified below;
• Pass all required comprehensive exams;
• Satisfy the logic requirement;
• Complete the Dissertation Transition Seminar;
• Hold pre-proposal meeting

At least 15 courses (45 credits) are required and are to be distributed as follows:

• Proseminars During their first year of residency in the PhD program, all students are required to pass the Ethics Proseminar and a year-long proseminar covering selected issues that arise in metaphysics, epistemology, the philosophy of mind, the philosophy of language, and the philosophy of science (LEMMS Proseminar 1 & LEMMS Proseminar 2).
• Be focused on an historical figure(s), movement(s), or period(s)
• Approach its material with a primary learning goal to understand, interpret, reconstruct, and critically evaluate the texts. Whether a particular course satisfies these requirements, and whether it counts as Ancient, Medieval, Renaissance, or Modern, will be determined by the Director of Graduate Studies in consultation with appropriate faculty.
• Advanced Topical Courses Students must take two topically oriented courses at the 8000-level, one in a normative area and one in a non-normative area.
• Taking PHIL-5001, Intermediate Logic, and earning a grade of B or higher;
• Taking and passing an examination administered by the Department on the material covered in PHIL-5001; or
• By receiving a final grade of B+ or higher in an equivalent or more advanced course at another institution. Under (i) above, with approval by the Director of Graduate Studies as well as the faculty who teach PHIL-5001, an equivalent or more advanced course at Georgetown may be substituted for PHIL-5001. Under (iii) above, the Director of Graduate Studies a well as the faculty who teach PHIL-5001 must approve the proposal to certify a course from another institution as equivalent to or more advanced than PHIL-5001. Students who fail to pass the Logic requirement during their first year in the program may have one further opportunity to pass the requirement.
• 4000–4999 Level Courses No more than one fifth (⅕) of the credits required for one’s degree may be earned in courses below the 5000-level. Courses below the 4000-level may not be taken for graduate credit

Timeline for the Ph.D. Program

The timeline below assumes that students are on financial aid. Those who are not should consult with the Director of Graduate Studies and develop a personalized plan of study that is realistic given the student’s other commitments. Additionally, this timeline applies (only) to students who matriculated in the Ph.D. program in or after Fall 2018. Finally, there are variations on this pattern in virtue of alternative funding plans (special or outside fellowships, research assistantships tied to faculty grants) or advanced standing.

• You will take four courses per semester and so complete 8 of the required 15 courses (24 of the required 45 credits).
• Complete eight (8) courses or 24 credits, including the two Proseminars (Ethics and the year-long LEMMS Proseminar); two comprehensive examinations based on the Ethics and LEMMS Proseminars; and the Logic requirement (PHIL-551or its equivalent and PHIL-350 if needed). Students will have a non-service Fellowship during Year 1 (see IV.A.2 below).
• Participate in the non-credit First-Year Seminar, an informal seminar where you will learn about the department’s expectations for graduate students and how to navigate life as a grad student.
• Financial aid : first-year students on financial aid have a non-service “fellowship” year. This means that they are supported to devote themselves full-time to their coursework.
• You will take three courses per semester, and so complete an additional 6 of the required 15 courses (18 of the required 45 credits), for a running total of 14 of the 15 required courses (42 of the required 45 credits).
• Course selection is at your discretion, but you must have a plan to satisfy the requirements in the history of philosophy and the two required systematic courses at the 500+ level, one in normative philosophy, and one in non-normative philosophy. You should consult with the DGS on this plan.
• Financial aid : the second year in the program is a service stipend year. This typically entails serving as a Teaching Assistant for a large introductory course in both semesters. You will be responsible for leading two weekly discussion sections of 22–25 students each, grading your students’ work, holding office hours, attending the course plenary lectures, and other duties as assigned.
• Complete your final course, ensuring that all coursework requirements for the Ph.D. have been completed.
• Participate in the non-credit Third-Year Seminar, where you will begin to think about your dissertation proposal with fellow third-year students, the leader of the seminar, and perhaps with other faculty.
• You must hold a “pre-proposal” or dissertation organization meeting by the end of the third year. In this meeting, you will plan a path toward a formal dissertation proposal with a proposed dissertation committee and mentor.
• Financial aid : service responsibilities resemble those of second-year students, with the additional possibility of serving as a teaching assistant for PHIL-099, Political and Social Thought, the introductory philosophy course for first-year students in the School of Foreign Service. (You may apply for this position during the second year in the program. Three students are chosen each year. The position comes with summer preparation and a summer stipend.)
• You must defend a formal dissertation proposal by the end of the fall semester of the fourth year (your seventh semester in the program). This requires writing a formal proposal according to the regulations of the Graduate School of Arts and Sciences and defending that proposal in a formal oral defense. Students who do not pass the oral defense may try a second (and final) time during their eighth semester in the program.
• Financial aid : during your fourth year, you will begin to teach your own courses as an instructor of record (a “Teaching Associate”). You will choose a Teaching Mentor, who along with the Department’s Coordinator of Teaching Associates will guide you through the process of designing and teaching courses. There is also substantial teacher training available through the University’s Center for New Designs in Learning and Scholarship.
• Financial aid : your fifth year in the program will be a second non-service fellowship year. You will devote yourself entirely to writing your dissertation, with the goal of putting yourself in a position to complete and formally defend the dissertation during the sixth year
• Financial aid : funding is not guaranteed for the sixth year, but it has usually been available to students who have made good progress through the program. If funded, you will teach again as a Teaching Associate, gaining additional valuable experience as an instructor.
• You should defend your doctoral dissertation during this sixth year, as well as prepare for seeking post-doctoral employment.

