Judith A. Langer Doctoral Fellowship
The Judith A. Langer Doctoral Fellowship for Education in Schools and Society
The Judith A. Langer Doctoral Fellowship for Education in Schools and Society will provide support for the University at Albany’s School of Education to recruit and retain doctoral-level students. This fellowship is for $5,000 and is renewable for up to three years.
Eligibility
This fellowship is open to all full-time (9 graduate credits) doctoral-level students in all departments within the School of Education.
How to apply
After September 1, 2026, when applying to a School of Education doctoral program, you will see this fellowship included in the application system. Check back after September 1, 2026 for details on the essay prompt.
Deadline
To be considered, you must submit your full doctoral application by January 30 for fall 2027 consideration.
Donate
To support School of Education doctoral students through this award, you may make a donation online at www.albany.edu/giving/langer, or by contacting Morgan Boland, Director of Development, School of Education at [email protected] or (518) 437-4969.
You may also mail a check made payable to University at Albany Foundation to: The University at Albany Foundation, PO Box 761, Albany, NY 12201. Please note “The Judith Langer Fellowship” in the memo of the check.
About
Judith A. Langer is an internationally acclaimed scholar in literacy learning and has had a strong worldwide impact on theory, policy, and practice. Her groundbreaking studies since 1980 explain essential differences in the strategies we use to make sense of literature and informational experiences and provide underlying theory as well as guidelines for the different kinds of learning, instruction, and assessment practices appropriate to each. The “sociocognitive theory” she developed in the early 1980s underlies all her work on learning and instruction and is based on the belief that who the students are and what they have experienced both in and out of school lead us to expect differences in interpretation that, when discussed in cognitively engaged and collaborative classrooms, lead to enriched understandings for all. Among her many notable awards, Langer was honored by Lund University as one of 12 of the world’s “Imaginative Scientists” and received an honorary doctorate from Uppsala University in Sweden. She is a recipient of the ILA Albert J. Harris award for research on teaching students with reading difficulties and the NCTE David H. Russell Award for Distinguished Research in the Teaching of English for “Envisioning Knowledge,” one of her 13 books. She was inducted into the Reading Hall of Fame in 2002.