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• Doctoral Programs →

PhD Programs

• Accounting & Management
• Business Economics
• Health Policy (Management)
• Organizational Behavior
• Technology & Operations Management

Students in our PhD programs are encouraged from day one to think of this experience as their first job in business academia—a training ground for a challenging and rewarding career generating rigorous, relevant research that influences practice.

Our doctoral students work with faculty and access resources throughout HBS and Harvard University. The PhD program curriculum requires coursework at HBS and other Harvard discipline departments, and with HBS and Harvard faculty on advisory committees. Faculty throughout Harvard guide the programs through their participation on advisory committees.

How do I know which program is right for me?

There are many paths, but we are one HBS. Our PhD students draw on diverse personal and professional backgrounds to pursue an ever-expanding range of research topics. Explore more here about each program’s requirements & curriculum, read student profiles for each discipline as well as student research , and placement information.

The PhD in Business Administration grounds students in the disciplinary theories and research methods that form the foundation of an academic career. Jointly administered by HBS and GSAS, the program has four areas of study: Accounting and Management , Marketing , Strategy , and Technology and Operations Management . All areas of study involve roughly two years of coursework culminating in a field exam. The remaining years of the program are spent conducting independent research, working on co-authored publications, and writing the dissertation. Students join these programs from a wide range of backgrounds, from consulting to engineering. Many applicants possess liberal arts degrees, as there is not a requirement to possess a business degree before joining the program

The PhD in Business Economics provides students the opportunity to study in both Harvard’s world-class Economics Department and Harvard Business School. Throughout the program, coursework includes exploration of microeconomic theory, macroeconomic theory, probability and statistics, and econometrics. While some students join the Business Economics program directly from undergraduate or masters programs, others have worked in economic consulting firms or as research assistants at universities or intergovernmental organizations.

The PhD program in Health Policy (Management) is rooted in data-driven research on the managerial, operational, and strategic issues facing a wide range of organizations. Coursework includes the study of microeconomic theory, management, research methods, and statistics. The backgrounds of students in this program are quite varied, with some coming from public health or the healthcare industry, while others arrive at the program with a background in disciplinary research

The PhD program in Organizational Behavior offers two tracks: either a micro or macro approach. In the micro track, students focus on the study of interpersonal relationships within organizations and the effects that groups have on individuals. Students in the macro track use sociological methods to examine organizations, groups, and markets as a whole, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives. Jointly administered by HBS and GSAS, the program includes core disciplinary training in sociology or psychology, as well as additional coursework in organizational behavior.

Accounting & Management  

Business economics  , health policy (management)  , marketing  , organizational behavior  , strategy  , technology & operations management  .

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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 Office of Academic Affairs:

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482 Galvez Mall Stanford, CA 94305-3096 Tel: (650) 723-2109

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Doctoral Degrees

Doctor of public health (drph) program.

A doctoral degree for those who want to translate knowledge into powerful results as the leader of a public health organization:

Doctor of Public Health

Doctor of Philosophy (PhD) programs

All PhD programs at Harvard University are administered by the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS), and applications are processed through the Harvard Griffin GSAS online application system .

The following three PhD programs are based at the Harvard T.H. Chan School of Public Health, designed for students seeking specialized scientific and technical expertise to propel an academic or research career:

PhD in Biological Sciences in Public Health PhD in Biostatistics PhD in Population Health Sciences

Harvard PhD program in Health Policy The PhD in Health Policy is a collaborative program among six Harvard University schools, including the Harvard T.H. Chan School of Public Health.

• PhD Types - Understanding Different Doctoral Degrees

Types of PhD

When is a 'PhD' not a PhD? When it's a DPhil, DBA, EdD or other type of doctorate degree.

The traditional PhD (or 'Doctor of Philosophy') is the best-known advanced research qualification, but several other types of doctoral degree exist. Some of these are academic qualifications in specific subject areas. Others are professional doctorates with a slightly different format.

The way in which candidates study for a PhD is also becoming more varied, with the opportunity to research part time or even pursue a joint doctorate degree , awarded by more than one university.

But there's no need to be confused. This page explains and compares the options available to you.

Not sure where to start? Read our step by step guide to finding the right PhD .

Designed for experienced managers and business leaders, the DBA is a prestigious and highly-specialised professional doctoral degree.

Ideal for senior teachers and policy makers, an Education Doctorate combines advanced training with original research.

Joint PhD programmes involve collaboration between two (or more) different universities. So how does that work? Who can apply? And what are the advantages (and disadvantages) of researching in this way?

The PhD is the most common variety of doctorate, but others are awarded in specific disciplines or sometimes particular countries.

Integrated PhD programmes consist of a one-year Masters followed by three years of PhD research. Find out more about what it's like to study an integrated PhD, how to apply and the funding options available.

Thinking of applying for the Doctor of Engineering (EngD)? Our guide covers everything you need to know about the qualification, including costs, applications, programme content, and how it differs from a PhD.

Comparing PhD types

Wondering which type of doctorate degree is right for you? The following table offers a quick overview of the most common types of PhD and other doctorates:

Please note that this table doesn't include every type of doctorate. Many other subjects (and countries ) award their own specific qualifications, but we've covered some of the most popular here.

You can more about some of these degree types in our guide to different varieties of doctorate .

Understanding this table

The doctorates in the above table are divided into different types, as follows:

• Academic doctorates (such as the standard PhD) are usually awarded for original research and scholarship in traditional academic subjects. They can prepare a student for various careers, but their main focus is on broadening theoretical understanding of a subject, rather than improving professional practice.
• Professional doctorates are awarded for work that contributes directly to knowledge or practice in a specific vocational field. They still involve original research and analysis, but also incorporate more practical training and instruction. Candidates may require appropriate experience.
• Higher doctorates are usually awarded later in a person's career, as a means of recognising esteemed researchers or practitioners. Students do not normally enrol for these doctorates as traditional university degrees.
• Honorary doctorates are awarded to celebrate an individual's achievements. They do not require any specific track record of academic or professional work and can be granted at the discretion of a university. Students do not enrol for these doctorates.

As a prospective postgraduate student, you only really need to concern yourself with academic or professional research degrees.

We've included higher and honorary doctorates here in order to try and prevent them being confused with more 'conventional' PhDs (and to give you some inspiration for later in your career!).

DPhil vs PhD

Many people believe that the DPhil and PhD are different degrees. This is not true. ‘DPhil’ is an abbreviation of ‘Doctor of Philosophy’. Essentially, ‘DPhil’ and ‘PhD’ are two different ways of referring to the same doctoral degree.

