phd courses radboud

Scientific Integrity for PhD candidates - online course

👉 Bij een klik op 'Inschrijven' gaat de betalingsprocedure meteen van start. Klik op LEES MEER voor meer informatie.

About this course Lately science has been compromised in more than one occasion by issues related to the integrity of researchers and research teams. Individuals and the culture in which science can grow and proliferate seem to have become vulnerable to mainly three breaches of integrity: Fraud, Falsehood and Plagiarism (FFP). For young scientists in training the question thus arises: are my ideals of becoming a scientist still realistic? Ideals of being independent in criticism, audacious in reasoning, creative in observing and theorizing. Or do issues of sponsoring, pressure to show results, earning grants, nowadays have an one-sided impact on scientific conduct and thinking, depriving scientific endeavour of such ideals? This course is designed to discuss the above mentioned matters with researchers in training for PhD. Goal is to develop integrity as a professional competency in relation with personality factors. The central concept of integrity, together with virtues like honesty, courage, reliability, prudence will be discussed in the context codes and rules of conduct. PhD candidates will learn to discuss matters of integrity critically by using those virtues and to determine their proportionality in daily practice. Actual problems will be brought in by the PhD candidates as 'cases' and actual matters from politics and media will be analyzed. Special attention will be given to the relations between scientists, promotores, PhD candidates and postdocs.

Aimed at This course is mandatory for second year Radboudumc PhD candidates. Priority will be given to PhD candidates who are in their 2nd year. Other PhD's, can be placed on the waiting list by sending an e-mail to Merel Nas.

You will learn The end goal of this course is to support scientists in training for a PhD in their development of the competencies necessary for a responsible innovative researcher in life sciences.

Credits The study load of this course is 20 hours. We expect full participation. If you cannot attend part of a course day, you should always discuss this in advance with the course coordinators.

Terms and conditions The official language of the courses is English. If you are an employee at the Radboudumc, your payment goes through your cost-heading number. If you have another project number or a voucher code, first click on 'Inschrijven', after that click here and then click on the course you just signed up for. Choose for -betaal per factuur (if payment is made by you or another employer), or -betaal met referentiecode (if payment is made by another cost-heading number, project or voucher), When canceling 14 or more days in advance, you will be charged a € 35 administration fee. When cancelling less than 14 days in advance, you will not receive a refund. All our offers, products and services are subjected to our Terms and Conditions .

More information? Merel Nas | Radboudumc Health Academy

Scientific Integrity for PhD candidates - Online course

Lately science has been compromised in more than one occasion by issues related to the integrity of researchers and research teams. This course is designed to discuss integrity with researchers in training for PhD. This event consists of two course days.

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FellowshipBard

11 fully funded phd programs at radboud university, netherlands.

Are you holding Master’s degree and looking for fully funded PhD positions? Radboud University, Netherlands invites online application for multiple funded PhD Programs / fully funded PhD positions in various research areas.

Candidates interested in fully funded PhD positions can check the details and may apply as soon as possible. Interested and eligible applicants may submit their online application for PhD programs via the University’s Online Application Portal. 

1. Fully Funded PhD Position in Meta-Theory in Cognitive Science 

Summary of phd program:.

The PhD project involves a meta-theoretical investigation with a case study in categorisation. In cognitive science research practice, little effort is spent on theory building (Guest & Martin, 2021; van Rooij & Baggio, 2021). Over the past 30 years cognitive science has become more and more empiricist, in part due to the growing dominance of experimental psychology in the field. In this PhD project, we aim to reinvigorate and improve theoretical research in the cognitive sciences. When this process is systematised, we also speak of metatheoretical calculi (Guest, 2023; Guest & Martin, 2023). In this PhD project, you will adopt various theoretical methodologies (including literature review, conceptual engineering, and formal analysis) to study and characterise how cognitive scientists theorise.

Application Deadline: 06 September 2023

2. fully funded phd position in light-driven thz switching of antiferromagnets and antiferromagnetic magnonics.

Achieving the fastest possible processing of magnetic bits with the smallest possible consumption of energy is the next grand challenge in fundamental and applied magnetism. If successful, it may enable energy-efficient writing and processing of magnetic bits at unprecedented THz rates. Antiferromagnets (AFMs) offer one of the fastest magnetic responses lying precisely in the THz frequency range and thus provide an intriguing playground to search for the fastest and the least dissipative mechanism of data processing. However, their rigidity to external magnetic fields challenges our understanding of scenarios and processes leading to an efficient writing of antiferromagnetic bits.

Application Deadline: 31 August 2023

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3. Fully Funded PhD Position in AI – Healthy Data Programme

As a PhD candidate, your main responsibilities will involve developing predictive models to forecast the future evolution of complex systems, with a specific focus on the health domain. You will work on understanding how external controls and uncontrollable perturbations influence system dynamics. Additionally, you will contribute to the development of control methods, aiming to generate optimal interventions based on learned predictive models. This will include utilising techniques such as model predictive control and reinforcement learning. Your research will address use cases such as nowcasting, prediction, anomaly detection, early detection, explainability, system identification, and scientific discovery in the health domain.

Application Deadline: 15 August 2023

4. fully funded phd position in assuring privacy and security of research data.

The goal of the PhD project is to better understand the guarantees and assess threats to privacy, security and reproducibility in systems that handle privacy-sensitive research data. This includes the question of how to carry out architectural risk assessment in a systematic way. Although PEP has been designed to minimise risks, there are always remaining risks. Factors here include context and application area, types of data processed (as some allow re-identification), and also how roles are assigned to different people. How can we analyse this in a rigorous way, on an architectural level, and make any hidden trust assumptions explicit?

Application Deadline: 20 August 2023

5. fully funded phd position in endocrine-disrupting compounds on fish skeletal development.

This project will focus on the effects of EDCs on fish health. You will design and perform experimental research to assess the specific effects of different types of endocrine-disrupting compounds on skeletal development in fish. The results of your experiments will contribute to unravelling the molecular and cellular mechanisms that underlie the effects of endocrine-disrupting compounds on skeletal development in fish. Using the results obtained, you will make an assessment of the extent to which, under realistic environmental EDC concentrations, exposure in early life or later in life will impact the sustainability of real fish populations.

Application Deadline: 10 September 2023

6. fully funded phd position in culture & history.

As a PhD candidate at RICH, you will be part of the Graduate School for the Humanities. Up to 75% of your time will be devoted to the research for and writing of your PhD thesis. The remaining 25% will be spent on training and academic service to the Faculty of Arts, including teaching. Your thesis topic and research question should align with the research themes of RICH. Descriptions of our research groups can be found here. We are looking for four PhD candidates in total.

Application Deadline: 08 September 2023

7. fully funded phd position in assessing the environmental sustainability of floating photovoltaic systems.

You will contribute to this project by quantifying the environmental impacts and benefits of FPV systems. Impacts typically depend on location and FPV design so the analysis focuses on determining differences in the environmental sustainability of various FPV systems at relevant locations. The spatially explicit environmental impacts will be determined using life-cycle assessment (LCA) and field work. This includes quantifying material and energy requirements, as well as waste and emission flows associated with FPV systems. Various environmental impacts (e.g. eutrophication, water use, climate change) will be considered using state-of-the-art LCA methods.

Application Deadline: 24 August 2023

10 best ai cover letter builders, 8. fully funded phd position in digital/ai technologies and professional interaction.

There are currently many fears about digital technologies including robots and AI replacing humans at work or intervening in work practices. More realistically, recent research shows that automation is affecting certain tasks, rather than entire jobs. That is, humans will increasingly work with robots, AI and other technologies. This project moves beyond the ‘grand’ questions about AI and work and takes a novel ‘micro’-approach to ask how robots/agents/digital technologies affect interaction and work qualitatively and in practice. A special interest will be how social categories (gender, race, class) are observably interrelated with the interaction between or around agents and technologies. The project takes an innovative approach to these questions by drawing on a combination of conversation analysis (and/or membership categorisation analysis) and ethnography of digitally mediated professional interactions.

Application Deadline: 01 October 2023

9. fully funded phd position in developmental origins of hostility biases.

It is currently unclear how hostility biases develop, but caregivers are assumed to play an important role. Based on a child’s early interactions with caregivers, a database of memories of past experiences, cognitive schemas and social knowledge is formed and is thought to guide social interactions. However, little research has been performed to test these hypotheses and elucidate what aspects of the parent-child relationship contribute to the development of hostility biases. In this PhD project you will examine the developmental origins of hostility biases by focusing on parental hostility biases and the parent-child relationship between preschool children and their parents, using a developmental psychopathological and neurobiological perspective.

Application Deadline: 25 August 2023

10. fully funded phd position in the migration-class nexus.

Immigration laws and policies create bureaucratic categories of people by determining who is allowed to enter and reside on the territory, and which rights are attached to legal migration status. This way of categorising people will lead to a differential treatment between migrants. These differences will be exacerbated by the effects that are produced by the requirements for obtaining or securing a migration status: research has shown that the fulfilment of such conditions, such as income or civic integration requirements, disproportionately affect certain groups (such as women, people with disabilities, the elderly). Even though such requirements are often presented as meritocratic and therefore neutral, this research suggests that socioeconomic status or class will affect migration status.

11. Fully Funded PhD Position in Computer Science Education

We are looking for a motivated and passionate PhD Candidate to contribute to the exciting field of Computer Science Education, particularly in relation to the intersection with the Sustainability Development Goals (SDGs). In collaboration with your daily supervisor you will define the exact subject of the project and write a research proposal. You will engage in cutting-edge research and disseminate your results through publication in scholarly journals and participation in international conferences and workshops. Alongside your research, you will be involved in the teaching activities of the institute. You will take part in the institute’s research on scientific literacy, which can be seen as the interplay between gaining a knowledge base (science content knowledge), being aware of the influence of science in society (living with science), and understand how science works (nature of science).

Application Deadline: 27 August 2023

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PhD Candidate Required at Radboud University in the Netherlands (Higher Salary, Bonus, Holiday Allowance, Assistance for Your Partner Employment, Annual Leaves)

Are you looking for research abroad programs ? If yes, there is a giant opportunity waiting for you none other than in the Netherlands at the higher-rated university. The research opportunity is available at Radboud University, one of the Netherlands’s oldest and highest-ranked universities famous for its research activities. If you are looking for a PhD project in program verification? Do you want to carry out your doctoral (PhD) in program verification and proof assistants and help scale it up to verify realistic systems software? This is an amazing research abroad opportunity for you. If interested, you may apply for a research position at the university, as a PhD Candidate Required at Radboud University . Let’s find out the detail

PhD Candidate Required at Radboud University – Details

You may also find other PhD Vacancies at Radboud University on the university’s website, but this one is open for applications. As a PhD candidate , you will work on the semantics and verification of systems software (efficient data structures, libraries for concurrency, operating systems, efficient data structures, and compilers) using separation logic, type systems, and proof assistants.

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If you would like to do a PhD in Europe , this opportunity fits well with your requirements. So, if you are taken on board, as part of this PhD project, you will contribute to one or more topics:

• The type-theoretical foundations and implementation of the Coq proof assistant to make it suitable for the embedding of verification techniques which scale to fully-fledged software and languages.
• The foundations and implementation of new type systems, program logics, and algorithms for automated verification and interaction.
• The semantics of challenging aspects of low-level/systems programming for example concurrency and memory models of languages like LLVM, C, Rust, and Assembly.
• The application of present or new techniques for the verification of challenging systems software.

