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• Hispanic Studies
• College of Liberal Arts and Social Sciences

Ph.D. in Spanish with a Concentration in Linguistics or Literature (FACE-TO-FACE)

Department of Hispanic Studies University of Houston 3553 Cullen Boulevard, Room 416 Houston, TX 77204-3062 713.743.3007 Contact Us

The Department of Hispanic Studies is at the forefront of research and teaching of Hispanic literature and Spanish linguistics. Our offering in Hispanic literature and Hispanic linguistics now encompasses the literatures written throughout the Americas and Spain. Given Houston’s location, as well as Arte Público Press and the Recovering the U.S. Hispanic Literary Project at UH, our Ph.D. program offers an optimal environment in which to achieve excellence.

For more information about the course work, expectations and the progression of the PhD program please see the PhD Students Handbook.

General Requirements

Minimum requirements for unconditional admission to the ph.d. in spanish.

• A completed M.A. degree in Spanish,or its equivalent
• Hispanic literature of the United States
• Latin American literature through Modernism
• Latin American literature since Modernism
• Peninsular literature through the XVII century
• Peninsular literature, centuries XVIII through XX
• Formal linguistics
• Applied linguistics
• Sociolinguistics
• Completed online application through CollegeNet   [all required documents are to be directly uploaded to your account during the application process. Please prepare them beforehand. Official individual mark sheets in certain countries, transcripts, and degree certificates must be sent directly to the Graduate school and to the Graduate Admissions Advisor in Hispanic Studies at the addresses included below]
• A statement of research in Spanish (between 1000 and 1500 words) explaining your academic interests and projects (see this link to find the guidelines you must follow for writing your  statement ).
• Three letters of recommendation from the applicant’s professors detailing the potential of the applicant at the Ph.D. level (sent directly by recommenders via CollegeNet)
• Writing sample (Graded)
• Transcripts that are not in English must be sent along with an official translation made by a certified interpreter .
• Please see the Graduate School guidelines for transcripts and diploma verification

Additional Requirements for International Students

• Certified copy of diploma: besides official transcripts and their translation, international students must send a copy of their graduation diploma. If the document is not in English, an official translation made by a certified interpreter must be attached. The diploma must be sent to the University of Houston Graduate School (102 E. Cullen Building Houston, Texas 77204-2012).
• TOEFL: Test of English as a Foreign Language: A score of at least 79 on the (international students only, unless they have earned a college degree from an American university)
• Duolingo English Test for English proficiency exams. The exam costs $49 (USD) and may be taken from any computer that has a camera, audio and reliable internet. The exam portion of the Duolingo English Test contains a series of speaking, reading, writing and listening exercises. Following the exam, there will be an interview portion that will ask you to respond to various prompts in 30 to 90 seconds. The exam will take about 45 minutes to complete and you will need either a passport, driver license, or national or state ID to show the camera. The score results are generally received within a few days of exam completion. A minimum score of 105 is required.

For information on the TOEFL visit the Educational Testing Service web site . (UH Code: 6870)

IMPORTANT: ALL APPLICATIONS MUST BE COMPLETE BY JANUARY 15th (INCLUDING TRANSCRIPTS AND EXAM RESULTS TOEFL) IN ORDER TO BE CONSIDERED FOR FUNDING. INCOMPLETE DOSSIERS WILL NOT COMPETE FOR SCHOLARSHIPS . Click here to download the Spanish PhD application checklist

Once admitted to the program

• No course in which a grade below B- (2.67) is received may count towards Ph.D. degree.
• A minimum grade point average of 3.0 (B) for all graduate courses attempted is required for a graduate degree; failure to maintain this average will result in a warning, probation, or suspension.
• Qualifying written and oral examinations are required to obtain admission to candidacy
• The student must develop a dissertation on a topic in literature which can be considered to be original and of significance to scholarship.
• Four college semesters at the undergraduate level (or equivalent proficiency as demonstrated by testing) in another Romance language.
• Reading knowledge of Latin or any other approved language, as demonstrated either by satisfactory scores on the Educational Testing Service examinations for that language, or the completion of two semesters of graduate reading courses in the language chosen with a grade of B- or higher.

Application Fees

Fees payable by check, money order or online (Credit Card) with application

• Total cost, $50
• Payable to University of Houston
• Total cost, $80
• The Spanish PhD Program only has admissions for the Fall semester.
• All documents and information must be uploaded through CollegeNet and/or sent to the University of Houston by January 15 th

For applications and advisement, please write, call, or e-mail:

Dr. Paola Arboleda-Ríos, Interim Graduate Director, at [email protected]

* Phone interviews will be conducted after application file is reviewed.

Doctorate (PhD) in Spanish

The Department of Spanish and Portuguese offers a comprehensive and innovative graduate program in the literature and cultures of the Hispanic and Luso-Brazilian world. We offer courses that cover a range of chronological, geographical, and generic categories, including Peninsular and Latin American literature and visual culture from the pre-modern period to the present day, as well as courses in literary, aesthetic, and political theory. Our program is distinguished by cross-unit collaboration and interdisciplinary approaches. Our faculty is dynamic, professionally active, and committed to working closely with students to prepare them for careers in university teaching and research.

The PhD in Spanish prepares students for careers in university teaching and research through an integrated program of advanced course work and the preparation of a doctoral dissertation. Each program is flexible enough to provide for comprehensive coverage in the student's primary area while assuring ample coverage of the broad field of Hispanic literatures and cultures.

Recent Publications by Faculty in Literature & Cultural Studies

2022  Fraser, B. Beyond Sketches of Spain: Tete Montoliu and the Construction of Iberian Jazz . New York: Oxford University Press.

  2022  Fraser, B. Barcelona, City of Comics: Urbanism, Architecture and Design in Postdictatorial Spain . Foreword featuring original comic by Pere Joan. Albany: SUNY Press.

  2022  Fraser, B., Spalding, S. (eds). Transnational Railway Cultures: Trains in Music, Literature, Film and Visual Art. Series: Explorations in Mobility, vol. 6. New York; Oxford: Berghahn Books.

2022 Murphy, Kaitlin and Yifat Gutman, Kerry Whigham, and Jenny Wüstenberg, et al. Routledge Handbook of Memory Activism. Routledge, Taylor & Francis Group.

2021 Arias, Santa, and Yolanda Martínez-San Miguel, eds. The Routledge Hispanic Studies Companion to Colonial Latin America and the Caribbean (1492-1898). Routledge, Taylor & Francis Group.

2021 Bezerra, K, Graciela Ravelli, and Teresa Barbosa. Representações do espaço público (Special volume). Revista Aletria 31.4.

2021  Fraser, B. Obsession, Urban Aesthetics and the Iberian City: The Partial Madness of Modern Urban Culture . Nashville: Vanderbilt University Press.

2020 Harden, Faith. Arms and Letters: Military Life Writing in Early Modern Spain . University of Toronto Press.

2019  Fraser, B. Visible Cities, Global Comics: Urban Images and Spatial Form . Jackson: University Press of Mississippi.

2019  Fraser, B. The Art of Pere Joan: Space, Landscape and Comics Form . Austin: University of Texas Press.

2018 Acosta, A. "Unsettling Coloniality: Readings and Interrogations". Special Issue edited by Abraham Acosta. Journal of Commonwealth and Postscolonial Studies.

2018  Fraser, B. Cognitive Disability Aesthetics: Visual Culture, Disability Representations, and the (In)Visibility of Cognitive Difference . Toronto: University of Toronto Press. 

2018 Murphy, Kaitlin M. Mapping Memory: Visuality, Affect, and Embodied Politics in the Americas. Fordham Univ Press.

2017 Morales, Mónica. Reading Inebriation in Early Colonial Peru . (1st edition Ashgate 2012; 1st reprint edition Routledge 2017)

CHAPTERS AND ARTICLES :

2023 Arias, S. “La reinvención de la Isla San Juan de Puerto Rico bajo la Ilustración: desfronterización e imperialidad.” Cuadernos de Literatura en el Caribe Hispánico e Hispanoamérica . Special Issue: Colonialismo y Colonialidad en el Caribe. Forthcoming.

2023  Fraser, B. “La trisomia 21, la discapacitat intel·lectual i l’escriptura de la vida a Barcelona.” Catalan Review , pp. forthcoming.

  2023  Fraser, B. “‘Fraught with Background’: Narration, Monstration and Style in the Biblical Adaptations of R. Crumb and Chester Brown.” Journal of Graphic Novels and Comics , pp. preprint published online in 2021.

2022 Bezerra, K. “O sol se põe em São Paulo; Noções de pertencimento num mundo globalizado.” Revista ANPOLL (forthcoming).

2022 Bezerra, K. “Yde Blumenschein.” Memorial do Memoricídio . Vol.2. Ed. Constância Lima Duarte. (forthcoming 2022)

2022 Fitch, M. "The Latin American Novel and New Technologies". Oxford Handbook of the Latin American Novel . Ignacio López-Calvo and Juan E. de Castro, eds. Oxford, UK: Oxford UP, pp. 542-554.

2022  Fraser, B. “The Poetry of Snails: The Shown, the Intervened, and the Signified in Duelo de caracoles (2010) by Sonia Pulido and Pere Joan.” European Comic Art 15.2, forthcoming.