Years Seven and Eight

• You may, if needed, take a seventh year to complete and defend your dissertation, and it is permissible to apply for an eighth year in the program if necessary.
• However , no financial aid is likely to be available for the seventh and eighth years.

College of Arts & Sciences

PhD Arabic & Islamic Studies

The PhD Program in Arabic and Islamic Studies offer advanced training in the disciplines of Arabic Linguistics, Arabic Literature (Modern and Classical), and Islamic Studies (Intellectual History, Theology, Law) with an emphasis on the close reading and interpretation of primary sources, whether linguistic or textual, modern or classical. The department strives to educate students in current theoretical, critical and cultural scholarly approaches as tools to explore and analyze primary sources and linguistic data and to evaluate and challenge secondary scholarship. In forming the new generation of research scholars in our fields, we strive to give them the linguistic and critical tools necessary for original and creative scholarship. Our PhD students typically go on to academic careers, often beginning with post-doctoral fellowships, with tenure-track university appointments or in other research institutions.

Entering students are required to have Arabic language competence equivalent to at least that attained by the end of the third year of intensive language study in the undergraduate program at Georgetown University. In the first week of their first academic year, students who are non-native Arabic speakers are required to take an Arabic language exam administered by the department. Students who fail this exam are required to be enrolled in advanced Arabic classes, and to take the exam again at the end of the fall semester. If they still do not score satisfactorily they have until the end of the spring semester to successfully retake the exam. Students must pass the Arabic proficiency exam by the end of August of their first academic year if they are to continue in the program. Arabic language courses taken to enable students to reach the required proficiency level do not count towards the degree credits. Students who desire ACTFL proficiency certification should make arrangements with the department.

Students already enrolled in the master’s program at Georgetown must apply again if they are interested in joining the Ph.D. program; these students are not guaranteed admission, and will be considered by the admissions committee along with other applicants from outside the department.

For more details on the Ph.D. program, please see the  Graduate Handbook.

To apply, please visit the Graduate School  admissions website.

Current Graduate Students

For research opportunities, please explore the Research page .

College of Arts & Sciences

Ph.D in Government

Please explore further each of our fields of expertise:

• American Government
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• International Relations
• Political Theory

Course scheduling and course information is available on the Schedule of Classes . Graduate Students should select a Term. Then “Government” as the Subject and choose “Advanced Search” and select “MN or MC Graduate” for Level.

The mission of the Government Department Ph.D. program is to provide students with the analytical skills and substantive knowledge needed to both generate and evaluate research in political science, preparing them for careers at the highest levels of scholarship and teaching. A Georgetown Ph.D. in Government signifies theoretical, methodological, and substantive expertise in various topics of political significance, as well as the research and communication skills necessary for productive scholarship.

The degree indicates that the recipient has acquired extensive knowledge in at least two fields, both typically drawn from the four major subfields of political science, but which may also include related fields such as history, security studies, or public policy. A Georgetown Ph.D. in Government is granted only to students who have demonstrated the ability to synthesize large quantities of information and rigorously evaluate the merits of competing theoretical and empirical arguments. The degree indicates that its holder has obtained the analytical and methodological skills to design and conduct original research of the highest quality. It further certifies that its holder has the written and oral communication skills necessary to engage with debates at the leading edge of the field. Individuals holding a Georgetown Ph.D. in Government are also equipped with the knowledge and skills to teach political science at the university level in both survey courses and specialized seminars.

