phd in science research

Ph.D. Program

The training for a Ph.D. in Biology is focused on helping students achieve their goals of being a successful research scientist and teacher, at the highest level. Students work closely with an established advisor and meet regularly with a committee of faculty members to facilitate their progress. The Biology Ph.D. program is part of the larger Biosciences community at Stanford, which includes doctorate programs in the basic science departments at Stanford Medical School. 

There are two tracks within the Biology Ph.D. program:

• Cell, Molecular and Organismal Biology
• Ecology and Evolution

(Previously a part of the Department of Biology Hopkins Marine Station is now a part of the Oceans Department within  Stanford Doerr School of Sustainability )

All  tracks are focused on excellence in research and teaching in their respective areas; where there are differences between the tracks, they are indicated in the links below. 

Requirements & Forms

Dissertation defense, cellular and molecular biology training program, stanford biology ph.d. preview program, career development resources.

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Earn your MBA and SM in engineering with this transformative two-year program.

Combine an international MBA with a deep dive into management science. A special opportunity for partner and affiliate schools only.

A doctoral program that produces outstanding scholars who are leading in their fields of research.

Bring a business perspective to your technical and quantitative expertise with a bachelor’s degree in management, business analytics, or finance.

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PhD Program

Program overview.

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Rigorous, discipline-based research is the hallmark of the MIT Sloan PhD Program. The program is committed to educating scholars who will lead in their fields of research—those with outstanding intellectual skills who will carry forward productive research on the complex organizational, financial, and technological issues that characterize an increasingly competitive and challenging business world.

Start here.

Learn more about the program, how to apply, and find answers to common questions.

Admissions Events

Check out our event schedule, and learn when you can chat with us in person or online.

Start Your Application

Visit this section to find important admissions deadlines, along with a link to our application.

Click here for answers to many of the most frequently asked questions.

PhD studies at MIT Sloan are intense and individual in nature, demanding a great deal of time, initiative, and discipline from every candidate. But the rewards of such rigor are tremendous:  MIT Sloan PhD graduates go on to teach and conduct research at the world's most prestigious universities.

PhD Program curriculum at MIT Sloan is organized under the following three academic areas: Behavior & Policy Sciences; Economics, Finance & Accounting; and Management Science. Our nine research groups correspond with one of the academic areas, as noted below.

MIT Sloan PhD Research Groups

Behavioral & policy sciences.

Economic Sociology

Institute for Work & Employment Research

Organization Studies

Technological Innovation, Entrepreneurship & Strategic Management

Economics, Finance & Accounting

Accounting  

Management Science

Information Technology

System Dynamics  

Those interested in a PhD in Operations Research should visit the Operations Research Center .  

PhD Program Structure

Additional information including coursework and thesis requirements.

MIT Sloan Predoctoral Opportunities

MIT Sloan is eager to provide a diverse group of talented students with early-career exposure to research techniques as well as support in considering research career paths.

Rising Scholars Conference

The fourth annual Rising Scholars Conference on October 25 and 26 gathers diverse PhD students from across the country to present their research.

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The goal of the MIT Sloan PhD Program's admissions process is to select a small number of people who are most likely to successfully complete our rigorous and demanding program and then thrive in academic research careers. The admission selection process is highly competitive; we aim for a class size of nineteen students, admitted from a pool of hundreds of applicants.

What We Seek

• Outstanding intellectual ability
• Excellent academic records
• Previous work in disciplines related to the intended area of concentration
• Strong commitment to a career in research

MIT Sloan PhD Program Admissions Requirements Common Questions

Dates and Deadlines

Admissions for 2024 is closed. The next opportunity to apply will be for 2025 admission. The 2025 application will open in September 2024. 

More information on program requirements and application components

Students in good academic standing in our program receive a funding package that includes tuition, medical insurance, and a fellowship stipend and/or TA/RA salary. We also provide a new laptop computer and a conference travel/research budget.

Funding Information

Throughout the year, we organize events that give you a chance to learn more about the program and determine if a PhD in Management is right for you.

PhD Program Events

June phd program overview.

During this webinar, you will hear from the PhD Program team and have the chance to ask questions about the application and admissions process.

July PhD Program Overview

August phd program overview, september 12 phd program overview.

Complete PhD Admissions Event Calendar

Unlike formulaic approaches to training scholars, the PhD Program at MIT Sloan allows students to choose their own adventure and develop a unique scholarly identity. This can be daunting, but students are given a wide range of support along the way - most notably having access to world class faculty and coursework both at MIT and in the broader academic community around Boston.

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Profiles of our current students

MIT Sloan produces top-notch PhDs in management. Immersed in MIT Sloan's distinctive culture, upcoming graduates are poised to innovate in management research and education. Here are the academic placements for our PhDs graduating in May and September 2024. Our 2024-2025 job market candidates will be posted in early June 2024.

Academic Job Market

Doctoral candidates on the current academic market

Academic Placements

Graduates of the MIT Sloan PhD Program are researching and teaching at top schools around the world.

view recent placements 

MIT Sloan Experience

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The PhD Program is integral to the research of MIT Sloan's world-class faculty. With a reputation as risk-takers who are unafraid to embrace the unconventional, they are engaged in exciting disciplinary and interdisciplinary research that often includes PhD students as key team members.

Research centers across MIT Sloan and MIT provide a rich setting for collaboration and exploration. In addition to exposure to the faculty, PhD students also learn from one another in a creative, supportive research community.

Throughout MIT Sloan's history, our professors have devised theories and fields of study that have had a profound impact on management theory and practice.

From Douglas McGregor's Theory X/Theory Y distinction to Nobel-recognized breakthroughs in finance by Franco Modigliani and in option pricing by Robert Merton and Myron Scholes, MIT Sloan's faculty have been unmatched innovators.

This legacy of innovative thinking and dedication to research impacts every faculty member and filters down to the students who work beside them.

Faculty Links

• Accounting Faculty
• Economic Sociology Faculty
• Finance Faculty
• Information Technology Faculty
• Institute for Work and Employment Research (IWER) Faculty
• Marketing Faculty
• Organization Studies Faculty
• System Dynamics Faculty
• Technological Innovation, Entrepreneurship, and Strategic Management (TIES) Faculty

Student Research

“MIT Sloan PhD training is a transformative experience. The heart of the process is the student’s transition from being a consumer of knowledge to being a producer of knowledge. This involves learning to ask precise, tractable questions and addressing them with creativity and rigor. Hard work is required, but the reward is the incomparable exhilaration one feels from having solved a puzzle that had bedeviled the sharpest minds in the world!” -Ezra Zuckerman Sivan Alvin J. Siteman (1948) Professor of Entrepreneurship

Sample Dissertation Abstracts - These sample Dissertation Abstracts provide examples of the work that our students have chosen to study while in the MIT Sloan PhD Program.

We believe that our doctoral program is the heart of MIT Sloan's research community and that it develops some of the best management researchers in the world. At our annual Doctoral Research Forum, we celebrate the great research that our doctoral students do, and the research community that supports that development process.

The videos of their presentations below showcase the work of our students and will give you insight into the topics they choose to research in the program.

Attention To Retention: The Informativeness of Insiders’ Decision to Retain Shares

2024 PhD Doctoral Research Forum Winner - Gabriel Voelcker

Watch more MIT Sloan PhD Program  Doctoral Forum Videos

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Faculty Directory

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PhD Program

Professor Wender discusses chemistry with his graduate students.

Doctoral study in chemistry at Stanford University prepares students for research and teaching careers with diverse emphases in basic, life, medical, physical, energy, materials, and environmental sciences.

The Department of Chemistry offers opportunities for graduate study spanning contemporary subfields, including theoretical, organic, inorganic, physical, biophysical and biomedical chemistry and more. Much of the research defies easy classification along traditional divisions; cross-disciplinary collaborations with Stanford's many vibrant research departments and institutes is among factors distinguishing this world-class graduate program.

The Department of Chemistry is committed to providing academic advising in support of graduate student scholarly and professional development.  This advising relationship entails collaborative and sustained engagement with mutual respect by both the adviser and advisee.

• The adviser is expected to meet at least monthly with the graduate student to discuss on-going research.
• There should be a yearly independent development plan (IDP) meeting between the graduate student and adviser. Topics include research progress, expectations for completion of PhD, areas for both the student and adviser to improve in their joint research effort.
• A research adviser should provide timely feedback on manuscripts and thesis chapters.
• Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program.
• If there is a significant issue concerning the graduate student’s progress in research, the adviser must communicate this to the student and to the Graduate Studies Committee in writing.  This feedback should include the issues, what needs to be done to overcome these issues and by when.

Academic advising by Stanford faculty is a critical component of all graduate students' education and additional resources can be found in the  Policies and Best Practices for Advising Relationships at Stanford  and the  Guidelines for Faculty-Student Advising at Stanford .

Learn more about the program through the links below, and by exploring the research interests of the  Chemistry Faculty  and  Courtesy Faculty .

PhD in Biological Sciences in Public Health

Prepare for a high-impact academic or research career at the forefront of the biological sciences in public health..

As a student in the PhD in biological sciences in public health program, you will gain expertise in the prevention and treatment of diseases that affect thousands—even millions—of people. Working with leading public health scientists, you will learn both mechanistic and quantitative approaches to biomedical research, while specializing in one of four areas of investigation:

• The metabolic basis of health and disease
• Immunology and infectious diseases
• Gene-environment interactions
• Inflammation and stress responses

Each area of investigation emphasizes biochemical, cell biological, and genetic approaches to understanding disease. In your research, whether basic or translational, you will apply cutting-edge tools and techniques to advance the understanding, treatment, and prevention of human diseases that significantly impact global populations today. Current research within our laboratories includes these and other diseases and risk factors:

• Atherosclerosis
• Chagas’ disease
• Environmental exposure to toxins
• Inflammatory diseases
• Kidney disease
• Metabolic syndrome
• Tuberculosis

As a graduate of the program, you will be prepared for a career as a faculty member in a college, university, medical school, research institute, or school of public health. You may also choose to pursue a career in research at a government agency, or in the private sector at a consulting, biotech, or pharmaceutical firm.

The program provides broad interdisciplinary knowledge of both mechanistic and quantitative approaches to biomedical research and prepares graduate students for research careers with courses in the following areas:

• Biochemistry, Genetics
• Biostatistics
• Cell biology
• Epidemiology
• Immunology/Infectious diseases
• Molecular biology
• Toxicology/Cancer cell biology

All students admitted to the PhD in biological sciences in public health program, including international students, are guaranteed full funding, which includes a stipend, tuition, and health insurance for five years, provided they maintain satisfactory progress.

WHO SHOULD APPLY?

To qualify for admission, applicants must demonstrate strong enthusiasm and ability for the vigorous pursuit of scientific knowledge. Minimum requirements include a bachelor’s degree and undergraduate preparation in the sciences.

APPLICATION PROCESS

Like all PhD (doctor of philosophy) programs at the School, the PhD in biological sciences in public health is offered under the aegis of the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Applications are processed through the Harvard Griffin GSAS online application system . The program is located within the Division of Biological Sciences at the Harvard T.H. Chan School of Public Health.

OUR COMMUNITY: COMMITTED, ACCOMPLISHED, COLLABORATIVE

As a PhD candidate in the biological sciences in public health program, you will be part of a diverse and accomplished group of students with a broad range of research and other interests. The opportunity to learn from each other and share ideas outside of the classroom will be one of the most rewarding and productive parts of the program. The School fosters those relationships by sponsoring an “informal curriculum” of seminars, journal clubs, retreats, and other opportunities that will broaden your knowledge, hone your presentation skills, and teach you how to critically evaluate scientific literature while providing a supportive, collaborative community within which to pursue your degree. Our location in the heart of Boston’s Longwood Medical Area—home to Harvard Medical School, the Dana-Farber Cancer Institute, and many world-class hospitals—makes collaboration with eminent laboratory and clinical researchers a natural part of the educational experience. And when you graduate, you will benefit from Harvard’s unparalleled global network of alumni leaders.

LEARN MORE Visit our website at www.hsph.harvard.edu/biological-sciences for more information or contact [email protected]

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PhD in Physics, Statistics, and Data Science

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Many PhD students in the MIT Physics Department incorporate probability, statistics, computation, and data analysis into their research. These techniques are becoming increasingly important for both experimental and theoretical Physics research, with ever-growing datasets, more sophisticated physics simulations, and the development of cutting-edge machine learning tools. The Interdisciplinary Doctoral Program in Statistics (IDPS)  is designed to provide students with the highest level of competency in 21st century statistics, enabling doctoral students across MIT to better integrate computation and data analysis into their PhD thesis research.