Note: As a PhD candidate, you will contribute and use the Iris and Coq projects and be supervised by Robbert Krebbers. You will consume 10% of your time on contribution to teaching besides you will have the opportunity to develop yourself by visiting summer schools, undertaking courses, etc.

The beginning of the project is preferably in autumn 2024 and it will be flexible. Students who have not fully completed their Master’s degrees but happen to be passionate about this position can apply or contact the university in this regard.

This PhD position is available in the Software Science Group of the Institute for Computing and Information Sciences at Radboud University. The mission behind this is to carry out top research on the usage of models and design, bridging the gap between theory and applications, verification and analysis of software.

About Radboud University (The Netherlands)

The university aims to register an impact through its work and achieves this by organizing groundbreaking research, offering excellent support, providing high-quality education, and fostering collaborations within and outside the university.

It was founded in 1953 and is a renowned public research university located in Nijmegen, the Netherlands.

Eligibility Criteria for PhD Candidate Required at Radboud University

• The applicant should possess an MSc or its equivalent degree in mathematics, computer science, or a closely related area/field, or expect to get such a degree soon.
• The applicant should be able to work as part of a team and independently.
• English language proficiency is required (Dutch proficiency is not required).
• If the applicant has previous or prior knowledge of proof assistance, it will be appreciated but is not a requirement.

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Available Financial Coverage and Other Benefits

The doctoral candidate who is successful in getting this position will be offered attractive financial and other benefits.

• The university will offer a temporary employment contract (1.0 FTE) of 1,5 years. After that period, the candidate’s performance will be evaluated. If the evaluation turns out to be positive, the contract will be extended by 2.5 years (4-year contract).
• The successful candidate’s starting salary will be €2,770 gross per month which will be based on a 38-hour working week that will increase (enhance) to €3,539 in the fourth year.
• The candidate will also receive an 8,3% end-of-year bonus plus an 8% holiday allowance.
• The successful PhD candidate will be offered to use the university’s Dual Career and Family Support Service . This service assists the candidate’s partner via support, resources, and tools to enhance their chances of finding employment in the Netherlands independently. The university’s family support service helps the candidate and his or her partner feel at home by endowing them with customized assistance in navigating schools, local facilities, and amenities. There is a page dedicated to supporting the university’s international staff , as a successful candidate you may visit that page to explore all the university’s services for international employees.
• The candidate will be offered extra days off. With full employment, the candidate is able to select between 30 or 41 days of annual leave rather than the statutory 20.

Closing Date for Applications

Interested candidates are required to submit their applications by 20 th June 2024.

How to Apply for PhD Candidate Required at Radboud University

There is an Apply Now button available on the official announcement . If interested and eligible, you may submit your application by clicking that button. Also, check the complete details including the application process on the official announcement before applying.

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PhD: Experimental Approaches to Global Histories of Art and Architecture

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Are you an aspiring researcher in the field of art history, looking to start your academic career off right? Then become a PhD candidate at Radboud University and uncover unpublished and under-examined sources that can help us rethink existing disciplinary frameworks within art history.

We offer you the opportunity to develop and carry out your own PhD project within the area of expertise of your supervisors, who specialise in global approaches to the history of art and architecture: Prof. Scott Nethersole, Dr Sonia de Laforcade and Dr Matthew Mullane. The project will be funded by a Starters Grant from the Faculty of Arts awarded to Dr Sonia de Laforcade and Dr Matthew Mullane.

Amidst calls to decolonise the discipline and challenge inherited biases, art and architecture historians have increasingly embraced global-scale study. But what does a global history of art and architecture look like? And does it necessarily have to take the form of a book? Looking to the earliest examples of ’global’ art and architecture history we in fact see a wide range of media experiments. In Europe, nineteenth-century historians awash in new colonially sourced images and objects developed novel means of presenting the overwhelming scope of a global story. However, there remains a wealth of underexplored experiments from around the world that not only challenge our preconceptions about the authoritative book, but also the absoluteness of national and stylistic categories.

Scholars have begun to spotlight these overlooked examples of art history made by artists, critics, architects, and even corporations in unexpected media. The supervising team of this PhD project have contributed to these efforts by analysing projection-based performances that reinvent the history of art from the perspective of Brazil (de Laforcade) and a world history of architecture secreted away in a Japanese architect’s notebooks (Mullane). These examples of ’global art history’ are more than just novel experiments, but rather challenges to the structures of power inherent in disciplinary discourse. Today, in the face of digital media’s growing influence, we stand to lose alternative traditions of art history under the weight of the digital’s presumed objectivity. It is therefore vital to collect and understand approaches that add to the methodological multiplicity of the discipline. Your PhD project will contribute to this growing field of inquiry.

The proposed PhD project, ’Experimental Approaches to Global Histories of Art and Architecture’, will uncover and historicise experimental approaches to the history of art and architecture, with the aim of exploring diverse epistemological viewpoints. We are interested in PhD projects on artists, architects, historians, critics, and curators who used alternative media to challenge the narratives and methodologies of the history of art and architecture. The PhD project could focus on objects and practices that take the form of artworks, buildings, more complex intermedia projects, or curatorial and pedagogical experiments. The experimental practices under study may have emerged at any point from the nineteenth century to today, anywhere in world. Methodologically, the project encourages PhD candidates to uncover unpublished and under-examined sources that can help us rethink existing disciplinary frameworks.

• You hold an MA degree in the History of Art and Architecture or in a closely related discipline.
• You have knowledge of modern art historiography and an exhibited commitment to issues pertaining to global art history.
• You have proven ability to conduct independent academic research and work in a collaborative research environment.
• You have a good command of English and solid research abilities in other relevant languages.
• You are willing to perform teaching and service duties.

As a PhD candidate at the Radboud Institute for Culture & History (RICH), you will be part of the Graduate School for the Humanities (GSH). Up to 75% of your time will be devoted to the research for and writing of your PhD thesis. The remaining 25% will be spent on training and academic service to the Faculty of Arts, including teaching.

Radboud University

At Radboud University, we aim to make an impact through our work. We achieve this by conducting groundbreaking research, providing high-quality education, offering excellent support, and fostering collaborations within and outside the university. In doing so, we contribute indispensably to a healthy, free world with equal opportunities for all. To accomplish this, we need even more colleagues who, based on their expertise, are willing to search for answers. We advocate for an inclusive community and welcome employees with diverse backgrounds, cultures, and perspectives. Will you also contribute to making the world a little better? You have a part to play.

Faculty of Arts

The Faculty of Arts is committed to the development of knowledge with a strong scientific and social impact. With over 500 academic and support staff, we teach and conduct research in the fields of art, history, language, culture and communication, using innovative methodologies and collaborating closely across disciplines. Our research is embedded in two research institutes: the Centre for Language Studies (CLS) and the Radboud Institute for Culture & History (RICH). Approximately 2,500 students are currently enrolled with us across our three departments: the Department of History, Art History and Classics, the Department of Modern Languages and Cultures and the Department of Language and Communication. The faculty is characterised by a pleasant and open culture with various opportunities for the professional development of our staff.

• We will give you a temporary employment contract (1.0 FTE) of 1,5 years, after which your performance will be evaluated. If the evaluation is positive, your contract will be extended by 2.5 years (4-year contract).
• You will receive a starting salary of €2,770 gross per month based on a 38-hour working week, which will increase to €3,539 in the fourth year (salary scale P).
• You will receive an 8% holiday allowance and an 8,3% end-of-year bonus.
• You will be able to use our Dual Career and Family Support Service. The Dual Career Programme assists your partner via support, tools, and resources to improve their chances of independently finding employment in the Netherlands. Our Family Support Service helps you and your partner feel welcome and at home by providing customised assistance in navigating local facilities, schools, and amenities. Also take a look at our support for international staff page to discover all our services for international employees.
• You will receive extra days off. With full-time employment, you can choose between 30 or 41 days of annual leave instead of the statutory 20.

Additional employment conditions

Work and science require good employment practices. Radboud University's primary and secondary employment conditions reflect this. You can make arrangements for the best possible work-life balance with flexible working hours, various leave arrangements and working from home. You are also able to compose part of your employment conditions yourself. For example, exchange income for extra leave days and receive a reimbursement for your sports membership. And, of course, we offer a good pension plan. We also give you plenty of room and responsibility to develop your talents and realise your ambitions. Therefore, we provide various training and development schemes.

De Radboud Universiteit in Nijmegen is een van de beste brede, klassieke universiteiten van Nederland. Gelegen op een groene campus ten zuiden van het stadscentrum van Nijmegen. Onze universiteit wil bijdragen aan een gezonde, vrije wereld met gelijke kansen voor iedereen. Deze bedrijfspagina is automatisch gegenereerd en bevat daarom nog weinig informatie. Je vindt meer informatie over ‘bedrijfsnaam’ op hun website: ‘’Carrierewebsite’’

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• What is a PhD?

Written by Mark Bennett

A PhD is a doctoral research degree and the highest level of academic qualification you can achieve. The degree normally takes between three and four years of full-time work towards a thesis offering an original contribution to your subject.

This page explains what a PhD is, what it involves and what you need to know if you’re considering applying for a PhD research project , or enrolling on a doctoral programme .

The meaning of a PhD

The PhD can take on something of a mythic status. Are they only for geniuses? Do you have to discover something incredible? Does the qualification make you an academic? And are higher research degrees just for people who want to be academics?

Even the full title, ‘Doctor of Philosophy’, has a somewhat mysterious ring to it. Do you become a doctor? Yes, but not that kind of doctor. Do you have to study Philosophy? No (not unless you want to) .

So, before going any further, let's explain what the term 'PhD' actually means and what defines a doctorate.

What does PhD stand for?

PhD stands for Doctor of Philosophy. This is one of the highest level academic degrees that can be awarded. PhD is an abbreviation of the Latin term (Ph)ilosophiae (D)octor. Traditionally the term ‘philosophy’ does not refer to the subject but its original Greek meaning which roughly translates to ‘lover of wisdom’.

What is a doctorate?

A doctorate is any qualification that awards a doctoral degree. In order to qualify for one you need to produce advanced work that makes a significant new contribution to knowledge in your field. Doing so earns you the title 'Doctor' – hence the name.

So, is a PhD different to a doctorate? No. A PhD is a type of doctorate .

The PhD is the most common type of doctorate and is awarded in almost all subjects at universities around the world. Other doctorates tend to be more specialised or for more practical and professional projects.

Essentially, all PhDs are doctorates, but not all doctorates are PhDs.

Do you need a Masters to get a PhD?

Not necessarily. It's common for students in Arts and the Humanities to complete an MA (Master of Arts) before starting a PhD in order to acquire research experience and techniques. Students in Science, Technology, Engineering and Mathematics (STEM) don't always need an MS/MSc (Master of Science) to do a PhD as you'll gain training in lab techniques and other skills during your undergraduate degree.

Whether a Masters is a requirement for a PhD also varies by country. Australian PhDs may require a Masters as the equivalent of their own 'honours year' (where students work on research). US PhD programmes often include a Masters.

