fully funded phd programs in california

30 Fully Funded Ph.D. Programs

These fully funded Ph.D. programs are in fields like business, computer science, education and nursing.

(Getty Images) |

Many Ph.D. programs are fully funded.

Students interested in graduate research in various fields, from public health and English to computer science and engineering, have numerous options for Ph.D. programs that offer full funding. These programs typically provide waived tuition and fees and an annual stipend. Some also offer health insurance and other benefits. Gaining admittance into these small cohorts can be highly competitive, and the programs can be time-consuming . Here are 30 fully funded Ph.D. programs at U.S. colleges and universities. Keep in mind this is not a comprehensive list – there are others out there.

• Ph.D. in anthropology at the University of Chicago

Anthropology Ph.D. students at the University of Chicago can receive funding for up to eight years of study, assuming they are in good standing at the university. During that time, they will receive a full-tuition scholarship plus health insurance and a living stipend – which equated to $33,000 for the 2022-2023 school year – and can apply for external fellowships.

Ph.D. in biological sciences in public health at Harvard University (MA)

Harvard University's T.H. Chan School of Public Health in Boston offers a Ph.D. in biological sciences in public health that aims to provide students with expertise in disease prevention and treatment. This program includes tuition, a stipend and health insurance for five years as long as the student maintains satisfactory academic progress. International students receive the same benefits. Current research in the school's laboratories involves diseases like AIDS, cancer, diabetes, kidney disease, malaria and tuberculosis.

(Dominick Reuter) |

• Ph.D. in business at Massachusetts Institute of Technology

Students enrolled in the Sloan School of Management at the Massachusetts Institute of Technology can study a range of fields like organization studies, accounting and information technology. Those pursuing a Ph.D. will receive a full-tuition scholarship plus a monthly stipend of $4,267, capped at $51,204. They will also receive medical insurance, new laptops at the beginning of their first and fourth years of study and $4,500 over five years for conference travel expenses.

(Tommy Lavergne | Rice University)

Ph.D. in business at Rice University (TX)

At the Rice University Jones Graduate School of Business in Texas, students enjoy full financial assistance upon admission to the Ph.D. program. Aiming to prepare students to teach in fields like accounting, finance, organizational behavior and strategic management, the program provides students with a research or teaching assistantship. Students receive a tuition waiver and a $40,000 annual stipend contingent on making satisfactory academic progress and maintaining full-time student status.

Office of Strategic Communication | University of Iowa

• Ph.D. in business at the University of Iowa

The University of Iowa's Tippie College of Business offers Ph.D. degrees in fields such as accounting, economics, business analytics and marketing. The college says it provides full funding to "virtually all admitted students." This includes tuition and fees, a minimum nine-month stipend of about $20,000 with annual adjustments and comprehensive health insurance covered at 90%. Some departments offer funding for research presentations at major conferences, summer fellowships and paid time off for independent research.

Ph.D. in chemical engineering at Cornell University (NY)

According to Cornell University 's website, all students admitted to the chemical engineering Ph.D. program at the New York school receive a full tuition waiver, health insurance and a stipend. This funding can come from a teaching assistantship, research assistantship or fellowship, and full stipends are granted for nine months with the likelihood of additional aid in the summer.

Chris Taggart | Columbia University

Ph.D. in clinical psychology at Columbia University (NY)

Students enrolled in Columbia University 's Ph.D. program in clinical psychology at the Teachers College in New York receive fully funded tuition and a $25,000 stipend annually for three years. The stipend also carries into a student's fourth year. These doctoral fellows "may be expected to serve" as graduate teaching or research assistants. Students typically complete the mentor-matched program, which includes a full-year internship, in five to seven years.

Ph.D. in computer science at Brown University (RI)

Brown University 's Ph.D. students in computer science have access to "full financial support while completing the degree," plus the option to take classes at nearby schools without incurring additional costs, according to the school's website. In fact, doctoral students in any program at the Rhode Island university are guaranteed five years of financial support, which includes tuition remission, a stipend, health services fees and a subsidy for health insurance.

Georgetown University |

Ph.D. in computer science at Georgetown University (DC)

Georgetown University 's Ph.D. program in computer science provides scholarships and assistantships that cover full tuition at the Washington, D.C., school and include a stipend and health insurance for the first five years. Once enrolled in the program, students must complete the Apprenticeship in Teaching Program and ultimately write and defend a full research dissertation in a seminar open to the public.

Ph.D. in computer science at Washington University in St. Louis

Ph.D. students in the computer science or computer engineering program at Washington University in St. Louis receive full tuition support and health insurance. According to the university's website: "As a doctoral candidate, you will also receive a generous stipend to cover living expenses and a new, high-end Apple laptop computer. This support is guaranteed as you continue to make satisfactory progress towards your degree." Doctoral students may also qualify for one of three fellowships.

Jeff Miller | UW-Madison

• Ph.D. in counseling psychology at the University of Wisconsin—Madison

Incoming Ph.D. students at the School of Education at the University of Wisconsin—Madison are guaranteed full funding for the duration of the time that they are expected on campus, according to the university's department of counseling psychology website. Doctoral students also receive a benefits package that includes health insurance. Funding may come from financial aid, fellowships, assistantships and/or traineeships.

Emory University |

Ph.D. in economics at Emory University (GA)

Students enrolled in the economics Ph.D. program at Emory University typically receive full funding, according to the Georgia university's website. The stipend provided to students is $36,376 per year for five years, starting in fall 2023, and the full tuition scholarship is worth $70,200 per year. Funding for admitted students also includes a $4,370 annual subsidy that covers 100% of a student's cost of health insurance. First-year students have no stipend-related work requirements.

• Ph.D. in education at New York University

New York University's Steinhardt School of Culture, Education, and Human Development offers more than 30 degree programs. Many can be pursued on campus or online. Ph.D. degrees are offered in areas like developmental psychology, educational leadership and childhood education. Full-time NYU Steinhardt Ph.D. students are eligible for a funding package that includes an annual stipend – $32,000 for the 2022-2023 academic year – tuition coverage for required coursework and student health insurance for five years.

L.A. Cicero, Stanford News Service |

Ph.D. in education at Stanford University (CA)

Stanford University's Graduate School of Education allows students numerous fellowship and assistantship opportunities at the California school, along with a "five-year funding guarantee that provides tuition aid, fellowship stipend, and assistantship salary, and covers the standard cost of attendance," the program website reads. At the Graduate School of Education, doctoral students can choose from a range of academic areas like curriculum studies and teacher education, and developmental and psychological sciences.

• Ph.D. in education at the University of Pennsylvania

The University of Pennsylvania Graduate School of Education provides full funding to Ph.D. students as part of a fellowship and research apprenticeship package. This funding includes a living stipend, health insurance and coverage of tuition and fees for up to four years if the student maintains full-time enrollment. Some students may also qualify for additional summer funding.

• Ph.D. in engineering at the University of Michigan—Ann Arbor

Doctoral students in engineering at the University of Michigan—Ann Arbor can choose from numerous areas of specialization under umbrella categories like aerospace engineering, biomedical engineering, macromolecular science and engineering, and robotics. All engineering doctoral students are guaranteed full funding, a monthly living stipend and health insurance. The exact amount can vary, according to the program's website, and funding comes from a range of sources, including graduate student instructor positions and fellowships.

Boston University Photography |

• Ph.D. in English at Boston University

Annually, doctoral students studying English at Boston University receive a stipend plus full tuition, fees and basic health insurance. This funding is guaranteed for at least five years, with two of those years typically free from teaching requirements. Funding can sometimes be extended up to seven years, according to the university's website, but it's not guaranteed. Students may also apply for various prizes, fellowships and short-term research and travel grants.

(Stephanie Diani) |

• Ph.D. in English at the University of California—Los Angeles

Applicants to the Ph.D. in English program at the University of California—Los Angeles are automatically considered for various funding options. A six-year funding package includes "a minimum of two years of full fellowship, four years of summer stipend support and up to four years of teaching assistantships," according to the school website. Beyond tuition, fees and health insurance are also covered.

Jeff Watts |

Ph.D. in international relations at American University (DC)

American University offers doctoral students in its international relations program who do not have external funding a renewable four-year Dean's Fellowship that is contingent on making satisfactory academic progress. The fellowship includes the cost of tuition, fees and a stipend that must be earned via a part-time role as a teaching or research assistant. Students also must "demonstrate competency in a modern foreign language" before graduating.

Jonathan Cohen | Binghamton University

• Ph.D. in management at Binghamton University—SUNY

All students admitted to the interdisciplinary management Ph.D. program at the Binghamton University—SUNY School of Management in New York receive a combination of a full-tuition scholarship and a teaching or research assistantship for each academic year, up to four years. This STEM-designated business doctoral degree prepares students for careers in academia and work in the public and private sectors, and has a student-faculty ratio of 1-to-1, according to the university's website.

Duke University Communications |

Ph.D. in materials science and engineering at Duke University (NC)

Doctoral students at Duke University in North Carolina studying materials science and engineering generally receive full tuition, a stipend and fee support for the first five years. Students also receive up to six years of health insurance if they are on the university's student medical insurance plan. The doctoral program aims to help students publish with a faculty adviser and develop research skills, with the opportunity to present research at professional conferences.

Homewood Photography | JHU

Ph.D. in nursing at Johns Hopkins University (MD)

The School of Nursing at Johns Hopkins University in Maryland provides most doctoral students with three fully funded years of study. Available financial aid includes graduate assistantships, targeted fellowships and nursing-specific funding. The university aims to "advance the theoretical foundation of nursing practice and healthcare delivery" with the degree, its website reads. "By graduation, most Hopkins nurse scholars have been awarded grants that continue their research and set them well on their way to a successful career."

• Ph.D. in nursing at the University of Virginia

All students admitted to the University of Virginia 's Ph.D. in Nursing program are eligible for four years of scholarship funding to cover tuition, insurance and fees, as well as annual stipends. To receive certain aid, students must work 10 hours per week as a graduate teaching assistant. With a heavy research focus, students can expect courses in qualitative, quantitative and historical research, and will have to submit a research proposal for peer review.

Ph.D. in nursing at Yale University (CT)

At Yale University in Connecticut, the School of Nursing offers full funding to its Ph.D. students. They receive a monthly stipend for four years in addition to paid tuition and health care. The program allows students to gain in-depth knowledge in a particular area of study. Every incoming Ph.D. student gets paired with a faculty adviser "whose area of expertise and active research most closely matches with the student’s scholarly interest," according to the school's website.

University of Minnesota |

• Ph.D. in psychology at the University of Minnesota—Twin Cities

Students admitted to the Ph.D. program to study psychology at the University of Minnesota—Twin Cities are guaranteed full funding for five years as long as they maintain satisfactory performance and degree progress. This funding includes full-time tuition, a nine-month stipend and subsidized health insurance. Funding comes from some combination of teaching assistantships, traineeships, research assistantships and fellowships. Students in the program can specialize in areas like cognitive and brain sciences, industrial-organizational psychology and social psychology.

Matt Cashore | University of Notre Dame

Ph.D. within the Romance languages and literatures department at the University of Notre Dame (IN)

University of Notre Dame doctoral students who focus on French and Francophone studies, Iberian and Latin American studies or Italian studies are guaranteed five years of funding. Funding includes a full scholarship, including tuition and fees, plus a stipend and health insurance. Anyone who completes the Ph.D. degree requirements at the Indiana university within five years will automatically receive a one-year postdoctoral fellowship via the university's 5+1 Program. Fellows will have a teaching load limited to one course per semester.

Ph.D. in social work at Bryn Mawr College (PA)

Students admitted to Bryn Mawr College 's Ph.D. program in social work receive full tuition waivers and "substantial stipends" toward living expenses. The Pennsylvania college's website says: "Consistent with our model, all Ph.D. students are funded equally, and do not compete for basic financial support during coursework." The program's cohorts typically include only three or four students each year. According to the college, it awarded the first Ph.D. degree in social work in the U.S. in 1920.

Vanderbilt University |

Ph.D. in special education at Vanderbilt University (TN)

Funding is guaranteed for all admitted doctoral students enrolled in the special education Ph.D. program at the Peabody College of Education and Human Development at Vanderbilt University in Tennessee. This includes full tuition, a "competitive" monthly stipend and health insurance for up to four years. Students may also be nominated for additional honor scholarships and fellowships. Areas of focus within the Ph.D. program include high-incidence disabilities and early childhood education.

Ph.D. in theatre and drama at Northwestern University (IL)

This interdisciplinary Ph.D. program at Northwestern University in Illinois combines coursework in humanities, social science and the visual arts. The program's students receive a five-year full-tuition scholarship plus an annual living stipend. Ph.D students enrolling at this program in fall 2022 will receive a living stipend of at least $36,960 during the 2023-2024 school year. Stipend amounts may change from year to year. Students can apply for subsidies to facilitate conference travel and summer language study.

(Photo by Sarah L. Voisin | The Washington Post via Getty Images)

• Ph.D. in women, gender and sexuality studies at University of Maryland

At the University of Maryland 's Harriet Tubman Department of Women, Gender and Sexuality Studies, Ph.D. students without a master's degree usually have five years of guaranteed funding. Those with a master's degree usually are funded four years, with awards stemming from a mix of departmental fellowships and graduate teaching assistantships. Since the program's establishment in 1999, the department has granted 36 Ph.Ds, according to UMD's website.

Learn more about paying for graduate school.

Finding a fully funded program isn't the only option to offset the costs of graduate school. See these seven strategies to pay for graduate school to learn more. Check out the latest Best Graduate Schools rankings to see the country's top business, medicine and law programs – and more. For additional grad school tips, follow U.S. News Education on Facebook , Twitter and LinkedIn .

Ph.D. programs that are fully funded

• Ph.D. in biological sciences in public health at Harvard University
• Ph.D. in business at Rice University
• Ph.D. in chemical engineering at Cornell University
• Ph.D. in clinical psychology at Columbia University
• Ph.D. in computer science at Brown University
• Ph.D. in computer science at Georgetown University
• Ph.D. in computer science at Washington University—St. Louis
• Ph.D. in economics at Emory University
• Ph.D. in education at Stanford University
• Ph.D. in international relations at American University
• Ph.D. in materials science and engineering at Duke University
• Ph.D. in nursing at Johns Hopkins University
• Ph.D. in nursing at Yale University
• Ph.D. within the romance languages and literatures department at the University of Notre Dame
• Ph.D. in social work at Bryn Mawr College
• Ph.D. in special education at Vanderbilt University
• Ph.D. in theatre and drama at Northwestern University

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Funding Your Ph.D. Education

At the I School, all our Ph.D. students receive funding packages with a minimum of six years of financial support through a combination of fellowships, research positions, and academic student employment. Details of individual funding packages may vary; in order to take full advantage of offered funding, students need to remain in good academic standing and advance to doctoral candidacy in normative time to degree, and may need to meet other funding conditions of specific fellowships or positions.

In the first year, I School Ph.D. students receive fellowship support to cover all tuition and fees, including Non-Resident Supplemental Tuition and the Student Health Insurance Fee, and a stipend for living expenses. For the academic year 2023–2024, the minimum first-year I School Ph.D. student 12-month stipend is $40,000.

After the first year, Ph.D. students are typically funded through graduate student academic appointments or research positions for up to four years (eight semesters). In addition to an hourly wage, students receive fee remission that offsets a portion or all of their tuition and fees. For more information, see Graduate Student Academic Appointments and Fee Remission .

Some students continue their research positions during the summer. The I School also offers limited summer grant opportunities for Ph.D. students who have no other summer funding sources secured.

After Ph.D. students pass their qualifying exam and advance to doctoral candidacy, the Berkeley Doctoral Completion Fellowship (DCF) provides eligible students with one year (two semesters) of tuition remission and a stipend for living expenses. Students are expected to make every effort to meet DCF eligibility conditions in order to take advantage of this funding opportunity.

The University also awards through competition a limited number of merit- and need-based fellowships each year. See University Fellowships for further details.

Tuition and fees listed reflect currently approved amounts; these figures may not be final. Actual tuition, fees, and charges are subject to change. Students should expect fees to increase moderately each fall term.

* Students may opt out of the UCGPC fee .

** Students have the option to waive the Student Health Insurance Plan (SHIP) if they have other major medical health insurance that meet the SHIP waiver criteria and don't wish to have dual coverage. For waiver qualifications, instructions, forms, and FAQs, please see Waiving SHIP .

*** The Document Management Fee is a one-time fee charged in the first term of enrollment.

For additional information on the cost of attendance, please visit: Financial Aid and Scholarships Office Cost of Attendance .