Admission to this program is restricted to students currently enrolled in the Physics doctoral program or another participating MIT doctoral program. In addition to satisfying all of the requirements of the Physics PhD, students take one subject each in probability, statistics, computation and statistics, and data analysis, as well as the Doctoral Seminar in Statistics, and they write a dissertation in Physics utilizing statistical methods. Graduates of the program will receive their doctoral degree in the field of “Physics, Statistics, and Data Science.”

Doctoral students in Physics may submit an Interdisciplinary PhD in Statistics Form between the end of their second semester and penultimate semester in their Physics program. The application must include an endorsement from the student’s advisor, an up-to-date CV, current transcript, and a 1-2 page statement of interest in Statistics and Data Science.

The statement of interest can be based on the student’s thesis proposal for the Physics Department, but it must demonstrate that statistical methods will be used in a substantial way in the proposed research. In their statement, applicants are encouraged to explain how specific statistical techniques would be applied in their research. Applicants should further highlight ways that their proposed research might advance the use of statistics and data science, both in their physics subfield and potentially in other disciplines. If the work is part of a larger collaborative effort, the applicant should focus on their personal contributions.

For access to the selection form or for further information, please contact the IDSS Academic Office at  [email protected] .

Required Courses

Courses in this list that satisfy the Physics PhD degree requirements can count for both programs. Other similar or more advanced courses can count towards the “Computation & Statistics” and “Data Analysis” requirements, with permission from the program co-chairs. The IDS.190 requirement may be satisfied instead by IDS.955 Practical Experience in Data, Systems, and Society, if that experience exposes the student to a diverse set of topics in statistics and data science. Making this substitution requires permission from the program co-chairs prior to doing the practical experience.

• IDS.190 – Doctoral Seminar in Statistics and Data Science ( may be substituted by IDS.955 Practical Experience in Data, Systems and Society )
• 6.7700[J] Fundamentals of Probability or
• 18.675 – Theory of Probability
• 18.655 – Mathematical Statistics or
• 18.6501 – Fundamentals of Statistics or
• IDS.160[J] – Mathematical Statistics: A Non-Asymptotic Approach
• 6.C01/6.C51 – Modeling with Machine Learning: From Algorithms to Applications or
• 6.7810 Algorithms for Inference or
• 6.8610 (6.864) Advanced Natural Language Processing or
• 6.7900 (6.867) Machine Learning or
• 6.8710 (6.874) Computational Systems Biology: Deep Learning in the Life Sciences or
• 9.520[J] – Statistical Learning Theory and Applications or
• 16.940 – Numerical Methods for Stochastic Modeling and Inference or
• 18.337 – Numerical Computing and Interactive Software
• 8.316 – Data Science in Physics or
• 6.8300 (6.869) Advances in Computer Vision or
• 8.334 – Statistical Mechanics II or
• 8.371[J] – Quantum Information Science or
• 8.591[J] – Systems Biology or
• 8.592[J] – Statistical Physics in Biology or
• 8.942 – Cosmology or
• 9.583 – Functional MRI: Data Acquisition and Analysis or
• 16.456[J] – Biomedical Signal and Image Processing or
• 18.367 – Waves and Imaging or
• IDS.131[J] – Statistics, Computation, and Applications

Grade Policy

C, D, F, and O grades are unacceptable. Students should not earn more B grades than A grades, reflected by a PhysSDS GPA of ≥ 4.5. Students may be required to retake subjects graded B or lower, although generally one B grade will be tolerated.

Unless approved by the PhysSDS co-chairs, a minimum grade of B+ is required in all 12 unit courses, except IDS.190 (3 units) which requires a P grade.

Though not required, it is strongly encouraged for a member of the MIT  Statistics and Data Science Center (SDSC)  to serve on a student’s doctoral committee. This could be an SDSC member from the Physics department or from another field relevant to the proposed thesis research.

Thesis Proposal

All students must submit a thesis proposal using the standard Physics format. Dissertation research must involve the utilization of statistical methods in a substantial way.

PhysSDS Committee

• Jesse Thaler (co-chair)
• Mike Williams (co-chair)
• Isaac Chuang
• Janet Conrad
• William Detmold
• Philip Harris
• Jacqueline Hewitt
• Kiyoshi Masui
• Leonid Mirny
• Christoph Paus
• Phiala Shanahan
• Marin Soljačić
• Washington Taylor
• Max Tegmark

Can I satisfy the requirements with courses taken at Harvard?

Harvard CompSci 181 will count as the equivalent of MIT’s 6.867.  For the status of other courses, please contact the program co-chairs.

Can a course count both for the Physics degree requirements and the PhysSDS requirements?

Yes, this is possible, as long as the courses are already on the approved list of requirements. E.g. 8.592 can count as a breadth requirement for a NUPAX student as well as a Data Analysis requirement for the PhysSDS degree.

If I have previous experience in Probability and/or Statistics, can I test out of these requirements?

These courses are required by all of the IDPS degrees. They are meant to ensure that all students obtaining an IDPS degree share the same solid grounding in these fundamentals, and to help build a community of IDPS students across the various disciplines. Only in exceptional cases might it be possible to substitute more advanced courses in these areas.

Can I substitute a similar or more advanced course for the PhysSDS requirements?

Yes, this is possible for the “computation and statistics” and “data analysis” requirements, with permission of program co-chairs. Substitutions for the “probability” and “statistics” requirements will only be granted in exceptional cases.

For Spring 2021, the following course has been approved as a substitution for the “computation and statistics” requirement:   18.408 (Theoretical Foundations for Deep Learning) .

The following course has been approved as a substitution for the “data analysis” requirement:   6.481 (Introduction to Statistical Data Analysis) .

Can I apply for the PhysSDS degree in my last semester at MIT?

No, you must apply no later than your penultimate semester.

What does it mean to use statistical methods in a “substantial way” in one’s thesis?

The ideal case is that one’s thesis advances statistics research independent of the Physics applications. Advancing the use of statistical methods in one’s subfield of Physics would also qualify. Applying well-established statistical methods in one’s thesis could qualify, if the application is central to the Physics result. In all cases, we expect the student to demonstrate mastery of statistics and data science.

Doctor of Philosophy in Education

Additional Information

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Reshaping Teacher Licensure: Lessons from the Pandemic

Olivia Chi, Ed.M.'17, Ph.D.'20, discusses the ongoing efforts to ensure the quality and stability of the teaching workforce

Lost in Translation

New comparative study from Ph.D. candidate Maya Alkateb-Chami finds strong correlation between low literacy outcomes for children and schools teaching in different language from home

Doctoral Program

The PhD program is designed to give students a broad and deep understanding of materials science and engineering so that they will have long and fruitful careers as researchers.

Main navigation, doctor of philosophy in materials science and engineering.

Students who graduate from our program will be among the world’s leading experts in the areas of their dissertation research. They also will have the intellectual tools to move into new research areas as the field grows and develops.

During the first year of the PhD program, students are required to take five courses from our core curriculum, attend the weekly colloquium lectures to learn about cutting-edge materials science research, explore finding an advisor (which includes a weekly course hour), and enroll in some technical elective coursework.

Students are expected to find a research group to join before the start of the spring quarter in their first year. During the summer after the first academic year, students typically work intensely on research under the guidance of a professor in the Materials Science and Engineering Department or a professor from another materials-related department.

In the second year, students continue to take technical elective coursework and do research. Between October and January, they take a qualifying examination, which they must pass to be formally admitted to candidacy for a PhD degree. In the first part of the exam, students give a 20-minute presentation on their proposed area of dissertation research. A committee of professors, which includes the student’s advisor, then questions the student on the proposed topic for 20 minutes. Finally, the professors ask questions for 80 minutes on topics from the core curriculum. Students are expected to demonstrate an understanding of the fundamentals of materials science and to show that they can think clearly on aspects that are important for their research. Students who do not pass the qualifying exam can attempt it one more time in the spring quarter. It is not uncommon to pass one part but not both parts on the first try.

Once students pass the qualifying exam, they continue to take classes and do their dissertation research. Students are required to take 44 core, technical, and seminar units (approximately 18 quarter-long classes).

The final stage of the PhD program is to write a dissertation and pass the university oral examination, which involves giving a public seminar defending the dissertation and answering questions from a private panel of four professors. Most students complete the entire program in five years and receive several employment offers as they write their dissertations.

The university’s basic requirements for a PhD are outlined in the Graduate Degrees section of the Stanford Bulletin.

The PhD degree is awarded after the completion of a minimum of 135 units of graduate work as well as satisfactory completion of any additional university requirements. Degree requirements for the department are as follows:

1 All core courses must be completed for a letter grade and to qualify for the qualifying exam a GPA in the core courses must be 3.5 or higher.

2 Eight, elective, technical courses must be in areas related directly to students’ research interests.  Five courses must be in MATSCI, including one course in Characterization*

*The characterization course may be taken out of the department with the approval of the Director of Graduate Studies.

All courses must be completed for a letter grade.

3 Materials Science and Engineering PhD students are required to take MATSCI 230 Materials Science Colloquium during each quarter of their first year. Attendance is required, roll is taken and more than two absences result in an automatic "No Pass" grade.

4 Research units will very likely equal or exceed 75, so other courses may count here.  This could include other engineering courses, MATSCI 400 , transfer units, other university courses, up to 3 units of MATSCI 299 .

5 Students must complete Materials Science Research Advising during the Autumn of their first year.  They will complete Ethics and Broader Impacts in Materials Science during the Spring of their first year.  In addition, students complete at least 10 residency units.  These course units may include  MATSCI 300  Ph.D. Research, other engineering courses,  MATSCI 400  Participation in Materials Science Teaching, or a maximum of three units  MATSCI 299  Practical Training.

• Students must consult with the PhD Advising Team or their academic adviser on PhD course selection planning. For students with a non-MATSCI research adviser, the MATSCI academic/co-adviser must also approve the list of proposed courses. Any proposed deviations from the requirements can be considered only by petition.
• PhD students are required to apply for and have conferred a MATSCI MS degree normally by the end of their third year of studies. A Graduate Program Authorization Petition (in Axess) and an MS Program Proposal  (PDF) must be submitted after taking the PhD qualifying examination.
• A departmental oral qualifying examination must be passed by the end of January of the second year. A grade point average (GPA) of 3.5 in core courses MATSCI 211-215 is required for admission to the PhD qualifying examination. Students who have passed the PhD qualifying examination are required to complete the Application for Candidacy to the PhD degree by June of the second year after passing the qualifying examination. Final changes in the Application for Candidacy form must be submitted no later than one academic quarter prior to the TGR status.
• Students must maintain a cumulative GPA of 3.0 in all courses taken at Stanford.
• Students must present the results of their research dissertation at the university PhD oral defense examination.
• Current students subject to either this set of requirements or a prior set must obtain the approval of their adviser before filing a revised program sheet, and should as far as possible adhere to the intent of the new requirements.
• Students may refer to the list of "Advanced Specialty Courses and Cognate Courses" provided below as guidelines for their selection of technical elective units. As noted above, academic adviser approval is required.
• At least 90 units must be taken in residence at Stanford. Students entering with an MS degree in Materials Science from another university may request to transfer up to 45 units of equivalent work toward the total of 135 PhD degree requirement units.
• Students may propose a petition for exemption from a required core course if they have taken a similar course in the past. To petition, a student must consult and obtain academic and/or research adviser approval, and consent of the instructor of the proposed core course. To assess a student’s level of knowledge, the instructor may provide an oral or written examination on the subject matter. The student must pass the examination in order to be exempt from the core course requirement. If the petition is approved, the student is required to complete the waived number of units by taking other relevant upper-level MATSCI courses.

PhD minor in Materials Science and Engineering

The university’s basic requirements for the PhD minor are outlined in the Graduate Degrees section of the Stanford Bulletin. A minor requires 20 units of graduate work of quality and depth at the 200-level or higher in the Materials Science and Engineering course offering. Courses must be taken for a letter grade. The proposed list of courses must be approved by the department’s advanced degree committee. Individual programs must be submitted to the student services manager at least one quarter prior to the quarter of the degree conferral. None of the units taken for the PhD minor may overlap with any MS degree units.

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Doctoral programs.

