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Harvard awards 8,870 degrees

Totals reflect the 2021-22 academic year.

Today the University awarded a total of 8,870 degrees. A breakdown of degrees and programs is listed below.

Harvard College granted a total of 1,505 degrees. Degrees from the Harvard John A. Paulson School of Engineering and Applied Sciences were awarded by Harvard College, the Graduate School of Arts and Sciences, and the Graduate School of Design.

All Ph.D. degrees are conferred by the Graduate School of Arts and Sciences.

All figures include degrees awarded in November 2021 and March and May 2022.

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Harvard college 1,505 degrees.

• 1,458 Bachelor of Arts
• 47 Bachelor of Science 

Graduate School of Arts and Sciences 1,332 degrees

• 421 Master of Arts
• 185 Master of Science 
• 5 Master of Engineering 
• 721 Doctor of Philosophy

Harvard John A. Paulson School of Engineering and Applied Sciences 606 degrees

• 235 Bachelor of Arts (conferred by Harvard College)
• 47 Bachelor of Science (conferred by Harvard College)
• 5 Master of Engineering (conferred by GSAS)
• 184 Master of Science (conferred by GSAS)
• 17 Master in Design Engineering (conferred jointly with GSD)
• 26 Master of Science/Master of Business Administration (conferred jointly with HBS)
• 92 Doctor of Philosophy (conferred by GSAS)

Harvard Business School 867 degrees

• 845 Master of Business Administration 
• 22 Doctor of Philosophy (conferred by GSAS)

Harvard Divinity School 131 degrees

• 39 Master of Divinity
• 74 Master of Theological Studies
• 11 Master of Religion and Public Life
• 2 Master of Theology
• 5 Doctor of Theology

Harvard Law School 833 degrees

• 209 Master of Laws
• 611 Doctor of Law
• 13 Doctor of Juridical Science 

Harvard Kennedy School 590 degrees

• 96 Master in Public Administration
• 182 Master in Public Administration (Mid-Career)
• 60 Master in Public Administration in International Development
• 252 Master in Public Policy
• 4 Ph.D. in Political Economy and Government (conferred by GSAS)
• 9 Ph.D. in Public Policy (conferred by GSAS)

Harvard Graduate School of Design 315 degrees

• 89 Master in Architecture
• 33 Master of Architecture in Urban Design
• 81 Master in Design Studies
• 51 Master in Landscape Architecture
• 3 Master of Landscape Architecture in Urban Design
• 37 Master in Urban Planning
• 4 Doctor of Design 
• 17 Master in Design Engineering (conferred jointly with SEAS)

Harvard Graduate School of Education 989 degrees

• 960 Master of Education
• 26 Doctor of Education Leadership
• 3 Doctor of Education

Harvard Medical School 335 degrees

• 29 Master of Biomedical Informatics
• 45 Master of Bioethics
• 13 Master of Healthcare Quality and Safety
• 17 Master in Clinical Service Operations
• 74 Master in Medical Science
• 157 Doctor of Medicine

Harvard School of Dental Medicine 61 degrees

• 16 Master of Medical Sciences 
• 8 Doctor of Medical Sciences 
• 37 Doctor of Dental Medicine 

Harvard T.H. Chan School of Public Health 455 degrees

• 311 Master of Public Health                                                              
• 114 Master of Science         
• 25 Master in Health Care Management                                               
• 4 Doctor of Public Health                                                   
• 1 Doctor of Science                 

Harvard Extension School 1,479 degrees

• 192 Bachelor of Liberal Arts in Extension Studies
• 1,287 Masters of Liberal Arts in Extension Studies  

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Why award honorary doctorates, and what do the choices say about our universities?

Senior Lecturer in Contemporary History, Monash University

Disclosure statement

Kate Murphy does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.

Monash University provides funding as a founding partner of The Conversation AU.

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Universities like to associate themselves with exceptional individuals through the awarding of honorary doctorates, but this practice has often attracted controversy, creating headaches for university administrators.

Honorary doctorates highlight uncomfortable but important questions about the purpose of the university and its role in reinforcing and perpetuating social inequality.

The tradition and purpose of honorary doctorates

Honorary degrees (usually, though not always, doctorates) are awarded by universities to recognise outstanding achievement in a particular field, or service to the broader community.

While some universities have established separate honorary degrees, such as the “ Doctor of the University ” at Griffith University, most Australian universities have maintained the traditional system in which a range of degrees may be awarded honoris causa . This means no degree is actually undertaken, but the nominee receives the distinction in name anyway.

A committee, usually including members of the university’s senior executive, representatives of the university council and professors, receives nominations and determines which will be approved.

Universities gain a number of benefits from conferring honorary doctorates. The acceptance of an honorary degree by an exceptionally distinguished person often generates publicity and brings “reflected glory” on the university, in the words of one former Vice-Chancellor, preserved in the Monash University archives.

Honorary doctorates have long been used to foster advantageous connections with individuals, countries or organisations. The University of Oxford awarded the first recorded honorary doctorate in around 1478 to a brother-in-law of Edward IV in a clear attempt to “obtain the favour of a man with great influence”.

Honorary degrees have, unsurprisingly, usually been awarded to well-known individuals. The honouring of less-known individuals, and members of socially disadvantaged groups, has been much rarer.

Read more: Why do we still hand out honorary academic titles?

Controversy and protest

In Australia, especially since the post-World War II dawn of federal funding for universities, honorary doctorates have occasioned public debate and sometimes protest.

In August 1962, the Australian National University declined to award an honorary degree to King Bhumibol of Thailand, reportedly because of his lack of academic qualifications . This created diplomatic embarrassment for the Australian government in the context of an impending royal visit.

The University of Melbourne stepped into the breach to make Bhumibol an Honorary Doctor of Laws in September 1962, which was judged a bad look in university circles. The Vice-Chancellor of Monash University, Louis Matheson, commented a little smugly in an internal memo that “There is no subject to which a university should bring more delicacy and sureness of touch than the selection of its honorary graduates”.

Matheson was forced to eat humble pie when in 1967 a furore erupted over his university’s honouring of Victorian Premier Henry Bolte, shortly after Bolte had sanctioned the controversial execution of Ronald Ryan .

Monash’s staff and student associations alike opposed the move, and the ceremony took place off-campus to minimise the risk of disruption by students. At a faux awards ceremony held by students on campus, a degree was awarded to a piglet . “No pedigree for pigs” was inscribed on the campus lawn.

Read more: Honorary doctorates: well deserved, or just a bit of spin?

After the Bolte row, Monash determined to never again honour a politician in office. Other universities have discovered since that doing so doesn’t always end well. The University of Adelaide’s award of an honorary doctorate to Foreign Minister Julie Bishop in 2017 was overshadowed by student protests about planned fee hikes and funding cuts for universities.

Undermining standards?

It is often said handing out “unearned” doctorates devalues the university’s highest academic qualification. The award of honorary doctorates to celebrities and especially sportspeople tends to raise eyebrows and draw bitter jokes from academics about when they should expect their honorary Olympic medal.

Swimmer Ian Thorpe was recognised in 2014 by Macquarie University for sport and philanthropy, the late Shane Warne had an honorary PhD , and cricketer Sir Don Bradman famously turned down more than one honorary doctorate.

Places of privilege

Recent public discussion of honorary degrees has focused on the diversity of recipients. The University of Melbourne was suspended from a lucrative research funding program earlier this year after awarding honorary doctorates to a group of six white men.

The under-representation of women among honorary degree recipients was highlighted by equal opportunity policies in the late 1980s and early 1990s. In 1995 Monash acknowledged that since 1964 it had awarded honorary doctorates to 122 men and just 13 women. Along with other universities, it sought to correct this, aiming for equal gender representation among recipients - a target which remains far from being achieved .

The recent University of Melbourne controversy suggested to many that modern universities, despite their public relations nous, still carry echoes of the tone-deaf ivory tower.

Melbourne no doubt exposed itself to criticism through unfortunate optics and poor handling (the university claimed a larger group of intended recipients, including three women and an Indigenous man, were unable to attend the ceremony). However, the failure of such honours to represent the diversity of the community is a sector-wide problem.

Honorary doctorates have failed to cast off their function and reputation as a kind of academic peerage. They are uncomfortable reminders that our universities are still led and occupied, for the most part, by the socially privileged few.

Correction: this article originally referred to “John” Bradman rather than “Don”.

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What is a PhD?

• Types of Doctorates
• A Doctor of Philosophy (PhD) is the highest globally recognized postgraduate degree that higher education institutions can award.
• PhDs are awarded to candidates who undertake original and extensive research in a particular field of study.
• Full time PhD programmes typically last three to four years, whilst part time PhD programmes typically last six to seven years.
• A PhD can lead to an academia teaching role or a career in research. A PhD can also equip you with skills suitable for a wide range of jobs unrelated to your research topic or academia.

Definition of a PhD – A Doctor of Philosophy (commonly abbreviated to PhD , Ph.D or a DPhil ) is a university research degree awarded from across a broad range of academic disciplines; in most countries, it is a terminal degree, i.e. the highest academic degree possible.

