phd at university of california

Grad school at UC

We’re here to help you get started.

With so many students applying to graduate school, it’s important to lay the groundwork now so you’ll stand out from the crowd when you apply. We have tips that will help you create an outstanding graduate school application, whatever your field or focus.

• 1 Where do I begin?
• 2 How do I apply?
• 3 How will I pay for it?
• 4 Which campus is right for me?

Don’t wait to set your dreams in motion. Start here. Start now.

“Many times we don’t take chances because we may not believe in our abilities, but you don’t need to have it all figured out. You just need to be open to learning along the way, making mistakes and reaching out.”

Find the right fit

Use the graduate degree search tool to discover which UC campuses offer graduate programs in your area of interest.

Search for a program

• UC Berkeley
• Sign Up to Volunteer
• I School Slack
• Alumni News
• Alumni Events
• Alumni Accounts
• Career Support
• Academic Mission
• Diversity & Inclusion Resources
• DEIBJ Leadership
• Featured Faculty
• Featured Alumni
• Work at the I School
• Subscribe to Email Announcements
• Logos & Style Guide
• Directions & Parking

The School of Information is UC Berkeley’s newest professional school. Located in the center of campus, the I School is a graduate research and education community committed to expanding access to information and to improving its usability, reliability, and credibility while preserving security and privacy.

• Career Outcomes
• Degree Requirements
• Paths Through the MIMS Degree
• Final Project
• Funding Your Education
• Admissions Events
• Request Information
• Capstone Project
• Jack Larson Data for Good Fellowship
• Tuition & Fees
• Women in MIDS
• MIDS Curriculum News
• MICS Student News
• Dissertations
• Applied Data Science Certificate
• ICTD Certificate
• Citizen Clinic

The School of Information offers four degrees:

The Master of Information Management and Systems (MIMS) program educates information professionals to provide leadership for an information-driven world.

The Master of Information and Data Science (MIDS) is an online degree preparing data science professionals to solve real-world problems. The 5th Year MIDS program is a streamlined path to a MIDS degree for Cal undergraduates.

The Master of Information and Cybersecurity (MICS) is an online degree preparing cybersecurity leaders for complex cybersecurity challenges.

Our Ph.D. in Information Science is a research program for next-generation scholars of the information age.

• Spring 2024 Course Schedule
• Summer 2024 Course Schedule
• Fall 2024 Course Schedule

The School of Information's courses bridge the disciplines of information and computer science, design, social sciences, management, law, and policy. We welcome interest in our graduate-level Information classes from current UC Berkeley graduate and undergraduate students and community members.  More information about signing up for classes.

• Ladder & Adjunct Faculty
• MIMS Students
• MIDS Students
• 5th Year MIDS Students
• MICS Students
• Ph.D. Students

• Publications
• Centers & Labs
• Computer-mediated Communication
• Data Science
• Entrepreneurship
• Human-computer Interaction (HCI)
• Information Economics
• Information Organization
• Information Policy
• Information Retrieval & Search
• Information Visualization
• Social & Cultural Studies
• Technology for Developing Regions
• User Experience Research

Research by faculty members and doctoral students keeps the I School on the vanguard of contemporary information needs and solutions.

The I School is also home to several active centers and labs, including the Center for Long-Term Cybersecurity (CLTC) , the Center for Technology, Society & Policy , and the BioSENSE Lab .

• Why Hire I School?
• Request a Resume Book
• Leadership Development Program
• Mailing List
• For Nonprofit and Government Employers
• Jobscan & Applicant Tracking Systems
• Resume & LinkedIn Review
• Resume Book

I School graduate students and alumni have expertise in data science, user experience design & research, product management, engineering, information policy, cybersecurity, and more — learn more about hiring I School students and alumni .

• Press Coverage
• I School Voices

On the March 27th episode of PBS’s documentary series Nova titled “A.I. Revolution,” correspondent Miles O’Brien...

A group of scholars from the School of Information are tackling the issue of illegal sand mining with the help of a...

When the Bancroft Library received over 100,000 Japanese-American internment “individual record” forms (WRA-26) from...

The Goldman School of Public Policy, the CITRIS Policy Lab, and the School of Information hosted the inaugural UC...

• Distinguished Lecture Series
• I School Lectures
• Information Access Seminars
• CLTC Events
• Women in MIDS Events

Ph.D. in Information Science

Ph.d. community.

Ph.D. students are knowledge architects and respected contributors to our information society, with a vision of expanding access to quality information, an appreciation for diverse perspectives, and the spirit of collaboration.

You Belong at Berkeley

The I School is a welcoming community of students, faculty, and staff from a wide variety of backgrounds, nations, cultures, and experiences.

The doctoral program is a research-oriented program in which the student chooses specific fields of specialization, prepares sufficiently in the literature and the research of those fields to pass a qualifying examination, and completes original research culminating in the written dissertation. The degree of Doctor of Philosophy is conferred in recognition of a candidate's grasp of a broad field of learning and distinguished accomplishment in that field through contribution of an original piece of research revealing high critical ability and powers of imagination and synthesis.

The Ideal Place for Breakthrough Thinking

School of Information offers an ideal environment for information scholars , on the campus of a preeminent, forward-thinking research institution .

Dedicated to cross-disciplinary research, breakthrough thinking, and creative collaboration, the I School actively shapes the information frontier and has a track record of scholarly ideas, solutions, and policy counsel that make information more accessible, manageable, and useful.

Rigorous academics instill the theoretical and research capabilities required to advance diverse interests — from information design, architecture, and assurance, to human-computer interaction and the social, economic, and public policy implications of information. Ph.D. students work closely with faculty recognized as information pioneers.

Interdisciplinary thinking and partnership are central to the I School approach, so doctoral research often engages exceptional UC Berkeley schools and departments beyond the I School, from journalism, business, and law to computing, engineering, humanities, and social sciences.

On average, I School students complete the Ph.D. degree in 6 years.

• Semester 1–4 : Breadth, major, & minor coursework
• Semester 4–5 : Prelim research paper & exam
• Semester 6–8 : Qualifying exam
• Semester 10–12 : Complete & present dissertation

Detailed degree requirements & timeline

Areas of Study

Major and minor areas include:

• Human-Computer Interaction
• Information Economics and Policy
• Information Law and Policy
• Information Organization and Retrieval
• Information Systems Design
• Social Aspects of Information
• Information and Communication Technologies and Development

Your Career

I School Ph.D. graduates go on to careers in academia, industry, or the public sector.

Recent Ph.D. graduates hold tenure-track faculty positions at the world’s leading universities, as well as leading research positions in industry, academia, and public-interest organizations.

More about Ph.D. career outcomes

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

“I think we can do a better job of using the Internet to tap into how people are doing, how they’re feeling, and what matters to them — online democracy, in a way, but minus the hype.”

—Galen Panger Ph.D. 2017

Download printable flier

New Research Aims to Curb Illegal Sand Mining with Data-Driven Mapping Tools

I School Representatives Lead DEIBJ Initiatives

Human-Computer Interaction Research De-Centers Humans to Give Nature a Voice

Last updated:.

• Application

Molecular and Cell Biology

• Introduction
• Maps and Directions
• Contact Information
• Chairs and Division Heads
• Make a Gift
• Undergraduate Program
• Masters Program

Doctoral Program

• Related Academic Programs
• Other Career Development
• Robinson Life Science, Business, and Entrepreneurship Program
• Faculty Research Descriptions
• Biochemistry, Biophysics and Structural Biology
• Cell Biology, Development & Physiology

Genetics, Genomics, Evolution, and Development

Immunology and molecular medicine, neurobiology, molecular therapeutics.

• Postdoctoral Fellows
• Related Institutes and Research Units
• Research Facilities
• Industrial Affiliates Program
• Resilience Training Program (RTP)
• Department Staff
• Graduate Students
• Lab Staff and Researchers
• Directory Search
• Code of Conduct
• Equity and Inclusion
• Health and Wellbeing
• iMCB+ | About Us
• Assessment Team
• Board Members
• Conference Team
• Mentoring Team
• Postdoc Liaison Team
• Research Group
• iMCB+ | Membership
• iMCB+ | Past Events
• iMCB+ | News
• Conference 2018
• Conference 2019
• Conference 2020
• iMCB+ | Resources
• Resources and Support
• Seminar Schedule
• Department News
• Transcript Newsletter
• Seminars Overview
• COVID-19 News
• MCB 30 | 30 Years of Scientific Discoveries
• MCB 30 | Alumni Symposium Details

The Department of Molecular & Cell Biology at the University of California, Berkeley offers a Ph.D. program focused on the molecular mechanisms inherent to life. This program integrates research with a modern training curricula, teaching, and career mentorship. Our Department is highly interdisciplinary - comprising the Divisions of Cell Biology, Development & Physiology, Immunology and Molecular Medicine, Neurobiology, Biochemistry, Biophysics & Structural Biology, and Genetics, Genomics, and Development – and this is reflected in our students and training. The program is also highly collaborative with related programs and Institutes on campus, thus allowing students the flexibility to explore all aspects of modern biological research. Please click on the links below to learn more about our areas of research on the main department website or use the menu at the top to navigate to areas of interest within the graduate program.

Cell Biology, Development & Physiology

Biochemistry, biophysics & structural biology.

About the Chemistry Ph.D. Program

Ph.d. in chemistry faq's.

The Chemistry PhD program is designed towards developing within each student the ability to do creative scientific research. Accordingly, the single most important facet of the curriculum for an individual is their own research project. In keeping with the goal of fostering an atmosphere of scholarly, independent study, formal course requirements are minimal and vary among disciplines; advisor's tailor course requirements to best prepare the student for the chosen research field.

The Doctoral program includes the following concentrations, each of which has specific degree requirements:

• Physical Chemistry : In general, the Physical Chemistry Graduate Program encompasses analytical, nuclear, biophysical, and theoretical chemistry.
• Synthetic Chemistry : The Synthetic Chemistry Graduate Program includes emphases in either organic or inorganic chemistry
• Chemical Biology : The Chemical Biology Graduate Program covers a range of research areas at the interface of Chemistry and Biology.

Research. A graduate student spends a good deal of time during the first week of the first semester at Berkeley talking to various faculty members about possible research projects, studying pertinent literature references, and choosing an individual project. New graduate students meet shortly after their arrival with a faculty adviser. From the faculty adviser the student obtains a list of faculty members whose research may interest the student. After visiting these and additional faculty, if necessary, the student chooses a research director, with the consent of the faculty member and the graduate adviser. By the end of the first semester most students have made a choice and are full-fledged members of research group. Students in the Chemical Biology Graduate Program will select their thesis advisor after completion of three-ten week rotations. Thereafter, all students become involved in library research on their projects and many begin actual experimental or theoretical work.

Independent Study. A student who chooses to specialize in physical chemistry is normally expected to take two courses per semester during the first year and one or two additional semesters of coursework sometimes during the second year. These may include topics such Quantum Mechanics, Statistical Mechanics, Group Theory, Interactions of Radiation with Matter, and many more. At the other extreme, a student specializing in inorganic chemistry will concentrate more heavily on special topics seminars and take fewer courses. The course offerings in the University are varied so that individual students have the opportunity to take other courses which serve their own needs. Such as, a student working on nuclear chemistry will probably elect additional graduate physics courses, while a student working on biophysical or bio-organic problems may take courses offered by the Biochemistry Department. Students in the Chemical Biology program will take courses from both Chemistry and Molecular and Cell Biology departments.

Seminars. Because of the size and diversity of the Berkeley faculty, there are many seminars on a variety of topics which students may choose to attend. There are regular weekly seminars in several major areas, including biophysical, physical, nuclear, organic, theoretical, solid state, and inorganic chemistry. These seminars are presented by members of the Berkeley faculty, as well as distinguished visitors to the campus. These seminars allow the students to become aware of the most important current research going on in the field. In addition to these regular seminars, there are several regular department seminars devoted to presentations by graduate students. One of the doctoral program requirements is that each student delivers a departmental seminar known as a graduate research conference during the second year. Individual research groups also hold regular research seminars. The format of these small, informal seminars varies. In some cases, graduate students discuss their own current research before the other members of the research group. On other occasions, the group seminars may be devoted to group discussions of recent papers which are of interest to the particular research group. In any event, small group seminars are one of the most important ways in which students learn by organizing and interpreting their own results before their peers.

Qualifying Exam. Sometime during the second year of graduate work at Berkeley, each student takes a qualifying examination. The examining board, a committee of four faculty members, is appointed to examine the student for general competence in the area of interest. The qualifying examination is centered around the defense of the individual research project. Upon satisfactory completion of the oral qualifying examination, the student is advanced to candidacy for the Ph.D. degree. After advancement, the student completes an original, scholarly contribution to science and writes a dissertation on the subject. Most students complete their work and received their degree within five years.

Teaching. An integral part of the graduate education at Berkeley is teaching. The department requires that each doctoral candidate assist in the instructional program of the department as a teaching assistant for two semesters during their graduate careers. The faculty regard the teaching experience as highly valuable for all graduate students, especially those who plan to teach as a career.

Financial Aid. All students admitted to our graduate program receive a stipend for the duration of study in the form of teaching and research assistantships as long as they are in residence and demonstrate good progress toward the degree. Students also receive full tution, health, dental and vision insurance. Most funds for this support derive from research contracts and grants.

For more information see the Berkeley Bulletin

top of page

Ph.D. Program

Degree requirements.

In outline, to earn the PhD in either Mathematics or Applied Mathematics, the candidate must meet the following requirements.

• Take at least 4 courses, 2 or more of which are graduate courses offered by the Department of Mathematics
• Pass the six-hour written Preliminary Examination covering calculus, real analysis, complex analysis, linear algebra, and abstract algebra; students must pass the prelim before the start of their second year in the program (within three semesters of starting the program)
• Pass a three-hour, oral Qualifying Examination emphasizing, but not exclusively restricted to, the area of specialization. The Qualifying Examination must be attempted within two years of entering the program
• Complete a seminar, giving a talk of at least one-hour duration
• Write a dissertation embodying the results of original research and acceptable to a properly constituted dissertation committee
• Meet the University residence requirement of two years or four semesters

Detailed Regulations

The detailed regulations of the Ph.D. program are the following:

Course Requirements

During the first year of the Ph.D. program, the student must enroll in at least 4 courses. At least 2 of these must be graduate courses offered by the Department of Mathematics. Exceptions can be granted by the Vice-Chair for Graduate Studies.