The goal of the GSE PhD in Education is to prepare the next generation of leading education researchers. The cornerstone of the doctoral experience at the Stanford Graduate School of Education is the research apprenticeship that all students undertake, typically under the guidance of their academic advisor, but often with other Stanford faculty as well.

In this apprenticeship model, doctoral students are provided with a multi-year funding package that consists of opportunities each quarter to serve as teaching and research assistants for faculty members' courses and research projects. By this means, and in combination with the courses they take as part of their program, students are prepared over an approximately five-year period to excel as university teachers and education researchers.

The doctoral degree in Education at the GSE includes doctoral program requirements as well as a specialization, as listed below, overseen by a faculty committee from one of the GSE's three academic areas.

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

• ‌ Elementary Education
• ‌ History/Social Science Education
• ‌ Learning Sciences and Technology Design
• ‌ Literacy, Language, and English Education
• ‌ Mathematics Education
• ‌ Science, Engineering and Technology Education
• ‌ Race, Inequality, and Language in Education
• ‌ Teacher Education

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS)

• ‌ Anthropology of Education
• ‌ Economics of Education
• ‌ Education Data Science
• ‌ ‌Educational Linguistics
• ‌ Educational Policy
• ‌ Higher Education
• ‌ History of Education
• ‌ International Comparative Education
• ‌ Organizational Studies
• ‌ Philosophy of Education
• ‌ Sociology of Education

Cross-area specializations

Learning sciences and technology design (lstd).

LSTD allows doctoral students to study learning sciences and technology design within the context of their primary program of study (DAPS, CTE, or SHIPS).

Race, Inequality, and Language in Education (RILE)

RILE trains students to become national leaders in conducting research on how race, inequality, and language intersect to make both ineffective and effective educational opportunities. RILE allows students to specialize within their program of study (DAPS, CTE, or SHIPS).

Other academic opportunities

• ‌ Concentration in Education and Jewish Studies
• ‌ PhD Minor in Education
• ‌ Stanford Doctoral Training Program in Leadership for System-wide Inclusive Education (LSIE)
• ‌ Certificate Program in Partnership Research in Education
• ‌ Public Scholarship Collaborative

“I came to Stanford to work with faculty who value learning in informal settings and who are working to understand and design for it.”

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

For more information about GSE admissions and to see upcoming events and appointments:

To learn more about the Academic Services team:

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Department of Cognitive Science

Phd program.

• PhD Requirements
• Computational Cognitive Science Track
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The Department of Cognitive Science PhD program’s primary goal is to train a new generation of cognitive scientists who can meld multiple existing disciplines into a new, genuinely integrated science of the mind/brain.

A secondary goal is to train graduates who are competitive for positions in traditional disciplinary departments at research universities. Because many of the most exciting research developments recognized within the related traditional disciplines arise through interdisciplinary research, the training in cognitive science offered by our department can promote a graduate’s attractiveness as a candidate for positions in a variety of departments.

For example, a student who is studying language processing in normal and brain-damaged subjects, and is trained in the methods of both cognitive neuropsychology and neuroimaging, with a solid foundation in theoretical linguistics and additional coursework in psychology or neuroscience, is potentially employable in a number of departments. A student with in-depth training in theoretical phonology, a solid background in computational and psychological approaches to phonological research, and ancillary training in other branches of linguistics is well positioned to conduct state-of-the-art research and teaching valuable for both a linguistics department and a cognitive science program.

The training we offer in cognitive science is highly interdisciplinary, strongly theoretically oriented, and integrated to an extent only possible within a department of cognitive science.

Our Training

The interdisciplinary training provided to all PhD students includes:

• Cognitive psychology and neuropsychology
• Computational approaches to cognition
• Generative linguistics
• Philosophy of mind
• Cognitive neuroscience
• Teaching experience in a range of areas within cognitive science
• Coursework introducing the full range of formal methods used throughout cognitive science
• Computational analysis
• Computer modeling
• Empirical psychology
• Empirical neuroscience
• Linguistic analysis
• Brain imaging
• Philosophical analysis
• In-depth interdisciplinary training in an area of expertise, with ancillary preparation for a faculty position in a traditional discipline.

Research Experience

In addition, PhD students are provided extensive experience integrating the theory and methods of diverse cognitive sub-disciplines through specially designed integrative courses and regular seminars involving the entire department.

Our program can offer such a breadth and depth of training because, unlike departments in the allied disciplines, in a department of cognitive science, 100% of graduate training can be focused on cognition. Integrated training across the spectrum of cognitive methods allows students to emerge from graduate school as professional cognitive scientists.

Please see the navigation menu for additional information on the PhD program in cognitive science, such as PhD requirements .

Graduate Student Resources

• Cognitive Science Graduate Handbook
• Graduate & Postdoctoral Affairs Website includes policies, credit hours, services, professional development, student life, graduation guide
• Alumni Placements

Degree Checklists

• PhD in CogSci Checklist
• PhD in CogSci CCS Checklist

Jennifer Culbertson, PhD 2010

Going with cognitive science rather than traditional linguistics was one of the best decisions I ever made. JHU cogsci was a wonderful place to develop as a researcher. It’s a […]

Career Paths for PhD Graduates

New section.

Biomedical scientists can use their knowledge of biomedical research in a wide variety of ways.

What can I be with a PhD?

Biomedical scientists may use their knowledge of biomedical research to:

• Direct a research lab and decide which scientific questions to investigate
• Be part of a team of scientists working together to solve problems of health and disease
• Manage and coordinate large scientific projects (across institutions and/or across the world)
• Teach others about biomedical science including how to do research and how to think about and understand scientific information
• Inform policy makers about scientific matters that impact health and science
• Communicate (by writing and speaking) and disseminate the latest information about scientific and medical discoveries
• Translate discoveries and inventions from the most fundamental level to every day usage

Where do biomedical scientists work?

Academic institutions (research and administration)

• Large research universities
• Small liberal arts colleges
• Medical centers and medical schools
• Dental, veterinary and optometry schools
• Research institutes
• Community colleges
• High schools

Pharmaceutical and biotechnology companies

Government agencies at the federal, state, and local levels, including:

• NIH - National Institutes of Health
• FDA - Food and Drug Administration
• CDCP - Centers for Disease Control and Prevention
• NSF - National Science Foundation
• EPA - Environmental Protection Agency
• NASA - National Aeronautics and Space Administration
• USDA - Department of Agriculture
• VA - Veterans' Administration
• DOD - Department of Defense
• US Congress
• Executive Branch of the Federal Government
• State and county health departments

Mass communication organizations and businesses

• Newspapers and magazines
• Internet-based communications
• Broadcast media (television, radio, movies)
• Scientific journals and textbooks

Law firms (patent and intellectual property law)

Consulting firms

• Judicial system - scientific evidence in trials
• Financial - advising regarding investments in biotechnology, drug and medical device development
• Educational

Philanthropic and non-profit organizations

• NAS/IOM - National Academies of Science/Institute of Medicine
• Scientific societies and associations
• Private foundations

General information about careers in biomedical science

ScienceCareers.org  - Find a job in science - searchable by location including international, field, keyword, etc.

PhD Jobs  - Includes jobs from across the United States including Biological Science, Business, Education, Engineering, Health & Medicine, Information Science, Law, Science

ScienceCareers.org "Mastering Your Ph.D.: Preparing for Your Post-Ph.D. Career" - Survival and success in the doctoral years and beyond

National Postdoctoral Association  - Providing a national voice and seeking positive change for postdoctoral scholars

Choosing a Postdoctoral Position  - Advice on finding the best postdoc for you

PhDs.org: Science, Math, and Engineering Career Resources  - Information for scientists and would-be scientists at all levels, from high school students through Nobel laureates.

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Helpful tools for those applying to medical PhD programs.

Upcoming short presentations will describe features of PhD training, alumni careers, and detailed logistics of the application process.

Learn about PhD Programs from program leaders.

Graduate schools in the biomedical sciences will generally provide a comprehensive funding package to their students.

PhD Programs by School

List of Postdoctoral Programs by School

Postbaccalaureate programs begin after an undergraduate degree and are designed to support the transition to professional school.

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Ph.d. in educational statistics and research methods.

The Ph.D. in Educational Statistics and Research Methods (ESRM) prepares students interested in education data science, research methods, statistics, causal inference, psychometrics, and evaluation to develop, critically evaluate, and properly use sophisticated quantitative and mixed methodologies to solve important problems in education.

The Ph.D. in ESRM is a STEM-designated degree program .

Many of our ESRM students and faculty are affiliates of the Data Science Institute , where they participate in seminars, courses, and research projects. ESRM students may elect to earn their Master of Data Science or  Masters in Applied Statistics along the way to their PhD in ESRM.

Students will:

• Design research projects, focusing either on advancing research methodologies or on applying advanced methods to education issues
• Develop assessment instruments
• Implement program evaluation
• Understand psychometric theory, as well as technical issues underlying construction and use of tests for selection, placement, and instruction
• Develop skills in advanced statistical modeling using a variety of software
• Examine how these statistical models are applied to areas such as school effectiveness, economic and social stratification, the structure of human abilities, and achievement growth

Doctoral students also present research at conferences, collaborate with faculty on peer-reviewed publications, engage in the work of interdisciplinary research centers through graduate assistantships, and learn in an environment with small class sizes and supportive faculty.

Our graduates accept tenure-track or research faculty positions in research universities as well as research positions in state departments of education, school districts, and organizations such as the Educational Testing Service, Pearson, and Mathematica.

Program Coordinator: Dr. Kenneth Shores

Program Faculty

Program Requirements

• Core Content Courses: Core coursework includes two Proseminars ( EDUC 805 ,  EDUC 806 ) that students take in the first two semesters of their program. These courses introduce the key domains of education research, examined through qualitative and quantitative data collection methods and analyses. Topics include learning and development, curriculum and instruction, school reform, and social contexts of education. These courses also allow students to interact with PhD in Education students across all 6 specializations and PhD in Economic Education students.
• Research Methods Core Courses: Students take 15 credits of research methods core courses, including EDUC 856 : Introduction to Statistical Inference, EDUC 812 : Regression and Structural Equation Modeling, EDUC 865 : Educational Measurement Theory, EDUC 874 : Applied Multivariate Data Analysis, and EDUC 850 : Qualitative Research in Educational Settings. These courses combine sophisticated theory with practical application, beginning with an introduction to statistical inference and extending to structural equation modeling, multiple regression, and the use of applied multivariate data analysis.
• Additional Required Methods Courses: Students take 9 credits of additional required methods courses, including EDUC 826 : Mixed Methods in Social Science Research, EDUC 863 : Program Evaluation in Education, and EDUC 873 : Multilevel Models in Education.
• Elective Methods Courses: Students take 3 or more credits of additional elective methods courses. Topics include Advanced Structural Equation Modeling, Bayesian Analysis and Monte Carlo Simulation, Causal Inference, Data Mining in Education, Experimental and Quasi-Experimental Design, Item Response Theory, Longitudinal Data Analysis, Randomized Field Trials, Secondary Analysis of Large-Scale Survey Data, and Social Network Analysis.
• Education Specialization Courses: Students take 6 additional credits of content courses from a specialization area within the PhD in Education. View specialization courses online .
• Colloquium Series Course: A one-credit course ( EDUC 840 ) is offered each semester in conjunction with the colloquium series , and students complete a minimum of 4 credits of colloquium. The research colloquia introduce students to the foremost thinkers and researchers in the field of education. Guest scholars are invited to share their research findings with doctoral students and faculty in a setting that encourages collegiality and familiarizes students with a number of scholarly presentation styles and content areas.
• Dissertation credits: Nine hours of dissertation credit ( EDUC 969) is required of all PhD students, and additional coursework may be specified by a student’s advisory committee as part of the student’s Individual Program Plan.
• Total credits: A minimum of 55 credit hours is required to complete the program.

Download a sample student schedule for this program or view the schedule of course offerings .

Apprenticeship Activities

All of our PhD students are offered full funding for four years. Funded students participate in a 20-hour a week assistantship where they work closely with one or more UD professors, and have opportunities to learn and practice multiple methodologies, analyze data, and co-author academic papers. All students participate in the Steele Symposium, an annual college research forum; submit a publication to a peer-reviewed journal on which they are a coauthor; present their work at a national conference; and develop skills in university teaching.