PhDs differ from undergraduate and master’s degrees in that PhDs are entirely research-based rather than involving taught modules (although doctoral training centres (DTCs) offer programmes that start with a year of lecture-based teaching to help develop your research skills prior to starting your project).

In most English-speaking countries, those that complete a PhD use the title “Doctor” (typically abbreviated to Dr) in front of their names and are referred to as such within academic and/or research settings. Those that work in fields outside of academia may decide not to use the formal doctor title but use post-nominal letters (e.g. John Smith PhD); it’s unusual though for someone to use both the Doctor title and post-nominal letters in their name.

PhD vs Doctorate

A PhD and a professional doctorate are both research-based terminal degrees.

However, where a PhD focuses on original research mostly around theoretical concepts, a professional doctorate focuses on examining existing knowledge to solve real-life, practical problems.

While there is much crossover between the two, a PhD is generally better suited for an individual to wants to advance the knowledge and understanding in their field, and a professional doctorate degree is better suited to a working professional who wants to better be able to apply knowledge and understanding to their field.

What Are the Entry Requirements for a PhD?

To be accepted on to a PhD programme, students usually need to hold at least a high ( 2:1 and above ) undergraduate degree that is related to the field of research that they want to pursue. A PhD candidate may also be expected to hold a Master’s degree , however, this does not mean you must have one, as it is still possible to enrol into a PhD without a Master’s .

Self-funded courses may sometimes be more relaxed in relation to entry requirements. It may be possible to be accepted onto a self-funded PhD programme with lower grades, though these students typically demonstrate their suitability for the role through professional work experience.

Whilst a distance learning project is possible , most PhD candidates will carry out their research over at least three years based at their university, with regular contact with two academic supervisors (primary and secondary). This is particularly the case for lab-based projects, however, some PhD projects require spending time on-site away from university (e.g. at a specialist research lab or at a collaborating institution abroad).

How Long Does a PhD Take?

Typically, full-time PhDs last 3-4 years and part-time PhDs last 6-7 years. However, at the discretion of the university, the thesis writing-up period can be extended by up to four years.

Although most doctoral programmes start in September or October, they are generally much more flexible than taught-courses and can start at any time of the year.

How Much Does a PhD Cost?

Tuition fees for UK and EU students vary between £3,000 and £6,000 per year, with the average tuition fee of £4,712 per year for 2023/24 programmes.

Tuition fees increase considerably for international students, varying between £16,000 to £25,000 per year, with an average tuition fee of £19,600 per year .

Nonetheless, most students will secure PhD funding in the form of studentships, scholarships and bursaries to help pay for these fees. These funding opportunities can either be partial, which cover tuition fees only, or full, which cover both tuition fees and living expenses.

UK national students can also apply for Doctoral Loans from Student Finance England if they are unable to secure funding.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

What Does a PhD Involve?

To be awarded a PhD, a doctoral student is required to produce a substantial body of work that adds new knowledge to their chosen field.

A PhD programme will typically involve four key stages:

Stage 1: Literature Review

The first year of a PhD involves attending regular meetings with your supervisors and carrying out a search on previously published work in your subject area. This search will be used to produce a literature review which should set the context of the project by explaining the foundation of what is currently known within the field of research, what recent developments have occurred, and where the gaps in knowledge are. In most cases, this will be an extension of your research proposal should you have produced one as part of your application. The literature review should conclude by outlining the overarching aims and objectives of the research project. This stage of setting achievable goals which are original and contribute to the field of research is an essential first step in a successful PhD.

The supervisor is the main point of contact through the duration of a PhD – but remember: they are there to mentor, not to teach, or do it for you . It will be your responsibility to plan, execute and monitor your own work as well as to identify gaps in your own knowledge and address them.

Stage 2: Research

The second year (and prehapse some of your third year) is when you work on your research. Having identified novel research questions from your review of the literature, this is where you collect your data to help answer these questions. How you do this will depend on the nature of your doctoral research: for example, you may design and run experiments in a lab alongside other PhD students or visit excavation sites in remote regions of the world. You should check in regularly with your supervisors to update them and run any ideas or issues past them.

Have the structure and chapters of your thesis in mind as you develop and tackle your research questions. Working with a view of publishing your work will be very valuable later on.

Stage 3: Write up of Thesis

The next key stage of a PhD is writing a doctoral thesis , which typically takes from anywhere between three months to one year. A thesis is a substantial body of work that describes the work and outcomes of the research over the previous two to three years. It should tell a detailed story of the PhD project – focusing on:

• The motivations for the research questions identified from the literature review.
• The methodologies used, results obtained, and a comprehensive analysis and discussion of the findings.
• A detailed discussion of the key findings with an emphasis on the original contributions made to your field of research and how this has been impactful.

There is no universal rule for the length of a PhD thesis, but general guidelines set the word count between 80,000 to 100,000 words.

For your thesis to be successful, it needs to adequately defend your argument and provide a unique or increased insight into your field that was not previously available.

Stage 4: Attending the Viva

A viva voce , most commonly referred to as just a ‘ viva ‘, is an interview-style examination where the PhD student is required to engage in a critical appraisal of their work and defend their thesis against at least two examiners. The examiners will ask questions to check the PhD student has an in-depth understanding of the ideas and theories proposed in their thesis, and whether they have developed the research skills that would be expected of them.

The viva is one of the final steps in achieving a PhD, and typically lasts at least two hours, but this duration can vary depending on the examiners, the university and the PhD project itself.

Once you have done the viva – you’re on the home stretch. You will typically be asked to make some amendments to your thesis based on the examiner’s feedback. You are then ready to submit your final thesis for either:

• PhD – If you pass the requirements you will be awarded a PhD degree (most common outcome),
• MPhil – If you failed to meet requirements for a PhD, you may be downgraded to an MPhil degree (uncommon outcome),
• Fail – No award is given, typically for cases of plagiarism (extremely uncommon outcome).

What Is It Like to Undertake a PhD?

We’re often asked what it is like to undertake a PhD study. Unfortunately, this isn’t a simple answer to this question as every research project is different.

To help give insight into the life of a PhD student, we’ve interviewed PhD students at various stages of their programmes and put together a series of PhD Student Interviews . Check out the link to find out what a PhD is like and what advice they have to offer you.

What Are the Benefits of A PhD?

A PhD is the highest globally recognised postgraduate degree that higher education institutions can award. The degree, which is awarded to candidates who demonstrate original and independent research in a particular field of study, is not only invaluable in itself, but sets you up with invaluable skills and traits.

Career Opportunities

First, a PhD prepares you for a career in academia if you wish to continue in this area. This takes form as a career in the Higher Education sector, typically as a lecturer working their way to becoming a professor leading research on the subject you’ve studied and trained in.

Second, a PhD also enables the opportunity for landing a job in a research & development role outside of the academic environment. Examples of this include laboratory work for a private or third sector company, a governmental role and research for commercial and industrial applications.

Transferable Skills

Finally, in possessing a PhD degree, you can show to employers that you have vital skills that make you an asset to any company. Three examples of the transferable skills that you gain through a PhD are effective communication, time management, and report writing.

• Communication – presenting your work in written and oral forms using journal papers and podium presentations, shows your ability to share complex ideas effectively and to those with less background knowledge than you. Communication is key in the professional environment, regardless of the job.
• Time management – The ability to prioritise and organise tasks is a tremendous asset in the professional industry. A PhD holder can use their qualification to demonstrate that they are able to manage their time, arrange and follow a plan, and stick to deadlines.
• Report writing – Condensing three years of work into a thesis demonstrates your ability to filter through massive amounts of information, identify the key points, and get these points across to the reader. The ability to ‘cut out the waffle’ or ‘get to the point’ is a huge asset in the professional industry.

Aside from the above, you also get to refer to yourself as a Doctor and add fancy initials after your name!

What Can I Do After a PhD?

One of the most desirable postdoctoral fields is working within independent Research and Development (R&D) labs and new emerging companies. Both industries, especially R&D labs, have dedicated groups of PhD graduates who lead research activities, design new products and take part in crucial strategic meetings. Not only is this a stimulating line of work, but the average salaries in R&D labs and emerging start-ups are lucrative. In comparison, an undergraduate with five years of experience within their given field will, on average, likely earn less than a new PhD graduate taking on a R&D position.

It’s a common misunderstanding that PhDs only opens the door for an academic career such as university lecturers and training providers. Although obtaining a PhD opens these doors, the opportunities extend far beyond educational roles. In fact, recent data from the UK’s Higher Education Statistics Agency (HESA) indicates only 23% of PhD graduates take a position in educational roles . This low percentage is primarily because PhD graduates have a wide range of skills that make them suitable for a broad spectrum of roles. This is being seen first hand by the increasing number of PhD graduates who are entering alternative roles such as research, writing, law and investment banking.

How Do I Find a PhD?