Preliminary Examination

The Preliminary Examination consists of 6 hours (total) of written work given over a two-day period (3 hours/day). Exam questions are given in calculus, real analysis, complex analysis, linear algebra, and abstract algebra. The Preliminary Examination is offered twice a year during the first week of the fall and spring semesters.

Qualifying Examination

To arrange the Qualifying Examination, a student must first settle on an area of concentration, and a prospective Dissertation Advisor (Dissertation Chair), someone who agrees to supervise the dissertation if the examination is passed. With the aid of the prospective advisor, the student forms an examination committee of 4 members.  All committee members can be faculty in the Mathematics Department and the chair must be in the Mathematics Department. The QE chair and Dissertation Chair cannot be the same person; therefore, t he Math member least likely to serve as the dissertation advisor should be selected as chair of the qualifying exam committee . The syllabus of the examination is to be worked out jointly by the committee and the student, but before final approval, it is to be circulated to all faculty members of the appropriate research sections. The Qualifying Examination must cover material falling in at least 3 subject areas and these must be listed on the application to take the examination. Moreover, the material covered must fall within more than one section of the department. Sample syllabi can be reviewed online or in 910 Evans Hall. The student must attempt the Qualifying Examination within twenty-five months of entering the PhD program. If a student does not pass on the first attempt, then, on the recommendation of the student's examining committee, and subject to the approval of the Graduate Division, the student may repeat the examination once. The examining committee must be the same, and the re-examination must be held within thirty months of the student's entrance into the PhD program. For a student to pass the Qualifying Examination, at least one identified member of the subject area group must be willing to accept the candidate as a dissertation student.

Psychology PhD

Psychology as a scientific discipline aims to describe, understand, and predict the behavior of living organisms. In doing so, psychology embraces the many factors that influence behavior-from sensory experience to complex cognition, from the role of genetics to that of social and cultural environments, from the processes that explain behavior in early childhood to those that operate in older ages, and from typical development to pathological conditions. The Department of Psychology at Berkeley reflects the diversity of our discipline's mission covering six key areas of research: Behavioral and Systems Neuroscience; Clinical Science; Cognition; Cognitive Neuroscience; Developmental, and Social-Personality Psychology. Our program learning goals focus on honing methodological, statistical and critical thinking skills relevant to all areas of Psychology research, enabling students with sufficient breadth to retain perspective in the field of psychology and sufficient depth to permit successful independent and significant research.

• The major academic objectives of the PhD program are for students to:
• Develop an understanding of the different theoretical and empirical frameworks that have defined and shaped the field
• Develop an understanding of the central questions and issues in contemporary psychology
• Develop expertise in one or more relevant research methodologies
• Build expertise in formulating testable hypotheses and designing appropriate studies
• Hone ability to critically evaluate scientific research
• Develop expertise in statistics and advanced data analytic approaches
• Develop an awareness of the importance of science to humanity while recognizing its limits (i.e., some scientific knowledge is culture-specific and may not be applicable to the human condition universally)
• Develop competence as a teacher of undergraduates and mentor to graduate students

Students select one of the following concentrations:

Behavioral and Systems Neuroscience: The Behavioral and Systems Neuroscience area encompasses faculty and students united by a common interest in the neurobiological/physiological bases of behavior, including but not limited to circadian and seasonal rhythms, decision-making, sex differentiation and behavior, energy balance, birdsong and animal communication, animal spatial orientation and navigation, gene-environment interactions, selective attention and visual perception, social behavior, attachment, developmental processes, physiological substrates of emotion and stress, and motivation. The methodologies currently employed by faculty and students cover the entire spectrum from the behavioral study of animals and humans to computational, cellular, molecular and neuroimaging analyses.

Clinical Science: Graduate students in Clinical Science combine rigorous research with hands-on clinical experience. In addition, students take courses that cover general areas of psychological science as well as more specialized areas based on a students interests. Most students will spend four to six years in residence at Berkeley plus one year at a Clinical Internship site, at or near the completion of the dissertation. Degrees are awarded after completion of the internship, even if the dissertation is completed earlier. The faculty advisor/mentor plays an important role in a students training. At the beginning of Year 1, each student is matched with a faculty advisor, usually one of the core Clinical Science Program Faculty, who supervises the student's research. In subsequent years, the student is free to continue working with that person or to seek a new research advisor. In addition to research supervision, the advisor works with the student in planning a program that fits that student's interests, while at the same time meeting program requirements. If a student is conducting research under the supervision of someone other than a core Clinical Science Program Faculty member (e.g., a faculty member in another area of the Psychology Department), then a core Clinical Science Program Faculty member is assigned to advise that student in matters related program requirements.

Cognition: The Cognition Program brings together faculty and students engaged in behavioral and computational investigations of fundamental cognitive processes, including learning, memory, categorization, reasoning, language, and perception. Our interdisciplinary approach borrows methods and insights from the cognitive sciences and other areas within the department.

Cognitive Neuroscience: Programs in Cognitive Neuroscience focus on neuroimaging and neuropsychological approaches to human behavior. Functional neuroimaging techniques, such as magnetic resonance imaging (MRI), electroencephalography (EEG), and intracranial EEG (iEEG) are used to study the neural bases of human behavior. Neuropsychological methods assess varieties of psychological dysfunction associated with brain damage or disease. Areas of specialty within this track include Sensory and Perceptual Processes, Attention and Working Memory, Learning and Memory, Emotion, and Motor Control.

Developmental: Our research goal is to understand how the organism and its capabilities develop throughout the lifespan. Our interdisciplinary approach is multi-species, multi-system, and multidisciplinary in nature. We study change over time in cognitive, linguistic, social, emotional, and neural processes. Our explanations include both neural accounts of the plasticity that is observed in the developing brain and other systems, and computational and psychological accounts of development. The bi-directionality of these processes is emphasized, with the organism's genetically program development being influenced by its physical and social environments and in turn influencing those environments. Thus, our research is situated at the interface between the fields of developmental psychology, computational modeling, psycholinguistics, cognitive psychology, developmental cognitive neuroscience, social psychology, cultural psychology, and clinical psychology. Our research examines numerous areas of development, plasticity, and change including sensory processes, cognitive capacities, language, reasoning, everyday knowledge of the world, emotions, and social relationships. We examine both typical and atypical development, each providing rich insights for better understanding the other and suggesting new approaches for effective treatments and preventive interventions.

Social-Personality Psychology: The social-personality program is devoted to training graduate students for careers in research and teaching. The program faculty and several affiliates conduct research and provide intensive training in six core areas of the field: (1) Self and identity; (2) Social cognition; (3) Emotion, emotion regulation, and affective neuroscience; (4) Personality processes and adult development; (5) Interpersonal, intergroup, and intercultural processes; and (6) Power, hierarchy, and social class. In addition to training in these core areas, the program encourages graduate students to develop their own research interests and build an independent research program. The program is characterized by considerable breadth and diversity. It provides students with special research opportunities, such as access to unique longitudinal databases, multi-method approaches (self-report, observational, archival, life-data, physiological), and biological perspectives on social behavior (e.g., evolutionary, neuroimaging).

Contact Info

[email protected]

2121 Berkeley Way University of California

Berkeley, CA 94720-1650

At a Glance

Department(s)

Admit Term(s)

Application Deadline

December 4, 2023

Degree Type(s)

Doctoral / PhD

Degree Awarded

GRE Requirements

Jump to navigation

⚠   Notice – Updates on UC Berkeley's COVID-19 resources and support

Search form

• History of Women Faculty in Economics
• Chairs & Managers
• Research Centers
• Publications
• Year-end letter: Berkeley Economics
• Faculty Profiles
• In Memoriam

Graduate Program

• Current Students
• Graduate Profiles
• 2023-2024 Job Market Candidates
• 2023-2024 Ph.D. Job Market Infopage
• Undergraduate Program
• Course Enrollment
• Prospective Majors
• Current Majors
• Student Organizations
• Commencement
• Course List
• This Week's Seminars
• Next Week's Seminars
• Spring 2024 Economics Classes
• Summer 2024 Economics Classes
• Charter Hill Society for Economics
• Submit a note
• Alumni Notes

Ph.D. in Economics

The Ph.D. program at Berkeley is designed for students interested in pursuing advanced study and conducting original research in Economics. The Ph.D. degree is awarded in recognition of the recipient's qualifications as a general economist and of the ability to make scholarly contributions in fields of specialization.

In advancing to the Ph.D. degree, students pass through two major stages:

• Preparation for candidacy typically takes two to three years. During the first two semesters, students take courses to achieve competence in econometric methods, methods of economic history and fundamentals of microeconomic and macroeconomic theory. During the next two years, students prepare for examination in two fields of specialization of their choosing, prepare a dissertation prospectus, and take an oral examination. When these steps are completed, students are advanced to candidacy.
• Completion of a dissertation after advancing to candidacy typically takes one to two years. The dissertation must be based on original research and represent a significant contribution to the body of Economic knowledge.

The entire process takes approximately five to six years, although some students are able to complete the program in less time. Below is an overview of the program requirements by year and other pertinent information.

The UC Berkeley College of Letters & Science   provides students helpful resources, links, and tools for successfully completing the Ph.D. in Economics.

ECONOMICS GRADUATE STUDENT SERVICES

The economics student services mission is to advise our students holistically by providing a high standard of service in a supportive and collaborative environment.  professional and peer advisors work as a team to provide accurate information in a timely manner.  we partner with faculty to assist students in engaging with the campus and the global economic community.  we value fairness, diversity, and the important roles our students, faculty, and staff in the department of economics play at the university of california, berkeley..

If you or someone you know is experiencing financial, food, housing or other basic needs challenges - you can find support and services at:  http://tinyurl.com/UCB-BNC-C19 .

Meet the members of the Economics Graduate Student Services advising team!

Graduate Office Address:

UC doctoral program statistics

People & Community

Research & Impact

Career Services

Doctoral Program (PhD)

Create knowledge to tackle society's most complex problems..

GSPP offers a doctoral degree program for students who seek careers in policy research in academia and/or with governments, non-profits, or research institutes. Usually only two or three Ph.D. applicants are admitted each year.

The Ph.D. program emphasizes the generation of knowledge, theories, methodologies, and applications appropriate to the advancement of public policy analysis and policy-relevant research. Doctoral students pursue highly individualized programs of study and typically work closely with Goldman faculty members who share the student’s subject matter interest. The doctoral program provides enormous flexibility in the topics addressed and the program of study, but is designed mainly to train social science researchers with an interest in applied policy issues.

A thorough preparation in or aptitude for rigorous policy research is a prerequisite for the doctorate. Because there is no core program of study, the PhD committee prefers applicants who can show some clear evidence of sustained interest in (and aptitude for) public policy and applied research.

For more information about the PhD program, please review the Goldman School's 2023-2024 Program Bulletin .

PhD Program

PhD Program in Business Administration

Welcome to the Berkeley Haas PhD Program! Partner with world-class faculty for a rigorous academic program in one of eight fields of study. Join a premier business school and a leading research university with a Nobel Prize-winning tradition – where you can seek new ideas and make an impact on global business and education.

The application for fall 2025 will open in September 2024, and close on December 2, 2024.

Get event announcements

Events Calendar

News & announcements, fields of study, berkeley haas phd admissions events.

Feel free to contact the PhD Admissions Office for more information.

Event schedule for the 2025 program

* Note : All participants are required to sign into a Zoom account before joining the virtual meetings hosted by UC Berkeley. If you do not have a Zoom account, please create a free account.

News from Berkeley Haas

Haas School Newsroom Defining Leadership Principles

Diversity at Berkeley Haas

Our Diversity Commitment The PhD Project

>Follow us on …

• Business and Public Policy
• Management of Organizations-Macro
• Management of Organizations-Micro
• Marketing Consumer Behavior
• Quantitative Marketing
• Real Estate

Berkeley School of Education

Ma and phd programs, about our ma and phd.

Earning a Master’s of Arts degree (MA) or doctorate (PhD) from Berkeley’s School of Education often leads to a career as an educational scholar and researcher in schools, colleges, and universities; non-profits and think tanks; and corporations.

In your application, we encourage you to describe your research interests as well as your desire to study with particular faculty in their application materials. If you wish to study educational topics outside those framed in the list below, we still encourage you to apply to earn your MA or PhD because we want innovative thinkers among us.

During the first semester, all students build a plan of study in consultation with their advisor(s). This plan is revisited, updated, and revised yearly thereafter.

What Doctoral Students Can Expect

During the first two years of study, the Berkeley PhD in Education introduces you to research on current issues in education, theories of learning, human development, and inequality, educational policy, and research methods. Students proceed through the program during the first two years in a cohort, taking core courses together.

The degree program’s structure ensures that you have a broad understanding of important topics in education and that you begin developing the research expertise needed to carry out independent research projects. You will also begin to take elective courses within and outside the BSE in your expected areas of expertise.

By the third and fourth years of study, you are expected to develop greater expertise in your research specialties in close consultation with your faculty advisors. You also take advanced seminars; engage in independent studies and research apprenticeships; and complete an oral exam.

The concluding part of your doctoral studies is preparation of your dissertation proposal and the research and writing of your dissertation.

What Master's Students Can Expect

As a Master’s student, you join the Berkeley community for one academic year, affiliating with a cluster of specialization. MA students often complete courses and their Masters projects during the summer. You are required to complete 24 semester units, which equals seven to eight classes, depending on how many units are awarded for each class.

You will have access to your faculty advisors, an MA Coordinator, and Student Services staff within the School of Education.

Learn more about the core requirements for earning a Master's in Education .

Our faculty’s interests span a range of critical topics and issues that are crucial for the attainment of educational equity and greater impact in schools and communities. The broad clusters of our faculty’s expertise are listed below. Click on any of the titles to see faculty who are engaged in this research.