Most of our students are in residence for all four years of the program (assistantships typically require residency, though there are exceptions). Students are required to complete at least one year in residence (one continuous academic year with 9 credit hours per semester). Students are strongly encouraged to complete this requirement in the first year.

Examinations

All students must pass an assessment based on the work completed in the Proseminars at the end of the first year. After students successfully pass the First Year Assessment, they may enroll in second-year courses. This First Year Assessment fulfills the University requirement for a qualifying examination.

Students must also pass the Fourth Year Exam in order to proceed to the dissertation. The exam assesses student proficiency in integrating various aspects of research methodology to address substantive issues in education.

Dissertation Proposal

Students complete a written proposal for their capstone dissertation project and defend it orally before their advisory committee.

Dissertation and Defense

Students complete a dissertation, an original work of scholarship, meeting SOE, College, University, and professional requirements. They also complete an oral defense of the work before their advisory committee.

Program Policy Document

Students may download the program policy document for complete information about this degree.

Program Requirements for the Master of Arts in Education

The MA in Education provides a master’s degree option for PhD students in good standing who want to obtain a master’s degree in conjunction with their doctoral degree, or for students in good standing who must leave the doctoral program prematurely because of family, health, or personal reasons. Students will not be admitted directly to the MA program, since the program requirements are embedded within the PhD requirements.

Admission Information

To apply to the PhD in ESRM program, complete the steps of the UD online graduate application process .

Application Requirements

Some application items specific to the PhD in ESRM program include:

• Transcripts of all previous academic work at the undergraduate and graduate (if applicable) level. Applicants may upload unofficial copies of their transcripts and if admitted, all transcripts will be verified by the Graduate College. Applicants who previously attended the University of Delaware still need to upload an unofficial transcript, but do not need to provide official transcripts for verification. Please do not send any transcripts to the School of Education.
• GRE scores are required. Students typically are expected to have minimum scores of 150 on the verbal and quantitative sections and a 4.0 on the analytic writing section. Most admitted students have far higher than the minimum scores. The GRE is optional for Fall 2025 applicants. Please see the note at the top of this section.
• Three letters of recommendation are required. Applicants should select recommenders who can comment on their potential to succeed in doctoral work.
• Applicants should introduce themselves and discuss educational and career goals related to the PhD in ESRM program and how this program is a good match for their interests. Applicants should identify their focus area and potential research interest.
• While there are no requirements set by the School of Education, personal statements are generally 2-5 pages in length.
• A resume is required.
• No writing samples or supplemental documents are required.
• International applicants must submit scores from either the TOEFL, IELTS, or iTEP Academic Plus. Scores more than two years old cannot be validated or considered official. Required minimum scores for the TOEFL are 100 (internet-based test-iBT), 600 (paper-based test), or 250 (computer-based test). For the IELTS, the minimum score is 7.0. For the iTEP Academic Plus, the minimum score is 4.5.

Application Deadline

The deadline for all applications is December 1  for study beginning the following Fall term.

In general, it is not possible to take required core courses before becoming admitted. The required core courses are generally restricted to students already admitted into the program.

Cost and Financial Support

Our full-time PhD in ESRM students receive guaranteed financial support for four years through a variety of sources, including assistantships and tuition scholarships. Students with assistantships receive 100% tuition scholarship and a 9-month stipend, plus health insurance. Merit-based supplemental funding is available. For more information about this financial support, visit CEHD’s graduate tuition page .

Graduate student assistants work 20 hours a week, engaged closely with their faculty mentors in research and teaching activities. Prospective students can learn more about PhD assistantship experiences through our PhD student spotlights and our PhD student directory .

We also have conference travel funding available through the the SOE and the UD Graduate College.

Graduate Placements and Jobs

Graduates of this STEM-designated degree program will be well prepared for careers in applied education research in several arenas in both the for-profit and non-profit sectors, such as:

• Tenure-track or research faculty at Research-I universities
• Research/evaluation staff at national research organizations (e.g., Abt, AIR, Mathematica, MDRC, RAND, Westat)
• Research/evaluation staff at local research organizations (e.g., Research for Action, Branch Associates, Research for Better Schools)
• Research/psychometric staff at national measurement organizations (e.g., College Board, CTB, ETS, Harcourt/Riverside, Pearson)
• Research/evaluation Staff in federal agencies (e.g., Institute of Education Sciences) and regional agencies (e.g., REL Mid-Atlantic)
• Research/evaluation Staff at local school districts and state education agencies

How to Apply

Applications for all graduate programs at the University of Delaware are done online through the UD Graduate College. To apply to the PhD in ESRM program, complete the steps of the UD online graduate application process . For information about graduate tuition, visit UD’s graduate tuition page for CEHD programs.

Student Spotlight

Kati Tilley

“Through my assistantship, I have gained critical experience in communicating research findings. One of the most valuable experiences I have had was learning to write and present results to a non-academic audience. I led the development of an individualized report of survey results and presented them in person to the schools who participated in our study.”

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Clinical and Translational Science

Clinical and translational science track, research focus.

across the translational spectrum from discovery to implementation

average amount of time to Ph.D. degree

Guaranteed 5-year internal fellowship

includes full tuition, stipend and benefits

Moving new biomedical discoveries into clinical use as new treatments and cures takes considerable time and resources. A translational scientist is at the forefront of this work, teaming with an integrated group of experts focused on taking knowledge gained through research and translating it for use in health care settings. This bench-to-bedside effort is essential to bridging the gap between basic science and patient care.

The Clinical and Translational Science (CTS) Track within the Ph.D. Program at Mayo Clinic Graduate School of Biomedical Science is built upon Mayo Clinic's extensive interdisciplinary research and medical environment. It prepares you to lead the biomedical research teams of the future that will rapidly translate discoveries to new treatments and change the paradigms of how we conduct biomedical research.

As a graduate of this program, you’ll be able to conduct research leading to meaningful scientific contributions. In addition, you’ll be prepared to change and improve how biomedical research is conceptualized and implemented.

The Clinical and Translational Science Track allows students to personalize their studies in three areas of emphasis:

• Population-based translational science
• Patient-based translational science
• Laboratory-based translational science

A great strength of the Mayo Clinic CTS track is its focus on providing mentored research experiences for each student. The pre-eminent physicians, scientists, and educators who comprise the faculty at Mayo Clinic are available as mentors or co-mentors for students in the track.

All doctoral students in the CTS track have a common core curriculum.  Depending on your area of concentration (laboratory-, patient- or population-based translational science), you’ll select your advanced courses from either track courses or graduate school courses in the basic science disciplines.

• Core required courses  
• Track required courses  
• Introduction to research projects and methodologies used in the laboratories of clinical/translational investigators
• Completion of three research experiences or laboratory rotations, each lasting eight weeks
• Selection of laboratory for thesis research
• Advanced elective courses (areas of interest)
• Research gathering preliminary data for a thesis research project
• Preparation of a thesis proposal in the format of a grant application
• Selection of faculty for the oral qualifying exam committee, followed by defense of the research proposal in the oral exam (to be completed before the end of the fall quarter)
• Written Comprehensive Examination
• Oral Qualifying Examination (presentation of thesis proposal)
• Ongoing workshops/seminars/journal clubs
• Completion of thesis research and any remaining course requirements
• Selection of your Graduate School Thesis Advisory Committee that will evaluate the proposed direction, specific aims, and experimental strategies of your project, as well as meet with you at least twice a year to discuss your research progress
• Works-in-progress presentation of research project
• Final Oral Examination (thesis defense)

I chose the Clinical and Translational Science Track because of the flexibility of the program. Much of your coursework can be whichever topic helps you most for your research, and there are very few restrictions on the principal investigators you can work under. Also, because Mayo provides access to such unique patient populations, I’m able to use a lot of techniques that I wouldn’t be able to at a university or institution.

Kevin Kelly Ph.D. student, Clinical and Translational Science Track

One thing that attracted me to the CTS Track is how supported I felt as a student and the opportunities we have to learn and grow. We’re encouraged to explore career options other than the traditional academic route. I’m interested in translational science, and there have been numerous examples in which discoveries happened at the bench and ended up as clinical trials here at Mayo.

Alaa Koleilat, Ph.D. 2020 graduate of the Ph.D. Program, Clinical and Translational Science Track

Mayo Clinic draws students and patients from all over the world, which creates a unique educational environment. It also emphasize patient needs, which shapes the way that students learn and interact with other professionals. The small class size and primary focus on biomedical sciences contributes to the welcoming, energetic and collaborative environment. The leaders of all the programs I am associated with are clearly invested in my success.

Josiane Joseph M.D.-Ph.D. student, Clinical and Translational Science Track

• "BLOOM: Beta-lactam Optimization and Outcomes Management," Erin Barreto (Mentor: Andrew Rule, M.D.)
• "Differentiating types of dementia using extracellular vesicles," Maria Esperanza Bregendahl (Mentor: Pam J. McLean, Ph.D.)
• "Investigating Sulfatase 2 effects on the tumor microenvironment in hepatobiliary cancers," Tayla Brooks (Mentor: Lewis. R. Roberts, M.B., Ch.B., Ph.D.)
• "Defining racial differences in hedgehog-associated breast cancer risk biomarkers in normal breast biopsies," Jennifer Cabezas (Mentor: Derek Radisky, Ph.D.)
• "Cytokine Mediated Death and Survival in Multiple Myelom," Allison (Allie) Carr (Mentor: Adrian T. Ting, Ph.D.)
• "Peripheral multi-omics biomarkers of Alzheimer’s and related phenotypes," Xuan Chen (Mentor: Nilufer Taner, M.D., Ph.D.)
• "Pulmonary Hypertension Secondary to Left Heart Diseases," Ahmed Fayyaz (Mentor: Margaret M. Redfield, M.D.)
• "Using focused ultrasound (FUS) to enhance the delivery of intravenous umbilical cord-derived mesenchymal stem cells (UCMSC) in chronic spinal cord injured rats," Abdul Karim (AK) Ghaith (Mentors: Mohamad Bydon M.D., and Anthony J. Windebank M.D.)
• "The Role of the Endocannabinoid System in Systemic Stress Response in Zebrafish," Robin Heider (Mentor: Karl J. Clark, Ph.D.)
• "Utilizing long-read sequencing to unravel the clinical heterogeneity in motor neuron diseases and undiagnosed genetic disorders," Angita (AJ) Jain (Mentor: Marka M. Van Blitterswijk, M.D., Ph.D.)
• "Unraveling the Immunological Basis of Lobular Involution Stagnation in Breast Cancer Development," Jaida Lue (Mentor: Derek Radisky, Ph.D.)
• "Artificial intelligence derived voice biomarkers for the detection and management of cardiovascular disease," Jaskanwal Deep (Jas) Sara (Mentor: Amir Lerman, M.D.)
• "Characterization of Mitochondrial DNA variations, heteroplasmic levels, and deletion frequency in Pacbio’s continuous long reads," Ngan Tran (Mentor: Owen Ross, Ph.D.
• "Unrefined: Hepatocellular carcinoma and hepatitis burden and potential interventions in x population," Caitlin VanLith (Mentor: Lewis. R. Roberts, M.B., Ch.B., Ph.D.)
• "Data Independent Acquisition of Small Molecule Signatures to Characterize Inborn Errors of Metabolism," Rachel Wurth (Mentor: Devin Oglesbee, Ph.D.)
• "Developing Strategies to address health disparities for first generation regenerative medicine treatments," Mohamed (Mo) Addani (Mentor: Zubin Master, Ph.D.)
• "Utility of Methylated DNA Markers for the Diagnosis of Malignant Pancreatic Biliary Strictures," Matthew Cooley (Mentor: Lewis. R. Roberts, M.B., Ch.B., Ph.D.)
• "Electrical stimulation of hippocampus and amygdala modulates human ventral temporal cortex in distinct ways," Harvey Huang (Mentor: Dora Hermes, Miller Ph.D.)
• "Senolytics and antifibrotic treatment for chronic spinal cord injury," Vagisha Kulsreshtha (Mentors: James Kirkland M.D., Ph.D., and Isobel A. Scarisbrick Ph.D.)
• "HDAC1/OLIG2/STAT5 transcriptional complex facilitates GSC-mediated invasion and tumorigenesis," Auna’y Miller (Mentor: Nhan L. Tran, Ph.D.)
• "Transcriptional adaptation as a possible mechanism underlying amyotrophic lateral sclerosis," Adriana (Adri) Morales Gomez (Mentor: Nathan Staff M.D., Ph.D.)
• "Single Cell Landscape of Infiltrating Immune Cells in Cholangiocarcinoma," Hannah Stumpf (Mentor: Sumera I. Ilyas, M.B.B.S.)
• "Developing a Value-Based Hybrid Care Model for Stroke Patients," Stephanie Zawada (Mentor: Bart M. Demaerschalk, M.D.)
• “Improving Facial Paralysis Surgical Outcomes: Targeting Facial Nerve Regeneration,” Marissa Suchyta (Mentor: Samir Mardini, M.D.)
• “Regenerative Capabilities of Extracellular Vesicles in Myocarditis,” Danielle Beetler (Mentor: DeLisa Fairweather, Ph.D.)
• “Machine Learning-Aided Biomarker Discovery and Precision Genomics for Gallbladder Cancer,” Linsey Jackson (Mentor: Lewis R. Roberts, M.B., Ch.B., Ph.D.)
• “Pathway Discovery in Neurodegenerative Diseases by Integration of Multi-omics Data,” Yuhao (Harry) Min (Mentor: Nilufer Taner, M.D., Ph.D.)
• “Investigating Uterine Fibroids in Women of Color: A Translational Approach,” Minerva Orellana (Mentors: Felicity T. Enders, Ph.D. and Elizabeth (Ebbie) A. Stewart, M.D.)
• “Natural Language Processing Aided Discovery of Adverse Symptoms during Fertility Procedures,” Karen DSouza (Mentor: Megan A. Allyse, Ph.D.)
• “Understanding and Promoting Student Wellbeing Through Social-Emotional Behavioral Programming,” Catherine Knier (Mentor: Dr. Anthony J. Windebank, M.D, and Christopher K. Pierret, Ph.D.)
• “Reducing the Burden of Hepatocellular Carcinoma Among Migrant Populations: Improving Prevention and Outcomes Through Disease Modeling,” Kenneth Valles (Mentor: Lewis R. Roberts, M.B., Ch.B., Ph.D.)
• “Living Systematic Reviews and Guideline Updates in Areas with Rapidly Evolving Evidence,” Irbaz Bin Riaz (Mentor: M. Hassan Murad, M.D.)
• “Sex Differences in Mitochondria During Acute cvb3 Myocarditis,” Damian Di Florio (Mentor: DeLisa Fairweather, Ph.D.)
• “The Role of Convection-Enhanced Delivery for Diffuse Intrinsic Pontine Glioma,” Erica Power (Mentor: David J. Daniels, M.D., Ph.D)
• “Subcutaneous Combination Biodevice for the Treatment of Type 1 Diabetes,” Ethan Law (Mentor: Quinn P. Peterson, Ph.D.)
• “Technologies to Enable Closed-loop Neurochemical Control in Deep Brain Stimulation,” Aaron Rusheen (Mentor: Kendall H. Lee, M.D., Ph.D.)
• “Functional Validation in Unsolved Rare Disease Patients as a Method of Providing and Clarifying Diagnosis,” Brad Bowles (Mentor: Karl J. Clark, Ph.D. and Eric W. Klee, Ph.D.)
• “The Role of Glypican-3 Isoforms in the Development of Chimeric Antigen Receptor T Cells for Liver Cancer Therapy,” Aarti Koluri (Mentor: Lewis R. Roberts, M.B., Ch.B., Ph.D.)
• “Clinical Implementation of Tobacco Cessation Treatment among Cancer Patients,” Josh Ohde, Ph.D. (Mentor: David O. Warner, M.D.)
• “Metabolic Abnormalities Associated with Disease Alter Progenitor Cell Function and Precede Tissue Deterioration,” Josiane Joseph (Mentor: Jason D. Doles, Ph.D.)
• “Breast Cancer Mode of Detection Varies by Breast Density and Stage at Diagnosis in Population Based Cohort,” Susanna Basappa (Mentor: Lila J. Rutten, Ph.D.)