‘DPhil’ is traditionally a British term and so only a few universities (most notably, the University of Oxford) still use it. Most universities around the world use the term ‘PhD’. While you might have to explain to a foreign employer what a DPhil is, you can be safe in the knowledge that both degrees are the same prestigious Doctor of Philosophy award.

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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

Docnet recruiting forum at university of minnesota.

We will be joining the DocNet consortium for an overview of business academia and a recruitment fair at University of Minnesota, Carlson School of Management.

September 25 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.

DocNet Recruiting Forum - David Eccles School of Business

MIT Sloan PhD Program will be joining the DocNet consortium for an overview of business academia and a recruitment fair at Utah, David Eccles School of Business.

October 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.

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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Home > Blog > Tips for Online Students > Tips for Students > A Comprehensive List Of Doctorate Degrees Just For You

Tips for Online Students , Tips for Students

A Comprehensive List Of Doctorate Degrees Just For You

Updated: June 19, 2024

Published: August 27, 2020

Are you looking to earn your doctorate degree, but aren’t sure where to begin? Or maybe you’re just curious about the kinds of degrees that are available to you. In this article, we’ll go over the different types of degrees, the difference between research degrees and professional degrees, and finally, give you a full comprehensive list of doctorate degrees available in the U.S.

We hope you discover some new fields that pique your interest, and maybe even get you started on your path to earning a degree.

Photo by  Pixabay  from  Pexels

What is a doctorate degree.

There are four major types of degrees that you can earn in university. In order, they are: associate’s degree, bachelor’s degree, master’s degree, and doctorate degree.

A doctorate degree is the highest level of education in most fields. For fields of research or teaching it is usually a PhD, while other applied doctorates will include degrees such as Doctor of Medicine (MD), or Doctor of Education (EdD).

In order to earn a doctorate degree, you will first need to earn your bachelor’s degree. Most people choose to earn their master’s degree before entering a doctorate program, but it is possible to go straight to a doctoral degree in some cases.

Doctorate degrees can be divided into two major categories: research degrees and professional degrees.

Research Degrees

What is a research degree.

A research degree focuses on exploring a topic in depth. A research degree gives students the opportunity to conduct their own unique research on a topic of their choice in order to produce their own research papers and innovative studies of knowledge.

A research degree prepares students with the skills and experience necessary for working and conducting research in academic, governmental, and business fields.

Below is a comprehensive list of all the research degrees available in the US.

List Of Research Degrees:

• Doctor of Arts (DA)
• Doctor of Business Administration (DBA)
• Doctor of Canon Law (JCD)
• Doctor of Design (DDes)
• Doctor of Engineering or Engineering Science (DEng, DESc, DES)
• Doctor of Education (EdD)
• Doctor of Fine Arts (DFA.)
• Doctor of Hebrew Letters (DHL)
• Doctor of Juridical Science (JSD, SJD)
• Doctor of Musical Arts (DMA)
• Doctor of Music Education (DME)
• Doctor of Modern Languages (DML)
• Doctor of Nursing Science (DNSc)
• Doctor of Philosophy (PhD)
• Doctor of Public Health (DPH)
• Doctor of Sacred Theology (STD)
• Doctor of Science (DSc, ScD)
• Doctor of Theology (ThD)

Photo by  ICSA  from  Pexels

Professional degrees, what is a professional degree.

A professional degree prepares students for a specific profession. Through earning a professional degree, students study the necessary information for their field, meet specific academic and licensure requirements for their desired profession, and prepare for state exams.

Below is a comprehensive list of all the professional degrees that can be earned in the US.

List Of Professional Degrees

• Doctor of Acupuncture (D.Ac., D.Acu.)
• Doctor of Acupuncture and Oriental Medicine (D.A.O.M.)
• Doctor of Anesthesia Practice (Dr.AP)
• Doctor of Applied Science (D.A.S.)
• Doctor of Architecture (D.Arch.)
• Doctor of Athletic Training (D.A.T.)
• Doctor of Audiology (Au.D)
• Doctor of Behavioral Health (D.B.H.)
• Doctor of Chemistry (D.Chem.)
• Doctor of Chiropractic (D.C.)
• Doctor of Church Music (D.C.M.)
• Doctor of Clinical Nutrition (D.C.N.)
• Doctor of Clinical Science in Speech-Language Pathology (CScD)
• Doctor of Comparative Law (D.C.L.)
• Doctor of Civil Law (D.C.L.)
• Doctor of Computer Science (D.C.S.)
• Doctor of Criminal Justice (D.C.J.)
• Doctor of Criminology (D.Crim.)
• Doctor of Divinity (Divinitatis Doctor) (D.D.)
• Doctor of Dental Medicine (D.M.D.)
• Doctor of Dental Surgery (D.D.S.)
• Doctor of Environmental Science and Engineering (D.Env.)
• Doctor of Forestry (D.F.)
• Doctor of Geological Science (D.G.S.)
• Doctor of Health Administration (D.H.A.)
• Doctor of Health and Safety (D.H.S.)
• Doctor of Health Education (D.H.Ed)
• Doctor of Hebrew Literature/Letters (D.H.L.)
• Doctor of Health Science (D.H.Sc., D.H.S.)
• Doctor of Hebrew Studies (D.H.S.)
• Doctor of Humane Letters (D.Hum.Litt.)
• Doctor of Industrial Technology (D.I.T.)
• Doctor of Information Technology (D.I.T.)
• Juris Doctor (J.D.)
• Doctor of Law and Policy (L.P.D., D.L.P.)
• Doctor of Liberal Studies (D.L.S.)
• Doctor of Library Science (D.L.S.)
• Doctor of Management (D.M.)
• Doctor of Medical Humanities (D.M.H.)
• Doctor of Medical Physics (D.M.P)
• Doctor of Medical Science (D.M.Sc.)
• Doctor of Medicine (M.D.)
• Doctor of Ministry (D.Min.)
• Doctor of Missiology (D.Miss)
• Doctor of Music (D.M., D.Mus.)
• Doctor of Music Therapy (D.M.T.)
• Doctor of Naprapathic Medicine (D.N.)
• Doctor of Naturopathic Medicine (N.D., N.M.D.)
• Doctor of Nursing Practice (D.N.P.)
• Doctor of Occupational Therapy (O.T.D., D.O.T.)
• Doctor of Optometry (O.D.)
• Doctor of Organizational Leadership
• Doctor of Oriental Medicine (D.O.M., O.M.D.)
• Doctor of Osteopathic Medicine (D.O.)
• Doctor of Pastoral Counseling (D.PC)
• Doctor of Pastoral Music (D.P.M.)
• Doctor of Pharmacy (Pharm.D.)
• Doctor of Physical Education (D.P.E.)
• Doctor of Physical Therapy (D.P.T.)
• Doctor of Podiatric Medicine (D.P.M.)
• Doctor of Practical Theology (D.P.T., D.Th.P.)
• Doctor of Professional Studies (D.P.S.)
• Doctor of Psychology (Psy.D)
• Doctor of Public Administration (D.P.A.)
• Doctor of Recreation (D.Rec., D.R.)
• Doctor of Rehabilitation (Rh.D.)
• Doctor of Sacred Music (D.S.M.)
• Doctor of Science in Dentistry (D.Sc.D.)
• Doctor of Science and Hygiene (D.Sc.H.)
• Doctor of Science in Veterinary Medicine (D.Sc.V.M.)
• Doctor of the Science of Law (J.S.D.)
• Doctor of Social Science (D.S.Sc.)
• Doctor of Social Work (D.S.W.)
• Doctor of Transformational Leadership (D.T.L.)
• Doctor of Veterinary Medicine (D.V.M.)