Critical Studies of Race, Class, and Gender

• Critical Social and Cultural Theories
• Globalization, Immigration, and Migration
• Race & Social Inequality in Urban Education
• Domination and Resistance across Educational Settings
• Social Identities in Educational Contexts
• Language, Literacy, and Digital Media

Language, Literacy, and Culture

• Sociocultural aspects of language use and development across the lifespan
• Linguistic and cultural diversity in language and literacy education
• Intersections of disability and language and literacy learning
• Race and inequality in language and literacy education
• Bi/multilingualism and translanguaging in schools and communities
• Indigenous language maintenance and education in local and global contexts
• Literacy in a Digital Age
• Literacy in and out of School

Learning Sciences and Human Development

• Cognitive, Human, and Social Development 
• Mathematics and Science Education
• Teacher Learning and Education
• Technology and Digital Media

Policy, Politics, and Leadership

• Leadership in Educational Organizations
• Policy Analysis and Program Implementation
• Politics of Education Advocacy
• School Improvement

Social Research Methodologies

• Data Science
• Design-Based Research
• Measurement
• Qualitative Research Methods
• Statistics and Econometrics

School Psychology

    •     Program Aims and Training Goals     •     Faculty     •     Sequence     •     How to Apply     •     Student Admissions, Outcomes, and Other Data     •     Student Handbook     •     Publications and Presentations     •     School Psychology-Resources

DISCOVER THE INNOVATIVE WORK WE ARE DOING ON:

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

Ph.D. in Environment and Sustainability

Our Environment and Sustainability Ph.D. equips students with diverse perspectives to develop profound new ideas, knowledge and approaches to the most important concerns facing people and the planet. The program provides training to develop deep understandings of the structures of current environment and sustainability issues today and to develop analytical research to address them. This requires learning in multiple disciplines and how they, together, can better provide greater knowledge to bear to the social, environmental, political, scientific and economic factors creating the situation we face today. Our goal is to prepare students for a range of careers in academia, as well as public and private sectors.

Climate Strategies

Talking solutions with Marilyn Raphael, director of UCLA’s Institute of the Environment and Sustainability

Dangerous combination of extreme heat and smoke affected 16.5 million Californians

“as a passionate environmentalist and social justice organizer, students with diverse views helped me value mainstream and economically-framed solutions”.

​​Cassie Gardener-Manjikian

Take the next step

How to Apply Learn more

• Recommendations
• Notifications
• My Favorites

Favorites, recommendations, and notifications are only available for UCLA Graduate Students at this time.

Access features exclusively for UCLA students and staff.

As a student, you can:

• Add funding awards to your favorites list
• Get notified of upcoming deadlines and events
• Receive personalized recommendations for funding awards

 We're Sorry

You've signed in with a UCLA undergraduate student account.

UCLA Graduate Programs

UCLA Graduate Programs: A-Z

Quickly browse graduate programs at the University of California Los Angeles. Meet UCLA faculty, learn graduate school admissions requirements, acceptance rates, and deadlines, and which programs offer doctoral and master’s degrees.

Key: D octorate M aster’s Degree M aster’s Degree (on path to Doctorate) C ertificate

A • B • C • D • E • F • G • H • I • L • M • N • O • P • S • T • U • W

Aerospace Engineering

African American Studies

African Studies

American Indian Studies

Anderson School of Management

Anthropology

Archaeology

Architecture

Architecture - M.Arch.

Architecture - M.S. in Architecture and Urban Design

Architecture and Urban Design Department

Art History

Asian American Studies

Asian Languages and Cultures

Asian Languages and Cultures Department

Astronomy and Astrophysics

Astronomy and Astrophysics-MAT

Atmospheric and Oceanic Sciences

Biochemistry, Molecular and Structural Biology

Bioengineering

Bioinformatics

Biomathematics

Bioscience Programs

Biostatistics

Biostatistics Department

Biostatistics MPH

Chemical & Biomolecular Engineering Department

Chemical Engineering

Chemistry - Master of Applied Chemical Sciences

Chemistry and Biochemistry Department

Chicana & Chicano Studies

Chicana/o and Central American Studies Department

Choreographic Inquiry

Civil & Environmental Engineering Department

Civil Engineering

Classics Department

Clinical Research

Communication

Community Health Sciences

Community Health Sciences Department

Community Health Sciences MPH

Comparative Literature

Computational Medicine Department

Computer Science

Conservation of Cultural Heritage

Conservation of Cultural Heritage Department

Conservation of Material Culture

Culture and Performance

Data Science in Biomedicine

Data Science in Health

David Geffen School of Medicine

Design | Media Arts

Earth, Planetary, and Space Sciences Department

East Asian Studies

Ecology and Evolutionary Biology Department

Economics - Master of Quantitative Economics

Economics Department

Educational Leadership Program

Electrical & Computer Engineering

Engineering - Master of Engineering

Engineering - MS in Engineering, Online

Engineering - MS in Engineering-Aerospace, Online

Engineering - MS in Engineering-Computer Networking, Online

Engineering - MS in Engineering-Electrical, Online

Engineering - MS in Engineering-Electronic Materials, Online

Engineering - MS in Engineering-Integrated Circuits, Online

Engineering - MS in Engineering-Manufacturing and Design, Online

Engineering - MS in Engineering-Materials Science, Online

Engineering - MS in Engineering-Mechanical, Online

Engineering - MS in Engineering-Signal Processing and Communications, Online

Engineering - MS in Engineering-Structural Materials, Online

Environment and Sustainability

Environmental Health Sciences

Environmental Health Sciences Department

Environmental Health Sciences MPH

Environmental Science & Engineering

Epidemiology

Epidemiology Department

Epidemiology MPH

Ethnomusicology

European Languages & Transcultural Studies Department

Executive Master of Public Health

Fielding School of Public Health

Film & Television

Film, Television, & Digital Media Department

French & Francophone Studies

Gender Studies

Genetic Counseling

Geochemistry

Geography Department

Geophysics & Space Physics

Germanic Languages

Health Management MPH

Health Policy & Management

Health Policy & Management MPH

Health Policy and Management Department

Health Policy MPH

Healthcare Administration

Henry Samueli School of Engineering and Applied Science

Herb Alpert School of Music

Hispanic Languages & Literatures

Human Genetics

Human Genetics Department

Indo-European Studies

Information Studies

Information Studies Department

Institute of the Environment & Sustainability

Integrative Biology & Physiology Department

International Institute

Islamic Studies

Latin American Studies

Library & Information Science

Library & Information Science Certificate

Life Sciences

Linguistics

Luskin School of Public Affairs

Management - Business Analytics MS

Management - Executive MBA

Management - Fully Employed MBA (FEMBA)

Management - Global Executive MBA for Asia Pacific

Management - Master of Financial Engineering

Management - MBA

Management - MS, PHD

Manufacturing Engineering

Master of Applied Geospatial Information Systems & Technologies

Master of Legal Studies

Master of Public Health for Health Professionals

Master of Quantum Science and Technology

Master of Social Science

Materials Science & Engineering

Mathematics

Mechanical & Aerospace Engineering Department

Mechanical Engineering

Molecular & Medical Pharmacology

Molecular Biology

Molecular Toxicology

Molecular, Cell, & Developmental Biology

Molecular, Cellular, & Integrative Physiology

Near Eastern Languages & Cultures

Near Eastern Languages & Cultures Department

Neuroscience

Nursing - Doctor of Nursing Practice

Oral Biology

Physical Sciences

Physics & Biology in Medicine

Physics and Astronomy Department

Physiological Science

Planetary Science

Political Science

Public Health

Public Policy

Scandinavian

School of Dentistry

School of Education and Information Studies

School of Law

School of Nursing

School of the Arts and Architecture

School of Theater, Film and Television

Slavic, East European, and Eurasian Languages & Cultures

Social Sciences

Social Welfare

Spanish and Portuguese Department

Special Education

Statistics - Master of Applied Statistics and Data Science

Statistics and Data Science Department

Teaching Asian Languages

Theater and Performance Studies

Theater Department

Urban and Regional Planning

Urban and Regional Planning - Institut d'Etudes de Paris

Urban Planning

Urban Planning Department

World Arts and Cultures/Dance Department

UCLA is accredited by the Western Association of Schools and Colleges and by numerous special agencies. Information regarding the University's accreditation may be obtain from the Office of Academic Planning and Budget, 2107 Murphy Hall.

• Search This Site All UCSD Sites Faculty/Staff Search Term
• Business is a Science
• Dean’s Office
• UC San Diego's Business School
• 20th Anniversary
• Career Impact
• Student Experience
• Centers of Excellence
• Our Partnership With San Diego
• Equity Diversity, and Inclusion
• Explore by Program
• Full-Time MBA
• Part-Time MBA (FlexEvening)
• Executive MBA
• Full-Time MSBA
• Part-Time MSBA (FlexMSBA)
• Master of Quantitative Finance (MQF)
• Master of Professional Accountancy (MPAc)
• Ph.D. Program
• Undergraduate Programs
• Executive Education
• Faculty & Research Overview
• Research Faculty
• Other Faculty
• What We Are Working On
• Research Seminars
• Faculty Recruitment
• Engage with Rady
• Recruit Rady Talent
• Hiring Rady Graduates
• Where Our Graduates Work
• Corporate Projects
• Connect with Rady
• Connect with us

Upcoming Events

• Request Information
• Venue Rental

Take a Virtual Tour

• Incoming Rady Students

Current Students

• Alumni Reunion Weekend 2024
• Rady Alumni
• Join the Rady Network
• Career Development
• Get Involved

Why a Doctoral Degree from the Rady School ?

The Rady School Ph.D. program is committed to training intellectual and innovative scholars who will contribute to the advancement of management education and knowledge in the 21st century.

Our emphasis is on innovation, rigorous training and impactful research. Rady faculty are prominent scholars in the fields of finance, behavioral economics, innovation, technology and operations management, marketing, organizational strategy and psychology. The curriculum is designed to be extensive, flexible and personalized, in a self-directed research environment.

The Rady Ph.D. program builds upon UC San Diego’s reputation and lineage, which includes 16 Nobel Laureates (former and current faculty) and eight MacArthur Foundation award recipients. We invite you to discuss the opportunities offered by the Rady program with our expert faculty.

If you have any questions, please contact the Rady Ph.D. Graduate Coordinator at  [email protected] .

There is a Shortage of Business Ph.D.s

Data from the AACSB indicates that the U.S. shortage of business Ph.D.s is expected to be over 1,000 in five years and nearly 2,500 in 10 years, both in the academic and corporate fields. Graduates with the right background, motivation, ability and training have the opportunity to become the next generation of professors at the world's elite business schools.

The Rady Ph.D. program combines faculty expertise, intimate size, strong interdisciplinary training and a desirable location for highly qualified doctoral candidates. The program has a strong research orientation, along with personal attention and mentoring from world-class faculty.

The program is a full-time course of study, designed primarily to prepare candidates for an academic career. Students begin active research at an early stage, working with faculty mentors throughout the program. Most students take four to five years to complete degree requirements and defend their dissertation (depending on the student’s background and progress). Academic and research interests include finance, marketing, management, economics and strategy, and innovation, technology and operations.

Mission Statement

The mission of the Rady School of Management’s Ph.D. program is to graduate intellectually rigorous and innovative researchers. Our Ph.D. program is committed to preparing scholars and professors for the world’s leading universities.

Learning Goals

• A Rady School Ph.D. has mastered the analytical and methodological skills applicable to their area of specialization
• A Rady School Ph.D. is able to critically evaluate extant research within their area of specialization
• A Rady School Ph.D. is proficient in conducting original research in their field of specialization
• A Rady School Ph.D. is an effective teacher

Donors & Investors

Military/Veterans

Companies and Recruiters

Contact Admissions

Schedule a Visit

Maps & Directions

• Annual Security and Fire Safety Report
• Open Staff Positions
• Financial Support
• Faculty and Research
• Program FAQs
• Ph.D. Students
• Ph.D. Alumni

• Open Search box
• Ph.D. Program Home
• Admissions Overview
• Admissions FAQ
• Areas of Study Home
• Accounting Overview
• Meet the Students
• Courses and Seminars
• Behavioral Decision Making Overview
• Decisions, Operations and Technology Management Overview
• Finance Overview
• Global Economics and Management Overview
• Management and Organizations Overview
• Marketing Overview
• Strategy Overview
• Current Job Market Candidates

UCLA Anderson Ph.D. program

Where Brilliant Minds Break Through

Professor Chris Tang, prolific researcher in Management and Operations, with Rob Richmond, researcher in foreign currency investment.

Welcome to UCLA Anderson’s Doctoral Program — the first step in pursuing an academic career in management.

From the dean of our program.

"On behalf of our faculty, thank you for visiting the UCLA Anderson Ph.D. program! If you're serious about advancing our understanding of business disciplines through rigorous research, I invite you to explore everything our Ph.D. program has to offer. You'll have the opportunity to train with world-renowned scholars and alongside the next generation of researchers. In that pursuit, you will have UCLA's resources and strengths as a world-class research institution available to you."

Join us as we expand the boundaries of business knowledge. Apply to become one of tomorrow's leading scholars today.

Professor Stephen Spiller Associate Dean and Director Ph.D. Program UCLA Anderson School of Management

World-Class Faculty

Meet The Students

Graduate success stories.