California residents, for purposes of registration, are those who have been legal residents of California for at least one year immediately before the opening day of the semester for which they register. Legal residence is a combination of physical presence and the intention of making the state one’s permanent home, coupled with the relinquishment of legal residence in any other state.

Eligible Ph.D. students are expected to establish California residency for tuition purposes by their second year of the program.

International students with F-1 visas cannot be classified as California residents for tuition purposes.

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Additional Fellowships

In addition to the first-year fellowship and academic student employment, Ph.D. students may supplement their funding by applying for additional internal and external fellowships. Some university restrictions on combining funding opportunities apply; students are encouraged to consult our admissions staff with questions about specific conjunctions of funding.

Fellowships for I School Students

All admitted Ph.D. applicants will automatically be considered for the Hal Varian endowment .

The I School awards a variety of fellowships to I School students.

List of I School fellowship opportunities

External Fellowships

Students are encouraged to apply for external fellowship opportunities as relevant. Below are several examples of external fellowships that our I School Ph.D. students have successfully obtained:

• Facebook Fellowship
• Fulbright Study/Research Award
• Hertz Fellowship
• Marcus Foster Fellowship
• NSF Graduate Research Fellowship Program
• Peter Lyman Fellowship for New Media
• Soros Fellowships for New Americans
• UC Berkeley Mentored Research Award

Our Ph.D. students have also received grants from the following organizations and centers:

• MIMS Program
• 5th Year MIDS Program
• MIDS Program
• MICS Program
• Graduate Certificates

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PhD Program

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The Berkeley Haas PhD program is a fully-funded, five-year, full-time, in-residence program resulting in a PhD in Business Administration. Applicants must select from one of our fields to apply to our program.

Eligibility

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Some of the factors that are taken into account during our admissions process are:

• A high level of scholarly ability, involving both quantitative and qualitative skills
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We do not require:

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UCLA Graduate Programs

Doctoral Studies

The doctoral experience.

We offer six types of doctoral degrees in over eighty fields of study. Most of our doctoral degrees are PhDs; we also offer a Doctor of Education, Doctor of Environmental Science and Engineering, Doctor of Public Health, Doctor of Musical Arts, and Doctor of Nursing Practice.

COMPLETE COURSEWORK AND OTHER REQUIREMENTS

Doctoral programs vary widely in the number of required courses as well as additional requirements. Most programs use the first year to prepare students for their chosen field. Some programs conduct an end-of-the-year exam for each first-year cohort, while others evaluate student by courses, papers, and projects completed in that first year. In addition to being assigned a Student Affairs Officer (SAO) by your program, you’ll also mutually choose your Faculty Advisor. Generally this is a natural process where a student’s and a faculty member’s interests and areas of specialization align. This relationship is an important one, which lasts well beyond a student’s tenure at UCLA. In your first year, you’ll take courses with a wide variety of faculty and make lasting friendships with your cohort.

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FIND FORMS FOR DOCTORAL STUDENTS

We’ve assembled all UCLA-wide forms that may be useful to a graduate student on a Master’s track in one place:  Forms for UCLA Doctoral Students . Your specific program may provide additional forms for your use. Here are some of the most common.

• Language Petition
• Nomination of Doctoral Committee
• Reconstitution of Doctoral Committee
• Graduate Degree Petition
• Leave of Absence
• In Absentia

KNOW YOUR PROGRAM REQUIREMENTS

To keep on track, a Doctoral student must meet specific requirements for a student’s program.

Type the name of your program to jump straight to its requirements:

Your Program Requirements cover most things a current student needs to know in order to graduate on time.  Our FAQs  answers a few common questions about program requirements. Any outstanding questions can be answered by your program through their website or from your Student Affairs Officer (SAO).

If your program offers a Master’s Degree along the path toward a Doctorate, you’ll be required to initiate a specialized process and meet criteria specific to your program.

NOMINATE YOUR DOCTORAL COMMITTEE

During your second or third year, you’ll begin assembling (nominating) your Doctoral Committee. Your committee is comprised of 4 or more faculty members (3 or more faculty members for professional (non-Ph.D.) doctoral committees) who are experts in your field who can guide you in your research. Some committee members will be on-campus while a few may be located at another academic institution. All committee members will be responsible for reviewing your work periodically, advising you on your direction and independent research, assessing your university oral qualifying exam, and approving your dissertation.

On occasion, your committee will fall out of compliance, in which case you’ll be required to  reconstitute your Doctoral committee . Common reasons include when one of your committee members leaves her or his post at UCLA or when you or a current committee member decides that you’ll benefit more by working with a different faculty member.

For more about your doctoral committee, see the Graduate Council’s guide  Graduate Student Academic Rights and Responsibilities  and  Standards and Procedures for Graduate Study at UCLA .

• Minimum Standards for Doctoral Committee Constitution
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• Nomination of Doctoral Committee
• Reconstitution of the Doctoral Committee and/or Change in Final Oral Examination Requirement

ADVANCEMENT TO CANDIDACY

Becoming a doctoral degree candidate is not a given. The first phase of your doctoral program is supervised by a faculty advisor or guidance committee. Your program will administer the written, and in some cases the program’s oral qualifying, exam after you complete courses and other preparatory work recommended or required by your program

Your doctoral committee may also require additional written exams. Only upon satisfactory completion of the written and oral qualifying requirements may you advance to candidacy. A student must also have met language requirements for advancement. This accomplishment generally happens between your second and fourth year.

CONTINUE PROGRESS TOWARD YOUR DOCTORAL DEGREE

With the guidance of your Doctoral Committee, you’ll conduct fieldwork, research, writing, and independent study all the way up through your dissertation.

While you’re completing your degree, keep an eye on your future. Be sure to participate in the great career and professional development events and resources at UCLA.

DEFENDING YOUR DISSERTATION

Some programs require you to present your dissertation to your doctoral committee in a time-honored event called the final oral examination (or final defense). To find out if your program has this requirement, consult your program requirements for the year you were admitted (see KNOW YOUR PROGRAM REQUIREMENTS above).

FILE YOUR DISSERTATION

You will complete an approved doctoral dissertation that demonstrates your ability to perform original, independent research and constitutes a distinct contribution to knowledge in your principal field of study.

CELEBRATE YOUR GRADUATION

Doctoral Degrees are awarded four times a year, and are integrated into a single commencement—called the Doctoral Hooding Ceremony—held once each year at the beginning of June.  UCLA Graduate Commencement for Doctoral Students  is where you’ll find info about tickets, locations, schedule, parking, and dress code (including caps and gowns). For information on commencement ceremonies hosted by various graduate departments and programs, search for your program on this year’s schedule .

YOUR FUTURE

Once you graduate, our support continues. You’ll find great resources, guidance, career support, and opportunities to network with fellow graduates through  UCLA’s Alumni Association .

To network with fellow alumni and learn about meetups and events, like our UCLA Alumni Facebook page . and follow UCLA Alumni on Twitter .

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Graduate Program

If you are considering applying to a PhD program, you'll have many options. We humbly believe that your best option is UC San Diego Psychology. In fact, there are 17 reasons that support this belief. But in the interest of space, we'll focus on the Top 5 here. If you want to know the other 12, you'll have to come to UC San Diego.

1. Five years fully funded, with TA duties

All of our graduate students, including international students, are fully funded . This means that all tuition and fees are covered and graduate students receive $30,000 in additional support per year. This base level of support is provided by the Department, not individual faculty or student grants, which means that our graduate students can work across labs to collaborate, dabble, and experiment. 

As part of this support package graduate students serve as a teaching assistant (TA) for undergraduate courses during the academic year. Teaching Assistantships  provide students with opportunities to work across research areas, grow their teaching expertise, and build relationships with department faculty and lecturers.

There are other sources of funding from the Department as well, such as a large departmental fund, created by UC San Diego’s own Norman H. Anderson, that supports annual travel to conferences for all graduate students, the McGill Research account, which provides $2,000 in your first year for research-related expenses, and the McGill Post-Advancement Research account which provides $1,000 for additional research-related expenses. 

2. A large campus-wide community

Psychologists at UC San Diego interact with researchers in Human Development, Philosophy, Linguistics, Cognitive Science, and Neuroscience. In Psychology, students in each research area - Cognitive, Social, Developmental, and Cognitive Behavioral Neuroscience  (see below) - get together weekly at Brown Bag meetings to discuss their research with other students and faculty. Although we don't train Clinical Psychology graduate students , researchers with an interest in interacting with clinicians can find colleagues and friends in the UC San Diego Medical School. Upshot: We interact with each other a lot. 

3. Holistic review

We care about your research interests and experience - not just your grades and GRE scores . If you have an undergraduate degree and a strong track record of research experience , we want to hear from you ( no previous master’s training is required ) . Sure, we'll look at the numbers, but we're much more interested in your research training and your match to our program. Reach out to us individually and we'll help you figure out whether UC San Diego is the right place for you. 

4. New faces

This year all of our labs are accepting students, but we're especially excited to consider graduate student applicants for our newest labs. New faculty members accepting students include Chujun Lin ,  Dhananjay Bambah-Mukku , and Nadia Brashier . These faculty study topics including social cognition, person perception, computational modeling, neurobiology of social behavior, molecular analysis of neural circuits, and memory and misinformation across the adult lifespan. These, and other faculty, can be checked out here .

5. We're happier

UC San Diego isn't just a productive place to do a PhD. It's a happy place, too. Year-round outdoor meetings. A 5 minute walk to the beach. Cycling, hiking, surfing, and just feeling the warm sun on your face all year round.

To apply to our program, please visit our admissions page for details. The application deadline for Fall 2024 admission is December 6th, 2023.   

Please contact any of us for details on our labs, the application process, or life in San Diego; contact information can be found on our Department website as well as individual lab websites. If you apply, we'll connect you to current PhD students to talk about their experience, who can help you decide which lab is best for you and your interests.

Program Emphases

The Department of Psychology at the UC San Diego, provides advanced training in research in core subfields of Experimental Psychology. Having modern laboratories, an attractive physical setting, and distinguished faculty, both within the Department of Psychology and in supporting disciplines, provides research opportunities and training at the frontiers of psychological science. Our graduate training program emphasizes and supports individual research, starting with the first year of study.

The Department offers the following emphases:

• Cognitive & Behavioral Neuroscience

Graduate students in the psychology doctoral program may also expand their degree and apply to enroll in interdisciplinary PhD programs after being accepted into our program.

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PhD in City & Regional Planning

The program

Berkeley's PhD in City & Regional Planning provides training in urban and planning theory, advanced research, and the practice of planning. Established in 1968, the program has granted more than 160 doctorates. Alums of the program have established national and international reputations as planning educators, social science researchers and theorists, policy makers, and practitioners. Today, the program is served by nearly 20 city and regional planning faculty with expertise in community and economic development, transportation planning, urban design, international development, environmental planning, and global urbanism. With close ties to numerous research centers and initiatives, the program encourages its students to develop specializations within the field of urban studies and planning and to expand their intellectual horizons through training in the related fields of architecture, landscape architecture and environmental planning, civil engineering, anthropology, geography, sociology, public policy, public health, and political science.

Completing a PhD in City & Regional Planning at UC Berkeley usually takes five years. The university requires all doctoral students to fulfill a minimum residency requirement of two years and 48 units of coursework. Full-time students are expected to take four courses, or 12 units, per semester. For the PhD in City & Regional Planning, students must complete various program requirements, including courses in planning and urban theory; research methods courses; and preparation and completion of two fields of specialization. They must also successfully complete an oral qualifying examination, which allows them to advance to candidacy and undertake dissertation research. A PhD is awarded upon completion of a written dissertation approved by the faculty supervisors of the dissertation.

The PhD program encourages its students to build intellectual community and to participate in national and international venues of scholarship. Doctoral candidates regularly present their research at the annual conferences of the Association of Collegiate Schools of Planning, Association of American Geographers, Association of European Schools of Planning, World Planning Schools Congress, Urban Affairs Association, and American Anthropological Association. They organize and participate in a weekly research colloquium and manage the Berkeley Planning Journal , a peer-reviewed academic publication. Such activities utilize the incredible intellectual resources available to doctoral students at UC Berkeley, both within their departments and programs and across the campus.

Financial Aid + Admissions

Admission to the PhD program is highly competitive. Applicants are required to have completed a master's degree in planning or a related field. They are expected to demonstrate capacity for advanced research and to present a compelling research topic as part of their application. Once admitted to the program, students are eligible to compete for various university fellowships, including the Berkeley Fellowship, Cota-Robles Fellowship, and the Foreign Language and Area Studies Fellowship. Students of the program have also been successful in securing funding for dissertation research from the National Science Foundation, Social Science Research Council, and the Fulbright scholarships.

The Department of City & Regional Planning and UC Berkeley offer multiple types of financial support to its graduate students.

Please note that admission decisions are not made by individual faculty, but rather an admissions committee. Our PhD admissions process begins with three initial reviews of your application: the two faculty members you list as preferred advisors and one member of the PhD admission committee. The admission committee then meets to review all applications as a cohort and make admission/denial decisions. More information can be found on the department admissions page .

The principal admission requirements to the doctoral program in City & Regional Planning are overall excellence in past academic work and research, demonstrated creativity and intellectual leadership in professional activity, and the strong promise of sustained intellectual achievement, originality, and scholarship. The emphasis in the doctoral program is upon scholarship and research. At the same time, because the doctorate is offered in the context of a professional school, doctoral students are challenged to undertake applied research relevant to city and regional planning and policy problems. If you do not want to teach in planning or a related field, or to do advanced research, please reconsider applying to this program. Most doctoral students enter the program with a master’s degree in planning or a related field. The Master of City Planning is regarded as a terminal professional degree, and is not comparable to mid-study Master of Arts or Master of Science degrees offered in anticipation of the doctorate.

Admission to the doctoral program is very competitive. Only six to eight students are admitted each year, sometimes from a pool of as many as 80 applicants. For all applicants to the doctoral program (even those required to take an English-language competency exam (TOEFL, TOEFL CBT, iBT TOEFL, or IELTS) the Graduate Record Examination (GRE) is optional; although prospective students who choose to take the GRE should do so before December to ensure timely receipt of scores. Applicants must also secure at least three letters of recommendation that can explicitly evaluate their intellectual capability and past research and academic work.

Please note that admission decisions are not made by individual faculty, but rather an admissions committee. DCRP’s PhD admissions process begins with three initial reviews of your application: the two faculty members you list as preferred advisors and one member of the PhD admission committee. The admission committee then meets to review all applications as a cohort and make admission/denial decisions.

Many PhD students choose to pursue one or more of the designated emphases (DEs) offered through programs across campus. These DEs are unrelated to the outside field required by the City & Regional Planning PhD, and can be thought of instead as elective “minors” which provide opportunities for focused interdisciplinary work, mentorship, conference funding, research fellowships and an extra credential along with the doctoral degree. Common DEs pursued by DCRP PhD students include:

• Global Metropolitan Studies (GMS)
• Science and Technology Studies (STS)
• Development Engineering (DevEng)
• Women, Gender, and Sexuality Studies (WGS)
• Political Economy
• Film & Media
• Critical Theory

For more information on the PhD in City & Regional Planning program, contact [email protected] .

• Funding & Residency

Thank you for your interest in the Department of Psychology's Ph.D.  program.

To learn about the  different  types of funding our Department offers to graduate students, please click on the tabs below. 

We guarantee 10 semesters of funding through a combination of fellowships and teaching or research appointments. The appointments are for one semester or one year, provide a monthly stipend, tuition remission, and payment of all registration fees excluding the Nonresident Supplemental Tuition fee (NRST). Fellowships also provide a monthly stipend, tuition and fees.

The department guarantees to pay the Nonresident Supplemental Tuition for U.S. citizens and U.S. permanent residents in their first year. By the start of the second year, U.S. citizens and permanent residents must establish California residency for tuition purposes or pay the NRST themselves.

We provide application fee waivers for AB540 students and can refund payments if applicants meet the eligibility criteria.

University funding available to undocumented graduate students depends upon whether they have work authorization (i.e., through DACA (Deferred Action for Childhood Arrivals), Temporary Protected Status (TPS)) and Assembly Bill 540 (AB 540) status, as summarized in the attached grid, which also has links to additional information about the various eligibility categories. If a student has work authorization, they are eligible for campus employment, including Graduate Student Instructor (GSI) and Graduate Student Researcher (GSR) positions.

We guarantee 10 semesters of funding through a combination of fellowships and teaching or research appointments. The appointments are for one semester or one year, provide a monthly stipend, tuition remission, and payment of all registration fees excluding the Nonresident Supplemental Tuition fee (NRST) . Fellowships also provide a monthly stipend, tuition and fees.