Earn A Degree Online

If you are interested in earning your doctorate degree in any desired subject, consider earning your bachelor’s or master’s degree online, so that you are one step closer to your goals.

Earning a degree online is a great way to study while working, raising a family, or just going at your own pace.

University of the People is a tuition-free university that allows students to earn their degree 100% online. We pride ourselves on offering affordable degree programs to our students, so that everyone has equal access to quality education.

We offer degrees in business administration , health science , computer science , and education , so if you’re looking to earn a doctorate degree, University of the People is the best place to start.

Wrapping Up

There are many fascinating and practical doctorate degrees to choose from. Whether you’re interested in research in education and language, or becoming a nurse or veterinarian, there is a degree for every field and interest.

For those who are determined to earn a doctorate degree, a great way to start is to earn your bachelor’s or master’s degree online, so you can be one step closer to your goals. We hope you find something to pique your interest in this comprehensive list of doctorate degrees.

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At UoPeople, our blog writers are thinkers, researchers, and experts dedicated to curating articles relevant to our mission: making higher education accessible to everyone. Read More

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How to Choose a PhD Research Topic

From reading publications, talking to supervisors and using your career plans, read our guidance on choosing the right PhD Research Topic for you.

Gain valuable insight from our collection of exclusive interviews with both current and past PhD students. Learn from their best advice, personal challenges and career path after completing their doctorate.

Students sit around a table and discuss with a professor nearby. Photo source: Sallie

PhD Admissions

The PhD program in Psychology trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program is characterized by close collaboration between students and their faculty advisors. 

General Information

The Department of Psychology holistically reviews each candidate's complete application to assess the promise of a career in teaching and research. Consideration is based on various factors, including courses taken, grade point average, letters of recommendation, and the statement of purpose. Additionally, the Department of Psychology places considerable emphasis on research training, and admitted students have often been involved in independent research as undergraduate students or post-baccalaureate settings. Although there are no course requirements for admission, all applicants should have sufficient foundational knowledge and research experience to engage in graduate-level coursework and research.

We accept students with undergraduate degrees and those with both undergraduate and master's degrees. An undergraduate psychology major is not required; the Department welcomes applicants from other academic backgrounds.

Our application portal is now OPEN for the AY25-26 admissions cycle.

How to Apply

Application and deadline.

Our 2025-26 Admissions application will open on September 15, 2024.

Applications will be due on November 22, 2024

The deadline for letters of recommendation will be  November 22, 2024 . 

Once an applicant submits the recommenders' information, the recommenders will receive an automated email with instructions for submitting the letter. Late letters should be sent directly to psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Staff will add them to the application file if the review process is still underway. Still, the faculty reviewers are not obligated to re-review files for materials submitted after the deadline.

Generally, students will hear from us by the end of January. 

The status of submitted applications can be viewed anytime by logging in to the   application portal . 

The deadline to apply for the '25-26 PhD cohort this year is  November 22, 2024 . Applicants who are admitted to the program will matriculate in Autumn 2025. 

Our next admissions cycle will open in September 2025 and have a November 2025 deadline.

In addition to the information below, please review the  Graduate Admissions  website prior to starting your application. The Department of Psychology does not have rolling admissions. We admit for the Autumn term only.

Requirements

• U.S. Bachelor's degree or its  foreign equivalent
• Statement of Purpose (submitted electronically as part of the graduate application). You will be able to specify three  Psychology Department faculty members , in order of preference, with whom you would like to work. 
• Three  Letters of Recommendation  (submitted electronically). A maximum of six letters will be accepted.
• Unofficial transcripts from all universities and colleges you have attended for at least one year must be uploaded to the graduate application. Applicants who reach the interview stage will be asked to provide official transcripts as well; Department staff will reach out to these applicants with instructions for submitting official transcripts. Please do  not  submit official transcripts with your initial application.
• Required for non-native English speakers: TOEFL (Test of English as a Foreign Language) scores, submitted by the Educational Testing Service (ETS) electronically to Stanford. 

Application Fee

The fee to apply for graduate study at Stanford is $125. Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

Application Review & Status Check

The Department of Psychology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

To check the status or activity of your application, please log into your  application account . You can also send reminders to recommenders who have not yet submitted their letter of recommendation.

Due to limited bandwidth, the Department of Psychology staff will not answer any phone or email queries about application status, including requests to confirm the receipt of official transcripts.

Our faculty will interview prospective students before making final admission decisions. Candidates who progress to the interview round will be informed in January. Interviews are generally conducted in February.

The Department of Psychology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

• Diversity and Engagement in Psychology PhD Programs 
• Vice Provost for Graduate Education
• Stanford IDEAL
• Graduate Application Fee Waiver Information

For More Information

Please see our  list of Frequently Asked Questions  and  psych-admissions [at] stanford.edu (contact us)  should you have additional questions.

Google PhD fellowship program

Google PhD Fellowships directly support graduate students as they pursue their PhD, as well as connect them to a Google Research Mentor.

Nurturing and maintaining strong relations with the academic community is a top priority at Google. The Google PhD Fellowship Program was created to recognize outstanding graduate students doing exceptional and innovative research in areas relevant to computer science and related fields. Fellowships support promising PhD candidates of all backgrounds who seek to influence the future of technology. Google’s mission is to foster inclusive research communities and encourage people of diverse backgrounds to apply. We currently offer fellowships in Africa, Australia, Canada, East Asia, Europe, India, Latin America, New Zealand, Southeast Asia and the United States.

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Program details

Application status, how to apply, research areas of focus, review criteria, award recipients.

Applications are currently closed.

Update on 2024 Announcement : Decisions for the 2024 application cycle, originally planned for July 2024, will now be announced via email in August 2024. We apologize for the delay and appreciate your patience as we work to finalize decisions.