Kevin Huang ('22) Assistant Professor, CUHK-Shenzhen

Noncompliance with SEC Regulations: Evidence from Timely Loan Disclosures

Jon Bogard ('22) Assistant Professor, Washington University in St. Louis

Target, distance, and valence: Unpacking the effects of normative feedback

Nur Kaynar Keles ('22) Assistant Professor, Cornell

Discovering Causal Models with Optimization: Confounders, Cycles, and Feature Selection

Geoff Zheng ('20) Assistant Professor NYU Shanghai

Growth Options, Incentives, and Pay for Performance: Theory and Evidence

Sebastian Ottinger ('21) Assistant Professor CERGE-EI

The Political Economy of Propaganda: Evidence from US Newspapers

Daniel Walters  ('17) Assistant Professor INSEAD

Investor memory of past performance is positively biased and predicts overconfidence

Marissa Sharif (’17) Assistant Professor of Marketing at the Wharton School

The Effect of Categorization on Goal Progress Perceptions and Motivation

Marco Testoni  ('19) Assistant Professor Tilburg University

The market value spillovers of technological acquisitions: Evidence from patent-text analysis

Alumni success

• About UCLA Anderson
• Our Character
• Our Strategic Plan
• Our Leadership
• Our History
• Office of Development Home
• Impact Stories
• The Anderson Fund
• Student Fellowships
• Equity, Diversity and Inclusion
• Centers@Anderson
• Faculty Research
• Dean’s Society Leadership Giving
• Reunion Giving
• Anderson Affiliates
• Ways to Give
• Contact Development
• Our Centers Home
• Center for Global Management Home
• For Students Overview
• Specialize In Global Management
• On-Campus and/or Hybrid Global Management Courses
• Global Immersion Courses
• Global Nonprofit Capstone Projects
• MBA Research Assistants
• Career and Personal Development
• UCLA-NUS Executive MBA
• F/EMBA International Exchange
• EMBA International Business Residency
• Global Management Seminars
• International Exchange
• Events and Discussions Overview
• Global Conferences
• Greater China and LatAm Series
• Global Management Speaker Series
• Global Management Lecture Series
• Global Business & Policy Forums
• World Today Discussion Series
• Robertson Lecture Series on Global Business Leadership
• Lunch and Dinner Series
• External Collaborative Partnerships
• Upcoming Events
• Past Center Sponsored Events
• Other UCLA Events
• Faculty & Global Research
• Video Gallery
• Support The Center
• Center for Media, Entertainment & Sports Home
• Events Overview
• Pulse Conference Home
• Entertainment Case Competition
• Game Day Sports Case Competition
• Global Sports Business Forum
• INSIGHTS - Big Data Conference
• Real Madrid Global Sports Leadership
• Research & Insights
• Corporate Partnership
• Student Experience Overview
• Industry Network
• Undergraduate Summer Institute Overview
• Howard University Initiative
• High School Summer Discovery
• About The Center for Media, Entertainment & Sports
• Board of Directors
• Easton Technology Management Center
• Innovation Challenge Home
• Sustainability Track
• Healthcare Track
• Generative AI Track
• Mentors & Advisors
• Competition Details
• Past Events
• Easton Courses
• Specialization
• Innovate Conference
• Tech + Society Conference
• The Embracing AI Summit
• Easton Instructors
• Get Involved
• About The Easton Technology Management Center
• Board of Advisors
• Faculty Advisory Board
• Fink Center for Finance & Investments Home
• Career Impact
• Student Fellowships Overview
• Investment Banking Fellowship
• Kayne Investment Management Fellowship
• Brown Private Equity and Alternatives Fellowship
• Quantitative Finance Fellowship
• News and Events Overview
• Conference on Financial Markets
• Fink Investing Conference Home
• Private Equity Roundtable
• Fink Credit Pitch Competition
• Faculty & Research
• Meet Our Board
• Meet Our Team
• Center for Impact Home
• Academics Overview
• Specializations and Certificates
• Impact Investing
• Social Impact Consulting
• Open For Good Transparency Index
• Environmental Metrics
• Social Metrics
• Governance Metrics
• Our Methodology
• State of Corporate Sustainability Disclosure
• 2023 Report
• 2022 Report
• Sustainability Workshops
• Corporate Partnership Program
• Faculty and Research
• Research and Seminars
• Research in Energy
• Research in Sustainability
• Research in Social Responsibility
• Alliance for Research on Corporate Sustainability ARCS
• Impact Week
• Morrison Center for Marketing & Data Analytics Home
• Gilbert Symposium
• Research Overview
• Funded Research
• Student Programs Overview
• Affiliated Student Organizations
• Case Competitions
• Ph.D. Students
• Morrison Center Advisory Board
• Price Center for Entrepreneurship & Innovation Home
• Fellowships
• Undergraduate Minor in Entrepreneurship
• Student Investment Fund
• For Professionals Overview
• Health Care Executive Program
• Entrepreneurship Bootcamp for Veterans
• UCLA Head Start Management Fellows Program
• Steinbeck Family Business Seminar
• Management Development for Entrepreneurs
• UCLA Health Care Institute
• Anderson Venture Accelerator Home
• Our Programs
• Our Companies
• Mentors and Advisors
• Showcase 2023
• Showcase 2022
• Showcase 2021
• Showcase 2020
• Knapp Venture Competition
• Entrepreneur Association (EA)
• Past Winners
• Hire an Anderson Intern
• UCLA Anderson Forecast Home
• Research and Reports Overview
• Forecast Direct Podcast
• Projects and Partnerships Overview
• Forecast Fellows Program
• Allen Matkins
• Cathay Bank
• City Human Capital Index
• Los Angeles City Employment
• Engage with Us Overview
• Become A Member
• Become A Sponsor
• Speaking Engagements
• Member Login
• Renew Membership
• Join Email List
• UCLA Ziman Center for Real Estate
• Howard and Irene Levine Fellows
• Peter Bren Fellows in Entrepreneurial Real Estate
• Corporate Concierge Recruiting
• Howard and Irene Levine Affordable Housing Development Program
• Alumni (UCLA REAG)
• UCLA Ziman Center Symposium
• Howard J. Levine Distinguished Lecture on Business Ethics & Social Responsibility
• UCLA Distinguished Speaker Series in Affordable Housing
• Faculty & Research Overview
• UCLA Gilbert Program in Real Estate, Finance and Urban Economics
• UCLA Economic Letter
• UCLA Affordable Housing Policy Brief
• Working Papers
• Eviction Moratoria and Other Rental Market COVID-19 Policy Interventions
• Mortgage Default Risk Index (MDRI)
• CRSP/Ziman REIT Data Series
• Conference on Low-Income Housing Supply and Housing Affordability
• Impact on Our Community Overview
• Housing as Health Care Initiative
• Howard and Irene Levine Program in Housing and Social Responsibility
• Board Leadership
• Ziman Campaign
• Clubs & Associations Home
• Anderson Student Association (ASA)
• Think in the Next Innovation Challenge
• Innovation & Design Case Competition
• Strategy and Operations Case Competition
• Health Care Business Case Competition
• Challenges in Energy Case Competition
• Professional Clubs
• Association of Veterans at Anderson (AVA)
• Association for Real Estate at Anderson (AREA)
• Energy and Cleantech Association (ECA) Home
• Energy Innovation Conference
• Entertainment Management Association (EMA) Home
• International Film Festival
• Food & Beverage Association (FABA)
• Healthcare Business Association (HBA) Home
• HBA VITALS Conference
• Innovation & Design at Anderson (IDeA) Home
• Innovation and Design Case Competition
• Investment Finance Association (IFA)
• Management Consulting Association (MCA)
• Marketing Association (MA)
• Net Impact (NI) Home
• High Impact Tea
• Retail Business Association (RBA) Home
• Evolve Conference
• Sports Business Association (SBA)
• Strategy & Operations Management Association (SOMA) Home
• Tech Business Association at Anderson (AnderTech) Home
• Unchained: Blockchain Business Forum
• Women’s Business Connection (WBC)
• Identity Clubs
• The Alliance for Latinx Management at Anderson (ALMA)
• Asian Management Student Association (AMSA)
• Black Business Students Association (BBSA) Home
• BHM Events - Better Together
• Christian Student Fellowship (CSF)
• European Business Association (EBA)
• Greater China Business Association (GCBA)
• Japan America Business Association (JABA)
• Jewish Business Students Association (JBSA)
• Joint Ventures (JV)
• Korean Business Student Association (KBSA)
• Latin American Business Association (LABA)
• Middle East & Africa Club
• Muslim Business Student Association (MBSA)
• Out@Anderson (O@A) Home
• LGBTQ Awareness Week
• South Asian Business Association (SABA)
• Southeast Asian Business Association (SEABA)
• Taiwanese Student Business Association (TSBA)
• Institutions Clubs
• Anderson Onboarding Committee (AOC)
• Admissions Ambassador Corps (AAC)
• Entrepreneurship Through Acquisition
• Challenge for Charity
• Interest Overview
• A Comedy Club (ACC)
• Adam Smith Society (SmithSoc)
• Craft Beer Club
• Creatives at Anderson (AnderCreative)
• Eats (AnderEats)
• Public Speaking Club at Anderson (PSC)
• Spirits @ Anderson
• Travel and Hospitality Association (THA)
• Wine Club at Anderson (WCA)
• Athletics Overview
• Basketball Club at Anderson (Anderball)
• John Anderson Golf Club
• Outdoor Adventure Club (OAC)
• Soccer Club (SC)
• Tennis Club at Anderson (TCA)
• Wellness Club
• Equity, Diversity & Inclusion
• Events and Spotlights
• Embracing Diversity Series
• Hear to Include
• Student EDI Council
• Key EDI Activities
• What You Can Do
• Pathway Guidance Program Overview
• Inclusive Ethics Initiative
• Asian@Anderson
• Black@Anderson
• Latinx@Anderson
• LGBTQ@Anderson
• Veterans@Anderson
• Women@Anderson
• Information & Technology Home
• New Faculty Information
• New PhD Information
• New Student Information
• Anderson Computing & Information Services (Intranet Portal)
• Rosenfeld Library Home
• Databases Overview
• Business Databases by Name
• Business Databases by Category Overview
• Analyst Reports
• Company Information
• Industry Information
• International Information
• Market Research
• Taxation & Accounting
• Books & Other Sources
• Anderson Proxy Server / Off-Campus Access
• Database Alerts (Under Revision)
• Discipline eSources Overview
• Decisions, Operations and Technology Management
• Global Economics and Management
• Information Systems
• Management and Organizations
• Working Papers, Cases
• Business Topics
• Government Information
• Search & Find
• Electronic Journals at UCLA
• New "Management" Titles at Rosenfeld and Other UCLA Libraries
• Citation Linker for Articles in (or Not in) UCLA-Licensed Online Content
• Career Management
• Company Ratios
• Industry Ratios
• Internet Search
• Special Collections
• UCLA Library Catalog
• Melvyl (UC Libraries)
• Citing Business Sources
• Assessing Global Issues
• Career Research in the Rosenfeld Library
• Competitive Intelligence
• Research Toolkit
• Services Overview
• Faculty Course Support
• Media & Technology Industry Information
• Ph.D. Research Support
• Consult a Business Research Librarian
• Borrowing Privileges
• Document Delivery
• Field Study Research Support: AMR/BCO/GAP/SMR/UCLA-NUS EMBA
• Course Reserves Overview
• Find Reserve Items
• Info for Faculty
• Hours of Operation
• Conduct in the UCLA Libraries
• External (Non-Anderson) Users of Rosenfeld Library
• New "Management" Titles RSS Feed
• UCLA Library
• User Rights and Responsibilities
• Degrees Home
• Full-Time MBA Home
• Admissions Home
• Request Information
• Requirements
• Admissions Events
• Class Profile
• International Applicants
• Concurrent Degrees
• Admission Policies
• Consortium Candidates
• Academics Home
• Customizable Schedule
• Flexibility & Specializations
• Capstone Project
• Business Creation Program
• Anderson Student Asset Management (ASAM) Home
• Annual Report
• Fund Strategies and Resources
• Academic Centers
• Global Options
• Academic Calendar
• Consulting Career Path
• Marketing Career Path
• Entertainment Career Path
• Technology Career Path
• Finance Career Path
• Social Impact Career Path
• Health Care Career Path
• Entrepreneurship Career Path
• Real Estate Career Path
• Operations Career Path
• Energy Career Path
• Retail Career Path
• Sports Career Path
• Living in L.A.
• Family Life
• Clubs & Associations
• Embracing Diversity
• Financing Overview
• Financing Opportunities
• Financing Requirements
• Connect With Our Students
• Getting Here
• Admit Central
• Why UCLA Anderson
• Timeline & Email Archive
• Student Life Home
• Clubs & Extracurriculars
• Getting Settled Home
• Housing and Utilities
• Transportation and Parking
• Campus Resources
• Student Health
• International Students Home
• Student Visas
• Your Academic Experience
• Your Career Considerations
• International Students Onboarding Sessions
• Tips for International Students
• Anderson Onboarding Home
• Anderson Onboarding FAQ
• Curriculum & Academics Home
• Course Schedule
• Academic Preparation
• Career Services Home
• Career Preparation
• Industry Camps
• Paying for School
• Financing Your MBA Home
• Meet the Team Home
• Fully Employed MBA Home
• Assistant Dean's Advice
• Connect with a Student
• UC Transfers
• Exam Waiver
• Military and Veterans
• Admissions Policies
• Specializations
• Global Experience
• Flexible Options
• Drive Time Podcast
• Student Perspectives
• Costs & Financing
• Financing FAQ
• Meet our Team
• Admit Central Home
• Why UCLA Anderson?
• Accepting Admission
• Important Items & Official Onboarding
• Build Your Network
• Executive MBA Home
• Requirements and Deadlines
• Connect with an EMBAssador
• U.S. Military, Reservist, & Veterans
• Flexible Schedules
• Electives & Specializations
• Capstone Overview
• For Companies
• Culture Overview
• Equity, Diversity, & Inclusion
• Conferences and Special Events
• Clubs and Associations
• Meet the Team Overview
• EMBA Admit Central Home
• Finalizing Admission
• Pre-EMBA Academic Preparation
• Important Dates and Events
• Cost and Financing
• Career Services
• Directions and Accommodations
• Curriculum & Schedule
• Admissions Requirements
• UCLA NUS Alumni Connect
• Fees and Financing
• Meet the Team
• Visit UCLA-NUS Full Site
• Master of Financial Engineering
• Admissions Ambassadors
• Career Impact Overview
• Career Paths Overview
• Quant Trading and Sales Trading
• Data Science
• Quantitative Research and Analysis
• Strats and Modeling
• Portfolio Management
• Risk Management
• Consulting and Valuation
• Employment Report
• Alumni Coaches
• Advisory Board
• Student Life
• For Companies Overview
• Recruit An MFE
• Meet our Team Overview
• MFE Admit Central Home
• Admit Checklist
• Career Support
• Curriculum and Academics
• For International Students
• Prep Before You Start
• Program Calendar and Fees
• Master of Science in Business Analytics
• Prerequisites
• Holistic Career Services
• Constant Industry Infusion
• Student Outcomes & Placement
• Career Services FAQ
• Student Life Overview
• Meet Our Students
• Recruit MSBAs
• Capstone: Applied Analytics Project
• Class of 2018
• Class of 2019
• Class of 2020
• Class of 2021
• Class of 2022
• Class of 2023
• Class of 2024
• Meet Our Team Overview
• Executive Education Home
• Open Enrollment Overview
• Executive Program
• Corporate Governance
• Women's Leadership Institute
• Women In Governance Overview
• Board Ready Candidates
• Inclusive Leadership Program
• Strategic HR Program
• Leading High Performing Teams
• Customized Solutions
• Partner Programs Overview
• Accounting Minor Program Home
• Accounting Minor Admissions Requirements
• Enrolling In Classes
• Courses Overview
• Course Syllabus
• Useful Links
• Graduating Seniors
• Leaders in Sustainability Certificate Program
• Riordan Programs Home
• Riordan Scholars Program Overview
• Saturday Business Institute
• Riordan MBA Fellows Program Overview
• Riordan College to Career Program Overview
• Alumni Association
• Our Purpose
• Get Involved Overview
• Donor Honor Roll
• Volunteer Opportunities
• Spark Campaign
• Who We Are Overview
• Volunteers and Mentors
• Riordan Podcast
• Media Entertainment & Sports Summer Institute
• Venture Accelerator at UCLA Anderson Home
• HealthCare@Anderson
• Health Care and Behavioral Economics
• Women and Healthcare
• Research and Development
• Health Care Operations
• Healthcare Pricing and Financing
• Other Research
• Sector-Focused Programs for Professionals
• Faculty and Research Home
• Accounting Home
• Seminars and Events
• Ph.D. Program
• Behavioral Decision Making Home
• Decisions, Operations & Technology Management Home
• Meet The Ph.D. Students
• DOTM Supply Chain Blog
• Finance Home
• Global Economics and Management Home
• Meet the Ph.D. Students
• University of California GEM-BPP Research Workshop
• Management And Organizations Home
• Anderson Behavioral Lab
• HARRT at UCLA
• Marketing Home
• Strategy Home
• Information Systems Research Program Home
• Connections
• IS History Home
• Faculty Directory
• Faculty Awards
• Faculty Expertise Guide
• Open Positions
• Emeriti Faculty
• For Companies Home
• Hire an MBA
• Hire an MFE
• Hire an MSBA
• Engage a Student Consulting Team
• Applied Management Research Program Home
• Requirements & Schedule
• Benefits To Companies
• Application
• Student Experience
• Faculty Advisors
• Global Access Program Home
• Global Partner Network
• Meet the Advisors
• Past GAP Companies
• Executive Portal Home
• Key Dates and Schedules
• Event Registration
• Hotels and Directions
• Visa Information
• Explore Los Angeles
• Post-GAP Consulting Providers
• Strategic Management Research Program
• Applied Finance Project
• Applied Analytics Project
• Early-Stage Investment Fund
• Field Experiments in Strategy
• Management Practicum
• News and Events Home
• News Archive
• News Archive 2022-2023
• News Archive 2018-2021
• Virtual Events Archive
• Signature Events Overview
• Gerald Loeb Awards Home
• 2024 Loeb Awards Open Call For Entries
• Banquet and Ceremony
• Submit Entry
• Competition Categories
• Historical Winners
• Career Achievement Categories
• Eligibility and Rules Home
• Administration of Awards
• Final Judges
• Embracing Diversity Week
• Commencement Overview
• MBA, EMBA, FEMBA, Ph.D. Commencement Overview
• Commencement Speaker
• FAQ Students
• UCLA-NUS Commencement
• MFE Commencement Overview
• Parking & Directions
• MSBA Commencement Overview
• Hotel Information
• Video Archives
• John Wooden Global Leadership Awards Overview
• Fellowship Application
• John Wooden
• Anderson Speaker Series
• Dean's Distinguished Speaker Series
• Velocity Women's Summit
• 'Palooza
• Anderson Student Kickoff
• Alumni Home
• Alumni Directory
• All Chapters and Groups
• International
• Worldwide Welcome Weeks 2023
• Alumni Weekend 2024
• Friday Faculty Chats
• Alumni Weekend
• Alumni Weekend 2022
• Alumni Weekend 2021
• Alumni Weekend 2019
• Alumni Weekend 2018
• Worldwide Welcome Weeks 2022
• Worldwide Welcome Weeks 2021
• Worldwide Welcome Weeks 2018
• Worldwide Welcome Weeks 2017
• Career Re-LAUNCH
• UCLA Campus
• Career Services Overview
• Career Resources
• Stay Connected Overview
• Alumni Community
• Email Lists
• Class Notes
• News@Anderson
• Alumni Awards
• Board of Directors Overview
• Letter from the President