We appreciate that finding a PhD programme to undertake can be a relatively daunting process. According to Higher Education Student Statistics , over 22,000 PhDs were awarded in 2016/17 within the United Kingdom alone. Clearly there are a huge number of PhD programmes available. This can sometimes be confusing for prospective doctorates, particularly when different programmes are advertised in different places. Often, it is difficult to know where to look or where to even start. We’ve put together a list of useful sources to find the latest PhD programmes:

• A great place to start is with our comprehensive and up-to-date database of available PhD positions .
• Assuming you are still at university, speak to an existing PhD supervisor within your department.
• Attend as many postgraduate open days as you can. Whilst there, speak to current PhD students and career advisors to get an awareness of what PhDs are on offer.
• Visit the postgraduate section of university websites and the PhD Research Council section of the UKRI website.

Browse PhDs Now

Join thousands of students.

Join thousands of other students and stay up to date with the latest PhD programmes, funding opportunities and advice.

U.S. doctorate awards

Each new cohort of doctorate recipients augments the supply of prospective scientists, engineers, researchers, and scholars. Data on the composition of these cohorts reveal changes in the presence of different demographic groups.

Overall trends

The number of research doctoral degrees awarded by U.S. institutions in 2021 decreased to 52,250, down from 55,224 in 2020, according to the Survey of Earned Doctorates (SED) ( figure 1 ). Since the survey’s inception in 1957, the number of doctorates awarded shows an upward trend—average annual growth of 3.0%—punctuated by periods of slow growth and even decline. However, the decline in 2021 is the second consecutive annual drop and the steepest in the history of the SED (-5.4%).

Since the SED began collecting data, the number of research doctorates awarded in science and engineering (S&E) fields has exceeded the number of non-S&E doctorates, and over time the gap has widened. From 1985 to 2021, the number of S&E doctorate recipients has more than doubled, while the number of non-S&E doctorate recipients in 2021 declined to just below the 1985 count. As a result, the proportion of S&E doctorates to all doctorates climbed from 62% in 1985 to 78% in 2021. The 2021 decline in the number of doctorate recipients was larger in S&E than in non-S&E fields, but the proportion was greater for non-S&E than for S&E fields.

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Doctorates awarded by U.S. colleges and universities: 1958–2021

S&E = science and engineering.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2021. Related detailed table 1-1 .

Citizenship

Trends in citizenship.

In 2021, the number of doctorates in S&E fields awarded to temporary visa holders was 15,216, down 784 from 2020 ( figure 2 ). Despite this decline, S&E doctorates awarded to temporary visa holders have increased 85% since 2001 and 25% since 2011. Over the past 20 years, the proportion of S&E doctorates awarded to temporary visa holders peaked at 41% in 2007, held steady at about 36% between 2010 and 2017, and increased to 39% in 2021.

In comparison, although starting from a larger base, the number of S&E doctorates awarded to U.S. citizens and permanent residents decreased by 1,464 in 2021; overall, it has experienced a slower relative increase over the past 20 years (35% since 2001 and 7% since 2011).

Doctorates awarded in S&E and non-S&E fields, by citizenship status: 2001–21

Excludes respondents who did not report citizenship. Counts of unreported citizenship fluctuated between 1,989 and 4,137.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2021. Related detailed table 1-6 and table 1-7 .

Countries or economies of foreign citizenship

The number of doctorate recipients on temporary visas is highly concentrated in a few places of origin. Between 2011 and 2021, 10 places accounted for 70% of the 181,446 doctorates awarded to temporary visa holders, and the top 3 countries—China, India, and South Korea—accounted for over half (53%) ( figure 3 ). Between 70% and 94% of doctorate recipients from each of these top 10 locations earned a doctorate in an S&E field.

Top 10 countries or economies of foreign citizenship for doctorate recipients with temporary visas: 2011–21

China includes Hong Kong. Ranking based on total number of doctorate recipients.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2021. Related detailed table 7-7 and table 7-8 .

Citizenship and sex

In 2021, women earned 46% of all doctorate awards. Since 2002, women have earned just over half of all doctorates awarded to U.S. citizens and permanent residents and more than 30% of doctorates awarded to temporary visa holders ( figure 4 ). In the past 10 years, the proportion of women has been stable in both citizenship categories (51%–52% for U.S. citizens and permanent residents and 35%–36% for temporary visa holders).

Doctorates awarded, by sex and citizenship: 2001–21

Excludes respondents who did not report sex or citizenship.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2021. Related detailed table 1-9 and table 1-10 .

In the past 20 years, most of the growth in the number of doctorates earned by both men and women has been in S&E fields ( figure 5 ). During this period, the number of female doctorate recipients in S&E fields increased by 72%, although starting from a smaller base, compared with a 40% increase in the number of male S&E doctorate recipients. The proportion of female doctorate recipients in S&E increased from 38% in 2001 to 42% in 2010, and it has remained fairly stable since then.

In non-S&E fields, women earned 58% of doctorates in 2021, a proportion that has changed little since the early 2000s. Between 2001 and 2021, the number of female non-S&E doctorate recipients declined by 14%, while the number of male doctorate recipients in those fields declined by 22%.

Between 2019 and 2021, the decline in the number and proportion of male S&E doctorate recipients was larger than the decline in female S&E doctorate recipients. In contrast, in non-S&E fields, the decline was larger among women than among men.

Doctorates awarded, by sex and field: 2001–21

Excludes respondents who did not report sex.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2021. Related detailed table 1-4 , table 1-5 , and table 3-2 .

Race and ethnicity

From 2001 to 2021, the proportion of doctorates earned by White U.S. citizens and permanent residents declined from 77% to 67%, and the proportion earned by Asian U.S. citizens and permanent residents increased from 7% to 10%. table 1-11 ." data-bs-content="For additional data on the race and ethnicity of doctorate recipients, see SED 2021 related detailed table 1-11 ." data-endnote-uuid="2d53c840-cb1b-494c-9894-b5907f3a0db6">​ For additional data on the race and ethnicity of doctorate recipients, see SED 2021 related detailed table 1-11 . The participation in doctoral education by Black or African American and Hispanic or Latino U.S. citizens and permanent residents increased, although starting from a small number.

In the past 20 years, the number of Hispanic or Latino doctorate recipients in S&E increased from 693 to 2,135 ( figure 6 ). As a result, the proportion of doctorates earned by this group among U.S. citizens and permanent residents grew from 4% in 2001 to 9% in 2021. The number of Black or African American doctorate recipients in S&E increased from 715 in 2001 to 1,392 in 2021, and the proportion of doctorates they earned among U.S. citizens and permanent residents increased from 4% to 6% during this period. Between 2019 (before the COVID-19 pandemic) and 2021, however, the number of Black or African American doctorate recipients in S&E declined by 73 and the number of Hispanic or Latino doctorate recipients in S&E increased by 57.

Between 2001 and 2021, the number of American Indian or Alaska Native doctorate recipients in S&E fluctuated between 49 and 86. Since 2019, it declined from 77 to 64, remaining under 0.5% of S&E doctorates awarded to U.S. citizens and permanent residents.

Doctorates earned by underrepresented minority U.S. citizens and permanent residents, by field: 2001–21

Excludes U.S. citizen and permanent resident respondents who did not report race or ethnicity. Counts of unreported race or ethnicity fluctuated between 434 and 982.

National Center for Science and Engineering Statistics, Survey of Earned Doctorates, 2021. Related detailed table 1-8 , table 1-11 , table 3-3 , and table 3-4 .

Award of degrees

The application form for award of an advanced degree is available online through  WebSIS . Students must submit this form to have their names placed on the degree list.

Deadline dates for submitting advanced degree applications are listed on the Institute’s calendar, and processing fees will be charged for applications received after these dates. No later than the last day of classes, names on the degree list may be added or withdrawn by request of the departmental registration officer to the Registrar. After this date, changes may be made only by action of the Committee on Graduate Programs. Only those on the degree list will be considered for the award of degrees.

The  graduate officer  in each department or program is responsible for reviewing and then signing (or otherwise certifying) the final degree list before it is submitted to the Graduate Academic Performance Group for approval at its end-of-term meeting. The Graduate Academic Performance Group acts under the authority of the Committee on Graduate Programs.

The only formal graduation exercise is in early June. Students may receive their diplomas at this time or may request (via the online degree application) that their diplomas be sent to them. Students may also arrange to pick up their diplomas from the Registrar’s Office in Room 5-117. Students completing degrees in either September or February may attend commencement exercises the following June. Students who have not been awarded a graduate degree within the past academic year may not participate in commencement exercises.

Before diplomas are awarded, the student must return all library books; return all keys; and settle all accounts with Student Financial Services. In addition, there must be no pending disciplinary actions.

Diploma format

The format of the diploma for each type of degree awarded

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BRET Career Development ASPIRE Program

National institutes of health (nih) – ruth l. kirschstein national research service awards (nrsa) f30 – predoctoral md/phd and other dual doctoral degree fellowships.

Posted by hagansa2 on Thursday, May 9, 2024 in Announcements .

August 8, 2024

December 8, 2024

April 8, 2025

URL:  Ruth L. Kirschstein Individual Predoctoral NRSA for MD/​PhD and other Dual Degree Fellowships | Research Training (nih.gov)

Description:

NIH-NRSA/Kirschstein fellowships support individuals for combined MD/PhD and other dual doctoral degree training (e.g. DO/PhD, DDS/PhD, AuD/PhD). The participating Institutes award this fellowship to qualified applicants with the potential to become productive, independent, highly trained physician-scientists and other clinician-scientists, including patient-oriented researchers in their scientific mission areas. The fellowships provide up to six years of support.