Doctoral-level seminars taken during coursework are designed to familiarize students with the scholarly literature in at least two fields of study. Students gain a broad understanding of the development and major topics of research within these fields, as well as expertise in several more specialized areas. Students learn to evaluate and engage with the major scholarly debates in their fields of study, both in classroom discussion and in written work. All students learn the methodological skills needed to carry out original research in their respective fields.

Ph.D. students are required to take comprehensive examinations in one major. The purpose of comprehensive examinations is to demonstrate a student’s broad familiarity with the literature in his or her fields of study. This prepares students both as professional members of a scholarly community and as future teachers at the university level. Our doctoral students write dissertations that consist of rigorous original research that contribute to our understanding of a topic of empirical importance and theoretical significance to the field of political science. Once a dissertation of high quality is complete, there is a dissertation defense at which the student presents the results of his or her research and is questioned about the implications of the work for the field of political science by the dissertation committee.

In addition to the formal requirements of the doctoral program, students are encouraged and expected to participate in opportunities for professional socialization and development. All four subfields of the department organize speaker series to host scholars from other universities and promote intellectual exchange. Doctoral students are also encouraged to attend our seminars on various aspects of the academic profession, including teaching, publishing, and the job market.

Students acquire teaching skills in a number of settings. Many serve as teaching assistants for the larger undergraduate courses offered by the department, while others may have the opportunity to teach their own undergraduate-level seminars. Students may also take advantage of training seminars offered by the department, as well as the certification offered through the  Apprenticeship in Teaching Program  run by the  Center for New Designs in Teaching and Learning .

Doctoral students engage with the political science community outside of Georgetown by attending specialized seminars and presenting their research at academic conferences.

For students admitted with a Fellowship, we provide tuition and a stipend of $38,000. Typically students in their first year are assigned a service-free fellowship and will work on coursework and related research. In their second year, students normally are assigned service assistantships and and will typically serve as TA’s in GOVT courses or on other assignments. Students in their fourth year are assigned service assistantships and typically serve as an RA for a professor or some other assignment. In the fifth year, students usually also are service-free conditional on having successfully defended their dissertation prospectus and advanced to ABD status.

Our Ph.D. graduates have tenure-track jobs at many excellent institutions, including:

• American University
• Cornell University
• University of Wisconsin at Madison
• LBJ School of Public Policy at the University of Texas at Austin
• George Washington University
• George Mason University
• University of California at Riverside
• University of Michigan
• Villanova University
• Carleton University

In addition, our Ph.D.s have been winning prestigious fellowships, including ones from Harvard, Princeton and Brookings.

Part of our placement success is due to our strong record of working closely with students, including producing jointly authored articles.

All inquiries should be sent to [email protected] .

Graduate Program Cost of Attendance

The average cost of attendance budgets for graduate programs can be accessed by clicking the respective academic year in the area below. The cost of attendance is based on the number of credit hours for which you enroll in each semester. 

To Capture the Whole Picture of Mental Health, Anna Douglas (C’24) Blends the Left and Right Brain 

May 15, 2024

Anna Douglas (C’24), an accomplished artist, equestrian and neuroscience researcher, has spent her time at Georgetown exploring the connections between art, neuroscience and therapy. 

With graduation just around the corner, she’s thankful for the space and time over the past four years to explore the ways her disparate interests overlap and complement one another. 

“I’ve come to the realization that there is no limit to education,” said Douglas, a neurobiology major and fine arts minor. “Georgetown’s liberal arts education encouraged interdisciplinary action in whatever way I found fit. There were many moments when I felt like my arts education at Georgetown supported my neurobiology pursuits, whether that was tackling a lab issue from a new angle or creating out-of-the-box graphics for papers.”

Connecting the Academic to the Personal

The road to Douglas’ course of study began long before she arrived at Georgetown. After witnessing the effect that neurological disorders had on close friends and family, she began investigating the mechanics of the brain in high school.  

“I became consumed with reading textbooks and research articles to try to understand exactly what was happening to me and my family—where exactly had the magical electrician who wires our synapses together gone wrong? But I was frustrated by the answer: the electrician hadn’t left any instructions about what they had done,” Douglas said. 

Anna Douglas (C’24) with a rat in the Ostroumov Lab.

An introductory neuroscience course in high school opened the door for Douglas to begin thinking systematically about the structure of the brain and mental health. 