Office of Scholarly Communication

University of California

• Campus Resources
• Why publish Open Access?
• Deposit Your Scholarly Articles
• OA Policies FAQ
• OA Policy Waivers
• OA Publishing Agreements and Discounts
• OA Thesis & Dissertation Policies
• Publish Your Book OA
• Transition Your Journal to OA
• Collect and share your older publications
• Publishing Funds
• eScholarship Publishing
• University of California Press
• Copyright & Publication Contracts
• Data Sharing Policies & Tools

Home » For Authors & Researchers » Open Access Theses & Dissertations

Open Access Theses & Dissertations

1. Does UC require me to make my thesis/dissertation open access? 2. Can I delay open access to my thesis? 3. I’m working on my thesis/dissertation and I have copyright questions. Where can I find answers? 4. Where can I find UC Theses and Dissertations online?

1. Does UC require me to make my thesis/dissertation open access?

Several UC campuses have established policies requiring open access to the electronic theses and dissertations (ETDs) written by their graduate students. As of March 25, 2020, there is now a systemwide Policy on Open Access for Theses and Dissertations , indicating that UC “requires theses or dissertations prepared at the University to be (1) deposited into an open access repository, and (2) freely and openly available to the public, subject to a requested delay of access (’embargo’) obtained by the student.”

In accordance with these policies, campuses must ensure that student ETDs are available open access via eScholarship (UC’s open access repository and publishing platform), at no cost to students. By contrast, ProQuest, the world’s largest commercial publisher of ETDs, charges a $95 fee to make an ETD open access. Institutions worldwide have moved toward open access ETD publication because it dramatically increases the visibility and reach of their graduate research.

Policies and procedures for ETD filing, including how to delay public release of an ETD and how long such a delay can last, vary by campus. Learn more :

• UC Berkeley: Dissertation Filing Guidelines (for Doctoral Students) and Thesis Filing Guidelines (for Master’s Students)
• UC Davis: Preparing and Filing Your Thesis or Dissertation
• UC Irvine: Thesis/Dissertation Electronic Submission
• UCLA: File Your Thesis or Dissertation
• UC Merced: Dissertation/Thesis Submission
• UC Riverside: Dissertation and Thesis Submission
• UC San Diego:  Preparing to Graduate
• UCSF: Dissertation and Thesis Guidelines
• UC Santa Barbara:  Filing Your Thesis, Dissertation, or DMA Supporting Document
• UC Santa Cruz: Dissertation and Thesis Guidelines (PDF) from the Graduate Division’s Accessing Forms Online page

2. Can I delay open access to my thesis/dissertation?

Some campuses allow students to elect an embargo period before the public release of their thesis/dissertation; others require approval from graduate advisors or administrators. Visit your local graduate division’s website (linked above) for more information.

In 2013, the American Historical Association released a statement calling for graduate programs to adopt policies for up to a six year embargo for history dissertations. Many scholars found this extreme, and a variety of commentators weighed in (see, e.g., discussions in The Atlantic , The Chronicle of Higher Education , and Inside Higher Ed ).  In addition, a memo from Rosemary Joyce, the Associate Dean of the Graduate Division of UC Berkeley, listed several advantages of releasing a dissertation immediately and added that “the potential disadvantages… remain anecdotal.” In the years since the flurry of writing responding to the AHA statement, the discussion of dissertation embargoes has continued, but the issues have remained largely the same. Thus, this memo from the UC Berkeley graduate dean (2013) remains an excellent summary.

3. I’m working on my thesis/dissertation and I have copyright questions. Where can I find answers?

Students writing theses/dissertations most commonly have questions about their own copyright ownership or the use of other people’s copyrighted materials in their own work.

You automatically own the copyright in your thesis/dissertation   as soon as you create it , regardless of whether you register it or include a copyright page or copyright notice. Most students choose not to register their copyrights, though some choose to do so because they value having their copyright ownership officially and publicly recorded. Getting a copyright registered is required before you can sue someone for infringement.

If you decide to register your copyright, you can do so

• directly, through the Copyright Office website , for $35
• by having ProQuest/UMI contact the Copyright Office on your behalf, for $65.

It is common to incorporate 1) writing you have done for journal articles as part of your dissertation, and 2) parts of your dissertation into articles or books . See, for example, these articles from Wiley and Taylor & Francis giving authors tips on how to successfully turn dissertations into articles, or these pages at Sage , Springer , and Elsevier listing reuse in a thesis or dissertation as a common right of authors. Because this is a well-known practice, and often explicitly allowed in publishers’ contracts with authors, it rarely raises copyright concerns. eScholarship , which hosts over 55,000 UC ETDs, has never received a takedown notice from a publisher based on a complaint that the author’s ETD was too similar to the author’s published work.

Incorporating the works of others in your thesis/dissertation – such as quotations or illustrative images – is often allowed by copyright law. This is the case when the original work isn’t protected by copyright, or if the way you’re using the work would be considered fair use. In some circumstances, however, you will need permission from the copyright holder.  For more information, please consult the Berkeley Library’s guide to Copyright and Publishing Your Dissertation .

For more in depth information about copyright generally, visit the UC Copyright site.

4. Where can I find UC Dissertations and Theses online?

All ten UC campuses make their electronic theses and dissertations (ETDs) openly accessible to readers around the world. You can view over 55,000 UC ETDs in eScholarship , UC’s open access repository. View ETDs from each campus:

• Santa Barbara

Sign up to receive OSC blog post updates

Email address:

Recent Posts

• Follow up from The Right to Deposit webinar: statement and early signatories
• Better together: BTAA Libraries, CDL, and Lyrasis commit to strengthen Diamond Open Access in the United States
• Upcoming webinar: “The Right To Deposit – Uniform Guidance to Ensure Author Compliance and Public Access”
• Fair use rights to conduct text and data mining and use artificial intelligence tools are essential for UC research and teaching
• New Open Access Book from eScholarship Publishing: The Art of Diversity by Susan Carlson

WordPress Theme by WPZOOM

• University of California, Irvine

We use cookies on this site to enhance your experience and tailor content. By continuing to use our sites, you accept our use of cookies. For further information please see UCI Privacy and Legal Notice .

Ph.D. in Language Science

ONLINE APPLICATION APPLY NOW

about OUR PROGRAM

Ranked as the #9 best public college by U.S. News & World Report , UCI's new Ph.D. program in language science offers students five years of guaranteed funding .

Scholars in the department seek answers to questions such as: How do children and adults learn language? How is language used strategically in social situations? How do the multiple languages spoken by a multilingual person interact in their brain? What explains the huge variety of languages we see in the world? How does the brain manage to coordinate the complex processes involved in speaking and hearing in real time, and how could we design computer systems to do the same thing?

UCI language science faculty publish regularly in top academic journals, and graduate students have ample opportunities to publish alongside them. Faculty and graduate students consistently present research at conferences and universities across the globe.

The program offers an integrative approach to the scientific study of language, exploring interfaces between traditional frameworks while fostering a more complete understanding of the human communication system. The aim is to train self-directed, successful researchers capable of innovative thinking at the forefront of language science. This training emphasizes empirical grounding, state-of-the-art methods for hypothesis generation and testing, and effective scientific communication.

Learn more about Language Science at UCI...

university committed to economic diversity and upward mobility - New York Times College Access Index

coolest school in ecological sustainability - Sierra Club Magazine

best college in the nation - Money Magazine

public university in the U.S. - U.S. News & World Report

LOCATION Campus is located less than 10 miles from Newport Beach.  

FUNDING Admitted students receive 5 years of guaranteed funding.  

METHODOLOGY Quantitative, neuroscientific, and behavioral approaches to scientific inquiry.

DEGREE Ph.D.; a master's degree may be earned while in pursuit of the Ph.D.  

ENROLLMENT Full-time, on-campus with housing.    

UNIQUE UCI's Ph.D. in language science is the first such doctoral program in the country.

language science

RESEARCH SPECIALITIES

Cognition and bilingualism

Computational linguistics/Natural language processing

Experimental approaches

Language development

Language structure

Neurolinguistics

Psycholinguistics

Quantitative approaches

Semantics & pragmatics

Speech perception

Read more about reseach in Language Science at UCI...

what makes us

  S tudents work with faculty advisors using innovative technologies in quantitative, neuroscientific, and behavioral approaches to scientific inquiry. Training incorporates curricular flexibility, technical communication skills development, and prioritization of research early in the graduate career.

Special attention is given to providing hands-on research experience and equipping students with sophisticated quantitative methods and technical communication skills. This allows students to target a broad range of careers within academia (as research professors, research scientists, and teaching professors) and in industry (as language engineers, knowledge engineers, language analysts, social media analysts, computational linguists, speech scientists, and educational technologists). Expertise in languages other than English makes graduates even more competitive for industry and government positions.

And if that wasn't enough, the UCI campus is located less than 10 miles from Newport Beach, is the #1 university doing the most for the American dream ( New York Times College Access Index ), the #2 "coolest school" in the nation ( Sierra magazine ), and the #9 ranked public university in the U.S. ( U.S. News & World Report ).

If full funding, opportunities to publish, and a proven track record of excellence in the field are what you're looking for, contact us today to learn more about UCI's graduate program in language science.

So what are you waiting for?

APPLY TODAY

If an integrative approach to the scientific study of language, full funding, opportunities to publish, and a proven track record of excellence in the field is what you’re looking for, contact us today to learn more about UCI’s PhD program in Language Science.  

UCI Department of Language Science

Online Applications

Online Application

Department Chair

Gregory Hickok   [email protected]  

Graduate Director

Richard Futrell   [email protected]  

Graduate Advisor

Jennifer Gerson   [email protected]  949.824.4074

connect with us

© UC Irvine School of Social Sciences - 3151 Social Sciences Plaza, Irvine, CA 92697-5100 - 949.824.2766

Bioengineering

We Engineer Excellence

Ph.D. Program

Apply Online

The BIG Ph.D. (Bioengineering Departmental Graduate Program) is heavily integrated with research activities and is intended for well-qualified individuals who wish to pursue leadership careers in academic or industrial research.

The program requires approximately three years of full-time study beyond the master’s degree but an M.S. is not required to enter into the Ph.D. program. In consultation with a faculty advisor, BIG Ph.D. students plan their program of study. The doctoral dissertation is based on original research in the field of specialization. The doctoral program includes a teaching requirement, an oral and written qualifying examination, and a dissertation.

The normative time to complete the Ph.D. degree is five years.

For more information on the requirements of the BIG Ph.D. program, please see the BIG student handbook .

• Broad range of critically important, contemporary bioengineering topics
• Dedication to leadership training - graduates are continuously exposed to opportunities to interact with BIG faculty as well as many Colloquium speakers to ask questions without faculty presence
• Emphasis on productivity in an energized welcoming environment has students working early and often with creative expression and presentations that focus on accountability
• Strong faculty dedicated to a collaborative, sharing environment to maximize learning and innovation with flexible course structures that include non-clinical medical school courses at the UCR School of Medicine
• Opportunities to interact with leading UC centers with cutting edge instrumentation including UCR Center for Plant Cell Biology (CEPCEB) and UCR Central Facility for Advanced Microscopy and Microanalysis as well as the potential to do collaborative cutting-edge medical research with institutions such as City of Hope, Loma Linda University’s School of Medicine and University of Iowa’s Carver College of Medicine.

