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Doctoral programs.

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

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

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

Doctoral programs by academic area

Curriculum studies and teacher education (cte).

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

Developmental and Psychological Sciences (DAPS)

• ‌ Developmental and Psychological Sciences

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

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

Cross-area specializations

Learning sciences and technology design (lstd).

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

Race, Inequality, and Language in Education (RILE)

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

Other academic opportunities

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

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

Doctoral graduates were employed within four months of graduation

of those employed worked in organizations or roles related to education

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

To learn more about the Academic Services team:

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Stanford GSB PhD Program

Discover a focus and intensity greater than you may have thought possible. As a PhD student at Stanford Graduate School of Business, you will be inspired and challenged to explore novel ideas and complex questions.

Fall 2024 applications are now closed. Applications for Fall 2025 will be available in September 2024.

Become an Outstanding Scholar

Our PhD Program is designed to develop outstanding scholars for careers in research and teaching at leading academic institutions throughout the world. You will embark on a challenging and meaningful experience, focusing your academic study in one of seven distinct fields within the PhD degree program.

Is a PhD Right for You?

Strong PhD candidates are full of ideas and curiosity, with a passion and aptitude for research. If you’re prepared to embark on a rigorous career in research and develop your full potential, we invite you to explore the possibilities of a PhD in business. Admitted students receive full fellowships for their doctoral studies.

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Gain valuable research experience and training in a two-year, pre-doctoral opportunity at Stanford University.

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Doctor of Public Health

Learn to translate knowledge into powerful results as the leader of a public health organization.

For more information on the DrPH Program , please visit our website ( here ). 

The Harvard Doctor of Public Health (DrPH) will prepare you for high-level leadership to make a difference in the fields of public health and health care. This first-of-its-kind, multidisciplinary degree provides advanced education in public health along with mastery of skills in management, leadership, communications, and innovation thinking. This is accomplished within a highly collaborative, small-group learning environment. The DrPH Program is a three-year program (with an option to extend to a fourth year) and during this time, students will learn how to address complex problems of public health policy and use advanced analytical and managerial tools to lead organizational and societal change. You will learn the scholarship of translation, assembling scientific evidence and using it to achieve real results in the field. Also, you will gain hands-on experience working to achieve a specific public health objective under the guidance of Harvard’s world-renowned faculty.

The Harvard DrPH is planned as a 3-year academic program (with an option to extend to a fourth year).  The first two years of the Harvard DrPH involve full-time, on-campus study as part of a collaborative cohort of approximately 9 – 15 students. The academic training will cover the biological, social, and economic foundations of public health, as well as essential statistical, quantitative, and methodological skills you will need to address today’s complex public health challenges, which rarely fall within neat disciplinary boundaries. You will also shape an individualized course of study in your second year by selecting courses to deepen specific areas of expertise and build skills that you will apply during your third year capstone project.

The DrPH Doctoral Project is the culminating experience of the Harvard DrPH degree program, and the primary locus of the knowledge translation elements of the degree. The pedagogical intent behind the Doctoral Project’s design is to provide an opportunity for the DrPH degree candidate to practice and develop personal leadership skills while engaging in a project that contributes substantively to advances in public health or healthcare.  

The optional fourth year are for students who need more time to complete their Doctoral Project.

Your Future

As a Harvard DrPH graduate, you will be ready to lead. You will be equipped with experience gained through real-world case work and field work conducted at a variety of organizations. You will have the skills to possibly start new organizations or work from within to change existing ones. You will know how to translate public health research into effective policies, programs, and initiatives that dramatically improve individual and population health. You will be comfortable in a leadership role and confident in your public health expertise. And whether you choose to pursue a career in a nongovernmental organization, health ministry, government agency, health care provider, start-up, or more established private sector business, you will be prepared to make a difference.

If you aspire to a leadership position in public health—whether at a health ministry, government agency, consulting firm, health-related start-up, established corporation, nongovernmental organization, or international organization—the Harvard DrPH will equip you to meet your goals.

Our Community

As a DrPH student, you will work closely with Harvard’s renowned faculty through rigorous case discussions, simulations, and field experiences in a variety of major public health organizations. You will also collaborate with passionate, highly skilled classmates who bring diverse talents, backgrounds, and creative problem-solving skills to the classroom. The rich relationships you establish during this experience will become lasting sources of collaboration and support, along with the global network you will gain as a member of the Harvard alumni community.

Who Should Apply?

All candidates for admission to the Harvard DrPH should have, at a minimum:

• A master’s OR doctoral degree in the health sciences or in another related field or non-US equivalent.
• At least six years of full-time public health and/or public service experience in a relevant discipline .  Advanced degrees will not be considered in lieu of work experience as coursework will build directly on professional skills and experiences.
• Prior coursework in public health-related methods and in specific technical areas of public health is also beneficial.

Beyond the formal qualifications, we seek top applicants who demonstrate an appetite and vision to effect change, displaying the energy and creativity to have already moved along that path early in their careers. We also explicitly seek to admit students with interest and experience across a broad cross-section of public and private areas of public health and health care locally, nationally, and internationally.

All students admitted to the DrPH program, including international students, should complete the financial aid application process . For admitted students with financial need, 50% tuition scholarships are offered for the first two years of the program.

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New Ideas for a Changing World

Phd programs  , accounting & management, business economics (includes finance), health policy (management), organizational behavior, technology & operations management.

“ Doctoral students are vital members of our intellectual community. They challenge existing ideas, develop new theories and techniques, and serve broadly as catalysts for innovation. ”

Why HBS?  

A history of excellence  , building a community of scholars  , class profile  , placement  , financial support  , introduce yourself.

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UCLA Graduate Programs

Doctoral Studies

The doctoral experience.