• Launch March 27, 2024
• Deadline May 8, 2024
• Awardees Notified By Aug. 31, 2024

The details of each Fellowship vary by region. Please see our FAQ for eligibility requirements and application instructions.

PhD students must be nominated by their university. Applications should be submitted by an official representative of the university during the application window. Please see the FAQ for more information.

Australia and New Zealand

Canada and the United States

PhD students in Japan, Korea and Taiwan must be nominated by their university. After the university's nomination is completed, either an official representative of the university or the nominated students can submit applications during the application window. Please see the FAQ for more information.

India and Southeast Asia

PhD students apply directly during the application window. Please see the FAQ for more information.

Latin America

The 2024 application cycle is postponed. Please check back in 2025 for details on future application cycles.

Google PhD Fellowship students are a select group recognized by Google researchers and their institutions as some of the most promising young academics in the world. The Fellowships are awarded to students who represent the future of research in the fields listed below. Note that region-specific research areas will be listed in application forms during the application window.

Algorithms and Theory

Distributed Systems and Parallel Computing

Health and Bioscience

Human-Computer Interaction and Visualization

Machine Intelligence

Machine Perception

Natural Language Processing

Quantum Computing

Security, Privacy and Abuse Prevention

Software Engineering

Software Systems

Speech Processing

Applications are evaluated on the strength of the research proposal, research impact, student academic achievements, and leadership potential. Research proposals are evaluated for innovative concepts that are relevant to Google’s research areas, as well as aspects of robustness and potential impact to the field. Proposals should include the direction and any plans of where your work is going in addition to a comprehensive description of the research you are pursuing.

In Canada and the United States, East Asia and Latin America, essay responses are evaluated in addition to application materials to determine an overall recommendation.

What does the Google PhD Fellowship include?

Students receive named Fellowships which include a monetary award. The funds are given directly to the university to be distributed to cover the student’s expenses and stipend as appropriate. In addition, the student will be matched with a Google Research Mentor. There is no employee relationship between the student and Google as a result of receiving the fellowship. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If students wish to apply for a job at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

• Up to 3 year Fellowship
• US $12K to cover stipend and other research related activities, travel expenses including overseas travel
• Google Research Mentor
• 1 year Fellowship
• AUD $15K to cover stipend and other research related activities, travel expenses including overseas travel
• Up to 2 year Fellowship (effective from 2024 for new recipients)
• Full tuition and fees (enrollment fees, health insurance, books) plus a stipend to be used for living expenses, travel and personal equipment
• US $10K to cover stipend and other research related activities, travel expenses including overseas travel
• Yearly bursary towards stipend / salary, health care, social benefits, tuition and fees, conference travel and personal computing equipment. The bursary varies by country.

Early-stage PhD students

• Up to 4 year Fellowship
• US $50K to cover stipend and other research related activities, travel expenses including overseas travel

Late-stage PhD students

• US $10K to recognise research contributions, cover stipend and other research related activities, travel expenses including overseas travel
• US $15K per year to cover stipend and other research related activities, travel expenses including overseas travel

Southeast Asia

• US $10K per year for up to 3 years (or up to graduation, whichever is earlier) to cover stipend and other research related activities, travel expenses including overseas travel

Is my university eligible for the PhD Fellowship Program?

Africa, Australia/New Zealand , Canada, East Asia, Europe and the United States : universities must be an accredited research institution that awards research degrees to PhD students in computer science (or an adjacent field).

India, Latin America and Southeast Asia : applications are open to universities/institutes in India, Latin America (excluding Cuba), and in eligible Southeast Asian countries/regions (Brunei, Cambodia, Indonesia, Malaysia, Myanmar, Philippines, Singapore, Thailand, Vietnam).

Restrictions : All award payments and recipients will be reviewed for compliance with relevant US and international laws, regulations and policies. Google reserves the right to withhold funding that may violate laws, regulations or our policies.

What are the eligibility requirements for students?

All regions

• Students must remain enrolled full-time in the PhD program for the duration of the Fellowship or forfeit the award.
• Google employees, and their spouses, children, and members of their household are not eligible.
• Students that are already supported by a comparable industry award are not eligible. Government or non-profit organization funding is exempt.
• Past awardees from the PhD Fellowship program are not eligible to apply again.
• Grant of the Fellowship does not mean admission to a PhD program. The awardee must separately apply and be accepted to a PhD program in computer science (or an adjacent field) at an eligible institution.
• Grant of the Fellowship will be subject to the rules and guidelines applicable in the institution where the awardee registers for the PhD program.

Nominated students in Africa, Australia and New Zealand, Canada and the United States, East Asia and Europe.

Universities should only nominate students that meet the following requirements:

• Africa: Incoming PhD students are eligible to apply, but the Fellowship award shall be contingent on the awardee registering for a full-time PhD program in computer science (or an adjacent field) within the academic award year of the Fellowship award, or the award shall be forfeited.
• Australia and New Zealand : early-stage students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).
• Canada and the United States : students who have completed graduate coursework in their PhD by the academic award year when the Fellowship begins.
• East Asia: students who have completed most of graduate coursework in their PhD by the academic award year when the Fellowship begins. Students should have sufficient time for research projects after receiving a fellowship.
• Europe: Students enrolled at any stage of their PhD are eligible to apply.

Direct applicant students in India, Latin America and Southeast Asia

• Latin America : incoming or early stage-students enrolled in the first or second year of their PhD (no requirement for completion of graduate coursework by the academic award year).

What should be included in an application? What language should the application be in?

All application materials should be submitted in English.

For each student nomination, the university will be asked to submit the following material in a single, flat (not portfolio) PDF file:

• Student CV with links to website and publications (if available)
• Short (1-page) resume/CV of the student's primary PhD program advisor
• Available transcripts (mark sheets) starting from first year/semester of Bachelor's degree to date
• Research proposal (maximum 3 pages, excluding references)
• 2-3 letters of recommendation from those familiar with the nominee''s work (at least one from the thesis advisor for current PhD students)
• Student essay response (350-word limit) to: What impact would receiving this Fellowship have on your education? Describe any circumstances affecting your need for a Fellowship and what educational goals this Fellowship will enable you to accomplish.
• Transcripts of current and previous academic records
• 1-2 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)

Canada, East Asia, the United States

• Cover sheet signed by the Department Chair confirming the student passes eligibility requirements. (See FAQ "What are the eligibility requirements for students?")
• Short (1-page) CV of the student's primary advisor
• 2-3 letters of recommendation from those familiar with the nominee's work (at least one from the thesis advisor)
• Research / dissertation proposal (maximum 3 pages, excluding references)
• Student essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Student essay response (350-word limit) to: Describe an example of your leadership experience in which you have positively influenced others, helped resolve disputes or contributed to group efforts over time. (A leadership role can mean more than just a title. It can mean being a mentor to others, acting as the person in charge of a specific task, or taking the lead role in organizing an event or project. Think about what you accomplished and what you learned from the experience. What were your responsibilities? Did you lead a team? How did your experience change your perspective on leading others? Did you help to resolve an important dispute at your school, church, in your community or an organization? And your leadership role doesn’t necessarily have to be limited to school activities. For example, do you help out or take care of your family?)