How to Apply

Applications to the BIG Ph.D. program are accepted through the UC Riverside Graduate Division website for the Fall quarter only. The priority deadline for admission and fellowship consideration is January 5th. The deadline to apply for admission consideration only is June 1st for all applicants. 

Admission Requirements

In addition to the following requirements listed below, all applicants must meet the general requirements of the UCR Graduate Council as set forth by the Graduate Division.  The Department of Bioengineering requires that you possess a cumulative 3.2 minimum GPA during the junior and senior year of your undergraduate education. 

*An M.S. degree is not a prerequisite for entering the Ph.D. program.

*The GRE is no longer required to apply to the Ph.D. program.

Applicants will need to have completed coursework in chemistry, physics, math, biochemistry and biology, and engineering. Students without an undergraduate engineering degree should have excellent training in mathematics and the physical sciences.

Specific recommendations for students without an undergraduate engineering degree are:

• Two years of mathematics
• One year of physics
• One year of inorganic chemistry including lab
• One year of organic chemistry including lab
• One course in biochemistry
• One course of molecular biology

Students with strong academic records may be admitted with limited coursework deficiencies, provided that these are satisfied by appropriate coursework taken during the first two years of graduate study.

View Deadlines

Domestic Students

In order to be considered for admission in the Department of Bioengineering you must upload ALL of the following directly to the online application:

• A statement of purpose 
• A personal history statement (CVs or Resumes may not be submitted in lieu of a personal history statement) 
• A total of 3 letters of recommendation 
• upload one copy of unofficial transcripts to the online Graduate Application from ALL institutions attended after secondary school (high school)

International Students

• upload one unofficial copy of transcripts and degree certificates that are in the original language accompanied by certified English translations from EACH academic institution attended after secondary school (high school)
• TOFEL Requirement: 550 paper test score minimum and 80 iBT score minimum
• IELTS Requirement: An overall score of 7 with no band score less than 6

Ph.D. Requirements

Language requirement.

All international students whose first language is not English must satisfactorily complete the SPEAK test.

Course Requirements

Students must satisfy the core course requirements (see Core Courses ). Students will enroll in the interdepartmental colloquium series in Bioengineering each quarter it is offered.

Ph.D. Written Qualifying Examination

Students in the Ph.D. program must pass a written qualifying examination that covers the fields of engineering and biology that relate to the student’s dissertation project. This exam is usually taken at the end of the student’s first year of study.

Ph.D. Oral Qualifying Examination

Following successful completion of the written examination, candidates for the doctoral degree must pass an oral examination, normally within three quarters of the date of their written exam. The oral examination will be scheduled only after the candidate has written a proposal detailing the rationale, specific aims and approaches to be undertaken for her/his dissertation research.

Ph.D. Dissertation

A written dissertation will be completed by each students in the Ph.D. program. A candidate for the degree of Ph.D. may be required to defend his/her dissertation in a public, oral presentation at a time announced to members of the University community

• Crimson Careers
• For Employers
• Harvard College
• Harvard Kenneth C. Griffin Graduate School of Arts & Sciences
• Harvard Extension School
• Premed / Pre-Health
• Families & Supporters
• Faculty & Staff
• Prospective Students
• First Generation / Low Income
• International Students
• Students of Color
• Students with Disabilities
• Undocumented Students
• Explore Interests & Make Career Decisions
• Create a Resume/CV or Cover Letter
• Expand Your Network
• Engage with Employers
• Search for a Job
• Find an Internship
• January Experiences (College)
• Find & Apply for Summer Opportunities Funding
• Prepare for an Interview
• Negotiate an Offer
• Apply to Graduate or Professional School
• Access Resources
• AI for Professional Development and Exploration
• Arts & Entertainment
• Business & Entrepreneurship
• Climate, Sustainability, Environment, Energy
• Government, Int’l Relations, Education, Law, Nonprofits
• Life Sciences & Health
• Technology & Engineering
• Still Exploring
• Talk to an Advisor

University of California San Francisco

[*hms] assistant director, ocpd (phd research team).

• Share This: Share [*HMS] Assistant Director, OCPD (PhD Research Team) on Facebook Share [*HMS] Assistant Director, OCPD (PhD Research Team) on LinkedIn Share [*HMS] Assistant Director, OCPD (PhD Research Team) on X

The Assistant Director, OCPD (PhD Careers) assists the OCPD Director in managing the broad portfolio management priorities, including people management, financial management, fiscal management, operations management, and assessment. The incumbent also spearheads OCPD’s PhD Research team, devising and implementing both virtual and in-person multi-year strategies for services, programs, outreach, and resource development.

As the career development expert for life and social science students and postdoctoral scholars, the Assistant Director provides critical professional development guidance to Graduate Division leadership and collaborating stakeholders within and outside the UCSF community.

Additionally, this position manages the PhD Researcher Team with a Career Svc Spec 3 and 4 and oversees the PhD careers focused Career Peer Leadership Professional Development Program. This position also leads OCPD’s effort to build relationships with the Graduate Division and individual departments’ leadership, faculty, and administrators, as well as SAA units to assess and deliver tailored solutions that cater to the needs of life and social sciences students, postdoctoral scholars, and recent alumni. Finally, this position designs and delivers comprehensive career-oriented programs, resources, and services to students and postdoctoral scholars.

The final salary and offer components are subject to additional approvals based on UC policy.

To see the salary range for this position (we recommend that you make a note of the job code and use that to look up): TCS Non-Academic Titles Search (https://tcs.ucop.edu/non-academic-titles)

Please note: An offer will take into consideration the experience of the final candidate AND the current salary level of individuals working at UCSF in a similar role.

For roles covered by a bargaining unit agreement, there will be specific rules about where a new hire would be placed on the range.

To learn more about the benefits of working at UCSF, including total compensation, please visit: https://ucnet.universityofcalifornia.edu/compensation-and-benefits/index.html

Department Description

The Office of Career and Professional Development (OCPD) team serves approximately 4,100 UCSF students and postdoctoral scholars, including health professional students (dentistry, global health, medicine, nursing, pharmacy, and physical therapy), as well as graduate students and postdoctoral scholars in the basic and social/population sciences.

The OCPD’s mission is to teach students and postdoctoral scholars the professional skills required for career success. To that end, the OCPD offers a slate of programs, services, grant-funded initiatives and resources tailored to biomedical trainees.

Our approach is to collaborate with stakeholders across the university to design and implement innovative evidenced-based virtual and in-person counseling, programs and resources that develop key competencies in the areas of self-assessment, career exploration, job search strategies and professional success skills. OCPD’s vision is for every student and postdoc to leave UCSF with the knowledge, skills and confidence required to succeed.

Required Qualifications

• Advanced degree (MA, MS, etc.) in related area and/or equivalent experience / training
• Minimum of 5 years of related experience and/or equivalent experience/training
• Advanced knowledge of career development theories, adult development theory, counseling processes, career decision making, learning styles, and job search techniques
• Extensive knowledge of needs assessment theory, processes, and practice; workshop and program design
• Ability to design and modify computer applications and to meet program needs, problem identification, presentation skills, verbal communication, written communication, and organizational skills
• Ability to work with people from diverse cultures
• Leadership skills: Demonstrated successful experience in a leadership position. Demonstrated ability to successfully set expectations, provide feedback and manage conflict
• Professional interpersonal and collaborative skills including demonstrated experience successfully collaborating with diverse stakeholders and leadership teams
• Ability to work evenings and weekends virtually counseling students/postdocs, delivering virtual or in-person programs and training trainees, Monday-Friday, as needed
• Strong aptitude and success with change management, including demonstrated understanding of the challenges and complexities involved in proactively guiding their staff and trainees through change, flexibility and resilience working in dynamic environments, evidence of proactive communication, decision-making and accountability, creative and flexible problem-solving, critical thinking, advanced ability to organize workload while successfully continuously managing change and innovation as well as providing training and resources as needed

Preferred Qualifications

• PhD in Life or social sciences
• Demonstrated aptitude and expertise in use of technology and ability to learn new technologies proactively, independently, and quickly: This position requires demonstrated knowledge with a broad range of Mac-based systems, assessment and evaluation tools, learning design apps, image and video editing tools, networking platforms, video interviewing and virtual job search tools on a regular basis
• Extensive knowledge of life and social sciences student and postdoctoral scholar issues, and skills needed for success, employers, the labor market, and employment trends, both locally and nationally as related to hiring life and social sciences students
• Extensive knowledge in designing specialized graduate and post-graduate life and social sciences career development services that are appropriate for all levels of students and alumni seeking careers
• Familiarity with publications and grantsmanship and assessment and evaluation skills
• Demonstrated experience designing assessment and evaluation tools/methods that can be used to assess the effectiveness of programs and services and analyze results to update and enhance services
• Multimedia and outreach marketing skills
• Knowledge of UC programs, career services, employer, alumni, and faculty needs and expectations, recruiting and staffing methods, employment trends

The University of California, San Francisco (UCSF) is a leading university dedicated to promoting health worldwide through advanced biomedical research, graduate-level education in the life sciences and health professions, and excellence in patient care. It is the only campus in the 10-campus UC system dedicated exclusively to the health sciences. We bring together the world’s leading experts in nearly every area of health. We are home to five Nobel laureates who have advanced the understanding of cancer, neurodegenerative diseases, aging and stem cells.

Pride Values

UCSF is a diverse community made of people with many skills and talents. We seek candidates whose work experience or community service has prepared them to contribute to our commitment to professionalism, respect, integrity, diversity and excellence – also known as our PRIDE values.

In addition to our PRIDE values, UCSF is committed to equity – both in how we deliver care as well as our workforce. We are committed to building a broadly diverse community, nurturing a culture that is welcoming and supportive, and engaging diverse ideas for the provision of culturally competent education, discovery, and patient care. Additional information about UCSF is available at diversity.ucsf.edu

Join us to find a rewarding career contributing to improving healthcare worldwide.

Equal Employment Opportunity

The University of California San Francisco is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, age, protected veteran or disabled status, or genetic information.

• International

April 25, 2024 - US university protests

By Elise Hammond, Chandelis Duster, Kathleen Magramo, Elizabeth Wolfe, Aya Elamroussi, Lauren Mascarenhas and Tori B. Powell, CNN

Our live coverage of the pro-Palestinian protests on US campuses has moved here .

Progress in negotiations between Columbia protesters and administrators, university says

From CNN’s Paradise Afshar

Negotiations between Columbia University administrators and pro-Palestinian protesters who've been occupying a campus lawn with a sprawling encampment "have shown progress and are continuing as planned," the school said in a statement late Thursday.

"For several days, a small group of faculty, administrators, and University Senators have been in dialogue with student organizers to discuss the basis for dismantling the encampment, dispersing, and following University policies going forward," the university said.

"We have our demands; they have theirs."

The university also denied rumors that the NYPD had been called to campus, calling them "false."

Some context: Columbia announced late Tuesday that it had given protesters a midnight deadline to agree to dismantle their encampment. But the university then said early Wednesday that it had extended the talks for another 48 hours . If no agreement is reached, the school has said it will consider "alternative options," which many protesters have interpreted to mean calling in police to clear the site.

Protests continue at campuses across the US as more arrests are announced. Here’s the latest

A wave of pro-Palestinian campus protests is rippling across the US, with hundreds of people arrested at universities throughout the country this week.

At New York's Columbia University,  the epicenter of the demonstrations,  protesting students said they won’t disperse until the school agrees to cut ties with Israeli academic institutions and disinvest its funds from entities connected to Israel, among other demands. Protesters at other campuses have similar demands .

The campus encampments spreading across the nation have brought together students from a variety of backgrounds — including Palestinians, Arabs, Jews and Muslims — to decry Israel's bombardment of Gaza .

Here are the latest developments:

Columbia University : The faculty senate is expected to vote on a resolution admonishing the school’s president, Minouche Shafik, on Friday over several of her decisions, according to The New York Times. Shafik has faced criticism for authorizing police to shut down student protests on campus.

Brown University: The university identified about 130 students who it alleges violated a school conduct code that forbids encampments on campus. Students found responsible will be disciplined depending on their behavior and other factors, including any prior conduct violations, the university said.

Emory University : 28 people were arrested , including 20 Emory community members, during a protest at the school, Vice President for Public Safety Cheryl Elliott said. Troopers deployed pepper balls “to control the unruly crowd” during the protest, Georgie State Patrol said. A group of Democratic Georgia state lawmakers condemned the “ excessive force used by Georgia State Patrol” during arrests at Emory.

Emerson College: More than 100 people were arrested and four police officers injured during an encampment clearing at the Boston liberal arts college, according to the Boston Police Department. President Jay Bernhardt said he recognized and respected "the civic activism and passion that sparked the protest" after dozens of arrests.

Indiana University : At least 33 people were detained on campus Thursday following encampment protests.

George Washington University : DC Metropolitan Police were asked to assist in relocating an “unauthorized protest encampment” on campus, university president Ellen M. Granberg said. The decision came "after multiple instructions made by GWPD to relocate to an alternative demonstration site on campus went unheeded by encampment participants," she said.

University of Southern California : The university canceled its main commencement ceremony  next month, citing "new safety measures in place.” Nearly  100 people have been arrested  on the campus.

University of California, Los Angeles : A "demonstration with encampments" formed at UCLA on Thursday.

Northeastern University: An encampment formed at Northeastern University in Boston, where dozens of protesters were seen forming a human chain around several tents. 

Other campuses: Since last Thursday, several campuses have been protest sites, including the  Massachusetts Institute of Technology , University of Texas at Austin, University of Michigan,  University of New Mexico , University of California, Berkeley, Yale University , and Harvard University.

Protesters at the University of Texas at Austin asked to disperse at 10 p.m.

Protesters at the University of Texas at Austin were asked to leave the campus's South Mall at 10 p.m. local time, university spokesperson Brian Davis told CNN.

No arrests have been made as of 10 p.m., Davis said.

"There is no curfew on campus. Leadership asked that students clear the South Mall at 10 p.m."

Just last night, more than 30 demonstrators were arrested after UT Austin police issued a dispersal at the school.

Protesters at Ohio State University arrested after refusing to disperse, university says

From CNN’s Joe Sutton and Jamiel Lynch

Demonstrators at Ohio State University were arrested on Thursday night after refusing to disperse, according to university spokesperson Benjamin Johnson.

Johnson did not know how many arrests were made.

“Well established university rules prohibit camping and overnight events. Demonstrators exercised their first amendment rights for several hours and were then instructed to disperse. Individuals who refused to leave after multiple warnings were arrested and charged with criminal trespass,” he said.

