phd in engineering and public policy

Alice Chen, Associate Professor and Vice Dean for Research, in discussion with Price students. Photo by USC Price / Kim Fox.

Undergraduate Degrees

Graduate degrees, dual degree programs, doctoral degrees.

• Instructional Modalities​
• Courses of Instruction     

The USC Price School of Public Policy provides a dynamic learning environment where interdisciplinary education abounds. At USC Price, students choose a program of study from the independent yet related fields of public administration and leadership, public policy, nonprofits and philanthropy, health management and policy, urban planning, and real estate development. Students are supported by a committed faculty who contribute to the strong sense of community present in the school.

The school’s mission is to improve the quality of life for people and their communities. Faculty engage in solving some of society’s most pressing issues — and challenge students to do the same. USC Price is renowned for its expertise in areas such as: sustainability and the environment, health care policy, nonprofit management, housing and real estate, transportation, infrastructure, urban development and land use, social policy, governance, civic engagement, community development, immigration and risk analysis, among others.

Defining characteristics of USC Price are the depth of its academic classroom experience and connecting classroom theory to professional practice through practicums, internships and laboratory work locally, nationally and around the globe. Students can also participate in international exchange programs and acquire knowledge and skills necessary to become successful leaders in a global market. Students graduate with the knowledge, skills and experiences to lead in their chosen field of practice.

Today’s complex challenges call for leaders who are able to work across disciplines and across the public, private and nonprofit sectors to find solutions. It is for this multidisciplinary reality that USC Price prepares its students.

USC Price students go on to hold high-ranking appointments in our nation’s capital, analyze and determine public policy, design new transportation systems, and redesign city, county, state and federal governance structures — in the United States and abroad.

Departments

Ralph and Goldy Lewis Hall 312 (213) 740-0350 FAX: (213) 740-5379 priceschool.usc.edu

Administration

Genevieve Giuliano, PhD, Interim Dean

Grace Bahng, PhD, Vice Dean for Undergraduate Programs

Alice Chen, PhD, Vice Dean for Research

Lance Ignon, Senior Associate Dean of Communication

Kattie Johnson, Associate Dean for Faculty and Academic Affairs

Julie Kim, Assistant Dean for Student Affairs

Christine Klein, Chief of Staff

LaVonna Lewis, PhD, Vice Dean for Diversity, Equity and Inclusion

Juliet Musso, PhD,  Vice Dean for Graduate Programs

Marisol Rios, Assistant Dean for Admissions

Carol A. Rush, Chief Operating Officer

Leonard D. Schaeffer Director’s Chair of the USC Leonard D. Schaeffer Center for Health Policy and Economics; Distinguished Professor: Dana Goldman, PhD*

Wallis Annenberg Chair in Communication and Journalism: Manuel Castells, PhD (Communication)

Blue Cross of California Chair in Health Care Finance: Glenn A. Melnick, PhD

C.C. Crawford Professorship in Public Management and Performance: William Resh, PhD

Margaret and John Ferraro Chair in Effective Local Government; Distinguished Professor: Genevieve Giuliano, PhD*

Elizabeth Garrett Chair in Health Policy, Economics, and Law:  Rosalie Liccardo Pacula, PhD

James Irvine Chair in Urban and Regional Planning: Elizabeth Currid-Halkett, PhD

Lusk Chair in Real Estate: Richard K. Green, PhD (Business)

Jeffrey J. Miller Chair in Government, Business and the Economy: Elizabeth Graddy, PhD*

Emery Evans Olson Chair in Nonprofit Entrepreneurship and Public Policy: James M. Ferris, PhD

Price Family Chair in Social Innovation: Christine Beckman, PhD

Quintiles Chair in Pharmaceutical and Regulatory Innovation: Darius Lakdawalla, PhD (Pharmacy)

The Norman Topping National Medical Enterprise Chair in Medicine and Public Policy : Jason Doctor, PhD

Turpanjian Chair in Civil Society & Social Change: Manuel Pastor, PhD (Sociology, and American Studies and Ethnicity)

Maria B. Crutcher Professor in Citizenship and Democratic Values; Provost Professor: Jeffery A. Jenkins, PhD

Frances R. and John J. Duggan Distinguished Professor of Public Administration: Shui Yan Tang, PhD*

William M. Keck Professor of Energy Resources: Donald Paul, PhD (Engineering and Earth Sciences)

Mary Pickford Foundation Professor: Kathleen Wilber, PhD (Gerontology)

Provost Professor of Public Policy, Psychology, and Behavioral Science:  Wändi Bruine de Bruin, PhD

Provost Professor of Education, Business, and Public Policy: Shaun Harper, PhD

Governor Downey Professor of State and Global Policy: Arnold Schwarzenegger

UPS Foundation Professor: Jon Pynoos, PhD (Gerontology)

Judge Widney Professor: Leonard D. Schaeffer

Judge Widney Professor of Poetry and Public Culture: Dana Gioia, MA, MBA

Professors: Antonio Bento, PhD; Marlon Boarnet, PhD; Howard Greenwald, PhD; Eric Heikkila, PhD; Julie Marsh, PhD; Dowell Myers, PhD; Ann Owens, PhD (Sociology) ; Jane Pisano, PhD; Alison D. Renteln, PhD* (Political Science) ; Lisa Schweitzer, PhD; David Sloane, PhD; Neeraj Sood, PhD; Detlof von Winterfeldt, PhD (Engineering) ; Julie M. Zissimopoulos, PhD

Associate Professors:  Emma Aguila, PhD; Alice Chen, PhD; Jorge De la Roca, PhD; Moussa Diop, PhD; Nicolas Duquette, PhD; Nicole Esparza, PhD; Alexandra Graddy-Reed, PhD; Christian Grose, PhD (Political Science) ; Geoffrey Joyce, PhD (Pharmacy) ; Genevieve Kanter, PhD; Annette Kim, PhD; Pamela McCann, PhD; Juliet Musso, PhD*; Christian Redfearn, PhD; Peter Robertson, PhD*; John Romley, PhD; Jeffrey Sellers, PhD (Political Science) ; Abby Wood (Law)

Assistant Professors: Geoffrey Boeing, PhD; Santina Contreras, PhD; Spencer Couts, PhD; Danyao Li, PhD; Matthew Unrath, PhD

Professors (Teaching):  Grace Bahng, PhD; Elizabeth Falletta, MRED, MArch; William Leach, PhD; LaVonna B. Lewis, PhD; John Loper, MRED; Deborah J. Natoli, PhD; Lois M. Takahashi, PhD; Dora Vertenten, DPA

Associate Professors (Teaching): Tara Blanc, PhD; Mary Lynne Boorn, PhD; Norris Gunby, PhD; Rym Kaki, PhD; T.J. McCarthy, PhD; Mark D. Phillips, PhD; Kelly Rawlings, PhD; Michael Thom, PhD

Assistant Professor (Teaching):  Lisa Ozaeta, DrPH

Research Professor: Adam Rose, PhD

Research Assistant Professors:  Karen Mulligan, PhD; Mindy Romero, PhD; Bryan Tysinger, PhD

Professors of Practice: Phil Dalton, MS (Health Policy and Management), MPH; Paul B. Ginsburg, PhD (Health Policy and Management) ; Michael E. Harris (Health Services Administration and Policy) ; Geraldine Knatz, PhD (Public Policy and Engineering) ; Frank Zerunyan, JD (Governance)

Adjunct Professors: Keith Allen-Niesen, JD; Rick Culley, PhD; Terri Dickerhoff, MRED; Stanley Iezman, JD; Robert Ingenito, MA; Steven Kellenberg, MUAD; William R. Kelly, MPA, MBA, MA; Allan Kotin, MA; Jeffrey Kreshek, MBA, MRED; Nicole Kuklok-Waldman, JD; Carl Meyer, MArch; Ehud Mouchly, MA; Bret Nielsen, MRED; Claire Peeps, MA; Bonnie Shrewsbury, MA; Mott Smith, MRED; Donald Spivack, MCP; Barry Waite, MPA; Michael Woo, MCP

Adjunct Associate Professors: Deepak Bahl, MBA, MPl; Grace Cheng, MSPH; Cara Esposito, DPPD; Todd Gish, PhD; Shawn Godkin, MArch; Amy Nguyen Howell, MD, MBA, FAAFP; Dion Jackson, MBA, MPl, MRED; Daniel Jordan, PhD; Michael Kodama, MA; Alon Kraft, MPl; Michael Low, MPA;  Donald Morgan, PhD; Ralph Oyaga, MBA, JD; Katherine Perez, MURP; Shlomi Ronen, MBA; Susan Sinclair, MBA; Elwood Tescher, MArch; Jeffrey Wasserman, PhD; Dennis A. Watsabaugh; Ke Ye, PhD

Frances R. and John J. Duggan Professor Emeritus in Public Administration: Chester A. Newland, PhD

Emeritus Professors: William C. Baer, PhD, AICP; Tridib Banerjee, PhD; Gerald Caiden, PhD; Robert M. Carter, DCrim.; T. Ross Clayton, PhD; Terry Cooper, PhD; Lois Friss, Dr.PH; Peter Gordon, PhD; Martin H. Krieger, PhD; David Lopez-Lee, PhD; Daniel A. Mazmanian, PhD; James Elliott Moore, II, PhD; Robert C. Myrtle, DPA; Michael B. Nichol, PhD; William Petak, DPA; Francine Rabvinovtiz, PhD, AICP; Robert Stallings, PhD; Richard A. Sundeen, PhD*; William J. Williams, DPA

Emeritus Associate Professor: Catherine Burke, PhD

*Recipient of university-wide or school teaching award.

Degrees Offered

The Price School of Public Policy offers the following degrees:

• Bachelor of Science in Public Policy
• Bachelor of Science in Real Estate Development
• Bachelor of Science in Real Estate Finance and Development
• Bachelor of Science in Urban Studies and Planning
• Master of Health Administration
• Executive Master of Health Administration
• Master of International Public Policy and Management
• Master of Urban Planning
• Master of Public Administration
• Master of Public Policy
• Master of Public Policy Data Science
• Master of Nonprofit Leadership and Management
• Master of Real Estate Development
• Doctor of Philosophy in Public Policy and Management
• Doctor of Philosophy in Urban Planning and Development
• Doctor of Policy, Planning, and Development

The Bachelor of Science and the school’s master’s degrees are also offered jointly as a progressive five-year program and the school participates in the following interdisciplinary minors:

• Construction Planning and Management
• Education Policy
• Health Policy
• International Policy and Management
• Law and Public Policy
• Nonprofits, Philanthropy and Volunteerism
• Real Estate Development
• Urban Sustainable Planning

The Master of Urban Planning is offered as a dual master’s degree with programs in architecture, curatorial practices and the public sphere, heritage conservation, landscape architecture, business administration, public administration, public health, public policy, real estate development and social work.

The Master of Public Administration is offered as a dual master’s degree with programs in urban planning, gerontology, Jewish nonprofit management, law and social work.

The Master of Real Estate Development is offered as a dual degree with the Master of Business Administration, Juris Doctor and Master of Urban Planning.

The Master of Health Administration is offered as a dual degree with the Master of Science in Gerontology.

The Master of Public Policy is offered as a dual degree with programs in law and urban planning.

National Honor Societies

Pi alpha alpha.

Pi Alpha Alpha is the national honor society for public affairs and administration. Graduate students in the Price School of Public Policy who have completed at least 18 semester units and have earned a 3.7 grade point average are eligible for membership.

Pi Sigma Alpha

Pi Sigma Alpha is the national honor society for students in public administration, political science and international relations. Students who have completed at least three courses from among these fields and have earned at least a 3.5 grade point average are eligible to apply.

The Price School of Public Policy offers a suite of degrees that allow undergraduate students to gain the skills and knowledge necessary to understand complex health, environmental and urban issues, as well as to potentially enter the professional fields of health and nonprofit management, public policy, real estate development, and urban planning. Students may enroll in the Bachelor of Science in Public Policy, Bachelor of Science in Urban Studies and Planning or the Bachelor of Science in Real Estate Development. In addition, students can select from a challenging set of minors or possibly the very competitive progressive degrees associated with the Master of Health Administration, Master of Urban Planning and Master of Public Administration.

Freshman and transfer students may indicate their desire to declare a Price School major on their university application. Students enrolled at USC wishing to declare either a Price major or to be admitted into the minors must be in good academic standing. Interested current USC students should contact the Admissions and Recruitment Office in RGL 111 for more information.

Students must discuss courses of study with the appropriate undergraduate advisers throughout their college enrollment and need to develop their own individual programs with faculty and staff advisers at the time of first enrollment and throughout their college careers.

Progressive Degrees in the Price School of Public Policy

The Price School of Public Policy offers students who have demonstrated exceptional academic success the opportunity to earn both bachelor’s and master’s degrees in a progressive degree program. This program allows students to earn both the Bachelor of Science and a master’s degree in five years. Further details about progressive degrees can be found on the Requirements for Graduation    page.

Admission is available after the completion of 64 units of course work toward the undergraduate degree. Students must apply for admission to the progressive degree program after completing 64 units of applicable course work to their undergraduate programs, but prior to the completion of 96 units of course work (not including AP, IB or courses taken prior to high school graduation). The application for admission to the progressive degree plan must be accompanied by a course proposal plan and two letters of recommendation with one at least from a Price School faculty member.

Awarding of Degrees

The Bachelor of Science and master’s degree may be awarded separately upon completion of all degree requirements, but the master’s degree will not be awarded before the bachelor’s degree. Students who elect not to complete the master’s, must complete 128 units to earn the bachelor’s degree, including 32 units of upper-division Price course work (including any graduate Price classes).

Time Limits

All requirements for the progressive degree must be completed within 12 semesters. If not completed within that time, students will no longer be eligible for the master’s degree but may still earn the bachelor’s.

Transfer of Credits

Graduate courses will not be accepted for transfer credit. Undergraduate classes may be transferred in accordance with university guidelines.

Minor Programs

Minor in construction planning and management.