Your future

Many graduates of the Clinical and Translational Science Track choose to pursue postdoctoral training regardless of whether they intend to pursue careers in academia or industry. Other students choose to enter advanced training programs, such as genetics fellowships.

Meet the directors

Clinical and translational science is a rapidly developing area of science. Advances in technology and the way we approach and treat diseases or other conditions have set the stage for improved human health.

Our program combines the clinical and scientific resources of Mayo Clinic, where you’ll graduate with an understanding of how research is translated to health care, and ready to carry out research that accelerates medical discoveries into better health.

Felicity Enders, Ph.D.

Clinical and Translational Science Track Director Professor of Biostatistics Phone: 507-538-4970 Email:  [email protected] View research interests

Marina Walther-Antonio, Ph.D.

Clinical and Translational Science Track Associate Director Assistant Professor of Surgery Phone: 507-293-7070 Email:  [email protected]   View research interests

Anthony Windebank, M.D.

Clinical and Translational Science Track TL1 Principal Investigator Professor of Neurology Phone: 507-284-4716 Email: [email protected]   View research interests

Browse a list of Clinical and Translational Science Track faculty members

PhD in Science Education

The PhD in Science Education emphasizes broad and deep familiarity with the research literature in science education and closely related theoretical and practical fields, and the development of skills necessary to make original and important contributions to research. Because doctoral students vary greatly in academic and experiential backgrounds and have a variety of career goals, the guidelines for required coursework are flexible and each program is personalized.

As a doctoral student, you are likely to work with nearly all of the faculty either in courses or on research projects. One of the most important aspects of the doctoral program is the close relationship you develop with a major professor, who typically serves as research mentor not just for your final dissertation study but also in navigating the world of science teaching, science education research, and science teacher education.

• Individualized course of study
• Program requires rigorous research experiences as well as hands-on service and policy experiences

Along with doctoral-level core and elective science education courses, you will study two different areas of educational research methodology, and the psychological and social foundations of education. Courses are typically offered in the evening, although full-time students may take advantage of a wider variety of courses offered throughout the day.

Your coursework typically includes:

• Graduate-level study in a science field
• Science teacher induction
• Multicultural science education
• History of science education
• Science curriculum
• Teaching and learning
• Science teacher education
• Philosophy of science
• Qualitative/quantitative research methods
• Research and teaching internships

Coursework is flexible and personalized, designed by you and your faculty committee by taking into account your graduate-level course background, career goals, and interests. Most of our doctoral students hold a previous graduate degree in science education or in a science field, although this is not required for admission. These students normally take fewer courses before concentrating on the dissertation research project.

The University of Georgia has one of the largest and most respected groups of science education faculty in the world. All of these prominent researchers teach doctoral courses and direct doctoral dissertation studies.

Additional information and disclosures regarding state licensure for professional practice in this field can be found at the UGA Licensure Disclosure Portal .

Part 1: Apply to the University of Georgia

The Graduate School handles admission for all graduate programs at the University of Georgia, including those in the College of Education. The Graduate School website contains important details about the application process, orientation, and many other useful links to guide you through the process of attending UGA at the graduate level.

Start A Graduate School Application

Part 2: Apply to the PhD in Science Education

Note: In advance of applying to our program, we strongly recommend you reach out to faculty members with shared research interests to your own , as gaining admission into the doctoral program is unlikely without faculty support.

We base admissions decisions on a variety of factors including past performance in coursework, especially science course work, GPAs in past degree programs, entrance exam scores, letters of recommendation, and other evidence of scholarly potential.

The Graduate School requires a minimum 3.0 GPA in your undergraduate degree and a minimum 3.5 GPA in your graduate degree.

Applicants must submit their official GRE scores during application.

K-16 science teaching experience is strongly preferred prior to admission.

While completing the Graduate School application, you will need to provide:

Three letters of recommendation You will identify your letter writers and their email addresses when you apply, and they will receive an email from the Graduate School asking them to complete the form online. Choose recommenders who know your academic work well and can speak to your capacity to engage in a graduate-level study of science, to perform well in courses requiring high levels of reading and writing, to work as a classroom teacher, and to be successful in a graduate program. Do not solicit “character references” from friends, family, or people you know socially.

Importantly, the Graduate School’s form for recommendations is generic as it covers all levels of graduate degrees, and the automated email soliciting recommendations unfortunately often results in a rather minimal completion of the form, often including little or no insightful and relevant detail, in the recommender’s own words, about the suitability of applicants for doctoral work in particular. To address this issue, we require more extensive commentary, preferably in the form of a standard business letter on the writer’s institutional letterhead for all doctoral-level applications. Your recommenders will be able to upload their letter when filling out the recommendation form. Please communicate this expectation to them!

Transcripts Applicants should submit unofficial transcripts from all institutions attended as part of the online application. Official transcripts are not required during the review process and will only be required for applicants who are offered admission. Do not mail official transcripts until offered admission.

Test Scores Have your GRE scores sent directly to UGA using the institution code 5813.

Sample of scholarly writing Submit a piece of scholarly writing that demonstrates both your technical writing skills and your ability to make claims and support them with references and chains of logic. Your writing sample should be science or science education related. A paper that you have written for a previous course or for publication may suffice, or you may wish to construct a new paper. The writing sample will be used to give the faculty a sense of your writing abilities.

Current curriculum vita/resume (we recommend fitting this on two pages)

Statement of purpose (we recommend fitting this on two pages) Submit a statement explaining why you are interested in pursuing a doctoral degree in science education at the University of Georgia. Identify the educational problem or concern that drives you to pursue a PhD. Because the PhD is a research degree, identify a potential topic (or topics) of investigation and provisionally identify members of the faculty with whom you might work.

Finally, after the faculty has reviewed your materials the graduate coordinator may contact you to schedule an interview if you’ve not already meet individually with the faculty.

Deadline To Apply

If you are interested in being considered for funding opportunities, we recommend you apply by November 1 for admission the following Fall.

Otherwise, the deadlines are as follows: April 1 to begin in either the Summer or Fall semesters and November 1 to begin in the Spring semester.

Log Into Existing Application

Additional Resources

Please use our online form if you have any questions for the department. Please be as specific as possible so that we may quickly assist you.

The College’s programs are taught by dedicated faculty who are experts in a range of areas and are passionate about helping students succeed both in their programs and professionally.

Our nationally recognized faculty will work with you to customize your degree program.

Meet the Faculty

Most graduate students at UGA are not assigned to a faculty advisor until after admittance. A close working relationship with your advisor is paramount to progressing through your program of study.

Almost all in-state students begin their studies at UGA paying limited tuition or fees. Please note that these amounts are subject to change and are meant to give prospective students an idea of the costs associated with a degree at the University of Georgia College of Education.

Students may qualify for a variety of assistantships, scholarships, and other financial awards to help offset the cost of tuition, housing, and other expenses.

Tuition Rates   Browse Financial Aid

Most PhD students are full-time and hold a graduate assistantship appointment that includes both a tuition waiver and a cash stipend. Assistantship duties may include teaching, research, or a combination, and are between 13 and 20 hours a week.

We expect our PhD students to participate in national and international conferences, such as the National Association for Research in Science Teaching, the Association for Science Teacher Education, and the American Educational Research Association. Conference presentations usually result in refereed journal publications before graduation, with most students progressing to first authorship.

Students who maintain employment as full-time teachers may earn the PhD (vs. EdD) degree if they study unusually intensively for at least one year in order to satisfy the UGA Graduate School’s PhD residency requirement.

Nearly all full-time students graduate in three or four years, while part-time students typically require a significantly longer time period.

See for yourself how much UGA College of Education has to offer! Schedule a tour of campus to learn more about the UGA student experience.

Schedule A Visit

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Offered By: Graduate Training Programs in Clinical Investigation (GTPCI)

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About the PhD in Clinical Investigation Program

The program is targeted toward internal physician postdoctoral fellows in clinical departments of the School of Medicine. It involves one year of full-time academic classroom work, followed by at least two years of mentored training in clinical research. The combination of a year of instruction and a year of clinicals allows students the scientific grounding for subsequent original research. This research effort is jointly mentored by faculty from the program and a mentor from the student’s SOM department. After fulfilling all requirements, a Doctor of Philosophy degree in Clinical Investigation is awarded by the Johns Hopkins Bloomberg School of Public Health.

Curriculum for the PhD in Clinical Investigation

Browse an overview of this program's requirements in the JHU  Academic Catalogue  and explore all course offerings in the Bloomberg School  Course Directory .