We have a whole guide dedicated to helping you decide whether a PhD without a Masters is the right route for you.

The origin of the PhD

Despite its name, the PhD isn't actually an Ancient Greek degree. Instead it's a much more recent development. The PhD as we know it was developed in nineteenth-century Germany, alongside the modern research university.

Higher education had traditionally focussed on mastery of an existing body of scholarship and the highest academic rank available was, appropriately enough, a Masters degree.

As the focus shifted more onto the production of new knowledge and ideas, the PhD degree was brought in to recognise those who demonstrated the necessary skills and expertise.

The PhD process – what's required to get a PhD?

The typical length of a PhD is three to four years full-time, or five to six years part-time.

Unlike most Masters courses (or all undergraduate programmes), a PhD is a pure research degree. But that doesn’t mean you’ll just spend years locked away in a library or laboratory. In fact, the modern PhD is a diverse and varied qualification with many different components.

Whereas the second or third year of a taught degree look quite a lot like the first (with more modules and coursework at a higher level) a PhD moves through a series of stages.

A typical PhD normally involves:

• Carrying out a literature review (a survey of current scholarship in your field).
• Conducting original research and collecting your results .
• Producing a thesis that presents your conclusions.
• Writing up your thesis and submitting it as a dissertation .
• Defending your thesis in an oral viva voce exam.

These stages vary a little between subjects and universities, but they tend to fall into the same sequence over the three years of a typical full-time PhD.

The first year of a PhD

The beginning of a PhD is all about finding your feet as a researcher and getting a solid grounding in the current scholarship that relates to your topic.

You’ll have initial meetings with your supervisor and discuss a plan of action based on your research proposal.

The first step in this will almost certainly be carrying out your literature review . With the guidance of your supervisor you’ll begin surveying and evaluating existing scholarship. This will help situate your research and ensure your work is original.

Your literature review will provide a logical jumping off point for the beginning of your own research and the gathering of results . This could involve designing and implementing experiments, or getting stuck into a pile of primary sources.

The year may end with an MPhil upgrade . This occurs when PhD students are initially registered for an MPhil degree and then ‘upgraded’ to PhD candidates upon making sufficient progress. You’ll submit material from your literature review, or a draft of your research findings and discuss these with members of your department in an upgrade exam . All being well, you’ll then continue with your research as a PhD student.

PhDs in other countries

The information on the page is based on the UK. Most countries follow a similar format, but there are some differences. In the USA , for example, PhD students complete reading assignments and examinations before beginning their research. You can find out more in our guides to PhD study around the world .

The second year of a PhD

Your second year will probably be when you do most of your core research. The process for this will vary depending on your field, but your main focus will be on gathering results from experiments, archival research, surveys or other means.

As your research develops, so will the thesis (or argument) you base upon it. You may even begin writing up chapters or other pieces that will eventually form part of your dissertation .

You’ll still be having regular meetings with your supervisor. They’ll check your progress, provide feedback on your ideas and probably read any drafts your produce.

The second year is also an important stage for your development as a scholar. You’ll be well versed in current research and have begun to collect some important data or develop insights of your own. But you won’t yet be faced with the demanding and time-intensive task of finalising your dissertation.

So, this part of your PhD is a perfect time to think about presenting your work at academic conferences , gaining teaching experience or perhaps even selecting some material for publication in an academic journal. You can read more about these kinds of activities below.

The third year of a PhD

The third year of a PhD is sometimes referred to as the writing up phase.

Traditionally, this is the final part of your doctorate, during which your main task will be pulling together your results and honing your thesis into a dissertation .

In reality, it’s not always as simple as that.

It’s not uncommon for final year PhD students to still be fine-tuning experiments, collecting results or chasing up a few extra sources. This is particularly likely if you spend part of your second year focussing on professional development.

In fact, some students actually take all or part of a fourth year to finalise their dissertation. Whether you are able to do this will depend on the terms of your enrolment – and perhaps your PhD funding .

Eventually though, you are going to be faced with writing up your thesis and submitting your dissertation.

Your supervisor will be very involved in this process. They’ll read through your final draft and let you know when they think your PhD is ready for submission.

All that’s left then is your final viva voce oral exam. This is a formal discussion and defence of your thesis involving at least one internal and external examiner. It’s normally the only assessment procedure for a PhD. Once you’ve passed, you’ve done it!

Looking for more information about the stages of a PhD?

How do you go about completing a literature review? What's it like to do PhD research? And what actually happens at an MPhil upgrade? You can find out more in our detailed guide to the PhD journey .

Doing a PhD – what's it actually like?

You can think of the ‘stages’ outlined above as the basic ‘roadmap’ for a PhD, but the actual ‘journey’ you’ll take as a research student involves a lot of other sights, a few optional destinations and at least one very important fellow passenger.

Carrying out research

Unsurprisingly, you’ll spend most of your time as a PhD researcher… researching your PhD. But this can involve a surprisingly wide range of activities.

The classic image of a student working away in the lab, or sitting with a pile of books in the library is true some of the time – particularly when you’re monitoring experiments or conducting your literature review.

Your PhD can take you much further afield though. You may find yourself visiting archives or facilities to examine their data or look at rare source materials. You could even have the opportunity to spend an extended period ‘in residence’ at a research centre or other institution beyond your university.

Research is also far from being a solitary activity. You’ll have regular discussions with your supervisor (see below) but you may also work with other students from time to time.

This is particularly likely if you’re part of a larger laboratory or workshop group studying the same broad area. But it’s also common to collaborate with students whose projects are more individual. You might work on shorter projects of joint interest, or be part of teams organising events and presentations.

Many universities also run regular internal presentation and discussion groups – a perfect way to get to know other PhD students in your department and offer feedback on each other’s work in progress.

Working with your supervisor

All PhD projects are completed with the guidance of at least one academic supervisor . They will be your main point of contact and support throughout the PhD.

Your supervisor will be an expert in your general area of research, but they won’t have researched on your exact topic before (if they had, your project wouldn’t be original enough for a PhD).

As such, it’s better to think of your supervisor as a mentor, rather than a teacher.

As a PhD student you’re now an independent and original scholar, pushing the boundaries of your field beyond what is currently known (and taught) about it. You’re doing all of this for the first time, of course. But your supervisor isn’t.

They’ll know what’s involved in managing an advanced research project over three years (or more). They’ll know how best to succeed, but they’ll also know what can go wrong and how to spot the warning signs before it does.

Perhaps most importantly, they’ll be someone with the time and expertise to listen to your ideas and help provide feedback and encouragement as you develop your thesis.

Exact supervision arrangements vary between universities and between projects:

• In Science and Technology projects it’s common for a supervisor to be the lead investigator on a wider research project, with responsibility for a laboratory or workshop that includes several PhD students and other researchers.
• In Arts and Humanities subjects, a supervisor’s research is more separate from their students’. They may supervise more than one PhD at a time, but each project is essentially separate.

It’s also becoming increasingly common for PhD students to have two (or more) supervisors. The first is usually responsible for guiding your academic research whilst the second is more concerned with the administration of your PhD – ensuring you complete any necessary training and stay on track with your project’s timetable.

However you’re supervised, you’ll have regular meetings to discuss work and check your progress. Your supervisor will also provide feedback on work during your PhD and will play an important role as you near completion: reading your final dissertation draft, helping you select an external examiner and (hopefully) taking you out for a celebratory drink afterwards!

Professional development, networking and communication

Traditionally, the PhD has been viewed as a training process, preparing students for careers in academic research.

As such, it often includes opportunities to pick up additional skills and experiences that are an important part of a scholarly CV. Academics don’t just do research after all. They also teach students, administrate departments – and supervise PhDs.

The modern PhD is also viewed as a more flexible qualification. Not all doctoral graduates end up working in higher education. Many follow alternative careers that are either related to their subject of specialism or draw upon the advanced research skills their PhD has developed.

PhD programmes have begun to reflect this. Many now emphasise transferrable skills or include specific training units designed to help students communicate and apply their research beyond the university.

What all of this means is that very few PhD experiences are just about researching and writing up a thesis.

The likelihood is that you’ll also do some (or all) of the following during your PhD:

The work is usually paid and is increasingly accompanied by formal training and evaluation.

Conference presentation

As a PhD student you’ll be at the cutting edge of your field, doing original research and producing new results. This means that your work will be interest to other scholars and that your results could be worth presenting at academic conferences .

Doing this is very worthwhile, whatever your career plans. You’ll develop transferrable skills in public speaking and presenting, gain feedback on your results and begin to be recognised as an expert in your area.

Conferences are also great places to network with other students and academics.

Publication

As well as presenting your research, you may also have the opportunity to publish work in academic journals, books, or other media. This can be a challenging process.

Your work will be judged according to the same high standards as any other scholar’s and will normally go through extensive peer review processes. But it’s also highly rewarding. Seeing your work ‘in print’ is an incredible validation of your PhD research and a definite boost to your academic CV.

Public engagement and communication

Academic work may be associated with the myth of the ‘ivory tower’ – an insular community of experts focussing on obscure topics of little interest outside the university. But this is far from the case. More and more emphasis is being placed on the ‘impact’ of research and its wider benefits to the public – with funding decisions being made accordingly.

Thankfully, there are plenty of opportunities to try your hand at public engagement as a PhD student. Universities are often involved in local events and initiatives to communicate the benefits of their research, ranging from workshops in local schools to public lectures and presentations.

Some PhD programmes include structured training in order to help students with activities such as the above. Your supervisor may also be able to help by identifying suitable conferences and public engagement opportunities, or by involving you in appropriate university events and public engagement initiatives.

These experiences will be an important part of your development as a researchers - and will enhance the value of your PhD regardless of your career plans.

What is a PhD for – and who should study one?

So, you know what a PhD actually is, what’s involved in completing one and what you might get up to whilst you do. That just leaves one final question: should you do a PhD?

Unfortunately, it’s not a question we can answer for you.

A PhD is difficult and uniquely challenging. It requires at least three years of hard work and dedication after you’ve already completed an undergraduate degree (and probably a Masters degree too).

You’ll need to support yourself during those years and, whilst you will be building up an impressive set of skills, you won’t be directly progressing in a career.

But a PhD is also immensely rewarding. It’s your chance to make a genuine contribution to the sum of human knowledge and produce work that other researchers can (and will) build on in future. However obscure your topic feels, there’s really no such thing as a useless PhD.

A PhD is also something to be incredibly proud of. A proportionately tiny number of people go on to do academic work at this level. Whatever you end up doing after your doctorate you’ll have an impressive qualification – and a title to match. What’s more, non-academic careers and professions are increasingly recognising the unique skills and experience a PhD brings.

Other PhDs - do degree titles matter?

The PhD is the oldest and most common form of higher research degree, but a few alternatives are available. Some, such as the DPhil are essentially identical to a PhD. Others, such as the Professional Doctorate or DBA are slightly different. You can find out more in our guide to types of PhD .

Is a PhD for me?

There’s more advice on the value of a PhD – and good reasons for studying one – elsewhere in this section. But the following are some quick tips if you’re just beginning to consider a PhD.

Speak to your lecturers / tutors

The best people to ask about PhD study are people who’ve earned one. Ask staff at your current or previous university about their experience of doctoral research – what they enjoyed, what they didn’t and what their tips might be.