This program covers the most current theories and practice of construction planning and management. The program provides a valuable adjunct credential to professional school students pursuing careers in business administration, public administration, environmental studies, and other areas; and a unique opportunity for professional focus to students in the USC Dornsife College of Letters, Arts and Sciences.

Construction activities are complex. In contemporary society, effective planning and management of these activities requires specialized knowledge of the technical, economic and political environment. This program couples the knowledge of how construction activities are organized with a broader understanding of the urban system in which construction projects are embedded. With the exception of statistics, all of the required courses are within the Department of Civil Engineering and the Price School of Public Policy.

Any USC undergraduate who has completed the equivalent of two full-time semesters in good standing is eligible to pursue the minor program. This minor program is rigorous enough to serve as an introductory credential for students subsequently electing to pursue advanced studies in development, urban planning, construction management or allied fields.

See the Department of Civil Engineering    for course requirements.

Minor in International Policy and Management

The minor in international policy and management brings together courses from the Depatment of Political Science and International Relations, dealing with the new global challenges, specific regions of the world, and international organizations and policies, and the Price School of Public Policy, dealing with core management skills and public policy processes. Students will examine the changes and challenges that are transforming the world, and the policy and management skills used to deal with them. To increase their understanding of the context and application of these concepts, students must complete a semester-long internship either in Washington, D.C. (through participation in the Washington, D.C. semester program) or in Los Angeles with an organization that has an international focus.

Students minoring in international policy and management take three courses in international relations, including the gateway course, IR 305w Managing New Global Problems   ; three courses in public policy and management; and an approved internship through the Department of Political Science and International Relations ( IR 491x Field Study   ). For additional course information, see International Relations   .

Applicants for admission to the Master of Health Administration; Executive Master of Health Administration; Master of Nonprofit Management and Leadership; Master of Urban Planning; Master of Planning and Development Studies; Master of Public Administration; Master of Public Policy; Master of International Public Policy and Management; Master of Real Estate Development; Doctor of Policy, Planning, and Development; Doctor of Philosophy in Public Policy and Management; and Doctor of Philosophy in Urban Planning and Development must have a bachelor’s degree or its equivalent from an accredited educational institution. In recognition of the increasing diversity of capabilities required as the theories and practices of policy, planning, and development evolve, students from a variety of undergraduate and graduate backgrounds are encouraged to apply.

Applicants for admission will be expected to have completed a broad range of undergraduate courses in addition to their academic major or professional concentration. Generally, this will be reflected in completion of courses from the following fields: English; economics (basic theory); political science, history or sociology; physical or natural science; art or philosophy. In addition, mathematics (algebra, calculus, probability theory) and a course in statistics are strongly recommended.

Application for Admission

Admission to graduate programs in the Price School of Public Policy is highly selective and competitive. Preference is given to those with a record of high educational achievement and personal qualities favoring success in the fields of planning or development. Applicants must have achieved superior grades during undergraduate and any graduate education. A grade point average of at least 3.0 (A = 4.0) is normally expected as well as satisfactory scores on the Graduate Record Examinations (GRE). The GRE and GMAT are neither accepted nor required for the DPPD or executive MHA programs. Students applying for admission to the Master of Nonprofit Management and Leadership, Master of Urban Planning, Master of Planning and Development Studies or the Master of Real Estate Development program may submit results from the Graduate Management Administration Test (GMAT). MRED applicants may also submit results from the Law School Admission Test (LSAT). In exceptional cases, an applicant who has not met these scholarship requirements may be admitted with conditions of admission.

For specific information on admission requirements and application procedures, contact the Price School of Public Policy, Office of Recruitment and Admissions, at (213) 740-0550. Certificate in Transportation Systems applicants should apply to the USC Viterbi School of Engineering. For additional information, contact the school at (213) 740-0587.

Transfer Credit

The Degree Progress Department determines whether work done elsewhere is available for consideration for credit toward the USC degree. That office requires official transcripts of all course work done before entering USC. A Graduate Transfer Credit Statement of these official transcripts, done after a student has been admitted to regular status at USC, will indicate which units are available for transfer. These courses do not apply toward the degree unless, and until, the student’s major department approves and submits transfer credit to the Degree Progress Department in the Office of Academic Records and Registrar.

Application of any available transfer credits toward a graduate degree will be determined by the director of the particular degree program, based on the semester units available for transfer as shown on the Transfer Credit Statement.

These general guidelines are followed by the admissions evaluator and by faculty members: (1) the work must be completed at an accredited graduate school; (2) the grade must be B or better; (3) the work must be a fair and reasonable equivalent to current USC course work at the graduate level which fits into the logical program for the degree; (4) the units are not more than seven years old at the time of admission to their master’s program (or 10 years old for a doctoral program); (5) the units must reflect current knowledge in the field; and (6) the work must be completed prior to admission to the USC program.

USC does not give transfer credit for life experience, credit by examination, noncredit extension courses or thesis course supervision.

Please consult with your degree director before enrolling in courses outside of USC. In many of the Price School’s master’s degree programs, only courses taken outside of USC prior to admission may be applied to your degree.

Waiver of Course Content

The school recognizes that some applicants may have covered the material contained in core courses or courses required for a particular specialization. Under these circumstances, one particular course requirement may be waived, allowing the student to complete a more advanced course in the same area. Students who have a background in a particular area of study may be allowed to substitute other courses. In these situations students do not receive unit credit but are permitted to take course work, which does not repeat earlier academic experiences.

Waiver of content is usually given only in the case of previous academic study of the subject, not in the case of experiential background in the area.

Students who believe they are eligible for content waiver decisions must petition the faculty of the school, providing evidence of the previous work through transcripts, syllabi and other pertinent material. Contact the school’s Student Affairs Office for information.

Master of Science in Health Systems Management Engineering

This program is jointly sponsored by the Epstein Industrial and Systems Engineering Department and the Price School of Public Policy, and administered by the Epstein Industrial and Systems Engineering Department. For more information, see Health Systems Management Engineering (MS)   .

Graduate Professional Labs

USC’s Price School of Public Policy offers professional consulting-like experience for graduate students in its core master’s degree programs. Participants are presented with a challenging professional assignment and a well-defined client and terms of reference. Students typically work in teams to produce a professional report and related materials that are presented to the client at the close of the assignment. The terms of reference for the lab vary each year depending upon the client, the instructor and the setting, among other considerations.

In principle, these professional labs may be held anywhere, either in Los Angeles, elsewhere in the United States or abroad.

The Price School professional laboratory teaches students to integrate scholarly knowledge with professional practice. Likewise, it helps participants make the transition from the classroom back to a “real world” setting. In the case of international labs, participants also gain a deeper and more direct understanding of how the culture of professional practice can vary from one setting to the next. Through the Price School professional laboratory students build their credentials and experience while also extending their network of professional contacts.

These professional labs are intended primarily for graduate students in public administration, urban planning, real estate development, public policy and health administration. A distinctive feature of the professional laboratory is that it is intended as an integrative professional experience across the school, so that students from any of these programs may participate fully.

Each summer the Price School offers one or more international labs/workshops. Recent international labs have been held in China, Brazil, Germany, Morocco, Italy and Vietnam. All students are encouraged to take at least one international lab course.

Exchange Program

The Price School International Exchange Programs are one-semester exchange programs with a host institution in Germany or South Korea during either the fall or spring semester. These programs provide opportunities for students to acquire knowledge and skills necessary to become successful leaders in a global market. Students complete a maximum of 12 units at the host institution. All instruction is in English; proficiency in a foreign language is not required. Courses completed are graded credit/no credit on the student’s USC transcript. The courses are selected from a list approved by the Price School of Public Policy. Students must work with their program administrator to understand how the courses will return to their degree.

Graduate Certificate Programs

Certificate in health systems operations.

This 17-unit graduate certificate is jointly sponsored by the Epstein Industrial and Systems Engineering Department and the Price School of Public Policy (Master of Health Administration program), and administered by the Epstein Industrial and Systems Engineering Department. See the Industrial and Systems Engineering     Department for course requirements.

Non-Credit Programs Offered by the Center for International Training and Development

Management effectiveness program.

This is a four-week intensive training program in the art and science of management. The program is designed to enhance leadership effectiveness and the development of a management generalist perspective.

International Executive Development Laboratory

This five-week laboratory focuses on issues in executive leadership, strategic management, environmental analysis, international finance and economics, computer-based project planning, and implementation of planned change strategies.

A dual degree program is an academic option that allows a student to enroll in two graduate programs simultaneously. Application must be made to both schools, and if accepted to both, the student pursues a specially designed program that combines selected courses from the two academic units. Students are required to seek advisement from both schools. The student will have the opportunity to acquire the knowledge and skills from two fields of study.

The dual degree program enables the student to integrate a closely related field with planning or development. The purpose of the dual program is to provide an enriched educational experience; accordingly, concurrent course work in the two fields is required.

Since the unit requirements of dual degrees depend upon the mutual transfer of units between the two academic units, no other transfer of credits will be allowed.

Students who decide, at any point, to earn only one of the two degrees must meet all the regular requirements for earning that degree alone.

Students in Master of Urban Planning dual degree programs must fulfill the comprehensive examination and appropriate internship requirements except where noted otherwise.

Master of Heritage Conservation/Master of Urban Planning

See the Master of Heritage Conservation/Master of Urban Planning (MHC/MUP)     for degree requirements.

Master of Advanced Architectural Studies/Master of Urban Planning

The Master of Advanced Architectural Studies/Master of Urban Planning (MAAS/MUP)    dual degree program facilitates highly related cross-disciplinary studies in architecture and in urban planning at the master’s level. This program offers students interested in developing a career in urban design an opportunity to make more substantial commitments in both disciplines and to achieve a more coherent and extensive knowledge in the design of built environments and public policy. This dual degree program normally requires five semesters in residence.

Qualified students who are admitted to the graduate programs in both the School of Architecture and the USC Price School of Public Policy may complete both degrees in a highly integrated five-semester program. Such students must already possess a five-year professional degree in architecture.

Requirements

Requirements for completion of the dual degree program are 72 units, including 36 units in architecture and 36 units in planning. See the USC School of Architecture    for course requirements.

Master of Urban Planning/Master of Business Administration

See the Master of Business Administration/Master of Urban Planning (MBA/MUP)    for degree requirements.

Master of Urban Planning/Master of Arts, Curatorial Practices and the Public Sphere

See the Master of Urban Planning/Master of Arts, Curatorial Practices and the Public Sphere (MUP/MA)    for degree requirements.

Master of Urban Planning/Master of Landscape Architecture

The dual degree option in urban planning and landscape architecture (in the USC School of Architecture   ) trains professionals in policy and design, and to be competent with design problems at different scales, but with a distinctly urban focus. Candidates must be independently admitted to the Master of Urban Planning and Master of Landscape Architecture programs. The dual degree program normally requires between five and seven semesters in residence.

Completion of the dual degree requires 24 units of courses in urban planning, 10 units of thesis option I or II and either 32 units of landscape architecture (for those students admitted with advanced standing); 48 units of landscape architecture (for those students admitted with advanced placement); or 74 units of landscape architecture (for those students admitted to the three-year curriculum). See USC School of Architecture    for course requirements.

Master of Real Estate Development/Master of Business Administration

See the Master of Business Administration/Master of Real Estate Development (MBA/MRED)    for degree requirements.

Juris Doctor/Master of Real Estate Development

See the USC Gould School of Law    for degree requirements.

PhD in Education/Master of Public Policy

See the Education/Public Policy (PhD/MPP)    or degree requirements.

Regulations Concerning a Second Master’s Degree

For rules governing a second master’s degree, see the Requirements for Graduation    page. In accordance with these policies, transfer credits will be granted only on the basis of a written petition to the MPA program coordinator and on the basis of credits recognized by USC in a Transfer Credit Statement.

Teaching Opportunities

Students may want to prepare for teaching as well as for public service. By careful planning in the upper division of the undergraduate degree and during the graduate years, requirements for a bachelor’s degree, a master’s degree and the university recommendation for a community college instructorship may be met without unnecessary duplication of effort and waste of time. Those interested in teaching should consult advisers in both the USC Price School of Public Policy and the USC Rossier School of Education before beginning upper-division and graduate work.

Public Administration Professional Sequence with the Viterbi School of Engineering

Regulations governing the Master of Science in Civil Engineering permit some candidates for this degree to take 12 units outside the School of Engineering. Those who wish to do so may take 12 units in public administration. Two courses in this sequence must be selected from among PPD 500   , PPD 501a   , PPD 501b   , PPD 540   , PPD 541   , PPD 545   , PPD 546   . One course in this sequence must be selected from among PPD 542   , PPD 557   , PPD 666   . PPD 541    requires PPD 502x    and statistics as prerequisites. PPD 546    should be taken last if elected.

Joint Degree Program

Master of arts in long term care administration.

This program is designed to prepare competent individuals to administer the long term care needs of America’s elderly population. It is jointly offered by the Davis School of Gerontology, the USC Marshall School of Business and the Price School of Public Policy. For information see the USC Leonard Davis School of Gerontology   .

The USC Price School of Public Policy offers the Doctor of Philosophy in Public Policy and Management (PhD), the Doctor of Philosophy in Urban Planning and Development (PhD) and the Doctor of Policy, Planning, and Development (DPPD). The PhD degrees are designed to prepare individuals for university-level teaching and research. The DPPD degree is intended to develop a high level of conceptual and research competence for professional leadership in planning and development. The DPPD is administered by the Price School of Public Policy; the PhD programs are administered by the Graduate School and the faculty of the Price School of Public Policy. PhD students must consult  The Graduate School    section of this catalogue for regulations and requirements pertaining to its degrees. Students should also consult the Academic Policies    section of this catalogue.

Completion of the requirements for all these degrees is assumed to take a minimum of three years of approved graduate study and research beyond the bachelor’s degree. For the PhD student, a minimum of 24 graduate units completed in residence on the University Park Campus in Los Angeles is required. DPPD students are required to complete a minimum of 24 units at the University Park Campus. Full-time study is represented by enrollment in 6 units during the semester. Usually the school and the student’s qualifying exam committee insist on a clear and mutually understood commitment of time and energy by the student to ensure significant involvement in the doctoral learning experience. For university policies regarding continuous enrollment, leave of absence and readmission, see the Requirements for Graduation    page.