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

COMPLETE COURSEWORK AND OTHER REQUIREMENTS

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

• Registration & Enrollment

FIND FORMS FOR DOCTORAL STUDENTS

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

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

KNOW YOUR PROGRAM REQUIREMENTS

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

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

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

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

NOMINATE YOUR DOCTORAL COMMITTEE

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

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

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

• Minimum Standards for Doctoral Committee Constitution
• Professional (Non-Ph.D.) Doctoral Committee Policy
• Nomination of Doctoral Committee
• Reconstitution of the Doctoral Committee and/or Change in Final Oral Examination Requirement

ADVANCEMENT TO CANDIDACY

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

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

CONTINUE PROGRESS TOWARD YOUR DOCTORAL DEGREE

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

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

DEFENDING YOUR DISSERTATION

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

FILE YOUR DISSERTATION

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

CELEBRATE YOUR GRADUATION

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

YOUR FUTURE

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

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

Doctoral Degrees

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

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

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

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

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A doctorate is the pinnacle of an arts and science education. Founded in 1886, the Graduate School of Arts and Science at NYU is among the oldest schools offering doctoral programs in the United States. Today NYU’s doctoral programs span the humanities, sciences, and social sciences, and students pursue cutting-edge research with the close supervision of NYU’s internationally recognized research faculty. New York City resources complement and enhance our vibrant intellectual communities. Use the links below to explore Doctor of Philosophy and dual advanced degrees at New York University.

Ph.D. Programs Dual Degree Programs

Ph.D. Program

Advancing to Doctoral Candidacy

When you’re ready to advance to doctoral candidacy, review the policies and procedures.

Doctoral students are required to review the degree plans for their program, along with information about specific degree requirements and estimated timelines to reach various benchmarks for the different degree plan specializations.

Oral Examinations

Once your dissertation is nearing completion, it’s time to schedule your defense—your final oral examination.

Doctoral Degrees & Programs

Program director:   Robert Washington-Allen  | [email protected] Application deadlines:  November 1 (Spring) | February 1 (Fall) Program info:   A&R handbook | A&R Ph.D. website  | A&R faculty

Additional program-specific admission requirements:

• Admission GPA of 3.0
• Must have an advisor prior to admission

Program director: Marin Pilloud  |   [email protected] Application deadlines: Dec 15 Program info:   Anthro handbook | Anthro website  | Anthro faculty

• Statement of purpose
• Scholarly writing sample
• Three letters of recommendation
• Graduate assistantship application (if interested)

Program director:   Vera Samburova |  [email protected] Application deadlines:  January 7 (Fall) | November 1 (Spring) Program info:   Atmos handbook | Atmos website | Atmos faculty

• GRE (Recommended, but not required.)
• Curriculum Vitae

Program Director:  Mariann Vaczi |  [email protected] Application Deadlines:  November 1 (Spring) | April 15 (Fall) Program Info:  Basque Studies website  | Basque Studies faculty

Additional program-specific admission recommendations:

Program Director:   Monika Gulia-Nuss  |  [email protected] Application Deadlines: Dec 15 (Fall) | June 15 (Spring) Program Info:   Biochem handbook | Biochem website  | Biochem faculty

• Statement of Purpose
• Three Letters of Recommendation

Program Director:   Bahram Parvin |  [email protected] Application Deadlines:  November 1 (Spring) | February 1 (Fall) Program Info:   BME handbook | BME website  | BME faculty

Admission requirements:

• GRE highly recommended
• Cumulative GPA of 3.0 or higher
• Official transcripts and GRE scores are required for department review

Program Director:   Joseph Halford  |  [email protected] Application Deadlines: Feb 28 (Fall) Program Info:   Business Admin (Finance) Ph.D. website  | Business Admin Handbook |  Business Admin faculty

Additional program-specific admission requirements :

• Official transcripts from all post-secondary educational institutions
• GRE or GMAT scores
• Two letters of recommendation
• Personal statement

Program director:   Arash Barfar, PhD  |  [email protected] Application deadlines:   March 15 (Fall - Priority) | April 15 (Fall - Final) Program info: Business Admin (Information Systems) faculty

• Resume or CV
• Two letters of recommendation (Three preferred)
• Statement of Purpose (Letter of Intent)
• Published and/or working research papers (Recommended)
• GRE/GMAT scores (Recommended but not required)
• Shortlisted applicants will be interviewed

Program Director:   Jim Sundali  |  [email protected] Application Deadlines:  Feb 1 (Fall) Program Info:   Business Admin (Management) website | Business Admin Handbook |  Business Admin faculty

• GRE/GMAT scores
• Writing sample (recommended)

Program Director:   Subhash Verma |  [email protected] Application Deadlines: Dec 15 (Fall) | June 15 (Spring) Program Info:   CMB handbook |  CMB website | CMB faculty

Program Director:   Robert Renden  |  [email protected] Application Deadlines: Dec 15 (Fall) | June 15 (Spring) Program Info:   CMPP handbook |  CMPP website  | CMPP faculty

Program director: Maryam Raeeszadeh-Sarmazdeh | [email protected] Application deadlines:  For Assistantship consideration March 15 (Fall) | September 1 (Spring) Program info:   CME handbook | CME website | CME faculty

• GRE (Waived for applicants with a graduate degree)
• Minimum GPA 3.0
• Curriculum Vitae/Resume

Program director: Sergey Varganov | [email protected] Application deadlines:  March 1 Program info:   Chem. Physics handbook | Chem. Physics website | Chem. Physics faculty

This program is eligible for the Western Regional Graduate Program (WRGP), a tuition-savings program that makes out-of-state graduate studies more affordable for students.