“I was enamored with how the brain works but realized that we’d only scratched the surface of the electrician’s work in that class,” Douglas said. “The only option to learn more about this elusive electrical goop was to dive headfirst into understanding its very mechanics by majoring in neurobiology.”

At Georgetown, Douglas was able to explore the questions that had been nagging her, both in the classroom and in the laboratory. Since 2022, she has worked in Alexey Ostroumov’s lab , which studies the mechanisms of neurological and neuropsychiatric disorders in rodents using molecular, physiological and behavioral techniques. 

“I loved getting to be hands-on with research, especially as I missed out on bench work during my freshman year because of the pandemic,” said Douglas. “I began research just as I entered my neurobiology gateway course and it was neat to be able to see what I learned in the classroom enhance my work in the lab.”

In the Ostroumov Lab, Douglas has collaborated with researchers examining the symptoms and treatment of Parkinson’s disease, the topic of her senior thesis. She has also worked in the Vanmeter/Raven Lab in the Center for Functional MRI, where she investigated the connection between brain iron levels and different psychiatric disorders.

“Anna is exceptionally dedicated to her research, she spends several hours in the lab every day, and she has helped to move our new Parkinson’s disease-related study forward to the point where federal NIH funding and publications can be obtained,” said Alexey Ostroumov , an assistant professor in the Department of Pharmacology & Physiology . “Anna possesses the motivation, curiosity and problem approaching skills that mark her as an exceptionally promising researcher.”

Pursuing Poignant Questions

In the classroom, Douglas found ample opportunities to pursue interesting research and ask poignant questions. 

“The professors in the neurobiology department truly want you to think like a proper scientist,” Douglas said. “In Prof. Maguire-Zess ’ class on synaptic transmission, she asked us to complete a large literature review on any topic we liked that was related to synaptic transmission and my group chose to do a review on psilocybin and depression.”

Anna Douglas (C’24) with co-author Daniel Staas (C’24) at the Georgetown Undergraduate Research Conference.

Douglas’ research group developed a hypothesis about how psilocybin could correct depression and initiate neurogenesis, which ultimately led to multiple presentations and a peer-reviewed publication. That research was recognized by the Provost Undergraduate Research Presentation Award and Douglas presented the team’s findings at the National Collegiate Research Conference at Harvard University in 2023.

While studying mental health through a scientific lens, Douglas found time to investigate similar themes through her artwork. Under the guidance of Roberto Bocci , a photographer and installation artist, Douglas explored ideas that sprouted while investigating neurobiology.

“Apart from focusing across disciplines, I also focused my undergraduate art work across mediums,” said Douglas. “This past semester, I had the chance to take an independent study with Professor Bocci in photography and I focused my theme on judgment, perception and collective memory, partially as a nod to my neurobiology studies but also to reflect on the support that I have had at Georgetown from friends, professors and mentors.” 

Douglas realized that the unique community of faculty and friends on the Hilltop had empowered her at every step of her academic journey. Her independent study with Bocci gave Douglas the time and space to reflect and thank all of those people in her life. She worked to take portraits of as many Hoyas as possible, printing those images onto transparent film and then manufacturing sculptures and installations using those images. 

A series of floral images captured by Anna Douglas (C’24) in a course on alternative photography.

“I am very grateful for my time at Georgetown and for those who have supported me along the way,” said Douglas. “I wanted to emphasize that thankfulness in my work while questioning what makes up our identity.”

For Douglas, her experiences in both fine art and neurobiology gave her an appreciation for the work that arises from individual passions. 

“Georgetown lets you take a hold of your education and form the path that you want to take, even if others may not initially see how it makes sense,” said Douglas. This has been immensely helpful in making me a more confident and empowered student.”

Fitting Everything In 

An accomplished academic, Douglas embodies Georgetown’s value of education for the whole person. She is a member of the United States Pony Club, receiving her “A” rating in 2020 — just one of four individuals across the country to do so that year. 

During her sophomore year, Douglas founded I Sex Ed, Unfiltered, a free sex education program for high school students. 

Anna Douglas (C’24) with her horse, Valenzio.

“We were a small group that initiated and led a free sex education program for high school students offering a direct point of communication between young people to freely discuss complex issues with a focus on intersectionality,” said Douglas. “We also built a custom, comprehensive and freely accessible curriculum while working with schools to implement permanent programs via virtual and in person formats.”

Douglas founded Hot Hoyas Walk, an athletic club that boasted 400 members in its first semester, and has also volunteered as a counselor with the Crisis Text Line. 