Students will need the following documents in a single, flat (not portfolio) PDF file in order to complete an application (in English only):

• Student applicant’s resume with links to website and publications (if available)
• Short (one-page) resume/CV of the student applicant's primary PhD program advisor
• 2-3 letters of recommendation from those familiar with the applicant's work (at least one from the thesis advisor for current PhD students)
• Applicant's essay response (350-word limit) to: Describe the desired impact your research will make on the field and society, and why this is important to you. Include any personal, educational and/or professional experiences that have motivated your research interests.
• Applicant's essay response (350-word limit) to: What are your long-term goals for your pathway in computing research, and how would receiving the Google PhD Fellowship help you progress toward those goals in the short-term?

How do I apply for the PhD Fellowship Program? Who should submit the applications? Can students apply directly for a Fellowship?

Check the eligibility and application requirements in your region before applying. Submission forms are available on this page when the application period begins.

India, Latin America and Southeast Asia: students may apply directly during the application period.

Africa, Australia, Canada, East Asia, Europe, New Zealand, and the United States : students cannot apply directly to the program; they must be nominated by an eligible university during the application period.

How many students may each university nominate?

India, Latin America and Southeast Asia : applications are open directly to students with no limit to the number of students that can apply from a university.

Australia and New Zealand : universities may nominate up to two eligible students.

Canada and the United States : Universities may nominate up to four eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage additional nominees who self-identify as a woman, Black / African descent, Hispanic / Latino / Latinx, Indigenous, and/or a person with a disability.

Africa, East Asia and Europe : Universities may nominate up to three eligible students. We encourage nominating students with diverse backgrounds especially those from historically marginalized groups in the field of computing. If more than two students are nominated then we strongly encourage the additional nominee who self-identifies as a woman.

*Applications are evaluated on merit. Please see FAQ for details on how applications are evaluated.

How are applications evaluated?

In Canada and the United State, East Asia and Latin America, essay responses are evaluated in addition to application materials to determine an overall recommendation.

A nominee's status as a member of a historically marginalized group is not considered in the selection of award recipients.

Research should align with Google AI Principles .

Incomplete proposals will not be considered.

How are Google PhD Fellowships given?

Any monetary awards will be paid directly to the Fellow's university for distribution. No overhead should be assessed against them.

What are the intellectual property implications of a Google PhD Fellowship?

Fellowship recipients are not subject to intellectual property restrictions unless they complete an internship at Google. If that is the case, they are subject to the same intellectual property restrictions as any other Google intern.

Will the Fellowship recipients become employees of Google?

No, Fellowship recipients do not become employees of Google due to receiving the award. The award does not preclude future eligibility for internships or employment opportunities at Google, nor does it increase the chances of obtaining them. If they are interested in working at Google, they are welcome to apply for jobs and go through the same hiring process as any other person.

Can Fellowship recipients also be considered for other Google scholarships?

Yes, Fellowship recipients are eligible for these scholarships .

After award notification, when do the Google PhD Fellowships begin?

After Google PhD Fellowship recipients are notified, the Fellowship is effective starting the following school year.

What is the program application time period?

Applications for the 2024 program will open in March 2024 and close in May 2024 for all regions. Refer to the main Google PhD Fellowship Program page for each region’s application details.

A global awards announcement will be made in September on the Google Research Blog publicly announcing all award recipients.

How can I ask additional questions?

Due to the volume of emails we receive, we may not be able to respond to questions where the answer is available on the website. If your question has not been answered by a FAQ, email:

Africa: [email protected]

Australia and New Zealand: [email protected]

Canada and the United States: [email protected]

East Asia: [email protected]

Europe: [email protected]

India: [email protected]

Latin America: [email protected]

Southeast Asia: [email protected]

See past PhD Fellowship recipients.

Discover our collection of tools and resources

Browse our library of open source projects, public datasets, APIs and more to find the tools you need to tackle your next challenge or fuel your next breakthrough.

Doctoral Degrees

A doctoral degree requires the satisfactory completion of an approved program of advanced study and original research of high quality..

Please note that the Doctor of Philosophy (PhD) and Doctor of Science (ScD) degrees are awarded interchangeably by all departments in the School of Engineering and the School of Science, except in the fields of biology, cognitive science, neuroscience, medical engineering, and medical physics. This means that, excepting the departments outlined above, the coursework and expectations to earn a Doctor of Philosophy and for a Doctor of Science degree from these schools are generally the same. Doctoral students may choose which degree they wish to complete.

Applicants interested in graduate education should apply to the department or graduate program conducting research in the area of interest. Some departments require a doctoral candidate to take a “minor” program outside of the student’s principal field of study; if you wish to apply to one of these departments, please consider additional fields you may like to pursue.

Below is a list of programs and departments that offer doctoral-level degrees.

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If you require further information, please visit the Privacy Policy page.

PhD in Biomedical Science

New section.

Biomedical scientists bridge the gap between the basic sciences and medicine. The PhD degree is the gateway to a career in biomedical research.

Information about what one can do with a PhD in Biomedical Science.

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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.

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Dissertation, Thesis Or Research Project

I f you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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How To Choose A Research Topic: 5 Key Criteria

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A comprehensive list of automation and robotics-related research topics. Includes free access to a webinar and research topic evaluator.

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Bridget Basile, PhD, MA, RN, FNP-BC

Assistant Professor in Nursing

Yale School of Nursing - Room 20512

email :  bridget.basileibrahim@yale.edu

Dr. Bridget Basile is a nurse-scientist with over a decade of clinical experience working as a family nurse practitioner providing primary care to underserved communities in urban and rural areas of the United States and Canada, and a registered nurse in inpatient pediatric oncology and stem cell transplant. She also has experience caring for women and their families as a doula and certified breastfeeding specialist. Prior to entering nursing, she worked as an anthropologist on international development projects funded by agencies such as the World Bank and USAID. Dr. Basile Ibrahim holds a PhD from Yale University, an MSN from the University of California Los Angeles, a BSN from The Johns Hopkins University, and a BA and MA in Anthropology from Boston University. She completed an NIH-funded Rural Health Equity Postdoctoral Fellowship at the University of Minnesota School of Public Health.