International students are subject to paying Nonresident Supplemental Tuition (NRST) every semester.  However, arrangements will be made among faculty sponsors and the department to cover NRST for the first four semesters (2 years) of the program. International students who have advanced to candidacy for the Ph.D. degree before the start of their third year are then eligible to receive a NRST waiver for the next three years from our Graduate Division. After these three years, faculty sponsors and/or the student will be responsible for paying NRST.

Most financial aid from the University is only available to U.S. citizens and permanent residents. However, International students are eligible to hold teaching and research positions. 

For information on funding resources available to International students: Berkeley International Office Financial Aid and Graduate Division's Extramural Fellowships.

Students must meet a number of requirements before the University will classify students as California residents for tuition purposes. The Residence Deputy in the Office of the Registrar reviews requests to establish California residency for tuition purposes and makes the official determination of a student's residency. Establishing residency must begin as soon as a student arrives in California.

For residency process information and specific residency requirements visit The Office of the Registrar's Residency webpage.

Student parents make up about 10% of Berkeley's graduate population. Information about policies, grants, childbirth accommodation funding, family and childbearing leaves, and more: Support for Student Parents .

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Fall 2024 On-Campus MSW Application FINAL Deadline: July 16, 2024

Welcome Prospective PhD Students

We appreciate your interest in the PhD program at the USC Suzanne Dworak-Peck School of Social Work. We invite applications from diverse, bright and passionate individuals who are committed to a high level of achievement in their academic, personal and professional lives.

Our program is considered one of the best in the United States in preparing scholars for advanced research careers in social work. As such, the PhD candidate selection process is rigorous, reflecting our emphasis on academic achievement, initiative and motivation. Our goal is to make students competitive for the best available positions here and abroad.

What are the basic requirements for admission to the doctoral program? Candidates must have a master’s degree in social work or related field, excellent undergraduate and graduate academic records, and participation in independent research. International applicants must also have a satisfactory score on the Test of English as a Foreign Language (TOEFL).

What materials are required for the PhD application? All applicants must submit a Graduate Admission Application , statement of purpose, resume, transcripts from all undergraduate and graduate institutions attended, four letters of recommendation, TOEFL scores (international students only), evidence of financial support (international students only), PhD information form, PhD career plans and goals form, and scholarly writing sample. Further admissions information and downloadable admissions materials may be found in our Application Process section.

Is a Master of Social Work (MSW) required for admission to the doctoral program? A Master of Social Work (MSW) is strongly encouraged for potential applicants because it shows a thorough understanding of the field of social work. However, we will also consider a master’s degree from a related field (sociology, psychology, etc.). Applicants without a master’s degree can apply to the school’s MSW program.

Do you offer the PhD program online? No, the PhD program is not offered online. You must be a full-time student at the University Park Campus.

Does the doctoral program accept transfer students? On the rare occasion that we accept transfer students from another doctoral program, their applications are reviewed by the doctoral committee on a case-by-case basis. All transfer students must apply through regular admission to the PhD program. Each transfer student application is then individually reviewed to evaluate courses already taken and determine a possible course of action. The transfer of post-master’s degree doctoral course work from another institution will only be considered if a grade of B or higher (A=4.0) has been obtained, and the course has been completed within the last five years. Transfer of credits must be petitioned and approved by both the USC Suzanne Dworak-Peck School of Social Work and the graduate school. For complete transfer credit information, please refer to the USC Catalogue .

What if I previously applied to the PhD program? If you previously applied to the USC Suzanne Dworak-Peck School of Social Work PhD program, you must submit a new Graduate Admission Application and PhD Information form. If you applied within the last two years and are satisfied with the materials you previously submitted, you have the option to use the previously submitted letters of recommendation, TOEFL scores, and transcripts for your current application. TOEFL test scores (for international applicants only) must be taken within two years of the application deadline.

Do you accept part-time students? Due to the rigorous and demanding requirements of the doctoral program, we do not accept part-time students. Students are required to be full-time on the University Park Campus.

Who is required to take the TOEFL? All international applicants must take the Test of English as a Foreign Language (TOEFL), with the exception of applicants who earned both their bachelor’s and master's degrees in the United States.

Is the GRE required?  The Graduate Record Examination (GRE) is no longer required for admission to our doctoral program.

What is the profile of the incoming doctoral class? The USC Graduate School is committed to providing detailed information on the inputs, outcomes, and overall characteristics of its PhD programs, for the purposes of full transparency and to support informed decision-making. It can be viewed at their website:  https://graduateschool.usc.edu/about-us/phd-program-characteristics/

When should I apply? All application materials must be received by the university by December 1 to be considered priority applications. Completed application materials will be accepted until January 1 , but they will be considered late and may not be reviewed for admission for the next fall. Visit the Application Process .

Is it possible to send my application materials in several installments? No.  Application materials for admission are ONLY available online in Graduate Admission Application . Please visit the Application Process for the Suzanne Dworak-Peck School of Social Work in the PhD Program.

How long does it take to process my application? It is crucial to have part one and part two application materials received at the university by December 1. It takes about 30 days for part one application materials to be processed by the USC Office of Graduate Admission and uploaded to the system for review. It will take another four to six weeks for the school to review all application materials.

How can I be sure that all my application materials have been received? The PhD program will send you an email confirmation after January 1 about the status of your application materials. Please make sure you have an updated email address on file. You may also receive a notification from the USC Office of Graduate Admission about outstanding application materials. Please respond promptly to requests for information and materials from both offices.

When should I expect to hear about my admission decision? The doctoral committee will review applications for fall admission in late January. Those applicants we are interested in admitting will be invited to an all-day campus visit in late March. Official admission letter notifications will be sent by early April.

What can I do to improve my chances for acceptance? Strong applicants typically show great academic promise, as evidenced by above average achievement in undergraduate and professional education, participation in research and publications, professional competence as demonstrated through substantial experience and contributions to the social work field, above average TOEFL scores, and above average grade point average.

What if I previously applied to the PhD program? If you previously applied to the USC Suzanne Dworak-Peck School of Social Work PhD program, you must submit a new Graduate Admission Application and PhD Information form. If you applied within the last two years and are satisfied with the materials you previously submitted, you have the option to use the previously submitted letters of recommendation, TOEFL scores and transcripts for your current application. TOEFL test scores (for international applicants only) must be taken within two years of the application deadline.

Is the GRE required?  The Graduate Record Examination (GRE) is no longer required for admission to our doctoral program.  

How can I be sure that all my application materials have been received? The PhD program will send you an email confirmation after January 1 about the status of your application materials. Please make sure you have an updated email address on file. You may also receive a notification from the USC Office of Graduate Admission about outstanding applications materials. Please respond promptly to requests for information and materials from both offices.

Learn about admission process to the PhD program at the USC Suzanne Dworak-Peck School of Social Work and criteria requirements. All application materials must be received by the university by December 1 to be considered priority applications.  Learn More .

Learn about the additional admissions criteria and documentation required as part of the PhD application process as an international applicants (those who are not citizens or permanent residents of the United States). Learn More

All incoming students All accepted and admitted students in the program and who remain in good academic standing receive financial assistance for the first four years, amounting to $200,000. Learn More .

PhD Admissions

Malinda sampson, phd program manager.

Contact Us Office of PhD Admission USC Suzanne Dworak-Peck School of Social Work 669 W. 34th Street Los Angeles, CA 90089-0411 [email protected]

Malinda Sampson PhD Program Manager 213.821.7657 [email protected]

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The Top 9 Fully Funded PhD Programs

If you’re concerned about grad school costs, you’re not alone. Even with financial aid, many students find themselves taking on large amounts of debt. However, there are a number of options that can cover most – if not all – of your doctorate costs.

Table of Contents

What Is a Fully Funded PhD Program?

“Fully funded” means that the university offers sufficient funding to cover tuition fees and even a stipend to cover other grad school expenses . To cover gaps, many institutions offer additional support in the form of grants, scholarships, loans, and employment opportunities.

Though rare, some PhD programs offer full funding for all accepted students. Understandably, the admission process is highly competitive for fully funded PhD programs.

Students who don’t meet strict criteria – and aren’t offered full funding – will be expected to pay for their tuition and other study expenses. Most take some form of government funding to do so.

The Top 9 Fully Funded PhD Programs in the US

1. the university of chicago, the department of anthropology, phd in anthropology.

• Courses : Development of Social/Cultural Theory, Archeological Theory & method, and archeological data sets.
• Credits : 18 courses
• Delivery : On-campus
• Full funding : Full tuition, health insurance, and stipend (up to 9 years).
• Other support : Grants, fellowships, and teaching opportunities.
• Acceptance rate : 2.5%
• Location : Chicago, Illinois

With a culture that encourages independent thinking, the University of Chicago has produced more than 90 Nobel Prize winners and produced defining research in several fields. In this interdisciplinary PhD in Anthropology program, students can study with many of the university’s other departments, including: Political Science, History, and Comparative Human Development.

2. Harvard University, T. H. Chan School of Public Health

Phd program in biological sciences in public health  (bph).

• Courses : Biological sciences communications, principles of biostatistics & epidemiology, and computing environments for biology.
• Duration : Approximately 6 years
• Full funding : Stipend, tuition, and health insurance.
• Other support: Fellowships, awards, and grants.
• Acceptance rate: 6%
• Location:  Boston, Massachusetts

As the third-best university in the US , Harvard’s T. H. Chan School of Public Health has incredible prestige. With several specialized public health departments (e.g., Environmental Health, Health & Population, Epidemiology), this program also offers incredible flexibility. Students can courses from the Department of Public Health, Harvard Integrated Life Sciences (HILS), and even MIT.

3. Stanford University, Graduate School of Education

Phd in curriculum studies and teacher education  (cte).

• Courses: Introduction to statistical methods in education, research in curriculum & teacher education, and statistical analysis in education.
• Credits:  135 units
• Duration: 4-5 years
• Delivery:  On-campus
• Full funding : Tuition aid, assistantship salary, and fellowship stipend (for 5 years).
• Other support : Grants, travel fellowships, and emergency funds.
• Location: Stanford, California

Stanford University tops the list  of the best universities for Education Policy Studies, making this one of the best options if you want to earn a PhD in Education. This doctorate is one of the top fully funded PhD programs in education and offers six specializations, including elementary education, teacher education, and science & environmental education.

Note : In addition to this on-campus PhD program, many recognized institutions also offer free online PhD programs in education .

4. Duke University, Trinity College of Arts and Sciences

Phd in literature.

• Courses: Wide range of literary topics, including African American Studies, modern European short fiction, gender studies, and more.
• Duration: 6-7 years
• Delivery: On-campus
• Full funding  includes: Tuition, fees, stipend, and health insurance.
• Other support: Grants, loans, childcare subsidies, and financial hardship aid.
• Location:  Durham, North Carolina

As one of the country’s most renowned private research institutions, Duke University has ten Nobel Laureates under its belt. Their PhD in Literature program encourages students to pursue both independent studies and inter-institutional courses from other affiliated universities. Students are able to take as many programs outside literature as they wish. Typically, all PhD students receive a “stipend, tuition, and fees support, plus six years of full coverage for health and dental insurance premiums.”

5. Rice University, Jones Graduate School of Business

Phd in business.

• Courses:  Microeconomics, econometrics, theory, and dynamic optimization.
• Duration:  4 years +
• Full funding : Tuition waiver and $40,000 yearly stipend (earned as a research/teaching assistant).
• Other support:  Scholarships, grants, loans, and student employment.
• Location: Houston, Texas

Rice University is a well-known institution and is regularly recognized as one of the best business schools in the country. As part of its PhD in Business program, students can choose between one of four different concentrations: accounting, finance, organizational behavior, and strategic management.

Northwestern University, McCormick School of Engineering

Phd in biomedical engineering.

• Courses:  Experimental design & measurement, biological performance of materials, and advanced physical & applied optics.
• Duration: 5-6 years
• Full funding : Tuition scholarship and stipend.
• Other support: Fellowships, grants, assistantships, loans, and veteran benefits.
• Acceptance rate: 15%
• Location: Evanston, Illinois

Northwestern University is renowned for excellence across numerous disciplines, and its biomedical engineering (BME) program was among the first of its kind. The school offers a wide range of courses, from cell and molecular engineering, medical devices and instrumental, neural engineering, and more.

7. Columbia University, Teachers College

Phd in clinical psychology.

• Courses:  Brain & behavior, social problems for clinical psychologists, and personality & behavior change.
• Credits: 95
• Duration: 5 years (at least four years of residency)
• Full funding : Tuition, stipend, and health fees (up to 4 years).
• Other support:  Scholarships, grants, fellowships, federal work-study, assistantships, and loans.
• Acceptance rate:  7%
• Location:  New York City, New York

Columbia University offers a leading clinical psychology PhD program that focuses on the intersection between education, psychology, and health. Their fully funded, need-blind “Doctoral Fellowship” is given to incoming students for three years, in addition to financial aid in the fourth year (i.e., a $25,000 stipend). PhD students who receive this scholarship may be asked to work as research assistants or graduate teachers.

8. California Institute of Technology, Division of Engineering & Applied Science

Graduate degree in computer science.

• Courses:  Functional programming, computability theory, and advanced digital systems design.
• Credits: 54 units
• Duration: 3+ years of residence
• Full funding : Tuition charges and stipends.
• Other support: Grants, scholarships, loans, and work-study.
• Acceptance rate: 7%
• Location: Pasadena, California

Caltech is a huge name in technology education, with over fifty cutting-edge research centers and laboratories. This includes NASA’s Jet Propulsion Laboratory and astronomical observatories around the globe. To manage their rigorous course load, graduate students of the computer science program receive full tuition and a stipend of $45,000 .

9. Emory University, College of Arts and Sciences

Ph.D. in Economics

• Courses: Microeconomic theory, health economics, and market structure & imperfect competition.
• Credits: 55
• Duration: 4-6 years
• Full funding : Tuition, stipend, health insurance subsidy, and professional development support.
• Other support:  Grants, scholarships, loans, and student employment.
• Acceptance rate: 19%
• Location: Atlanta, Georgia

Emory University provides a liberal arts college’s atmosphere and opportunities combined with an urban research university’s facilities. This cross-registration program allows students to take classes at the university’s partner institutions, including Georgia Tech and Georgia State University, alongside their in-house courses.

Can I Earn a Free PhD Degree Online?

If you aren’t eligible for a fully funded program, that’s okay! We’ve written an article outlining the most affordable online PhD programs , the benefits, and how to apply to them!

Key Takeaways

Many US universities – including some of the country’s top institution – offer fully funded PhD programs and tuition-free online programs across various disciplines. You’ll just need to demonstrate that you’re eligible for the program through your academic performance and merit.

Once you qualify for full PhD funding, congratulate yourself on a job well done!

If you’re still weighing your options, did you know there are 1-year PhD programs online ?

Frequently Asked Questions

Can a phd be free.

Yes. Eligible students can obtain a doctorate for free if a university offers fully funded PhD programs.

How Do I Get a Fully Funded PhD?

To qualify for a fully funded PhD, you’ll be required to meet certain criteria and put together a strong application. You’ll also need to have an excellent undergraduate academic record, recommendation letters, persuasive personal essay, and graduate school entry exam scores .

Fully funded PhDs are incredibly competitive, so it’s important to plan ahead. As an undergraduate student, identify your dream school, and be sure to check the requirements and eligibility criteria. Next, work hard to meet these requirements – and set yourself apart – throughout your undergraduate studies.

Can I Study a PhD in the USA for Free?

Yes. Many US universities offer opportunities to obtain a PhD for free. For example, fully funded doctoral programs will cover your tuition and expenses. Free PhD programs don’t have tuition fees but students are responsible for covering their own expenses.

However, if you aren’t successful in securing a fully funded PhD and don’t like the free options, there are plenty of other ways to pay for grad school .

Lisa Marlin

Lisa is a full-time writer specializing in career advice, further education, and personal development. She works from all over the world, and when not writing you'll find her hiking, practicing yoga, or enjoying a glass of Malbec.

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FellowshipBard

Fully Funded PhD in Social Welfare at University of California Berkeley

Join our telegram channel, never miss an opportunity.

The University of California, Berkeley provides an exceptional opportunity for individuals seeking a fully funded Ph.D. in Social Welfare.

PhD Program Requirements

Prospective doctoral candidates are required to meet stringent admission criteria, showcasing a strong academic background, relevant research experience, and a demonstrated commitment to advancing knowledge in the field of social welfare. The university considers applications holistically, taking into account academic achievements, research potential, and alignment with the department’s goals.

PhD Funding Coverage

The University of California, Berkeley, is committed to providing competitive financial support to newly admitted doctoral students. The funding package typically spans three years of departmental support, supplemented by an additional year of support from the Graduate Division Fellowships.