If you’re considering a PhD for an academic career, ask about that too. Are job prospects good in your field? And what’s it really like to work at a university?

Speak to current PhD students

Want to know what it’s like studying a PhD right now? Or what it’s like doing research at a particular university? Ask someone who knows.

Current PhD students were just like you a year or two ago and most will be happy to answer questions.

If you can’t get in touch with any students ‘face to face’, pop over to the Postgraduate Forum – you’ll find plenty of students there who are happy to chat about postgraduate research.

Take a look at advertised projects and programmes

This may seem like a strange suggestion. After all, you’re only going to study one PhD, so what’s the point of reading about lots of others?

Well, looking at the details of different PhD projects is a great way to get a general sense of what PhD research is like. You’ll see what different PhDs tend to have in common and what kinds of unique opportunity might be available to you.

And, with thousands of PhDs in our database , you’re already in a great place to start.

Read our other advice articles

Finally, you can also check out some of the other advice on the FindAPhD website. We’ve looked at some good (and bad) reasons for studying a PhD as well as the value of a doctorate to different career paths.

More generally, you can read our in-depth look at a typical PhD journey , or find out more about specific aspects of doctoral study such as working with a supervisor or writing your dissertation .

We add new articles all the time – the best way to stay up to date is by signing up for our free PhD opportunity newsletter .

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Head on over to our PhD search listings to learn what opportunities are on offer within your discipline.

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What happens during a typical PhD, and when? We've summarised the main milestones of a doctoral research journey.

The PhD thesis is the most important part of a doctoral degree. This page will introduce you to what you need to know about the PhD dissertation.

This page will give you an idea of what to expect from your routine as a PhD student, explaining how your daily life will look at you progress through a doctoral degree.

Our guide tells you everything about the application process for studying a PhD in the USA.

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Undergraduate vs. Graduate: Educate Yourself On The Difference

• Undergraduate Meaning
• Undergraduate Student And Degree
• Graduate Meaning
• Graduate Degree And Student
• Graduate Origin
• Postgraduate Meaning

⚡ Quick summary

The main difference between undergraduate and graduate is that undergraduate is always used in the context of the first level of college or university education (the level where you can earn a bachelor’s degree ). In terms like graduate student and graduate degree , graduate refers to a level of advanced education beyond the undergraduate level, especially a master’s degree or doctorate . The noun graduate is more general, simply referring to a person who has completed a level of education (someone who has graduated ).

The difference between undergraduate and graduate is a difference of degrees (*throws graduation cap in the air to celebrate the pun*).

The level of education that each word involves varies depending on how the word is being used, and there are situations in which both words can be used in the same situation. For example, you can become a graduate student after graduating with an undergraduate degree.

The word graduate can mean very different things depending on whether it’s used as a noun (as in recent   high school graduates ), an adjective (as in graduate student and graduate degree ), or a verb (as in I plan to graduate next May ). The same goes for its shortened form, grad , which can be used as a noun (as in Congrats, grads! ) or an adjective (as in grad program ).

Undergraduate can also be used both as a noun (as in I’m an undergraduate at Stanford University ) or an adjective (as in I’m working toward my undergraduate degree ). It can be shortened to undergrad in both cases.

By the end of this article, you’ll have an advanced degree in all the different ways graduate, grad , undergraduate , and undergrad are used, and what they mean in each case.

What does undergraduate mean?

An undergraduate is “a student in a university or college who has not received a first, especially a bachelor’s, degree.” For example, a college student might say I’m an undergraduate at the University of Texas if they were pursuing a bachelor’s degree there.

Undergraduate is also commonly used as an adjective in this same context, in terms like undergraduate student , undergraduate degree , and undergraduate studies.

Undergraduate is often shortened to undergrad as both a noun and an adjective.

In undergraduate, the prefix under- is used to indicate a lower rank or status. The educational status of an undergraduate student is below that of a graduate student.

What’s the difference between wisdom and knowledge ? Here’s a lesson on the two terms.

What is an undergraduate student ? And what is an undergraduate degree ?

An undergraduate student is a student who is pursuing a degree at the first level of higher education (meaning the level after high school) at a college or university. Undergraduate students are typically those working to earn a bachelor’s degree (or, less commonly, an associate’s degree ). These degrees are often referred to with the general term undergraduate degree.

Outside of the US, an undergraduate degree is sometimes called a first degree. There are also other types of undergraduate degrees outside of the US, such as a foundation degree (which, like an associate’s degree, is typically a two-year degree).

What does graduate mean?

As a noun, the word graduate  [  graj -oo-it ] refers to “a person who has received a degree or diploma on completing a course of study.” In other words, a graduate is someone who has completed a particular level of schooling or an educational program—a child who just finished kindergarten and a doctor who just completed medical school are both graduates. It can even be used figuratively , as in She’s a graduate of the school of hard knocks.

As a verb, graduate [  graj -oo-eyt ] means “to receive a degree or diploma on completing a course of study.” The process of graduating—and the ceremony itself—is called graduation .

As an adjective, graduate [  graj -oo-it ] means something more specific. It’s used to indicate that a student, degree, or educational program is an advanced one, beyond the level of a bachelor’s degree. This sense of graduate is most commonly used in terms like graduate degree, graduate school , graduate program, and graduate student.

What is a graduate degree ? And what is a graduate student ?

Graduate degree typically refers to a degree beyond a bachelor’s, most commonly a master’s.

A graduate student is a student who’s pursuing an advanced degree after having earned their undergraduate degree (such as a bachelor’s degree) by graduating from an undergraduate program. Calling someone a graduate student most often means they are pursuing their master’s degree, but it may be another advanced degree, such as a PhD (You’d most commonly call such students PhD students. Or you might say they are working toward their doctorate or their doctoral degree.)

To earn a graduate degree, graduate students go to a division of a university known as graduate school , and such a program is often called a graduate program. In all of these terms, graduate is often shortened to grad : grad school , grad student , grad program . (A student doesn’t become a graduate student until they take graduate-level courses. For example, if a student graduates with a bachelor’s degree and then later pursues a different bachelor’s degree, they are still an undergraduate student .)

Some graduate studies are referred to in more specific ways: medical students go to medical school to earn their medical degree ; law students go to law school to earn their law degree.

Do you know the difference between these highly-esteemed graduate degrees and titles: PhD, MD, and Dr ?

Where does the word graduate come from?

Graduate comes from the Medieval Latin graduārī, meaning “to take a degree.” It ultimately derives from the Latin gradus, meaning “a step.” Each time you graduate, you take a step to the next level of education.

What does postgraduate mean?

The adjective postgraduate is sometimes used in the same way as the adjective sense of the word graduate, especially in the UK, as in postgraduate student or postgraduate studies.

Postgraduate should not be confused with postdoctoral , which refers to studies, research, or professional work above the level of a doctorate.

How to use undergraduate vs. graduate

The best way to sort out the different meanings of undergraduate and graduate is to determine whether each word is being used as a noun, an adjective, or a verb. Here’s an easy breakdown of the differences.

• undergraduate (noun): A college student pursuing a non-advanced degree, most commonly a bachelor’s degree. Can be shortened to undergrad.
• undergraduate (adjective): Used in the context of colleges and university programs ( undergraduate programs ) where students are pursuing a degree (generally referred to as an undergraduate degree ) that is not an advanced degree. Also sometimes shortened to undergrad.
• graduate (noun): A person who has completed a particular level of schooling or educational program. Can be shortened to grad.
• graduate (verb): To complete a level of schooling (and, typically, to receive a degree or diploma). You can graduate from kindergarten, high school, college, graduate school, medical school, etc.
• graduate (adjective): Used in the context of advanced schooling—a level beyond a bachelor’s degree, most commonly a master’s program. Used in terms like graduate student , graduate school , graduate degree , graduate program , graduate courses , etc. Often shortened to grad.

Examples of undergraduate, undergrad, graduate, and grad used in a sentence

Let’s look at some examples of these words in actual, real-life use to get the meanings straight.

• As an undergraduate, she had studied engineering; as a graduate student, she switched to architecture.
• I completed my undergraduate degree after five years and a lot of hard work.
• As a graduate student, you will be expected to complete a thesis.
• You should start thinking about graduate school applications before you graduate.
• Most of the applicants for this position are recent college graduates.
• I’m still an undergrad, but I’m hoping to start grad school next fall.
• I’m a UGA grad, but I almost went to Georgia Tech.

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Doctor of Education Leadership

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America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization.

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector:

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

Introduce Yourself

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Program Highlights

Explore examples of the Doctor of Education Leadership experience and the impact its community is making on the field:

Do We Need Happiness Teachers?

After a trip to meet with the Dalai Lama, an Ed.L.D. student says we do

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

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College of Agricultural and Life Sciences

College of Agricultural & Life Sciences

Physical Address: E. J. Iddings Agricultural Science Laboratory, Room 52 606 S Rayburn St

Mailing Address: 875 Perimeter Drive MS 2331 Moscow, ID 83844-2331

Phone: 208-885-6681

Fax: 208-885-6654

Email: [email protected]

Timothy E. Link, Ph.D.

Professor of hydrology; director, water resources graduate program.

208-885-9465

Email Timothy Link

Department of Forest, Rangeland and Fire Sciences

Over 60 faculty members from seven colleges and 15 departments participate in the Water Resources Program.

Biological Science

Jacob w. bledsoe, assistant professor & extension specialist — aquaculture research, christopher caudill, ph.d., associate professor of fisheries, jan u.h. eitel, ph.d., associate professor, melinda ellison, associate professor & extension specialist — range livestock & sheep, matt falcy, ph.d., assistant professor of biometrics and assistant unit leader, idaho cooperative fish and wildlife research unit, tara hudiburg, ph.d., professor of ecosystem ecology, tracey n. johnson, ph.d., director of research, rinker rock creek ranch associate professor, department of fish & wildlife sciences, jason w. karl, ph.d., director of the u of i rangeland center, associate professor of rangeland ecology and harold f. and ruth m. heady endowed chair of rangeland ecology, zachary kayler, brian kennedy, ph.d., professor of fishery biology and ecology, alan kolok, ph.d., professor of ecotoxicology; director emeritus, idaho water resources research institute, frank wilhelm, ph.d., professor of limnology and associate director, center for research on invasive species, dennis scarnecchia, ph.d., professor of fisheries science and management, brian small, ph.d., professor of fish physiology, director of the aquaculture research institute, eva strand, ph.d., associate dean, professor of rangeland ecology and management, lee vierling, ph.d., associate dean of research, university distinguished professor.

Hagerman Fish Culture Experiment Station

208-837-9096 x1105

[email protected]

Hagerman Fish Culture Experiment Station 3059F National Fish Hatchery Rd. Hagerman, ID 83332

View Full Profile

Jake works to improve economic and environmental sustainability of aquaculture production through applied research (fish microbiome, nutritional physiology, disease, genetics and water quality). Extension priorities included workforce development and marketing.