• GRE recommended but not required

Program director: Matthew Tucker | [email protected] Application deadlines:  March 1 Program info:   Chemistry handbook | Chemistry website | Chemistry faculty

Program director: Keri Ryan |  [email protected] Application deadlines:  Jan 15 (Fall) | Sept 1 (Spring) Program info:   CEE handbook | CEE website | CEE faculty

• GRE (recommended but not required)

Program director: David Feil-Seifer  | [email protected] Application deadlines: Jan 15 (Fall) | Aug 15 (Spring) Program info: CSE handbook | CSE website | CSE faculty

• GRE - Recommended, but not required
• GPA 3.25 (if applicant has no M.S.)/GPA 3.0 (if applicant has M.S.)
• TOEFL, IELTS, or Duolingo (TOEFL>80, IELTS>6.5, or Duolingo>105 recommended)

Program director: Marjorie Matocq |  [email protected] Application deadlines: Dec 15 (Fall) | Nov 1 (Spring) Program info: EECB handbook | EECB website | EECB faculty

• For international students, a TOEFL score of 600 or greater
• Coursework in physical sciences, mathematics, and biochemistry; exact coursework to be determined by each EECB advisor, in consultation with our admissions committee.
• Biology coursework (24 credits, including genetics, evolution, and ecology), or equivalent evidence of ability to succeed in a doctoral program in ecology, evolution and conservation biology

Program director: Sankar Mukhopadhyay | [email protected] Application deadlines: Feb 1 (Fall) | Oct 15 (Spring) Program info: Econ handbook | Econ Ph.D. | Econ faculty | Econ department

• GRE or GMAT

Program admission recommendations:

• Writing sample
• Additional letter of recommendation

Program director:   Kristina DePue  |  [email protected] Application deadlines: Dec 15 (Fall)  - extended to Jan 15 Program info: CES handbook | CES website | CES faculty  | COEHD Graduate Assistantships

• Undergraduate and graduate GPA of 3.0 or higher
• Master's degree in counseling ed. from a CACREP-accredited institution
• Resume or curriculum vitae
• Statement of intent that includes a Philosophy of Education
• One sample of scholarly writing
• Program application, checklist, and signed disposition form

Program director:   Jennifer Mahon | [email protected] Application deadlines: July 15 (Fall) | Oct 1 (Spring) Program info: C&I handbook | C&I website | C&I faculty  | COEHD Graduate Assistantships

• Undergraduate and graduate GPA of 3.00 or higher

Program director:   Jafeth Sanchez  |  [email protected] Application deadlines: March 15 (Fall) | Nov 15 (Spring) Program info: EL handbook | EL website | EL faculty  | COEHD Graduate Assistantships

Program director: Lynda Wiest | [email protected] Application deadlines: March 15 (Fall) | Nov 15 (Spring) Program info: EL handbook coming soon | EL website | EL faculty  | COEHD Graduate Assistantships

• Recommended | Have at least three years of relevant professional field experience by the time you finish your degree. This may be three years of work experience related to the area of emphasis prior to admission, three years of related work experience while in the doctoral program, or some combination thereof.

Program director: Lynda Wiest | [email protected] Application deadlines: April 15 (Fall) | Oct 1 (Spring) Program info: EDLE handbook | EDLE website | EDLE faculty  | COEHD Graduate Assistantships

Program Director: Lydia DeFlorio  |  [email protected] Application deadlines: January 15 (Fall) Program info: HDFS handbook | HDFS website | HDFS faculty  | COEHD Graduate Assistantships

Program director:  Leping Liu | [email protected] Application deadlines: April 15 (Fall) | Oct 1 (Spring) Program info: ITE handbook | ITE website | ITE faculty  | COEHD Graduate Assistantships

• Resume or curriculum vitae with two years of relevant experience

Program director: Julie Pennington | [email protected] Application deadlines: April 15 (Fall) | Oct 1 (Spring) Program info: LS handbook | LS website | LS faculty  | COEHD Graduate Assistantships

• Resume or CV with three years of teaching experience

Program director:  Teruni Lamberg | [email protected] Application deadlines: April 15 (Fall) | Oct 1 (Spring) Program info: STEM handbook | STEM website | STEM faculty  | COEHD Graduate Assistantships

Program director: Shanon Taylor | [email protected] Application deadlines: April 15 (Fall) | Oct 1 (Spring) Program info: SEDS handbook | SEDS website | SEDS faculty  | COEHD Graduate Assistantships

• Resume or CV (three years teaching special education recommended)
• Essay of intent that includes qualifications for completing and reason for pursuing the degree

Program director: Yantao Shen | [email protected] Application deadlines: Fall enrollment: Feb. 1 (International applicants), May 1 (U.S. applicants) Spring enrollment: Aug. 15 (International applicants), Nov. 15 (U.S. applicants) Program info: EE handbook | EE website | EE faculty

• GPA of at least 3.0 (with a masters) or 3.5 (with a bachelors only)

Program director: Adam Kirn | [email protected] Application deadlines: Fall: primary Feb 15 | secondary May 15 Spring: primary Oct 15 | Nov 15 Program info: Eng. Ed catalog listing | Eng. website

• GPA of 2.75 for four years of undergraduate work or 3.0 for last two years of undergrad
• Diversity statement
• Three letters of recommendation from former professors indicating the student’s capability for advanced course work and research

Program Director:   James Mardock | [email protected] Application Deadlines: December 15 (Fall) Program Info: English handbook | English website | English faculty

• Minimum GPA of 3.5

Program Director: Wei Yang | [email protected] Application Deadlines: March 1 (Fall) | Nov 1 (Spring) Program Info: ES handbook | ES website | ES faculty

• GRE >297 or Biology Subject test (waivers available to those with completed advanced degrees)
• Minimum GPA of 3.0
• TOEFL > 100iBT for international students
• Letter of intent
• Documentation from ES faculty who agrees to be a research adviser

Program Director: Jessie Clark | [email protected] Application Deadlines: Feb 1 (Fall) Program Info: Geography handbook | Geography website | Geography faculty

• Master's degree in Geography or related field

Optional program-specific admission items:

Program Director: Stacia Gordon | [email protected] Application Deadlines: Jan 1 (Fall) | Sept 15 (Spring) Program Info: Geology handbook | Geology website | Geology faculty

Program Director: Stacia Gordon | [email protected] Application Deadlines: Jan 1 (Fall) | Spring: Sept 15 Program Info: Geology handbook | Geophysics website | Geophysics faculty

Program Director: Ned Schoolman | [email protected] Application Deadlines: Feb. 1 (Fall) Program Info: History handbook | History Ph.D. website | History faculty

• Writing sample, 15-20 pages. Please include information about the context of the sample and, if truncated, an explanation of the larger text.