Application and Admission

Admission to graduate standing for the PhD or DPPD is recommended by the school’s admissions committee acting under guidelines established by the Graduate School as outlined in the Graduate School section and the Graduate Admission section. In addition to those guidelines, DPPD students are expected to have a minimum of five years of substantial relevant experience. Students intending to apply should direct questions about the program and all materials for the admission application to Doctoral Programs, Office of Student Affairs, RGL 111, Price School of Public Policy, University of Southern California, University Park, Los Angeles, CA 90089-0626.

The deadline for applications for admission to the PhD and DPPD programs is December 1. Applications for admission are made once each year for fall semester admission.

The admission decision for PhD students is made using criteria that include verification that the applicant has a bachelor’s degree from an accredited college or university, has maintained a high grade point average in the last 60 units of undergraduate work, and has earned a competitive score on the verbal and quantitative portions of the Graduate Record Examinations (GRE). Other elements of the applicant’s educational and experiential background are also evaluated, including performance in other advanced degrees. DPPD applicants must also provide evidence of at least five years of practical administrative or other relevant experience. The GRE and GMAT scores are neither accepted nor required for the DPPD program.

Each applicant should submit the following: (1) one copy of official transcripts of all previous college and university work (these official transcripts should show an awarded degree where appropriate); (2) copies of GRE scores; (3) a 1,000-word essay discussing the applicant’s background and reasons for wanting to pursue a PhD degree and identifying the student’s personal, educational and professional goals; (4) an up-to-date résumé, including academic and professional accomplishments; (5) three letters of recommendation, two from previous instructors, the other from an instructor or from a professional supervisor or colleague. The letters should indicate the applicant’s academic and professional accomplishments and potential; (6) a completed USC Graduate Admission Application, along with the nonrefundable application fee; (7) a writing sample of approximately 1,000 words (in addition to the applicant essay); and (8) a completed Price School of Public Policy Supplemental Graduate Application. International applicants are asked to submit additional information. Applicants should carefully choose, and clearly state, the degree objective (PhD or DPPD) for which they are applying, since different sets of admissions criteria exist for each of them.

Transfer Credits

The application of any available transfer credits toward a graduate degree at USC will be determined by the faculty and the dean of the Price School of Public Policy, based on the semester units available for transfer as shown in the Transfer Credit Statement (determined by the USC Office of Academic Records and Registrar). Refer to Admission with Advanced Standing     for more information.

Deferral of Enrollment

Admission to the university is granted for a specified semester, and it is expected that students will begin their programs during that semester. The school will normally allow students to defer their enrollment up to one year from the admission semester. Students who wish to defer enrollment should notify the school in writing no more than 30 days after the beginning of the semester of admission. Students who do not inform the school in a timely manner of their intent to defer enrollment may be required to reapply for admission.

Please note that more stringent regulations apply to international students. See the Admission and Orientation    section of this catalogue.

Admission to Candidacy

Acceptance to graduate standing does not in itself imply that the student is admitted or will be admitted to candidacy for an advanced degree. Application for admission as a candidate for an advanced degree is a separate and subsequent step. See the The Graduate School    section of this catalogue.

Admission of International Students

All international applicants for admission to doctoral programs should submit materials to Doctoral Programs, Recruitment and Admissions Office, RGL 111, Price School of Public Policy, University of Southern California, University Park, Los Angeles, CA 90089-0626. See the Admission of International Students    section of this catalogue.

PhD students are required to have a 3.3 overall GPA in first-year courses to continue in the program. DPPD students are required to pass a screening procedure after 16 units of course work. The procedure is designed to ensure that only those students who have demonstrated intellectual and scholarly potential continue in the program.

There are differences between the screening process for PhD and DPPD students. Students should consult the relevant faculty director of the doctoral program in which they are enrolled.

Qualifying Exam Committee (for the PhD programs)

A qualifying exam committee assists the student in outlining an academic program leading toward the degree. Students will form an initial qualifying exam committee by the end of the first fall semester. The committee might not yet include the Graduate School representative from outside the Price School, but must include at least three tenure track the Price School faculty members, one of whom is identified as the chair. This committee bears responsibility for counseling the doctoral student, for approving a course schedule  and preliminary and qualifying examinations, and for recommending the student for admission to candidacy. After approval of the student’s program and proposed time schedule, the program is submitted in writing to the relevant director. This should be accomplished by the beginning of the second year, following successful screening.

The complete qualifying exam committee must be in place no later than the third semester. The chair should have recognized expertise in the qualifying area and should be a regular participant in the qualifying examination committee for that area. The majority of the members of the qualifying exam committee (typically at least three out of five) should be experts in the area in which the student is qualifying and should be regular participants in the qualifying examination committee. The remaining members should have a clear interest in this area with the exception of the outside member whose primary responsibility is to serve as the representative of the Graduate School, ensuring the university’s commitment to the equitable treatment of all students and that the highest quality education standards are upheld.

Students will formalize their relationship with their committees through the development of a work plan that specifies all courses, degree progress, seminar attendance and what was learned from these sessions as well as a research plan that articulates major research questions being explored. At the end of the first year of study, the qualifying exam committee chair reviews and approves the work plan. At the end of the second year, the full qualifying exam committee reviews the work plan and the second year paper.

Instructional Modalities

The Price School offers programs in various modalities ranging from traditional in-residence to hybrid to fully online course delivery. When designing curriculum, the Price School utilizes innovative learning tools to deliver courses in a variety of formats depending on the individual programmatic goals and learning objectives. This may include formats such a flipped classrooms and intensives that utilize a blend of in-person and online lectures and course activities.

Bachelor’s Degree

• •  Public Policy (BS)
• •  Real Estate Development (BS)
• •  Urban Studies and Planning (BS)
• •  Construction Planning and Management Minor (Public Policy)
• •  Education Policy Minor
• •  Health Administration Minor
• •  Health Policy Minor
• •  Law and Public Policy Minor
• •  Nonprofits, Philanthropy and Volunteerism Minor
• •  Real Estate Development Minor
• •  Urban Sustainable Planning Minor

Master’s Degree

• •  Dollinger Master of Real Estate Development (MRED)
• •  Health Administration (Executive MHA)
• •  Health Administration (MHA)
• •  International Public Policy and Management (IPPM)
• •  Master of Public Administration with Seoul National University
• •  Nonprofit Leadership and Management (MNLM)
• •  Planning and Development Studies (MPDS)
• •  Public Administration (MPA)
• •  Public Policy (MPP)
• •  Public Policy Data Science (MS)
• •  Urban Planning (Executive MUP Online)
• •  Urban Planning (MUP)

Dual Degree

• •  Master of Health Administration/Master of Science in Gerontology (MHA/MS)
• •  Master of Heritage Conservation/Master of Urban Planning (MHC/MUP)
• •  Master of Public Administration/Master of Arts, Jewish Nonprofit Management (MPA/MA)
• •  Master of Public Administration/Master of Science in Gerontology (MPA/MS)
• •  Master of Public Administration/Master of Social Work (MPA/MSW)
• •  Master of Public Health/Master of Urban Planning (MPH/MUP)
• •  Master of Public Policy/Juris Doctor (MPP/JD)
• •  Master of Public Policy/Master of Urban Planning (MPP/MUP)
• •  Master of Real Estate Development/Juris Doctor (MRED/JD)
• •  Master of Real Estate Development/Master of Business Administration (MRED/MBA)
• •  Master of Urban Planning/Master of Arts, Curatorial Practices and the Public Sphere (MUP/MA)
• •  Master of Urban Planning/Master of Public Administration (MUP/MPA)
• •  Master of Urban Planning/Master of Real Estate Development (MUP/MRED)
• •  Master of Urban Planning/Master of Social Work (MUP/MSW)

Graduate Certificate

• •  City/County Management Certificate
• •  Health Management and Policy Programs Certificate
• •  Homeland Security and Public Policy Certificate
• •  International Policy and Planning Certificate
• •  Nonprofit Management and Policy Certificate
• •  Political Management Certificate
• •  Public Financial Management Certificate
• •  Public Management Certificate
• •  Public Policy Certificate
• •  Real Estate Development Certificate
• •  Social Innovation Certificate
• •  Social Justice Certificate
• •  Sustainable Policy and Planning Certificate
• •  Transportation Planning Certificate

Doctoral Degree

• •  Policy, Planning, and Development (DPPD)
• •  Public Policy and Management (PhD)
• •  Urban Planning and Development (PhD)

Policy, Planning, and Development

• •  PPD 513 Legal Issues in Health Care Delivery
• •  PPD 514 Economic Concepts Applied to Health
• •  PPD 515 Strategic Management of Health Organizations
• •  PPD 516 Financial Accounting for Health Care Organizations
• •  PPD 517 Concepts and Practices in Managing Health Care Organizations
• •  PPD 518 Quality of Care Concepts
• •  PPD 519 Methods and Applications of Health Services Research
• •  PPD 520 Economic Approaches to Health Policy Analysis
• •  PPD 521a Information Technology Management Systems in Health Care
• •  PPD 521b Information Technology Management Systems in Health Care
• •  PPD 522 Planning Theory and History for a Just Society
• •  PPD 523 Urban and International Development
• •  PPD 524 Planning Theory
• •  PPD 525 Statistics and Arguing from Data
• •  PPD 526 Comparative International Development
• •  PPD 527 The Social Context of Planning
• •  PPD 528 Physical Planning: Urban and Community Design
• •  PPD 529 Planning Law and Legal Frameworks of Planning
• •  PPD 530 Historical Analysis of Urban Form and Planning Practice
• •  PPD 531L Planning Studio
• •  PPD 532L International Planning and Development Laboratory Workshop
• •  PPD 533 Planning History and Urban Form
• •  PPD 534 Data, Evidence, and Communication of the Public Good
• •  PPD 540 Fundamentals of Public Administration
• •  PPD 541 Public Financial Management and Budgeting
• •  PPD 542 Policy and Program Evaluation
• •  PPD 543 Internship Seminar
• •  PPD 545 Public and Nonprofit Organizational Behavior
• •  PPD 546 Capstone in Public Administration
• •  PPD 552 Managing and Financing Public Engineering Works
• •  PPD 554 Foundations of Policy Analysis
• •  PPD 555 Public Policy Formulation and Implementation
• •  PPD 557 Modeling and Operations Research
• •  PPD 558 Multivariate Statistical Analysis
• •  PPD 559 Policy Implementation and Evaluation
• •  PPD 560 Methods for Policy Analysis
• •  PPD 561a Policy Analysis Practicum
• •  PPD 561b Policy Analysis Practicum
• •  PPD 568 Environmental Governance and Sustainability
• •  PPD 569 Applied International Policy Analysis and Management Project
• •  PPD 570 Applied Statistics for Planning, Policy and Management
• •  PPD 571 International Public Policy and Management Seminar
• •  PPD 572 Special Issues in International Public Policy
• •  PPD 582 Transportation System Security and Emergency Management
• •  PPD 587 Risk Analysis
• •  PPD 588 Introduction to Transportation Planning Law
• •  PPD 589 Port Engineering: Planning and Operational Analysis
• •  PPD 590 Directed Research
• •  PPD 594a Master’s Thesis
• •  PPD 594b Master’s Thesis
• •  PPD 594z Master’s Thesis
• •  PPD 596 Internship for Curricular Practical Training
• •  PPD 599 Special Topics
• •  PPD 600 Management of Managed Care Organizations
• •  PPD 601 Management of Long-Term Care Organizations
• •  PPD 602 Strategic and Operational Planning for Health Services
• •  PPD 603 Marketing of Health Services
• •  PPD 604 Seminar in Hospital Administration
• •  PPD 605 Frontline Issues in Health Services Administration and Policy
• •  PPD 606 Urban Health Policy
• •  PPD 607 Introduction to Public Health Policy
• •  PPD 608 Leadership Symposium in Health Management and Policy
• •  PPD 609 Physician Practice Management
• •  PPD 610 Managed Care Contracting
• •  PPD 611 Policy Issues in Planning and Development
• •  PPD 612 Research and Analytical Techniques
• •  PPD 613a Policy, Planning, and Development International Laboratory
• •  PPD 613b Policy, Planning, and Development International Laboratory
• •  PPD 614 Management in Planning Practice
• •  PPD 615 Comparative Urbanization, Development, and Inequality
• •  PPD 616 Participatory Methods in Planning and Policy
• •  PPD 617 Urban Demography and Growth
• •  PPD 618 Housing Facilities and Community Development
• •  PPD 619 Smart Growth and Urban Sprawl: Policy Debates and Planning Solutions
• •  PPD 620 General Plans
• •  PPD 621 Environmental Impacts
• •  PPD 622 Seminar in Urban Development
• •  PPD 623 Community Development and Site Planning
• •  PPD 624 Local Economic Development: Theory and Finance
• •  PPD 625 Planning and Economic Development Finance
• •  PPD 626 Public/Private and Mixed Enterprises Planning
• •  PPD 627 Design Skills for Urban Planners
• •  PPD 628 Urban Planning and Social Policy
• •  PPD 629 Capstone in Urban Planning
• •  PPD 630 Urban Economic Analysis
• •  PPD 631 Geographic Information Systems for Policy, Planning, and Development
• •  PPD 632 Planning Analysis and Evaluation
• •  PPD 633 Methods and Modeling Tools for Transportation Planning
• •  PPD 634 Institutional and Policy Issues in Transportation
• •  PPD 635 Principles of Transportation Systems Analysis
• •  PPD 636 Infrastructure and Modern Society
• •  PPD 637 Forecasting and Urban Planning: A Survey of Theory and Methods
• •  PPD 638 Integrative Seminar
• •  PPD 639 Introduction to Community and Economic Development
• •  PPD 640 Leadership Foundations: Competencies and Core Values
• •  PPD 641 Leading Individuals, Groups and Teams
• •  PPD 642 Strategic Leadership of Organizations
• •  PPD 643 Leading Transformations Across Sectors: Integrative Seminar
• •  PPD 644 Shaping the Built Environment
• •  PPD 645 Professional Development

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Engineering and Public Policy

The PhD programme in Engineering and Public Policy from Instituto Superior Técnico prepares students to develop research in public policy e management of technology by addressing real world issues where technology, business and legal aspects are equally important. This program focuses on networked infrastructures and offers specializations in telecom policy and energy policy.