2022 Harden, Faith. “Estebanillo González.” A Companion to the Spanish Picaresque Novel . Edited by Edward H Friedman. London: Tamesis, pp. 135-146.

2022 Murphy, Kaitlin. “Memory Mapping as Activist Intervention.” In The Memory Activism Handbook, edited by Yifat Gutman, Jenny Wüstenberg, et al. Routledge, Taylor & Francis Group.

  2022  Murphy, Kaitlin and Kerry Whigham. “Introduction to Memory Activism Practices.” In The Memory Activism Handbook, edited by Yifat Gutman, Jenny Wüstenberg, et al. Routledge, Taylor & Francis Group.

2022 Bezerra, K. “Afterword.” Contemporary Brazilian Cities, Culture, and Resistance . Ed. Sophia Beal and Gustavo Prieto. Hispanic Issues On Line 28, pp.248-257.

2021 Arias, Santa, and Yolanda Martínez-San Miguel . “Between Colonialism and Coloniality: Colonial Latin American and Caribbean Studies Today.” The Routledge Hispanic Studies Companion to Colonial Latin America and the Caribbean (1492-1898). Edited by Yolanda Martínez-San Miguel and Santa Arias. Routledge. 1-40.

2021 Bezerra, K., Teresa Barbosa, and Graciela Ravetti. “Introduction” and “Afterword” to Special Issue. Representações do espaço público (Special volume). Eds. Kátia Bezerra, Graciela Ravelli, and Teresa Barbosa. Revista Aletria 31.4, pp. 9-21.

2021 Bezerra, K. “Adriana Lisboa: revisitando a cidade a partir de um espaço de enunciação fronteiriço.” Panoramas da literatura brasileira 2020: drama, poesia, prosa e outras escrituras . Org. Rafael Climent-Espino, and Michel Mingote. São Paulo: Editora PUC-São Paulo, pp.

2021 Fitch M. “Chilean Digital Literature” in The Cambridge History of Chilean Literature . Ed. Ignacio López-Calvo. Cambridge University Press. 612-626.

2021 Fitch, M. "The Fierce Urgency of Now: Hispanic Studies, New Technology and the Future of the Profession"  Language, Image, Power: Luso-Hispanic Cultural Studies. Susan Larson, ed. New York: Routledge. 171-190.

2021 Fitch, M. “In memoriam, David William Foster. The Conversation We Never Had” Chasqui: Revista de literatura latinoamericana 50.2. 

2021  Fraser, B. “The Sonic Force of the Machine Ensemble: Transnational Objectification in Steve Reich’s Different Trains (1988).” In Transnational Railway Cultures: Trains in Music, Literature, Film and Visual Art. Edited by B. Fraser, S. Spalding. Series: Explorations in Mobility, vol. 6. New York; Oxford: Berghahn Books, pp. 46-63.

  2021  Fraser, B. “Down Syndrome Ensembles, Autonomy and Disability Rights in The Grown-Ups (2016) by Maite Alberdi.” Chasqui 50.2, pp. 233-52.

  2021  Fraser, B. “‘A Sort of Enchanted Place’: Town and Country Mysticism and the Architectural Façade in Seth’s Clyde Fans .” ImageText: Interdisciplinary Comics Studies 13.1

. https://imagetextjournal.com/a-sort-of-enchanted-place-town-and-country-mysticism-and-the-architectural-facade-in-seths-clyde-fans/ .

  2021  Fraser, B. “Tactile Comics, Disability Studies and the Mind’s Eye: On ‘A Boat Tour’ in Venice with Max.” Journal of Graphic Novels and Comics 12.5, pp. 737-49.

  2021  Fraser, B. “Forging the Iberian Comic in Post-Dictatorial Barcelona: Space, Place and Nonplace in Pere Joan’s Passatger en trànsit (1984).” Journal of Spanish Cultural Studies 22.3, pp. 367-86.

  2021  Fraser, B. “El ingenio visual de Miguel Noguera: el noveno arte vs la literatura en el cómic ‘Camilo José Cela’ (2010).” Bulletin of Spanish Visual Studies 5.1, pp. 111-33.

  2021  Fraser, B. “Architecture, Urbanistic Ideology, and the Poetic-Analytic Documentary Mode in Mercado de futuros (2011) by Mercedes Álvarez.” In Architecture and the Urban in Spanish Film . Edited by Susan Larson. Bristol: Intellect. pp. 22-37.

2021 Geyer, Charlie. “Abject Failure and Utopian Longing in the Lower East Side: The Poetry and Performance of Miguel Piñero.” Centro Journal , 33(2), 4-35.

2021 Murphy, Kaitlin M. “Fear and Loathing in Monuments: Rethinking the Politics and Practices of Monumentality and Monumentalization.” Memory Studies 14.6, pp. 1143-1158.

2021 Murphy, Kaitlin M. “Art as Atrocity Prevention: The Auschwitz Institute, Artivism, and the 2019 Venice Biennale,” Genocide Studies and Prevention: An International Journal 15.1, pp. 68–96.

  2020 Bezerra, K. “JR’s Morro da Providência Exhibit: A Politics of Cultural Intervention.” Luso-Brazilian Review 57.1, pp. 58-76.

2020 Fitch, M. “Los estudiantes huelen sinceridad” in Garate, Alberto Rivera, El profesorado frente a la pandemia: Relatos desde el curso del desastre . CETYS Universidad. Barcelona: Ediciones Octaedro, 2020. 69-76.

2020  Fraser, B. “Paco Roca’s graphic novel La casa (2015) as Architectural Elegy.” In Spanish Comics: Historical and Cultural Perspectives . Ed. Anne Magnussen. New York; Oxford: Berghahn Books. pp. 182-201. [Reprint of 2018 journal article from European Comic Art ]

  2020  Fraser, B. “Tete Montoliu, Blindness and Barcelona in the Key of Modern Jazz.” Catalan Review 34, pp. 1-17.

  2020  Fraser, B. “Trains, Time and Technology: Teaching ‘Mecanópolis’ through Mobility and Science Fiction Studies.” Teaching the Works of Miguel de Unamuno . Ed. Luis Álvarez-Castro. New York: MLA. pp. 112-18.

2020 Morales, Mónica. "Se puede hablar de solidaridad y defensa en la narrativa de Guamán Poma sobre los Indios en Buen gobierno?" Letras . 91.133, pp. 211-232.

2020 Murphy, Kaitlin M. “Braiding Borders”: Performance as Care and Resistance on the US-Mexico Border.” TDR: The Drama Review 64.4, pp. 72-83.

2020 Murphy, Kaitlin M. “Witnessing the Past and the Present: Photography and Guatemala’s Fight for Historical Dialogue.” In Historical Dialogue and the Prevention of Mass Atrocities , edited by Elazar Barkan, Constantin Goschler, and James Waller, 235-252. London: Routledge Press.

2019   Arias, Santa.  “Raza, colonialidad e Ilustración: Caminando la Ciudad de los Reyes.” Bibliographica Americana: Revista Interdisciplinaria de Estudios Coloniales 15 (2019): 5-20. 

2019 Bezerra, K. “ A casa Cai: Unveiling Geographies of Exclusion and Violence.” Revista Diadorim 19, pp. 99-108.

2019 Bezerra, K. “Milton Hatoum: Redesenhando fronteiras em uma cidade em transição.” De Oriente a Ocidente: Estudos da Associação Internacional de Lusofonistas. vol. IV, pp. 205-218.

2019  Fraser, B. “On Polysemiotic Interactions, Visual Paratexts, and Image-Specific Translation: The Case of Rodolfo Santullo and Matías Bergara’s Dengue (2012/2015).” Studies in Comics 10.2, pp. 279-95.

  2019  Fraser, B. “Joaquim Jordà and Nuria Villazán’s Mones com la Becky [Monkeys Like Becky] (1999) and the New Global Disability Documentary Cinema.” Disability Studies Quarterly 39.2, no pag.

  2019  Fraser, B. “Obsessively Writing the Modern City: The Partial Madness of Urban Planning Culture and the Case of Arturo Soria y Mata in Madrid, Spain.” Journal of Literary and Cultural Disability Studies 13.1, pp. 21-37.

2019 Geyer, Charlie. “Creolizing the Canon: Manuel Puig, Junot Díaz, and the Latino Poetics of Relation.” The Comparatist , 43 , 173–193.

2019 Murphy, Kaitlin M. “Against Precarious Abstraction: Bearing Witness to Migration Through Moysés Zúñiga Santiago’s “La Bestia” Photographs.” Journal of Latin American and Latinx Visual Culture 1.1, pp. 7-22.

2018 Acosta, A. “Crisis and Migration in Posthegemonic Times: Primitive Accumulation and Labor in La Bestia.” Dialectical Imaginaries: Materialist Approaches to U.S. Latino/a Literature in the Age of Neoliberalism . Marcial Gonzalez and Carlos Gallego editors. University of Michigan Press. Pages 241-262.

2018 Acosta, A. “The Posthegemonic Turn.” New Approaches to Latin American Studies: Culture and Power . Juan Poblete, editor. New York; London: Routledge. Pages 255-271.