Prerequisites for the PhD Degree

• Satisfactory completion of 90 credit hours of course work, including one year of full-time in-residency course work
• Five additional courses to be taken in the second or third years
• Continuous registration for the Research Forum and registration for Thesis Research each term
• Completion of a Comprehensive Exam at the end of the didactic year
• Satisfaction of all university requirements for the PhD, including completion of a Preliminary Oral Examination, Thesis Preparation, and Thesis Defense

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. For our PhD specific application requirements, please see our How to Apply page.

This specific program also requires:

Prior Graduate Degree

Advanced medical degree: e.g., MD, MBBS, PhD

Prior Work Experience

Work with human subjects in clinical investigation

Standardized Test Scores

Standardized test scores  are required  for this program. This program accepts the following standardized test scores: USMLE and GRE or MCAT.  Applications will be reviewed holistically based on all application components.

GTPCI is one of 60 national recipients of an NIH-sponsored CTSA KL2 Award to support institutional career development programs for physicians and dentists, encouraging them to become independent, patient-oriented clinical investigators. This Multi- disciplinary Clinical Research Career Development Program funds clinical research training for a broad group of physicians, dentists, and other scientists who have a doctorate in a health-related field, including pharmacy, nursing, epidemiology, and behavioral sciences. The Johns Hopkins KL2 program will provide career development support for junior faculty physicians or dentists from within Johns Hopkins Medical Institutions.

Information regarding the cost of tuition and fees can be found on the Bloomberg School's Tuition and Fees page.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU  starting in Fall 2023 or beyond can apply to receive a $1500 need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

Director Khalil Ghanem, MD, PhD

Academic Program Manager Cristina A. DeNardo, MEd 410-502-9734 [email protected]

Electrical Engineering PhD

The Electrical Engineering PhD program studies systems that sense, analyze, and interact with the world. You will learn how this practice is based on fundamental science and mathematics, creating opportunities for both theoretical and experimental research. Electrical engineers invent devices for sensing and actuation, designing physical substrates for computation, creating algorithms for analysis and control, and expanding the theory of information processing. You will get to choose from a wide range of research areas such as circuits and VLSI, computer engineering and architecture, robotics and control, and signal processing.

Electrical engineers at SEAS are pursuing work on integrated circuits for cellular biotechnology, millimeter-scale robots, and the optimization of smart power groups. Examples of projects current and past students have worked on include developing methods to trace methane emissions and improving models for hurricane predictions.

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PhD in Electrical Engineering Degree

Harvard School of Engineering offers a  Doctor of Philosophy (Ph.D.)  degree in Engineering Sciences: Electrical Engineering , conferred through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). Prospective students apply through the Harvard Griffin GSAS. In the online application, select  “Engineering and Applied Sciences” as your program choice and select " PhD Engineering Sciences: Electrical Engineering ​."

The Electrical Engineering program does not offer an independent Masters Degree.

Electrical Engineering PhD Career Paths

Graduates of the program have gone on to a range of careers in industry in companies such as Tesla, Microsoft HoloLens, and IBM. Others have positions in academia at the University of Maryland, University of Michigan, and University of Colorado.

Admissions & Academic Requirements

Prospective students apply through the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS). In the online application, select  “Engineering and Applied Sciences” as your program choice and select "PhD Engineering Sciences: Electrical Engineering​." Please review the  admissions requirements and other information  before applying. Our website also provides  admissions guidance ,   program-specific requirements , and a  PhD program academic timeline .

Academic Background

Applicants typically have bachelor’s degrees in the natural sciences, mathematics, computer science, or engineering. In the application for admission, select “Engineering and Applied Sciences” as your degree program choice and your degree and area of interest from the “Area of Study“ drop-down. PhD applicants must complete the Supplemental SEAS Application Form as part of the online application process.

Standardized Tests

GRE General: Not Accepted

Electrical Engineering Faculty & Research Areas

View a list of our electrical engineering  faculty  and electrical engineering  affiliated research areas , Please note that faculty members listed as “Affiliates" or "Lecturers" cannot serve as the primary research advisor.  

Electrical Engineering Centers & Initiatives

View a list of the research  centers & initiatives  at SEAS and the  electrical engineering faculty engagement with these entities .

Graduate Student Clubs

Graduate student clubs and organizations bring students together to share topics of mutual interest. These clubs often serve as an important adjunct to course work by sponsoring social events and lectures. Graduate student clubs are supported by the Harvard Kenneth C. Griffin School of Arts and Sciences. Explore the list of active clubs and organizations .

Funding and Scholarship

Learn more about financial support for PhD students.

• How to Apply

Learn more about how to apply  or review frequently asked questions for prospective graduate students.

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Pharmaceutical Sciences

Why study pharmaceutical sciences.

Unleash your potential in the dynamic field of pharmaceutical sciences through our PhD program. Designed to inspire and challenge, our comprehensive curriculum combines cutting-edge coursework with advanced research, allowing you to delve into captivating areas such as pioneering drug development, unraveling the intricate impact of medications on the body, exploring breakthrough drug delivery techniques, and maximizing the therapeutic potential of medications for optimal patient outcomes. With flexible scheduling options available, including online and in-person formats, you can tailor your learning experience to fit your needs and preferences. 

Become part of our program and unleash your potential to make groundbreaking contributions that will shape the future of pharmaceutical sciences.

Choose Your Specialization

Because the scope of pharmaceutical sciences is so broad, our graduate program has a number of specialty disciplines:

Biomembrane Sciences Track

In the Biomembrane Sciences track, students delve into captivating research projects encompassing drug delivery strategies, cosmetic product safety assessment, mathematical modeling of membrane transport, innovative drug formulations, nanocarrier design, and advancements in skin and hair development.

Experimental Therapeutics Track

Discover a world of possibilities in our Experimental Therapeutics track, where we bridge the gap between innovative therapeutic entities and real-world applications. Explore captivating research opportunities in areas ranging from cancer biomarkers to neuropharmacology, stroke, epilepsy, and more.

Health Outcomes Track

The Health Outcomes track aims to train interdisciplinary scholars in pharmaceutical sciences, economics, business, and quantitative analysis. By conducting research in this emerging field, students develop expertise that can improve patient health. This track offers exciting opportunities to contribute to the pharmaceutical industry's growing demand for scientists skilled in social and administrative aspects of pharmaceutical sciences. Students in the Health Outcomes track explore diverse research projects, ranging from drug safety and pharmacovigilance to pharmacy facility design, operation, and pharmacoeconomics.

Admission Requirements

Applicants with an undergraduate degree in chemistry, biology, engineering, or related fields from an accredited institution are eligible to apply for our full-time, research-intensive MS program in Pharmaceutical Sciences. Similarly, those with a completed professional degree like PharmD, MD, or DVM also meet eligibility requirements. Interested applicants can directly apply without prior completion of an MS degree. Admission to our competitive program, which offers supervised, full-time research training, is based on a selection process. 

Programmatic minimum admission criteria include:

• A U.S. bachelors degree from a regionally accredited college or university or an equivalent degree from outside of the U.S.
• A grade-point average (GPA) of at least 3.00 or non-U.S. equivalent
• A Graduate Record Examination (GRE) score of at least 290/3.0 obtained within the past 5 years
• International Applicants: qualifying English language profiency score

Supplemental Application Documents

To be considered for admission, please complete the University of Cincinnati Graduate Application and submit the following documents electronically within the application: 

Curriculum Vitae (CV)

Statement of Purpose: Explain your motivation for pursuing a research-intensive Ph.D. degree in Pharmaceutical Sciences at the University of Cincinnati. Include your desired research focus area within the broad field of Pharmaceutical Sciences.

Submit all college transcripts, including evidence of high academic achievement (unofficial transcripts are sufficient for initial review).

• Three letters of recommendation are required for applications, and we strongly recommend that applicants seek letters from individuals who can provide insights into their research experience. Please note that letters of recommendation from family members, friends, current students, politicians, or clergy will not be accepted. 

Non-Matriculated Students

If you are interested in exploring Pharmaceutical Sciences graduate-level courses without formal enrollment in a degree-seeking program, please complete the  basic data form .

Our program opens doors to a wide range of exciting career opportunities in the pharmaceutical industry, clinical research organizations, academia, and government sectors. Upon graduation, you may find yourself in roles such as a scientist, clinical pharmacologist, clinical trial manager, post-doctoral fellow, or regulatory affairs manager.

Furthermore, there are additional career paths available, including positions as a medical science liaison, pharmaceutical consultant, medical writer, or chemist, providing you with diverse avenues to pursue your passions and contribute to the advancement of the field.

Scholarship Opportunities

To explore available scholarship opportunities, please visit our Financial Aid & Scholarships page .

The graduation requirements for this program include: 

Completion of Plan of Study

Successful passing of the PhD qualifier and research proposal

Verification of at least one (1) first-author manuscript related to PhD dissertation research that is accepted for publication in a peer-reviewed scientific journal

Compliance with degree-required seminar and journal club credit hours per semester

Cumulative grade point average of all didactic courses ≥3.0

Min of 90 credit hrs from track-based curriculum outline

No failing “F” grade in any of the degree-associated graduate courses

Successful upload of a chair-signed dissertation through the Graduate College ETD portal by the specified deadline

• Guide: Pharmaceutical Sciences- Biomembrane Sciences Track
• Guide: Pharmaceutical Sciences- Health Outcomes Track
• Guide: Pharmaceutical Sciences- Experimental Therapeutics Track

Application Deadlines

Early Admission

General Admission

All application documents must be electronically submitted through the online application. When completing the online application, please select the desired degree path carefully, as document switches between different tracks are not permitted. Applications are reviewed with the following timeline:

Fall semester applications are reviewed by the Admissions Committee in May, with submissions accepted until August 1st. 

Spring semester applications are reviewed by the Admissions Committee in October, with submissions accepted until December 1st. 

Typically, the Fall semester provides more opportunities for incoming applicants.

For further inquiries, contact [email protected] .

Contact Information

Find related programs in the following interest areas:.

• Medicine & Health
• Natural Science & Math

Program Code: 25DOC-PCEU-PHD

2024 NFS Graduate Research Fellowship Program announces awardees and honorable mentions

Twelve boilermakers from the College of Science are honored  

The National Science Foundation ( NSF ) has announced the 2024 Graduate Research Fellowship Program ( GRFP ) which included 20 awardees and 12 honorable mentions from Purdue University.  Of the pool of innovators, the Purdue University College of Science students stood out with ten awardee offers and two honorable mentions:  

Awardees:  

• Katie Wilson: Applied Math major with EAPS and CS minors; Field of study : Geosciences - Computationally Intensive Research  
• Abigail Haydee Soliven : Chemistry (ACS), Honors College with distinction, and a minor in English; Field of study : Chemistry - Chemical Catalysis  
• Meenakshi McNamara : Physics and Math major; Field of study : Mathematical Sciences - Quantum Information Science  
• Brady R Layman : Chemistry graduate student in Professor Jeffrey Dick’s laboratory; Field of study : Chemical Measurement and Imaging  
• Mikail Habib Khan : CS, with Mathematics minor; Field of study : Comp/IS/Eng - Formal Methods, Verification, and Programming Languages  
• Daniel Miroslav Hristov : Chemistry and Honors College; Field of study : Chemistry - Chemical Structure, Dynamics, and Mechanism  
• Stephanie Sara DeLancey : Chemistry with Psychology minor; Field of study : Chemistry - Undergraduate American Chemical Society accredited  
• Addison Curtis : EAPS graduate student; Field of study : Geosciences - Geochemistry  
• Grace Crim : Chemistry and Electrical Engineering, minor in Biological Sciences; Field of study : Engineering - Electrical and Electronic Engineering  
• Haleigh Brown : EAPS graduate student Field of study : Geosciences and Astrobiology  

Honorable Mentions:   

• Mariana Blanco-Rojas : EAPS graduate student  
• Sara Cuevas-Quiñones : Physics and EAPS major  

The purpose of the NSF GRFP is to help ensure the quality, vitality, and diversity of the scientific and engineering workforce of the United States. A goal of the program is to broaden participation of the full spectrum of diverse talents in STEM. The five-year fellowship provides three years of financial support inclusive of an annual stipend of $37,000.  

To learn more about GRFP or to apply for future awards, current students at the undergraduate and graduate level can check the NSF GRFP resources webpage . The College of Science is proud of our students who are driven to instigate the next giants leaps in STEM and look forward to following their research into their five-year fellowships term.  

Learn more about some of the students who were offered the fellowship below.    