Department of Animal, Veterinary and Food Sciences

Ph.D., University of Idaho, 2019 M.S., Southern Illinois University, 2015 B.S., Purdue University, 2012 A.S., Purdue University, 2012

208-885-7614

Email Christopher Caudill

Department of Fish and Wildlife Sciences University of Idaho 875 Perimeter Drive MS 1136 Moscow, ID 83844-1136

College of Natural Resources

Fish and Wildlife Sciences

• Ph.D. (2002) Cornell University, Ithaca NY, Entomology 
• M.S. (1995) University of New Hampshire, Durham NH, Zoology 
• B.S. (1991) University of Maryland, College Park MD, Biology 

Research Interests

• Animal movement and population biology
• Fish migration and fish passage
• Life history variation
• Climate effects
• Conservation and management of freshwater resources
• Endangered species

McCall Field Campus

208-596-9277

Email Jan Eitel

Department of Natural Resources and Society University of Idaho 875 Perimeter Drive MS 1139 Moscow, ID 83844-1139

Natural Resources and Society

Earned Degrees

• Ph.D. Natural Resources, University of Idaho
• M.S. Forest Resources, University of Idaho
• Pregraduate Degree Forest Ecology and Management, University of Freiburg i.Br./Germany

Remote Sensing Instrument development Ecology Biochemical Cycling Precision Agriculture Geomorphology

208-756-2749

[email protected]

uidaho.edu/cals/nmcreec

Nancy M. Cummings Research, Extension & Education Center University of Idaho 16 Hot Springs Ranch Road Carmen, ID 83462

Ellison's research focuses primarily on the effects of grazing livestock on wildlife and range.

Ph.D., University of Wyoming, 2016 M.S., University of Wyoming, 2013 B.S., University of Wyoming, 2011

208-885-7120

Email Matt Falcy

Department of Fish and Wildlife Sciences University of Idaho 875 Perimeter Drive MS 1141 Moscow, Idaho 83844-1141

• Ph.D., Iowa State University, Ecology and Evolutionary Biology with minor in Statistics, 2011.
• M.S., Universidad de Chile, Forest Science, 2004.
• M.E.M. Portland State University, Environmental Management, 2002.
• B.S., UC Davis. Biological Sciences,1997.
• Ecological modeling
• Population dynamics
• Bayesian analysis
• Structured decision making

208-885-7044

Email Tara Hudiburg

Department of Forest, Rangeland and Fire Sciences University of Idaho 875 Perimeter Drive MS 1133 Moscow, Idaho 83844-1133

Forest Rangeland and Fire Sciences

• Ph.D. Forest Science (ecology emphasis), 2012, Oregon State University
• M.S. Forest Science, 2008, Oregon State University
• B.S. Biology, 1998, Pacific Lutheran University
• Ecosystem ecology
• Carbon cycle science
• Biogeochemistry
• Land use change
• Land management
• Climate change

Idaho Water Center 242F

208-364-4633

Email Tracey Johnson

Johnson Lab

University of Idaho 322 E. Front Street, Suite 242 Boise, ID 83702

• 2011 Ph.D., Oregon State University, Wildlife Science
• 2006 M.S., Kansas State University, Biology
• 2001 B.S., Texas A&M University, Psychology (Wildlife and Fisheries Minor)
• Wildlife habitat ecology and management
• Population ecology
• Community ecology
• Avian ecology
• Disturbance ecology
• Wildlife-grazing interactions
• Habitat restoration
• Rangeland ecology
• Forest ecology

Courses Taught

• REM/WLF411 Wildland Habitat Ecology and Assessment
• FISH430 Riparian Ecology
• REM460 Integrated Field Studies in Rangelands
• WLF504 Foundations in Community Ecology

208-885-0255

Email Jason W. Karl

U of I Drone Lab

Department of Forestry, Rangeland, and Fire Sciences University of Idaho 875 Perimeter Drive MS 1133 Moscow, Idaho 83844-1133

• Ph.D., Fisheries and Wildlife with specialization in Environmental Science and Public Policy , Michigan State University, 2009
• M.S., Environmental Science University of Idaho, 1998
• B.S., Wildlife Resources University of Idaho, 1996

Rangeland monitoring and assessment Rangeland management and policy Rangeland ecology, Envirometrics Ecological informatics Remote sensing Applications of unmanned aerial systems (i.e., drones) in rangeland research

• www.landscapetoolbox.org
• www.journalmap.org

Ag Science, Room 114

208-885-5616

[email protected]

Department of Soil and Water Systems University of Idaho 875 Perimeter Dr. MS 2340 Moscow, ID 83844-2340

My projects focus on the understanding of ecosystem biogeochemical cycles within natural and managed ecosystems with an emphasis on ecosystem sustainability, resilience, diversity and adaptation.

Department of Soil and Water Systems

Ph.D., Oregon State University M.S., University of California, Berkeley B.S., University of California, Berkeley

• SOIL 504/404: Landscape Nutrient Management
• NRS 506: Fundamentals of Research Methods in Natural Resources

208-885-5171

Email Brian Kennedy

Integrative Fish Ecology & Ecosystem Studies

Department of Fish and Wildlife Sciences University of Idaho 875 Perimeter Drive, MS 1136 Moscow, ID 83844-1136

• Ph.D. Ecology and Evolutionary Biology, 2000, Dartmouth College, Hanover, NH
• B.S. Biological Sciences, 1991, Colgate University, Hamilton, NY

Fish Ecology Bioenergetics and Community Ecology of Streams Ecosystem Controls on Aquatic Processes Biogeochemical Tracers in Aquatic Systems

RiverNET Data

208-885-5771

Email Alan Kolok

PhD. Environmental Biology MS Fisheries Science B.S. Zoology

• Citizen Science
• Water and Public Health
• Invertebrates as environmental sentinels
• Environmental Epidemiology

208-885-7218

Email Frank Wilhelm

UI Limnology

• Ph.D., University of Alberta, Ecology and Environmental Science, 1999
• M.S., Trent University, Watershed Ecosystems Graduate Program, 1994
• B.S., Trent University, Biology/Environmental Resource Science, 1991

Limnology Lake management Aquatic restoration Food webs Aquatic invertebrates Non-native species

Phinney Hall 315

208-885-5981

Email Dennis Scarnecchia

Department of Fish and Wildlife Sciences University of Idaho 875 Perimeter Drive MS 1136 Moscow, Idaho 83844-1136

• Ph.D. Fisheries, Colorado State University, 1983
• M.S. Fisheries, Oregon State University, 1978
• B.S. Physics, University of Arizona, 1976
• Ecology, stock assessment and management of paddlefish, sturgeon and other ancient fishes
• Ecology, stock assessment and management of anadromous and resident salmon, charr and trout
• Bowfishing management
• Global fisheries management systems
• Fish population dynamics
• Large river fisheries

208-837-9096 ext. 1108

Email Brian Small

Department of Fish and Wildlife Sciences

• 1998 Ph.D. Fish Nutrition/Physiology/Aquaculture, University of Maryland
• 1992 B.A. Marine Science and Chemistry, Kutztown University

Physiology and nutrition of aquacultured and wild fishes

Find out more about how to support my research and the Sustainable Aquaculture Research.

208-885-5779

Email Eva Strand

Department of Forest, Rangeland and Fire Sciences University of Idaho 875 Perimeter Drive, MS 1133 Moscow, Idaho 83844-1133

• PhD. Natural Resources, University of Idaho, Moscow, ID, 2007
• M.S. Chemical Engineering, University of Idaho, Moscow, ID, 1986
• B.S. Chemical Engineering, Royal Institute of Technology, Stockholm, Sweden, 1983
• Geospatial analysis
• Remote sensing
• Landscape and spatial ecology
• Fire science

208-885-7911

Email Lee Vierling

Department of Natural Resources and Society University of Idaho 875 Perimeter Drive MS 1139 Moscow, Idaho 83844-1139

• Ph.D. Environmental Biology , University of Colorado at Boulder, 1999
• B.A. Geology magna cum laude with thesis distinction, The Colorado College, 1992

Environmental Science Coupled Human-Natural Systems Global Change Land Use Change Landscape Ecology Remote Sensing Habitat Conservation Biosphere-Atmosphere Interactions Science Outreach and Communication

Find out more about how to support my research and the  CNR Geospatial Lab for Environmental Dynamics Fund .

Extension Educator — Area Water

Karla eitel, ph.d., director, mccall field campus. professor of place-based environmental education, anne liu kern, ph.d., professor emeritus, brant g. miller, ph.d., professor of science education.

208-292-1287

[email protected]

University of Idaho Harbor Center 1031 N Academic Way, Ste 242 Coeur d’Alene, ID 83814

University of Idaho Extension

Ph.D., University of Idaho, 2020 M.S., University of Oregon, 2002 B.S., Western Carolina University, 1992

• ENVS 498: Intern: IDAH2O
• ENVS 498 Intern: Stormwater Research Internship
• EDCI 505 PD: The Confluence Project
• EDCI 505 PD: Project WET Certification
• EDCI 505 PD: IDAH2O Master Water Steward

Email Karla Eitel

McCall Outdoor Science School University of Idaho PO Box 1025 McCall, Idaho 83638

• Ph.D., Natural Resources, University of Idaho, 2007
• M.Ed.,  Curriculum and Instruction, University of Idaho, Moscow, Idaho 2008
• M.S., Conservation Social Sciences, University of Idaho, 2003
• B.A., Studio Art and American Studies, Williams College, 1995
• Place-based education
• STEM identity and engagement of underrepresented groups in culturally relevant STEM programming
• Appropriate use of technology in outdoor learning contexts

CDA Harbor Center

208-292-1402

Contact Anne Liu Kern

University of Idaho - Coeur d' Alene Center 1031 N. Academic Way Coeur d' Alene, Idaho 83814-5497

College of Education, Health and Human Sciences

Curriculum and Instruction

• Ph.D. Science Education, Curriculum and Instruction, University of Minnesota-Twin Cities, Nov 2007
• M.S. Curriculum and Instruction-Science Education, Portland State University, Aug 1996
• B.A. Major: Chemistry, University of California at Santa Cruz, Jun 1982
• ED Core Research courses, both Quantitative and Qualitative, Advanced Qualitative Research in Education
• Specialty courses: Grant writing
• EDCI: Science Education courses

208-885-4077

Contact Brant Miller

875 Perimeter Drive MS 3080 Moscow, ID 83844-3080

• Ph.D., University of Minnesota, 2010
• M.S., Black Hills State University, 2004
• B.S., Black Hills State University, 2001
• EDCI 329: Elementary Science Methods
• EDCI 201: Contexts of Education

Jerrold Long

Professor of law, stephen r. miller, dylan hedden-nicely, professor of law, director, native american law program, richard seamon, margaret schimke distinguished professor of law.