Participating Organizations

National Eye Institute ( NEI ) National Heart, Lung, and Blood Institute ( NHLBI ) National Human Genome Research Institute ( NHGRI )  *  National Institute on Aging ( NIA ) National Institute on Alcohol Abuse and Alcoholism ( NIAAA ) National Institute of Allergy and Infectious Diseases ( NIAID ) National Institute of Arthritis and Musculoskeletal and Skin Diseases ( NIAMS )  * National Institute of Biomedical Imaging and Bioengineering ( NIBIB )  *  Eunice Kennedy Shriver National Institute of Child Health and Human Development ( NICHD ) National Institute on Deafness and Other Communication Disorders ( NIDCD ) National Institute of Dental and Craniofacial Research ( NIDCR ) National Institute of Diabetes and Digestive and Kidney Diseases ( NIDDK ) National Institute on Drug Abuse ( NIDA ) National Institute of Environmental Health Sciences ( NIEHS ) National Institute of General Medical Sciences ( NIGMS )  *  National Institute of Mental Health ( NIMH ) National Institute of Neurological Disorders and Stroke ( NINDS )  *  National Institute of Nursing Research ( NINR ) National Institute on Minority Health and Health Disparities ( NIMHD ) National Center for Complementary and Integrative Health ( NCCIH ) National Cancer Institute ( NCI )

*  This institute is not included in the Notice of Funding Opportunity (NOFO) for students at institutions  with  NIH-funded institutional predoctoral dual-degree training programs. See links to current NOFOs at the bottom of this listing.

Eligibility:

• Applicants must be US citizens, non-citizen nationals or lawfully admitted to the United States for permanent residence.
• The F30 program is specifically designed to support combined,   dual-degree training leading to award of both a health professional doctoral degree (e.g., MD, DO, DDS, AuD, DVM, PharmD) and a research doctoral degree (e.g., PhD, DrPH) from an accredited program.
• The applicant must have a baccalaureate degree, show evidence of high academic performance in the sciences, and commitment to a career as an independent physician-scientist or other clinician-scientist.
• For all DDS/PhD, DMD/PhD, and AuD/PhD degree candidates: To be eligible, an applicant 1) must have matriculated into a dual-degree program; and 2) must have identified a dissertation research project and sponsor(s). In addition, over the total duration of F30 support, at least 50% of the award period must be devoted to full-time graduate research training leading to the doctoral research degree.
• For all applicants other than DDS/PhD, DMD/PhD, and AuD/PhD degree candidates: To be eligible, an applicant 1) must have matriculated into a dual-degree program  no more than  48 months prior to the due date of the initial application; and 2) must have identified a dissertation research project and sponsor(s). Exceptions to the first eligibility criterion will be considered when the applicant has taken an official leave of absence from the dual-degree program. In addition, over the total duration of F30 support, at least 50% of the award period must be devoted to full-time graduate research training leading to the doctoral research degree.

Award amount:

• $27,144 annual stipend.
• Up to $16,000 for tuition.
• Institutional allowance is available for fellowship expenses (health insurance, research supplies, equipment, books, and travel to scientific meetings). See  guidelines .

If this information is out of date, please email [email protected] to let us know.

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Beyond the Lab: Data Science

Academic Manual

• 12. Award of Degrees

Section 12: Award of Degrees

Published for 2023-24

12.1 Overarching Principles

12.2 authority to award a ucl taught degree, 12.3 date of a degree award, 12.4 field of study, 12.5 publication of results, 12.6 certificates and transcripts, 12.7 academic robes, 12.8 students with an outstanding tuition fee debt to ucl, 12.9 revocation of degrees, 12.10 requesting a review of a board of examiners’ decision, advice for students.

Further information and advice for students about assessment is available on the  Examinations & Awards webpages .

Recent Changes

A guide to changes to the regulations are available from the  Recent Changes  page.