Katie Wilson :   

“I am about to graduate from Purdue with a bachelor’s degree in applied math and minors in computer science and EAPS at Purdue. I fell in love with atmospheric science at Purdue, specifically clouds, and am excited to continue my education on the topic in grad school. At Purdue, I have been deeply involved in the Women in Science Program as a mentee, mentor, and team leader, from which I have made so many fun memories and impactful relationships. Being awarded the GRFP changed my future and opened exciting opportunities for me. Because of it, I am now able to pursue research in a field that I am passionate about without having to stress much over funding, something that greatly influenced my graduate school decision. I am very grateful for the opportunity to prove myself and make discoveries with my research as a woman in science. My plans for the GRFP are to go to the University of Wisconsin-Madison and get my master’s through their Atmospheric and Oceanic Science Research Program. I plan to do research on cloud microphysics/aerosols to learn more about factors that affect cloud properties and how this impacts climate change using numerical models and remote sensing data.”  

Haleigh Brown :   

“I am a computational astrobiologist working within the PHAB lab under Associate Professor Stephanie Olson at Purdue’s Earth Atmosphere and Planetary Sciences department. Broadly my work involves using numerical climate models and machine learning to better understand exoplanet habitability. I have wonderful peers and mentors helping me achieve my goals and I am thrilled to have the support of the NSF GRFP as well. I am eager to take advantage of the new tools accessible to me now due to the NSF and I am confident this will aid in my ability to contribute great work within my field.”  

Mikail Habib Khan:   

“I'm a senior in Purdue Computer Science, working on Programming Languages research with some Physics Education work on the side. I want to eliminate incidental complexity from software engineering to make programming more productive and accessible. For fun I like skating, reading sci-fi/fantasy, and playing video games. I worked with Associate Professor Tiark Rompf on CS research and Professor Sanjay Rebello for physics. Assistant Professor Ben Delaware has also given me a ton of advice and told me to apply for the GRFP in the first place. To me, the GRFP means that I'll have more freedom to pursue my interests in grad school. I won't have to worry about finding a funded project, and I might be able to leverage it to more easily find visiting scholar positions. I'm starting a PhD at CMU, where there are a ton of advisors I'd love to work with. I might work on WebAssembly, Program Synthesis, or Verification.”  

Abigail Soliven  

“I am a senior earning my degree in chemistry on the ACS track and a minor in english. When not in the lab, I spend my time involved on campus or reading, soaking up sunshine, and making playlists. The NSF GRFP is a vote of confidence in my abilities as a researcher and the impact I can make in my field as a graduate student and beyond. Through the GRFP, I will be able to focus entirely on my work and advancing chemical knowledge by knowing I have the financial support and resources to be creative and inventive. I am pursuing a PhD in organic chemistry at UC Berkeley post-graduation from Purdue. Boiler up and go bears!”  

Stephanie DeLancey  

“I am graduating from Purdue with a BS  degree in chemistry (ACS) and a minor in psychology. I have worked in the Ren lab for three and a half years, studying iron-based organometallic complexes with applications in the catalysis and materials fields. I look forward to starting my PhD at UNC Chapel Hill in the fall where I will continue to pursue research themes rooted in sustainable chemistry. Being awarded an NSF GRFP was an incredible honor that greatly validated my potential as a researcher. I am so grateful to have been recognized by a prestigious institution and provided the financial support to pursue my research goals with greater freedom and focus in grad school. However, receiving this honor has also made me all the more thankful for my mentorship in the Ren group that shaped me into the scientist I am today.  Starting this summer, I will begin working towards my PhD in inorganic chemistry at UNC Chapel Hill. I hope to conduct impactful research with relevance to energy storage and conversion, potentially with the CHASE Solar Hub at UNC. I cannot wait to start my next chapter knowing the NSF GRFP will allow me to more freely explore these interests.”  

Grace Crim  

“I am majoring in biochemistry (Department of Chemistry) and electrical engineering. During my time at Purdue, I have been involved in research, WISP, WIE, and SWE, as well as first-generation student honors and ambassador programs. I am passionate about interdisciplinary research and involving multiple STEM communities to solve big research problems. The GRFP is an accomplishment that everyone in research recognizes. I learned about the prestige of the NSF GRFP in sophomore year, when the graduate student I was doing research under won the award herself. I was lucky to have incredible research advisors that helped me through learning about the fellowship application process and graduate school as a whole. Coming from financial need, having the financial freedom to pursue research without worrying about funding is a relief. My plans are to pursue a PhD in electrical and computer engineering from Georgia Institute of Technology. My goal is to design micro-scale sensors with biological processes and chemical detection in mind, specifically for wildlife monitoring and astrobiology. Lab on a chip technology is new and promising. I am hoping to diversify applications of this tech ethically and responsibly to help fields other than ECE. My PhD will consist of a lot of time in the semiconductor cleanroom and collaborating with researchers from other universities and national labs in many different fields. Purdue has prepared me well for this type of research and I can't wait to get started!”  

Daniel Hristov  

“I am originally from Knoxville, TN with backgrounds from Bulgaria and Puerto Rico. I have been completing research with Professor Julia Laskin’s group the past four years working with electrochemistry and mass spectrometry-based techniques to better understand the fundamentals of ions and charged interfaces. I really enjoyed working with my graduate mentor, Hugo and having meaningful discussions about the molecular dynamics of our systems. I am truly grateful to the valuable mentoring provided by Dr. Hugo Samayoa and Professor Julia Laskin, and the scientists I interned for at Pacific Northwest National Laboratory, Dr. Grant Johnson and Dr. Venky Prabhakaran, that allowed me to broaden horizons in my projects and think critically about results. This award has meant a great amount not only to myself as a scientist, but every scientist who has mentored and supported me throughout my four years. I will start my PhD in physical chemistry in the fall at the University of California Berkeley.”  

Addison Curtis:  

“I am a queer, disabled geologist currently working towards my master’s in earth science. My research in the Thermochronology @ Purdue Lab under Assistant Professor Marissa Tremblay focuses on using radioactive isotopes in specific minerals to determine the ages and thermal histories of rocks in the North Cascades, WA to better understand regional tectonic changes about 50 million years ago! Outside of my research, I am extremely passionate about geoscience education and increasing representation for both disabled and Queer individuals in geology and academia as a whole. I am extremely grateful to have received the NSF GRFP to support me through the rest of my graduate school career. I am honored to join a cohort of other Fellows and continue to strive for excellence in both science and outreach. Graduate school is difficult for anyone but especially for someone who holds my identities, so having this support helps to relieve some of that pressure. It is also extremely validating and encouraging to receive such an award, showing that despite my additional challenges, I am still an intelligent, capable scientist with potential to significantly impact my field. Since I am currently a master’s student, I plan on using the GRFP as support in my future PhD program. While I don’t know where I will be going next, this award allows me to be able to pursue the specific research that I am interested in at another institution without having to worry about the logistics of future funding.”   

Meenakshi McNamara  

“I am graduating with a math and physics double major, and I plan to become a professor someday. I am passionate about conducting research in these fields, as well as helping build community as I have been doing through club leadership and mentoring programs. In my free time, I love to read, write, and draw. You may also find me rock climbing or playing board games with friends. I am honored to have been awarded the NSF GRFP. Winning this fellowship means that the committee felt that I have the potential to become a strong graduate student and researcher, and this is very meaningful because my goal is to have a research career. Further, communicating pure math research well can be difficult, and I certainly learned important skills during the application process. Thus, it was amazing to see that these efforts paid off and I have more confidence in my ability to communicate about my research and apply for similar things in the future.”  

About the College of Science  

Purdue University’s College of Science is committed to the persistent pursuit of the mathematical and scientific knowledge that forms the very foundation of innovation. More than 350 tenure-track faculty conduct world-changing research and deliver a transformative education to more than 6,000 undergraduates and 1,750 graduate students. See how we develop practical solutions to today’s toughest challenges with degree programs in the life sciences, physical sciences, computational sciences, mathematics, and data science at www.purdue.edu/science .  

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Former USU Science Valedictorian Porter Ellis Named 2024 NSF Graduate Research Fellow

Aggie STEM scholars Kenen Goodwin, Elizabeth Siemion and Neville Taraporevala received honorable mention from this year's competitive national graduate student fellow search.

By Mary-Ann Muffoletto | May 17, 2024

USU alum Porter Ellis, pictured in the USU Dickenson Lab in 2022, has been named a 2024 National Science Foundation Graduate Research Fellow. Ellis, who credits his undergrad research and teaching experiences at USU with fostering his successful progression to graduate studies, is a doctoral student in biochemistry at Duke University. (Photo Credit: USU/M. Muffoletto)

Utah State University alum Porter Ellis, who was USU’s 2022 College of Science valedictorian, was named a 2024 National Science Foundation Graduate Research Fellow . A doctoral student in the Department of Biochemistry at Duke University, Ellis is among some 2,000 students selected from more than 15,000 applicants nationwide.

“I am thrilled to have been selected to receive this fellowship,” says Ellis, a native of Farr West, Utah, who graduated as salutatorian from Fremont High School in 2018 and entered USU on a Presidential Scholarship. “I am extremely grateful for my mentors who supported me in applying for the award, including Dr. Maria Schumacher, my current adviser at Duke, and Dr. Nicholas Dickenson, who was my undergraduate research mentor at Utah State.”

The prestigious fellowship program provides up to three years of support for each awardee’s graduate education, including a $37,000 annual stipend, along with a yearly $16,000 cost-of-education allowance for tuition and fees.

Ellis studies nucleoid associated proteins — called NAPs — which support the compaction and organization of genomic DNA in bacteria.

“Emerging evidence highlights the importance of NAPs in fundamental biological processes, including gene regulation, virulence and stress responses,” he says. “I’m working to understand the mechanisms by which many NAPs interact with DNA and function in regulatory processes.”

During his undergrad career, Ellis received a USU Undergraduate Research and Creative Opportunities (URCO) grant , which supported his research in Dickenson’s lab in the Department of Chemistry and Biochemistry on the YscN homolog from the bacterium Yersinia pestis .

“ Yersinia pestis is the causative agent of bubonic plague in humans, and YScN is essential to its virulence,” Ellis says. “Working on that project was my first exposure to biochemical research and structural biology. Dr. Dickenson is an incredible adviser with an established history of support for undergrad research, and I am very fortunate to have been a beneficiary of his mentorship.”

In addition to research, Ellis honed his teaching skills at Utah State. He was an Undergraduate Teaching Fellow and supplemental instructor for eight courses over three of his undergraduate years. His outstanding efforts led to his designation as the College of Science’s 2021 Undergraduate Teaching Fellow of the Year.

Ellis’s teaching service took on a sense of urgency during the pandemic, as Utah State moved to remote learning in 2020, and continued as Aggies cautiously returned to in-person learning the following year.

“I was a team lead in Utah State’s Supplemental Instructors program, which included training and directing other supplemental instructors,” he says. “During that time, I also represented the SI program as a delegate for a regional student affairs conference, where I learned how to better support USU’s students.”

While teaching a broad range of formidable chemistry and biochemistry course material, Ellis listened to student concerns, encouraged students to follow COVID-19 safety protocols, and developed skills in maintaining a positive classroom environment during a stressful and challenging situation.

“At USU, I discovered my love for teaching and established my commitment to STEM education,” he says. “USU’s Supplemental Instruction and Undergraduate Teaching Fellow programs provided incredible resources and fantastic opportunities to gain experience in front of a classroom. Teaching was among the most fulfilling activities of my undergrad career.”

Ellis has served as a teaching assistant for Duke’s structural biochemistry series, and he’s pursuing Duke’s Graduate Certificate in College Teaching, which is a formal avenue of pedagogical training and STEM outreach.

“My experiences at Utah State, especially in undergrad research, teaching and classroom support activities, inspired me to pursue graduate education and have been immensely valuable to me in my transition to graduate school,” he says.

USU scholars receiving honorable mention in the 2024 NSF Graduate Research Fellow search were alum Kenen Goodwin and graduate students Elizabeth Siemion and Neville Taraporevala.

Goodwin, who conducted undergrad research in USU Biology and Ecology Center faculty mentor Zach Gompert’s lab and graduated from Utah State as the Quinney College of Natural Resources Valedictorian in 2020, is pursuing doctoral studies at Oregon State University.

Siemion and Traporevala are master’s students in USU’s Department of Wildland Resources and the USU Ecology Center.