Menard Law Room 101

208-885-4977

[email protected]

College of Law University of Idaho 875 Perimeter Drive MS 2321 Moscow, ID 83844-2321

College of Law

• B.S., Utah State University (magna cum laude)
• J.D., University of Colorado School of Law
• Ph.D., University of Wisconsin-Madison
• Public Lands and Resources Law
• Natural Resources and Environmental Law Field Course
• Environmental Law

Front St. 340

208-364-4559

[email protected]

College of Law University of Idaho 501 W. Front Street Boise, ID 83702-7232

• J.D., University of California, Hastings College of Law, 2006
• M.C.P., University of California, Berkeley, 2006
• M.F.A., Boise State University, 2020
• A.B., Brown University, English Literature & Religious Studies, 1997
• Administrative Law
• Land Use Planning & Law
• Real Estate Transactions
• State & Local Government Law

208-885-0860

[email protected]

Native American Law

• B.S., University of British Columbia, Combined Honours in Geography and Geology
• M.S., University of Idaho, Water Resources (Science & Engineering)
• J.D., University of Idaho (magna cum laude), Emphasis in Native American Law, Natural Resources & Environmental Law
• Law 806, Civil Procedure II
• Law 928, Tribal Nation Economics & Law
• Law 942, Water Law I
• Law 949, Native American Law
• Law 969, Water Law II
• Law 979, Native American Natural Resources Law

208-885-7061

[email protected]

• J.D., Duke University
• M.A., Johns Hopkins University
• B.A., Johns Hopkins University
• Agricultural Law
• Conflicts of Law
• Constitutional Law I
• Constitutional Law II

Physical Science

Timothy bartholomaus, gianluca blois, ph.d., assistant professor, randall brooks, ph.d., extension professor of forestry and extension forestry specialist, erin brooks, professor — waste management engineer, alexandra clark, hydrogeologist, idaho geological survey, erik r. coats, p.e., ph.d., sorenson family endowed chair in water resources professor, mario de haro-martí, extension educator, jerry p. fairley, fritz r. fiedler, ph.d., p.e., department chair & professor, paul gessler, ph.d., professor of remote sensing and geospatial ecology, robert heinse, acting department head and professor, karen humes, jeff langman, chyr pyng (jim) liou, ph.d., p.e., professor, fulbright scholar, robert mahler, professor — soil, water & environmental sciences, laurel lynch, amin mirkouei, ph.d., p.e., james moberly, ph.d., greg moller, russell qualls, ph.d., p.e., associate professor, idaho state climatologist, jae hyeon ryu, linda schott, assistant professor & extension specialist — nutrient & waste management, daniel strawn, professor — environmental soil chemistry, michael s. strickland, research associate professor, daniele tonina, ph.d., p.e., professor | co-director, center for ecohydraulics research, andy tranmer, ph.d., research assistant professor, elowyn yager, ph.d., p.g..

McClure Hall 307B

208-885-6217

[email protected]

Department of Earth and Spatial Sciences University of Idaho 875 Perimeter Drive MS 3025 Moscow, Idaho 83844-3025

Research: Glaciology, Geophysics, Surface Processes

[email protected]

322 East Front Street Suite 340 Boise, ID 83702

College of Engineering

Mechanical Engineering

• Ph.D. Civil Engineering, Politecnico di Milano University, Milan, Italy, 2007
• M.S. Civil Engineering, Politecnico di Milano University, Milan, Italy, 2003
• B.S. Civil Engineering, Politecnico di Milano University, Milan, Italy, 2001
• ME 414/514 HVAC Systems
• ME/CE 420/520 Fluid Dynamics
• ME 551/ CE 550 Experimental Methods in Fluid Dynamics

208-885-6356

Email Randall Brooks

Department of Forest, Rangeland and Fire Sciences University of Idaho 875 Perimeter Drive MS 1133 Moscow, ID 83844-1133

• Ph.D., Michigan Technological University, 1996. Forest Science, Houghton, Michigan
• M.S., Michigan Technological University, 1989. Forest Soils, Houghton, Michigan
• B.S., Oklahoma State University, 1986. Forest Management, Stillwater, Oklahoma
• A.S., Connors State College, 1984. Agriculture, Warner, Oklahoma
• Forest Biomass Utilization
• Water Quality & Quantity
• Forest Herbicides
• Forest Insects and Diseases
• Forest Operations

James Martin Lab 78

208-885-6562

[email protected]

Biological Engineering University of Idaho 875 Perimeter Drive, MS 0904 Moscow, Idaho 83844-0904

208-736-3615

[email protected]

Twin Falls Research and Extension Center University of Idaho 315 Fall Avenue, Evergreen Bldg. Twin Falls, ID 83301

Chen’s focus is on value-added products from waste, mitigation of environmental impacts caused by waste, and dissemination of science-based information to help stakeholders make informed decisions, leading to positive changes.

Ph.D., Iowa State University, 2008 M.S., China Agricultural University, 1993 B. S., China Agricultural University, 1989

Languages other than English spoken

208-364-4599 [email protected]

Buchanan 129

208-885-7559

[email protected]

Erik Coats' Website

Civil & Environmental Engineering University of Idaho 875 Perimeter Drive, MS 1022 Moscow, ID 83844-1022

Civil & Environmental Engineering

• Ph.D., Civil Engineering, Washington State University, December 2005
• M.S., Civil Engineering, University of Idaho, May 1994
• B.S., Civil Engineering, University of Idaho, December 1990
• CE 330 Fundamentals of Environmental Engineering
• CE 431/511 Water and Wastewater Systems Design I
• CE 432/532 Water and Wastewater Systems Design II
• CE 484 Engineering Law and Contracts
• CE 512 Advanced Topics in Waste Management and Treatment

208-934-4417

[email protected]

University of Idaho Extension, Gooding County 203 Lucy Lane Gooding, ID 83330-1178

Mario works helping Idaho producers to manage and reduce the environmental impact of their livestock and farming operations while increasing their productivity, sustainability and workforce education.

University of Idaho Extension, Gooding County

Ph.D., University of Idaho, 2018 M.S., University of Idaho, 2007 B.S., National University of Comahue, Argentina, 1996

Language Spoken other than English

McClure 401C

208-885-9259

[email protected]

Computational Hydrology Group (CHG)

College of Science

• Ph.D., Earth Resources Engineering, 2000—University of California, Berkeley
• M.S., Geosciences, 1991—University of Nevada, Las Vegas
• B.S., Geology, 1984—State University of New York, Cortland
• GEOL 335: Geomorphology
• GEOL 410: Techniques of Groundwater Study
• HYDR 576: Fundamentals of Modeling Hydrogeologic Systems

Buchanan 104

208-885-2980

[email protected]

• Ph.D., Colorado State University, 1997
• M.S., University of New Hampshire, 1989
• B.S., University of New Hampshire, 1987

Email Paul Gessler

• Ph.D., Resource Management and Environmental Science (Environmental Modeling) 1996, Australian National University.
• M.S., Environmental Engineering (Remote Sensing) 1990, University of Wisconsin-Madison
• B.S., Natural Resources (Soil Science) 1986, University of Wisconsin-Madison
• Cyberinfrastructure Development and Research Data Management
• Remote sensing of forest ecosystems and regional remote sensing
• Soil-landscape modeling and terrain analysis
• Forest soils
• Geographic Information Systems (GIS) and spatial analysis
• Global positioning satellite systems, digital image processing
• Airborne mapping and environmental monitoring

Ag Science, Room 113

[email protected]

Department of Soil and Water Systems University of Idaho 875 Perimeter Drive MS 2340 Moscow, ID 83844-2340

Soil and environmental physics with an emphasis on hydraulic properties of soils and porous media as well as their characterization using near-surface geophysics.

• Ph.D., Utah State University, 2009
• Dipl. Geophys., Universitaet Leipzig, Germany, 2004
• SOIL 205: The Soil Ecosystem
• SOIL 415/515: Soil and Environmental Physics
• SOIL 514: Environmental Geophysics
• WR 501: Water Resource Seminar
• WR 507: Integrated Water Resources Projects 

Spoken Languages Other Than English

McClure Hall 323

208-885-6506

[email protected]

Research Interests : Water/Energy nexus, particularly in food systems; Applications of remote sensing and GIS in hydrology and environmental science

• Ph.D. Hydrology University of Arizona
• M.S., Soil Science University of Arizona
• B.S., Geophysics New Mexico Institute of Mining and Technology

McClure 403D

208-885-0310

[email protected]

Hydrogeochemica

• Ph.D., Geological Sciences, 2008—University of Texas at El Paso
• M.S., Natural Resources, 1997—California Polytechnic State University, San Luis Obispo

Buchanan 105

208-885-6202

[email protected]

• Ph.D., Civil Engineering, University of Michigan, 1976
• M.S., Civil Engineering, University of Idaho, 1972
• B.S., Agricultural Engineering, National Taiwan University, 1969
• CE 322 Hydraulics
• CE 422/CE 522 Hydraulics Structures Analysis and Design
• CE 428 Open Channel Hydraulics
• CE 519/ME 519 Hydraulic Transients
• ENGR 428/Math 428/Phys 428 Numerical Methods

Boise Water Center, Suite 120L

208-885-7025

[email protected]

University of Idaho Boise Idaho Water Center 322 E. Front St, Suite 120 Boise, ID 83702

Robert conducts research on water quality and water quantity water resource issues in Idaho. In addition to public perceptions, priorities and actions taken to address water resource issues in the Pacific Northwest.

Ph.D., North Carolina State University M.S., Washington State University B.S., Washington State University

• Soils 446: Soil Fertility and Plant Nutrition
• EnvSci 446/546: Drinking Water and Human Health
• Soils 448: Water Quality in the Western USA

Ag Science, Room 118

208-885-4661

[email protected]

• Ph.D., Colorado State University, 2017
• B.A., St. Olaf College, 2012

TAB Suite 312

208-757-5420

[email protected]

Renewable and Sustainable Manufacturing Lab (RSML)

University of Idaho, Idaho Falls 1776 Science Center Drive Idaho Falls, ID 83402

Idaho Falls

• Ph.D., Industrial Engineering, Oregon State University, 2016
• M.Sc., Industrial Engineering, University of Tehran, 2011
• B.Sc., Industrial Engineering, Islamic Azad University, 2009

Buchanan 311

208-885-7705

[email protected]

Chemical & Materials Engineering University of Idaho 875 Perimeter Drive, MS 1021 Moscow, ID 83844-1021

Chemical & Biological Engineering

• Ph.D., Montana State University
• M.S., Washington State University
• B.S., University of Idaho

FRC, Room 204a

208-885-2567

[email protected]

Greg’s focus is to advance sustainability by developing new knowledge and innovations in the area of sustainable solutions for water resources impacting individuals, communities and environmental quality globally.

Ph.D., University of California-Davis, 1985

• FS/EnvS 436/536: Principles of Sustainability
• FS 409/509: Principles of Environmental Toxicology
• FS 464/564: Food Toxicology

Engineering Physics 407

208-885-6184

[email protected]

Chemical & Biological Engineering University of Idaho 875 Perimeter Drive, MS 0904 Moscow, Idaho 83844-0904

• Ph.D., Civil & Environmental Engineering, Cornell University, 1994
• M.S., Civil & Environmental Engineering, Cornell University, 1991
• B.S.C.E, Civil Engineering, University of Washington, 1987
• B.A., Seattle Pacific University, 1985
• BE 450 Environmental Hydrology
• BE 453/553 Northwest Climate and Water Resources Change
• ENGR 335 Engineering Fluid Mechanics

Idaho Water Center, Suite 242

208-332-4402

[email protected]

University of Idaho Boise 322 E Front Street Boise, Idaho 83702

My research is on drought monitoring and forecasting, hydrological modeling, and water resources planning and management in a changing global environment associated with urbanization and climate variability. Continue in biography.