Columbia University senate is redrafting resolution to admonish school's president, New York Times reports

From CNN's Rob Frehse

Columbia University’s faculty senate is expected to vote Friday on a resolution admonishing embattled school president Minouche Shafik over several of her recent decisions, including calling in police to clear a student encampment last week, the New York Times reports .

The resolution would allow the school senate to avoid a censure vote during a critical time for the school, the Times reports, citing several unnamed senators who attended a closed-door meeting Wednesday. Some feared a censure vote would be perceived as giving in to Republican lawmakers, according to the paper.

A Columbia University spokesperson confirmed Shafik’s closed-door meeting with the senate on Wednesday but would not comment on the resolution to CNN.

 “The President met with the Senate plenary in a closed-door session for close to an hour, giving remarks and taking questions. She reiterated the shared goal of restoring calm to campus so everyone can pursue their educational activities.” 

Some context: Shafik has faced immense criticism from some students, faculty and Democratic lawmakers for her decision to authorize police to break up pro-Palestinian student protests last week— a move that resulted in more than 100 arrests .

Other students, Jewish advocacy groups and Republican lawmakers are slamming Shafik for not cracking down on protests — which they say have included antisemitic rhetoric — both on campus and outside its gates.

Several Republicans, including House Speaker Mike Johnson, have called for Shafik to resign.

CNN’s Maria Sole Campinoti contributed to this report.

What to know about the protests erupting on college campuses across the US

From CNN's Jordan Valinsky

Colleges across the country have erupted with pro-Palestinian protests, and school administrators are trying — and largely failing — to defuse the situation.

Several schools have called the police on protesters, leading to the arrests of hundreds across US campuses.

The recent surge in protests have inflamed tensions among students, forcing leadership to decide when free speech on campus crosses a line. The atmosphere was so charged that officials at Columbia – the epicenter of the protests that began last week – announced students can attend classes virtually starting Monday.

Passover, a major Jewish holiday, began this week, heightening fears among a number of Jewish students who have reported hearing antisemitic comments at some of the protests. The anxiety comes as reports of  antisemitic acts have surged  across America since October 7.

When did the protests start?

The situation  escalated last week  at Columbia University, where encampments were organized by  Columbia University Apartheid Divest , a student-led coalition of more than 100 organizations, including Students for Justice in Palestine and Jewish Voice for Peace, to protest what they describe as the university’s “continued financial investment in corporations that profit from Israeli apartheid, genocide, and military occupation of Palestine,” according to its news release.

What are they asking for?

Columbia protesters say they won’t disperse until the school commits to a “complete divestment” of its funds from entities connected to Israel.

Other protesters are similarly calling on their campuses to divest from companies that sell weapons, construction equipment, technology services and other items to Israel.

Where else are protests happening?

Since last Thursday, a slew of campuses have had protests and encampments, as well as arrests. That includes the  Massachusetts Institute of Technology , University of Texas at Austin, University of Michigan, University of New Mexico and University of California, Berkeley.

Police   arrested nearly 100 protesters at the University of Southern California Wednesday after a dispersal order.

At Emerson College, more than 100 people were arrested Wednesday during a pro-Palestinian protest, according to the Boston Police Department.

Yale University police  arrested at least 45 protesters Monday  on suspicion of criminal trespassing, though dozens remained Tuesday.

Harvard University officials suspended a pro-Palestinian student organization for allegedly violating school policies.

Read more  here .

Brown University says about 130 students violated school policy banning encampments

From CNN’s Isabel Rosales and Devon Sayers

Brown University has identified about 130 students who it alleges violated a school conduct code that forbids encampments on campus, a university spokesperson said.

The university's Office of Student Conduct and Community Standards has notified the students, who were identified through ID checks, spokesperson Brian Clark said in a release.

An encampment of about 90 people had formed on the school's Providence, Rhode Island campus Wednesday morning, according to Brown.

"Encampment on Brown University’s historic and residential greens is a violation of University policy, and participants in the encampment have been verbally informed of this fact and that they will face conduct proceedings,” the school's release said.

Students found responsible will be disciplined depending on their behavior and other factors, including any prior conduct violations, the university said, noting students could face probation or separation from the school.

“The University continues to ask individuals in or in immediate proximity to the encampment to present their Brown IDs for two reasons: to verify association with Brown for safety and security reasons, and to appropriately address potential violations of policy."

Protesters at Emory University briefly clash with police

From CNN's Elizabeth Wolfe

Protesters briefly clashed with police at Emory University in Georgia on Thursday, the university told CNN.

A confrontation between protesters and police outside the school's Candler School of Theology prompted an "increased law enforcement presence" on campus, according to the university.

"A group of about 100 people left the Quad and marched to the Candler School of Theology, where some protesters pinned police officers against building doors and attempted to access the building," the university said.

"The crowd ultimately returned to the Quad before dispersing."

Video from CNN affiliate WSB shows some protesters using large posters to push into a line of police officers whose backs are against the doors of the building. As officers push back against the posters, one demonstrator chucks their sign at the row of officers.

Please enable JavaScript for a better experience.

The University of Saint Katherine announces sudden closure, filing for bankruptcy

University President and founder Frank Papatheofanis says the closure is due to financial struggles. The last day is May 18.

• Show more sharing options
• Copy Link URL Copied!

The University of Saint Katherine, a private Orthodox Christian school in San Marcos, is shutting down indefinitely and filing for bankruptcy, President and founder Frank Papatheofanis announced Thursday.

In an email to students, faculty and staff members that circulated on social media, he said the institution could no longer meet its financial obligations due to “a steep shortfall in operating cash.”

“Multiple reasons for this shortfall include extraordinary inflation, higher-than-anticipated salary increases, and high institutional student financial aid,” he said. “The same factors have resulted in the closure of many small colleges and universities across the county.”

The university’s closing date is May 18, Papatheofanis said in an email Friday. He declined an interview but shared the following statement:

“The University of Saint Katherine is a non-profit Hispanic- and minority-serving institution that will close at the end of this semester. As a WASC-accredited institution, we offered many undergraduate and graduate degree programs at one of the lowest tuition rates in California. Financial pressure due to unprecedented inflation and rising state-mandated labor costs prevent us from continuing this valuable work while remaining affordable.”

In the Thursday memo, Papatheofanis said that he and the school’s Board of Trustees had “vigorously explored multiple options that might allow us to continue. Unfortunately, none of these has proven viable.”

He added that the institution is filing for bankruptcy and would “continue to pursue and consider any opportunity we can identify.”

Thursday’s announcement, issued just days before final exams, was sudden and took many by surprise. The school’s Athletics Department and others took to social media to express their thoughts.

“Our hearts break for our student-athletes at the conclusion of their Firebird careers, and we pray for their continued success as they move forward,” read a statement from the Athletics Department. “Our beach volleyball team is currently competing in the NAIA National Invitational and will continue to do so. They are excited about the opportunity to play for a national championship this Friday and Saturday.”

On Friday, students and faculty were seen packing up and questioning what comes next. Among them was senior student Chloe Thompson.

“I’m so hurt by this,” she said. “I’m supposed to graduate on May 18. Now, I don’t even know if they’ll have graduation. My parents bought airline tickets and were going to fly here from Alabama. This is shocking.”

Evan Getz, chair of the university’s Arts and Humanities department, said he was “deeply grateful” that he was able to teach at the USK.

“The faculty and students are marvelous,” he said. “It is the most collegiate atmosphere I have ever known. I am sad, but grateful. I need to find a new job. I have four children.”

Several years ago, the school envisioned becoming a nationally and internationally recognized residential institution of 5,000 undergraduate, graduate and postgraduate studies. It planned to do so by relocating from San Marcos to Chula Vista.

The USK was one of several schools Chula Vista had talked with in hopes of finally bringing a four-year institution to its University and Innovation District.

In November 2018, that dream seemed closer to reality. The university began negotiating an option to lease 10 acres of the South County city’s 383-acre, undeveloped university and technology park in Otay Ranch.

Plans included the development of “a multi-institutional university campus, including the development and construction of facilities for approximately 1,000 full-time students, student housing for approximately 400 students, and other infrastructure,” according to the agreement.

Lease negotiations were unsuccessful, however, and the agreement expired last year, Michele Clock, the city’s spokesperson, said Friday.

There were no specific factors that led to the negotiations being unsuccessful, she added.

The university, which operated from a large office building on Rancheros Drive near Ronald Packard Parkway, was founded in 2010 and offered more than two dozen undergraduate and three graduate programs of study. It enrolled about 300 students, mostly from California.

Get Essential San Diego, weekday mornings

Get top headlines from the Union-Tribune in your inbox weekday mornings, including top news, local, sports, business, entertainment and opinion.

You may occasionally receive promotional content from the San Diego Union-Tribune.

More from this Author

South County

Chula Vista subcommittee may soon weigh in on suspending officials facing criminal charges

April 24, 2024

Environment

Living the beach life in Tijuana and Imperial Beach under the shadow of a sewage crisis

April 21, 2024

Thousands of people seeking help did not get a police response. That’s a good thing.

April 20, 2024

Tijuana River named among most endangered rivers in America due to sewage crisis

April 16, 2024

National City to consider rules for catering and hosting businesses

April 15, 2024

Lawsuit: Feds continue violating Clean Water Act for failing to control border sewage crisis

April 12, 2024

More in this section

A San Diego charter school may shut down its high school by the end of this school year

Families have criticized what they say is a lack of transparency from leadership, which was about to hold a short-notice meeting to vote on closing the high school

April 26, 2024

Grossmont high school board picks new superintendent

The district will be led by Mike Fowler, now the assistant superintendent of educational services

Al Gore to deliver this year’s commencement address at UC San Diego

He will likely talk about climate change, which has been a major area of research at the university for decades.

April 25, 2024

Public Safety

Lockdowns, secure campuses at several Carlsbad schools lifted following phoned-in threat

Carlsbad police said on social media that there had been “a phoned-in unsubstantiated threat at Carlsbad High School,” and that schools were locked down as a precaution while police investigated

Looking sharp

Barbershop - and more - opens at San Diego City College

Poway Unified investigation into Del Norte softball, allegations against superintendent is complete

Trustees will take ‘appropriate next steps’ after reviewing report, officials said at April 18 meeting

April 22, 2024

• Election 2024
• Entertainment
• Newsletters
• Photography
• Personal Finance
• AP Investigations
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election Results
• Delegate Tracker
• AP & Elections
• Auto Racing
• 2024 Paris Olympic Games
• Movie reviews
• Book reviews
• Personal finance
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

Carefully planned and partly improvised: inside the Columbia protest that fueled a national movement

Police tangled with student demonstrators in Texas and California while new encampments sprouted Wednesday at Harvard and other colleges as school leaders sought ways to defuse a growing wave of pro-Palestinian protests.

A sign that reads, Gaza Solidarity Encampment, is seen during the Pro-Palestinians protest at the Columbia University campus in New York, Monday April 22, 2024. (AP Photo/Stefan Jeremiah)

• Copy Link copied

Columbia University professors speak in solidarity with their students rights to protest free from arrest at the Columbia University campus in New York on Monday April 22, 2024. (AP Photo/Stefan Jeremiah)

A student protester sits among the tents erected at the Pro-Palestinians protest at the Columbia University campus in New York on Monday April 22, 2024. (AP Photo/Stefan Jeremiah)

Student protesters sit in front of a tent during the Pro-Palestinian protest at the Columbia University campus in New York, Monday April 22, 2024. (AP Photo/Stefan Jeremiah)

A sign sits erected at the pro-Palestinian demonstration encampment at Columbia University in New York, Monday, April 22, 2024. (AP Photo/Stefan Jeremiah)

Tents are erected at a pro-Palestinian demonstration encampment at Columbia University in New York, Monday April 22, 2024. (AP Photo/Stefan Jeremiah)

NEW YORK (AP) — Months before they pitched their tents on Columbia University’s main lawn, inspiring a wave of protest encampments at college campuses nationwide, a small group of pro-Palestinian student activists met privately to sketch out the logistical details of a round-the-clock occupation.

In hours of planning sessions, they discussed communications strategies and their willingness to risk arrest, along with the more prosaic questions of bathroom access and trash removal. Then, after scouring online retailers and Craigslist for the most affordable options, they ordered the tents.

“There’s been a lot of work, a lot of meetings that went into it, and when we finally pulled it off, we had no idea how it would go,” said Columbia graduate student Elea Sun. “I don’t think anyone imagined it would take off like it did.”

Inspired by the protests at Columbia, hundreds of students have set up protest encampments on at least a dozen other college campuses across the country to protest lsrael’s actions in the war with Hamas. Among other demands, they are calling for their schools to cut financial ties with Israel and the companies supporting the conflict. The protests come as universities are winding up the spring semester and preparing for graduation ceremonies.

Those involved with the Columbia protest, also known as the “Gaza Solidarity Encampment,” describe their organizing efforts as both meticulously planned and heavily improvised. They say the university’s aggressive tactics to quell the movement have only lent it more momentum.

Basil Rodriguez, a Columbia student affiliated with Students for Justice in Palestine, a group the university suspended in November, said organizers had been in touch with students at other schools about how to erect their own encampments. About 200 people joined one call with students on other campuses.

To attract the most news media attention, the organizers timed the Columbia encampment to coincide with university president Minouche Shafik’s testimony last Wednesday to a congressional panel investigating concerns about antisemitism at elite colleges.

The following day, officers with the New York police department flooded the campus, dismantled the tents, arrested more than 100 activists , and threw out their food and water. Shafik said she had taken the “extraordinary step” of requesting police intervention because the encampment had disrupted campus life and created a “harassing and intimidating environment” for many students.

That decision fueled currents of rage that quickly washed across the country, prompting students at other college campuses to set up their own protest encampments.

“We’re standing here today because we’re inspired by the students at Columbia, who we consider to be the heart of the student movement,” Malak Afaneh, a law student and spokesperson for the 100-student-strong encampment at the University of California, Berkeley, said Tuesday.

Just hours after last week’s arrests, some Columbia students jumped a fence to an adjacent lawn, wrapping themselves in blankets until a new provision of tents eventually arrived. In the week since police cleared the first encampment, the second iteration has grown not only larger, but more organized.

“The university thought they could call the police and make the protesters go away. Now we have twice as many protesters,” said Joseph Howley, an associate professor at Columbia and supporter of the encampment. “The students have experienced a ratcheting up of repression that has prompted them to escalate with their own tactics now.”

The mood was lively and upbeat on Wednesday, as some students passed out matzo left over from a Passover seder and knafeh, a flaky Middle Eastern pastry dropped off by a supportive Palestinian family from New Jersey.