In addition to covering academic expenses, the university allocates an annual allowance for living expenses, estimated at $28,000. This stipend allows students to maintain a reasonable standard of living while dedicating their time and energy to their studies and research.

Application Requirement

Applicants are expected to submit a comprehensive application package, including academic transcripts, letters of recommendation, a statement of purpose outlining their research interests and career goals, and a curriculum vitae.

Application Deadline

December 04, 2024

Application Fee

If you are a U.S. citizen or current permanent resident, the application fee is $135; for all others, the fee is $155.

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PhD Program

The Marshall PhD Program is one of the premier Business PhD programs in the world. With a diverse and outstanding faculty and a student-centered culture, we have achieved stellar success in placing our graduates in faculty positions at the top business schools in the U.S. and abroad.

Accounting PhD Program

The Accounting PhD program includes research focused on several accounting disciplines, including Financial, Managerial, and Auditing and Corporate Governance Accounting.

Data Sciences + Operations PhD Program

Operations Management studies how firms organize their resources and recurring activities in order to be competitive in cost, price, responsiveness and quality. The field stresses quantitative techniques ranging from applied probability to optimization and game theory.

Finance PhD Program

The finance Ph.D. program is designed to prepare students for academic careers in financial economics. Financial economics is the study of how individuals and firms raise and invest resources, and how financial assets are priced. Specific topics in asset pricing include the determinants of asset returns, pricing of risk, behavior of investors, and trading mechanisms. Specific topics in corporate finance include capital structure, payout policy, financial intermediation, internal capital markets, venture capital, mergers and acquisitions, and corporate governance.

Management + Organization PhD Program

MOR research includes the study of human behavior in organizational settings, the design of organizational structures and the relationship of organizations to their environments. MOR research draws on the basic disciplines of psychology, sociology and economics to investigate research questions in three general areas: organizational behavior, organizational theory and strategic management.

Marketing PhD Program

Marketing is an interdisciplinary field that examines the interactions of consumers and businesses in the marketplace. Academic research in marketing draws upon theories and methodology from a wide variety of fields, including psychology, sociology, mathematics, statistics, and economics. Faculty members in Marshall’s marketing department represent numerous theoretical backgrounds and substantive interests. As mentors, they encourage students to identify their own interests and develop the analytic and methodological skills to pursue their own research questions.

Marshall PhD Program

Maya Cratsley is a PhD Candidate in the Management and Organization department at USC Marshall.

PhD Program Benefits

Why pursue a Ph.D. at Marshall?

Because Marshall offers a distinct set of advantages that is rarely available at other schools.

World-Renowned Faculty

Marshall faculty are top-tier professionals with a passion for academia and research. Currently, Marshall Faculty rank 8th in the world in terms of publication output in the top business journals. Many of our faculty are thought leaders in their profession, conducting innovative and influential research, serving as editors at top journals, and taking leadership roles in research bodies and associations. During the past few years, Marshall has engaged in an aggressive and successful strategy to recruit some of the top researchers in various areas of business.

Student-Centered Culture

- Our student-centered program is based on flexibility, a collegial environment, free inquiry, informed risk taking and exposes students to top quality research early in the program.

- We employ a “learner-centered” approach, fostering intellectual partnerships between faculty and students as students hone their skills in identifying interesting research topics, conducting rigorous research, and presenting their research to academic and non-academic audiences.

- We maintain a high faculty-to-student ratio, allowing students to receive quality mentoring and to develop research and teaching skills under the apprenticeship of renowned faculty members.

- We strive for students to have ample co-authorship opportunities with faculty; most of our graduates produce multiple papers with faculty before graduation.

- Students have unmatched exposure to global cultures as USC is home to more international students than any other university in the United States.

- Graduates join two powerful networks with unsurpassed reach: the Trojan Family, with more than 375,000 USC alumni worldwide, and the Marshall Trojan Family, with 80,000 graduates in 123 countries.

Abundant Research Opportunities

At Marshall, we believe in exposing students to research early in the program and providing all the necessary support to prepare students for conducting top quality research. This includes providing resources such as state of the art computers/information systems support, innumerable research databases, behavioral labs, research grants and industry access. It also includes working with faculty on research projects, and receiving the necessary training, guidance and mentorship from a top-flight researcher.

Many of our Ph.D. students will publish at least one top journal paper along with faculty prior to graduation.

Cutting-Edge Curriculum

The Marshall Ph.D. program offers you the opportunity to explore your research interests and take advantage of the classes, centers and programs offered both within and outside of Marshall.

- Our curriculum includes numerous electives that can be taken within Marshall, at USC schools outside of Marshall and at other universities.

- USC offers more than 400 highly regarded graduate and professional programs that prepare students for leadership positions in research, education and professional practice.

- Our interdisciplinary approach to research includes productive collaborations with other USC professional schools and access to USC’s 100-plus research centers and institutes.

Competitive Financial Assistance

Fellowship & Graduate Assistantships

Accepted students receive a competitive fellowship and/or graduate assistantship package. The package includes full tuition, a generous stipend, health and dental insurance, and coverage of mandatory student health center fees. The combination of fellowship and graduate assistantship is guaranteed for five years for those who maintain satisfactory degree progress.

Outside Funding

Occasionally a student brings outside funding to replace or supplement the funding from the USC Marshall School of Business. Examples of outside funding sources include the Ph.D. Project, foreign governments, and the Accounting Doctoral Scholars program. Such funding is acceptable, but applicants should understand that funding source is not considered in the evaluation process. We accept only the top applicants regardless of the source of funding.

Research Support & Awards

Marshall Ph.D. students are provided with a discretionary account for teaching and research activities. The annual funding increases as the student progresses in the program into more research activities in the later years.

After advancing to candidacy, students become eligible for competitive research awards open exclusively to USC Marshall Ph.D. students. Past awards have been sponsored by the USC Graduate School, the Ford Foundation, the USC Marshall Lloyd Greif Center for Entrepreneurship and the USC Marshall James S. Ford Award.

Location Advantage

Marshall is located at the heart of Los Angeles and Southern California, giving students access to the people and places that make the region a global force. As one of the world’s most dynamic, diverse and successful business centers, Los Angeles is equal parts international trendsetter and cultural crossroads. Students at Marshall are immersed in a vibrant international city that is a major player in emerging economies across the Pacific Rim.The University of Southern California, one of the world’s leading private research universities, offers a global outlook as well as close ties with the local community, providing opportunities to gain real-world experience while making a lasting impact.

• ADMISSIONS INFO
• INFO SESSIONS

Our students have had job offers from top business schools including Stanford, MIT, Harvard, University of Chicago, Columbia, Cornell, UT Austin, Duke, NYU, Cambridge, London Business School, University of Michigan, Rochester, Nanyang, North Carolina, Emory, and others.

Shuping Chen, PhD '03

Current Position: Wilton E. and Catherine A. Thomas Professor in Accounting, University of Texas at Austin

Initial Placement: Foster School of Business, University of Washington, Seattle

Shuping is a highly published researcher in accounting with an emphasis in voluntary disclosure, who no holds an endowed chair in accounting at UT Austin. She is on the editorial board of The Accounting Review .

Ran Duchin, PhD '08

Current Position: William A. Fowler Endowed Professor at University of Washington (Seattle)

Initial Placement: University of Michigan, Stephen M. Ross School of Business

Ran has published extensively in the top finance journals in areas as disparate as corporate finance and behavioral economics. He was recently awarded an endowed professorship at the University of Washington in record time. He also serves as Associate Editor of the Review of Financial Studies .

Negin Golrezaei, PhD '17

Current Position: Assistant Professor of Operations, Sloan School of Management MIT

Initial Placement: MIT, Sloan School of Management

Prior to graduation, Negin won the University of Southern California Graduate School PhD Achievement Award. This prestigious award is granted to a select few graduating PhD students across the entire university. Negin's dissertation has also won two prestigious awards: the INFORMS Revenue Management and Pricing Section Dissertation Prize, and the Dantzig Dissertation Award.

FACULTY + RESEARCH

Select phd faculty, patricia dechow.

• Robert R. Dockson Professor of Business Administration
• Professor of Accounting, Finance and Business Economics

Professor Dechow's research focuses on accounting accruals, the quality and reliability of earnings, the use of earnings information in predicting stock returns, and the effect of analysts' forecasts on investors’ perceptions of firm value.

Mark Leroy DeFond

• A. N. Mosich Chair in Accounting
• Professor of Accounting

Professor DeFond is the A. N. Mosich Chair of Accounting, Leventhal School, University of Southern California. His research investigates issues in auditing, international accounting, and earnings management.

Nathanael Fast

• Jorge Paulo and Susanna Lemann Chair in Entrepreneurship
• Associate Professor of Management and Organization
• Director of the Neely Center for Ethical Leadership and Decision Making
• Co-Director of the Psychology of Technology Institute

Nathanael Fast studies the psychological underpinnings of power, leadership, and technology adoption. His research examines how power and status hierarchies shape decision making, how people’s identities shape their professional networks, and how AI is shaping the future.

Fast is Director of the Neely Center for Ethical Leadership and Decision Making and Co-Director of the Psychology of Technology Institute.

He received his PhD in Organizational Behavior from Stanford University and has been recognized for both teaching and research, including USC’s Golden Apple Teaching Award, the Dean’s Award for Excellence in Research, and Poets & Quants "best 40 B-school profs under the age of 40.

Peer C. Fiss

• Jill and Frank Fertitta Chair in Business Administration
• Professor of Management and Organization, and Sociology (by courtesy)
• Associate Vice Dean for Research

Peer is broadly interested in how meaning structures shape organizational actions. His work has been published in journals such as the Academy of Management Journal, Academy of Management Review, Administrative Science Quarterly, American Sociological Review, Journal of Management, Journal of Management Studies, Organizations Science, Organization Studies, MISQuarterly, and the Strategic Management Journal, among others. Peer has also been working for almost two decades on the use of set-analytic methods in the social sciences, specifically on the use of fuzzy set Qualitative Comparative Analysis (QCA) in management and related fields. Most recently he has been working on applying set-analytic methods to policy analysis, specifically the intersectionality of poverty. His recent book with Charles Ragin (UCI) is entitled “Intersectional Inequality: Race, Class, Test Scores, and Poverty” (University of Chicago Press, 2017).

• ALL PhD FACULTY

SELECT RESEARCH

"how do accounting practices spread an examination of law firm networks and stock option backdating".

Patty Dechow, Samuel Tan (2021)

The Accounting Review 96, 431-464

"Implied Equity Duration: A Measure of Pandemic Shutdown Risk"

Patty Dechow, Ryan Erhard, Richard Sloan, Mark Soliman (2021)

Journal of Accounting Research 59, 243-281

"Is It a Home Run? Measuring Relative Citation Rates in Accounting Research"

Patty Dechow, Richard Sloan, Jean (Jieyin) Zeng (2020)

Accounting Horizons 34, 67-91

"Understanding the Determinants of Analyst Target Price Implied Returns"

Patty Dechow, Haifeng You (2020)

Accounting Review 95, 125-149

"Virtual (freedom from) reality: Evaluation apprehension and leaders’ preference for communicating through avatars."

Roshni Raveendhran, Nate Fast, Peter Carnevale (2020)

"“Theorizing the Multiplicity of Digital Phenomena: The Ecology of Configurations, Causal Recipes, and Guidelines for Applying QCA"

YoungKi Park, Peer Fiss, Omar El Sawy (2020)

MIS Quarterly

"Director Networks and Innovation Herding"

Felipe Cabezon, Gerard Hoberg (2021)

"Product Life Cycles in Corporate Finance"

Gerard Hoberg, Vojislav Maksimovic (2021)

Review of Financial Studies Accepted

INSIGHT + ANALYSIS

Op-ed: if roe is overturned, democracy could be the best path forward on abortion.

John Matsusaka , the Charles F. Sexton Chair in American Enterprise, pens his thoughts for Politico .

Research: Do Employees Accept Behavior Tracking?

Research conducted by Nate Fast, Associate Professor of Management and Organization, and colleagues is discussed in Forbes .

Quoted: Peer Fiss in the Los Angeles Times

FISS , Jill and Frank Fertitta Chair in Business Administration, explains how a "poison pill" strategy works in a LOS ANGELES TIMES piece on Elon Musk's Twitter bid.

Recap: 40th Annual SEC and Financial Reporting Conference

DEAN WILLIAM HOLDER [Leventhal] and RICHARD SLOAN , professor of accounting, are mentioned in a recap of this year's conference by ACCOUNTING TODAY .

STAY CONNECTED

Ph.D. Program Marshall School of Business University of Southern California 3670 Trousdale Parkway, BRI 306 Los Angeles, California 90089-0809

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Graduate Program

We are committed to supporting our students, both academically and financially. It is the policy of our department to ensure that all of our students are fully funded for at least five years as long as they are making satisfactory academic progress. Full funding includes student fees , nonresident tuition, and a stipend.

Please note that U.S. citizens are expected to establish California residency after their first year in California. International students do not acquire California residency, but the department provides out-of-state tuition coverage throughout their studies, provided they advance to Ph.D. candidacy before the beginning of their 7th semester, which is defined as normal progress.

During your years here, you will be supported through a combination of fellowship money, research assistantships, and teaching assignments. Funding can look a bit different from student to student depending on several factors, but most students have arrangements that look like this:

First Year: The ARE department provides tuition, fees, and stipend for the first year of study. As a GSR, you will be assigned to a faculty member who will supervise your progress in coursework and may demand some research assistance consistent with your study load.

Second and Third Years: During these two years, most students serve as a Graduate Student Instructors or receive support through a Graduate Student Researcher (GSR) appointment. We believe that teaching is an important and valuable component of the learning experience for Ph.D. students that will be valuable for their future careers. Therefore, we expect our students to serve as a Graduate Student Instructor (GSI) for at least two semesters in their second or third year of study.

Fourth and Fifth Years: Your faculty dissertation research advisor will help you secure financial support for your final one or two years in the program through fellowship opportunities, grants, or additional teaching. If necessary, funding arrangements for additional years will be made on a by-agreement basis between you and your advisor.

What are you looking for?

Suggested search, phd in creative writing & literature, at home in usc’s department of english,.

the Ph.D. in CREATIVE WRITING & LITERATURE PROGRAM is one of the few dual Ph.D. programs in the country that weaves the disciplines of literature and creative work into a single educational experience. Students complete coursework in both creative writing and literature. The dissertation project is comprised of creative and critical manuscripts, both of which are essential for completion of the degree.

USC CREATIVE WRITING FACULTY include recipients of the Pulitzer Prize, Guggenheim Fellowships, the National Book Award, National Endowment for the Arts grants, Pushcart Prizes and other prestigious recognitions for their exemplary writing and dedication to their creative and scholarly work. As professors, the faculty are committed to developing innovative seminars and guiding students in the cultivation of their abilities as writers and scholars. Each incoming student is assigned a faculty mentor, with whom the student will work closely during their years at USC. While Creative Writing faculty teach critical courses from time to time, most of these literature and theory-based seminars are led by the faculty in the Department of English, all of whom are impressively accomplished scholars who are devoted to the scholarly growth of their graduate students.

Our program prizes INTERDISCIPLINARY SCHOLARSHIP, so students are encouraged to cultivate their diverse interests with courses outside of the English Department. Many students choose to pursue a complimentary graduate certificate concurrent with the Ph.D. degree. The Dornsife College of Letters, Arts and Sciences offers graduate certificate programs in Gender Studies, Visual Studies, East Asian Studies and Visual Anthropology, among others.

IN ADDITION TO COURSEWORK, students have the opportunity to participate in Ph.D. student-run projects such as The Loudest Voice, a reading series, and Gold Line Press , a publisher of fiction, nonfiction, and poetry chapbooks.

Though known for its competitive sports teams, USC also organizes an array of stimulating events throughout the year, including the English Department’s Boudreaux Visiting Writers Series and Frank N. Magill Poetry Series, as well as the University-wide Visions & Voices series, which features diverse and dynamic performances, lectures, and discussions that extend the arts and humanities beyond the classroom.

USC also hosts the annual Los Angeles Times Festival of Books — one of the largest literary events in the nation. USC itself is located in the heart of beautiful Los Angeles, an international city with a vibrant arts scene, just miles from the beach or hiking trails; students will never be at a loss for something to do.

ADMISSION is extremely competitive: the program accepts 2 or 3 writers per genre every year from hundreds of applicants. All incoming students receive five years of guaranteed funding — three years of fellowship and two of teaching assistantship. Fellowship years are granted during the first, second, and fourth years of study. Funding packages also cover full tuition remission and health insurance.