Program director: Alexandra Lutz | [email protected] Application deadlines: Dec 15 (Fall) | July 15 (Spring) Program info: Hydro handbook | Hydro website | Hydro faculty

• GPA > 3.0
• Department application

Program directors: Dennis Mathew | Michael Webster Application deadlines: Dec 15 (Fall) | Sept 15 (Spring) Program info: Neuro handbook | Neuro website | Neuro faculty

Additional program-specific admission requirements

• Two letters of recommendation (Three letters are recommended)

Program contact: Heather Lara | [email protected] Application deadlines: July 15 (Fall) | Dec 15 (Spring) Program info: JS handbook | JS website Ph.D. | JS faculty

• For sitting judges only
• Three letters of reference
• Copies of written opinions and/or articles
• Minimum master's degree GPA of 3.0
• Judicial Studies program application

Program Director:  Dev Chidambaram | [email protected] Application deadlines: Assistantships March 15 (Fall) | Oct 31 (Spring) Program info: Materials Science handbook | Materials Science website | Material Science faculty

Program director:  Christopher Herald | [email protected] Application deadlines: Feb 1 & March 1 (Fall) | Oct 1 & Nov 1 (Spring) Program info: Mathematics Ph.D. Program Handbook | Mathematics website | Mathematics faculty

• GRE (requirement waived if applying for the Spring or Fall 2024 admission cycle)
• Curriculum vitae

Program director: Matteo Aureli | [email protected] Application deadlines: Jan 5 (Fall) | Sept 1 (Spring) Program info: ME handbook | ME website | ME faculty

Program director: Wilfredo Torres | [email protected] Application deadlines: Mar 1 (Fall) | Nov 1 (Spring) Program info: Medicine handbook | Medicine website | Medicine faculty

• GRE or MCAT

Program director: Manoj Mohanty | [email protected] Application Deadlines: Feb 1 (Fall) | Spring: Sept 15 Program Info: Mineral Resource Engineering Ph.D. page | Mineral Resource Engineering handbook

Program director: Julianne Lindberg | [email protected] Application deadlines: February 1 (Fall) | Nov 1 (Spring) Program info: Music website | Music faculty

• Performance/conducting audition
• Music theory and musicology entrance exams
• Completed Master of Music (MM), Master of Arts (MA), or Master of Fine Arts (MFA)

Program Director:   Kevin Shoemaker | [email protected] Application deadlines: Dec 1 (Fall - Priority) | Mar 1 (Fall - Final) | Oct 1 (Spring) Program info: NRES handbook | NRES website | NRES faculty

• Cumulative grade-point average of 3.0
• Graduate Faculty Member Agreement
• For international students, a TOEFL score of 600 (paper version), 250 (computer version), or 100 (internet version).

Students must have an advisor among the NRES faculty before they are accepted into the Program. Students must meet a set of coursework requirements consistent with career objectives in a relevant natural resources and environmental science field. Required undergraduate classes must be taken prior to admittance or while in their graduate program.

Program director: Stephanie DeBoor | [email protected] Application deadlines: March 1 (Fall) Program info: Nursing handbook | Nursing website | Nursing faculty

• Complete a baccalaureate degree with an upper-division major in nursing from an NLNAC or CCNE accredited nursing school with coursework in the following categories: statistics, growth and development (must cover lifespan), basic research, and health assessment
• Have a cumulative GPA of 3.0 or higher
• Have completed graduate-level course work in statistics
• Have verification of current, unencumbered license to practice as a registered nurse in the US. Students must be eligible to practice as an RN in Nevada.
• Current resume or CV
• Statement of intent

Program director: Stephanie DeBoor | [email protected] Application deadlines: March 1 (Fall) | Oct 1 (Spring) Program info: Nursing handbook | Nursing website | Nursing faculty

• Hold an MS degree with a concentration in nursing from an NLN or CCNE accredited institution
• Be licensed at a level consistent with the focus of DNP study
• Hold national certification (or be eligible for certification) in an advanced practice role.
• Have a cumulative GPA of 3.5 at the graduate level
• Provide documentation of clinical and leadership excellence
• Have completed graduate-level course work (with a grade of B or better) in a pathophysiology, pharmacology, physical assessment, research & nursing theory (clinical specialization applicants)

Program director:  Thomas White | [email protected] Application deadlines: Feb 5 (Fall) | Nov 1 (Spring) Program info: Ph.D. Physics website | Physics faculty

• Three letters of recommendation, Personal Statement, Resume/CV, Transcripts

Program director: Jeremy Gelman | [email protected] Application deadlines: Jan 15  Program info: Political Science handbook | Political Science Ph.D. website | Political Science faculty

Program director: Ramona Houmanfar | [email protected] Application deadlines: Dec 1 (Fall) Program info: Behavior Analysis Ph.D. handbook | Behavior Analysis Ph.D. website | Psychology faculty

• Students meet the pre-requisite course requirements for applicants (see "Entrance Requirements/ Undergraduate Pre-requisites Course Requirements" on Program webpage).
• If the student is applying from a master's program, the student is expected not only to have a high GPA but also a history of engaging in scholarly activities (conference presentations, research or publications).