2018  Acosta, A. Introduction to Special Issue, "Unsettling Coloniality: Readings and Interrogations". Edited by Abraham Acosta. Journal of Commonwealth and Postscolonial Studies . 6.1: 3-16.

2018 Bezerra, K. “Urban Space in the Lusophone World: Contesting Inequality and Constructing Citizenship.” Edited in collaboration with Leila Lehnen and Jeremy Lehnen. [Special section] Arizona Journal of Hispanic Cultural Studies ..

2018  Fraser, B. “El lenguaje visual innovador de Pere Joan: el pictograma analógico frente a la cultura digital en el cómic español contemporáneo.” Romance Studies 36.4, pp. 180-95.

  2018  Fraser, B. “Urban Difference ‘On the Move’: Disabling Mobility in the Spanish Film El cochecito (Marco Ferreri, 1960).” Freakish Encounters . Ed. Sara Muñoz-Muriana and Analola Santana . Hispanic Issues Online , vol. 20, pp. 234-51.

  2018  Fraser, B. “Miguel Brieva, quincemayista : Art, Politics and Comics Form in the 15-M Graphic Novel Lo que (me) está pasando (2015).” Transmodernity: Journal of Peripheral Cultural Production of the Luso-Hispanic World 8.1, pp. 42-62.

  2018  Fraser, B., A. Masterson-Algar and S. L. Vilaseca. “Cultural Studies, Behind the Scenes: Notes on the Craft of Interdisciplinary Scholarship.” Journal of Urban Cultural Studies 5.1, pp. 3-14.

  2018  Fraser, B. “Paco Roca’s graphic novel La casa (2015) as Architectural Elegy.” European Comic Art 11.1, pp. 87-106.

  2018  Fraser, B. “Visual/Geo-Spatial Knowledge and the Digital Library: On the ‘Mutaciones’ Section of Agustín Fernández Mallo’s  El hacedor (de Borges), Remake (2011).” Hispanic Studies Review 3.1, pp. 63-77.

  2018  Fraser, B. “The Public Animal in Barcelona: Urban Form, the Natural World and Socio-Spatial Transgression in the Comic “Un cocodril a l’Eixample” (1987) by Pere Joan and Emilio Manzano.” Journal of Spanish Cultural Studies 19.1, pp. 89-110.

2018 Geyer, Charlie. “Rethinking Todorov.” Chasqui , 47(2), 176-189.

2018 Harden, Faith. "Hacia una historia de la autobiografía militar del siglo XVII: el militar perfecto y las «vidas» de soldados." Aspectos actuales del hispanismo mundial . De Gruyter, pp. 317-324.

  EDITORS-IN-CHIEF OF ACADEMIC JOURNALS IN LITERATURE AND CULTURAL STUDIES

Arias, S. Arizona Journal of Hispanic Cultural Studies Fitch, M. Studies in Latin American Popular Culture (University of Texas Press) Fraser, B. Hispania (American Association of Teachers of Spanish and Portuguese) Fraser, B. Journal of Urban Cultural Studies

BOOK SERIES EDITORS/DIRECTORS

Fitch, M. Co-director, Studies in Latin American Culture and Literature Series, Anthem Press.  Fraser, B. Founding Co-editor, Hispanic Urban Studies Book Series. Palgrave McMillan.

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Spanish and Portuguese, PhD

The Graduate Program in Spanish and Portuguese, a five-year Ph.D. program within the Department of Spanish and Portuguese, offers a rigorous professional formation in academic research, writing, and pedagogy. The program prepares students in a range of critical and methodological approaches to the study of literature, culture, and theory in Spain and Latin America. Students may complement their areas of specialization with course work in a second Romance language or in other disciplines such as Comparative Literature, English, History, and Philosophy.

Interdisciplinary study is also invited through participation in the many lectures and colloquia sponsored by the various Graduate Groups and affiliated research institutes and centers at Penn. All graduate students teach undergraduate courses in Spanish language and Hispanic culture, for which they attend extensive teacher training seminars and workshops. Faculty members are committed to enhancing graduate students' preparation for professional life through annual seminars on professional concerns and through comprehensive job placement support. The Department of Spanish and Portuguese publishes The Hispanic Review, and graduate students in Spanish and Portuguese may serve as editorial assistants to the journal.

For more information: https://www.sas.upenn.edu/hispanic-portuguese-studies/graduate

The Ph.D. program in Spanish and Portuguese is planned as a five-year sequence. Requirements for the Ph.D. include:

A total of twenty (20) graduate courses , including:

A course in Literary Theory

SPAN 6060 Pedagogy Across the Spanish Curriculum

SPAN 8000 Field Exam (Comprehensive Exam preparation)

A Qualifying Evaluation —In order to be admitted to candidacy for the Ph.D. degree, students must pass successfully a qualifying evaluation. At the beginning of a student's second year, the faculty will evaluate all aspects of the student's performance during his or her first year in the program.

Foreign Language Requirements —translation exams in two (2) foreign languages appropriate to the student's prospective field of specialization.

Comprehensive Exams —an oral exam in the fall of the second year and a written exam in the fall semester of the third year.

Dissertation Proposal —following successful fulfillment of the Ph.D. Comprehensive Examinations, the candidate will shape a dissertation project and writing schedule by June 1 st  of their fourth year.

• Dissertation —the presentation of a dissertation is the final requirement for the Ph.D.  

Dissertation Defense —a public, oral presentation of the dissertation will take place during the semester in which the student will graduate.

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2024 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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• About the Department
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The Ph.D. in Spanish

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• PHD PROGRAM

The Department of Spanish and Portuguese offers a Ph.D. degree in Spanish with a focus in Spanish, Spanish-American, or Chicano/Latino literatures and cultures. The program integrates period and genre studies with work in literary and critical theory, linguistics, sociohistorical studies, and cultural studies. The Department seeks to professionalize its Ph.D. candidates not as narrow specialists but rather as scholars and critics acquainted with a range of fields that relate to and enhance their discipline. For this reason, Ph.D. students are encouraged to take  courses outside of the Department. Graduate emphases in Comparative Literature, Critical Theory, and Women’s Studies are available; other areas of study (for example, film, history) may be designed with approval from the student’s Ph.D. guidance committee. The Department has traditionally been committed to excellence in teaching, both in its own practice and in the formation of its graduates.

Upon acceptance to the doctoral program and in consultation with the Graduate Director, the Ph.D. student is assigned a primary Advisor and an alternate Advisor (in case the primary advisor is temporarily absent). The Ph.D. Advisor will head the Ph.D. Guidance Committee and presumably direct the dissertation. The Ph.D. Advisor in conjunction with the Guidance Committee guides the student in preparing for the qualifying exams, informs the student of departmental and university requirements, signs and approves the Academic Planning Guide each quarter, and serves as faculty mentor for the student. In addition, the Ph.D. Advisor informs the Graduate Director about the qualifying exam (dates, committee membership, outcome). If necessary, the Ph.D. Advisor may convoke a meeting of professors with whom the student has studied to evaluate academic progress and performance. All students are required to meet bi-annually with their Advisors during the second week of instruction in the Fall and, once again, during the second week of Spring quarter. The purpose of these meetings is to advise students in their courses of graduate study and monitor their progress towards the timely completion of the Ph.D. degree. The student may petition the Chair or Graduate Director for a change of advisor or committee (except between the qualifying exam and any retake); any change must be approved by the Graduate Director. The Ph.D. Advisor chairs the Exam Committee and organizes and coordinates the qualifying exam.

• REQUIRED COURSEWORK

The doctoral program comprises a minimum of 16 courses, that is, 8 courses beyond the 8 courses required for the M.A. degree. As part of the 8 courses required for the Ph.D., all students must take the following:

• one graduate course in Linguistics (diachronic or synchronic)
• one graduate course in Luso-Brazilian literature and culture
• Spanish 265A & B (Spanish Teaching Methodology), unless this course was taken as part of the MA coursework at UCI. Equivalent courses from other institutions may satisfy the requirement.

The remaining elective courses will be selected by the student in consultation with the Ph.D. Advisor and the Ph.D. Guidance Committee. A student may pursue the Ph.D. with an emphasis in Comparative Literature by taking a minimum of five courses in the Comparative Literature program.

Directed Reading

Students preparing to take the Ph.D. qualifying examination may enroll in a maximum of two Directed Readings (SPAN 291). All requests for Directed Readings must be formally petitioned no later than the first week of classes. Formal petitions comprise of:

• A detailed rationale for taking the course
• Reading list
• Course objective
• Evaluation components

Note that Directed Readings are taken on a S/U basis and do not count towards coursework.

Individual Study

Doctoral students are expected to enroll in regularly scheduled graduate seminars. However, whenever a topic is not available, either in whole or in part, in a graduate seminar offered in our department or in another department at UCI, students can enroll in a maximum of two Individual Studies (SPAN 290). Individual Study courses are for the purpose of expanding an existing paper or a longer project. The following rules are to be strictly observed:

•  It is recommended that students complete the required minimum coursework towards the Ph.D. before taking an Individual Studies.
•  Individual Studies MUST NOT be taken for the purposes of preparing readings for the Ph.D. qualifying examination (see Directed Reading above).