Ph.D., University of Washington, 2006 M.S., University of Washington, 2002 B.S., Konkuk University, 1996

• WR518: System Modeling for Water Management
• WR519: Hydrological Modeling and Applications in a Changing Climate

208-736-3629

[email protected]

Twin Falls Research and Extension Center University of Idaho 315 Falls Avenue, Evergreen Bldg. Twin Falls, Idaho 83301

Linda addresses the needs of stakeholders in southern Idaho related to the impacts of nutrient and livestock waste management and other land management practices on soil health and water quality.

Ph.D., University of Nebraska-Lincoln, 2018 M.S., Iowa State University, 2015 B.S., Iowa State University, 2013

Ag Science, Room 117

208-885-2713

[email protected]

My Environmental Soil Chemistry program is focused on gaining a better understanding of reaction processes in the environment to gain new insights into contaminant and nutrient speciation, reaction pathways, and mineralogy in soil and water systems.

Ph.D., University of Delaware, 1999 B.S., University of California, Davis, 1994

• SOIL 422: Environmental Soil Chemistry 
• SOIL 501: Seminar

Soil Chemistry, 5th edition (pdf)

• Keywords (xlsx) for each chapter. Students may find this helpful for studying.
• Erratum (pdf) contains corrections to errors, please notify me if you find additional errors.

Ag Science, Room 109

208-885-0960

[email protected]

www.stricklandlab.com

My research interests are the interface between soil, microbial and ecosystem ecology. Soils, as well as the microbial communities and ecosystem processes supported by soils, are some of the most imperiled systems on the planet.

Ph.D., University of Georgia, 2009 B.A., William Jewell College, 2005

• SOILS 425/525: Microbial Ecology

Center for Ecohydraulics Research

208-364-6194

[email protected]

Center for Ecohydraulics Research Department of Civil & Environmental Engineering 322 E. Front St., Suite 442 University of Idaho Boise, Idaho 83702

• Ph.D. University of Idaho, 2005
• M.S., University of Trento, 2000
• B.S., University of Trento
• CE 554 Environmental Hydrodynamics
• CE 526 Aquatic Habitat Modeling
• CE 521 Sedimentation Engineering

208-364-6165

[email protected]

Center for Ecohydraulics Research Department of Civil & Environmental Engineering University of Idaho 322 E. Front Street, Suite 440 Boise, Idaho, 83702

Center for Ecohydraulics Research (CER)

• Ph.D., University of Idaho, 2013
• M.E., University of Idaho, 2008
• B.S., University of California, Davis, 2004

208-364-4996

[email protected]

Elowyn Yager's Website

Center for Ecohydraulics Research Department of Civil & Environmental Engineering 322 E. Front St., Suite 340 University of Idaho Boise, Idaho 83702

• Ph.D., Geology, University of California at Berkeley, 2006
• B.A., Geology, State University of New York (SUNY) at Buffalo, 1998
• CE 504 CER Keystone Course
• CE 504 Reading, Writing and Communicating Scientific Content
• CE 507 River Restoration
• CE 535 Fluvial Geomorphology and River Mechanics

McClure 305D

208-885-7969

[email protected]

Research Lab Group Website

• Ph.D. in Earth System Science, University of California Irvine, 2021
• M.S. in Earth and Environmental Science, Lehigh University, 2013
• B.Eng. in Remote Sensing Science and Technology, Wuhan University, 2011
• Claudio Berti, Idaho Geological Survey, [email protected]

Social Science

Raymond j. dezzani, mary engels, ph.d., lorie higgins, professor & extension specialist, katherine himes, ph.d., lilian alessa, professor, co-director of the center for resilient communities, leontina hormel, alexander maas, manoj k. shrestha, professor of political science, director of graduate studies, travis paveglio, ph.d., associate professor of natural resource sociology, philip stevens, associate professor of anthropology, director of american indian studies, jaap vos, ph.d., professor of planning and natural resources | director of the environmental science program and department head, natural resources and society, patrick wilson, ph.d., associate professor of natural resource policy, j.d. wulfhorst, ph.d., professor of rural sociology and environmental science.

McClure Hall 305C

208-885-7360

[email protected]

208-885-5804

Email Mary Engels

• Ph.D., University of Idaho, 2019
• M.S., University of Hawaii, 2003
• B.A., Colorado College, 2000
• Island Ecosystems
• Climate Change
• Remote Sensing
• Environmental Education
• Science Communication

Ag Science, Room 24

208-669-1480

[email protected]

Agricultural Economics and Rural Sociology University of Idaho 875 Perimeter Drive MS 2334 Moscow, ID 83844-2334

Department of Agricultural Economics and Rural Sociology

Ph.D., Washington State University, 2001 M.A., Washington State University, 1993 B.A., University of Montana, 1989

514 W Jefferson Street | Boise, Idaho

208-364-4549

[email protected]

McClure Hall 405B

208-885-6452

[email protected]

Research: Economic Geography, Urban Geography, Urban Planning, Environmental Planning, GIS, Spatial Analysis and Modeling

• Ph.D. The University of Utah, Geography, 2014
• M.Phil. The University of Hong Kong, Geography, 2008
• B.S. Sun Yat-sen University (China), Economic Geography & Planning, 2002

[email protected]

College of Art and Architecture

Landscape Architecture

Phinney Hall 104

208-885-6735

[email protected]

Department of Culture, Society & Justice University of Idaho 875 Perimeter Drive, MS 1110 Moscow, Idaho 83844-1110

Leontina Hormel is a professor of Sociology. Her areas of research and teaching include political economy, environmental sociology, gender and class inequalities, international development and community action research. She has conducted ethnographic and survey work in Ukraine, the Russian Federation and throughout the state of Idaho.

College of Letters, Arts and Social Sciences

Department of Culture, Society and Justice

• Ph.D., University of Oregon, Sociology, 2004
• M.A., University of Oregon, Sociology, 1998
• B.A., Eastern Washington University, 1993
• SOC 211: Development of Social Theory
• SOC 340: Environmental Sociology & Globalization
• SOC 344 Understanding Communities
• SOC 372 Love and Liberation
• SOC 465: Environmental Justice

Ag Science, Room 28B

208-885-5786

[email protected]

Maas’ research areas include the allocation and valuation of scarce resources, with a focus on water related issues. He is an interdisciplinary, applied economist with a particular focus on the economic implications of resource management and local policies.

Ph.D., Colorado State University M.S., University of Connecticut B.S., Boston University

• AgEc 301: Managerial Economics: Production
• AgEc 442/WR 542: Water Econ and Policy Analysis

321 Administration Building

208-885-0530

[email protected]

Department of Politics and Philosophy University of Idaho 875 Perimeter Dr., MS 3165 Moscow, ID 83844-3165

Manoj K. Shrestha is a professor of public administration and policy. His areas of teaching and research interests include public administration, public policy, local government, collaborative governance and networks, institutional collective action, and community sustainability.

Department of Politics and Philosophy

• M.A., Economics, Tribhuvan University
• M.Sc., National Development and Project Planning, University of Bradford
• Ph.D., Public Administration and Policy, Florida State University

Email Travis Paveglio

Department of Natural Resources and Society University of Idaho 875 Perimeter Drive MS 1139 Moscow, Idaho 83844-1139

• Ph.D. Washington State University. 2010. Department of Natural Resource Sciences. Dissertation: Wildfire risk and management
• M.S. Washington State University. 2007. Thesis: Communication and understanding of wildfire risk
• B.A. Washington State University. 2004. Edward R. Murrow College of Communications (Honors College). Journalism and Natural Resources

Wildfire Conflict and collaboration surrounding natural resource management Environmental hazards and climate change Natural resource policy Environmental communication

Student Health, 301

[email protected]

Department of Culture, Society & Justice 875 Perimeter Dr. MS 4207 University of Idaho Moscow, ID 83843-1110

Water Center 242G

208-364-4595

Email Jaap Vos

Department of Natural Resources and Society University of Idaho Water Center, 242G 322 E. Front Street Boise, ID 83702

Jaap is a professor of Planning and Natural Resources, Head of the Department of Natural Resources and Society, and the Director of Environmental Science. He has a Ph.D. in regional planning from the University of Illinois at Urbana Champaign and a MS in Environmental Science from Wageningen University in the Netherlands.

Born in a small farmhouse and having grown up in a small rural place Jaap is really interested in rural places and how to maintain rural places as rural places rather than as places that are waiting to become urban. His current research is focused on how rural places can maintain their own unique character in the face of development pressure and increased external pressure.

Jaap teaches courses about community planning, sustainable communities and rural planning issues. He also teaches a community assessment course and the advanced class of the Northwest Community Development Institute. He is the founding co-chair of APA Idaho’s Ag Chat, a group of planners and other stakeholders from throughout Idaho that meets monthly to discuss emerging planning issues in rural communities.

• Ph.D. University of Illinois at Urbana-Champaign, 1996
• M.S. Agricultural and Environmental Science, 1989

Planning for rural places, activities, people and communities.

Informal governance and its importance to local planning practices.

The impact of rapid change on communities, stakeholders, planning processes and planning outcomes.

Planning with and for communities.

Environmental justice and its application to people, places and regions.

Credit Courses

ENVS 420/520 520 Intro to Bioregional Planning

ENVS 423/523 Planning Sustainable Places

ENVS 430/530 Planning Theory and Process

ENVS 501 Seminar Environmental Science

NRS 462 Natural Resource Policy

208-885-7431

Email Patrick Wilson

Department of Natural Resources and Society University of Idaho 875 Perimeter Drive MS 1139 Moscow, Idaho 83844

• BA, Political Science, Western Washington, 1987
• MA, Political Science, Western Washington, 1990
• Ph.D, Political Science, University of Alberta, 1996

Natural Resource and Environmental Policy Public Lands Management, Deregulation and Regulatory Policy Government Energy and Water Policy

208-885-2572

Email J.D. Wulfhorst

Ph.D., Utah State University, 1997 M.A., University of Kentucky, 1992 B.A., Appalachian State University, 1990

Planning and Design

Andrew kliskey, president’s professor and co-director of the center for resilient communities, idaho epscor director.

[email protected]

Landscape Architecture Program University of Idaho 875 Perimeter Drive MS 2481 Moscow, Idaho 83844-2481  

Andy is President’s Professor of Community & Landscape Resilience and the Director of the University of Idaho Center for Resilient Communities (CRC). Kliskey is also the Idaho EPSCoR Director (Established Program to Stimulate Competitive Research). He is a social-ecological systems scientist and behavioral geographer with training, teaching and research experience in landscape ecology, behavioral and perceptual geography, geographic information systems (GIS), planning, policy analysis, and surveying.

Andy has spent the last 20 years working in Maori communities in New Zealand, rural communities in western Canada, Inupiat communities in northwestern Alaska, Denai’na communities in southcentral Alaska, and rural communities in Idaho examining community and landscape resilience. His teaching and research is interdisciplinary in nature and directed at integrated methodologies in social-ecological systems that combines stakeholder-engagement, scenario analysis, and geospatial modeling. Kliskey is project lead on two NSF Innovations at the Nexus of Food, Energy, and Water Systems (INFEWS) awards.

Center for Resilient Communities

• Ph.D. in Geography, 1992. University of Otago
• Master of Regional and Resource Planning, 1988. University of Otago
• Bachelor of Surveying, 1986. University of Otago

208-364-4571 [email protected]

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The Ultimate Guide to Studying in Russia in 2024

Browse all phd programmes in russia.