Program director: Paul Kwon | [email protected] Application deadlines:  Dec 1 (Fall) Program info:  Clinical Psychology handbook | Clinical Psychology website | Psychology faculty

• Students meet the pre-requisite course requirements for applicants (see "Entrance Requirements/ Undergraduate Pre-requisites Course Requirements" on the Program webpage).
• If the student is applying from a master's program, the student is expected not only to have a high GPA, but also a history of engaging in scholarly activities (conference presentations, research, or publications).

Program director: Paul MacNeilage | [email protected] Application deadlines: Dec 15 (Fall) Program info: Cognitive & Brain Science website | Psychology faculty

Social and Behavioral Health program director: Eric Crosbie | [email protected] Application deadlines: Priority deadline (for GAs) Feb 1 | Secondary review June 1 (Fall) Program info: Public Health Ph.D. website | Public Health faculty

• MPH or relevant master’s degree
• Writing sample (admission essay)
• For international applicants, an English language exam is required .
• SOPHAS Application (SOPHAS completed before Graduate School application. View directions and waiver code. )

Epidemiology program director: Kristen Clements-Nolle | [email protected] Application deadlines: Priority deadline (for GAs) Feb 1 | Secondary review June 1 (Fall) Program info: Public Health Ph.D. website | Public Health faculty

Program director: Monica Miller |  [email protected] Application deadlines: Dec 1 (Fall) Program info: Social Psychology handbook | Social Psychology website | Social Psychology faculty

• Sample research paper
• Background in psychology, sociology or a closely related field (min. requirement: 18 credits in either psych or soc, plus a min. of 6 credits in the other)
• GRE (optional) 

Program director: Pradyumn Srivastava |  [email protected] Application deadlines:  January 15 (Fall) Program info:  Speech Pathology handbook | Speech Pathology Ph.D. website | Speech Pathology faculty

• CSDCAS Application   ( View instructions )
• Official transcripts from every institution attended
• Diversity Statement
• 3 Letters of Recommendation

Program Director: Mihye Ahn | [email protected] Application deadlines: Feb 1 & March 1 (Fall) | N o applications considered for Spring admission. Program info: Statistics & Data Science Ph.D. handbook | Statistics & Data Science degrees | Statistics & Data Science faculty  | Top 100 Best Statistics Graduate Programs by US News

• GRE is recommended but not required for applicants through Spring 2025

• Faculty Resources
• Request More Information

Graduation 2024

Innovation awaits, welcome to the graduate school of arts & sciences at wake forest university.

The Graduate School of Arts and Sciences is one of the engines of creativity of Wake Forest University. Our hallmark is world-class scholarship fueled by an interdisciplinary, collaborative environment. Whether it is a traditional liberal arts approach, or cutting edge training in biomedical innovation, our small size (~800 students in total) ensures that you will have individual attention, tailored advising and research opportunities well-matched to your interests.

As a student here, you won’t just be a face in a crowd but part of a world-class team of researchers and educators working on important, world changing problems in their respective fields of knowledge. We’re dedicated to preparing the next generation of independent, intellectual leaders in their fields – whether it’s academics, industry or your own unique career path.

In the various pages on our site you’ll find that our programs span the full range of the liberal arts and sciences and the biomedical sciences. Currently, we house 30 master and doctoral disciplinary or interdisciplinary programs, and sponsor 12 programs jointly with the schools of Medicine (MD/PhD, MD/MS, MD/MA & MMS/PhD), Business (MBA/PhD), Divinity (MA/MDiv), and College (BS/BA & MA).

We welcome you – our current and prospective students, faculty and friends – to our website. We invite you to explore this website, and the our  biomedical science graduate programs website , and let us know if you have any questions we can help answer.

News & Updates

• Graduate & Professional Student Appreciation Week April 1, 2024
• Kimberly Jones – 2024 Hooding Speaker February 16, 2024
• GSAS Student Resume Workshop September 1, 2023

Graduate School at Brookstown

THE GRADUATE SCHOOL AT BROOKSTOWN IS HOME TO OUR LIBERAL ARTS PROGRAMS.

Innovation Quarter

INNOVATION QUARTER IS THE PRIMARY LOCATION OF OUR BIOMEDICAL SCIENCE PROGRAMS.

Kanbar Institute of Film & Television Graduate Film

Be a part of the next wave..

The Graduate Film program is an intensive three-year conservatory in the Maurice Kanbar Institute of Film and Television that trains students in the art of cinematic storytelling. We focus on helping writer/directors develop a narrative voice and the technical virtuosity to express that voice in cinema.

Students learn by doing, in the classroom and on set. They write, direct, and produce multiple films and exercises, shooting and crewing on each other's projects. Our students transition into the professional world with a reel of short films that showcase their talent, a feature film script, and a range of highly sought technical skills.

The Graduate Film Program offers a stimulating, challenging, and diverse creative community in the heart of Greenwich Village. Our faculty are working professionals who are committed to developing the next generation of filmmakers.

My students teach me.

Artistic Director

Watch CBS News

Thousands of students cross the border from Mexico to U.S. for school. Some are now set to graduate.

By Lauren Fichten

Updated on: May 11, 2024 / 2:16 PM EDT / CBS News

For most high school students, forgotten homework or gym clothes might entail a text to a parent. In Jose M. Vazquez's case, one forgotten item in particular— his birth certificate— meant no school that day.

Vazquez, 24, now a senior at San Diego State University Imperial Valley, has been crossing the U.S-Mexico border into California to attend school for around nine years. On May 12, he will graduate during a convocation in Mexicali, Mexico. His mother is attending the ceremony, put together by his college, something she would otherwise be unable to do because she can't get a visa to enter the United States.

Vazquez is one of tens of thousands of transborder students, some as young as kindergarteners, who cross the border from Mexico into California, Arizona, New Mexico and Texas to pursue an education in the United States.