Others attended a teach-in delivered by a Columbia alumnus involved in the anti-apartheid movement in the 1980s, pulled books off the shelf of a “People’s Library,” and helped themselves to art supplies from a craft table. Those who’d spent the night in one of roughly 80 tents said they used the bathrooms at nearby university buildings. (An earlier experiment with a “camp toilet” had been quickly abandoned.)

At the nearby law library, a group of negotiators representing the protesters has been meeting intermittently with university administrators since Friday to discuss their demands, as well as amnesty for students and staff facing discipline for participating in the protests.

Those talks broke down on Tuesday night, according to the lead negotiator, Mahmoud Khalil, after he said the university threatened to send in police and the National Guard if the encampment wasn’t gone by midnight. Hundreds of students and faculty quickly packed onto the lawn in the largest numbers since the start of the demonstration.

Overnight, the university backtracked, giving demonstrators a 48-hour extension if the group agreed to block nonstudents from the encampment and remove a certain number of tents. A spokesperson later denied that the university had suggested calling the National Guard.

While there have been confrontations and allegations of antisemitic activity outside the university’s gates, police described students inside the encampment as peaceful and compliant.

Organizers said they’d dismantled a few tents for fire safety reasons, but were still admitting outsiders to the encampment as long as they abided by community guidelines, including: no photographs, littering or engaging with counter-protesters. They said they had no plans to leave until their demands were met.

Opponents of the encampment say it has destabilized campus life, forcing the university to barricade many of its entrances to nonstudents while putting Jewish students in harm’s way.

Omer Lubaton Granot, a graduate student from Israel who is studying for a master’s degree in public administration at Columbia, said the university should have taken “more assertive action” in clearing the encampment. He accused protesters of embracing an aggressive anti-Zionist stance that made him feel unsafe.

“They’re canceling my identity and they’re threatening me as an Israeli and as a Jew,” he said.

Officials including President Joe Biden and Democratic New York Gov. Kathy Hochul have also condemned what they described as antisemitism associated with the protests. On Wednesday, Republican House Speaker Mike Johnson held a news conference at Columbia to denounce the encampment, drawing jeers from many students.

Mayor Eric Adams, a Democrat, noted this week that many of the students were sleeping in the same brand of tents, which he said could indicate that “outside agitators” were responsible for arranging the encampment, a baseless claim that had earlier spread among some right-leaning news media outlets and New York police officials .

Layla Saliba, a Palestinian American graduate student at the Columbia School of Social Work, dismissed the idea. She said the students leading the protest were mostly “nerds” who enjoyed lengthy meetings and consensus building.

“To imply this is AstroTurfed or paid off, when it has actually been students laying the groundwork for this from the very beginning, is ridiculous,” she said.

As for the similarity of the tents, she said the brand had been ordered in bulk by student organizers. As the encampment has expanded, students have brought their own camping gear, she said, pointing to the varied sleeping arrangements on the bustling lawn.

“There’s apparently a lot of people here at Columbia who like to camp,” she added. “I’ll admit I was a bit surprised by that.”

This story has been edited to correct that Saliba is a graduate student at the Columbia School of Social Work, not a student at Barnard.

University of Southern California’s move to cancel commencement amid protests draws criticism from students, alumni

LOS ANGELES (AP) — The University of Southern California’s decision Thursday to cancel its main graduation ceremony, a move that came 10 days after administrators said the student valedictorian who had expressed support for Palestinians would not be allowed to speak, left students and alumni stunned as  protests over the Israel-Hamas war  continue to spread on campuses nationwide.

“It seems like USC isn’t really listening to their student body,” said Olivia Lee, a 2023 business administration graduate who said she is rethinking whether to recommend the private university to potential students.

Videos of police officers in riot gear facing off, and ultimately arresting, dozens of protesters on campus left her worried about suggesting her alma mater to teenagers who may join similar demonstrations.

“Could that happen to them?” she said.

The protests over the Israel-Hamas conflict pose a tough test for colleges across the country as administrators seek to balance free speech and open debate against pressures over campus safety.

The USC controversy ignited April 15 when officials said the  2024 valedictorian , who has publicly supported Palestinians, could not make a commencement speech, citing nonspecific security concerns for their rare decision. Days later, USC scrapped the keynote speech by  filmmaker Jon M. Chu — a 2003 graduate of the university  — and said it would not confer honorary degrees.

By this week, the student protests ignited at Columbia University inspired similar on the Los Angeles campus, with students calling on the university to  divest from companies that do business with Israel  or support its ongoing military action in Gaza. Ninety demonstrators were arrested Wednesday night. Less than a day later, the university announced it would cancel the May 10 main graduation event -- a ceremony that typically draws 65,000 people to the Los Angeles campus — would not happen this year.

University officials said in a statement they would not be able to process tens of thousands of guests “with the new safety measures in place this year.”

“We understand that this is disappointing; however, we are adding many new activities and celebrations to make this commencement academically meaningful, memorable, and uniquely USC,” the statement said.

Taylor Contarino, a senior who will graduate with a journalism undergraduate degree next month, said there was “disheartening energy” on campus Thursday morning even before the university made its announcement. The school limited campus access to people with USC identification in the wake of Wednesday’s protests.

“I couldn’t help but feel like there was an elephant in the room,” she said. “We’re all walking past each other, showing our IDs to security guards.”

Contarino has wanted to attend USC since she was 13 or 14 years old, and she had planned to attend the main graduation event. But she said her work to cover the protests for Annenberg Media, a student-led news outlet, has reminded her of the importance of her major to witness and record history. She plans to return to USC in the fall for her master’s degree in journalism.

Lee, the 2023 graduate, said she initially didn’t want to wake up early for the main commencement event last year, but her friends convinced her to go. While students walk across the stage for their diplomas at the smaller school ceremonies — which are still scheduled to occur — she said the big ceremony was worth attending.

“It just made the day of graduation that much more special,” she said. “If I was to graduate college again, I would go.”

Lee agrees with the protesters’ call for USC to stop investing money in businesses that support Israel.

“We pay so much to be there,” she said. “I think that students have a right to know where their tuition money goes and is invested in.”

Joshua Adams planned to return to USC’s campus next year with his family to celebrate the 10-year anniversary of receiving his master’s degree in journalism. He called the university’s recent decisions to limit free speech “upsetting” and said he hoped alumni voices would help sway administrators.

Colleges and universities nationwide, including USC, tout themselves as champions of free speech, he said, but at the same time often shy away from defending pro-Palestinian views.

“We’re at an inflection point where students won’t accept that,” Adams said.

Copyright 2024 The Associated Press. All rights reserved.

Police are looking for suspect wanted for robbery and escaping custody

Man accused of killing his wife in Simsbury

Three teens, juvenile arrested for causing $20,000 worth of damage to high school in Deep River

Technical Discussion: Dodging a couple rounds of showers through the day on Sunday, then near summer-like warmth on Monday!

Body found in Mad River in Waterbury

Latest news.

Amber Alert issued for 2-year-old abducted from Texas park, police say

Crash closes River Road in Willington

Carnival closed after teen threatens shooting

Two people killed, one critically injured after 350,000-pound load detaches from 18-wheeler, officials say

Advertisement

Supported by

Student Protest Movement Could Cause a Tumultuous End to School Year

Protesters were arrested at the University of Minnesota and Yale, and the House speaker, Mike Johnson, said he would come to Columbia to speak to Jewish students about antisemitism on campuses.

• Share full article

By Troy Closson

As a wave of pro-Palestinian activism on college campuses showed few signs of abating on Tuesday, the demonstrations have raised new questions about what shape the end of the semester may take for thousands of students across the United States.

At Columbia University, where the arrests of more than 100 protesters unleashed a flurry of national protests, students will have the option to attend their last week of lectures remotely for safety reasons. At the University of Texas at Austin, protesters announced plans to occupy a campus plaza and said that, at least for them, “class is canceled.”

And at the University of Michigan, administrators were already looking ahead and bracing for graduation. They set up designated areas for demonstrations, and agreed to “generally be patient with lawful disruptions.”

“Commencement ceremonies have been the site of free expression and peaceful protest for decades,” the university said in an online message, adding, “And they will likely continue to be.”

The steps are an acknowledgment that the last weeks of the spring could be among the most difficult for administrators at some of the nation’s most prestigious universities. On Tuesday, the campus police at the University of Minnesota took nine people into custody after they erected a protest encampment, following dozens of arrests at Yale and New York University.

Other demonstrations continue to emerge from coast to coast, including at the University of New Mexico and Emerson College. At California State Polytechnic University, Humboldt, students took over a campus building, and barricaded the exits with chairs and trash bins.

The pro-Palestinian student movement has disrupted campus life, especially for Jewish students. Many have said they no longer feel safe in their classrooms or on university quads as the tone of protests at times has become threatening. Speaker Mike Johnson said he would meet with Jewish students at Columbia University on Wednesday and give remarks about the “troubling rise of virulent antisemitism on America’s college campuses,” according to a news release.

At the same time, many school leaders may face the possibility of graduation ceremonies transforming into high-profile stages of protest over the war in Gaza.

No matter how administrators approach these final weeks, the stakes are uniquely high for students who are graduating. Many graduated from high school in the first months of the coronavirus pandemic, and never walked across the stage or celebrated alongside their classmates.

The tumult on campuses escalated after Columbia’s administration called in the police last week to arrest student protesters who had organized a large encampment on a school lawn and refused to leave.

At the New School in Manhattan, where protesters have set up tents inside a school lobby, a couple dozen students formed a picket line on Tuesday as they chanted to the beat of a drum. When one student was asked how long protesters intended to continue the demonstrations, she said there was no immediate end in sight.

“We’re demanding something,” said the student, Skylar Schiltz-Rouse, a freshman who joined the protest on Monday. “So if it doesn’t happen, we’re going to have to keep going.”

It was not yet apparent whether the turmoil at schools would prompt additional arrests, or whether college leaders would adopt a less aggressive playbook as the semester winds down.

Many administrators, watching the uproar at Columbia, seem to be choosing other strategies to handle the protests. Several universities, including Harvard and schools in the California State University system, have shut down parts of their campuses in an effort to avoid major clashes and conclude the school year quietly.

“What you’re seeing is an inability to find spaces for dialogue and conversation and understanding,” said Benjie Kaplan, the executive director of Minnesota Hillel, a Jewish student group.

After school leaders often inflamed unrest with their initial responses, some have begun to hit the brakes.

At Barnard College, Columbia’s affiliate school, many student protesters had received interim suspensions for last week’s tent demonstration. But in a Monday night email, the school’s president, Laura Ann Rosenbury, extended an olive branch.

The school would lift most of the suspensions and restore students’ access to campus, she said, as long as they promised to follow the rules. Those who still face discipline would have access to hot meals, mental health counseling and academic support. And with a professor’s permission, they could also finish out the semester virtually.

“I strongly believe that exposure to uncomfortable ideas is a vital component of education, and I applaud the boldness of all of our students who speak out,” Ms. Rosenbury said in the email, her first message since the arrests of protesters on Columbia’s campus last week, several of whom were Barnard students.

“But,” she said, “no student should fear for their safety while at Barnard.”

She added: “In these last few weeks together before our seniors graduate, let’s be good to one another.”

Some pro-Palestinian students, though, may regard commencement as an opportunity.

Protesters at many schools have vowed to press on until their universities divest from companies with ties to Israel, often chanting “We will not stop. We will not rest.” Administrators are on high alert for demonstrations or threats, as tens of thousands of families travel to campuses in May and June to attend graduations.

Dagmar Michelson, a senior at the New School, was unsure if protests were planned for the university’s May 17 ceremonies. But if they are, she added, she would not be upset.

“It’ll be nice for those who haven’t recognized their privilege,” she said.

Earlier this month, the University of Southern California cited security concerns when it canceled a speech by its valedictorian , a first-generation Muslim student who questioned the university’s explanation. The school later said it would also not host outside honorees.

Already, students have organized demonstrations meant to disrupt cherished college traditions.

At Michigan, several dozen protesters took over a celebration for honors students last month, waving signs that read “Divest Now” and interrupting a speech by the university’s president, Santa J. Ono, according to The Michigan Daily .

“Protest is valued and protected,” Dr. Ono said in a statement after the event. “Disruptions are not.”

Shira Goodman, the senior director of advocacy at the Anti-Defamation League, said the disturbance at Michigan “may unfortunately be a harbinger for what’s to come.”

The group is concerned about the potential of harassment or “identity-based hostility” toward Jewish families at graduation ceremonies. “We remain deeply concerned,” Ms. Goodman said in a statement.

Some colleges are now stepping in to promise Jewish students a safe haven. Brandeis, a historically Jewish university in Massachusetts, said this week that it would extend its deadline for transfer applications in response to campus protests.

The president, Ronald D. Liebowitz, said the school would provide an environment “free of harassment and Jew-hatred.”

Other schools have had little time to look ahead to the future as they reel from the last few days.

At N.Y.U., where at least 120 people were arrested on Monday night after refusing to vacate a plaza, several students said on Tuesday that they would continue to voice support for Palestinians, and were unconcerned that their protest activities might upend final essays and assignments.

The university had said it turned to the police because “disorderly, disruptive and antagonizing behavior” of protesters created safety concerns. But on Tuesday, a professional faculty organization shot back.

The school’s chapter of the American Association of University Professors called “much of their account” false, referring to the administration, and criticized the decision to call the police as an “egregious overstep.”

And at Columbia, the university’s president, Nemat Shafik, is facing the threat of a formal censure resolution from the school’s faculty for her handling of demonstrations. Many Republican lawmakers are also still calling for her resignation, arguing that the school has failed to safeguard its Jewish students.

The decision to offer hybrid classes at Columbia seemed to be a tacit acknowledgment that many students were, at the very least, uncomfortable there. Many are expected to log on from their dorms and apartments. Others might attend from a large protest encampment that remained in the center of campus.

Along with the demonstration, occasional outbursts at rallies have occurred outside the campus’s gates over the past several days. But otherwise, Columbia has been quiet during what is typically a bustling final week of the semester.

Angela V. Olinto, the university provost, said in an email on Monday night that if even one student wanted to finish out the year online, professors should offer hybrid classes — or move to fully remote if that was not an option.

“Safety is our highest priority,” Dr. Olinto said.

Maia Coleman , Eliza Fawcett , Colbi Edmonds , Jose Quezada , Ernesto Londoño , Kaja Andric , Coral Murphy Marcos , Dana Goldstein , Karla Marie Sanford and Stephanie Saul contributed reporting.

Troy Closson reports on K-12 schools in New York City for The Times. More about Troy Closson