All requests for an Individual Study course must be formally petitioned no later than the first week of classes. Formal petitions comprise:

• A detailed rationale for taking the Individual Study with appropriate documentation of eligibility (i.e. completion of all required minimum coursework for the Ph.D.)
• A course description and complete reading list for the course
• Evaluation components, which must include a research paper
• An endorsement from the Ph.D. advisor

After considering the petition, the Graduate Director submits it to the Chair of the Department for final approval. Any petition for an exception to the maximum number of 2 Individual Studies and 2 Directed Readings allowed per doctoral student will only be considered in special circumstances, which must be officially documented and properly endorsed in writing by the student’s Ph.D. advisor.

Students who received an Incomplete have up to one quarter to complete and hand-in the required course assignment. The Instructor has the right to require an earlier due date on Incompletes. Should the Incomplete occur in the spring quarter, the student has until date of notification from Graduate Dean’s office in mid August to complete all required coursework. Students must file with the Graduate Program Coordinator a “Contract” appropriately completed and signed by both the student and professor. This contract should be honored no later than the ninth week of the quarter following the request for an Incomplete, so as to allow the professor enough time to evaluate the work and document the change of grade.  

A student who transfers into the doctoral program from elsewhere must take 8 graduate courses at UCI, of which 6 must be in the Department of Spanish and Portuguese. A student may petition to obtain credit for the required Linguistics or Luso- Brazilian Literature course, if such courses have been taken elsewhere

In addition to Spanish and English, all doctoral candidates must take a Graduate Seminar in Luso-Brazilian Literature and culture or equivalent. A student may take an upper-division undergraduate course taught in Portuguese for which a doctoral student may register under Port. 290 following the procedure outlined above (see Individual Study, p.9). An additional foreign language (with proficiency equivalent to the 2C level) is required; this requirement may be satisfied by examination or by taking one course numbered 97 (example: Fundamentals French). The selection of the foreign language must be approved by the student's guidance committee and should be based on the specific research interests and field of study of the candidate.  

The Department recognizes its responsibility to train all Ph.D. candidates as teachers and requires that all doctoral students with no prior teaching experience complete a minimum of 3 quarters of language teaching (Spanish 399, University Teaching). For incoming students who have not taken a graduate level foreign language teaching methodology course, the seminar course (HUMAN 398A-HUMAN 398B) is required. HUMAN 398A-HUMAN 398B will be completed over the course of two quarters; HUMAN 398A will be completed during the spring quarter of the first year, and HUMAN 398B in the fall quarter of the second year. HUMAN 398A-HUMAN 398B will not be part of the 16 required courses beyond the B.A. or eight beyond the M.A. Note that these requirements may include course work completed in the master’s program; the remaining elective courses are selected with the approval of the student’s guidance committee to prepare for the doctoral examination and the dissertation. Students are encouraged to take more than the minimum number of required courses. Moreover, all doctoral students are encouraged to complete a teaching practicum by co-teaching an upper-division course with a professor and enrolling in SPANISH 292, which is graded Satisfactory/Unsatisfactory only (maximum of 2 which must be taken prior to advancement). The purpose of this course is to gain professional training in teaching literature and culture. Prior to the quarter, the professor and student will meet to design the syllabus and objectives of the course; in addition to attending class sessions, the student will also teach a minimum of three, maximum of five, class hours under the supervision of the professor. It is recommended that the student prepare a class plan for discussion with the professor prior to teaching a class. The student may also hold office hours, conduct review sessions, give exams, and help in the grading of papers and exams. 

• PH.D. QUALIFYING EXAMINATION

Upon completion of course work, the Ph.D. student advances to candidacy by passing the written and oral qualifying examinations by unanimous decision. The exam is administered by the Ph.D. Exam Committee appointed by the Department on behalf of the Dean of Graduate Studies and the Graduate Council. The Ph.D. Exam Committee comprises five members. Of these five members, one must be regular-rank faculty from another department at UCI. This committee is chaired by the candidate's Ph.D. Advisor. Ph.D. exams must be completed within two quarters after finishing coursework. Failure to do so will result in termination of Teaching Assistantship. The student must submit the Ph.D. Exam Reading List (with the rationale for the two topics explained on page 13) for approval of all members of the Committee at least one quarter before the intended exam date. After the Reading List has been approved, it is considered final. The final version of the Reading List must be submitted to the graduate coordinator; he/she will date the final version and place a copy in the student’s file.

There are several faculty Ph.D. committees which should be distinguished to avoid confusion. Remember that the student has the right to petition changes in advisor, director, and committee membership so the configuration of any given committee may change considerably over the course of time. The Ph.D. Guidance Committee is the initial committee of three faculty members selected by the student and approved by the Graduate Director. Students who have completed the Masters program at UCI will participate in the selection of the committee members. Those students entering the doctoral program after attaining their Masters elsewhere, in consultation with the Graduate Director will be assigned a temporary Guidance Committee in accordance with the student's stated interests on the application for admission. The Ph.D. Guidance Committee will evaluate the transcripts of transfer students to determine how many courses will apply toward coursework requirements for the Ph.D. For all beginning Ph.D. students, the Guidance Committee convened by the Ph.D. Advisor will help the student map out an appropriate course of studies that will prepare the student for the qualifying exams and the writing of the doctoral thesis. As the date of the qualifying exams approaches, the Ph.D. Guidance Committee will form the core of the Ph.D. Exam Committee. The Exam Committee comprises five faculty members, including a professor from another department at UCI. The committee, chaired by the Ph.D. Advisor, will read the student's written exams and participate in the oral exam. The Exam Committee, by unanimous vote, will determine if the student passes the qualifying exam. After successful completion of the qualifying exams, the three core members of the Exam Committee may comprise the Ph.D. Dissertation Committee, chaired by and including the Ph.D. Dissertation Director. The main functions of this committee are to participate in the dissertation proposal, read drafts of the dissertation distributed by the Dissertation Director or the student, propose changes or comments, and participate in the dissertation defense. Upon successful completion of the defense the committee will accept the finished dissertation by signing on the title page.

The Ph.D. Qualifying Examination is an important part of a graduate education. It requires that students demonstrate an appropriate level of scholarly competence in their chosen fields, independently of knowledge acquired through coursework and of their specific interests for doctoral dissertations. It is designed to help students develop the following professional skills:

• The ability to work independently, to gather information and process it critically.
• The transmission of knowledge acquired in the form of written responses, as well as the ability to expand upon these in an intellectual dialogue with professors during the oral part of the exam.

Students’ competency in their fields of expertise must be proven at four basic levels in the Ph.D. Qualifying Examination:

• Knowledge of texts, authors and literary movements.
• Familiarity with historical contexts and intellectual currents relevant to the above
• Ability to draw from and critically engage major secondary texts relevant to the chosen fields of study
• Capacity for theoretical discussion of themes, topics or problems recurrent in those fields.

Any student unable to demonstrate adequate capacity in any of the four areas outlined above and/or unable to comment or discuss texts included on the Ph.D. Examination Reading List will be subject to failure in the exam, and be required to repeat it either in whole or in part. The Ph.D. Examination or any part thereof can only be repeated once. Please note that performance in coursework is independent of and will be evaluated apart from performance in the Ph.D. Qualifying Examination. After successfully passing the Comprehensive examination, students will be required to meet with their Dissertation Committee and present a Dissertation Prospectus. This meeting should occur the quarter immediately following the PhD examination. The Committee will make comments and provide guidance to the student.

Advancement to candidacy must occur at least one quarter before the final quarter of enrollment.

The Ph.D. Comprehensive Examination will consist of the following three major components: 1. Part One: A written examination in the Major Field to be studied. The student is required to propose a critical problem or topic in the form of a rationale of about two pages followed by a complete bibliography of both primary and secondary sources. The critical problem must have a historical (diachronical) perspective that will cover one of the representative fields in the profession, such as Modern and Contemporary Latin American literature, Medieval Spanish literature, Modern and Contemporary Spanish literature, and the like. The student will develop the problem in close consultation with the main advisor and the members of the PhD Exam Committee. Initial versions of the draft will circulate among members of the committee so that all will provide input. Later on, the members of the committee will draft a number of questions that the student must answer in the form of an essay in a period of 24 hours. This part of the exam is designed to provide students with an extended knowledge of their chosen field of study.

2. Part Two: A written examination in a Topic or critical problem, which may cover a specific research interest within the student's major field. Students will be required to write a two-page rationale for the topic accompanied by pertinent bibliography. The student will develop the topic in close consultation with the main advisor and the members of the PhD Exam Committee. Initial versions of the draft will circulate among members of the committee so that all will provide input. Later on, the members of the committee will draft a number of questions that the student must answer in the form of an essay in a period of 24 hours. This part of the exam is designed to provide students with the opportunity to develop a more specific topic that should form part of their future dissertation project. Students will be encouraged to approach the topic from theoretical and/or interdisciplinary perspectives.

3. Oral Examination: The oral exam is approximately 2 hours long and includes discussion of the written exams. Students will also be asked to respond to other questions based on their reading lists. At the conclusion of the oral exam, the committee will issue an oral evaluation on the exams and inform the student if (s)he has been advanced to candidacy or if one or more parts of the exam must be retaken.