Transborder students have documentation that allows them to cross into the U.S. for school, like a passport, birth certificate or naturalization certificate, but living in Mexico is often more cost-effective and allows them to stay with their families. Students crossing the border during middle and high school often use a U.S. address, sometimes of a friend or family member, to avoid scrutiny from the school district.

Some students are U.S. citizens who have lived in Mexico the majority of their lives, while others return to Mexico after living in America for economic reasons or family reunification, said Laura Dicochea, a Ph.D candidate at Arizona State University, who researches transborder students.

"It's like a circular migration," Dicochea told CBS News.

The first in his family to graduate college, Vazquez reflected on his – and so many others – educational journey.

A transborder school commute  

After his father was deported from the United States in 2006, Vazquez — who was born in Arizona — moved to Mexicali, Mexico when he began crossing the border a few years later to attend Central Union High School in El Centro, California.

Although he is a U.S. citizen, for Vazquez, like many transborder — or transfronterizo — students, living in Mexico with his family made sense because it is "so part of my culture, of me, that I think it's going to be so hard for me if I have to leave that," he said, noting that he's grateful to study in the United States.

During high school, Vazquez would wake up at 4:30 a.m. local time, wait at the border for around two hours, and arrive at school before his first class at 8 a.m. In 2019, he enrolled at Imperial Valley College, a community college 15 miles from Mexicali, before landing at San Diego State University Imperial Valley.

Vazquez's story mirrors that of Diana Lara Zamora, 21, now a senior at Arizona State University, who crossed into the U.S. from eighth grade through high school. 

"I would cross three different states: Baja California, Sonora and Arizona every single day," Lara Zamora said.

She began attending school in the U.S. at 14, living with a family friend in San Luis, Arizona, at times. A typical school day for Lara Zamora began around 4 a.m. local time.

Her mom would drive 30 minutes to the border to drop off her and her younger sister, where they would wait among other students before walking 25 minutes or taking a cab to PPEP TEC High School in San Luis. During the winter, when seasonal farmworkers cross into Arizona, the wait at the border could be up to two hours. 

"They're freezing," she said of the mornings. "I remember my nose being red."

When Lara Zamora became a student at ASU in 2020, she secured on-campus housing, a meaningful experience that allowed her "to get to know people from around the world," Lara Zamora said. 

Javier Melara, 21, who will be graduating alongside Vazquez in Mexico, has been crossing the border to attend school in California since he was 11. 

"You have to face a lot of challenges," he said. "You have to face a lot of fear, a lot of pushback from some people."

Melara said that up until college, he would not share with his friends that he crossed the border daily out of concern that the school district might find out.

"I lived with the fear because some people were kicked out of school," he said, noting that it was something he saw happen to several classmates including a friend.

Lara Zamora told CBS News it doesn't "feel like for me transborder means the border itself." 

"For me, it's more about having two cultures in yourself."

For transborder students, the benefits of living in Mexico mean regularly confronting the challenges of crossing the border: long wait times, tense interactions with U.S. Customs and Border Protection agents and backlash from community members— all against the backdrop of a nationwide migration debate centered on the border. This week, CBS News reported that illegal crossings along the U.S. southern border dropped by more than 40% this year to 129,000 crossings in April, defying historical trends. Though transborder students cross into the U.S. legally, the act of crossing the border makes them vulnerable to scrutiny. 

Scrutiny, fear and then graduation

Another source of unease for Melara was his interactions with Customs and Border Protection officers. 

"I feel like we have this ingrained fear, this constant fear, like flight or fight," Melara said of being sent often for secondary inspection, which allows officers to conduct additional questioning.

Lara Zamora, noticing that her male friends were often pulled into secondary inspection, said that she was careful about her interactions with customs officers. Vazquez said that he felt that CBP personnel sought to intimidate— a consistent issue that tarnished his commute. "They think you're a criminal," he said.

CBS News reached out to the U.S. Customs and Border Protection agents for comment but didn't receive a response before publication. 

Some students are put under a microscope by residents of their school district. For Lara Zamora, the frustration of community members who felt their taxes benefitted non-residents resulted in her transferring to a different high school.

"I felt like that was really unfair because it's not my fault," Lara Zamora said. "My parents don't want to be illegal immigrants here." 

Lara Zamora, Vazquez and Melara graduate this month. Lara Zamora, plans to enroll in graduate school. Vazquez is taking a gap year to pursue his passion of performing as a drag queen. Melara plans to pursue a master's in education, someday achieve a doctorate degree and "dream without barriers," he said.

Vazquez's mother, who has attended his drag performances, will have the opportunity to see him on a different stage in the coming days at SDSU's graduation convocation in Mexicali. Since she was unable to cross the border to attend his high school graduation, Vazquez said having her at the ceremony in Mexico is important— particularly given that he is the first in his family to graduate. 

Lara Zamora, also a first-generation student, says the realization that millions of other students have experienced similar challenges inspires her to help students like herself.

"First generation means that you are the first one, but hopefully you won't be the last one," she said.

• U.S.-Mexico Border
• U.S. Customs and Border Protection

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Father-Son Classmates Graduate From Texas A&M School of Law

David Lawson and his son Shannon naturally share many of the same qualities, like a witty sense of humor, natural curiosity and an ability to not take themselves too seriously. They recently added to the list of things they share in common – graduates of Texas A&M University’s School of Law.

The Lawsons, who earned their degrees this May, say it all began with a text message.

Shannon, 49,  was scrolling on his phone while waiting for a flight one day in 2022 when he came across an ad for the law school’s Master of Legal Studies (MLS) program with an emphasis in Cybersecurity Law and Policy . Shannon, who serves as chief information security officer for the City of Phoenix, was intrigued by the idea. Designed for non-lawyer professionals who don’t intend to practice law, the degree would give him legal expertise that would build on his background in cybersecurity.