Emboldened by her time on the Hilltop, Douglas is excited to continue blending the arts and the sciences to better understand mental health. 

“Educating the whole person is something that I have come to embrace during my time at Georgetown,” Douglas said. “All of my professors have embodied and encouraged me to cross-pollinate my personal interests and academic studies. In my future educational endeavors, I will continue to do the same — this approach makes all forms of inquiry more rich and fruitful.”

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How Isabel Powell (C’24) Uses Public Health Research to Improve Lives Around the World 

Graduating senior Isabel Powell (C’24) reflects on public health research conducted around the globe during her time as an undergraduate.

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The Class of 2024: Insights and Wisdom

This year the School of Continuing Studies (SCS) proudly celebrates the graduation of 1,112 accomplished changemakers. Among them, the Class of 2024 bears witness to the exceptional achievements of three outstanding individuals who have surmounted formidable challenges and gained insightful wisdom throughout their academic pursuits.

From overcoming personal health challenges to serving the country, or leading transformative diversity, equity, and inclusion (DEI) initiatives, these remarkable students exemplify the Spirit of Georgetown as they embark on new beginnings on Thursday, May 16.

Allow us to introduce the inspiring stories of Kate Hilts, Garth Thomas, and Wedly Cazy: SCS exemplars of resilience and determination who embody Georgetown’s values with every stride.

People for Others: Kate Hilts

Emerging as a beacon of resilience, Kate Hilts is a student in the Master of Arts in Liberal Studies program and a 2024 Tropaia Award Winner . From mourning the loss of her father to being diagnosed with a chronic illness, and beginning her master’s program during the depths of the pandemic, Hilts has relentlessly pursued her degree to continue being a Person for Others.

Hilts’ impact reverberates far and wide as she channels her passion for advocacy into meaningful action. Currently a senior digital strategist at the National Education Association, she has also worked for the AFL-CIO, Planned Parenthood, and Elizabeth Warren’s 2020 presidential campaign. Hilts says that the Georgetown value of People for Others has led her to where she is today.

“That value has always guided me in life, and it’s why I do almost everything I do,” Hilts said.

Hilts’ light shines brightest in the realms of service and solidarity. Hilts has participated in Black & Pink , a nationwide LGBTQ+ prisoner pen pal program for more than a decade. She also presented at the Society for Utopian Studies ’ annual conference, "Utopia, Dystopia, and the Police: Unmaking Fiction’s Prisons, Remaking a Post-Carceral World," where she not only challenged conventional narratives but also sparked conversations on reshaping societal paradigms. Along the way, Hilts has fostered meaningful connections while uplifting the voices of these marginalized groups.

“The experience has really solidified my belief in amplifying the voices of the folks most denigrated, dismissed, and oppressed in society,” she said.

Amidst her academic journey, Hilts encountered a series of profound life-altering events. One year after her father’s passing, she was suddenly diagnosed with an autoimmune disease in 2023. Recalling the protracted period of uncertainty leading to diagnosis, she navigated through the intensifying symptoms with resilience.

In the face of life’s unpredictability, Hilts remained unwavering in her commitment to championing justice and equity. Upon finally receiving the necessary care, a wave of relief washed over her, prompting a moment of deep introspection. “It made me reflect on all of my intersecting identities: as a woman (the vast majority of people with autoimmune diseases are women), a newly disabled and chronically ill person, and a person privileged enough to have health insurance.”

Graced by the support of her professors, friends, and mentors, Hilts forged ahead, enriched by invaluable experiences, insights, and newfound aspirations. As Commencement looms on the horizon, Hilts gained a revitalized zeal for academia. “The program reminded me that I can do something difficult and different!”

Hilts’ Words of Wisdom

I really hope that we can use our incredible privilege as Georgetown graduates to improve the world around us. There are a lot of crises right now calling out for justice, and any of us can use our power in pursuit of that.

Educating the Whole Person: Lieutenant Commander Garth Thomas

Lieutenant Commander Garth Thomas, a soon-to-be graduate of the Master’s in Human Resources Management program, embodies the essence of a lifelong learner and a dedicated service member. Graduating alongside 176 military-connected SCS students, he has successfully balanced the rigors of active-duty responsibilities with academic pursuits. LCDR Thomas seamlessly melds his roles as a student, leader, and coach, emblematic of Georgetown’s commitment to Educating the Whole Person .