Instituto Superior Técnico Multiple locations Lisbon , Portugal Not ranked Studyportals University Meta Ranking 4.1 Read 34 reviews

• This Engineering and Public Policy programme from Instituto Superior Técnico focuses on networked infrastructures and offers specializations in telecom policy and energy policy.

Programme Structure

Courses Included:

• Advanced Topics in Microeconomics
• Decision Analysis Models and Applications
• Science Dissemination and Teaching Skills 
• Optimization and Applications

Key information

• 36 months

Start dates & application deadlines

• Apply before 2025-01-08 00:00:00

Deadlines: 

• 12th of July
• 16th of September

Disciplines

Academic requirements.

We are not aware of any specific GRE, GMAT or GPA grading score requirements for this programme.

English requirements

We are not aware of any English requirements for this programme.

Student insurance

Make sure to cover your health, travel, and stay while studying abroad. Even global coverages can miss important items, so make sure your student insurance ticks all the following:

• Additional medical costs (i.e. dental)
• Repatriation, if something happens to you or your family
• Home contents and baggage

We partnered with Aon to provide you with the best affordable student insurance, for a carefree experience away from home.

Starting from €0.53/day, free cancellation any time.

Remember, countries and universities may have specific insurance requirements. To learn more about how student insurance work at Instituto Superior Técnico and/or in Portugal, please visit Student Insurance Portal .

Other requirements

General requirements.

• Holders of an Undergraduate Degree and Master’s Degree may apply for this training doctoral programme by obtaining a pass in an advanced study course, that grants a total of credits between 30 and 60 ECTS, followed by advanced research, development and innovation work, leading to a dissertation (PhD thesis). In all it has a 3 year duration.

Tuition Fee

Living costs for lisbon.

The living costs include the total expenses per month, covering accommodation, public transportation, utilities (electricity, internet), books and groceries.

In order for us to give you accurate scholarship information, we ask that you please confirm a few details and create an account with us.

Scholarships Information

Below you will find PhD's scholarship opportunities for Engineering and Public Policy.

Available Scholarships

You are eligible to apply for these scholarships but a selection process will still be applied by the provider.

Read more about eligibility

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PhD in Engineering and Public Policy?

I feel like I am inquiring about a very niche program. I am 23 y/o, just graduated from my masters in engineering and Public Policy last week. I absolutely loved the program and I realized how much fulfillment I get from academic achievement.

Throughout my masters I’ve been contemplating pursing my PhD in the same field. I’m having trouble finding PhD EPP programs, I feel like there isn’t a lot of offerings, especially in Canada (where I’m from). I’m on the fence for a few reasons, I’ve heard how depressing PhDs are, I can’t afford to be broke for another 4+ years 😅 My masters was also course based so I am uncertain how I will perform within a thesis based program.

I am passionate about environmental/sustainable policy, specifically within corporations. I definitely felt like the odd one out of my masters program because of my age and being a girly girl. But this made me realize my passion for wanting to be a sustainability leader within a company I’m passionate about (apparel? cosmetics maybe?) because it aligns with my identity. I know a PhD isn’t mandatory to land a job within sustainability policy, but I genuinely enjoy academia and I find a lot of fulfillment in being educated. Is that enough to do a PhD? Other than that, I’m pretty stumped on the financials aspect of it - and finding a good EPP program. Thanks for reading this post and for any advice you can offer. I really appreciate it!

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Auburn Engineering graduate programs ranked No. 31 among public institutions by U.S. News and World Report

Published: Jun 18, 2024 7:40 AM

By Joe McAdory

Auburn University’s Samuel Ginn College of Engineering was again recognized as a leader in higher education, ranking among the nation’s top public institutions in U.S. News and World Report’s 2024 Best Graduate Schools.

U.S. News and World Report, which ranks graduate programs nationally each spring, designated Auburn Engineering No. 31 among public institutions when its annual list was released Tuesday, June 18. Auburn Engineering’s graduate programs continued its upward trajectory in the annual rankings among public institutions, climbing 10 spots in the past five years.

“Continued recognition by our peers in the academic community is a testament to the premier graduate engineering experience we offer at Auburn University,” said Maria Auad, associate dean for graduate studies and faculty development. “Each year, we invest significant resources and energy into hiring renowned faculty, developing exceptional student-support programs, building unrivaled facilities for cutting-edge research and providing new opportunities for experiential learning.”

U.S. News and World Report ranks colleges based on peer assessment, recruiter assessment, faculty resources, doctoral degrees awarded, student-faculty ratios, research expenditures, acceptance rates and mean GRE quantitative scores.

Auburn Engineering’s graduate programs were ranked No. 5 overall in the Southeastern Conference and, again, No. 1 in the state.

Select Auburn Engineering specialty fields of study also ranked among the nation’s best public programs. Biological/agricultural engineering ( biosystems engineering ) ranked No. 16,  industrial and systems engineering  at No. 23,  aerospace engineering  at No. 26,  chemical engineering  at No. 29,  civil and environmental engineering  at No. 34, computer science and software engineering  at No. 37, electrical and computer engineering  at No. 38, mechanical engineering  at No. 42 and  materials engineering  at No. 54.

Auburn Engineering is no stranger to high marks from U.S. News and World Report. The college’s  undergraduate program ranked No. 30 among public institutions last fall , while  online graduate programs were ranked No. 19 among all institutions in February .

“Our consistent high ranking is a reflection of our hard-working faculty and everyone associated with graduate programs here at the Samuel Ginn College of Engineering as we continue to focus on producing work-ready job candidates and innovative research,” said Mario Eden, dean of engineering. “When students come to Auburn, they receive hands-on experiences both inside and outside the classroom, backed by expert faculty and unparalleled student support programs. Our alumni have long known this, but we are appreciative that our engineering peers recognize this too.”

Prospective graduate students can learn more about Auburn Engineering, apply and schedule a visit  here .

Auburn Engineering’s graduate programs continued its upward trajectory in the annual rankings among public institutions, climbing 10 spots in the past five years.

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Jun. 18, 2024

‘symbolic of the hard work and talent’: rice graduate programs rate highly in latest us news rankings, george r. brown school of engineering moves up four spots in ‘best engineering schools’.

A number of Rice University graduate programs are rated among the nation’s best in the latest edition of U.S. News & World Report’s “Best Graduate Schools” rankings.

The George R. Brown School of Engineering is ranked No. 26 nationally, up four spots from last year. Eight engineering disciplines are ranked in the top 30, five in the top 25 and two in the top 10: biomedical/bioengineering (No. 10), environmental engineering (No. 9, up from No. 12), computer engineering (No. 22, up from No. 26), civil engineering (No. 23), chemical engineering (No. 24), electrical engineering (No. 26), materials engineering (No. 26) and mechanical engineering (No. 27).

The Jesse H. Jones Graduate School of Business, which ranks No. 29 nationally, has two programs in the top 15. The entrepreneurship program moved up two spots to No. 8, while the professional MBA program that U.S. News ranks in its part-time MBA category landed at No. 15.

“These rankings are symbolic of the hard work and talent of our amazing faculty, staff and students within our graduate programs,” Rice President Reginald DesRoches said. “I look forward to seeing these programs continue to excel in the coming years as they produce impactful research and scholarship.”

The U.S. News & World Report rankings are among the most closely monitored annual surveys of the nation’s institutions of higher education. Each year, the publication ranks professional school programs in business, education, engineering, law, medicine and nursing, including specialties in each area.

“The rankings reflect our ongoing commitment to excellence across the board,” said Amy Dittmar, the Howard Hughes Provost and executive vice president for academic affairs. “These strides would not be possible without the sustained efforts of our faculty, deans, department chairs and Dean of Graduate and Postdoctoral Studies Seiichi Matsuda and his team.”

“Rice’s research productivity reflects the scholarship, the creativity and the dedication of our extraordinarily talented graduate students,” Matsuda said. “As the university enhances and expands high-quality graduate programs, we provide more opportunities for bright, driven students to achieve their highest potential and in so doing, positively influence their communities, nation and the world.”

The Department of Computer Science tied for No. 27, moving up four spots from last year, and landed in the top 25 rankings in two specialties: tied for No. 19 in programming language and tied for No. 21 in systems (up from No. 23).

The U.S. News Best Graduate School rankings are based on expert opinions and statistical indicators measuring the quality of faculty, research and students. The publication compiles data from surveys of programs and reputation surveys sent to academics and professionals in fall 2023 and early 2024.

For more information on Rice’s rankings, click  here.

ASU program gives graduate students firsthand look at science policy in nation's capital

Students and ASU Associate Professor Jameson Wetmore (far right) gather for a photo to commemorate the weeklong policy immersion program for graduate and postdoctoral students. Photo courtesy Hager Sharp

For international students like Jide Olugbade, going to Washington, D.C., was a dream come true: He could get an insider’s view of the city's movers and shakers and everything in between.

Thanks to the weeklong  Science Outside the Lab program hosted by Arizona State University, Olugbade and his colleagues in the policy immersion cohort got a firsthand look into how policy is shaped in the nation’s capital. Now he hopes to complete his dissertation and apply his multidisciplinary interests and skills in tech ethics and artificial intelligence research in public policy.

"It's helping me understand, firstly, the kind of job I'd like to pursue in the future by engaging with people in different positions," said Olugbade, a PhD candidate at Georgia Tech University. “The program either reaffirms or challenges the kind of things you've read, or you've heard somewhere, and you think, ‘Oh, maybe it's not so true,’ but when you hear it from people who are really in the system — it validates that.”

Science Outside the Lab is run by ASU’s Center for Engagement and Training in Science and Society , or CENTSS, and explores the relationship between science, policy and societal outcomes. Each summer, the program offers different tracks for participants, focusing on areas ranging from energy to engineering and natural sciences and policy immersion.

Since the program’s establishment in 2002, students from diverse graduate programs nationwide have gathered annually in Washington to experience many facets of science and politics. Those interested in careers in science policy have also found the program to be an excellent opportunity to learn about important career fellowships and meet current science policy professionals.

Learning beyond the classroom

This year, over the course of the week, participants met with more than 50 distinguished professionals, including funders, regulators, lobbyists, and administrative professionals — some of whom are Science Outside the Lab alumni — who provided invaluable insights that helped students envision themselves in similar roles.

“We have a nation of PhD students in science and engineering that want to do more than just science and engineering,” said Jameson Wetmore , program lead for Science Outside the Lab and an associate professor in the School for the Future of Innovation in Society at Arizona State University.

Participants in the policy immersion cohort traveled to various off-site meetings in the corridors of power in Washington, where they networked and engaged in peer-to-peer dialogue with experts. On a typical day, participants could find themselves spending the day at the White House complex, at more than one of the Capitol office buildings or inside cabinet agency headquarters.

There were meetups with the natural resources and environment team at the Government Accountability Office, a meeting in the historic Eisenhower Executive Office Building to discuss mitigating the threat of biological agents with members of the National Security Council, a field trip to speak with a curator at the Smithsonian National Air and Space Museum and a visit to NASA headquarters, where participants met a senior policy analyst who was the research study lead for the agency’s Artemis and Moon to Mars missions.

“This program is a crash course in science policy. It helps participants understand the complexities of the world and how to begin to make change happen. They all come in wondering, ‘What else can I do with my degree and with the knowledge I have?’ and they all leave with more than one answer,” Jameson said.

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CU Boulder a top 25 engineering program, according to Best Graduate School rankings

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CU Boulder is a tier 1 university (“R1") with “very high research activity” as designated by the Carnegie Classification of Institutions of Higher Education. The R1 classification includes less than 3 percent of educational institutes in the U.S.

The University of Colorado Boulder is among the top 25 engineering graduate programs in the U.S., according to U.S. News and World Report’s Best Graduate Schools rankings for 2024-25 . 

When compared with its public university peers, the College of Engineering and Applied Science’s graduate program was ranked No. 12. The college was ranked No. 23 overall when compared to both public and private universities, tied with Duke University and the University of Southern California.

Dean Keith Molenaar said he was proud to see CU Engineering programs continue to be recognized by peers and the national media. 

“We are home to leading scholars across disciplines and over 1,000 PhD students. Our rankings reflect our strengths in both established programs like aerospace and in new, growing programs like biomedical engineering,” he said. “We are a comprehensive research college, and that is going to continue to allow our graduates to pursue sustainable solutions to pressing societal challenges.”  

In the engineering specialty rankings, three CU Engineering degree programs were also in the top 10 among public institutions, with an additional four in the top 20: 

• Aerospace engineering sciences : No. 5 
• Environmental engineering : No. 7 
• Civil engineering : No. 9 
• Chemical engineering : No. 11 
• Computer engineering : No. 16
• Electrical engineering : No. 17
• Mechanical engineering : No. 17
• Biomedical engineering : No. 23
• Biological engineering : No. 25
• Materials science and engineering : No. 29. 

CU Boulder's computer science graduate program is ranked No. 21 among public peers as part of the Best Computer Science Schools ranking for 2024. 

As of fall 2023, more than 1,300 students were pursuing master’s in engineering and applied science at CU Boulder. 

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June 18, 2024

Purdue's graduate programs continued their elevation in latest U.S. News & World Report rankings

WEST LAFAYETTE, Ind. — In the U.S. News & World Report’s 2024-25 Best Graduate School Rankings, 15  programs earned top 10 placements as Purdue continues to elevate its graduate education and research across the board.

“Purdue graduate students and faculty in master’s, doctoral and professional degree programs are among the best in the country,” Purdue President Mung Chiang said. “The latest graduate and research rankings reflect the success of our students and colleagues across multiple colleges as we continue to support scholarly excellence at scale.” 