Shannon had done cybersecurity work for the U.S. Navy, the state of Alaska and regional areas in Southern California. He and David had a combined 70 years of experience in the cybersecurity and information technology fields, and both father and son shared dreams of one day attending law school. So, Shannon texted his father.

“I always wanted to go to law school, but nothing ever aligned for me to do it,” Shannon said. “This program allowed me to tie (my degree) to cyber in a field that is high demand, low density.”

David, 75, was also attracted to the idea. He had been retired for nine years after a 45-year career in information technology. As chief information officer for West Jersey Health System and vice president of professional service at AllScript, he oversaw some of the nation’s most cutting-edge information and security systems. In retirement, David found himself dissatisfied with the slow pace of living, and still had an interest in expanding his skillset.

The father-son pair both decided to enroll in the MLS program, becoming online classmates in January 2023. Shannon did his studies from his home in Phoenix, and David from the Sarasota, Florida area.

Despite the distance, the Lawsons often shared notes and compared grades. And in the spirit of friendly competition, they pushed each other to see who could complete assignments first.

“We thought we had a clear idea of what would happen while going through this program. What ended up happening was that my dad would always be ahead of me in every class, which was understandable,” Shannon said. “I was working full-time, and I have a 10-year-old. So, my plate was full.”

For his part, David appreciated the accountability he received from Shannon. It also helped him adjust to the demands of going back to school.

“This program helped open a side of me that I always knew was there,” David said. “You’ve got to think and write, think some more, and then write some more. When you get older, people talk about the importance of exercising your mind. If you want to activate your brain, try going to law school.”

Throughout the program, the Lawsons learned new, innovative approaches to their craft. They also developed a fondness for their legal courses, particularly contract law, legal writing and alternative dispute resolution.

“The law classes were my favorite,” David said. “In my 40-plus years in the IT area, I was familiar with contracts, arbitration, negotiations and things like that. However, having taken these law classes, I am now able to better communicate with others in the room. When the attorneys talk, I now know how to talk and use the language that they understand. Just being able to speak their language is incredibly important.”

Shannon said he was also able to directly apply his new skills to his career.

“The law classes really made me more curious,” he said. “There was immediate applicability to the job that I’m in now because I work with procurement, the legal team and human resources for personnel investigations. It gave me the ability to use specific legal language to better participate in those conversations at work — which was awesome.”

For Shannon, this is his third master’s degree.

“I think it’s extra special that my dad and I were able to do it together,” he said. “I think it’s great because this opportunity doesn’t really present itself very often, and everything lined up perfectly at the right time.”

As the Lawson reflect up on their accomplishment and plan their next joint adventure, Shannon said their next venture will likely be “much tamer,” per his mother’s request.

“My mom told me to stop giving my dad ideas,” he joked.

This article by Justin Ikpo originally appeared on the School of Law website .

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K-State Graduate School recognizes faculty for exceptional graduate student mentoring

Monday, May 6, 2024

MANHATTAN — Two Kansas State University faculty members have been recognized for outstanding mentoring with the Graduate Faculty Mentor Award . Ajay Sharda , professor of biological and agricultural engineering, and Susmita Rishi , assistant professor of landscape architecture and regional & community planning, each received the $1,000 award from K-State's Graduate School . "High-quality mentoring is important for graduate students' academic success and their preparedness for the job market," said Claudia Petrescu, vice provost for graduate education and dean of the Graduate School. "A positive mentoring experience can also impact graduate student well-being and overall satisfaction with their K-State experience. This award serves to recognize graduate faculty who have demonstrated a commitment to holistic graduate student success." Award recipients are selected based on nominations from graduate students and their students' participation in three annual research presentation events: the Three Minute Thesis Competition, the Research and the State symposium, and the K-State Graduate Research, Arts, and Discovery Forum, or K-GRAD. Sharda and Rishi have consistently supported their graduate students' participation in research forums, and their exceptional mentoring was evident in the nominations from their students.

Ajay Sharda

Sharda's research focuses on the development, analysis and experimental validation of control systems for agricultural machinery systems. His work has a variety of emphases, including automation, sensor testing and development, mechatronic systems, computer vision, artificial intelligence, data solutions and thermal infrared imaging. He also serves as director of research for K-State's Institute for Digital Agriculture and Advanced Analytics . Sharda's mentoring philosophy is centered on developing critical thinking skills and instilling in the students an ability to integrate the theoretical and practical world. "I believe students do not just need to be educated but also mentored so that they recognize the value of opportunities that exist during their graduate school years and the deep effect their response to these opportunities can have on their future satisfaction and success," Sharda said. Graduate student nominators said Sharda fosters an environment where students feel comfortable expressing research ideas, which promotes creativity and innovation, and that he encourages the development of both technical and professional skills among his graduate students. "Dr. Sharda's mentorship cultivates a nurturing environment where students like me thrive academically and professionally," said one student nominator. "His commitment to fostering individual development and instilling confidence leaves a lasting impact on his mentees, shaping us into successful scholars and professionals." Sharda said that he's humbled to be recognized with this award, and what drives him every day is seeing his students grow their technical and soft skills to be leaders in their fields and valued team members.