Procedures:  The Ph.D. Advisor chairs the Exam Committee and organizes and supervises the qualifying exams. The written exams must be taken within the same week (i.e., Sunday - Saturday, but not Tuesday - Tuesday, etc.) and the oral exam is scheduled within 2 weeks of the written exams. Two or three questions shall be given on each of the written sections. The Graduate Division stipulates that a student can only take the Qualifying Exam twice. “If the student does not pass the written examination, the student may not proceed with the second part of the exam, i.e., the oral portion. Once the student has taken the written exams, the membership of the Exam Committee cannot be altered. The student must retake any part(s) of the exam within 2 quarters of the first exam. The student will be provided with a copy of the exam to prepare for the oral; this copy is for the private use of the student and must not be circulated for commentary.

Upon the successful completion of the qualifying exam, a Ph.D. student must choose a Dissertation Director. Normally, that Director is the same individual as the Ph.D. Advisor, but students —if they so desire— have the option of choosing a different faculty member as their Dissertation Director. The Dissertation Director, in consultation with the Dissertation Committee, helps the student choose a topic, prepare a dissertation proposal for committee feedback and approval, coordinates and chairs the dissertation defense, and oversees the preparation and completion of the doctoral dissertation. The director acts as liaison between the student and other faculty members of the committee and also informs the Department of the plans and progress of the student.

• PHD DISSERTATION

A dissertation topic will be chosen by the candidate in consultation with her/his Dissertation Director and Dissertation Committee and will normally fall within the major field covered by the qualifying exams. Three faculty members are chosen by the student and appointed by the Department Chair, on behalf of the Dean of Graduate Studies and the Graduate Council, to constitute the Dissertation Committee that supervises the preparation and completion of the doctoral dissertation. The Dissertation Committee assumes the academic direction of the thesis, and the Dissertation Director wields the administrative responsibility for supervising the thesis and for informing the Department of the plans and progress of the student.  

Procedure: In an initial meeting between the committee and the student, the candidate presents a formal dissertation proposal to the committee, who will evaluate and approve it. The proposal should be 4-7 pages, single-spaced, not including bibliography. The meeting must take place during the quarter following the successful completion of the Ph.D. Comprehensive Examination. A copy of the proposal will be kept in the student’s file. The student will then submit drafts of chapters or sections of the thesis to the Dissertation Director who will evaluate and correct the drafts. When the Dissertation Director approves the draft, the student will circulate the draft to the other members of the Dissertation Committee who will submit their commentary and suggestions to the student with a copy to the Dissertation Director. While writing the dissertation, the student enrolls in Spanish 299.

Dissertation Length: The dissertation must be at least 170 pages, not including bibliography. It must be written in 12-point font (Times New Roman or equivalent), and follow the UCI Theses and Dissertations Manual 

Dissertation Defense: In order to be able to meet the deadlines for graduation, the dissertation defense must take place one week prior to the quarter deadlines established by the Office of Graduate Studies (see webpage for guidelines and deadlines at - http://www.rgs.uci.edu/grad/students/thesis.htm) during the residency of the candidate. For example, if a student plans to graduate in the spring, the filing deadline for all documents is usually during the first week of June. The student must turn in a complete draft of the dissertation to his/her committee at least five weeks before the planned defense date. At that time, a copy must also be turned in to the Graduate Program Coordinator, who must confirm by email to the respective committee the completion of the draft of the dissertation, so that the exact defense date can be established. The defense of the dissertation will occur upon its completion during the residency of the candidate.  

The committee certifies the acceptance of a completed final dissertation with the signatures of the individual members on the title page. The finished dissertation is then forwarded to the Graduate Division.  

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Spanish Language and Literature Ph.D.

The Ph.D. is primarily a research and specialization degree, culminating in the writing of a dissertation.

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• Spanish Language and Literature M.A.
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Our graduate programs include a Ph. D degree with specializations in both Spanish and Latin American Literature and Culture. Our Ph.D. students are mentored by our faculty, engage in substantive research projects, and benefit from rigorous teaching training. We offer courses that cover most geographical areas and time periods and guide students through relevant theoretical and methodological developments. Courses are complemented with lecture series and events that enrich our students’ intellectual and life experiences.

To be considered for admission applicants must:

• Have earned an M.A. degree or have equivalent training;
• Submit a paper in Spanish produced at the M.A. level;
• Submit a statement of purpose;
• Submit three letters of recommendation from academic references;

In addition, non-native speakers of English are required to take the TOEFL examination prior to admittance. Candidates must meet the minimum TOEFL standards established by the University of Maryland Graduate School (score of 100). For information students should contact the SLLC graduate coordinator.

Students on the "short list" may be interviewed by the graduate director in person or by phone.

Prior to admission to candidacy the student must demonstrate/fulfill the following:

• A thorough knowledge of the literary and cultural production in the main area of study;
• An in-depth knowledge of research tendencies in the field of specialization;
• At least two courses in the secondary area;
• A graduate course in the History of the Spanish Language;
• A minimum of one course in literary theory and/or criticism;
• A total of 30 credits of coursework (in very exceptional cases, fewer);
• Reading proficiency in a third language other than Spanish or English, appropriate to the student's field of study.

What do I need to apply?

To be considered for admission applicants must submit:

• Online application
• Application fee $75 -> Information about fee waiver
• Official transcripts of an M.A. degree or equivalent training.
• A paper in Spanish produced at the M.A. level.
• A statement of purpose.
• Three letters of recommendation from academic references.
• Non-native speakers of English are required to take the TOEFL examination prior to admittance. Candidates must meet the minimum TOEFL standards established by the University of Maryland Graduate School (score of 100). For information students should contact the SLLC graduate coordinator. Apply here Step-by-Step Guide to Applying English Language Proficiency Requirements for International Students **Due to deferrals, graduation delays during pandemic and reductions in available funding, admissions to our graduate programs will be more competitive for Fall 2021. Applicants should note that we are an affirmative action department and that we remain especially interested in recruiting strong African American, Hispanic American, and Native American students to our Ph.D. and M.A. programs. 

Qualifying Examination: Procedures and Evaluation

Students who obtained their M.A. at another institution must take a qualifying examination after their first semester in the Ph.D. program. The goal of the exam is to ensure that students have both the specific field knowledge and the theoretical and/or critical background to continue in the program.

A student must declare her/his intention to take the qualifying examination in writing to the director of graduate Studies at least 60 days prior to the examination date, and at this time s/he should select the areas or fields and faculty advisor with whom s/he wants to work in preparation for the qualifying. The exam will be given every January, before the beginning of the spring semester. A committee consisting of two department faculty members (including the advisor) will meet to evaluate the examination and discuss the student's overall progress in the Ph.D. program. Written notification of the results will be sent to the student within one month of completing the exam. In the event that the student does not pass the exam, her/his advisor and the director of graduate studies may recommend that the student retake the examination in May. If a student does not pass the retake exam, s/he will not be allowed to continue in the Ph.D. program.

The examination is based on a list of 10 primary texts in the fields of Latin American and/or Spanish literature chosen by the student in consultation with her/his faculty advisor. The list of 10 books should focus on the student’s specific area of interest, as the purpose of the exam is to evaluate a student’s reading and writing skills as s/he continues to pursue a doctoral degree. The director of graduate studies must receive and approve the list of 10 texts as soon as the decision is made. Once the list is approved by the DGS, the student will have a maximum of 10 business days to select five (5) books from the list of 10 primary texts to prepare for the exam and inform the DGS and her/his faculty advisor of her/his decision. The DGS will then, in consultation with the student, establish the exact date of the examination in January (or May in the event of a retake).

The examination will be formulated by the faculty advisor and will include the following: (a) a close reading of a passage of no more than 500 words from one (1) book from the student’s list of five, which would lead to (b) an extrapolation to a wider set of ideas pertaining to the whole book and/or to the five (5) books selected. The student will receive the examination question by hand at the time of the exam and will have 4 hours to answer it in a room on a computer provided by the department with no internet access. The exam will be written in Spanish, with the exception of English for students who are specialized in U.S. Latina/o Studies. No notes or bibliography may be consulted, although a bilingual dictionary may be used.

The exam will be proctored by the Director of Graduate Studies or the SLLC Graduate Coordinator.

Route to Ph.D. Candidacy

After Ph.D. coursework has been completed, students proceed through a pre-candidacy stage consisting of three components: the comprehensive examination, the language reading (or “translation”) exam and the dissertation proposal and defense. Following successful completion of these three elements, students are advanced to candidacy and are considered “ABD” (all but dissertation). 

Comprehensive Examination  The comprehensive examination consists of three essays written over a span of three weeks. The essays are based on the courses a student has taken and on reading lists tailored to his or her sub-fields of focus (two in the main area and one in the secondary area). The three reading lists are created in consultation with faculty specialists in the areas of examination.

The comprehensive examination is offered three times per year, in January, May and August. On three consecutive Mondays, the student will receive a question to be answered in essay form, each related to a particular sub-field. These essays will be due by 3:00 p.m. on the Thursday of each respective week.

Sixty days prior to the desired examination start date, the candidate must inform the director of graduate studies as well as the professor assigned to administer the exam of his/her intention to sit for the examination. This notification should be submitted in writing, outlining the areas and sub-fields in which the student will be examined.