OUR STUDENTS and ALUMNI have published book-length works and collections with Alice James Books, Anhinga Press, Black Lawrence Press, Copper Canyon Press, Farrar, Straus and Giroux, Hogarth, Northwestern University Press, Other Press, Penguin, Red Hen Press, Saturnalia, Siglio Press, Slope Editions, Tebot Bach, Ugly Duckling Presse, University of Iowa Press, and White Pine Press, among others. Their books, poems, stories, and essays have garnered an impressive array of accolades.

For information concerning admission, please visit our Application page.

Many questions concerning the Creative Writing & Literature Program are answered on our FAQ page.

If you do not find the information you are looking for on our website, please feel free to contact us.

Ph.D. in Creative Writing & Literature

3501 Trousdale Parkway

Taper Hall of Humanities 431

Los Angeles, CA  90089-0354

Office Hours

Monday — Friday

8:30 a.m. — 5:00 p.m.

Times may adjust in accordance with university holidays.

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Doctoral Programs

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• Ph.D. in Education

Ph.D. in Education: Transforming Education in a Diverse Society

The Ph.D. in Education is designed for students with some professional experience in teaching and learning settings as well as in research.  Our mission is to teach students to wield the tools of research to change disparities in educational experiences and student outcomes.

Our Ph.D. in Education is designed for students who want to pursue research and careers in academia, the non-profit sector, or governmental agencies with a focus on how to improve educational practices and policies to achieve social equity and progress. We look for students with both research experiences and professional experience in teaching, leadership, and learning, who want to build their capacities to undertake independent scholarly research. 

As part of the evolution of education research, the field of education will require Ph.D. graduates who are prepared to collaborate with policymakers, educators, families, and communities to transform current education practice and policy. Our Ph.D. program will provide a fresh approach to training much needed and innovative researchers. Rather than training traditional faculty members solely to generate knowledge by documenting outcomes and processes in education, human development, and well-being, we will cultivate future faculty and researchers to serve and partner with communities through their research in order to accelerate the improvement of education in regional, national, and international settings.

With a focus on equity, equality, and justice, our program is designed to support the development of interdisciplinary, rigorous researchers who can improve educational structures, practices, and policies, as well as the use of educational approaches for community well-being, particularly in low resource settings and for socially marginalized youth. The program will explicitly articulate the links between university faculty, students, families, education practitioners, community members and programs, policy-makers, and educational and community stakeholders. 

In addition to developing a solid theoretical and methodological foundation, students in the program have opportunities to deepen and extend their learning through elective coursework within EDS and cognate coursework in other UCSD departments, and through research apprenticeships with EDS faculty,   in order to deepen their knowledge of varied disciplines, theories, and epistemologies. 

Students will also have the opportunity to engage in interdisciplinary experiences by engaging in research across UC San Diego divisions, departments, and research units. Education Studies is a partner with Critical Gender Studies (CGS) allowing PhD students to apply for a   Graduate Specialization in CGS . Additionally, students interested in cognitive science development may apply to join the   Interdisciplinary PhD program in Cognitive Science   and Education Studies.

EDS Ph.D. Student Kirk Rogers, Receives Ford Fellowship

Eds ph.d. students anita caduff and rebecca levine, each received a friends of the international center fellowship, want to learn more, program features.

The program features include:

• Competitive Funding
• A commitment to promoting equity and social justice
• A focus on designing solutions for pressing problems in education
• A multi-disciplinary approach to training educational researchers, focusing on close collaboration with educators, policymakers, and the community
• On-campus, full-time course of study
• Interdisciplinary approach
• Focus on collaborative inquiry
• Intensive research internships working with well-renowned faculty
• Rigorous training in quantitative and qualitative research methods
• Training to generate and communicate research that transforms practices in local settings and makes an impact nationally and globally
• The use of technology as a tool for teaching, scholarship, and supporting change in diverse communities

Admissions Information

Our application for Fall 2025 will open on September 4, 2024.

A completed Ph.D. application will include the following components:

1) Application Form 

Fill out the application form online.

2) Statement of Purpose

Your Statement of Purpose  must  address the following:  (1) research interests, (2) relevant professional experiences, (3)  experiences with teaching and learning, (4) experience in diverse communities; (5) how your professional and research goals contribute to diversity. 

3) Recommendation Letters

Three letters of recommendation need to be submitted via the online recommendation form available within the application.  You may find it useful to consider in advance whom you will ask to serve as recommenders, so that you may contact these individuals and confirm their willingness. We suggest selecting recommenders who can comment on your ability to be successful in a rigorous Ph.D. program which focuses on transforming education in a diverse society. The letters might include a recommender’s knowledge and assessment of your academic preparation, your professional experiences in educational practice, and your research interests and experiences.

An applicant must submit a professional resume. The Ph.D. in Education is designed for students with some professional experience in teaching and learning settings as well as in research. 

5) Writing Sample

An applicant must submit a publication or a sample of academic writing.

6) Transcripts

For application review purposes (only), scan and upload copies of transcripts for all institutions attended post-high school.  In the online application, you will be prompted to upload a PDF of your scanned documents. Please upload both the front and back sides of the transcript, even if the back side is blank. Uploaded transcripts should be recent and include the following: your name, the institution name, dates of attendance, grades/marks received, credits, and grading legend.  If no transcript is available, please upload a statement explaining the circumstances.

*Do not mail hard copies until provisionally admitted.

Upon provisional admission UC San Diego:  Official transcripts from all institutions attended after high school will be required to finalize your admission and must be submitted to the Graduate Admissions office. Official records including transcripts, evaluations, mark sheets, diplomas, certificates, translations, and study abroad work must be delivered in a sealed envelope from the administering institution or service. Documents will not be accepted if opened or sealed by the student. Certified electronic transcripts sent directly to Graduate Admissions from the issuing institution care also accepted.  Electronic transcripts should be sent to  [email protected] .

Applicants with academic work in progress who expect to complete a degree program before the intended date of enrollment at UC San Diego, must provide evidence of degree conferral and a final academic transcript as soon as they are available.

By the time enrollment begins, successful applicants  must hold a bachelor's degree or the equivalent from an accredited institution in the United States or from a recognized university-level academic institution abroad. Completed coursework for both domestic and international applicants must demonstrate the equivalent of at least a B average in the United States .

7) GRE Scores

The  GRE exam  (general exam) will not be required for Applications for Fall 2023. If you do take the exam our program code is R4836. If you have already taken the test and did not have your scores sent to UC San Diego, contact ETS to have your scores sent to us electronically. The test scores are valid for 5 years.

8) Additional Educational Experiences (Required by EDS)

To be considered for admission into the Ph.D. in Education Program, please respond to a minimum of three out of the seven areas included within the application. This part of the application is not optional for EDS.

9) Application Fee 

The application fee is $120 for US citizens or permanent residents; $140 for international applicants. The non-refundable fee is payable by credit card through the online application. You may also pay by check, following the instructions in the online application. If you choose to pay by check, please note that your application will not be processed until your check has been received.

The UCSD Education Studies PhD program uses a structured holistic review process with a rubric-based evaluation. Each application is reviewed in its entirety and rated on academic preparation, potential for scholarship, and potential for contributing to equity and diversity in formal and information learning contexts. While we do not have a minimum GRE score,  we encourage students to take the test seriously, to practice and do your best. You may choose to address low scores in your statement of purpose. Successful applicants must hold a bachelor's degree or the equivalent from an accredited institution in the United States or from a recognized university-level academic institution abroad and at least a B average (3.0 GPA) or its equivalent by the time they enroll. Some exceptional applicants with lower GPAs may be recommended for admission. You may choose to address low grades in Education related courses or GPA in your statement of purpose.

* Former UC San Diego graduate students should contact Amber Rieder to complete the necessary re-admission process. 

Graduate Funding

Admitted EDS PhD students are guaranteed 5 years financial support, which includes half-time student academic employment, and full tuition & fees during the academci year.

If admitted to the program a detailed funding letter outlining the funding package will be provided.

For further questions about funding please contact the Graduate Coordinator, Amber Rieder, [email protected].

Financ ial Support FAQs

Faculty use a wide array of research methodologies and discipline-based theoretical tools for analyzing and addressing topics. Our faculty have expertise in quantitative methods and qualitative methods of research, with many using mixed methods research approaches. Faculty research projects range from large-scale, multi-site quantitative analyses to in-depth qualitative studies of schools, classrooms, and communities. Faculty also have expertise in historical research, theory development, and design-based approaches to research.

View a list of Ph.D. Faculty and Research Topic Areas

Program of Study

2024-2025 ph.d. proposed course schedule, 2023-2024 ph.d. course schedule, 2022-2023 ph.d. course schedule, 22021-2022 ph.d. course schedule, 2020-2021 ph.d. course schedule, 2019-2020 ph.d. course schedule , 2018-2019 ph.d. course schedule , degree benchmarks.

Our signature pedagogy is problem immersion -- we ask students to read research and learn theories and methodologies in the service of understanding existing real-world education situations and contexts.  During the first two years of the program, students will take required courses in foundational areas and in rigorous research methods. Students will also take  Research Apprenticeship Courses (RAC)  in which students are immersed in faculty research with faculty supporting students’ development as researchers. At the end of the first year, and with faculty guidance, students will choose their particular area of focus and select elective courses in education and in other departments accordingly. Students will continue their research immersion experiences and take courses as part of an interdisciplinary cognate strand.

Between the end of year 2 and no later than Spring quarter of year 3 students will submit their  Qualifying Exam Research Review Paper . The written Research Review is designed to assess the student's ability to work in a scholarly and professional way with substantive knowledge in their area of interest. To successfully meet the research review benchmark, a student must submit a scholarly review of research manuscript of publishable quality. The manuscript should demonstrate the student’s knowledge of theory and research in a particular topic area related to transforming education in a diverse society.

After successfully passing the Qualifying Exam, students will present their dissertation proposal between year three and four. Information on this process can begin with the  Dissertation Proposal and Committee document . During the fourth and fifth years students will work with their dissertation advisor and other faculty committee members to complete their dissertation research and writing.

Student Handbooks

• Ph.D. Cohort 8 Handbook 2023-2024
• Ph.D. Cohort 7 Handbook 2022-2023
• Ph.D. Cohort 6 Handbook 2021-2022
• Ph.D. Cohort 5 Handbook 2020-2021
• Ph.D. Cohort 4 Handbook 2019-2020
• Ph.D. Cohort 3 Handbook 2018-2019
• Ph.D. Cohort 2 Handbook 2017-2018

PhD Program Committees

PhD Program Catalog Description

EDS PhD Approach to Mentoring and Advising

Information on SPSS

EDS Instructional Assistant (IA) Handbook

Financial Support

• EDS Funding Opportunities
• UC San Diego Graduate Division
• IA Expectations for EDS PhD Students

Basic Needs Support

• Triton Food Pantry
• Financial Programs including Emergency Loans and Grants
• Basic Needs Amenities in Central Campus
• Off Campus Housing 

• Ed.D in Educational Leadership
• PhD and EdD Comparison
• PhD Students
• PhD Faculty

 Slides from our Fall P.h.D. Information Session     

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• Air, Food & Water
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• Cities & Towns
• Climate Change
• Energy & Technology
• Environmental Justice
• Law & Policy
• Nature & Conservation
• Sustainable Business

Ph.D. in Environment and Sustainability

We aim to recruit and train students whose ambition and curiosity cannot be satisfied by a traditional disciplinary doctoral program.

Our program encourages students to innovate and tackle paramount environment and sustainability challenges by building expertise in two distinct disciplines. They learn two bodies of knowledge and two methods of inquiry and problem-solving, positioning them to advance novel insights and new areas of inquiry.

Course Requirements

To encourage an open-ended, problem-driven focus in our student-focused program, the fixed requirements of the program are limited:

• Core Course: A two-quarter core sequence of “Issues and Methods in Environment and Sustainability”
• Six quarters of participation in advanced seminars on Environment and Sustainability.
• Electives – beyond the common requirements, each student will develop an individual program of study in consultation with their advisors and committee to master a range of disciplinary knowledge, skills and research methods.

Faculty Advisors

To promote interdisciplinarity as the core of the program’s identity, each student’s program of study and dissertation research will be guided by two advisors from distinct areas of research and scholarship. We encourage prospective students to identify potential areas of study and contact prospective advisors prior to applying. You can check out potential faculty advisors on our Faculty Advisor page.

Financial Support

It is our expectation that all students making satisfactory progress in the program will be fully funded for the duration of their studies. We will help you secure this funding through a variety of sources including faculty research grants, fellowships, teaching assistantships or other sources. 

• PhD Student Manual
• How to Apply
• Fellowships and Support

• Current Students

DrPH - Doctor of Public Health

The Doctor of Public Health (DrPH) degree at Berkeley School of Public Health is conferred in recognition of a candidate’s command of a comprehensive body of knowledge in the field of public health and related disciplines, and of the candidate’s proven ability to initiate, organize and pursue the investigation of significant problems or interventions in public health. The focus of this degree is the development of transdisciplinary knowledge about the determinants of health and the scientific and professional leadership skills to translate this knowledge into effective health interventions.

Those who earn this degree are expected to occupy leadership positions that have major influence on public health research, policies, programs, systems and institutions. Such leadership may be in diverse traditional and nontraditional settings at the international, national, state, or local levels and in the public, private and academic sectors.

Applicants must hold a master’s or doctoral degree in the health sciences or in another related field or non-US equivalent degree. Applicants must also have a minimum of two years or more of professional public health experience post-master’s degree showing progressive responsibility and evidence of leadership potential.

The DrPH program is a full-time campus-based program of study designed to be completed in three or four years for those applicants with an MPH from a CEPH-accredited institution and at least two years of postgraduate professional public health leadership experience. Any students with deficiencies in coursework equivalent in content to the MPH at UC Berkeley must take prerequisite courses either before starting the program or during the first year of the program.

Students will participate in an integrative doctoral training program that incorporates knowledge and skills from all divisions of the School of Public Health as well as the Schools of Education, Public Policy, Social Welfare and the Haas School of Business. The required course work consists of 4 full-time semesters (48 units) and a minimum of 12 units of dissertation research credits. This course work encompasses a thorough grounding in leadership, research methods and the application of these methods to the analysis of public health and policy issues. Students must fulfill all the course requirements from the Council on Education for Public Health CEPH specific competencies listed in the Student Handbook. Due to the diverse experience each student brings to the program, it is expected that students will also select courses and independent studies that advance their knowledge and ultimately their proficiency in all of the core and breadth knowledge areas listed below.

• Health Politics and Policy Analysis
• Public Health Interventions
• Global Health Sciences
• Research Design and Methods
• Public Health Ethics

Each student is also required to complete a research and/or professional residency in a public health setting that will provide the opportunity to advance knowledge and skills, identify data for dissertation research, conduct analyses and participate in decision making. Examples include: positions with local, state, or national legislatures, international agencies, city, county and state departments of public health or health services, policy think-tanks, multi-hospital systems and large health maintenance organizations.

As part of the UC Berkeley School of Public Health, DrPH students are eligible to take elective classes at other schools within the University including the Haas School of Business, Goldman School of Public Policy, City Planning, Journalism and others.

The DrPH program is a full-time professional degree program with a residency requirement. For this reason, the program is not recommended for persons who want to continue to work full-time. Overall, the program averages 3-4 years in length. There are no online or night courses available. The first two years of the program are primarily devoted to required coursework.

UC Berkeley DrPH graduates are employed in leading universities, policy research centers and “think tanks” across the country and internationally.

The DrPH is a professional degree program designed primarily for students interested in occupying leadership positions in the field. However, the program includes coursework in research methods, academic mentorship and completion of a dissertation involving the conducting of original research on a problem of public health importance. A number of graduates of the DrPH have gone on to accept university teaching positions or positions as full time researchers in academic or other scholarly settings. Although there is no specific “academic track” within the DrPH, students interested in teaching and research should choose as electives additional coursework in theory and research methods and undertake a dissertation consistent with such a career choice.

DrPH Admissions

Applicants must hold a master’s or doctoral degree in the health sciences or in another related field or non-US equivalent degree and have a minimum of two years or more of professional public health experience post-master’s degree, showing progressive responsibility and evidence of leadership potential. Questions about the applicability of a prior master’s or doctoral degree towards this requirement should be directed to the program office.

A Statement of Purpose is required, that explains how the DrPH program would help build on prior experiences and contribute to his or her career goals. Identify possible topics and research areas you may want to focus on for the dissertation project.