• Sep-Jun Academic Year
• 4 Listed Institutes
• 55 Ranked Universities
• 283,000 Int. Students
• 5,698,000 Students
• 143,400,000 Population

Study in Russia

Why study in russia, 1. russian universities are well-respected worldwide.

Russian universities have a great reputation, both locally and internationally. They are present in global university rankings and stand out from the rest when it comes to disciplines like Physics, Engineering, Medicine, and Social Sciences.

2. Studying and living in Russia is affordable

Compared to their Western counterparts, Russian universities are very affordable. Tuition fees range between 1,450 and 7,500 EUR per year, and only a few study programmes cost more than 10,000 EUR.

Living costs are also very low; most international students can handle all monthly expenses with a budget of 300–600 EUR.

3. There are thousands of scholarships available

During the past years, Russia invested a lot to attract international talents. So far, over 300,000 students choose to move to Russia and get an undergraduate or (post) graduate degree there.

Available scholarships and state-funded spots allow 15,000 students  not to worry about tuition fees or living costs.

The investment part we've mentioned above isn't only limited to scholarships and grants. Russian dormitories and campuses are modern, with the same high level of comfort and utilities you'd expect from any other Western country.

4. Enjoy modern facilities and campuses

Universities also pride themselves with cutting-edge technologies, laboratories, and research centres — facilities that are there to help students achieve their academic goals.

Which universities and colleges to attend in Russia?

There are approximately 850 universities in Russia, and among the best ones are:

• Peter the Great St. Petersburg Polytechnic University (SPbPU)
• National Research University - Higher School of Economics (HSE)
• Lomonosov Moscow State University
• Moscow Institute of Physics and Technology (MIPT)
• Ural Federal University

What is it like to study in Russia?

Most people who studied there praised the welcoming environment, and how teachers were easily approachable and willing to help. The selection process is very competitive, the environment dynamic, and the atmosphere multicultural.

Also, the universities encourage students to study on their own, giving them only guidelines and allowing them to go wild with the subjects. For this, they provide great facilities and amazing libraries.

What to study in Russia?

Russia, being the behemoth country we know and love, is famous for covering all fields and offering Master’s degrees in all disciplines, ranging from Business Administration to Russian Studies (which sounds amazing, honestly).

Russia is famous for covering all fields and offering Master’s, Bachelors and PhD degrees in all disciplines.

Here are some of the most popular Bachelors in Russia:

• Bachelors in Economics in Russia
• Bachelors in Computer Science in Russia
• Bachelors in International Business in Russia

If you're looking for Masters, there are plenty to choose from:

• Masters in Finance in Russia  
• Masters in Political Science in Russia  
• Masters in Computer Science in Russia  
• Masters in Mathematics in Russia  
• Masters in International Business in Russia  

How to apply

After you have settled on the university and programme, the documents you will need to present are:

• Application for admission
• Previous education certificates
• A medical certificate
• Passport photographs

You should note that all documents should be presented with an official copy, translated to Russian.

Helpful ways to make sure you qualify for a Russian university

Take preparation courses.

These kinds of courses enable degree-seeking students to get an extra educational boost just before they start their Master’s degree or other post-graduate degree programmes.

Try a pre-M.B.A., pre-Law, or pre-Medicine programme, as well as any other foundation or preparation courses that will allow you to study in the degree programme of your choice.

Improve your English through an English-language prep course

If you’re attending a degree programme in Russia, you will need to prove that your language skills are good enough to participate in the classes and understand the lectures. These courses will also prepare you for any of the English-language tests that universities require.

English-language tests

In order to follow a Master’s degree in English in Russia, you will have to submit, besides an English certificate, your previous diploma and a cover letter.

The English certificates accepted by Russian universities and organisations are the basic ones, like:

• PTE Academic

Some universities also accept GRE and GMAT certificates. Please refer to their webpage.

Still, be aware that some programmes may require you to submit your CV, a portfolio, references from teachers, and an interview in English, via phone or Skype.

* In the current situation, there is a lot of uncertainty about the economic, safety situation and right to free speech in Russia. International students should inform themselves carefully and be in touch with their consular services for advice. Here’s a link to Studyportals’ statement on the war in Ukraine.

Living in Russia

Tuition fees in russia.

Russian universities are very affordable, especially when compared to similar institutions from Western countries. International students usually pay:

• 1,475–10,600 EUR/year for Bachelor's degrees
• 1,770–5,540 EUR/year for Master's degrees

1,475–7,600 EUR/year for Specialist's degrees (degrees awarded after at least 5 years of study, e.g. Medical degrees)

Students can also apply for scholarships to support their education in Russia.

Accommodation, food and other expenses

As we've established before, Russia is really affordable. Monthly living costs amount to 300–600 EUR.

Here's a breakdown of the average expenses:

• accommodation (university dormitory): 5.60–56 EUR/month
• accommodation (rent apartment): 170–395 EUR/month
• food & groceries: 120–150 EUR
• monthly transport pass: 5 EUR (discounted for students)
• recreation and entertainment: 40–60 EUR

About Russia

* In the current situation, there is a lot of uncertainty about the economic, safety situation and right to free speech in Russia. International students should inform themselves carefully and be in touch with their consular services for advice. Here’s a link to  Studyportals’ statement  on the war in Ukraine.

The Russian Federation is situated in the eastern part of the Europe and the northern part of Asia. The capital city of the Russian Federation is Moscow. The population of the Russian Federation is 144 million with a density of 8.7 people per 1 sq. km.

Quick! When you think of Russia, what’s the first thing that comes to mind? If you said “vodka”, shame on you for being so culturally insensitive! Still, we can’t judge, because, on our research, we uncovered that:

• There are over half a million alcohol-related deaths in Russia each year;
• The word “vodka” comes from the Russian word “voda”, which means “water”;
• During times of economic disparity or high inflation, teachers can be paid in vodka. Teachers only, though, so don’t go asking for a raise at your part-time student job.

Also, besides being huge fans of “water that burns”, you should know that Russians also possess some quirks that can only make you smile and shrug, saying to yourself “that’s Russia for you”. For instance:

• The Imperial Russian Olympic Team arrived in London 12 days late for the games, in 1908, because they were not using the Gregorian calendar yet (not because of the vodka, as we first assumed);
• Japan and Russia still haven't signed a peace treaty to end World War II, due to a territory dispute. So, yes, technically, Russia and Japan are still fighting World War II to this day;
• In 1959, Russian Scientists domesticated Foxes just as if they were dogs. And the best part of this fact? It’s an ongoing project. Guys: foxes can fetch in Russia. This is huge!
• In Megion, a region in West Siberia, the mayor banned excuses. And you have to assume he proclaimed it in the thickest accent ever, while twirling his moustache and laughing maniacally;
• There is a day, Subbotnik, when citizens go out to sweep and tidy up the streets;
• Also, in Russia, there’s a “Temple of all Religions”, where different peoples are welcomed, in order to pray peacefully together;

Universities, colleges and schools in Russia

• RUDN University (3 PhDs)

Novosibirsk

• Novosibirsk State University (1 PhD)

Saint Petersburg

• Peter the Great St. Petersburg Polytechnic University (SPbPU) (1 PhD)
• Samara University (1 PhD)

Interested in scholarships for Russia? Check out our scholarship search page.

How to Apply to a Master's in Russia

If you've decided to study a Master's degree at a university in Russia, you will have to gather the right documents to prove that you fit the university requirements. Provide complete personal information, previous qualifications, financial information, and a personal statement.

What documents do I need to provide to apply in Russia?

You will need to go through 2 sets of documents, in order to apply to a university in Russia.

First, you will need to undergo an initial application, where you will present:

• Copies of your transcripts and diploma, and a listing of the subjects and the grades you had over the course of your higher education;
• Copy of your ID or passport;
• A completed form from the Rossotrudnichestvo office;
• Two photographs.

These documents have to be translated in Russian by an official, so be sure to take care of this very important step.

Afterwards, you will need to cover the official submission of documents to the university. This second step will take place after you arrive in Russia, so it’s very important to double-check the list, and be sure you have them on you. These documents consist of:

• The application for admission;
• Your ID or passport;
• Your diploma, with grades and subjects, both in original and a notarised translation;
• A standard medical form, where you are deemed eligible to study;
• 2 photographs.

Remember that these lists may vary depending on the university you apply to or on the programme you wish to follow.

Prove your English skills

If you wish to study in English, you will need to confirm your level of proficiency.

That’s why, besides the standard documents you will need to submit, you will also have to include:

• A TOEFL or IELTS certificate;
• References from teachers;
• Undergo an interview via Skype or phone;
• A cover letter.

Application deadlines for Russia

Like the list of documents, deadlines may vary depending on the university and the programme you wish to follow.

But, as a general rule, the dates you should pay attention to are:

• For non-EU students: end of May;
• For EU students: beginning of July.

Still, we advise you to research and ask the university what the deadlines are, seeing how they can vary.

Interesting programmes for you

Find phds degrees in russia, what subject to study in russia.

• Agriculture & Forestry 1 Masters
• Applied Sciences & Professions 0 Masters
• Arts, Design & Architecture 0 Masters
• Business & Management 0 Masters
• Computer Science & IT 1 Masters
• Education & Training 0 Masters
• Engineering & Technology 2 Masters
• Environmental Studies & Earth Sciences 0 Masters
• Hospitality, Leisure & Sports 0 Masters
• Humanities 0 Masters
• Journalism & Media 1 Masters
• Law 0 Masters
• Medicine & Health 0 Masters
• Natural Sciences & Mathematics 2 Masters
• Social Sciences 1 Masters

PhD Degrees in Russia

• Doctor of Philosophy (Ph.D.) 6 programmes

Recent international policies promote international university cooperation and student exchange between countries worldwide. High-quality study and PhD degrees are made more available to students in order to create a global educational network, achievable through student and staff mobility. Career and research oriented programmes support international student development.

University cooperation enables students study worldwide, for instance in Australia, Asia, Europe and the United States and provides ways of recognizing previous degrees. Different study options offer appropriate alternatives to students, depending on their preferred mode of study.

Many study programmes in Australia, Asia, Europe and North America are English-taught. The most popular international student destinations include the following countries: Australia, Belgium, China, Denmark, Finland, France, Germany, Italy, the Netherlands, Switzerland, Spain, Sweden, United Kingdom, the United States, and more. However, these are not the only countries offering English-taught education. The rest of the world is full of endless study choices, from highly ranked to smaller, more specialized, universities.

PhD (postgraduate) Degrees

If you want further education beyond the undergraduate level or if you want more personal development or a career in academia, you could obtain a PhD degree. PhD degrees are postgraduate programmes that usually follow a Master's, MPhil or MRes, but there might be additional requirements depending on the university. Students are required to do their own research in a chosen topic. With the help of a supervisor, you develop knowledge and analytical skills in a specific or multidisciplinary field and you carry out independent research. The duration of a PhD degree differs per country and institution. Sometimes your own research is accompanied by work for the department such as giving seminars or small group teaching.

PhD students are required to study on campus under close supervision, but there are universities that accept students enrolled into a part-time distance education PhD degree. Studying on campus can also be full-time as well as part-time, in which case the part-time variant is normally twice as long as the full-time study.

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