Research Interests

Dr. Basile’s research aims to improve birth outcomes for women and birthing people marginalized by intersections of race, socioeconomic status, and geography by improving the experience and quality of perinatal care and interactions with the health system. She employs qualitative, quantitative, and mixed methods approaches to conduct person-centered, health equity focused interdisciplinary research. Her research interests include: health equity, social determinants of health, respectful maternity care, maternal-child health, and physiologic birth. Dr. Basile Ibrahim’s program of research has been supported by the Association for Women’s Health, Obstetric, and Neonatal Nurses, the March of Dimes, the Heilbrunn Family Center for Research Nursing at the Rockefeller University, the Institute for Advanced Study at the University of Minnesota, and the Health Equity Research Working Group at University of Minnesota School of Public Health.

Selected Publications

NIH bibliography

Basile Ibrahim, B.,  Kennedy, H.P., Combellick, J. (2021) Experiences of Quality Perinatal Care During the US COVID-19 Pandemic.  Journal of Midwifery & Women’s Health.  doi: 10.1111/jmwh.13269

Basile Ibrahim, B.,  Barcelona, V., Condon, E., Crusto, C., Taylor, J. (2021) The Association Between Neighborhood Social Vulnerability and Cardiovascular Health Risk among Black/African American Women in the InterGEN Study.  Nursing Research.  doi: 10.1097/NNR.0000000000000523

Basile Ibrahim, B.,  Knobf, M.T., Shorten, A., Cheyney, M., Illuzzi, J., Vedam, S., Kennedy, H.P. (2021). “I had to fight for my VBAC”: A Mixed Methods Study of U.S. Women’s Experiences of Pregnancy and Vaginal Birth After Cesarean.  Birth, 48(2) .doi: 10.1111/birt.12513

Basile Ibrahim, B.,  Kennedy, H.P., & Holland, M.L. (2021). Demographic, Socioeconomic, Health Systems, and Geographic Factors Associated with Vaginal Birth After Cesarean, An Analysis of 2017 U.S. Birth Certificate Data.  Maternal and Child Health Journal.  doi: 10.1007/s10995-020-03066-3

Basile Ibrahim, B. , Kennedy, H. P., & Whittemore, R. (2020). Women’s Perceptions of Barriers and Facilitators to Vaginal Birth After Cesarean in the United States: An Integrative Review.  Journal of Midwifery & Women’s Health,  65(3); 349-361. doi 10.1111/jmwh.13083

Chinkam, S.,  Basile Ibrahim, B.,  Diaz, B., Steer-Massaro, C., Kennedy, H.P., Shorten, A. (2022). Learning from women: Improving experiences of respectful maternity care during unplanned caesarean birth for women with diverse ethnicity and racial backgrounds.  Women and Birth.  doi:10.1016/j.wombi.2022.05.004

Kozhimannil, K.B., Interrante, J.D., Admon, L.K.,  Basile Ibrahim, B . (2022). Rural Hospital Administrators’ Beliefs About Safety, Financial Viability and Community Need for Offering Obstetric Care.  JAMA Health Forum.  doi:10.1001/jamahealthforum.2022.0204

Combellick, J.,  Basile Ibrahim, B.,  Julien, T., Scharer, K., Jackson, K., Kennedy, H.P. (2022). Birth During the Covid-19 Pandemic: What Childbearing People in the U.S. Needed to Achieve a Positive Birth Experience.  Birth.  doi: 10.1111/birt.12616

Condon, E., Barcelona, V.,  Basile Ibrahim, B ., Crusto, C., Taylor, J. (2021) The Influence of Perceived Racial Discrimination and Traumatic Life Events on Parenting among African American Mothers in the InterGEN Study.  Journal of the American Academy of Child and Adolescent Psychiatry.  doi: 10.1016/j.jaac.2021.05.023

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• September 2024
• Magazine Issue

Understanding Neurodegenerative Disease with Prion Research

Molecular neurobiologist julie moreno explores the consequences of protein misfolding in the brain..

Hannah joined The Scientist as an assistant editor in 2023. She earned her PhD in neuroscience from the University of Washington in 2017 and completed the Dalla Lana Fellowship in Global Journalism in 2020.

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Learn about our editorial policies.

ABOVE: Protein misfolding plays an important role in many neurodegenerative disorders. © istock.com, Eoneren

W hen Julie Moreno arrived at Texas A&M University as a first-generation student in 2000, she wanted to work in veterinary medicine. But the opportunity to work in a research laboratory during her time as an undergraduate ignited her passion for science and changed the course of her life. “Before that, I was never exposed to research,” said Moreno. “I didn’t even know it was an option.”

Once she had discovered this career path, she never looked back. After completing her undergraduate degree, she applied to a PhD program at Colorado State University (CSU), where her interest in neuroscience began to blossom.  “I love the brain,” she enthused. “It’s super exciting because there’s so many unknowns—like a big puzzle that we haven’t figured out yet.” 

In her graduate work, Moreno investigated the neurotoxic effects of manganese exposure on brain development, exploring the roles of glial cells and neuroinflammatory pathways in mediating these effects and identifying estrogen as a potential protective factor. 1,2 She impressed fellow lab members, including Katriana Popichak , an undergraduate researcher at the time, with her dedication to her research as well as her unflagging commitment to helping others. 

I love the brain…It’s super exciting because there’s so many unknowns—like a big puzzle that we haven’t figured out yet.  —Julie Moreno, Colorado State University

Popichak, who now studies neuroinflammation and glial cell biology at CSU, said that Moreno played an important role in shaping her career. “She did amazing work,” said Popichak. “She was always so kind, and she really took me under her wing.”

After earning her doctorate, Moreno pursued a fellowship at the Medical Research Council Toxicology Unit with neuroscientist Giovanna Mallucci , where she was introduced to the fascinating field of prions. Prion diseases are characterized by abnormal folding of the host’s naturally-occurring prion protein, leading to rapid neurodegeneration. They can be genetic, sporadic—without known cause—or acquired, in which exposure to abnormal prion protein induces misfolding of the host’s own normal prion proteins. 

While prion disorders like Creutzfeldt-Jakob disease are vanishingly rare in humans, studying these conditions could provide important insights into more common diseases that involve protein misfolding and neurodegeneration. 