DrPH applicants are also required to provide a writing sample. Writing samples should be no more than 7,000 words in length and examples can include: publications in peer-reviewed journals on which you were the sole or first author, papers written for a graduate course, media pieces, or reports written for public agencies.

We recommend submitting a GRE if you have no other evidence of quantitative, verbal, or analytical abilities in your application.

Note: The average entering student has a verbal score above the 86th percentile and a quantitative score above the 66th percentile.

Official transcripts from all institutions (including community college and graduate coursework) are also required, with a minimum B average (3.0) or equivalent (work completed in the last two years of a bachelor’s degree program and in all post-baccalaureate coursework.

We look at an application in its entirety to determine a person’s strengths and relative fit to our program; available advisors, areas of research interest and academic history are important considerations as is research work experience. Letters of recommendation are also carefully reviewed.

Go to the Berkeley Public Health Graduate Admissions Dates and Deadlines page for general application information and instructions. Some dates and deadlines are specific to the application process for the DrPH program:

December 1: Application deadline

January: Admission committee begins review of applications. Members of the committee may contact applicants during this review period to arrange for phone interviews. Interviews for admission are conducted on an ad hoc basis – not receiving a request for an interview is not indicative of an admissions decision and vice versa.

March (Early): First round of communication of offers are sent. Candidates are offered admission during this time are able to attend a Spring Visit Day in mid-March.

March (Late)—April (Late): Subsequent rounds of communication of offers and final decisions made during this period, after Spring Visit Day. The academic year begins in the fall; spring admission is not permitted.

The DrPH Program typically hosts a Spring Visit Day in mid-March for those candidates who have been offered admission during the first round of offers.

The UC Berkeley Graduate Division and the DrPH Program do not allow for deferred admission. We recommend that you update your CV, obtain at least one new letter of recommendation and reapply.

Some applicants who are not admitted are encouraged to reapply the ensuing year to allow for additional coursework and/or relevant research experiences.

Waitlisted candidates will receive information about their final status on or before June 1. Some of our best students were originally on the waitlist for admission before receiving their offer of admission. We regret the inconvenience and ask for your patience during this process.

The faculty listed here teach the DrPH seminars and provide mentoring and advising to all DrPH students. In addition, faculty throughout the School work with DrPH students as advisers, mentors and Qualifying Exam and dissertation committee members.

Sometimes faculty are unable to respond to prospective students’ queries about mentorship prior to admissions decisions because the admissions committee is responsible for making recommendations for admitted students’ assigned advisors. Applicants with an interest in working with a particular faculty member should indicate this in their applications.

Core Faculty

Drph student directory.

• 2022–2023 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Larissa Benjamin Ravneet Gill Caleb Harrison Marisol De Ornelas Rouselinne Gómez Mounika Parimi Marlena Robbins Cara Schulte Morgan Vien Brian Villa Brian Wylie

Larissa Benjamin is a second year DrPH student. Larissa was born in Detroit, MI to parents from divergent socioeconomic and racial backgrounds who were brought together by their shared commitment to fighting social inequality. Larissa earned a BS in Evolutionary Anthropology and English at University of Michigan and went on to work in health and science communications for 5 years at American Association for the Advancement of Science (AAAS) in Washington, DC. She completed her Masters in Public Health at UC Berkeley in Health and Social Behavior with a specialty in multicultural health as a Kaiser Permanente Public Health Scholar. For the 3 years, she worked as a staff Project Policy Analyst at UC Berkeley School of Public Health on health equity-centered research projects (PIs Herd and Mujahid) ranging from managing PLACE (a social epidemiology research group under PI Mujahid), COVID-19 vaccine hesitancy, police violence, and cardiovascular health disparities in a newly NHLBI-funded rural cohort study in the Southeastern US. Larissa’s research explores the political economy and structural drivers of cardiovascular health inequities in this region.

Ravneet Gill is a second year DrPH student at UC Berkeley. Her research focus is on breast cancer prevention among low income and geriatric women within the diverse Asian American subgroups in the United States. She is a proponent of preventive oncology and her professional pursuits are guided by the glaring need for reformation in health equity and the role of data disaggregation in addressing persistent cancer health disparities.

Ravneet holds a Bachelor’s degree in Biology and a Master’s in Public Health. Her professional experience includes over seven years of post-graduate work experience in the managed care industry, leading cancer prevention programs. Ravneet loves traveling, visiting museums, and trying different cuisines from around the world. She loves to cook, write, hike, and spend time with family and friends.

Caleb Harrison is a second-year DrPH student. Prior to coming to Berkeley, he worked as the lead epidemiologist at a local health department, overseeing disease surveillance and program evaluation efforts. His research interests include evaluating policies that seek to reduce health inequities in rural settings. Caleb’s time outside of work and studies is usually spent cooking or engaging in outdoor recreation with his wife and two kids.

Marisol De Ornelas (she/her) joined the UC Berkeley’s DrPH program Fall 2022 and is an American Public Health Association and Kaiser Permanente Community Health Scholar. Marisol attended Boston University where she received a Bachelor of Science in Health Sciences and a Master of Science in Public Health. She brings over six years of experience in public health research and project management. Marisol’s most recent work focuses on assessing perinatal health and social care interventions that aim to promote maternal and child health, among underserved populations. She is a graduate student researcher at the UC Berkeley’s Wallace Center for Maternal, Child, and Adolescent Health. Outside of her scholarly work, you’ll likely find her cooking Venezuelan arepas, reading the “Ideas” section of the Atlantic, or outdoors on an adventure!

Rouselinne Gómez is a second-year student at UC Berkeley in the Doctor of Public Health program. He is a Medical Doctor who graduated from the Autonomous University of Nuevo León and earned his master’s degree in Public Health from the National Institute of Public Health (INSP) in Mexico. Prior to entering the DrPH program he worked as a researcher in the Health Economics Unit at the INSP in Mexico. His research focused on influencers for health system navigation for the Mexican Public Healthcare system. During his time as a doctor he worked providing care for rural communities in Chiapas, Mexico. Rouselinne is currently interested in working on sexual and reproductive health issues, especially with adolescents.

Mounika Parimi is a Doctor of Public Health student at UC Berkeley. She was born and raised in Bengaluru, India, and immigrated to the US as a teenager. Mounika received her Bachelor of Arts in Music and Biology from the University of Redlands and a Master of Science in Public Health from the London School of Hygiene and Tropical Medicine. Mounika has previously worked as a researcher studying the immunology of type 1 diabetes at the City of Hope in Duarte, California, and as a Fulbright scholar at the Center for Regenerative Therapies in Dresden. During her Master’s, Mounika’s work focused on the association between diabetes during pregnancy and congenital abnormalities. Most recently, Mounika has worked as a consultant and project manager with the Real-World Insights department of IQVIA in the United Kingdom. In this role, she has co-designed and managed several retrospective cohort studies in the UK/EU setting for various non-communicable diseases (including cardiovascular disease, asthma, and cancer). Her current research interests include post-partum health and women’s health over the life course, especially among racial and ethnic minority communities. Mounika is a graduate student researcher at UC Berkeley’s Wallace Center for Maternal, Child, and Adolescent Health.

In her personal life, Mounika is an avid cook, singer, and enjoys weekend hikes with her spouse and toddler.

Marlena Robbins is Diné (Navajo) from the Yeii Dine’e Táchii’nii (Giant Red Running into Water People) clan. She holds a master’s in American Indian studies – Indigenous rights and social justice. Her thesis, titled Art as a Spiritual Expression for Indigenous Well-being, focused on advocating for art within the fields of Indigenous mental health and community wellness. She has developed and implemented expressive arts programming for Community Bridges, Inc., a substance abuse and behavioral health nonprofit. She has served as the assistant director and grant writer of Cultural Coalition, Inc., focused on providing community engagement through unique cultural programs dedicated to the education, promotion, and development of Indigenous artists in Arizona. She is a doctoral student at the UC Berkeley School of Public Health – Interdisciplinary Studies, focusing on the advancement of sacred plant medicines in tribal nations. She is an Indigenous science student fellow of the Berkeley Center for the Science of Psychedelics. Her qualitative research title, Multi-generational Perspectives of Psilocybin Mushrooms in Tribal and Urban Indigenous Communities of the North and Southwest United States, will inform the protocols of psychedelic-assisted therapy from multi-generational Indigenous perspectives on psilocybin mushrooms.

Cara Schulte is a second-year doctoral student researching the impacts of climate change on human health. She currently works with the UC Berkeley Global Environmental Health Equity Lab and Climate Rights International. She also serves as a graduate instructor for the undergraduate Climate and Health 101 course and a graduate-level Global Health Ethics course. Cara earned her MHS in Environmental Health Science and BA in Public Health from Johns Hopkins University. She is a member of the Delta Omega Honorary Society in Public Health.

Morgan Vien joined the DrPH program at UC Berkeley School of Public Health in fall 2022. Her research is focused on the intersection of public health, technology including artificial intelligence, and healthcare to improve population health, particularly by addressing cardiometabolic conditions. Additionally, Morgan is a staff research associate and works on research and project management activities at Health Research for Action (HRA), a research center at Berkeley Public Health. Morgan received her MPH in Health and Social Behavior from UC Berkeley and her BS in Public Health Science with minors in Biology and Sociology from Santa Clara University. She enjoys spending time with family and friends, playing piano, traveling, and creating arts and crafts.

Brian Villa is a second-year DrPH student. He received his B.A. in South and Southeast Asian Studies, MPH in Health and Social Behavior, and MSW in Strengthening Organizations and Communities from UC Berkeley. He is currently the Research Projects Director for Professor Emily Ozer’s research lab and serves as a core member of the San Francisco Unified School District (SFUSD) and UC Berkeley Research-Practice Partnership. One of the projects he supports explores the impact of youth-led participatory action research (YPAR) on school decision-making processes. Prior to graduate school, he taught Ethnic Studies at a High School in San Francisco through the Pin@y Educational Partnerships. He also worked as the Community Health Program Manager at the RYSE Youth Center in Richmond, CA. Brian enters the DrPH program as a APHA/KP Community Health Scholarship recipient and is excited to continue his work on YPAR, adolescent mental health, racial justice, health equity, and healing-centered liberatory approaches. He enjoys cooking, playing sports, and writing music.

Brian Wylie completed his undergraduate degree at UC Berkeley, professional training in occupational therapy at USC, and his MPH in epidemiology at Harvard. During and since then, he completed a Fulbright in South Korea, developed health and wellness programs for the Los Angeles YMCA, and worked for the California Department of Public Health in infectious disease prevention and the San Francisco Department of Public Health in opioids and chronic pain management. When not working or studying, he’s usually out with his poodle Lucy, being active (running, lifting, cross country skiing), or listening to live music. Also, Go Bears!

• 2021–2022 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Juan Carlos Bordes Brittany Campbell Purba Chatterjee Renee Clarke Yao Doe Blake Erhardt-Ohren Olufunke Fasawe Bhavya Joshi Silvana Larrea Solange Madriz Wan Nurul Naszeerah Nadia Anahi Rojas Ida Wilson Emily Winer

Juan Carlos Bordes (he/him) is a third year DrPH student. His background as a clinician in the field of occupational therapy has led him to work in a variety of healthcare settings including nursing homes, acute rehabilitation hospitals, and inpatient hospitals. Being an occupational therapist has given Juan Carlos the opportunity to engage with individuals navigating the healthcare system, their support systems, the multiple team members involved in patient care, and collaborate with hospitals and healthcare professional organizations on DEI efforts. These experiences provided a foundation which led Juan Carlos to seek to make an impact through public health. Some of Juan Carlos’ goals during the DrPH program are to promote health equity and anti-racism within healthcare, with a particular interest on the impact of optimally addressing the emotional health of healthcare workers. In his spare time, he enjoys spending time with his niece and nephews, going on long walks, mindfulness activities, and watching Drag Race, Star Wars, among others.

Brittany Campbell is a third-year DrPH student bringing 7 years of experience working on projects that center cancer health equity and community engagement at the UCSF Center for Vulnerable Populations and the Helen Diller Family Comprehensive Cancer Center. Prior to attending UC Berkeley, she was awarded a NCI Diversity Supplement to understand patients’ experience navigating care following a positive genetic test result in the safety-net setting. This project led to her current research interests at the intersection of cancer survivorship, mind-body wellbeing, and healing from racial trauma. She received her Master of Public Health from Saint Louis University and Bachelor of Arts in International Studies from the University of Missouri. She is a proud St. Louis, Missouri native who enjoys music, dancing, and bringing people together in the spirit of healing and connection.

Purba Chatterjee is a third year Dr PH student. Purba grew up in India; her formative years were spent in Chennai and Kolkata. Purba came to the US to pursue her undergraduate studies. She has a Bachelor’s in Economics from University of California Los Angeles and a Master’s in Public Health from the London School of Hygiene and Tropical Medicine. Purba has over 15 years of public health program management experience. She has worked on HIV/AIDS and other non-communicable diseases projects in Uganda, India, and now Kenya. After completion of the DrPH program, Purba plans to pivot to global mental health research with a focus on the impact of stigma on access to mental health care in low and middle-income countries. She is passionate about partnering with the community to build capacity, address stigma, and increase access to treatment for common mental health disorders. In her current role as the Associate Director of Global Equity, UCSF Dept. of Ob/Gyn, Bixby Center, she oversees operations and administration for HIV/AIDS affiliated research studies in Western Kenya and co-leads global health equity initiatives. Aside from work, Purba enjoys going on long hikes with her husband, daughter, and son. She is also an avid traveler, loves to cook, and enjoys practicing yoga!

Renee Clarke is a third year DrPH candidate with over 10 years of experience in the healthcare industry. Renee completed her Master of Public Health in Maternal and Child Health at the University of South Florida and holds two bachelor’s degrees in nursing and health sciences. Prior to University of California, Berkeley, she served in a variety of clinical settings including Emergency Management, Neonatal Intensive Care, Women’s Health as a Registered Nurse. Her passion has always been service leadership and eliminating health disparity gaps among women, infants, and children. Renee’s interest in improving health outcomes extends nationally and internationally. She has served in places such as Niger (Africa), Milot, Haiti and St. Thomas, Virgin Islands. Quality improvement, evaluation, implementation and decreasing health disparities has always been a cornerstone of her experiences. Renee was born in the twin island of Trinidad and Tobago and enjoys traveling, learning new cultures, outdoor activities and spending time with friends and family.

Yao Doe joins the DrPH program from fall 2021 at UC Berkeley. He was born and raised in Ghana. He Attended Kwame Nkrumah University of Science and Technology in Ghana where he completed his BSc. Chemistry. Upon completion, he worked as a laboratory chemist for a year and then moved to medical school in Ukraine. After graduating from medical school, he did his residency in the Department of Obstetrics and Gynecology in Kyiv, Ukraine. Following the completion of his residency, he returned home where he worked as head of the OB/GYN department of a hospital in Ghana and a medical director of a hospital in Togo.

Besides working as a medical doctor, he took active roles in community outreach programs such as screening for breast and cervical cancer, HIV prevention, vaccination programs, chronic-care home visits in underserved communities, and vesicovaginal and rectovaginal fistula repair in sub-regions of Ghana.He also introduced an innovative program that employed the use of prophylactic misoprostol (an inexpensive and easy to use medication that needs no refrigeration) for postpartum hemorrhage and he provided training for midwives and nursing assistants in various regions in rural Togo and this led to drastic reductions in postpartum hemorrhage and subsequent reductions in the evidence of maternal mortality and hospital referral rate in rural areas of Togo. Being thirsty for more knowledge, he moved to the United States to further his studies in Public Health at the University of New Haven, where he obtained his degree in Master of Public Health.

Yao’s primary interest is in maternal and child health, especially the prevention of maternal morbidity and mortality in developing countries. He likes playing soccer, going on road trips, and listening to classic country music.

Blake Erhardt-Ohren is a third year DrPH student. She is passionate about improved access to sexual and reproductive health (SRH) services, particularly abortion services, for forcibly displaced and immigrant populations. Prior to joining the program, she spent three years at Pathfinder International, where she provided monitoring and evaluation support to SRH projects around the world. During her master’s program, she worked at CARE USA, assisting with the Supporting Access to Family Planning and Post-Abortion Care (SAFPAC) project in emergency settings. She holds a BA in History from UC San Diego and an MPH in Global Health from Emory University. In her free time, Blake enjoys hiking with her partner and two dogs, birdwatching, and traveling.