Bare Acts Live

• 1.0. Short Title, Application And Commencement.
• 2.0. Definitions.
• 3.0. Objectives of an Institution Deemed to be University.
• 4.0. Eligibility Criteria for an Institution to be Declared as an Institution Deemed to be University.
• 5.0. Procedure for Declaration of an Institution as an Institution Deemed to be a University.
• 6.0. Procedure for Declaration of an Institution as Deemed to be University under DeNovo Category.
• 7.0. OffCampus Centre(S).
• 8.0. Starting of New Course(S)/programme(S)/department(S)/ School(S)/ Faculty(IES) in the Campus or Approved offCampus Centres of an Institution Deemed to be University.
• 9.0. Monitoring the Performance of Deemed to be Universities.
• 10.0. System of Institutional Governance.
• 11.0. Admissions and fees Structure.
• 12.0. Institution Deemed to be university open to All.
• 13.0. Institution Deemed to be University to be Unitary.
• 14.0. Reservation Policy.
• 15.0. Distance Education.
• 16.0. Power to Conduct Enquiry and Consequences of violation of Regulations.
• 17.0. Consideration of Proposals under Previous Regulations.
• 18.0. Funds, Accounts, Audits and Annual Report.
• 19.0. Miscellaneous.
• 20.0. Legal Proceedings.
• 21. Removal of Difficulty.
• 1.0 Short Title, Application And Commencement.
• 2.0 Definitions.
• 3.0 Objectives of Institutions of Eminence Deemed to be Universities
• 4.0 Characteristics of Institutions of Eminence Deemed to be Universities.
• 5.0 Provision Regarding Declaration of an Existing Government Owned and Controlled Deemed University as an Institution of Eminence Deemed to be University
• 6.0 Eligibility Criteria for Declaration of A Privately owned and Controlled Institutions to be Conferred the Status of Institution of Eminence Deemed to be University.
• 7.0 Empowered Experts Committee.
• 8.0 Procedure for Declaration as An Institution of Eminence Deemed to be University.
• 9.0 Governance System.
• 10.0 Funding.
• 11.0 Additional Incentives.
• 12.0 Grievance Redressal System.
• 13.0 Monitoring And Review.
• 14.0 Accreditation And Ranking.
• 15.0 Reservation Policy.
• 17.0 Use Of The Word 'University'.
• 19.0 Distance and online education.
• 20.0 Corpus Fund.
• 21.0 Penalties.
• 23. Miscellaneous.
• 1. Short title, application and commencement.
• 2. Definitions:
• 3. Provisions of Collaboration.
• 4. Conditions for Collaboration.
• 5. Eligibility.
• 6. Office for International Affairs.
• 7. Miscellaneous conditions.
• 8. Consequence of violations.
• 9. Interpretation.
• 10. Power to remove difficulty.
• 2. Definitions.
• 3. Common Entrance Examination(s).
• 5. Management Quota.
• 7. Penalty.
• 1. Short title and commencement.
• 4. Annual report.
• 5. Accounts.
• 3. Framework for Categorization of Universities for Grant of Graded Autonomy.
• 4. Dimensions of Autonomy for Category-I Universities.
• 5. Dimensions of Autonomy for Category-II Universities.
• 6. Change in Category of Universities for nonmaintenance of accreditation score or ranking as defined in Clause 3.
• 7. Procedure for Categorization of Universities.
• 8. Change in parameters/requirements, if any, for eligibility under categoryI or category-II of Universities.
• 9. Graded Autonomy Regulations visavis other Regulations.
• 10. Removal of Difficulties.
• 3. Role/terms and Conditions of an Autonomous College.
• 4. Role of the Parent University.
• 5. Role of the State Government.
• 6. Eligibility.
• 7. Conferment/extension of Autonomous Status.
• 8. Criteria for Granting Autonomy to Colleges.
• 9. Monitoring of Autonomous Colleges.
• 10. Matters Regarding Starting of New Courses.
• 11. Examination Cell & System.
• 12. Financial Assistance.
• 13. Governance of an Autonomous College.
• 14. Consequences of Voilation of Regulations.
• 15. Removal of Difficulties.
• 2. Application.
• 3. Definitions.
• 4. SWAYAM based online credit courses.
• 5. Evaluation and certification of creditbased MOOCs.
• 6. Credit Mobility of SWAYAM based Courses.
• 7. Amendments in rules and regulations for seamless integration through SWAYAM based online courses.
• 3. Procedure for retirement of members under Section 6.
• 4. Disqualification.
• 5. Terms and conditions of service of members.
• 1. Short title, Application and Commencement.
• 3. Academic Bank of Credits.
• 4. Objectives of Academic Bank of Credits
• 5. Organisational Structure of Academic Bank of Credits.
• 6. Functions of Academic Bank of Credits.
• 7. Eligibility Criteria for approval of HEIs to register with Academic Bank of Credits.
• 8. Academic Bank of Credits Implementation methodology.
• 9. Monitoring, support and Quality assurance by Universities and ABC.
• 10. Consequences of violation.
• 11. Interpretation.
• 2. Fitness for grant.
• 1. Short title, and commencement.
• 2. Returns and Information to be furnished.
• 3. Inspection.
• 6. Association of Universities.
• 7. Report to the Commission.
• 1. Short title.
• 3. Appointment of Committees.
• 4. Questionnaire to be supplied.
• 5. Communication of date of inspection.
• 6. University to be associated.
• 3. Inspection Committee.
• 4. Periodicity of Inspections.
• 5. Scheme of Inspection of University.
• 6. Consultations with the University.
• 7. Time frame for the Inspection Process.
• 8. Failure to comply with directions.
• 9. Power of the Central Government to issue directions.
• 1.0 Short Title, Application and Commencement.
• 3.0 Objectives of an Institution deemed to be University.
• 4.0 Eligibility criteria for an Institution to be declared as an Institution deemed to be University.
• 5.0 Governance System for an Institution to be declared as an Institution deemed to be University.
• 6.0 Admissions and fees structure.
• 7.0 Infrastructure and other facilities.
• 8.0 Procedure for being declared as an Institution deemed to be a University.
• 9.0 Institution deemed to be University under the de novo category.
• 11.0 Maintenance of standards.
• 12.0 New departments, off-campus centres and off-shore campuses.
• 13.0 Inclusion of other Institutions under the ambit of Institution deemed to be university.
• 14.0 Joint Programmes.
• 15.0 Institution deemed to be University open to all.
• 16.0 Institution deemed to be University to be unitary.
• 17.0 Reservation policy.
• 18.0 Distance education.
• 19.0 Meetings of University Bodies.
• 20.0 Use of the word &qout;University&qout;.
• 21.0 Prohibition of use of certain words in nomenclature.
• 22.0 Consequences of violation of regulations.
• 23.0 Consideration of old proposals.
• 1. Short Title, application and commencement.
• 2. Qualifications.
• 1. Short title, Application, and Commencement.
• 3. Eligibility criteria for admission to the Ph.D. Programme.
• 4. Duration of the Programme.
• 5. Procedure for admission.
• 6. Allocation of Research Supervisor.
• 7. Admission of International students in Ph.D. programme.
• 9. Course WorkCredit requirements, number, duration, syllabus, minimum standards for completion, etc.
• 10. Research Advisory Committee and its Functions.
• 11. Evaluation and Assessment Methods, minimum standards/credits for award of the degree, etc.
• 12. Academic, research, administrative, and infrastructure requirements to be fulfilled by Colleges for getting recognition for offering Ph.D. programmes.
• 13. Ph.D. through Parttime Mode.
• 14. Grant of M.Phil. Degree.
• 15. Issuing a Provisional certificate.
• 16. Award of Ph.D. degrees prior to Notification of these Regulations.
• 17. Depository with Inflibnet.
• 4. Eligibility Criteria.
• 5. Application for the Online Courses or Programmes.
• 6. Approval process.
• 7. Operation of the Online Courses and Programmes.
• 8. Course or Programme Monitoring and renewal.
• 9. Quality Assurance.
• 10. Powers of Inspection and Calling for Information.
• 11. Withdrawal of Recognition.
• 12. Appeals and Removal of Difficulties.
• 3. Institutional Level Eligibility Criteria.
• 4. Requirements for Submission of Proposals.
• 5. Programmes Recognition Process.
• 7. Withdrawal of recognition.
• 8. Systems Management, Structure and Processes.
• 9. Selfregulation through disclosures, declarations and reports.
• 10. Quality Assurance.
• 11. Teachers and Academic Staff working in Higher Educational Institutions.
• 12. Use of eresources for Open and Distance Learning mode.
• 13. Programme Launching Process for Higher Educational Institution.
• 14. Admission and fees.
• 15. Evaluation.
• 16. Certification.
• 17. Learner Support Centre for Open and Distance Learning.
• 18. Learner Support Services.
• 19. Assessment, Accreditation and Audit.
• 20. Powers to inspect and monitoring.
• 21. Authority.
• 22. Equivalence of qualification acquired through Conventional or Open and Distance Learning and Online modes.
• 23. Learner centric provisions.
• 24. Offering of Certificate and Diploma level Programmes.
• 25. Integrated programme through Open and Distance Learning mode and/or online mode.
• 26. Nonconsideration of programmes proposed by the Higher Educational Institutions through affiliated colleges only.
• 27. Interpretation.
• 3. Recognition of Higher Educational Institutions offering programmes in Open and Distance Learning mode.
• 4. Withdrawal of recognition.
• 5. Appeals.
• 6. Systems Management: Structure and Processes.
• 7. Selfregulation through disclosures, declarations and reports.
• 8. Quality Assurance.
• 9. Teachers and Academic staff working in Higher Educational Institutions.
• 10. Use of technology.
• 11. Programme Launching Process and Approval.
• 12. Admission and fees.
• 13. Evaluation and Certification.
• 14. Learner Support Centre.
• 15. Learner Support Services.
• 16. Assessment, Accreditation and Audit.
• 17. Powers of inspection and calling for information.
• 18. Authority.
• 19. Savings.
• 20. Interpretation Clause.
• 3. Objectives.
• 4. Duties of HEI.
• 5. Awareness Programs and Trainings.
• 6. Curbing Plagiarism.
• 7. Similarity checks for exclusion from Plagiarism.
• 8. Levels of Plagiarism.
• 9. Detection/Reporting/Handling of Plagiarism.
• 10. Departmental Academic Integrity Panel (DAIP).
• 11. Institutional Academic Integrity Panel (IAIP).
• 12. Penalties.
• 13. Removal of Difficulty.
• 4. Setting up of an Accreditation Advisory Council by Commission for Recognition of AAAs.
• 5. Registration of Assessment and Accreditation Agencies.
• 6. Duties and Obligations of Assessment & Accreditation Agencies.
• 8. Funding.
• 9. Allocation of an accrediting agency for accreditation.
• 10. Grievance Redressal Mechanism.
• 11. Penalties.
• 12. Removal of difficulties.
• 1. Short Title, Application And Commencement.
• 2. Objective.
• 3. Definition.
• 4. Mandatory Publication Of Prospectus, Its Contents And Pricing.
• 5. Student Grievance Redressal Committees (SGRC).
• 6. Appointment, Tenure, Removal and Conditions of Services of Ombudsperson.
• 7. Functions of Ombudsperson.
• 8. Procedure for Redressal of Grievances by Ombudspersons and Student Grievance Redressal Committees.
• 9. Information Regarding Ombudspersons and Student Grievance Redressal Committees.
• 10. Consequences of NonCompliance.
• 2. Applicability.
• 4. Admission.
• 5. Constitution of Committees for fixation of fees payable.
• 6. Procedure to be adopted by the Committees.
• 7. Procedure for determining fees.
• 8. Admission of students.
• 10. Maintenance of account of fees.
• 11. Other procedural matters connected with levy of fees.
• 1. Short title and commencement
• 2. Definitions
• 3. Application of Act to institutions for higher studies other than Universities
• 4. Establishment of the Commission
• 5. Composition of the Commission
• 6. Terms and conditions of service of members
• 7. Meetings of the Commission
• 8. Vacancies amongst members or defect in constitution not to invalidate acts or proceedings of the Commission
• 9. Temporary association of persons with the Commission for particular purposes
• 10. Staff of the Commission
• 11. Authentication of orders and other instruments of the Commission
• 12. Functions of the Commission
• 12-A. Regulation of fees and prohibition of donations in certain cases
• 12-B. Prohibition regarding giving of any grant to a University not declared by the Commission fit to receive such grant
• 13. Inspection
• 14. Consequences of failure of Universities to comply with recommendations of the Commission
• 15. Payment to the Commission
• 16. Fund of the Commission
• 18. Annual report
• 19. Account and audit
• 20. Directions by the Central Government
• 21. Returns and information
• 22. Right to confer degrees
• 23. Prohibition of the use of the word "University" in certain cases
• 24. Penalties
• 25. Power to make rules
• 26. Power to make regulations
• 27. Power to delegate
• 28. Laying of rules and regulations before Parliament
• 1. Short Title, Application and Commencement.
• 3. Eligibility Criteria for Temporary Affiliation.
• 4. Procedure for granting Temporary Affiliation.
• 5. Eligibility Criteria for Permanent Affiliation.
• 6. Procedure for granting Permanent Affiliation.
• 7. Eligibility to apply for addition of new programmes of study.
• 8. Withdrawal of affiliation.
• 9. Penalties on the Universities granting affiliation to sub-standard colleges or failure of Universities I colleges to comply with the Regulations of Commission.
• 1. Title, commencement and applicability.
• 2. Objectives.
• 3. What constitutes Ragging.
• 4. Definitions.
• 5. Measures for prohibition of ragging at the institution level.
• 6. Measures for prevention of ragging at the institution level.
• 7. Action to be taken by the Head of the institution.
• 8. Duties and Responsibilities of the Commission and the Councils.
• 9. Administrative action in the event of ragging.
• 3. Form of returns to be furnished.