ADDITIONAL INFORMATION  

• Purdue recognized among world's best in latest QS rankings and rises to No. 8 among U.S. public universities
• Purdue University Online continues to achieve high national rankings
• Purdue University undergraduate national ranking jumps 8 spots, with 13 undergraduate programs in top 10 in the U.S .

Purdue’s heralded agricultural and biological engineering graduate program earned a No. 1 ranking for the fourth consecutive year. In the College of Engineering , 10 out of 12 departments ranked among the top 10 nationally, the best result in college history, with seven improving year over year:

• Agricultural and biological engineering: No. 1
• Aeronautics and astronautics: No. 2 (up four spots)
• Civil engineering: 5 (up two spots)
• Industrial engineering: 6 (up two spots)
• Electrical engineering: No. 7 (up one spot)
• Computer engineering: No. 8. (up two spots)
• Mechanical engineering: No. 8
• Environmental engineering: No. 9 (up three spots)
• Nuclear engineering: No. 10 (up one spot)
• Biomedical engineering: No. 7 (among universities without a medical school)

Several areas related to the Purdue Computes initiative , including the Department of Computer Science — joint across the College of Science and College of Engineering — also saw gains year over year: 

• Computer systems: 13 (up one spot)
• Computer science: 19 (up one spot) 

The reimagined Mitchell E. Daniels, Jr. School of Business continued its positive momentum, as the information systems and part-time MBA programs each appeared in the rankings for the first time. Also, these top 10 programs maintained or enhanced their ranking:

• Production-operations: No. 3
• Project management: No. 4 (up three spots)
• Supply chain management: No. 7 (up two spots)

“Our graduate students are at the heart of our mission as a leading public land-grant research university, and we’ve consistently prioritized investments in their success,” said Patrick J. Wolfe, provost and executive vice president for academic affairs and diversity. “The hard work of Purdue faculty to elevate our graduate programs and their scholarly impact has driven this continued rise in national rankings, particularly in key strategic areas of enormous consequence to the university as a whole.”

In the School of Nursing in the College of Health and Human Sciences, the Doctor of Nursing Practice program jumped seven spots to No. 24, the biggest gain of any Purdue program in this ranking cycle. The overall master’s program also moved up three spots, to No. 22. Last August the Purdue University Board of Trustees approved plans to construct a transformative Nursing and Pharmacy Education Building , which will continue to accelerate the program’s significant growth. Purdue also had top 10 showings in two additional departments in the College of Health and Human Sciences:

• Speech-language pathology: No. 2
• Audiology: No. 8

The 2024-25 Best Graduate Schools rankings are based on two types of data: expert opinion about program excellence and statistical indicators that measure the quality of a school’s faculty, research and students, and students’ postgraduate outcomes. Data for the rankings in business, education, engineering and nursing disciplines came from statistical surveys of 2,225 programs and from reputation surveys sent to approximately 5,766 academics and 10,941 professionals, conducted in fall 2023 and early 2024. To gather the peer assessment data, U.S. News asked deans, program directors and senior faculty to judge the academic quality of programs in their field on a scale of 1 (marginal) to 5 (outstanding).  

The visibility and stature of Purdue University continues to grow, as evidenced by these latest U.S. News & World Report graduate school rankings and several other accolades recently accrued:

• Earlier this month, Purdue was ranked as a top 8 public university in the U.S., in the top 25 overall domestically and in the top 90 globally in the 2025 QS World University Rankings .
• In February three Purdue online engineering master’s programs placed No. 1 in the U.S. News & World Report rankings of best online programs . Several other online programs made significant leaps to underscore Purdue’s mission to deliver high-quality online programs at scale.
• In the 2024 Times Higher Education World University Rankings , Purdue surged seven spots domestically and over 40 spots globally, ranking No. 9 among U.S. public land-grant universities.
• Purdue enjoyed its best-ever showing in U.S. News & World Report’s 2024 Best College rankings of undergraduate programs , jumping to No. 17 among public universities on a list of 435 ranked national universities and earning a sixth consecutive top 10 Most Innovative (No. 7) ranking.

About Purdue University  

Purdue University is a public research institution demonstrating excellence at scale. Ranked among top 10 public universities and with two colleges in the top four in the United States, Purdue discovers and disseminates knowledge with a quality and at a scale second to none. More than 105,000 students study at Purdue across modalities and locations, including nearly 50,000 in person on the West Lafayette campus. Committed to affordability and accessibility, Purdue’s main campus has frozen tuition 13 years in a row. See how Purdue never stops in the persistent pursuit of the next giant leap — including its first comprehensive urban campus in Indianapolis, the Mitchell E. Daniels, Jr. School of Business, Purdue Computes and the One Health initiative — at  https://www.purdue.edu/president/strategic-initiatives .

Writer/Media contact: Derek Schultz, [email protected]  

Sources:   Mung Chiang, Patrick J. Wolfe

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U.S. News & World Report Ranks UMass Amherst College of Engineering Among Best Graduate Programs

The UMass Amherst College of Engineering has been ranked No. 48 overall among the 2024/2025 Best Graduate Schools for Engineering by U.S. News & World Report , and No. 27 among public graduate engineering programs. This represents a rise from last year, when the College of Engineering was ranked No. 55 overall and No. 31 among public engineering programs. The college has generally been rising in the rankings over the past several years, up from No. 65 in the 2019 rankings. In addition, the College of Engineering continues to be the No. 1 public engineering program in New England. 

National rankings published for specific subject areas within the College of Engineering include chemical engineering at No. 35; industrial at No. 36; computer at No. 38; materials at No. 40; environmental at No. 41; civil at No. 48; electrical at No. 53; mechanical at No. 56; and biomedical at No. 69.  The published rankings are based on reputational surveys of deans and industry leaders, as well as statistical indicators that assess the strength and quality of a school’s research, students, and faculty, including total number of PhDs granted, research expenditures, average GRE score, percentage of faculty members in the National Academy of Engineering, and more.   

Designed for prospective students looking to advance their education post-college, the Best Graduate Schools rankings evaluate programs in a variety of disciplines. By collecting graduate school data annually, U.S. News & World Report is able to present the latest enrollment numbers, job placement rates, faculty statistics and other essential quality indicators that help prospective students make informed decisions. That said, the U.S. News & World Report highlights the fact that: “A school’s Best Engineering Schools rank should be one consideration and not the lone determinant in where a student applies. The rankings assess academic quality and research success – factors that are universally important to prospective students. But personal considerations involving location, environment, strength of different specialties, and cost after tuition and financial aid are also very important.”

Find out more about how U.S. News ranks its graduate engineering programs here .

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SEAS ranked No. 31 in engineering among public universities

The School of Engineering and Applied Sciences is ranked No. 57 among engineering schools nationwide.

Adapted from UBNow

Published June 20, 2024

Several schools at the University at Buffalo, New York’s flagship, are ranked among the top nationwide in U.S. News & World Report’s  Best Graduate Schools rankings .

UB's School of Engineering and Applied Sciences ranked No. 57 in the country. Among public universities, UB is No. 31 in engineering.

Programs ranked within the engineering school include aerospace (35), biomedical (60), chemical (35), civil (37), computer engineering (55), computer science (61), electrical (59), environmental (48), industrial (22), materials (57), and mechanical (56).

The School of Pharmacy and Pharmaceutical Sciences is among the top 20 in the country, coming in at No. 19 overall and 18th among public universities.

“This achievement is a testament to our relentless pursuit of groundbreaking research, transformative discoveries and unwavering commitment to the success of our students,” says Gary Pollack, dean of the School of Pharmacy and Pharmaceutical Sciences. “Our top 20 ranking reaffirms our steadfast commitment to cultivating the next generation of pharmacy and pharmaceutical science leaders who will push the boundaries of scientific inquiry, drive innovation in patient care and elevate the standards of pharmaceutical research on a global scale.”

The School of Social Work is once again in the top 25, coming in at 24th nationally and No. 13 among public universities.

The School of Nursing’s Doctor of Nursing Practice (DNP) program moved up 11 spots to 34th in the country and No. 24 among public universities. In addition, the nursing anesthesia program was ranked 22nd.

“We are immensely proud to rank among the best DNP programs in the United States,” says Dean Annette Wysocki. “Our commitment to exceptional nursing education cultivates discipline of the mind to educate highly discerning nurse practitioners, who are indispensable in addressing the nation’s critical shortage of primary care providers. Quality nursing education remains paramount in safeguarding the health and wellness of our community.”

The Graduate School of Education moved up four spots to No. 54 in Best Education Schools. Among public universities, GSE ranks 42nd. “Our steady climb in the rankings over the years is a testament to the hard work and high-quality research of GSE faculty,” says Dean Suzanne Rosenblith.

The School of Public Health and Health Professions moved up four spots, to No. 46 nationally and No. 29 among public universities. Its programs in occupational therapy (41) and physical therapy (74) were also ranked, as was biostatistics (22).

Meanwhile, the School of Law moved up 17 places to No. 108 among Best Law Schools nationwide and 56th among public universities.

The School of Management’s MBA program came in at No. 74 in Best Business Schools and 38th among public universities, making it the highest rated business school within SUNY.

In addition, UB’s graduate programs in audiology (22), clinical psychology (53) and speech language pathology (32) were also ranked this year.

Do you have questions or comments for the Office of the Provost? Let us know your thoughts and we’ll be happy to get back to you.

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Engineering and Public Policy

College of engineering.

Baruch Fischhoff

Howard heinz university professor engineering and public policy carnegie mellon institute for strategy & technology.

• Posner 385B
• baruch(through)cmu.edu
• 412-268-3246
• Carnegie Mellon 1987-

Baruch Fischhoff , Ph.D., is the Howard Heinz University Professor in the Department Engineering and Public Policy and the Carnegie Mellon Institute for Strategy & Technology (CMIST) at Carnegie Mellon University. A graduate of the Detroit Public Schools, he holds a BS in mathematics and psychology from Wayne State University and an MA and PhD in psychology from the Hebrew University of Jerusalem. He is a member of the National Academy of Sciences and of the National Academy of Medicine . He is past President of the Society for Judgment and Decision Making and of the Society for Risk Analysis , and recipient of its Distinguished Achievement Award. He was founding chair of the Food and Drug Administration Risk Communication Advisory Committee and chaired the National Research Council Committee on Behavioral and Social Science Research to Improve Intelligence Analysis for National Security and co-chaired the National Research Council Committee on Future Research Goals and Directions for Foundational Science in Cybersecurity and three National Academy of Sciences Colloquia on “The Science of Science Communication. ” He is a former member of the Eugene, Oregon Commission on the Rights of Women, Department of Homeland Security's Science and Technology Advisory Committee , the World Federation of Scientists Permanent Monitoring Panel on Terrorism , and the Environmental Protection Agency Science Advisory Board , where he chaired the Homeland Security Advisory Committee . He is a Fellow of the  American Association for the Advancement of Science (AAAS),   American Psychological Association (APA), the Association for Psychological Science , the Society of Experimental Psychologists , and the Society for Risk Analysis . He has received APA’s Award for Distinguished Service to Psychology, an honorary Doctorate of Humanities from Lund University, an Andrew Carnegie Fellowship , and Carnegie Mellon's Ryan Award for Teaching , and the College of Engineering Outstanding Mentor Award . He has co-authored or edited, Acceptable Risk (1981), A Two-State Solution in the Middle East: Prospects and Possibilities (1993), Elicitation of Preferences (2000), Risk Communication: A Mental Models Approach (2002), Intelligence Analysis: Behavioral and Social Science Foundations (2011), Risk: A Very Short Introduction (2011), Communicating Risks and Benefits: An Evidence-Based Guide (2011), Judgment and Decision Making (2011), Risk Analysis and Human Behavior (2011), The Science of Science Communication  I (2013), II (2014), and III (2019), and Counting Civilian Casualties (2013).

• Ph.D. (Psychology) 1975, The Hebrew University, Jerusalem, Israel
• M.A. (Psychology) 1972, The Hebrew University, Jerusalem, Israel
• B.Sc. (Mathematics, Psychology) 1967, Wayne State University

Rachel Carson Distinguished Lecture, February 2024

Anastasi Lecture Series, Fordham University

Clarendon Lectures in Management, University of Oxford, April 18-20, 2023

Tribute to Baruch Fischhoff

Selected Publications

Dunning, R., Fischhoff, B., & Davis, A.L. (in press). When do humans heed AI agents’ advice? When should they?   Human Factors .  https://doi.org/10. 1177/00187208231190459

Kenny, R., Fischhoff, B., Davis, A.L., Carley, K.M., & Canfield, C. (in press). Duped by bots: Why some are better than others at detecting fake social media. Human Factors . https://doi.org/10.1177/00187208211072642

Kenny, R., Fischhoff, Davis, A.L., and Canfield, C. (in press). Improving social bot detection through aid and training.  Human Factors .  https://doi.org/10. 1177/00187208231210145

COVID Crisis Group. (2023). Lessons from the COVID War: An investigative report . New York: Public Affairs. One of 35 members. Philip Zelikow, lead author.  https://www.hachettebookgroup.com/titles/covid-crisis-group/lessons-from-the-covid-war/9781541703803/?lens=publicaffairs

Fischhoff, B., Cetron, M., & Jetelina, K. (2023). Do masks work? Randomized controlled trials are the worst way to answer the question.  STAT .  https://www. statnews.com/2023/05/02/do- masks-work-rcts-randomized- controlled-trials/

Fischhoff, B., Woloshin, S., Krishnamurti, T., & Dewitt, B. (2023). Patients may finally receive practical information about prescriptions – if the FDA doesn’t blow it.  STAT .  https://www. statnews.com/2023/09/12/fda- prescription-information-one- pagers/

Grayek, E., Krishnamurti, T., Davis, A.L., Hu, L., Babich, O., Warren, K., & Fischhoff, B. (2023).  Collection and analysis of adherence information for software as a medical device clinical trials: A systematic review .  JMIR mHealth and uHealth, 11 :e46237.  https://mhealth. jmir.org/2023/1/e46237

Haward, M.F., Lorenz, J.M., Janvier, A., & Fischhoff, B. (2023). Antenatal consultation and deliberation: Adapting to patients’ preferences . Journal of Perinatology . https://doi.org/10.1038/s41372-023-01605-8