Exams will be evaluated by a committee consisting of two faculty members per subfield.  Where appropriate, and in only one instance per student, the same faculty member may be called upon to evaluate two of the essays.

In the case of an unsuccessful examination, the student’s Ph.D. advisor and the director of graduate studies may recommend that the student sit a second time for the comprehensive examination. Continuation in the Ph.D. program depends on the successful outcome of any second attempt.

Language Reading (“Translation”) Examination                                                         This examination consists of a “for sense” translation from a third language into English or Spanish. The topic of the text will be related to the student's field of specialization. The choice of the language will be determined by its usefulness as a tool for the student's dissertation research. This exam may be repeated once. The student will choose a book or a long article together with a professor qualified to evaluate the third language (the examiner) and then notify the DGS of when the exam is to take place. The examiner will select a passage from the book or long article, which must be between 1,000 and 1,500 words. The examiner must submit the passage to the DGS for review at least two weeks prior to the exam. The student will have three hours to complete the exam, which will take place on campus and be proctored. Please note that only a printed dictionary (not an electronic source) is allowed to assist with the translation exam. For your information, please note that professors Igel and Lima are authorized to conduct examinations in Portuguese; and professors Naharro and Benito-Vessels are authorized to conduct examinations in French. Any questions about who is qualified to conduct the exam should be directed to the DGS. Please note also that dissertation advisors are not allowed to administer exams to their advisees. The examiner evaluates the exam and communicates the result directly to the DGS, who will then advise the student. The reading exam can be taken at any point prior to advancement to candidacy. 

Dissertation Proposal and Defense The final stage of the pre-candidacy period is focused on preparation for the writing of the dissertation. In consultation with an advisory committee consisting of the dissertation director and three members of the faculty, the student will write a dissertation proposal that aims to give a clear sense of the intended corpus of study, intellectual aims and methodology. The proposal should include a review of the literature, an outline of projected chapters and a selected bibliography. Proposals should be about 25-30 pages in length and are expected to be completed within four months to one year after the comprehensive examination.

The advisory committee and the candidate will then convene for the defense of the proposal. All faculty in the department are welcome to attend the defense.

The Dissertation

As stated previously, the Ph.D. is essentially a research degree. This means that coursework taken for the Ph.D. is intended as a preparation for the dissertation. It is therefore of the utmost importance that the student identify his/her field of interest as soon as possible. Early in the first semester, students should consult with one or more professors and explore the research possibilities in the field, period, genre, author(s) of his/her particular interest and select an academic advisor accordingly.

Dissertation Defense

When the candidate has completed the dissertation, the director of graduate studies notifies the Graduate School of its completion. The dean of the Graduate School, upon the recommendation of the director of graduate studies, appoints an examining committee for the candidate. This examining committee will include four members of the department and one member from another academic unit who acts as the graduate dean's representative. The committee will be chaired by the dissertation director.

All members of the examining committee will read the dissertation in its final form and take part in an oral examination in which the candidate defends his/her findings. Copies of the dissertation must be given to members of the examining committee at least 10 days before the date set for the oral examination. The Graduate School has established procedures for the dissertation examination. For details on these and all other aspects regarding the dissertation, please see the Thesis and Dissertation Forms and Guidelines. In addition, the student must provide the department with one copy of the final version of his/her dissertation.

Students are expected to defend the dissertation within 4 years of advancing to candidacy.  The director of graduate studies may approve an extension of up to one year in cases of extenuating circumstances.

Application for Graduation

Students must apply for a graduate diploma early in the semester in which they intend to receive their degree. Deadlines are published in the Schedule of Classes.

Note: Once students are done they MUST file an EXIT form with the Graduate School and, if applicable, an address change form.

Graduate Student Handbook

The purpose of the Graduate Student Handbook is to aid you in understanding the context of graduate education at UMD. The goal is to provide you with resources, information, practices, and policies that will help you in navigating the graduate experience. 

Teaching Handbook

The  Teaching Handbook is intended to familiarize graduate students with the procedures, policies, and expectations in teaching, research and administrative environments as an integral part of their education. 

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• University of Pennsylvania
• School of Arts and Sciences
• Penn Calendar

Doctoral Program

Program Overview

• Twenty course units (students who enter the program with previous graduate work may be eligible to transfer some credits toward the Ph.D.)
• Fulfillment of two language requirements
• Four semesters of undergraduate teaching, one course per semester
• A qualifying evaluation
• A comprehensive examination—oral and written
• A dissertation based on original research in the area of concentration and its defense

Admissions and Financial Support

Candidates for admission should have an excellent command of Spanish, a superlative undergraduate record, strong letters of recommendation, and demonstrated skill in academic writing. Applications are accepted only for full-time work in the Ph.D. program beginning in the fall semester. All students admitted to the program receive a five-year Benjamin Franklin Fellowship that includes a stipend, tuition remission, and student health insurance. Students who have finished all pre-dissertation requirements and who no longer receive fellowship support are eligible for a lectureship.

Opportunities for Interdisciplinary Study

Students may complement their studies with up to five courses outside the Spanish and Portuguese section. For example, students may take courses in another Romance language,  Comparative Literature ,  English , or  History . Certificate programs are also available in the areas of  Women's Studies  and  Urban Studies . The University of Pennsylvania enjoys reciprocal agreements with several other nearby institutions, which allow students to complete a number of courses in them while enrolled in a graduate program at Penn. Additionally, interdisciplinary study is encouraged through participation in the wide range of seminars, lectures, and colloquia sponsored by the various Graduate Groups and affiliated research institutes and centers at Penn, including the  Center for Italian Studies  and the  Latin American and Latino Studies Program . The Penn Humanities Forum  also provides a forum for doctoral students to interact with colleagues from across the disciplines and holds weekly meetings as well as special research seminars, colloquia, and an annual student conference.

The Department offers guided preparation for students' participation in the academic job market. Students receive advice and feedback on their job application materials (CVs, cover letters, teaching statements, research statements, etc.) and attend an intensive one-day seminar in December that prepares them for the Annual Convention of the MLA. Mock interviews and practice job talks are also arranged. Recent graduates of our program have fared extremely well on the job market, accepting tenure-track positions at some of the best colleges and universities around the country. 

The Career Services Office makes every effort to assist students in finding employment and offers a range of services geared toward both academic and nonacademic career options.

Library Resources

The  Van Pelt Library , the University's central humanities research collection, is especially rich in the Romance languages areas, with outstanding collections of rare books and manuscripts.  The Spanish literature collections, while strong in all areas, have historically been most outstanding in the areas of Medieval and Golden Age literature and include the Rennert Collection in Spanish Golden Age drama.  In addition, there are significant collections in other languages and literatures of the Iberian Peninsula: Portuguese, Galician, and Catalan.  The Latin American collections include a number of extraordinary special collections, and current collecting reflects the vigorous state of Latin American scholarship on campus.

The  Hispanic Review

The Department publishes the prestigious literary journal the  Hispanic Review . Each year, a number of graduate students in Spanish have the opportunity to work as assistant editors.

Hispanic Studies Graduate Student Group

The Hispanic Studies Graduate Student Group, the graduate student organization of the Spanish and Portuguese Department, works to enhance the general welfare of graduate students in both intellectual and practical terms.  This group helps to organize Department-sponsored lectures and colloquia, organizes an annual graduate student colloquium, and publishes a journal of its proceedings.

The Gregory House Modern Language Program

Graduate students have the opportunity to live and work as resident advisors at the Gregory House, an undergraduate campus dormitory that is staffed by native speakers, graduate students, and faculty members from participating departments in French, Spanish, Italian, and German.  In addition to communal dining for House residents, each floor offers weekly coffee hours for informal conversation, movies, and other social events.

Department Facilities

The Department of Spanish and Portuguese occupies the fourth and fifth floors of Williams Hall, with a seminar room for Romance Languages graduate classes, a graduate lounge, and a computer lab, as well as the Cherpack Lounge, where faculty and graduate students meet informally, and where lectures and colloquia sponsored by the Department are held. 

For Further Information

Laura Flippin Graduate Coordinator University of Pennsylvania 514 Williams Hall Philadelphia, PA 19104-6305 Telephone: (215) 898-1980 Fax: (215) 898-0933

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• Acción de Gracias: 20 años de poesía en KJCC Poetry Series

PhD Program in Spanish and Portuguese Language and Literature

The PhD program in Spanish and Portuguese combines rigorous coursework with individual research in Spanish, Latin American, and/or Luso-Brazilian language and literature. 

Students admitted to the program will have the opportunity to work with world-renowned faculty with a wide range of focus areas and research interests.  In addition, the program boasts a dynamic student body representing 12 countries and numerous academic and professional backgrounds.   

Areas of scholarly focus in the Department range in historical scope from medieval Iberia and colonial Latin America to contemporary literature, culture, and art, drawing on critical vocabularies in visual studies, performance studies, cultural studies, continental philosophy, psychoanalysis, postcolonial studies, queer studies, film studies, biopolitics, and ethics, among others.

The program consistently ranks among the best in the country and every year attracts a diverse and highly competitive applicant pool. The Department typically accepts between four and six fully-funded students annually.  

For information about the admissions process, please visit  Admissions FAQs  and GSAS Application Resource Center .  If you have questions about the admissions process that are not addressed on either of these two pages, please contact Tyler Ingram at [email protected].