University Grants Commission (Minimum Standards and Procedure for Award of Ph.D. Degree) Regulations, 2022

Published vide Notification No. F. No. 1-3/2021(QIP), dated 07.11.2022

Last Updated 12th November, 2022 [act5075]

(a) "Act" means the University Grants Commission Act,1956 (3 of 1956);

(b) "Adjunct Faculty" means a part-time or contingent instructor, but not full-time faculty member hired to teach by a Higher Educational Institution;

(c) "Cumulative Grade Point Average (CGPA)" means a measure of the overall cumulative performance of a student over all semesters. The CGPA is the ratio of total credit points secured by a student in various courses in all semesters and the sum of the total credits of all courses in all semesters. It is expressed up to two decimal places;

(d) "Credit" means the number of hours of instruction required per week over the duration of a semester. A three-credit course in a semester means three one-hour lectures per week, with each one-hour lecture counted as one credit;

(e) "College" means an institution engaged in higher education and/or research, either established by a University as its constituent unit or is affiliated with it;

(f) "Commission" means the University Grants Commission established under Section 4 of the UGC Act1956;

(g) "Course" means one of the specified units which go to comprise a programme of study;

(h) "Course Work" means courses of study prescribed by the School/Department/ Centre to be undertaken by a student registered for the Ph.D. Degree;

(i) "Degree" means a degree awarded by a Higher Educational Institution in accordance with the provisions of section 22 (3) of the Act;

(j) "External examiner" means an academician/researcher with published research work who is not part of the Higher Educational Institution where the Ph.D. scholar has registered for the Ph.D. programme;

(k) "Foreign Educational Institution" means-(i) an institution duly established or incorporated in its home country and offering educational programmes at the undergraduate, postgraduate and higher levels in its home country and (ii) which offers programme(s) of study leading to the award of a degree through conventional face-to-face mode, but excluding distance, online, ODL mode;

(l) "Grade Point" means a numerical weight allotted to each letter grade on a 10-point scale;

(m) "Guide/Research Supervisor" means an academician/researcher recognized by Higher Educational Institution to supervise the Ph.D. scholar for his/her research;

(n) "Higher Educational Institution" means a university or institution specified under clause 2 of Regulation 1 of these Regulations;

(o) "Interdisciplinary Research" means research conducted by a Ph.D. scholar in two or more academic disciplines;

(p) "Open and Distance Learning Mode" shall have the same meaning as defined under the UGC (Open and Distance Learning Programmes and Online Programmes) Regulations 2020;

(q) "Online Mode" shall have the same meaning as defined under the UGC (Open and Distance Learning

Programmes and Online Programmes) Regulations 2020;

(r) "Plagiarism" means the practice of taking someone else's work or idea and passing them as one's own;

(s) "Programme" means a higher education programme pursued for a degree specified by the Commission under sub-section (3) of section 22 of the Act;

(t) "Prospectus" means any document, whether in print or otherwise, issued for providing fair and transparent information relating to a Higher Educational Institution and programmes, to the general public (including to those seeking admission in such Higher Educational Institutions) by the Higher Educational Institutions;

(u) "Research Proposal" means a brief write-up giving an outline of the proposed research work which the Ph.D. scholar shall submit along with the application for registration for Ph.D. programme;

(v) "University" means a Higher Educational Institution established or incorporated by or under a Central Act, a Provincial Act, or a State Act, and shall include any institution for higher education deemed to be a University under Section 3 of the Act.

(1) Candidates who have completed:

i. A 1-year/2-semester master's degree programme after a 4-year/8-semester bachelor's degree programme or a 2-year/4-semester master's degree programme after a 3-year bachelor's degree programme or qualifications declared equivalent to the master's degree by the corresponding statutory regulatory body, with at least 55% marks in aggregate or its equivalent grade in a point scale wherever grading system is followed

or equivalent qualification from a foreign educational institution accredited by an assessment and accreditation agency which is approved, recognized or authorized by an authority, established or incorporated under a law in its home country or any other statutory authority in that country to assess, accredit or assure quality and standards of the educational institution.

A relaxation of 5% marks or its equivalent grade may be allowed for those belonging to SC/ST/OBC (non-creamy layer)/Differently-Abled, Economically Weaker Section (EWS) and other categories of candidates as per the decision of the Commission from time to time.

Provided that a candidate seeking admission after a 4-year/8-semester bachelor's degree programme should have a minimum of 75% marks in aggregate or its equivalent grade on a point scale wherever the grading system is followed. A relaxation of 5% marks or its equivalent grade may be allowed for those belonging to SC/ST/OBC (non-creamy layer)/Differently-Abled, Economically Weaker Section (EWS) and other categories of candidates as per the decision of the Commission from time to time.

(2) Candidates who have completed the M.Phil. programme with at least 55% marks in aggregate or its equivalent grade in a point scale wherever grading system is followed or equivalent qualification from a foreign educational institution accredited by an assessment and accreditation agency which is approved, recognized or authorized by an authority, established or incorporated under a law in its home country or any other statutory authority in that country to assess, accredit or assure quality and standards of educational institutions, shall be eligible for admission to the Ph.D. programme. A relaxation of 5% marks or its equivalent grade may be allowed for those belonging to SC/ST/OBC (non-creamy layer)/Differently-Abled, Economically Weaker Section (EWS) and other categories of candidates as per the decision of the Commission from time to time.

i. HEIs may admit students who qualify for fellowship/scholarship in UGC-NET/UGC- CSIR NET/GATE/CEED and similar National level tests based on an interview.

ii. HEIs may admit students through an Entrance Test conducted at the level of the individual HEI. The Entrance Test syllabus shall consist of 50% of research methodology, and 50% shall be subject specific.

iii. Students who have secured 50 % marks in the entrance test are eligible to be called for the interview.

iv. A relaxation of 5 % marks will be allowed in the entrance examination for the candidates belonging to SC/ST/OBC/differently-abled category, Economically Weaker Section (EWS), and other categories of candidates as per the decision of the Commission from time to time.

v. HEIs may decide the number of eligible students to be called for an interview based on the number of Ph.D. seats available.

vi. Provided that for the selection of candidates based on the entrance test conducted by the HEI, a weightage of 70 % for the entrance test and 30 % for the performance in the interview/viva-voce shall be given.

i. Notify a prospectus well in advance on the institution's website specifying the number of seats for admission, subject/discipline-wise distribution of available seats, criteria for admission, the procedure for admission, and all other relevant information for the candidates;

ii. Adhere to the National/State-level reservation policy, as applicable.

(1) Permanent faculty members working as Professor/Associate Professor of the Higher Educational Institution with a Ph.D., and at least five research publications in peer-reviewed or refereed journals and permanent faculty members working as Assistant Professors in Higher Educational Institutions with a Ph.D., and at least three research publications in peer-reviewed or refereed journals may be recognized as a Research Supervisor in the university where the faculty member is employed or in its affiliated Post-graduate Colleges/institutes. Such recognized research supervisors cannot supervise research scholars in other institutions, where they can only act as co-supervisors. Ph.D. awarded by a university under the supervision of a faculty member who is not an employee of the university or its affiliated Post- graduate Colleges/institutes would be in violation of these Regulations.

For Ph.D. scholars working in Central government/ State government research institutions whose degrees are given by Higher Educational Institutions, the scientists in such research institutions who are equivalent to Professor/Associate Professor/Assistant Professor can be recognized as supervisors if they fulfill the above requirements.

Provided that in areas/disciplines where there is no, or only a limited number of peer-reviewed or refereed journals, the Higher Educational Institution may relax the above condition for recognition of a person as Research Supervisor with reasons recorded in writing.

Co-Supervisors from within the same department or other departments of the same institution or other institutions may be permitted with the approval of the competent authority.

Adjunct Faculty members shall not act as Research Supervisors and can only act as co-supervisors.

(2) In case of interdisciplinary/multidisciplinary research work, if required, a Co-Supervisor from outside the Department/School/Centre/College/University may be appointed.

(3) An eligible Professor/Associate Professor/Assistant Professor can guide up to eight (8) / six (6) / four (4) Ph.D. scholars, respectively, at any given time.

(4) In case of relocation of a female Ph.D. scholar due to marriage or otherwise, the research data shall be allowed to be transferred to the Higher Educational Institution to which the scholar intends to relocate, provided all the other conditions in these Regulations are followed, and the research work does not pertain to a project sanctioned to the parent Institution/Supervisor by any funding agency. Such scholar shall, however, give due credit to the parent institution and the supervisor for the part of research already undertaken.

(5) Faculty members with less than three years of service before superannuation shall not be allowed to take new research scholars under their supervision. However, such faculty members can continue to supervise Ph.D. scholars who are already registered until superannuation and as a co-supervisor after superannuation, but not after attaining the age of 70 years.

i. To review the research proposal and finalize the topic of research.

ii. To guide the Ph.D. scholar in developing the study design and methodology of research and identify the course(s) that he/she may have to do.

iii. To periodically review and assist in the progress of the research work of the Ph.D. scholar.

i. At least two faculty members in a college or two Ph.D.-qualified scientists in the research institution.

ii. Adequate infrastructure, administrative support, research facilities and library resources as specified by the HEI.

i. The candidate is permitted to pursue studies on a part-time basis.

ii. His/her official duties permit him/her to devote sufficient time for research.

iii. If required, he/she will be relieved from the duty to complete the course work.