“What’s so cool about prions is that we’re able to address questions that we’re unable to address using mouse models of Alzheimer’s or Parkinson’s disease,” said Moreno. This is because mouse models of these neurodegenerative diseases usually involve genetic modification—overexpression or mutation of one gene (or set of genes) that mimics some of the underlying pathophysiology. While genetic factors can increase or decrease the risk of common neurodegenerative diseases in people, it is very rare for them to be genetically determined; for example, less than one percent of Alzheimer’s disease cases can be directly attributed to single gene mutations. 3  

A mouse that has been dosed with infectious prions on the other hand, is not really a model—it actually has prion disease, said Moreno. “They aren’t genetically modified to get the disease, which allows us to watch how this neurodegenerative disease naturally progresses, which is something we can’t do very well in these other laboratory models, although people are getting better at it.”

Historically, much of the research on neurodegenerative diseases involving abnormal protein aggregation, including rare prion diseases and the more common Alzheimer’s disease, Parkinson’s disease, and amyotrophic lateral sclerosis (ALS), focused on strategies to prevent or clear these toxic protein clumps. This approach, while logical, has yet to yield highly effective human therapeutics. Moreno took a different approach during her time at the University of Cambridge: Instead of trying to prevent protein aggregation, she explored downstream interventions that could prevent aggregation-associated cell death.

Although the mechanisms of cell death are likely multifaceted, one important contributing pathway is the unfolded protein response (UPR). “The UPR is the normal cellular response to something that’s misshapen in the cell, and normally you want that to be turned on,” said Moreno. When activated acutely, the UPR is an adaptive response; it slows the synthesis of new proteins, reducing the protein folding load and alters many molecular and metabolic processes within the cell to restore homeostasis . 4 However, said Moreno, when the UPR is chronically activated, the extended period of repressed translation means that the cell is unable to make proteins that are critical for synaptic function and cell survival. 

Moreno showed that targeting this pathway could be a viable strategy to prevent neuronal death in protein aggregation-related disorders. Inhibiting protein kinase R–like endoplasmic reticulum kinase (PERK), which mediates one arm of the UPR, restored translation of synaptic proteins, reduced neuronal loss, and prevented the onset of serious symptoms for at least 12 weeks in prion-infected mice . 5  Unfortunately, PERK inhibition can result in pancreatic toxicity, causing the mice to experience excessive weight loss.

Moreno and her colleagues at the University of Cambridge continued to search for other ways to target the UPR. Downstream of PERK, phosphorylation of eukaryotic translation initiation factor 2α ( eIF2α ) acts to reduce protein synthesis; the researchers screened more than one thousand small molecule drugs and found two—trazodone hydrochloride and dibenzoylmethane—that restored protein synthesis in vitro and were neuroprotective in mice with prion disease. 6 They were not the only ones interested in this pathway. Other research groups, including teams at Denali Therapeutics and Calico Life Sciences, developed drugs that act on a related protein, eIF2B, which is also downstream of PERK. These drugs are currently in clinical trials for the treatment of ALS and vanishing white matter disease, another neurodegenerative disorder. 7,8  

Meanwhile, Moreno returned to CSU in 2014, where she is currently an assistant professor. Her colleagues at CSU, including Popichak and Candace Mathiason , a pathobiologist and founder of the CSU Women in Science Network (WiSCI), emphasized Moreno’s strengths both as a scientist and a collaborator. “Julie promotes collaboration and inclusivity so beautifully,” said Popichak. “It’s immensely refreshing.” 

Mathiason agreed. “It’s been a pleasure working with her,” she said. “[Julie is] incredibly dedicated to her science. She has a robust curiosity and a tenacity to continue her work.”

Moreno’s current research combines elements of her graduate and post-graduate work; she explores the interaction between neuroinflammation and protein misfolding in prion disease and in aging-associated neurodegenerative diseases. According to Moreno, these two processes are closely linked: Neuroinflammation increases the likelihood of misfolding proteins, and these misshapen proteins exacerbate neuroinflammation in a vicious spiral leading to neuronal loss and dysfunction. To test potential interventions, Moreno teamed up with the Colorado-based Sachi Bioworks , a company developing RNA-targeting therapeutics. 

The team tested a cocktail of two therapeutics to disrupt the translation of two pro-inflammatory factors: nuclear factor kappa B (NF-κB) and the NOD-, LRR- and pyrin domain-containing protein 3 (NLRP3) inflammasome. In mice infected with prions, this therapeutic cocktail reduced neuronal loss and postponed the development of cognitive and behavioral deficits, suggesting potential applications for other neurodegenerative disorders related to protein misfolding. 9

While Moreno plans to continue exploring pathological mechanisms and interventions in prion-diseased mice, she’s also expanding her horizons to make her work more translational. 

“One of the biggest issues when we are trying to figure out how to stop Alzheimer’s disease is that mouse studies often do not translate into humans,” said Moreno. While rodent cognition does decline with age, rodents do not naturally develop Alzheimer’s-like neuropathology . 10 Canines, however, have brains that age in a remarkably similar fashion to human brains. As they age, around one third of dogs sporadically develop canine cognitive dysfunction (CCD) , with similar symptoms as Alzheimer’s disease and even similar pathology, including neuroinflammation and accumulation of amyloid beta and hyperphosphorylated tau proteins. 11

Moreno intends to apply the lessons learned from mouse studies—what kinds of therapies are safe and effective for ameliorating neurodegeneration—to aging canines. “The mouse still has a role, those types of experiments are still super important,” she said. “But I think we have to have a middle ground to test [therapies] in an animal that translates to humans better.”

For example, in the drug repurposing study by the University of Cambridge team, the researchers found that trazodone restored eIF2α-inhibited protein synthesis. Trazodone is relatively safe—it is approved for use in humans and is commonly used to treat anxiety in dogs—so Moreno, in collaboration with CSU veterinary neurologists, is currently testing whether this medication can help pet dogs with CCD. She is excited about the possibilities of this work, not just for the translational potential to humans, but for the dogs as well. “We all love our dogs, right? For us to be able to help people and animals that are affected by this [cognitive decline] would be huge.” 

Julie is immensely kind. Everyone who works in her lab has nothing but good things to say about her. She sees them as people first and foremost, prior to seeing them as scientists.   —Katriana Popichak, Colorado State University

Throughout her busy research career, Moreno has always made time for mentorship. Remembering how her own journey began, Moreno has made it her mission to show students that an interest in science can lead to a weird and wonderful variety of career paths. 

“Research is essential for enabling doctors, dentists, and veterinarians to help people and animals,” she said. “They have to have people like us sitting in a lab trying to figure out the answers.” Research may offer an exciting alternative to these more traditional professional degrees that still enables students to work toward similar goals, such as alleviating suffering by improving the understanding, prevention, and treatment of illnesses.

“She really goes out of her way to make sure undergraduate students are included in research,” said Popichak. 