Susmita Rishi

As an engaged urban scholar, Rishi's research interests lie at the intersection of housing, the social production of home, informality and southern theory. Her projects focus on understanding spaces, particularly the space of the home from the perspective of marginalized urban residents. "My ultimate intention through all of my teaching and mentoring is to ensure that my students become critically engaged, reflexive, ethical, and effective planners and built environment professionals," Rishi said. "My mentoring and teaching pedagogy is heavily influenced by bell hooks' synthesis and evolution of Paulo Freire's notions of engaged pedagogy. I lead with kindness and love while holding all my students to a high standard, and I provide them with skills, tools and resources that will help them to be successful not just in school but in life after." Graduate student nominators said Rishi provides exceptional academic mentoring, leads open conversations about career planning, creates a sense of belonging and well-being, and encourages not only academic work but also personal and professional development. "I have had a wonderful graduate school experience because of Dr. Rishi, and my research has extended in scope and audience far more than I ever thought possible," said a student nominator. "She knows how to tailor her teaching and guidance to individual students' needs." Rishi said that it's an honor to be recognized for fostering growth and development in those she mentors. "The fact that I was nominated by my graduate students is extremely gratifying and a testament to the value of investing time and effort into guiding our students through graduate school with kindness and love," she said. "I am grateful for the continued opportunity that my position at K-State allows me to continue supporting and inspiring others in their journey." In addition to the award recipients, three graduate faculty members were selected for honorable mention: Chelsea Spencer , research assistant professor in applied human sciences; Manreet Bhullar , research assistant professor in horticulture and natural resources; and Behzad Ghanbarian , associate professor in geology. The award recipients and honorable mentions were recognized at the annual Graduate Student and Faculty Recognition Celebration on April 28.

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Royal, Wippman Named Presidents-in-Residence

• Posted May 9, 2024
• By Ryan Nagelhout
• College Access and Success
• Higher Education Leadership
• Teachers and Teaching

The Harvard Graduate School of Education has announced the latest members of its Judith Block McLaughlin Presidents-in-Residence (PIR) Program . Christina Royal, president of Holyoke Community College, and David Wippman, president of Hamilton College, will join HGSE for the 2024-25 academic year.

As presidents-in-residence, Wippman and Royal will teach and mentor students in HGSE’s higher education degree offerings, contributing to courses and providing valuable insight based on their long careers as university presidents. Senior Lecturer Francesca Purcell , faculty director of the Presidents-in-Residence Program, shared that the latest appointments offer unique insights from across the higher educational leadership landscape.

“Their varying perspectives on higher education leadership in the 21st century will enrich and deepen the learning experiences for our students in the residential higher education concentration and in the online higher education pathway,” Purcell said. “Christina has extensive experience leading community colleges and David brings insights leading a small liberal arts college with both boasting exceptional records advancing equity, opportunity, and excellence across the national higher education landscape. Importantly, they are thoughtful practitioners who will engage with and inspire HGSE students.”

Dozens of college and university presidents have taken part in the PIR Program since it was created in 2001. Royal is the first community college president, and she said she is “honored” by the distinction.

“It is important for Harvard graduate students who are studying higher education to understand that community colleges are essential to the ecosystem of public post-secondary education and the vital role they play as an economic engine for society,” Royal said. “I’ve dedicated my career to higher education, with a particular focus on historically marginalized and racially minoritized students.”

Royal, who announced her departure as Holyoke’s president in the spring of 2023, made history as the school’s first woman of color president when she was appointed in 2017.

Her tenure saw the school launch programs promoting diversity and equity in higher education, working with the Holyoke Housing Authority and Westfield State University to support low-cost housing for students. Royal also advocated for programs to develop child care options for students with children and a student emergency fund for sudden expenses. Upon her retirement, an annual equity award at Holyoke was started and named in her honor.

“I’m looking forward to engaging in meaningful discussions with Harvard learners to deepen their understanding of the complexities of our American system of higher education,” said Royal. “Through these discussions, my hope is that they continue to unlearn the systems and structures that no longer work for us and re-learn ways to strengthen the ones that do.”

Royal earned her bachelor’s degree in mathematics from Marist College in 1994 and received an M.A. in educational psychology in 2003. Royal received her Ph.D. in Instructional Design for Online Learning from Capella University in 2007. Her teaching career has included 15 years at Marist, another seven at Cuyahoga Community College and a stint as provost and chief academic officer at Inver Hills Community College.

Wippman, who has served as Hamilton’s president since 2016, announced his retirement at the end of the 2023-24 academic year. A recognized authority in international law, Wippman has taught about ethnic conflict, public international law, international criminal law, and international human rights.

His tenure at Hamilton has included the development of the College’s strategic plan, including a record-breaking Because Hamilton campaign to raise $400 million for College priorities, including $120 million for student scholarship aid. Wippman’s office prioritized diversity, equity and inclusion, and developed new programs to support student advising, digital fluency, and cross-boundary political thought and complex social issues.

Wippman was previously named dean of the University of Minnesota Law School in 2008. He also served as a professor and associate dean at Cornell Law School as well as vice provost for international relations at Cornell University.

“Serving as a President-in-Residence is a wonderful opportunity to work with and learn from future higher education leaders at a time when higher education leadership has become more challenging than ever,” Wippman said. “It's an honor to join a program with such distinguished faculty and talented students.”

A former U.S. Court of Appeals law clerk, Wippman served as a director in the National Security Council’s Office of Multilateral and Humanitarian Affairs, working on war crimes issues, the International Criminal Court, economic sanctions, and U.N. political issues. Wippman earned his bachelor's degree from Princeton University in 1976, a master’s degree from Yale in 1978, and his law degree from Yale Law School in 1982.

The Presidents-in-Residence program was fully endowed in 2023 and renamed in honor of former Senior Lecturer Judith Block McLaughlin, who retired at the end of the 2022-23 academic year. McLaughlin first started the Presidents-in-Residence program in 2001, and two decades later it continues to serve as an opportunity for Ed School students to gain new perspectives and learn lessons from groundbreaking educational leaders sharing their own experiences and insights.

“Fundamentally, students need to understand themselves as leaders, what drives their decision-making processes, and who they are as people, in order to effectively lead others,” Royal said. “We spend a lot of time educating students into a contemporary image of a leader, although the best preparation for leadership is learning to be authentically themselves and share their unique gifts, talents, and strengths with others.”

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

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