Olufunke Fasawe is a 3rd year DrPH candidate from Nigeria. She joined the program from the Clinton Health Access Initiative (CHAI) where she worked as a Senior Director, Primary Health Care (Global), Director of Programs (Nigeria) and Technical Lead for the Sexual, Reproductive, Maternal, Newborn and Child Health Program (Nigeria). She has over ten years’ experience in global health working on program design, implementation, monitoring, and evaluation cutting across HIV/AIDS, Routine Immunization, Sexual and Reproductive Health, Maternal and newborn health, Cervical Cancer, and health systems strengthening. Prior to starting her career with CHAI, she worked with the Joint United Nations Programme on HIV/AIDS in Geneva as a health economics consultant conducting economic modeling for HIV programs and. She also interned at the World Health Organization Headquarters in Geneva during her Masters program. Olufunke holds a Master’s degree in International Health Management, Economics and Policy from SDA Bocconi, Milan, Italy; she earned her Bachelor of Dental Surgery degree from the University of Lagos, Nigeria. She loves to play tennis and enjoys running outdoors. She is passionate about gender equity and promotion of universal health care in developing countries.

Bhavya Joshi joins the DrPH in the fall of 2021. As a Global Public Health Fellow, Bixby Summer 2022 Fellow, and the Human Rights Center Fellow 2022, Bhavya’s research focuses on understanding reproductive needs of marginalized populations in countries affected by crises. As a women human rights advocate and educator, Bhavya supports women rights defenders from across the globe to build their capacity to use international human rights mechanisms for advocacy and activism at national, regional, and international levels. Before joining the program, she managed, implemented, and evaluated public health projects in South Asia for more than 5 years. Within India, she has worked in 18 out of 28 states. Bhavya received her MA in International Law and Human Rights from the United Nations mandated University for Peace, Costa Rica and is finishing her second MA in Peace, Security, Development and International Conflict Transformation from University of Innsbruck, Austria. Her bachelor is in Political Science from Delhi University, India. She is a travel enthusiast and is fond of outdoor sports, drinking coffee and experimenting with cuisines.

Silvana Larrea is a third-year DrPH candidate at UC Berkeley. She is a Medical Doctor from the National Autonomous University of Mexico and received her MPH in Epidemiology from the National Institute of Public Health (INSP) in Mexico. Prior to starting her graduate program in UC Berkeley, she was a Program Officer for the Poverty, Gender, and Youth department in the Population Council Mexico office. In the Population Council, she provided technical support for the Council’s research portfolio: design, implementation and evaluation of interventions and developing new proposals, IRB protocols, briefs, donor reports, and manuscripts. She is also co-investigator in diverse research projects related to migration and health, with a focus in sexual and reproductive health. Her research interests include sexual and reproductive health, migration and health, and inequalities in health. Her dissertation research focuses on challenges and opportunities of accessing and using sexual and reproductive health services for in-transit migrant women in Mexico.

Solange Madriz, MA, MS is a second-year doctoral student as well as an Academic Coordinator at the Institute of Global Health Sciences at University of California, San Francisco. She has designed, implemented and monitored global health programs in diverse settings including Mexico, Guatemala, Ecuador, Paraguay, India and the United States. Her research focuses on global health and professional development of health professionals in low-resource settings. In addition to her research activities, Ms. Madriz teaches graduate level courses on global health for public health practitioners and medical providers. From 2015 to 2018, Ms. Madriz led the implementation of a maternal and newborn health quality improvement project in all the secondary health facilities of the states of Huehuetenango and Alta Verapaz, Guatemala. During the COVID-19 pandemic Ms. Madriz led the educational program to train over 100 community-based organization members as case investigators and contact tracers working for the San Francisco and California Departments of Public Health. She lives with her husband and 2-year old daughter in the Mission District of San Francisco. Ms. Madriz obtained her undergraduate degree from the Central University of Venezuela and a MA in International Studies from the University of San Francisco followed by a MS in Global Health from the University of California, San Francisco.

Lt. Wan Nurul Naszeerah (she/her) is a third-year Doctor of Public Health (DrPH) student with Designated Emphases in New Media (Berkeley Center for New Media) and Development Engineering (Blum Center for Developing Economies) at the University of California-Berkeley. As a Digital Transformation of Development (DToD) Fellow, Wan is passionate in enhancing public health preparedness through infoveillance and infodemic management in Southeast Asia. Born and raised in Brunei, Wan is currently developing a human-centered digital intervention against vaccine misinformation for the Malay-speaking communities in Southeast Asia.

This professional endeavor stems from her personal experience as a native speaker of the Malay language, for which social media technologies have not been equitably developed to moderate the spread of vaccine misinformation and to sufficiently address the emerging issues of vaccine hesitancy in this region. Hence, she has been collaborating with data scientists as well as developing her computational skills, specifically in Artificial Intelligence and Natural Language Processing, both of which are increasingly integrated into today’s public health preparedness and research. She believes that global health equity can only be achieved when there is equity in public health technologies.

Prior to becoming a Cal student, Wan had served as an infantry-trained military officer in Brunei, where she was involved in training, operations, research, and communications in the context of military medicine and health. In 2015, Wan had also graduated from the Yale School of Public Health, where she was trained in infectious diseases epidemiology and global health as Yale’s Global Health Research Fellow. She identifies as a first-generation graduate in her Malay family. She currently lives in the Bay Area with her supportive husband and sweet toddler.

Nadia Anahi Rojas is a third-year DrPH student and a proud Bay Area native. She received her MPH from UC Davis and BA from UC Berkeley with a double major in Ethnic Studies and Integrative Biology. Before attending the DrPH program, Nadia worked at ChangeLab Solutions, a national nonprofit in Oakland, CA, where she developed tools and resources for community-based organizations, policymakers, and public officials across subject matters on upstream policy interventions. Nadia also worked at the School of Public Health at Berkeley, where she led the data collection and management of various projects evaluating Berkeley’s soda tax. Nadia is a DACA recipient and a strong advocate for the undocumented community. She co-founded Graduates Reaching a Dream Deferred Northern California (GRADD NorCal), where she was instrumental in organizing conferences throughout California for undocumented youth interested in attending graduate school. Nadia is currently focused on advancing research on the Latine population and aging. Her additional interests include research that will reduce health disparities and promote equity among communities that have been marginalized, including the undocumented population. Nadia enjoys eating lots of raw vegetables and loves salsa and bachata dancing.

Ida Wilson is an Oakland native and third year DrPH candidate. She received a Master of Arts in Applied Anthropology from San José State University and a Bachelor of Science in Anthropology from UC Riverside. Ida has served as a Project Manager for the Center for Critical Public Health at the Institute for Scientific Analysis for several NIH- and Tobacco Related Disease Research Program-funded projects that investigated substance use among young adults in the Bay Area and in rural counties in Northern California. In addition to her duties as Project Manager, she also served as the Coordinator for the Center’s Internship program. Ida’s current research focuses on framing police violence as a public health issue by examining the experiences of Black and Latina women. Her additional research interests include health inequities, as well as the use of critical perspectives in examining public health issues by exploring the ways in which socio-structural systems contribute to health inequities for marginalized populations.

Emily Winer (she/her) is a third year DrPH student. Emily’s doctoral research is focused on the use of participatory, arts-based research methods with youth, as well as youth mental health and wellbeing. Before coming to UC Berkeley, Emily worked at the International WELL Building Institute as one of the developers for WELL, a global certification for advancing health and wellbeing in buildings and communities. Emily’s work focused on the promotion of mental health through design and policy strategies at the building, organizational, and urban scale. Emily holds a BA in Psychology from Carleton College and an MPH from Columbia University’s Mailman School of Public Health. Outside of the DrPH program, Emily enjoys baking, ceramics, yoga, and spending time outdoors.

• 2020–2021 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Mikail Aliyu Samanta Anríquez Ifunanya Dibiaezue Amanda Marr Chung Amanda Mazur Betsy Pleasants Sai Ramya Maddali Chris Rubeo Julia Ryan

Mikail Aliyu is a fourth-year DrPH student at UC Berkeley. He graduated from the University of Lagos, Nigeria with a degree in pharmacology. He started his career in the pharma industry working with Sanofi, where he focused on increasing access to essential medicines at primary health care level in anglophone West and East African countries. Mikail later received his MPH from the University of Leeds, in the UK, and moved into management consulting as a Program Officer at The Palladium Group. Before UC, Mikail managed a Bill and Melinda Gates Foundation-funded investment called the Technical Support Unit (TSU) project. Through this grant, he provided technical support to the Federal Ministry of Health in Nigeria to create an enabling environment for women and girls to access better reproductive health and family planning (RH/FP) services. He worked closely with government officials and decision-makers to facilitate the creation of enabling structures and processes for accountability, priority setting, and coordination of RH/FP services—this involved strategy design, policy development, and implementation. Notably, he supported the development and execution of the Nigerian Family Planning Blueprint. Mikail is passionate about reducing barriers and addressing sociocultural norms that hinder access to reproductive, maternal, child and adolescent health, and nutrition using system thinking and context-based approaches. In his spare time, he enjoys traveling, sports and trying new food.

Samanta Anríquez (she/her/hers) is a fourth-year DrPH student, who came sponsored by the Fulbright commission in Chile (2020–2021). She served in Chilean public health services for 6 years, focusing in Primary Care and Family Practice in extreme zones, where she has been the director of a family health center in the Chilean Patagonia. She has a medical specialization in Public Health and a MSc of Epidemiology, both from the Universidad Católica of Chile, where she focused her research on Chronic Multimorbidity and Primary Care Models. She has advocated for Health and Human Rights as a volunteer in Amnesty International while being a medical student at the Universidad of Chile and later worked with Medical Residents Union in Chile. She is currently a fellow at the UC Berkeley Human Rights Center, where her work with Amnesty International Chile focuses on the reparation of Human Rights violations in the Chilean social outbreak in October 2019. She is the mother of two beautiful girls who joined her, and her husband in this adventure.

Ifunanya Dibiaezue is a fourth year DrPH student. She is a Public Health Professional with over 7 years of experience in maternal and child health, communicable and non-communicable disease prevention, nutritional awareness and training programs, and public health policy development. She holds a Bsc degree in Biomedicine from the University of East Anglia, Norwich, UK, and a Master of Public Health (MPH) from the University of York, York, UK. While working as an Assistant Program Officer in Africare under the Global Alliance for Clean Cookstoves Project, Ifunanya helped increase the earning capacity of over 1000 women cooks, reduce indoor air pollution and reduce the incidence of respiratory diseases by 65% in Lagos State, Nigeria. In addition, she has helped improve the health of people living with HIV/AIDS (PLWHA) in Southern Nigeria. She has coordinated over 25 HIV testing and counseling programs, and training campaigns with over 70 clinical staff to improve the overall quality of care for PLWHA. She is also very passionate about promoting healthy lifestyles among women. She is the founder of ActivEaters, an organization that focuses on improving the quality of health of women through diet, exercise, and behavior change.

Amanda Marr Chung is a 4th year DrPH candidate. Her current research focuses on the integration and sustainability of vertical health programs. Most recently, she was the UCSF Project Director and PI for an HIV grant to support the Zimbabwe Ministry of Health and Child Care in transforming the Voluntary Medical Male Circumcision program into an integrated, sustainable program that is government led and owned. Amanda is also an Evaluation Specialist for the UCSF Malaria Elimination Initiative and is currently working with the Thailand malaria program. She received her Master’s degree in Community Oriented Public Health Practice from the University of Washington and her AB in Ecology and Evolutionary Biology from Princeton University. She has over 15 years of experience in global health in the areas of program management, leadership development, and monitoring and evaluation for HIV, eye health, immunizations, maternal, newborn, and child health, and malaria. She is passionate about frontline delivery channels, community interventions, and capacity strengthening and has a keen interest in women’s health. Aside from work, she loves to cook, bake, travel, and pursue many outdoor activities, including running, cycling, backpacking, and alpine skiing. She also dabbled in ice climbing with her partner and is looking forward to the day when they can go with their two sons.

Amanda Mazur is a fourth-year DrPH student at UC Berkeley. She received her MS in Global Health Sciences from UCSF and a BS in Biological Science and BA in International Relations from the University of Calgary. Before attending UC Berkeley, Amanda worked at UCSF on projects in adolescent sexual and reproductive health and coordinated international behavioral health research projects focusing on HIV adherence and stigma reduction, detection and treatment of common mental disorders in community rural health clinics, and understanding intersectional stigma related to HIV and cancer. Prior to starting graduate studies, she worked with the United Nations Development Programme in Zimbabwe to accelerate achievement on the UN Millennium Development Goals. Her research interests include global mental health, sexual and reproductive health, and understanding how systems level approaches can address health outcomes in low-resource settings.

Betsy Pleasants is a fourth year DrPH candidate. She received her Master’s in Public Health in the Maternal, Child, and Adolescent Health (MCAH) program at UC Berkeley in the Spring of 2019. She currently works with the Wallace Center for MCAH Research, the Bixby Center for Population, Health, and Sustainability, and the Fung Fellowship (School of Engineering, UC Berkeley). She is interested in mixed methods approaches to researching and intervening upon sexual and reproductive health issues, particularly in access to reproductive health information and services. She is an Emerging Scholar in the Society of Family Planning’s 2022 cohort, working on her dissertation Understanding r/abortion: A mixed methods study of a Reddit-based online community for abortion in 2022.

Sai Ramya Maddali is a fourth-year doctoral candidate. She has received her MPH in Epidemiology from Emory University’s Rollins School of Public Health and BS in Biology from UC Riverside. Her research interests include the multi-level determinants of racial/ethnic health inequities over the lifecourse, neighborhood health effects, theories in Social Epidemiology, and mixed methods research. Sai is a part of the Policies and Life-course approaches to Achieve Community Equity (PLACE) research group at UC Berkeley. Prior to joining the DrPH program, Sai was the Senior Research Associate at Upstream USA and supported the development and evaluation of Upstream’s contraceptive care initiatives in Delaware, Massachusetts, Washington, North Carolina, and Rhode Island. Additionally, Sai also supported UCSF’s Sustainable East Africa Research in Community Health (SEARCH) universal test and treat program in Kenya and Uganda as a Research Analyst. In Sai Ramya’s personal life, she is an avid backpacker, rock climber, and baker and can be found wandering the Californian coast with her spouse and dog.

Chris Rubeo is a third-year doctoral candidate at UC Berkeley in the Doctor of Public Health program. His work has primarily focused on designing programs that enable healthcare providers to meet their patients’ basic needs like nutritious food, affordable transportation, and quality housing. As a researcher at the Center for Care Innovations, he uses human-centered design and quality improvement methods to provide technical assistance to healthcare organizations across California. He is an avid cook, loves to rock climb, and continues to pursue his own musical projects.

Julia Ryan joins the DrPH program with a passion for improving sexual and reproductive health in vulnerable communities globally. Over the past seven years, she has worked on a broad range of quantitative and qualitative research projects at academic institutions, non-profit organizations, and governmental agencies. Most recently, she spent three years as a qualitative research coordinator focused on HIV prevention in sub-Saharan Africa with the Women’s Global Health Imperative at RTI International. Prior to that, she worked on reproductive health research with UNC Project in Malawi, vertical HIV transmission with USAID, Ebola response with the WHO, and Zika response with the CDC. Julia received her BA in Health and Societies with a concentration in Public Health at the University of Pennsylvania, and her MSc in Reproductive and Sexual Health Research from the London School of Hygiene and Tropical Medicine (LSHTM). She grew up in Boston and Philadelphia and loves running, reading, and snowboarding.

• 2019–2020 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Auwal A.A. Abubakar Andrea Jacobo Alma Juarez-Armenta Daryl Mangosing Amia Nash

Auwal Abubakar joins the DrPH program in fall 2019. Prior to joining UC Berkeley, he worked for Bauchi State Government in Nigeria as the Incident Manager of the Polio Emergency Operations Center (EOC). At this coordinating center, he was responsible for oversight and managed the state’s Polio Eradication Initiatives (PEI) and Routine Immunization (RI) programs. He also participated in the coordination of the Primary Health Care Systems Strengthening program.

He received his undergraduate degree in Bachelor of Medicine, Bachelor of Surgery (MBBS) from University of Maiduguri in Nigeria, and postgraduate degree in M.Sc. Epidemiology and Biostatistics from SRM Institute of Science and Technology in India.

He began his career as a physician providing clinical care and management of HIV/AIDs clients in a tertiary health hospital in Bauchi State Nigeria. During the one year period on this program, he experienced first-hand the limitations and inadequacy of the Nigerian health sector, which oftentimes left him feeling helpless. Most painful to him were the needless cases of children and women who lost their lives due to poor access to life-saving medical interventions and preventive medical services in their communities. He realized quickly that if impact was to be made at scale, he would need to venture into public health and contribute to resource mobilization, program management and health systems strengthening.

Auwal’s primary interest is in the area of HIV/AIDs, Maternal, Neonatal, and Child Health (MNCH). He loves music, traveling, reading, networking, and watching movies.