As the United States Navy Commanding Officer of the Military Entrance Processing Station ( MEPS ) in Lansing, Mich., LCDR Thomas is not only a dedicated serviceman but also a devoted husband, father, and boxing coach at the University of Michigan. Through coaching, he imparts invaluable life lessons to his athletes, emphasizing the importance of focus and discipline—a philosophy that permeates his academic journey.

“We teach losing focus at any time during a bout can mean a knockout loss. While not as significant as an actual match, losing focus and motivation in life can have the same negative consequences,” he said.

A dedicated student and military officer, LCDR Thomas confronts his obstacles with decorum and tenacity. When faced with the disappointment of not securing his preferred Commanding Officer position in the Navy, he transformed the setback into an opportunity for reflection and growth, embracing a positive mindset that has led him to success.

“It has tremendously influenced my growth—I have learned humility, patience, and trust from this situation that I have applied to my academic journey at Georgetown,” said LCDR Thomas.

On top of his considerable coursework, LCDR Thomas also passed his Japanese Language Proficiency Test. Guided by his wife, Kaori Thomas, a native of Hiroshima, LCDR Thomas continues to refine his vernacular—setting the stage for his family’s forthcoming relocation to Japan.

“My wife has a tremendous impact on my personal growth and development as she corrects my mistakes and pronunciation,” he said.

With his master’s degree, LCDR Thomas prepares to transition from military service with his sights set on Tokyo. There, he aspires to carve a new professional niche as a real estate agent and HR director. Inspired by his Georgetown education, he harbors aspirations of further academic pursuit at the University of Tokyo.

LCDR Thomas’ Words of Wisdom

‘Every day is Tuesday.’ You must have the mindset that no matter what, you still have work to do. Earn the degree every day. Also, advice is what we ask for when we already know the answer. Listen to yourself and put in the work.

Community in Diversity: Wedly Cazy

As an intrepid first-generation student and fervent storyteller, Wedly Cazy commenced his journey in the Master’s in Public Relations & Corporate Communications program with a steadfast vision to reimagine the industry, while epitomizing the ethos of Community in Diversity .

Currently serving as the Director of Diversity, Equity, and Inclusion (DEI) for Georgetown’s Graduate Student Government , Cazy regards his leadership of campus-wide DEI initiatives as his crowning achievement.

“Ultimately, the value of Community in Diversity recognizes the strength and opportunity that arise when people come together with their unique perspectives and backgrounds to create a vibrant, inclusive, and interconnected community,” he said.

As a student, Cazy strived to enhance the multicultural representation of the University to enrich the educational experience at SCS and reaffirm the School’s commitment to inclusivity. “Unity in Diversity” Week, a cornerstone of his initiatives, celebrated the kaleidoscope of cultures within Georgetown’s graduate student community through various events ranging from culinary traditions to stories and performances.

“The capstone event drew record participation and ignited conversations that bridged cultural divides, embodying the unity and understanding it aimed to promote,” Cazy said.

Cazy endured his own labyrinth of challenges as a first-generation scholar acclimating to a new language and academic environment. To navigate this unfamiliar terrain, he sought solace in mentorship, cultivating bonds with faculty, advisors, and seasoned professionals through networking events and University programs.

“These relationships provided invaluable insights into academic expectations and professional etiquette, effectively demystifying the graduate school experience and empowering my journey,” he said.

As Cazy stands on the cusp of a new beginning on Commencement Day, he is brimming with anticipation as he charts his way toward a Ph.D. Looking ahead, Cazy aspires to bridge scholarly inquiry with societal impact while manifesting Jesuit values every step of the way.

“In alignment with the Jesuit tradition of service and leadership, I aim to ensure that my work as a researcher and eventual scholar maintains a clear line of sight to the greater good, actively working to address pressing societal issues,” Cazy said.

Cazy’s Words of Wisdom

As we stand on the precipice of new beginnings—armed with knowledge, shaped by experiences, and driven by our collective dreams—let us remember the defining values Georgetown has imbued in us. May we constantly contribute to dialogue, stand at the forefront of change, and extend our hands to lift others. Georgetown has been more than an institution for us; it has been a transformative journey, a community, and a home. Our future is bright and promising; let’s embrace the adventures that await us.

Master of Arts in Liberal Studies

Explore philosophical, cultural, political, international, and current social concepts in a global context to develop a broader perspective of the modern world.

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We are transitioning to a new system for applications to the Spring 2019 term and later. Please select the term of your application:

• Fall 2018 or earlier
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