Kleeman, H., Fischhoff, B., & Armanios, D.E. (2023). Effects of redesigning the communication of low-income residential energy efficiency programs in the U.S.  Energy Policy, 178 , 113568.   https://doi.org/10. 1016/j.enpol.2023.113568

Morgan, K., & Fischhoff, B. (2023). Mental models for scientists communicating with the public. Issues in Science and Technology 39(2) , 58-61. https://issues.org/mental-models-scientists-risk-communication-morgan-fischhoff/

Rodriguez, V.L., Fischhoff, B., & Davis, A.L. (2023). Risk heatmaps as visual displays: Opening movie studios after the COVID-19 shutdown.  Risk Analysis, 43 , 1356-1359.   https:// onlinelibrary.wiley.com/doi/ epdf/10.1111/risa.14017

Woloshin, S., Yang, Y., & Fischhoff, B. (2023). Communicating health information with visual displays: An illustrated design guide.  Nature Medicine .  https://www.nature. com/articles/s41591-023-02328- 1

Drummond Otten, C., & Fischhoff, B. (2022). Calibration of scientific reasoning ability. Journal of Behavioral Decision Making .  https://onlinelibrary.wiley.com/doi/10.1002/bdm.2306

Grayek, E.N., Fischhoff, B., Davis, A.L., & Krishnamurti, T. (2022).  The value of adherence information during clinical pharmaceutical trials . Clinical Trials , 19(3), 326-336. https://doi.org/10.1177/17407745221084127

Grayek, E., Yang, Y., Fischhoff, B., Schifferdecker, K.E., Woloshin, S., Kerlikowski, K., Miglioretti, D., & Tosteson, A. (2022). A procedure for eliciting women’s preferences for breast cancer screening frequency. Medical Decision Making , 42(6), 783-794. https://doi.org/10.1177/0272989X211073

Greenberg, M., & Lowrie, K. (2022). Baruch Fischhoff: Creating, testing, and communicating theories about risk perception, public preferences, and communication . Risk Analysis, 42, 1895-1899. https://doi.org/10.1111/risa.13996 .

Woloshin, S., Dewitt, B., Krishnamurti, T., & Fischhoff, B. (2022).  Assessing how consumers interpret and act on results from at-home COVID-19 self-test kits: A randomized clinical trial. JAMA Internal Medicine , 182 (3), 332-341. https://jamanetwork.com/journals/jamainternalmedicine/fullarticle/2788656

Drummond, C., & Fischhoff, B.  (2021).  Assessing broader impacts of funded research: The United States National Science Foundation vs. Rep. Lamar Smith.  Science and Public Policy. DOI: https://doi.org/10.1093/scipol/scab082

Fischhoff, B. (2021).  The COVID communication breakdown . Foreign Affairs . https://www.foreignaffairs.com/articles/united-states/2021-10-04/covid-communication-breakdown

Fischhoff, B.  (2021).  Making behavioral science integral to climate science and action .  Behavioural Public Policy, 5(4) 439-453. https://www.doi.org/10.1017/bpp.2020.38  

Fischhoff, B., Dewitt, B., Sahlin, N-E., & Davis, A.L. (2021). A secure procedure for early career scientists to report apparent misconduct. Life Sciences, Society and Policy.  doi: 10.1186/s40504-020-00110-6 [ https://rdcu.be/cd838 ] 

Fischhoff, B., Gamble, V.N., & Shoch-Spana, M. (2021).  Understanding and communicating about COVID-19 vaccine efficacy, effectiveness, and equity.  Washington, DC: National Academy Press. https://www.nap.edu/26154  

Garfin, D.R., Fischhoff, B., Holman, E.A., & Silver, R.C.  (2021).  Risk perceptions and health behaviors as COVID-19 in the United States: Results from a probability-based nationally representative sample .  Journal of Experimental Psychology: Applied, 27 , 584-598.  doi: 10.1037/xap0000374

Haward, M.F., Lorenz, J.M., Janvier, A., & Fischhoff, B. (2021). Bereaved parents’ insights for the antenatal consultation . American Journal of Perinatology . https://doi.org/10.1055/s-0041-1731651

Mohan, D., Chang, C.-C., Fischhoff, B., Rosengart, M.R., Angus, D.C., Yealy, D.M., & Barnato, A.E. (2021). Outcome of a digital behavioral intervention to improve trauma triage: analysis of Medicare claims . Journal of Surgical Research, 268, 532-539. https://doi.org/10.1016/j.jss.2021.07.029  

Bruine de Bruin, W., Parker, A.M., & Fischhoff, B. (2020).  Decision making competence: More than intelligence?   Current Directions in Psychological Science, 29(2), 186-192. 

Fischhoff, B.  (2020).  Making decisions in a COVID-19 world .  JAMA, 323 (22). doi:10.1001/jama.2020.10178

Fischhoff, B.  (2020).  The microbiomes of gut-level decisions .  CQ (Critical Quarterly), 62 (1), 30--37. doi.org/10.1111/criq.12525

Fischhoff, B., & Broomell, S.B.  (2020).  Judgment and decision making.  Annual Review of Psychology, 71 . 331-355. doi: 10.1146/annurev-psych-010419-050747  http://www.annualreviews.org/eprint/KXBRW9TWBZZ9X2TFHJJY/full/10.1146/annurev-psych-010419-050747

NASEM. (2020). Framework for equitable allocation of covid-19 vaccine. Washington, DC: The National Academies Press   https://www.nap.edu/25917  

NASEM. (2020).  Rapid expert consultation on the effectiveness of fabric masks for the COVID-19 pandemic (letter report).  R. Besser & B. Fischhoff, authors.  Washington, DC: National Academy Press.   https://www.nap.edu/25776  

Soares-Weiser, K., Lasserson, T., Jorgensen, K.J., Woloshin, S., Bero, L., Brown, B., & Fischhoff, B. (2020). Policy makers must act on incomplete evidence in responding to COVID-19 (Editorial).   Cochrane Database of Systematic Reviews, (11), ED000149 https://doi.org/10.1002/14651858.ED000149  

World Health Organization.  (2020).   The importance of testing messages.  Fiona Fleck interviews Baruch Fischhoff. Bulletin of the World Health Organization, 98, 516-517.

Arnold, J., Davis, A.L., Fischhoff, B., ...., & Hanmer, J.Z. (2019). Comparing the predictive ability of a commercial artificial intelligence early warning system with physician judgment for clinical deterioration in hospitalized general internal medicine patients, a prospective observational study.    BMJ Open , 9, e032187. doi:10.1136/bmjopen-2019-03218

Canfield, C., Fischhoff, B., & Davis, A.L.  (2019).  Better beware: Comparing metacognition for phishing and legitimate emails.   Metacognition and Learning, 14 (3), 343-362.  doi:10.1007/s11409-019-09197-5

Dewitt, D., Fischhoff, B., Davis, A.L., Broomell, S.B., Roberts, M., Hanmer, J. (2019).  Exclusion criteria as measurements I: Identifying invalid responses. Medical Decision Making, 39 (6), 693-703. doi:  10.1177/0272989X19856617

Dewitt, D., Fischhoff, B., Davis, A.L., Broomell, S.B., Roberts, M., Hanmer, J. (2019).  Exclusion criteria as measurements II: Effects on utility curves. Medical Decision Making, 39 (6), 704-716. soe: 10.1177/0272989X19862542

Dewitt, B., Fischhoff, B., & Sahlin, N-E. (2019). “Moral machine” experiment is no basis for policy making (Correspondence). Nature, 567 , 31. https://www.nature.com/articles/d41586-019-00766-x

Fischhoff, B., & Barnato, A.E.  (2019).   Value awareness: A goal for end-of-life decision making.   Medical Decision Making Policy and Practice . doi: 10.1177/2381468318817523

Fischhoff, B. (2019). Evaluating science communication. PNAS, 116 (16), 7670-7675 . www.pnas.org/cgi/doi/10.1073/pnas.1805863115

Fischhoff, B. (2019).  Tough calls.  Scientific American , 321(3) , 74-79.  https://www.scientificamerican.com/article/when-assessing-novel-risks-facts-are-not-enough

Kulkarni, S., Dewitt, B., Fischhoff, B., Rosengart, M.R., Angus, D.C., Saul, M., Yealy, D.M., & Mohan, D.  (2019).  Defining the representativeness heuristic in trauma triage: a retrospective observational cohort study. PLOSOne 14(2): e0212201. https://doi.org/10.1371/journal.pone.0212201

Yang, Y., Wong-Parodi, G., & Fischhoff.   (2019).   "How Stable Are Preferences among Emerging Electricity Generation Technologies."   Environmental Research Communications, 1 (7). https://iopscience.iop.org/article/10.1088/2515-7620/ab2ec0

Yu, M., Krishnamurti, T., & Fischhoff, B.   (2019).   Implementing a new Common Rule requirement for informed consent: A randomized trial on adult asthma patients.   Medical Decision Making Policy and Practice . doi: 10.1177/2381468319839315

Canfield, C., & Fischhoff, B.  (2018).  Setting priorities for behavioral interventions: An application to reducing phishing risks . Risk Analysis, 38(4), 826-838.  doi: 10.1111/risa.12917

Fischhoff, B., Wong-Parodi, G., Garfin, D., Holman, E.A., & Silver, R. (2018). Public understanding of Ebola risks: Mastering an unfamiliar threat . Risk Analysis, 38(1), 71-83. doi: 10.1111/risa.12794

Mohan, D., Fischhoff, B., Angus, D.C., Rosengart, M.R., Wallace, D.J., Yealy, D.M., Farris, C., Chang, C.-C.H., Kerti, S., & Barnato, A.E.   (2018).   Serious video games may improve physicians’ heuristics in trauma triage.   PNAS, 115(37), 9204-9209. https://doi.org/10.1073/pnas.1805450115 .

Parker, A.M., Bruine de Bruin, W., Fischhoff, B., & Weller, J. (2018).  Robustness of decision-making competence:  Evidence from two measures and an 11-year longitudinal study . Journal of Behavioral Decision Making, 31 , 380-391. doi: 10.1002/bdm.2059

Atran, S., Axelrod, R., Davis, R., & Fischhoff, B.  (2017). Challenges in researching terrorism from the field .  Science, 355 (6323), 352-354. doi: 10.1126/science.aaj2037

Bruine de Bruin, A., & Fischhoff, B.  (2017).  Eliciting probabilistic expectations: Collaborations between psychologists and economists .  PNAS, 114(13), 3297-3304 . doi/10.1073/pnas.1615461114

Canfield, C., Davis, A.L., Fischhoff, B., Forget, A., Pearman, S., & Thomas, J.  (2017).  Replication: Challenges in using data logs to validate phishing detection ability metrics.  Symposium on Usable Privacy and Security (SOUPS) 2017 . https://www.usenix.org/conference/soups2017/technical-sessions/presentation/canfield

Dewitt, B., Fischhoff, B., Davis, A.L., & Hanmer, J.  (2017). An approach to reconciling competing ethical principles in aggregating heterogeneous health preferences .  Medical Decision Making, 37,  647-656. doi: 10.1177/0272989X17696999

Drummond, C., & Fischhoff, B. (2017). Individuals with greater science literacy and education have more polarized beliefs on controversial science topics .  PNAS , 114 , 9587-9592. doi:10.1073/pnas.1704882114

Drummond, C., & Fischhoff, B.  (2017).  Development and validation of the Scientific Reasoning Scale .  Journal of Behavioral Decision Making 30 (1), 26-38. doi: 10.1002/bdm.1906

Fischhoff, B.  (2017). Breaking ground for psychological science: The U.S. Food and Drug Administration .  American Psychologist, 72(2) . 118-125. doi.org/10.1037/a0040438

Haward, M., Janvier, A., Lorenz, J.M., & Fischhoff, B.  (2017). Counseling parents at risk of delivery of an extremely premature infant: Differing strategies .  American Journal of Bioethics – Empirical Methods,8(4 ), 243-252.   doi: 10.1080/23294515.2017.1394399

Klein, O., Hegarty, P., & Fischhoff, B.  (2017).  Hindsight forty years on .  Memory Studies, 10 (3), 249-260 .

Krishnamurti, T., Davis, A.L., Wong-Parodi, G., Fischhoff, B., Sadovsky, Y., & Simhan, H. (2017). MyHealthyPregnancy: A feasibility pilot of a behavioral decision research-based tool for assessing and communicating pregnancy risk . JMIR mHealth uHealth, 5(4), e 42. doi:10.2196/mhealth.7036

Mohan, D., Farris, C., Fischhoff, B., Rosengart, M.R., et al.. (2017). Testing the efficacy of a video game vs. a traditional education program at improving physician decision making in trauma triage: a randomized controlled trial . BMJ, 359, j5416. doi: MJ2017;359:j5416 

Canfield, C., Fischhoff, B., & Davis, A.L.  (2016).  Quantifying phishing susceptibility for detection and behavior decisions . Human Factors, 58(8), 1158-1172.  doi: 10.1177/0018720816665025

Wong-Parodi, G., Krishnamurti, T., Davis, A.L., Schwartz, D., & Fischhoff, B.  (2016).  Integrating social science in climate and energy solutions: A decision science approach .  Nature Climate Change, 6 , 563-569.  doi: 10.1038/NCLIMATE2917

Dewitt, B., Fischhoff, B., Davis, A.L., & Broomell, S.  (2015).  Environmental risk perception from visual cues: Caution and sensitivity in evaluating tornado risks .  Environmental Research Letters, 10, 124009. doi:10.1088 / 1748-9326 / 10 / 12 / 124009

Fischhoff, B.  (2015).  The realities of risk-cost-benefit analysis .  Science , 350 (6260), 527. http://dx.doi.org/10.1126/science.aaa6516.