Andrea Jacobo is a third-year DrPH student at UC Berkeley. She received her Masters of Public Health from The University of Memphis and Bachelors of Science in Exercise Physiology from the University of Miami. Prior to her attending UC Berkeley, Andrea implemented various evidence-based nutrition and physical activity programs in community settings and serving youth to older adults. Along with program implementation, Andrea co-facilitated a community of practice focused on addressing the root causes of health disparities in Memphis through policy, systems, and environment. Andrea’s areas of interest are addressing health inequities through community-centered, people-centered approaches including human-centered design thinking as a tool for community organization and capacity building. She has a passion for community health, culture & arts, and food. In her spare time, Andrea loves to work out and teach group fitness classes to help promote wellness and write poetry to catalyze social change!

Alma Juarez-Armenta is a third-year DrPH student at UC Berkeley. She received her Masters of Public Policy from The University of Chicago and her Bachelors of Arts in Economics and Political Science from the Autonomous Technological Institute of Mexico (ITAM). Before attending UC Berkeley, Alma was awarded a Metcalf Fellowship at the Center for Global Health at UChicago, where she performed cost-benefit and cost-effectiveness analysis for different solutions to alleviate the arsenic poisoning problem in Bangladesh. For the last year, she worked as an advisor to the Health Minister in Mexico, studying the negative effects of conditional cash transfers on the population’s health. Her research interests include quantitative methods and evaluation of public health policies. During her DrPH, Alma hopes to further analyze and develop public policies regarding gender-based violence towards the reduction of femicides in Mexico.

Daryl Mangosing (They/He/She) was a fourth-year DrPH Candidate at UC Berkeley whose interests lie at the intersection of LGBTQ+ health disparities, community-engaged research, mixed-methods, public health discourse, and Critical Theory. For their doctoral studies, Daryl is interested in sexualized drug use (i.e., recreational or illicit drug use to facilitate and enhance sexual activity) and health outcomes among the sexual and gender diverse community in the context of HIV prevention. They were a Berkeley Public Health Graduate Fellow ‘22 in the Institute for the Study of Societal Issues (ISSI) at UC Berkeley. Prior to Cal, they have worked at the Center for AIDS Prevention Studies and Prevention Research Center in the Division of Prevention Science at UCSF, where they drove communication efforts and disseminated HIV prevention and public health research. On the side, they volunteer as a reviewer for conference abstracts, including for APHA Annual Meeting and Expo and the International AIDS Conference, as well as occasionally for a few peer-reviewed journals. As a queer Filipinx from Guam, Daryl received their MPH (Health Communication) from Tufts University and their BA (Health Sciences) from Berea College. Otherwise, Daryl also enjoys going out for nature/urban walks and good food and drinks; plays video games on PlayStation; excessively sends emojis and GIFs when texting; and serves as the human parent for an enigmatic Burmese cat, Sienna.

Amia Nash is excited to start her fourth year of Berkeley’s DrPH program. She attended Santa Clara University for her undergraduate education where she was a public health major and triple minor in biology, sociology, and religious studies. Her diverse coursework challenged her to think critically about the intersections between public health and social justice. Amia earned her Master of Science in Community Health and Prevention Research from Stanford University School of Medicine. Her thesis focused on the ethical considerations for community-based research with homeless populations. Her past research was at the Stanford Center for Youth Mental Health and Well-being where she conducted qualitative research focused on the mental health needs and concerns of Asian-American adolescents and parents in Palo Alto. In 2019, Amia was nominated by the Santa Clara County Behavioral Health Department for a Community Hero Award for her policy and advocacy work focused on adolescent mental health. Amia is currently a graduate student researcher with UC Berkeley’s Innovation 4 Youth lab focusing on youth-led participatory action research (YPAR) in school settings and the use of research evidence in school district decision-making processes. Her research interests include YPAR, adolescent mental health, and social-emotional learning.

• 2018–2019 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Jennifer Jarin

Jennifer Jarin received her BSN and MS in Community/Public Health Nursing (Environmental Health Specialty) from the University of Maryland, Baltimore. She also received an MA in Geography from the University of California, Davis. She specializes in issues of “place and health,” particularly regarding environmental justice and health equity.

She began her career as a pediatric intensive care unit nurse, and she worked for Baltimore City’s Reducing Asthma Disparities program. She later became a nursing instructor for UMSON and UCD BIMSON where she has facilitated university partnerships with Head Start programs. She has conducted place-based research at the UCD Center for Regional Change and the UC Berkeley Institute of Urban and Regional Development. She utilizes social justice-oriented critical theory and socio-spatial methods to examine how systemic racism impacts health. She is looking forward to concluding her Doctor of Public Health degree at UC Berkeley.

• 2017–2018 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Julie Miller

Julie Miller is a fifth-year in the DrPH program. Julie’s interest in public health began as a high school student when she became inspired by the potential for nutrition to reduce, reverse, and prevent diseases. She studied the relationship between diet and disease as an undergraduate student and graduated with her BA in Public Health from UC Berkeley. After graduation, she moved to New York City to continue to pursue her interest in nutrition at the population level and received her MPH in Public Health Nutrition from NYU. She returned to California after graduation and completed her training and credentialing as a registered dietitian at UCSF. Her work experience as a pediatric dietitian at UCSF introduced her to the field of neonatal nutrition and ignited a passion within her for neonatal nutrition and health. Prior to starting the DrPH program, Julie worked as a neonatal and pediatric dietitian at UCSF Benioff Children’s Hospital. She is interested in neonatal nutrition research and hopes to investigate and develop nutrition strategies focused on disease prevention and health promotion among infants.

Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

• For a list of Required Courses please see the  Psychology Handbook
• Psychology Clinic
• Student Admissions Outcomes and Other Data

IDI Job Advert: PhD Student fellow (2)

Call for applications: Fully Funded PhD Fellowship Opportunities for Females at Makerere University

Empowering Uganda’s Women in Health Data Science: Identifying Barriers, Bridging Knowledge and Innovation for Tangible Impact : She Data Science (SHEDS)

Call open :   May 13 th , 2024   

Call closes : June 20 th , 2024    

Proposed start : September 2 nd , 2024

The She Data Science (SHEDS) project is pleased to invite suitable applications from females for two fully funded PhD fellowships for the year 2024. SHEDS is a collaborative initiative between the African center of Excellence in Bioinformatics and Data Intensive Sciences(ACE), Infectious Diseases Institute (IDI), Makerere University, Kampala, Uganda and the Institute of Global Health Sciences (IGHS) at the University of California San Francisco (­­­­UCSF), USA.

About the SHEDS program

The increasing adoption of technologies like mobile phones, high throughput genomic sequencing, IoT and electronic health records is accelerating the buildup of an avalanche of data: clinical, genomic, epidemiological, climate-related and social/behavioral data. These growing volumes and complexity of data, render the rapidly expanding field of “Big Data” analysis and interpretation essential to improving health and economic outcomes.

Data Science (DS­­­), which encapsulates Machine Learning and Artificial Intelligence (AI) provides a pathway to the leveraging and enhancement of these data into meaningful and actionable information. However, the highly technical nature of DS as well its powerful potential, simultaneously pause the risk of ‘leaving behind’ sections of the population that have already been disadvantaged. In Uganda in particular, the high gender disparity within STEM fields means that women are more likely to be left behind, resulting in the unintended consequence of DS further widening the gender gap in STEM.

This program is thus going to target the training and advancement of Ugandan women in data science and (or) bioinformatics. It achieves this goal through three critical areas: 1) Skilling women in data science / bioinformatics methods and techniques, 2) identify barriers to women in STEM, Data Science and bioinformatics 3) Providing a bridge to help trainees translate their data science skills into biomedical and public health practice.

Benefits of the program

• There are two fully funded PhD fellowships that will provide tuition and a stipend for a duration of upto 3 years.
• Spend up to 3 months at UCSF, USA in a data science related research lab with a paid economy class return ticket, accommodation and stipend for stay at UCSF.
• Institutional IRB fees for PhD project.
• UNCST fees for PhD project.
• Open Access Publication fees for up to 2 publications.
• World class health data science mentorship from some of the best mentors in the field.

Research concept

The research concept should be one that employs data science, mathematical and (or) bioinformatics to any of the following areas: a) Antimicrobial resistance (AMR) including the design of antimicrobial drug combination therapies, identifying One Health AMR transmission pathways, and utilizing data science methodologies to guide antimicrobial stewardship initiatives; b) Human Genomics including the role of repeats in the human genome; c) cancer including cancer genomics and genomics data science; and d) Natural Language Processing (NLP) and (or) generative AI solutions for health problems.

Submit the following documents as a single pdf file

• Certified copies of relevant academic documents.
• Two reference letters from academic referees.
• Statement of motivation (max 1500 words).
• Your idea for the research project (single page).
• An updated CV (max 4 pages).

Application deadline : June 20 th 2024

• This is a full-time PhD fellowship. It is expected that the intending applicant is not involved in any other form of study or employment.
• Only successful candidates will be notified.

Key Responsibilities

• Fully develop a research concept that employs data science, mathematical and (or) bioinformatics to any of the following areas: a) Antimicrobial resistance (AMR) including the design of antimicrobial drug combination therapies, identifying One Health AMR transmission pathways, and utilizing data science methodologies to guide antimicrobial stewardship initiatives; b) Human Genomics including the role of repeats in the human genome; c) cancer including cancer genomics and genomics data science; and d) Natural Language Processing (NLP) and (or) generative AI solutions for health problems.
• Successfully defend your research proposal
• Successfully obtain ethics approval from Institutional Review Board (IRB) and National approval from Uganda National Council for Science & Technology (UNCST)
• Successfully complete placement at a research lab at UCSF
• Present your work at scientific workshops, conferences and research forum
• Successfully defend your PhD thesis
• Write at least 2 peer reviewed scientific publications in high impact journals by the end of the PhD
• Participate in ACE research groups relevant to your area of study.

More details

Job Code: PhDACE002 No of Position: 2 Station: Kampala Classification: Part-time Duration: 3 Years Reports to: BIOINFORMATICS SCIENTIST Posted Date: 2024-05-07 07:21:02.000 Closing Date: 2024-06-20 10:38:00.000

View on IDI/Apply Now

IDI Job Advert: Masters Student Fellow (2)

Advert: Admission to PhD in Public Health Programme 2024/2025

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Admission Lists for Diploma Holders under Government Sponsorship for 2024/2025 AY

The Office of Academic Registrar,  Makerere University  has released lists of Diploma holders admitted under the Government Sponsorship Scheme for the Academic Year 2024/2025.

Under the Diploma Holders Government Sponsorship Scheme admission does not exceed 5% of the intake capacity to the respective Degree Programme.

The list can be accessed by following the link below:

Call for Applications: 7th Cohort of MURBS Departmental Ambassadors Programme

Makerere University Retirement Benefits Scheme (MURBS) is a Scheme for Makerere University staff. MURBS was established under an irrevocable trust effective 1 April 2009 to provide retirement benefits to employees of Makerere University . The Scheme is governed by a Board of Trustees (with a Secretary and Chairperson elected among their number), whose mandate is enshrined under the Trust Deed and Scheme Rules (As Amended). MURBS is a Mandatory Employer-Based Scheme licensed by the Uganda Retirement Benefits Regulatory Authority (License No. RBS.0005).

Management and day-to-day operations of the Scheme are handled by the Secretariat as well as external service providers. The external service providers include the Fund Manager, Custodian, and Administrator. The Secretariat is headed by a Principal Pension Officer (PPO).

Who are MURBS Ambassadors?

MURBS Ambassadors are volunteers from the University’s staff who advocate for and promote the scheme’s values, mission, and products at the departmental level. This programme aims to foster succession planning for MURBS governance, enhance awareness, and ensure all university staff understand and engage with MURBS services.

MURBS Ambassadors will play a key role in creating awareness on the Scheme services, especially among University staff and, subsequently encourage others to join and actively participate in MURBS affairs.

What is Expected of the MURBS Ambassador?

• Attend Ambassador meetings scheduled by the Scheme.
• Participate in activities organised by the Scheme.
• Actively promote the attainment of the “Objectives of the Ambassadors Programme.”

What are the Benefits of becoming a MURBS Ambassador?

• Ambassadors will be equipped with advanced knowledge about the Retirement Benefits Schemes (RBS) sector.
• Ambassadors may be invited to attend meetings and activities of the Board of Trustees.
• Ambassadors will have opportunities to attend RBS sector-specific training and events.
• Ambassadors will gain extensive knowledge and skills about how to plan for retirement.
• Ambassadors are eligible to compete in MURBS Trustee elections.

Who is Eligible to become an Ambassador?

• Must be employed by the University on permanent terms.
• Must be an Active Member of the Scheme (currently contributing to the Scheme) and appear on the Official Register of the MURBS Active Membership as at 30 May 2024.
• Must be willing to commit time to training and other ambassadorial activities organised by the Scheme.

Mode of Training

Training for this Cohort of Ambassadors is envisaged to be conducted via the blended mode (i.e. physical and online).

Tenure of Office & Termination or Withdrawal

There is no tenure of office for the Departmental Ambassador. As long as a member is willing to continue serving as an Ambassador, and the Ambassador continues to satisfy the eligibility criteria above, she or he will remain a MURBS Ambassador.

How to Apply

Interested members should complete the MURBS Departmental Ambassador Application Form 01-0218. The completed Form together with the requested attachments should be sent to [email protected] and copied to; [email protected] no later than 5:00 p.m. on Wednesday, 26 June 2024.

Confirmation/Approval Process

MURBS shall acknowledge receipt of each application received within 12 hours and will respond to the applicants to confirm the status of their application in writing (by e-mail).

Mastercard Foundation Scholars Program: Eight (8) Vacant Positions

The Mastercard Foundation Scholars Program at Makerere University has been renewed for a second phase from 2023 to 2034. The second phase of the Program will offer 1000 Scholarships to young African women and men, admitted to both the Undergraduate and Graduate Academic Programmes at Makerere University Main Campus. The Program aims to deepen inclusive University education and empower the Youth to transform into leaders who will make meaningful contributions to national and regional development. Makerere University is pleased to announce Eight (8) Vacant Positions.

How to Apply:

All suitably qualified candidates should submit their application letter, Curriculum Vitae, Certificates, and Transcripts giving full details of applicants’ qualifications, skills, and work experience, indicate three referees, and full contact details via the https://apply.mcfsp.mak.ac.ug/jobs . Applicants should make sure to upload reference letters from 2 referees.

For more information about the Mastercard Foundation Scholars Program at Makerere University visit our website: https://mcfsp.mak.ac.ug

Deadline for submission of the application: Friday 14 th June 2024 by 5.00 pm

• Only shortlisted candidates will be contacted.
• Makerere University is committed to creating a diverse and inclusive environment of mutual respect for all, as such the University recruits, and employs without any form of discrimination.
• Reasonable accommodation shall be provided to candidates with disabilities upon request to support their participation in the recruitment process.
• Falsification of documents or giving false information will lead to disqualification and/or prosecution in courts of law.
• Makerere University does not charge any fees at any stage of the recruitment process, including application, interview meetings, or processing of employment contracts.

VACANT POSITIONS FOR OPEN ADVERTISEMENT

• Position Summary: The Senior Transition Officer shall coordinate the Transition, Career development, and alumni engagement activities in the transition portfolio.
• Position Summary: The Scholars Recruitment Officer shall implement the pre-enrolment engagements and recruitment portfolio of the Mastercard Foundation Scholars Program.
• Position Summary: The Principal Monitoring, Evaluation, and Learning Officer shall lead the Monitoring, Evaluation, and Learning portfolio of the Mastercard Foundation Scholars Program.
• Position Summary: The Inclusion and Safeguarding Liaison Officer shall lead in advancing Inclusion and Safeguarding at the University, support Program-related activities, and coordinate with Program Partners focusing on Inclusion and Safeguarding.
• Position Summary: The Senior Communications Officer shall ensure effective communication strategies, manage crises, and uphold the safety and reputation of the Mastercard Foundation Scholars Program.
• Position Summary: The Systems Administrator and IT Support Officer shall be responsible for all ICT requirements of the Program, Web Maintenance, and the technical operations of the Disability Resource Unit.
• Position Summary: The Transition Lead shall lead in the implementation of the transition portfolio and agency/voice of the Mastercard Foundation Scholars Program. This includes managing Transformative Leadership, entrepreneurship, and career services.
• Position Summary: The Program Administrator shall provide administrative support to all program operations

The detailed advert may be accessed below

Semester Calendar 2024/2025, 2025/2026 & 2026/2027