Moreno has also made her laboratory a welcoming space and has carefully cultivated a positive environment for students.  “Everyone who works in her lab has nothing but good things to say about her. She sees them as people first and foremost, prior to seeing them as scientists,” said Popichak.

“Julie is a fabulous person,” agreed Mathiason. “She’s incredibly dedicated to her students.”

Moreno’s support for others extends far beyond her own laboratory. She serves as the WiSCI associate director and has been instrumental in organizing the Innovating Minds lecture series, according to Mathiason. Moreno has also been a driving force behind the programs for K-12 students at the annual WiSCI symposium, organizing experiences to introduce students to a variety of STEM careers.

In a discipline that can be intensely toxic , Moreno brings positivity, inclusivity, and respect. “In a world of cranky old white men, she is the beacon for me and for many others,” said Popichak. 

Julie Moreno was nominated for this recognition through The Scientist’s Peer Profile Program submissions.

Correction: S eptember 16, 2024: An earlier version of the story stated that Julie Moreno completed a fellowship at the University of Cambridge. The text has been updated to the correct institution, the Medical Research Council Toxicology Unit, which was affiliated with the University of Leicester at the time.

• Moreno JA, et al. Developmental exposure to manganese increases adult susceptibility to inflammatory activation of glia and neuronal protein nitration . Toxicol Sci . 2009;112(2):405-415.
• Moreno JA, et al. Manganese-induced NF- κB activation and nitrosative stress is decreased by estrogen in juvenile mice . Toxicol Sci . 2011;122(1):121-133.
• Bekris LM, et al. Genetics of Alzheimer disease. J Geriatr Psychiatry Neurol . 2010;23(4):213-227.
• Hetz C, et al. Mechanism, regulation and functions of the unfolded protein response. Nat Rev Mol Cell Biol . 2020;21(8):421-438.
• Moreno JA, et al. Oral treatment targeting the unfolded protein response prevents neurodegeneration and clinical disease in prion-infected mice. Sci Transl Med . 2013;5(206):206ra138.
• Halliday M, et al. Repurposed drugs targeting eIF2α-P-mediated translational repression prevent neurodegeneration in mice. Brain . 2017;140(6):1768-1783.
• Craig RA, et al. Discovery of DNL343: A Potent, Selective, and Brain-Penetrant eIF2B Activator Designed for the Treatment of Neurodegenerative Diseases. J Med Chem . 2024;67(7):5758-5782.
• Calico Life Sciences LLC. A Phase 1b/2 Open-Label Study to Evaluate the Safety, Tolerability, Pharmacokinetics, and Exploratory Efficacy Following ABBV-CLS-7262 Administration in Adult and Pediatric Subjects With Vanishing White Matter Disease. clinicaltrials.gov ; 2024.
• Risen SJ, et al. Targeting neuroinflammation by pharmacologic downregulation of inflammatory pathways is neuroprotective in protein misfolding disorders. ACS Chem Neurosci . 2024;15(7):1533-1547.
• Van Dam D, De Deyn PP. Animal models in the drug discovery pipeline for Alzheimer’s disease. Br J Pharmacol . 2011;164(4):1285-1300.
• Hines AD, et al. Activated gliosis, accumulation of amyloid β, and hyperphosphorylation of tau in aging canines with and without cognitive decline. Front Aging Neurosci . 2023;15:1128521.

Innovative Research on Antimicrobial Resistance Earns Top Honors for UNSW PhD Candidate

UNSW School of Optometry & Vision Science PhD Candidate Shyam Kumar Mishra (Baishnab) has been awarded the prestigious Best Poster Award at the 11th International Meeting on Antimicrobial Peptides (IMAP), held in London

UNSW School of Optometry & Vision Science PhD Candidate Shyam Kumar Mishra (Baishnab) has been awarded the Best Poster Award at the 11th International Meeting on Antimicrobial Peptides (IMAP), held in London. This accolade recognises his outstanding research and contribution to the field of antimicrobial peptides and peptidomimetics.

Mr. Mishra’s poster, titled “Mechanistic insights of a guanidine-functionalized anthranilamide peptidomimetic on Candida auris ,” captivated the attention of the conference attendees and judges alike. His work highlights novel strategies to address the growing challenge of antimicrobial resistance, a critical issue in global health.

“I am deeply honoured to receive this award,” said Mr Mishra. “This recognition motivates me to continue my research and contribute to finding effective solutions against antimicrobial resistance.”

The 11th International Meeting on Antimicrobial Peptides (IMAP) brought together leading scientists, researchers, and industry experts from around the world to discuss the latest advancements and challenges in the field. Mr. Mishra’s achievement underscores the importance of innovative research in combating global health threats.

September 13, 2024

Related Announcements

• September 3, 2024 - Tribal Undergraduate to Graduate Research Training and Leadership Experiences (TURTLE) Program (UE5/T34). See NOFO PAR-24-236 . 
• September 3, 2024 - Tribal Undergraduate to Graduate Research Training and Leadership Experiences (TURTLE) Program (UE5/T32). See NOFO PAR-24-235 .

The National Institute of General Medical Sciences (NIGMS) will host an informational webinar to provide advice and respond to questions from prospective applicants to PAR-24-236 “Tribal Undergraduate to Graduate Research Training and Leadership Experiences (TURTLE) Program (UE5/T34)” and PAR-24-235 “Tribal Undergraduate to Graduate Research Training and Leadership Experiences (TURTLE) Program (UE5/T32)".

Webinar Information

Date: Monday, October 21, 2024

Time: 3:30 pm, Eastern Daylight Time

Please click this URL to join the meeting :  https://nih.zoomgov.com/j/1612295964?pwd=2PAyQNPIMuf2ZONinxSD9dogOyNbb0.1

Meeting ID: 161 229 5964

Passcode: NIGMS

Or join by phone:

Dial (for higher quality, dial a number based on your current location): US +1 669 254 5252 or +1 646 828 7666 or +1 646 964 1167 or +1 415 449 4000 or +1 551 285 1373 or +1 669 216 1590

Passcode: 837187

Participation in the webinar, although encouraged, is optional and is not required for the submission of an application. Advanced registration is not required. Please send program-specific questions to the NIGMS staff listed below.

Participants requiring sign language interpretation and/or other reasonable accommodations should email  [email protected]  or call the Federal Relay Service at 800-877-8339 at least 5 days prior to the event.

This webinar will be recorded and a video with captioning will be available after the event on the  NIGMS TURTLE webpage .

Please direct all inquiries to:

Kalynda Gonzales Stokes, Ph.D. National Institute of General Medical Sciences ( NIGMS ) Email: [email protected]