Fischhoff, B.   (2015).   Risk perception and communication.   In R. Detels, M. Gulliford, Karim, Q.A., & Tan, C.C.   (eds.), Oxford Textbook of Public Health, Sixth Edition (7.5).   Oxford: Oxford University Press.   doi: 10.1093/med/9780199661756.003.0138

Krishnamurti, T., Woloshin, S., Schwartz, L.M., & Fischhoff, B.  (2015).   A randomized trial testing FDA "breakthrough" language .  JAMA Internal Medicine . https://doi.org/10.1001/jamainternmed.2015.5355

Wong-Parodi, G., & Fischhoff, B.  (2015).  The impacts of political cues and practical information on climate change decisions .  Environmental Research Letters, 10 . doi:10.1088/1748-9326/10/3/034004.

Davis, A.L., & Fischhoff, B. (2014).  Communicating uncertain experimental evidence .  Journal of Experimental Psychology: Learning, Memory, and Cognition , 40, 261-274.s

Fischhoff, B., & Davis, A.L. (2014).  Communicating scientific uncertainty.  Proceedings of the National Academy of Sciences, 111  (Supplement 4), 13664-13671.

Mohan, D., Fischhoff, B., Farris, C., Switzer, G.E., et al. (2014).  Validating a vignette-based instrument to study physician decision making in trauma triage .  Medical Decision Making , 32, 242-252.

Wong-Parodi, G., Fischhoff, B., & Strauss, B. (2014). A method to evaluate the usability of interactive climate change impact decision aids . Climatic Change , 126, 485-493.  https://link.springer.com/article/10.1007/s10584-014-1226-9

Davis, A.L., Krishnamurti, T., Fischhoff, B., & Bruine de Bruin, W.  (2013).  Setting a standard for electricity pilot studies.  Energy Policy, 62 , 401-409. https://doi.org/10.1016/j.enpol.2013.07.093

Fischhoff, B.  (2013).  The sciences of science communication .   PNAS , 110 (Supplement 3), 14033-14039. doi/10.1073/pnas.1213273110

Halpern, B.S., Longo, C., McLeod, K.L., Cooke, R., Fischhoff, B., Samhouri, J.F., & Scarborough.  (2013).  Elicited preferences for components of ocean health in the California Current.   Marine Policy , 42 (1), 68-73. https://doi.org/10.1016/j.marpol.2013.01.019

Kadane, J.B., & Fischhoff, B.  (2013).   A cautionary note on global recalibration .  Judgment and Decision Making , 8(1), 25-28. Krishnamurti, T., & Fischhoff, B. (2013, May 22).  Teenagers can handle Plan B .  Pittsburgh Post Gazette. Schwartz, D., Fischhoff, B., Krishnamurti, T., & Sowell, F.  (2013).  The Hawthorne Effect and energy awareness.    PNAS , 110(38), 15242-15246. doi/10.1073/pnas.1301687110

Farris, C. & Fischhoff, B. (2012).  A decision science informed approach to sexual risk and non-consent .   Clinical and Translational Science , 5, 482-485. Fischhoff, B.  (2012, Summer).   Communicating uncertainty: Fulfilling the duty to inform .   Issues in Science and Technology , 29, 63-70. Fischhoff, B. (2012).  Good decisions require good communication .  Drug Safety , 35, 983-993. Fischhoff, B.  (2012).   Robyn Mason Dawes  (1936-2010).   American Psychologist , 67, 319-320. Fischhoff, B., & Eggers, S. (2012). Questions of competence: The duty to inform and the limits to choice. In E. Shafir (ed.),  The behavioral foundations of policy  (pp. 217-230).  Princeton: Princeton University Press. 2011

Fischhoff, B.  (2011).   Communicating the risks of terrorism (and anything else).   American Psychologist, 66, 520-531.

Fischhoff, B., Brewer, N., & Downs, J.S.  (eds.).  (2011).  Communicating risks and benefits: An evidence-based user’s guide .  Washington, DC: Food and Drug Administration. 

Fischhoff, B., & Chauvin, C. (eds.).  (2011).   Intelligence analysis: Behavioral and social science foundations.   Washington, DC: National Academy Press. 

Fischhoff, B., & Kadvany, J.  (2011).   Risk: A very short introduction . Oxford: Oxford University Press. 

Fischhoff, B.  (2011).  The emotions of the nuclear experts.  Bulletin of the Atomic Scientists.

National Research Council.  (2011).  Intelligence analysis for tomorrow . Washington, DC: Author (Consensus Report).

Pidgeon, N., & Fischhoff, B.  (2011).  The role of social and decision sciences in communicating uncertain climate risks .    Nature Climate Change, 1(1), 35-41.

Silver, R.C., & Fischhoff, B.  (2011).   What should we expect after the next attack ?  American Psychologist, 66, 567-572.

Fischhoff, B. (2010).  Judgment and decision making . Wily Interdisciplinary Reviews: Cognitive Science. New York: Oxford University Press. Fischhoff, B., Bruine de Bruin, W., Parker, A.M., Millstein, S.G, & Halpern-Felsher, B.L. (2010).  Adolescents' perceived risk of dying .  Journal of Adolescent Health , 46(3), 265-269. Kaptan, G., & Fischhoff, B. (2010).  Sticky decisions: Peanut butter in a time of Salmonella .  Emerging Infectious Disease , 16, 900-904. 2009

Bruine de Bruin, W., Güvenç, Ü., Fischhoff, B., Armstrong, C.M., & Caruso, D. (2009).  Communicating about xenotransplanation: Models and scenarios .  Risk Analysis, 29 (8), 1105-1115.

Fischhoff, B. (2009, 17 February).  The nuclear energy industry's communication problem .  Bulletin of the Atomic Scientists .  Fischhoff, B., & Morgan, M.G. (2009).  The science and practice of risk ranking .  Horizons, 10 (3), 40-47.

Casman, E. & Fischhoff, B. (2008).  Risk communication planning for the aftermath of a plague bioattack .  Risk Analysis, 28 (5), 1327-42. Downs, J. S., Bruine de Bruin, W., & Fischhoff, B. (2008).  Parents' vaccination comprehension and decisions .  Vaccine, 26 , 1595-1607. Fischhoff, B. (2008).  Assessing adolescent decision-making competence.   Developmental Review, 28 , 12-28. Fischhoff, B., Atran, S., & Sageman, M. (2008)  Mutually Assured Support: A Security Doctrine for Terrorist Nuclear Weapon Threats . In R. Clarke (ed.),  Terrorism Briefing for the New President, Annals of the American Academy of Political and Social Science, 618 , 160-167. Krishnamurti, T.P., Eggers, S.L., & Fischhoff, B. (2008).  The impact of over-the-counter availability of "Plan B" on teens' contraceptive decision making .  Social Science and Medicine, 67 , 618-627. 2007

Bruine de Bruin, W., Parker, A., & Fischhoff, B. (2007)  Individual Differences in Adult Decision-Making Competence (A-DMC).   Journal of Personality and Social Psychology, 92 , 938-956. Fischhoff, B. (2007).  Communicating with the public: Before, during, and after emergencies . (in Chinese)  China Emergency Management , 16-19. Fischhoff, B. (2007).  Non-Persuasive Communication about Matters of Greatest Urgency: Climate Change .  Environmental Science & Technology, 41 , 7204-7208. Fischhoff, B. (2007).  An early history of hindsight research .  Social Cognition, 25 , 10-13. Fischhoff, B., Atran, S., & Fischhoff, N. (2007).  Counting casualties: A framework for respectful, useful records .  Journal of Risk and Uncertainty, 34 , 1-19.

Florig, K., & Fischhoff, B.  (2007).  Individuals’ decisions affecting radiation exposure after a nuclear event . Health Physics, 92 , 475-483. https://doi.org/10.1097/01.HP.0000255660.33000.a6

National Research Council. (2007).  Risk comparisons .  Scientific Reviews of the Proposed Risk Assessment Bulletin from the Office of Management and Budget  (pp.37-8). Washington, DC: National Academies Press.

Parker, A.M., Bruine de Bruin, W., & Fischhoff. B. (2007).  Maximizers vs. satisficers: Decision-making styles, competence and outcomes.  Judgment and Decision Making, 2 (6), 342-350.  https://doi.org/10.1017/S1930297500000486

Apt, J. & Fischhoff, B. (2006).  Power and people .  Electricity Journal, 19(9) , 17-25. Bruine de Bruin, W., Fischhoff, B., Brilliant, L., & Caruso, D. (2006).  Expert judgments of pandemic influenza risks.   Global Public Health 1(2) , 178-193.

Fischhoff, B.  (2006, May). Communication: Getting straight talk right.  Harvard Business Review , 8. https://hbr.org/2006/05/preparing-for-a-pandemic#post6

Fischhoff, B.  (2006, May).  Modeling: Visualizing your vulnerabilities.  Harvard Business Review , 8-11.  https://hbr.org/2006/05/preparing-for-a-pandemic#post7

Fischhoff, B., Bruine de Bruin, W., Guvenc, U., Caruso, D., & Brilliant, L. (2006).  Analyzing disaster risks and plans: An avian flu example .  Journal of Risk and Uncertainty, 33 , 133-151. 2005

Fischhoff, B. (2005).  Cognitive processes in stated preference methods . In K-G. Maler & J. Vincent (Eds.),  Handbook of Environmental Economics  (pp. 937-968). Amsterdam: Elsevier. Fischhoff, B. (2005).  Decision research strategies .  Health Psychology, 21(4) , S1-S8. Fischhoff, B. (2005, August 7).  A hero in every aisle seat .  New York Times . Retrieved from http://www.nytimes.com/ Fischhoff, B. (2005).  Thinking about the indeterminate . Review of R.A. Posner,  Catastrophe: Risk and Response,  (New York: Oxford University Press).  Issues in Science and Technology, 21 (4), 82-84. Fischhoff, B. (2005, October 2).  We need the right words to weather the storm .  Washington Post . Retrieved from http://www.washingtonpost.com/ Fischhoff, B. (2005),  President's columns from the Society for Risk Analysis RISK Newsletter .

Fischhoff, B., Gonzalez, R.M., Lerner, J.S., & Small, D.A.  (2005). Evolving judgments of terror risks: Foresight, hindsight, and emotion .  Journal of Experimental Psychology: Applied, 11 , 124-139.  https://doi.org/10.1037/1076-898X.11.2.124

Parker, A. & Fischhoff, B. (2005).  Decision-making competence: External validation through an individual-differences approach.   Journal of Behavioral Decision Making, 18 , 1-27. 2004

Downs, J. S. Murray, P. J., Bruine de Bruin, W., White, J. P., Palmgren, C., & Fischhoff, B. (2004).  An interactive video program to reduce adolescent females' STD risk: A randomized controlled trial .  Social Science and Medicine, 59 , 1561-1572. Eggers, S.L., & Fischhoff, B. (2004).  Setting Policies for Consumer Communications: A Behavioral Decision Research Approach .  Journal of Public Policy and Marketing, 23 , 14-27. 2003

Gregory, R., Fischhoff, B., Butte, G., & Thorne, S. (2003).  A multi-channel stakeholder consultation process for transmission deregulation .  Energy Policy, 31 , 1291-9. Fischhoff, B., Gonzalez, R., Small, D., & Lerner, J. (2003).  Evaluating the success of terror risk communications . Biosecurity and Bioterrorism:  Biodefense Strategy, Practice, and Science, 1(4) , 255-258. Fischhoff, B., & Wesseley, S. (2003).  Managing patients with inexplicable health problems .  British Medical Journal, 326 , 595-597.

Bruine de Bruin, W., Fischbeck, P.S., Stiber, N.A., & Fischhoff, B.  (2002).  What number is “fifty-fifty”? Distributing excessive 50% responses in elicited probabilities .  Risk Analysis, 22 , 725-735. https://doi.org/10.1111/0272-4332.00063

Löfstedt, R., Fischhoff, B., & Fischhoff, I. (2002).  Precautionary principles: General definitions and specific applications to genetically modified organisms (GMOs) .  Journal of Policy Analysis and Management, 21 , 381-407.

Florig, H.K., Morgan, M.G., Morgan, K.M., Jenni, K.E., Fischhoff, B., Fischbeck, P.S., & DeKay, M.  (2001).  A deliberative method for ranking risks (1): Overview and test bed development .  Risk Analysis, 21 , 913-922. https://doi.org/10.1111/0272-4332.215161

Morgan, K.M., DeKay, M.L., Fischbeck, P.S., Morgan, M.G., Fischhoff, B., & Florig, H.K.  (2001).  A deliberative method for ranking risks (2): Evaluation of validity and agreement among risk managers .  Risk Analysis, 21 , 923-938. https://doi.org/10.1111/0272-4332.215162

Riley, D.M., Fischhoff, B., Small, M., & Fischbeck, P.  (2001). Evaluating the effectiveness of risk-reduction strategies for consumer chemical products .  Risk Analysis, 21 , 357-369.  https://doi.org/10.1111/0272-4332.212117

Fischhoff, B. (2000).  Scientific management of science?   Policy Sciences, 33 , 73-87. Fischhoff, B., Parker, A., Bruine de Bruin, W., Downs, J., Palmgren, C., Dawes, R.M., & Manski, C. (2000).  Teen expectations for significant life events .  Public Opinion Quarterly, 64 , 189-205.

Long, J., & Fischhoff, B. (2000).  Setting risk priorities: A formal model .  Risk Analysis, 20 , 339-351. https://doi.org/10.1111/0272-4332.203033

Woloshin, S., Schwartz, L.M., Byram, S.J., Sox, H.C., Fischhoff, B., & Welch, H.G. (2000)  Women's understanding of the mammography screening debate .  Archives of Internal Medicine, 160 (10), 1434-40. 1999

Fischhoff, B. (1999).  What do patients want? Help in making effective choices .  Effective Clinical Practice, 2 , 198-200.

Fischhoff, B.  (1999).  Why (cancer) risk communication can be hard.  Journal of the National Cancer Institute Monographs, 25 , 7-13. https://doi.org/10.1093/oxfordjournals.jncimonographs.a024213

Fischhoff, B., Welch, N., & Frederick, S.  (1999).  Construal processes in preference elicitation . Journal of Risk and Uncertainty, 19 , 139-164. https://doi.org/10.1023/A:1007823326511

Fischhoff, B., Downs, J., & Bruine de Bruin, W. (1998).  Adolescent vulnerability: A framework for behavioral interventions .  Applied and Preventive Psychology, 7 , 77-94.