Director of Graduate Studies: Professor Zeb Tortorici

PhD Student Manual

• Click here to view PhD Student Manual

Job Placements

After the phd.

The Department of Spanish & Portuguese has a strong placement record for its alumni. Many of our grad students go on to faculty positions at institutions in the US and abroad, while others find exciting opportunities in a wide range of careers .

Graduate Alumni Placement 2017-2023

For Placements since 2004, click h Graduate Placement 2004-2024 (05-02-24) ere .  

Julia Calderon, Assistant professor, Bradley University, Illinois

Madison Felman-Panagotacos, Visiting Assistant Professor, Middlebury College, Vermont

Isaac Gimenez Garcia, Assistant Adjunct Professor, UCLA Department of Spanish and Portuguese

Tania Varela, Director of Spanish Translation and Interpretation Program, Hunter College, CUNY

Joao Albuquerque, Postdoctoral Position, Universidade Nova de Lisboa

Esther Claudio, Postdoctoral Position, Obermann Center-University of Iowa

Roxanna Colon-Cosme, Visiting Assistant Professor, Haverford College, Pennsylvania

Audrey Larkin, Teacher, Jewish Community High School of the Bay

Adelmar Ramirez, Assistant Professor, Hood College, Maryland

Gemma Repiso, Assistant Professor, Universitat Autónoma de Barcelona

Juliana Espinal, Lecturer, University of California, Los Angeles

Barbara Galindo, Chancellor’s Postdoctoral Fellow, UC Riverside

Laura Muñoz, Assistant Professor of Spanish, Colorado Mesa University

Paula Thomas, Teacher, Sequoyah School

Benjamin Burt, Visiting Assistant Professor, Pitzer College

Verónica García Moreno, Assistant Professor, Eastern New Mexico University

Natassia Hott, Independent Researcher, University of Lisbon

Alexandra Lawn, Director of innovation and Partnerships, VentureFuel

Maria Teresa Monroe, Adjunct Faculty, Santa Monica College – Modern Languages and Cultures

Renee Rivera, Copyeditor/Analyst, Pearson College

Lourdes Arevalo, Assistant Professor and Department Chair, Santa Monica College – Modern Languages and Cultures Department

Maricela Becerra, Assistant Professor, CSU Channel Islands – Spanish

Kristal Bivona, Assistant Professor, San Diego State University – Behner Stiefel Center for Brazilian Studies

Francesca Gambini, Assistant Professor, Mt. San Antonio College – Modern Languages Department

Jennifer Monti, EUI4U User Support Specialist, European University Institute

Franny Brogan, Senior Quantitative User Researcher, Tableau Software

Paul Cella, Translation Manager

Adrian Collado, Teacher, Colegio de Madrid

Daniel Cooper, Assistant Director/Curriculum Design & Assessment Specialist, St. Francis College – Brooklyn, NY

Esteban Cordoba, Assistant Professor, Cal State San Bernandino

Nitzaira Delgado, Teacher, Oakwood School

Armando Guerrero, Educator, Geffen Academy at UCLA

Payton Quintanilla-Phillips, Research Specialist, Getty Research Institute

Alejandro Ramírez, Assistant Professor, University of Illinois, Urbana-Champaign

Rafael Ramirez-Mendoza, Visiting Assistant Professor, St. Norbert College

Ezekiel Trautenberg, Spanish Educator, Geffen Academy at UCLA

Elizabeth Warren, Assistant Professor, University of Utah – World Languages and Culture

Mariska Aldora Bolyanatz, Assistant Professor, Occidental College – Spanish and French Studies

Johnni Carr, Lecturer, UC Berkeley – Department of Spanish & Portuguese

Isaura Contreras, Assistant Professor, The University of Texas at San Antonio

Wendy Perla Kurtz, Lecturer & Project Scientist, DH Program, UCLA Program in Digital Humanities

Magdalena Matuskova, Assistant Professor, Clemson University

Julio Puente Garcia, Upper School Librarian // International School of Florence, Lecturer // CSU Los Angeles

David Ramírez Prieto, Associate Professor, Providence College, RI

Cheri Robinson, Assistant Professor, Brescia University

Jyeun (Gracia) Son, Assistant Professor, Seoul National University.

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The Spanish and Portuguese Section offers undergraduate and postgraduate teaching in Spanish, Portuguese, and Catalan. It is unique in its commitment to exploring the trans-historical and cross-cultural interrelations between all these language areas and their corresponding cultural formations. The research interests of its academic staff thus span a wide range of areas including Medieval and Golden Age Spanish cultures and their consolidation in dialogue with the diverse cultures and faith systems of Africa and the 'New World'; the literature, art and cinema of Portugal, Brazil and Lusophone Africa; the literature of modern Spain and its relationship with the Enlightenment, colonialism, and modernity; the cinema of the Ibero-American world from early silent film through to its avant-garde, indigenous, popular, and transnational dimensions today; and the culture of Catalonia from its rebirth in the Renaixença, through its resistance to Franquismo in literature and film, to its vibrant contemporary artistic, architectural and cinematographic expressions.

The Section also has one of the largest contingents of Latin American specialists in the United Kingdom, whose interests span the poetry, chronicles, and indigenous cultural production of the colonial period; the formation of national cultures in post-independence Spanish America and Brazil; the experimental literatures of the Spanish American 'Boom'; and the literature, cinema, and visual art produced in the interlocking contexts of post-dictatorship, mass urbanisation,  narcotráfico  and neo-liberal globalisation. The intellectual vitality of the Section is further evidenced by a dynamic research culture of public lectures, section seminars, postgraduate workshops and conferences, all of which add to a close-knit system of graduate supervision and mentoring that encourages both individual and collective endeavour within the Section. 

In British universities, the PhD (Doctorate of Philosophy) is traditionally awarded solely on the basis of a thesis, a substantial piece of writing in English that reports original research into a closely defined area of enquiry. The completion of the PhD thesis is generally expected to take three to four years, and most funding is based on this assumption. It's also possible to take a part-time route through research degrees, and the expected timeframe would be five to seven years.

During your research, the student will have the opportunity to work closely with a Supervisor who is a specialist in the candidate's research area. In addition to the Supervisor, the candidate will normally also be able to draw on the help and support of one further academic advisor and consult other academics working in related fields. The student might reasonably expect to see their Supervisor fortnightly or at least three times per term.

In addition to providing specialist supervision, the Faculty runs a programme of professional training for the benefit of all research students. The programme includes seminars and workshops on library resources, giving conference papers, publishing, applications and interviews, teaching skills, specialist linguistics training, and film-making. The School of Arts and Humanities runs a central programme covering a range of topics from PhD skills training, to language training and writing and editing skills. If you wish, you are likely to be given the opportunity to gain experience in small-group teaching from Colleges. There may also be opportunities to gain some experience in language teaching in the Faculty.

The Spanish and Portuguese Section and the Centre of Latin American Studies are pleased to share the details of a Consortium in Latin American Cultural Studies for PhD students. This new flexible arrangement will foster a greater exchange of ideas between students and scholars in the Section and the Centre and provide more opportunities for them to access relevant training, funding and other resources. For further information, please visit the Latin American Cultural Studies Consortium page on the Faculty of Modern and Medieval Languages website.

Learning Outcomes

By the end of the programme, candidates will have acquired excellent skills, experience, and knowledge to undertake postdoctoral work (research and teaching) or other related professions.

For Cambridge students applying to continue from the MPhil by Advanced Study to a PhD, the minimum academic requirement is an overall distinction in the MPhil.

For Cambridge students applying to continue from the MPhil by Thesis to a PhD, the usual academic requirement is a pass in the MPhil.

All applications are judged on their own merits, and students must demonstrate their suitability to undertake doctoral-level research.

The University hosts and attends fairs and events throughout the year, in the UK and across the world. We also offer online events to help you explore your options:

Discover Cambridge: Master’s and PhD study webinars - these Spring events provide practical information about applying for postgraduate study.

Postgraduate Virtual Open Days - taking place in November each year, the Open Days focus on subject and course information.

For more information about upcoming events visit our events pages .

Departments

This course is advertised in the following departments:

• Faculty of Modern and Medieval Languages and Linguistics
• Department of Spanish and Portuguese

Key Information

3-4 years full-time, 4-7 years part-time, study mode : research, doctor of philosophy, department of spanish and portuguese this course is advertised in multiple departments. please see the overview tab for more details., course - related enquiries, application - related enquiries, course on department website, dates and deadlines:.

Some courses can close early. See the Deadlines page for guidance on when to apply.

Michaelmas 2025

Funding deadlines.

These deadlines apply to applications for courses starting in Michaelmas 2025, Lent 2026 and Easter 2026.

Similar Courses

• Literature, Culture and Thought (Taught) MPhil
• Literature, Culture and Thought (Research) MPhil
• Latin American Studies PhD
• Latin American Studies MPhil
• English PhD

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44 PhD positions in Spain

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Two PhD contracts in molecular and cellular biology applied to aquaculture

Two PhD contracts in molecular and cellular biology applied to aquaculture1) We have recently been awarded the project entitled: Towards the sustainable production of more robust and resilient

PhD grant in Grapevine and Climate change (elevated CO2 as a modulator of vineyard water use efficiency under rising temperatures)

Deadline for submission of proposals: September 6, 2024 (Candidates will be interviewed as they apply)Title of the research project to which the applicant must be incorporated:Project ref.: PID2023-151816OA-I00– Call: Knowledge Generation Projects 2023STUDY ON THE FACTORS THAT AFFECT STOMATIC...