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Award of PhD degree

After the defense, the Assessment Committee provides its final written recommendation, which should be well-justified, and the decision should be reached either unanimously or by a majority vote.

This final recommendation should be based on both the preliminary recommendation and the oral defense.

The final recommendation generally aligns with the preliminary assessment but also assesses the quality of the oral defense. The evaluation typically spans around 1½ - 2½ pages and must bear the signatures of all Assessment Committee members.

The final recommendation should be sent through the department to the PhD School within two weeks after the public defense.

The PhD degree can be granted with a positive recommendation from a unanimous Assessment Committee or from a majority of its members.

If the final recommendation is positive, it is forwarded to the Academic Council. The Academic Council has a two-week period to raise any objections. If no objections are raised, the PhD School informs the author that they have been awarded the PhD degree.

However, if the Assessment Committee's recommendation is negative, the Dean may decide that the thesis should be assessed by a new committee, provided the author requests this within one week.

PhD diploma

The PhD School provides the PhD diploma in both Danish and English. The diploma specifies the field in which the PhD degree has been earned and includes the title of the PhD thesis. The diploma is signed by the Dean. Additionally, a summary in English detailing completed courses, knowledge dissemination hours, and any environmental changes will be appended to the diploma.

Please note that, as of January 2021, the PhD diploma is exclusively issued in digital format.

Documentation for completed parts of the PhD Programme

For PhD students who discontinue their studies without completing the PhD degree, they can request documentation in English for the portions of the PhD Program that they successfully completed. This documentation will be provided by the PhD School upon receiving a written request.

Last Updated 29.01.2024

Congratulations to Our 2024 Outstanding Student Achievement Award Winners!

Graduate Medical Sciences is pleased to award four high-achieving, graduating students with Outstanding Student Achievement Awards in the categories “Outstanding Research” and “Community Service.”

These students have made exceptional contributions to their departments and communities that have set them apart from their peers during their time at GMS. Meet each awardee below:

Katharine Babcock, PhD, ’24

Phd in anatomy & neurobiology.

Katharine Babcock is a January 2024 graduate of the PhD program in Anatomy & Neurobiology. She has been at Boston University for almost 10 years. From September 2014 to September 2016, Katharine worked as a research assistant at the BU Chronic Traumatic Encephalopathy (CTE) Center Brain Bank, before pursuing her master’s in the same lab until 2018.

From 2018 to 2023, Katharine pursued her PhD, graduating in January 2024. She is now a postdoctoral fellow at the CTE Center, working to publish two of her thesis chapters.

Katharine’s community service project, “BUtiful Brains,” won her the Outstanding Student Achievement Award in the PhD Community Service category.

Read Katharine’s full story here!

Anna Smith ’24

Phd in molecular & translational medicine, program in biomedical sciences.

Anna Smith is a PhD candidate in the Graduate Program in Molecular and Translational Medicine (MTM). She has been at Boston University for almost five years, having matriculated into the PhD Program in Biomedical Sciences in Fall 2019.

Anna is completing her dissertation research in the lab of Associate Professor of Medicine Valerie Gouon-Evans, PhD, PharmD. Dr. Gouon-Evans directs the Boston University Liver Biologists (BULB) Program and is the associate director of the MTM program. Anna’s research focuses on finding alternatives to liver transplantation that transplant healthy liver cells instead of an entire organ. She defended her dissertation, “Human Primary and iPSC-Derived Hepatocyte Cell Therapies to Treat Liver Disease,” in March 2024 and will graduate in May 2024.

Anna’s dissertation research won her this year’s Outstanding Student Achievement Award in the PhD Research Category.

Read more about Anna’s work here!

Gwendolyn Strickland ’24

Master of science in genetic counseling / master of public health dual degree.

Gwendolyn Strickland is a master’s candidate in the Master of Science in Genetic Counseling Program. She matriculated into Boston University in Fall 2022 to pursue a dual MS/Master of Public Health degree at GMS and the School of Public Health (SPH).

Gwendolyn worked with the Boston Medical Center (BMC) Refugee Women’s Health Clinic to implement a group care model focused on case management services for recently arrived pregnant patients from Haiti. The project began as her SPH practicum. Gwendolyn hopes to take what she’s learned from this community service project and apply it to the field of genetic counseling by increasing awareness and access to genetic services for people who hold marginalized identities.

Gwendolyn’s project won her the Outstanding Student Achievement Award in the Master’s Community Service category.

Read Gwendolyn’s full story here!

Melanie Delgado ’24

Master of science in medical science (mams) program.

Melanie Delgado is a May 2024 master’s candidate in the Master of Science in Medical Science (MAMS) program. She matriculated into the MAMS program in Fall 2022.

Melanie works for Michael Levy, MD, PhD, the director of the Neuroimmunology Clinic and Research Laboratory at Massachusetts General Hospital. There, she oversees a clinical trial investigating a new drug in the treatment of anti-NMDAR encephalitis. As part of her master’s thesis, Melanie also developed a cross-sectional study to better understand the use, dosing and adverse effects of medical marijuana in the symptom management of rare neuroimmune diseases.

Melanie will soon present her data at the 2024 European Committee for Treatment and Research of Multiple Sclerosis (ECTRIMS) Conference in Copenhagen, Denmark. Her research also won her the Outstanding Student Achievement Award in the Master’s Research Category.

Read more about Melanie’s research here!

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Distinguished Graduate Student Award Winners Honored At 2024 Faculty Affairs Spring Award Ceremony

The Texas A&M Graduate and Professional School, in collaboration with The Association of Former Students, recently presented 16 Aggies with Distinguished Graduate Student Awards. This prestigious award recognizes outstanding contributions by graduate students in research or teaching. Generous contributions to The Association of Former Students’ Annual Fund have made these awards possible.

“Since 1965, The Association of Former Students has been proud to honor the very best of Texas A&M’s graduate students with the Distinguished Graduate Student Award,” said Porter Garner ’79, president and CEO of The Association of Former Students. “These exceptional Aggies have made an indelible contribution to Texas A&M and our world through their teaching and research across disciplines. They embody the Aggie Core Values and represent the Aggie Network with distinction.”

Dr. Fuhui Tong, interim associate provost and dean of the Graduate and Professional School, extended gratitude to The Association of Former Students and kudos to the awardees. “Thanks to The Association of Former Students for their support in helping us recognize this year’s Distinguished Graduate Students,” Tong said. “And congratulations to these outstanding students for making such a positive impact on our university and the world.“

Distinguished Graduate Student Award winners were honored at the Faculty Affairs Spring Award Ceremony on Friday, April 26. Each was presented with an engraved watch and a framed certificate.

Awards in Research

Rachel Busselman,  ecology and evolutionary biology, School of Veterinary Medicine and Biomedical Sciences Faculty Advisor: Dr. Sarah Hamer

Sambandh Dhal,  computer engineering, College of Engineering Faculty Advisors: Dr. Stavros Kalafatis and Dr. Ulisses Braga-Neto

Wenliang He,  animal science, College of Agriculture and Life Sciences Faculty Advisor: Dr. Guoyao Wu

Nirmitee Sanjay Mulgaonkar,  biological and agricultural engineering, College of Agriculture and Life Sciences Faculty Advisors: Dr. Sandun Fernando and Dr. Maria King

Tejaswini Reddy,  medical sciences, School of Medicine Faculty Advisors: Dr. Jenny Chang and Dr. David Huston

Kara Thomas,  biomedical sciences, School of Veterinary Medicine and Biomedical Sciences Faculty Advisor: Dr. Michael Golding

James Tronolone,  biomedical engineering, College of Engineering Faculty Advisor: Dr. Abishek Jain

Ruida Zhou,  electrical engineering, College of Engineering Faculty Advisor: Dr. Chao Tian

Awards in Teaching

Nicholas Bradley,  communication, College of Arts and Sciences Faculty Advisor: Dr. Nathan Crick

Catherine Brooks,  anthropology, College of Arts and Sciences Faculty Advisor: Dr. Shelley Wachsmann

Abigail Clevenger,  biomedical engineering, College of Engineering Faculty Advisor: Dr. Shreya Raghavan

Delaney Couri,  communication, College of Arts and Sciences Faculty Advisor: Dr. Kristan Poirot

Carla M. A. de Loera,  entomology, College of Agriculture and Life Sciences Faculty Advisor: Dr. Hojun Song

Avi Kister,  chemical engineering, College of Engineering Faculty Advisor: Dr. Mahmoud El-Halwagi

Virginia Redwine Johnson,  curriculum and instruction, School of Education and Human Development Faculty Advisor: Dr. John Williams, III

Xiaoyu Su,  mathematics, College of Arts and Sciences Faculty Advisor: Dr. Guoliang Yu

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Daly and Jacobs receive IPRO Quality Award

By Samantha Nebelecky

Published May 9, 2024

L-R: Christopher Daly, PharmD/MBA, and David Jacobs, PharmD, PhD

Christopher Daly, PharmD/MBA, and David Jacobs, PharmD, PhD, along with their team, have received a 2024 IPRO Quality Award for their social determinants of health (SDoH) pharmacy program within New York Community Pharmacy Enhanced Services Network (CPESN) member pharmacies.