Frederick, S. & Fischhoff, B.  (1998).  Scope insensitivity in elicited values .  Risk Decision and Policy, 3 , 109-124.

Fischhoff, B. (1996).  The real world: What good is it?   Organizational Behavior and Human Decision Processes, 65 , 232-248. 1995

Fischhoff, B. (1995).  Risk perception and communication unplugged: Twenty years of process .  Risk Analysis, 15 , 137-145. 1994

Bostrom, A., Atman, C.J., Fischhoff, B., & Morgan, M.G.  (1994).  Evaluating risk communications:  Completing and correcting mental models of hazardous processes. Part 2 .  Risk Analysis, 14 , 789-798. https://doi.org/10.1111/j.1539-6924.1994.tb00290.x  

Bostrom, A., Morgan, M.G., Fischhoff, B. & Read, D.  (1994).  What do people know about global climate change?  Part 1.  Mental models .  Risk Analysis, 14 , 959-970. https://doi.org/10.1111/j.1539-6924.1994.tb00065.x

Fischhoff, B. (1994).  Acceptable risk: A conceptual proposal .  Risk: Health, Safety & Environment, 1 , 1-28. Fischhoff, B. (1994).  What forecasts (seem to) mean .  International Journal of Forecasting, 10 , 387-403.

Read, D., Bostrom, A., Morgan, M.G., Fischhoff, B., & Smuts, T.  (1994).  What do people know about global climate change?  Part 2.  Survey studies of educated laypeople .  Risk Analysis, 14 , 971-982. https://doi.org/10.1111/j.1539-6924.1994.tb00066.x

Fischhoff, B. (1993).  Transaction analysis: A framework and an application to insurance decisions .  Journal of Risk and Uncertainty , 7, 53-69.

Maharik, M., & Fischhoff, B.  (1993).  Public views of using nuclear energy sources in space missions .  Space Policy, 9 , 99-108. https://doi.org/10.1016/0265-9646(93)90023-3

Quadrel, M.J., Fischhoff, B., & Davis, W.  (1993).  Adolescent (in)vulnerability .  American Psychologist, 48, 102 -116.  https://doi.org/10.1037/0003-066X.48.2.102

Bostrom, A., Fischhoff, B., & Morgan, M.G. (1992).  Characterizing mental models of hazardous processes: A methodology and an application to radon .  Journal of Social Issues, 48 (4), 85-100.  https://doi.org/10.1111/j.1540-4560.1992.tb01946.x

Fischhoff, B. (1992).  Giving advice: Decision theory perspectives on sexual assault .  American Psychologist,47(4) , 577-588. 1991

Beyth-Marom, R., Fischhoff, B., Quadrel, M.J., & Furby, L. (1991).  Teaching adolescents decision making. In J. Baron & R. Brown (Eds.)  Teaching decision making to adolescents  (pp. 19-60). London, UK: Routledge Fischhoff, B. (1991).  Value elicitation: Is there anything in there ?  American Psychologist, 46(8) , 835-847. 1990

Fischhoff, B. (1990).  Psychology and public policy: Tool or tool maker ? American Psychologist, 45, 657-663.

Roth, E., Morgan, G., Fischhoff, B., Lave, L., & Bostrom, A. (1990).  What do we know about making risk comparisons?   Risk Analysis, 10 , 375-387. https://doi.org/10.1111/j.1539-6924.1990.tb00520.x

Furby, L., Fischhoff, B., & Morgan, M. (1989).  Judged effectiveness of common rape prevention and self-defense strategies .  Journal of Interpersonal Violence , 4, 44-64 Fischhoff, B. (1989).  Risk: A guide to controversy .  Appendix to National Research Council. Improving risk communications  (pp. 211-319).Washington, D.C.: National Academy Press. 1988

Blackshaw, L., & Fischhoff, B.  (1988).  Decision making in online search .  Journal of American Society for Information Sciences, 39 , 369-389. https://www.learntechlib.org/p/140533/

Fischhoff, B. & Furby, L. (1988).  Measuring values: A conceptual framework for interpreting transactions with special reference to contingent valuation of visibility .  Journal of Risk and Uncertainty, 1,  147-184

Furby, L., Slovic, P., Fischhoff, B., & Gregory, R.  (1988).  Public perceptions of electric power transmission lines.  Journal of Environmental Psychology, 8(1) , 19-43. https://doi.org/10.1016/S0272-4944(88)80021-5

Fischhoff, B., MacGregor, D., & Blackshaw, L. (1987).  Creating categories for databases .  International Journal of Man-Machine Systems, 27 , 33-63. 1986

Henrion, M. & Fischhoff, B. (1986).  Assessing uncertainty in physical constants .   American Journal of Physics , 54, 791-798

Svenson, O., & Fischhoff, B.   (1985).  Levels of environmental decisions.  Journal of Environmental Psychology, 5, 55-68. https://doi.org/10.1016/S0272-4944(85)80038-4

Fischhoff, B., Watson, S., & Hope, C. (1984).  Defining risk .  Policy Sciences, 17 , 123-139. Fischhoff, B. (1984).  Setting standards: A systematic approach to managing public health and safety risks.   Management Science , 30, 823-843.

Fischhoff, B. & Bar-Hillel, M.  (1984).  Diagnosticity and the base-rate effect.  Memory and Cognition, 12 , 402-410. https://doi.org/10.3758/bf03198301

 Fischhoff, B. & Bar-Hillel, M. (1984).  Focusing techniques:  A shortcut to improving probability judgments?  Organizational Behavior and Human Performance, 34(2), 175-191. https://doi.org/10.1016/0030-5073(84)90002-3

Fischhoff, B., Slovic, P., Page, R.T., & MacLean, D. (1984).  Editorial.  Nuclear power:  Time for detente. Risk Analysis, 4 , 153. https://doi.org/10.1111/j.1539-6924.1984.tb00133.x

Slovic, P., Lichtenstein, S., & Fischhoff, B.  (1984).  Modeling the societal impact of fatal accidents.  Management Science, 30 , 464-474. https://doi.org/10.1287/mnsc.30.4.464

Fischhoff, B. (1983).  Acceptable risk: The case of nuclear power .  Journal of Policy Analysis and Management , 2, 559-575.

Fischhoff, B. (1983).  Predicting frames .  Journal of Experimental Psychology: Learning Memory & Cognition , 9, 113-116.

Fischhoff, B. & Beyth-Marom, R.  (1983).  Hypothesis evaluation from a Bayesian perspective .  Psychological Review, 90 , 239-260. https://doi.org/10.1037/0033-295X.90.3.239 Fischhoff, B. & Furby, L. (1983).  Psychological dimensions of climatic change . In R. S. Chen, E. Boulding and S. H. Schneider (Eds.),  Social science research and climate change  (pp. 183-203). Dordrecht, Holland: D. Reidel.

Fischhoff, B. & MacGregor, D.  (1983).  Judged lethality:  How much people seem to know depends upon how they are asked .  Risk Analysis, 3, 229-236. https://doi.org/10.1111/j.1539-6924.1983.tb01391.x

Fischhoff, B.  (1982).  Debiasing .  In D. Kahneman, P. Slovic, & A. Tversky (eds.), Judgment under uncertainty: Heuristics and biases (pp. 422-444).  New York: Cambridge University Press.

Fischhoff, B., Slovic, P. & Lichtenstein, S.  (1982).   Lay foibles and expert fables in judgments about risk .  American Statistician , 1982, 36 , 240-255; https://doi.org/10.2307/2683835

Lichtenstein, S., Fischhoff, B., & Phillips, L.D.  (1982). Calibration of probabilities: State of the art to 1980 .  In D. Kahneman, P. Slovic, & A. Tversky (eds.), Judgment under uncertainty:  Heuristics and biases (pp. 306-334).  New York: Cambridge University Press

Slovic, P. & Fischhoff, B.  (1982).  Targeting risks: Comments on Wilde's "Theory of Risk Homeostasis."   Risk Analysis, 2 , 227-234. https://doi.org/10.1111/j.1539-6924.1982.tb01385.x

Slovic, P., Fischhoff, B. & Lichtenstein, S.  (1982).  Why study risk perceptions? Risk Analysis, 2 , 83-93. https://doi.org/10.1111/j.1539-6924.1982.tb01369.x

Bar-Hillel, M & Fischhoff, B.  (1981).  When do base rates affect predictions? Journal of Personality and Social Psychology, 41 , 671-680.   https://doi.org/10.1037/0022-3514.41.4.671

Fischhoff, B. (1981).  Hot air: The psychology of CO 2 -induced climatic change . In J. Harvey (Ed.),  Cognition, social behavior and the environment  (pp. 163-184). Hillsdale, NJ: Erlbaum.

Fischhoff, B.  (1980).  Clinical decision analysis .  Operations Research, 28 , 28-43. https://doi.org/10.1287/opre.28.1.28  

Fischhoff, B. (1980).  For those condemned to study the past: Reflections on historical judgment . In R. A. Shweder and D. W. Fiske (Eds.),  New Directions for Methodology of Social and Behavioral Science, (4)  pp. 79-93. San Francisco: Jossey-Bass.

Koriat, A., Lichtenstein, S. & Fischhoff, B.  (1980).  Reasons for confidence .  Journal of Experimental Psychology:  Human Learning and Memory, 6 , 107-118. https://doi.org/10.1037/0278-7393.6.2.107

Lichtenstein, S. & Fischhoff, B.  (1980).   Training for calibration.  Organizational Behavior and Human Performance, 26 , 149-171. https://doi.org/10.1016/0030-5073(80)90052-5

Murphy, A.H., Lichtenstein, S., Fischhoff, B., & Winkler, R.L.  (1980).  Misinterpretations of precipitation probability forecasts.  Bulletin of the American Meteorological Society, 61 , 695-701. https://www.jstor.org/stable/26221118

Fischhoff, B., Slovic, P. & Lichtenstein, S.  (1979).  Subjective sensitivity analysis.  Organizational Behavior and Human Performance, 23 , 339-359. https://doi.org/10.1016/0030-5073(79)90002-3

Fischhoff, B., Slovic, P. & Lichtenstein, S.  (1979).  Weighing the risks . Environment, 21 (5), 17-20, 32-38. https://doi.org/10.1080/00139157.1979.9929722  

Slovic, P., Fischhoff, B. & Lichtenstein, S.  (1979). Rating the risks .  Environment, 21 (4), 14-20, 36-39. https://doi.org/10.1080/00139157.1979.9933091

Fischhoff, B., Slovic, P. & Lichtenstein, S.  (1978).  Fault trees: Sensitivity of assessed failure probabilities to problem representation .  Journal of Experimental Psychology: Human Perception and Performance, 4, 330-344. https://doi.org/10.1037/0096-1523.4.2.330

Fischhoff, B., Slovic, P., Lichtenstein, S., Read, S. & Combs, B. (1978).  How safe is safe enough? A psychometric study of attitudes towards technological risks and benefits .  Policy Sciences, 9 (2), 127-152.

Lichtenstein, S., Slovic, P., Fischhoff, B, Layman, M. & Combs, B.  (1978).  Judged frequency of lethal events .  Journal of Experimental Psychology: Human Learning and Memory, 4, 551-578.  . https://doi.org/10.1037/0278-7393.4.6.551

Beyth-Marom, R. & Fischhoff, B.  (1977).  Direct measures of availability and judgments of category frequency .  Bulletin of the Psychonomic Society, 9 , 236-238. https://doi.org/10.3758/BF03336986

Fischhoff, B. (1977).  Cost-benefit analysis and the art of motorcycle maintenance .  Policy Sciences, 8 (2), 177-202.

Fischhoff, B.  (1977).  Perceived informativeness of facts .  Journal of Experimental Psychology:  Human Perception and Performance, 3 , 349-358. https://doi.org/10.1037/0096-1523.3.2.349

Fischhoff, B., Slovic, P. & Lichtenstein, S.  (1977).   Knowing with certainty:  The appropriateness of extreme confidence.   Journal of Experimental Psychology:  Human Perception and Performance, 3 , 552-564. https://doi.org/10.1037/0096-1523.3.4.552

Lichtenstein, S. & Fischhoff, B.  (1977).  Do those who know more also know more about how much they know?  The calibration of probability judgments.  Organizational Behavior and Human Performance, 20, 159-183. https://doi.org/10.1016/0030-5073(77)90001-0

Slovic, P. & Fischhoff, B. (1977).  On the psychology of experimental surprises .  Journal of Experimental Psychology: Human Perception and Performance , 3, 544-551.

Slovic, P., Fischhoff, B., Lichtenstein, S., Corrigan, B. & Combs, B.  (1977).  Preference for insuring against probable small losses: Implications for the theory and practice of insurance .  Journal of Risk and Insurance, 44 , 237-258. https://doi.org/10.2307/252136  

Slovic, P., Fischhoff, B. & Lichtenstein, S.  (1977).  Behavioral decision theory.  Annual Review of Psychology, 28 , 1-39. http://dx.doi.org/10.1146/annurev.ps.28.020177.000245

Fischhoff, B. & Beyth, R. (1974).  Failure has many fathers . Review of I. Janis,  Victims of Groupthink: A psychological study of foreign-policy decisions and fiascoes . Reprinted (1976) in  Policy Sciences, 7 (3), 388-393. 1975

Fischhoff, B. & Beyth, R.  (1975).  "I knew it would happen"--Remembered probabilities of once-future things.  Organizational Behavior and Human Performance, 13 , 1-16. https://doi.org/10.1016/0030-5073(75)90002-1

Fischhoff, B. (1975).  Hindsight is not equal to foresight: The effect of outcome knowledge on judgment under uncertainty .  Journal of Experimental Psychology: Human Perception and Performance, 1 (3), 288-299.

Koriat, A. & Fischhoff, B.  (1974).  What day is today?  An inquiry into the process of time orientation.  Memory and Cognition, 2 , 201-205. https://doi.org/10.3758/BF03208982