PhD Student- Inorganic Nanoparticles Group

different areas of nanoscience and nanotechnology. Job Title: PhD Student Research area or group: Inorganic Nanoparticles Group Description of Group/Project: The Inorganic Nanoparticles Group focuses

PhD Student - Theoretical and Computational Nanoscience Group

different areas of nanoscience and nanotechnology. Job Title: PhD Student Research area or group: Theoretical and Computational Nanoscience Group Description of Group/Project: The PhD student will be in

PhD : Spintronics-based neuromorphic computation

IMDEA Nanociencia and will have the opportunity to work in strong synergy with several national and EU collaborators of the hosting group. The hired PhD candidate will be enrolled in one of the doctoral

PhD : Spin and Orbital phenomena for sustainable electronics

hosting group. The hired PhD candidate will be enrolled in one of the doctoral programs at the Autonomous University of Madrid (UAM) or Complutense University of Madrid (UCM), she/he will have the

PhD Position: Computational analysis and modeling of evolutionary processes

(Charter and Code). Please, check out our Recruitment Policy The role We are looking for a PhD student candidate to join the 'Evolutionary Processes Modeling' group. The ideal candidate should be highly

PhD Student - Thermal Properties of Nanoscale Materials Group

). ICN2 comprises 19 Research Groups, 7 Technical Development and Support Units and Facilities, and 2 Research Platforms, covering different areas of nanoscience and nanotechnology. Job Title: PhD Student

ICN2 PhD Programme 2024

Programme description: The ICN2 offers a competitive PhD Programme to talented students who wish to develop a research career at one of the top European institutions in the field of nanoscience and

PhD Student - Emergent Phases in Quantum Oxides (DOC-FAM)

: https://docfam.icmab.es/ Job Title: PhD Student - Emergent Phases in Quantum Oxides Description of the project/group: Our group has developed wide experience in the fabrication of epitaxial oxide thin

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Aldi graduate scheme: Area Manager jobs and careers at Aldi, grad programme salary - what is it really like?

Jobs and finance writer

• Supermarket Aldi runs a graduate scheme for leadership roles
• The scheme offers a fast-track path to management, with participants often starting as Area Managers
• Meg Henesy, an Area Manager overseeing Warrington stores, gives us an inside look at what it's like to work at Aldi
• She shares insights into her experiences, from the training process to the unique opportunities available

Just a couple of weeks ago, we shared the news that Aldi was opening its apprenticeship scheme , and inviting young people to explore roles across their stores and warehouses, and as HGV drivers.

But the UK’s fourth-largest supermarket also runs a graduate scheme , a fast-track management programme designed to prepare recent graduates for leadership roles within the company.

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Participants in the scheme typically start as Area Managers, overseeing multiple stores and gaining hands-on experience in operations, team management and decision-making.

But what is it really like to take part in the programme, and what happens behind the scenes of your local Aldi store?

Meg Henesy, an Area Manager overseeing Aldi stores in Warrington, began her career with the supermarket through the programme in July 2023.

With her in-depth understanding of working at Aldi, from their competitive pay to the various perks available, here she shares her insights on what it's really like to be part of the supermarket’s graduate scheme.

What is the salary like for the graduate scheme at Aldi?

“Aldi’s store colleagues get the best hourly rates in the sector, but the Graduate Area Manager Scheme is also one of the highest-paying graduate jobs in Britain with the salaries starting from £50,000 for the first year.

“Last year, Aldi also introduced its year eight banding, meaning salaries rise to £94,240 when we ‘turn eight’ on our Aldi-versary.

“Unlike other graduate schemes where pay is capped after a few years, this new banding means that Area Managers like myself feel appreciated and aim to have a long career at the supermarket.”

What sort of roles and responsibilities do you have?

“In the first year, as a Graduate Area Manager, you rotate around different areas of the business to understand how the company works.

“This includes approximately three months working on the shop floor and by the sixth month, you are running a store with the support of others.

“As graduates, we also get training in areas such as HR and the financial side of the business before finally stepping into the role of Area Manager.

“There are so many different avenues available to graduates and many of Aldi’s directors - including our CEO, Giles Hurley – started as an Area Manager!”

Does the year entail a lot of training?

“You can attend ongoing workshops and enrol on a variety of courses, ranging from employment law to presentation skills and leadership behaviours, to help with any knowledge gaps you may have.

“You are also provided with a 12-month training plan as well as being assigned a mentor. This is beneficial as it provides information on what you’ll be learning and the colleagues you’ll get to spend time with.

“External companies also come in to do courses on all sorts of subjects and Aldi have recently partnered with LinkedIn for LinkedIn Learning, so graduates also get a minimum of one hour a week to learn something new as part of their personal development.

“Aldi is always looking for ways to better support its colleagues. In 2023 alone, Aldi organised over 800 training courses, benefitting more than 8,000 team members!”

What other perks and benefits do you get?

“Colleague wellbeing is a top priority at Aldi and there are some fantastic perks that come with the job.

“Through the scheme, graduates can get their very own fully expensed company car, as well as access to private healthcare.

“You can also take advantage of the discounts on offer, including discounts on gym memberships, cinema tickets and even money off holidays - which is great because we get five weeks annual leave.”

Is it competitive to get on the graduate scheme?

“The programme is definitely competitive to get on to, but if you don’t try, you’ll never know!

“Last year, around 1.1 million people applied for a job at Aldi and over 2,000 applied for the Graduate Area Manager scheme.

“I feel incredibly lucky to work for a company with such a great reputation and I would recommend it to anyone thinking about what to do next.”

Are you job-hunting? To view thousands of roles available right now, visit the JobsToday website .

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A Gen Z Stanford graduate who left an engineering job to pursue filmmaking was surprised by the overlap in industries

• Jason McRuer is a Gen Z Stanford graduate who landed an engineering job out of school.
• But he only stayed less than two years before quitting to pursue filmmaking.
• McRuer said he's noticed overlaps between product design and being a producer.

Jason McRuer , 27, has a Stanford degree in product design and a résumé stacked with engineering experience, but these days, you're more likely to find him on an indie film set than in the lab.

The 2019 graduate was among the surge of college students increasingly flocking to STEM degrees . But soon after graduating, McRuer made an unlikely early-career pivot, ditching his dependable product design job to pursue his passion for film.

The 2019 graduate studied product design at Stanford's School of Engineering. But even in his early days at the elite university, McRuer said he was drawn to the magic of filmmaking. After a student trip to the Sundance Film Festival, he said he started toying with the idea of pursuing a career in film.

Despite the pull of the silver screen, McRuer graduated with an engineering degree and landed an internship in January 2020. He was tasked with working on a vaccine cooler device just months before COVID-19 arrived in the US and made the product all the more necessary, McRuer said. The internship quickly evolved into a full-time product design position.

"As far as jobs go, it was a pretty good one," McRuer said. "But I don't think I was able to really flex my creative side as much."

He initially thought he could get his filmmaking fix via a hobby that played second fiddle to his engineering work. But the demands of his full-time job quickly made clear such a setup would be difficult, he said.

Over the course of nearly two years as a mechanical designer at Global Health Labs, McRuer strategically saved as much of his paycheck as he could each month, he said. Then, in September 2021, he took the leap.

"I quit the job with nothing lined up, and I moved down to LA," he said. "I was definitely nervous but also excited."

McRuer said he spent his early days in the City of Angels trying to network with as many people in the industry as possible. It was slow-moving, but he eventually landed a producer's assistant gig that got him working on his first official set.

He continued networking and steadily working, ultimately making his way onto the set of a feature film, a low-budget "scrappy" picture that allowed him to take on a lot of responsibility and learn the industry front to back, McRuer said.

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After a year of fine-tuning his skills, McRuer ditched the West Coast and headed to Brooklyn, which is home to a thriving indie film scene. These days he does a mix of freelance writing, directing, and producing.

A major 'reset'

Making such a drastic career pivot felt like a massive "reset," McRuer said. But he was lucky to have support from the people in his life.

"I wasn't too concerned about pressure or optics," he said. "I think I'm a very pragmatic person, and I didn't feel like it was an unfounded decision to make this big leap."

Still, he was undoubtedly nervous about his future stability and anxious about potentially closing himself off from a future in engineering, he said.

But McRuer said he was ultimately surprised by the overlaps he's seen working in both engineering and film — particularly when producing .

"Producing kind of feels like you're starting a new company every time you do a new production," he said. "It's very entrepreneurial."

He said he has been able to apply his project management skills to his producing work, which requires tasks like keeping a schedule, managing budgets, and keeping tabs on all aspects of a shoot.

"It can be very technical in some ways," McRuer said.

McRuer said he plans to keep working in film as long as he can make it work.

"I'm really enjoying it right now," he told BI. "That's the gold standard for me."

Watch: How Gen Z will change the workplace, according to LinkedIn's CMO

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