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IPRO is a non-profit healthcare quality evaluation organization that works with government agencies, providers and patients to implement innovative programs that bring policy ideas to life.

IPRO’s Quality Awards recognize outstanding performance by health care providers and stakeholders in New York State. These awards acknowledge exemplary healthcare quality improvement projects completed by healthcare organizations or providers in partnership with the IPRO Quality Innovation Network – Quality Improvement Organization (QIN-QIO), a collaboration of three organizations with decades of experience serving as Medicare QIOs.

Daly, clinical associate professor, and Jacobs, assistant professor, both of the UB School of Pharmacy and Pharmaceutical Sciences (SPPS) Department of Pharmacy Practice, along with their team members Durdana Iqbal, PharmD, SPPS Pharmaceutical Health Services and Outcomes Fellow, Walter Gibson, SPPS data analyst, John Croce, RPh, President, CPESN NY and Managing Network Facilitator, Jessica Anderson, PharmD, Network Facilitator, Upstate NY, CPESN NY, and Alec Gillies, BS ’94, Network Lead Luminary, WNY Network, CPESN NY, were recognized for their innovative work from their collaboration with NY CPESN member pharmacies, specifically the implementation of a SDoH pharmacy program.

The overarching project titled, “Effectiveness of a Social Determinants of Health Pharmacy Program Implemented in Community Pharmacies,” looked to explore how community pharmacy practice continues to expand its role in public health. Through a mixed method approach, findings will allow for a better understanding of the training, workflow integration, and overall program implementation, which is necessary as new social needs services continue to grow within accessible pharmacy settings.

SPPS researchers, working alongside collaborators, developed and evaluated the program focused on optimizing implementation strategies that led to greater screening acceptance and referral uptake. The preliminary results from January through December 2023 show more than 1,000 screenings conducted, with 64% of them carried out in rural areas across the state.  The program demonstrates a high efficiency rate along with a 26% resolution referral rate. Common social needs identified included food insecurity, housing instability, and healthcare access. Further analysis evaluating health care utilization and economic measures are underway and will be completed by summer 2024.

Daly, Jacobs, and their team will be recognized at our SPPS Spring Celebration: Graduation and Awards Luncheon on May 17. They will also be honored at IPRO’s Annual Meeting and Luncheon on June 11 where they will be presented with their award.

For over 135 years, the University at Buffalo School of Pharmacy and Pharmaceutical Sciences has continually been a leader in the education of pharmacists and pharmaceutical scientists, renowned for innovation in clinical practice and research. The school is accredited by the American Council of Pharmaceutical Education and is the No. 1 ranked school of pharmacy in New York State and No. 19 in the United States by U.S. News & World Report.

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.

PhD Excellence Initiative

A campus-wide, student-centric effort to ensure that UB’s PhD programs remain among the strongest in the world.

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Title: Imani Perry, Award-Winning Interdisciplinary Scholar, To Speak at 2024 Graduate School Commencement

Imani Perry, a professor at Harvard University, and Georgetown alumna, will be the Graduate School of Arts & Sciences 2024 commencement speaker at Georgetown University.

Perry is widely known as an interdisciplinary scholar, teacher and thought-provoking writer. She is both a Guggenheim and MacArthur Fellow, and she serves as the contributing writer for a regular column with The Atlantic , Unsettled Territory .

We invite you to get to know our speaker better as we look forward with anticipation to commencement.

Historian, Advocate and Writer

Born in the South, Perry was raised in Birmingham, Alabama and Cambridge, Massachusetts. She earned a double major in literature and American studies from Yale University in 1994 and went on to receive her Ph.D. in American Studies and J.D. at Harvard University in 2000. After completing her doctoral studies, she came to Georgetown University Law Center as a Future Law Scholars Fellow, teaching literature and law, and earned her LL.M. in 2002.

Perry has held teaching and research positions at several prestigious academic institutions, and in fall 2023 was appointed to Harvard University’s faculty as the Henry A. Morss, Jr. and Elisabeth W. Morss Professor of Studies of Women, Gender and Sexuality and of African and African American Studies. She was also appointed as the Carol K. Pforzheimer Professor at Harvard Radcliffe Institute, a leading center for interdisciplinary research with a longstanding legacy of fostering inclusion for women in education.

The author of eight books, Perry is also the editor of a posthumous collection of Black feminist Ntozake Shange’s unpublished works, Sing A Black Girl’s Song , including poems, essays and plays from throughout the prolific writer’s life. Perry’s book, South to America: A Journey Below the Mason-Dixon to Understand the Soul of a Nation , won the 2022 National Book Award for Nonfiction. It is rooted in themes of the Black South and community, inviting readers into the lives of those at the margins to find meaning in others’ stories to challenge and inform their own. In her acceptance speech for the award, she emphasized the importance of truth within the act of writing, and that while a primarily solitary act, it was a labor of solidarity within the collective writing community.

Dr. Perry’s scholarship exemplifies the power of a multidisciplinary approach for illuminating difficult truths. – Alexander Sens, Dean of the Graduate School of Arts & Sciences

“Dr. Perry’s scholarship exemplifies the power of a multidisciplinary approach for illuminating difficult truths,” said Alexander Sens, Dean of the Graduate School of Arts and Sciences. “We are delighted and honored that she will return to Georgetown to share her thoughts with our graduating students, and we look forward to recognizing her with an honorary degree.”

Perry actively leans into themes of pop culture and the arts in her writing, as well as political and legal frameworks – and is consistently lauded for it. Her 2018 novel, May We Forever Stand: A History of the Black National Anthem , was nominated for the 50th NAACP Image Award for Outstanding Literary Work. In that same year, her posthumous biography on playwright Lorraine Hansberry was listed as a New York Times notable book and won the 2019 PEN/Jacqueline Bograd Weld Award for Biography and the Lambda Literary Award for LGBTQ Nonfiction, among others.

At the Commencement Ceremony, Perry will receive an honorary Doctor of Humane Letters.

The Graduate School’s ceremony for graduating students, their families and our community will take place on Friday, May 17, at 9:00 a.m. on Healy Lawn. 

For more information about Commencement weekend, please visit the official Commencement website .

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Nevada Today

Mechanical engineering doctoral graduate receives sam lieberman scholarship award, alessandro ralls hopes to continue his career in the mechanical engineering field.

Alessandro Ralls worked with his advisor, Pradeep Menezes, on projects affiliated with NASA and other national agencies.

Every year, a handful of students are awarded the Sam Lieberman Regents’ Award for Student Scholarship. This $5,000 award, granted by the Nevada System of Higher Education, acknowledges the hard work, determination and leadership abilities of nine students within the state. Alessandro Ralls, who is graduating this spring from the University of Nevada, Reno, with a doctorate in mechanical engineering, was one of this year’s select nine.

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• Alessandro Ralls' Google Scholar page

“It was a really great feeling,” Alessandro said. “I'm very grateful and feel honored to be able to receive this award."

Alessandro joined the University as a freshman and went on to earn his MBA before working on his doctorate. While working as a Ph.D. student, Ralls’ research consisted of a blend between mechanical engineering, materials science and electrochemistry fields. He largely focused his efforts on studying advanced materials manufacturing/processing technologies, understanding and controlling complex material degradation phenomena and exploring the structure-property relationships of engineering components.

Aside from his main doctoral work, Ralls also had the opportunity through his Ph.D. advisor, Mechanical Engineering Associate Professor Pradeep Menezes, to work on projects affiliated with the National Aeronautics and Space Administration (NASA), National Science Foundation (NSF) and the Nuclear Energy University Program (NEUP). Outside of his research, Ralls worked as a course lecturer for Mechanical Engineering Thermodynamics, as well as served as an active volunteer for university-based outreach programs and a mentor for undergraduate students in the mechanical engineering department.

“Among the many students that I've had the privilege to mentor, Alessandro stands out as the epitome of hard work and diligence,” Menezes said. “His unwavering passion, tireless work ethic and relentless pursuit of improvement have propelled him to remarkable achievements. I have no doubt that Alessandro will serve as an exemplary role model for future students both within the mechanical engineering department and in my own group for years to come.”

During his academic career, Ralls has mentored 11 undergraduate students, four high school students and one middle school student. He has published 29 peer-reviewed journal articles, delivered 14 research conference presentations, published one conference paper and published one book chapter. Ralls also has received 11 domestic and international awards for his research and academic performance while also being an active member of the Society of Tribology and Lubrication Engineers (STLE); the Minerals, Metals, & Materials Society (TMS); the American Society for Metals (ASM); and the Thermal Spray Society (TSS).

His end goal is to continue being involved in the mechanical engineering field and make a positive change in the community through his professional endeavors.

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A first-gen student working to make her dreams of making an impact in the community a reality. “To love oneself is the beginning of a lifelong romance” – Oscar Wilde