Siemion’s research focuses on understanding the space use of mule deer in California’s Owens Valley, and how it corresponds to mountain lion use and predation intensity. Her faculty mentor is Kezia Manlove.

Taraporevala conducts research with faculty mentor Julie Young and serves as a departmental representative for USU’s Graduate Student Council.

The NSF Graduate Research Fellowship program helps to ensure the vitality of the human resource base of science and engineering in the United States and reinforces its diversity, according to the NSF website. The program recognizes and supports outstanding graduate students in NSF-supported science, technology, engineering and mathematics disciplines, who are pursuing research-based master’s and doctoral degrees at accredited United States institutions.

Mary-Ann Muffoletto Public Relations Specialist College of Science 435-797-3517 [email protected]

Comments and questions regarding this article may be directed to the contact person listed on this page.

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Facility for Rare Isotope Beams

At michigan state university, international research team uses wavefunction matching to solve quantum many-body problems, new approach makes calculations with realistic interactions possible.

FRIB researchers are part of an international research team solving challenging computational problems in quantum physics using a new method called wavefunction matching. The new approach has applications to fields such as nuclear physics, where it is enabling theoretical calculations of atomic nuclei that were previously not possible. The details are published in Nature (“Wavefunction matching for solving quantum many-body problems”) .

Ab initio methods and their computational challenges

An ab initio method describes a complex system by starting from a description of its elementary components and their interactions. For the case of nuclear physics, the elementary components are protons and neutrons. Some key questions that ab initio calculations can help address are the binding energies and properties of atomic nuclei not yet observed and linking nuclear structure to the underlying interactions among protons and neutrons.

Yet, some ab initio methods struggle to produce reliable calculations for systems with complex interactions. One such method is quantum Monte Carlo simulations. In quantum Monte Carlo simulations, quantities are computed using random or stochastic processes. While quantum Monte Carlo simulations can be efficient and powerful, they have a significant weakness: the sign problem. The sign problem develops when positive and negative weight contributions cancel each other out. This cancellation results in inaccurate final predictions. It is often the case that quantum Monte Carlo simulations can be performed for an approximate or simplified interaction, but the corresponding simulations for realistic interactions produce severe sign problems and are therefore not possible.

Using ‘plastic surgery’ to make calculations possible

The new wavefunction-matching approach is designed to solve such computational problems. The research team—from Gaziantep Islam Science and Technology University in Turkey; University of Bonn, Ruhr University Bochum, and Forschungszentrum Jülich in Germany; Institute for Basic Science in South Korea; South China Normal University, Sun Yat-Sen University, and Graduate School of China Academy of Engineering Physics in China; Tbilisi State University in Georgia; CEA Paris-Saclay and Université Paris-Saclay in France; and Mississippi State University and the Facility for Rare Isotope Beams (FRIB) at Michigan State University (MSU)—includes  Dean Lee , professor of physics at FRIB and in MSU’s Department of Physics and Astronomy and head of the Theoretical Nuclear Science department at FRIB, and  Yuan-Zhuo Ma , postdoctoral research associate at FRIB.

“We are often faced with the situation that we can perform calculations using a simple approximate interaction, but realistic high-fidelity interactions cause severe computational problems,” said Lee. “Wavefunction matching solves this problem by doing plastic surgery. It removes the short-distance part of the high-fidelity interaction, and replaces it with the short-distance part of an easily computable interaction.”

This transformation is done in a way that preserves all of the important properties of the original realistic interaction. Since the new wavefunctions look similar to that of the easily computable interaction, researchers can now perform calculations using the easily computable interaction and apply a standard procedure for handling small corrections called perturbation theory.  A team effort

The research team applied this new method to lattice quantum Monte Carlo simulations for light nuclei, medium-mass nuclei, neutron matter, and nuclear matter. Using precise ab initio calculations, the results closely matched real-world data on nuclear properties such as size, structure, and binding energies. Calculations that were once impossible due to the sign problem can now be performed using wavefunction matching.

“It is a fantastic project and an excellent opportunity to work with the brightest nuclear scientist s in FRIB and around the globe,” said Ma. “As a theorist , I'm also very excited about programming and conducting research on the world's most powerful exascale supercomputers, such as Frontier , which allows us to implement wavefunction matching to explore the mysteries of nuclear physics.”

While the research team focused solely on quantum Monte Carlo simulations, wavefunction matching should be useful for many different ab initio approaches, including both classical and  quantum computing calculations. The researchers at FRIB worked with collaborators at institutions in China, France, Germany, South Korea, Turkey, and United States.

“The work is the culmination of effort over many years to handle the computational problems associated with realistic high-fidelity nuclear interactions,” said Lee. “It is very satisfying to see that the computational problems are cleanly resolved with this new approach. We are grateful to all of the collaboration members who contributed to this project, in particular, the lead author, Serdar Elhatisari.”

This material is based upon work supported by the U.S. Department of Energy, the U.S. National Science Foundation, the German Research Foundation, the National Natural Science Foundation of China, the Chinese Academy of Sciences President’s International Fellowship Initiative, Volkswagen Stiftung, the European Research Council, the Scientific and Technological Research Council of Turkey, the National Natural Science Foundation of China, the National Security Academic Fund, the Rare Isotope Science Project of the Institute for Basic Science, the National Research Foundation of Korea, the Institute for Basic Science, and the Espace de Structure et de réactions Nucléaires Théorique.

Michigan State University operates the Facility for Rare Isotope Beams (FRIB) as a user facility for the U.S. Department of Energy Office of Science (DOE-SC), supporting the mission of the DOE-SC Office of Nuclear Physics. Hosting what is designed to be the most powerful heavy-ion accelerator, FRIB enables scientists to make discoveries about the properties of rare isotopes in order to better understand the physics of nuclei, nuclear astrophysics, fundamental interactions, and applications for society, including in medicine, homeland security, and industry.

The U.S. Department of Energy Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of today’s most pressing challenges. For more information, visit energy.gov/science.

Ten Vanderbilt engineering students awarded prestigious NSF Graduate Research Fellowships

Brenda Ellis

May 16, 2024, 3:30 PM

Seven engineering graduate students and three undergraduates in the Vanderbilt School of Engineering are 2024 recipients of the prestigious National Science Foundation Graduate Research Fellowship.

“These fellowships are extremely competitive, so being selected as an NSF Graduate Fellow is a tremendous recognition of our outstanding students and our faculty mentors. In addition to these students who are already at Vanderbilt, the graduate student cohort that is matriculating this fall will include several additional NSF recipients,” said E. Duco Jansen, senior associate dean for Graduate Education. The School of Engineering currently has over 45 NSF GRF awardees.

The seven current engineering graduate student winners are:

• Emily Berestesky, Biomedical Engineering
• Austin Coursey, Computer Science
• Skyler Hornback, Chemical Engineering
• William Richardson, Computer Science
• Soren Smail, Interdisciplinary Materials Science
• Jacob Schulman, Biomedical Engineering
• Harrison Walker, Interdisciplinary Materials Science

The three engineering undergraduate winners are:

• Abigail Eisenklam, Computer Science/Mathematics
• Alexander Oh, Electrical Engineering/Computer Science
• Schyler Rowland, Biomedical Engineering

Each of those fellowships provides three years of financial support inclusive of an annual stipend of $37,000 along with a $16,000 cost-of-education allowance for tuition and fees, as well as access to opportunities for professional development available to NSF-supported graduates students. It is one of the most prestigious awards for graduate students, with about 16% of applicants awarded each year.

Begun in 1952, this fellowship program is the oldest and most prestigious of its kind; 42 recipients have gone on to become Nobel laureates, and more than 450 have become members of the National Academy of Sciences.

Contact: [email protected]

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• Biomedical Engineering
• Chemical and Biomolecular Engineering
• Computer Science
• Electrical and Computer Engineering

2024 Convocation Recognizes Exceptional Graduate Students

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Weill Cornell Graduate School of Medical Sciences highlighted students in the Class of 2024 for their academic achievements during its convocation ceremony on May 15.

The ceremony honored students who are graduating with their master’s degrees, as well as those who earned special awards and prizes for their accomplishments in research, scholarship and service.

In addition to celebrating students, the ceremony also honored graduate school faculty. Dr. Cynthia Leifer (Ph.D. '99), professor of microbiology and immunobiology at the College of Veterinary Medicine at Cornell University, won the 2024 Weill Cornell Graduate School of Medical Sciences Award of Distinction. This award honors alumni who have demonstrated exceptional achievements and outstanding contributions to biomedical research and education.

2024 Award Winners

Distinguished Student Commencement Speaker Award

Chloe Lopez-Lee, Neuroscience Program; Mentor, Li Gan, Ph.D.

David P. Hajjar Excellence in Teaching and Mentoring Award

Jason Lewis, Ph.D.

Professor, Pharmacology Program

Member, Pharmacology Program, Sloan Kettering Institute

Immunology and Microbial Pathogenesis Teaching and Mentoring Award

Theresa Lu, MD, Ph.D.

Member, Immunology Program, Hospital for Special Surgery

Co-Director, Immunology and Microbial Pathogenesis Program

Pharmacology Teaching and Mentoring Award

Kristen Pleil, Ph.D.

Associate Professor, Pharmacology Program, Weill Cornell Medicine

Executive MBA/MS Excellence in Healthcare Leadership Award

Waleed Javaid, M.S.

Executive MBA/MS in Healthcare Leadership

Julian R. Rachele Prize for significant research published in a scientific journal 

David J. Falvo, “A reversible epigenetic memory of inflammatory injury controls lineage plasticity and tumor initiation in the mouse pancreas.” Developmental Cell 58, 2959–2973 (2023). Mentor: Rohit Chandwani, M.D., Ph.D.

Albert S. Agustinus, “Epigenetic dysregulation from chromosomal transit in micronuclei.” Nature 619, 176–183 (2023). Mentors: Yael David, Ph.D. and Samuel F. Bakhoum, M.D., Ph.D.

Student Service Award

Kathleen Mills, Immunology and Microbial Pathogenesis Program

In recognition of her mentorship of high school and undergraduate students and her service to the IMP Program and WCGS.

Student Diversity Award

Yasmine Issah, Immunology and Microbial Pathogenesis Program

In recognition of her outstanding dedication to fostering an inclusive and diverse community.

Vincent du Vigneaud Research Symposium Awards

First-Year Poster Presentation Awards

First Place:

Peyton Carpen , “Impact of Calorie Restriction on Bone Marrow Stromal/Stem Cell Lineage Differentiation” (PI: Baohong Zhao, PhD) 

Ziqi (Christine) Yu , “Treating Triple Negative Breast Cancer in Brain Metastasis using P-selectin Targeting Nanoparticles” (PI: Daniel Heller, PhD)

Second Place:

Sarah Sheridan , “Effect of NKD1 Knockdown on Colorectal Cancer Cell Proliferation” (PI: David Scheinberg, MD, PhD)

Carolyn Ton , “Living Origami: How Cell Behaviors Drive Neural Tube Closure” (PI: Jennifer Zallen, PhD)

Austin Varela , “Harnessing Intrinsic Variability within the Tumor Microenvironment to Explainably Determine Cellular Communication” (PI: Ashley Laughney, PhD)

Second Year and Above Poster Awards

Hailey Goldberg , “A Nanoparticle-Based Platform for the Treatment of Senescence-Related Pathologies” (PI: Scott Lowe, PhD)

Moniquetta Shafer , “What Makes Methylmalonic Acid? Identifying and Characterizing the Functions of an Understudied Oncometabolite-Producing Enzyme” (PI: John Blenis, PhD)

Patrick Wallisch , “Interrogating the CD47-SIRP Axis in Chronic T Cell Stimulation to Translate Novel GvHD Therapies” (Professor David Scheinberg)

Rachel Payne , “Development of a PSMA Heterogeneous Tumor Model for Targeted Radiotherapy.” (PI Jason S. Lewis, Ph.D.)

Oral Presentation Awards

Madison Darmofal , “Deep Learning Model for Tumor Type Prediction using Targeted Clinical Genomic Sequencing Data” (PI: Quaid Morris, PhD)

Stephen Ruiz , “A Redox Stress-Modulated Phospholipase A2 Remodels Lipids to Regulate Ferroptosis in Cancer” (PI: Daniel Heller, PhD)

Celeste Parra Bravo , “Human iPSC 4R Tauopathy Model Uncovers Modifiers of Tau Propagation” (PI: Li Gan, PhD)

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