phd science resources

• Harvard Business School →
• Doctoral Programs →

PhD Programs

• Accounting & Management
• Business Economics
• Health Policy (Management)
• Organizational Behavior
• Technology & Operations Management

Students in our PhD programs are encouraged from day one to think of this experience as their first job in business academia—a training ground for a challenging and rewarding career generating rigorous, relevant research that influences practice.

Our doctoral students work with faculty and access resources throughout HBS and Harvard University. The PhD program curriculum requires coursework at HBS and other Harvard discipline departments, and with HBS and Harvard faculty on advisory committees. Faculty throughout Harvard guide the programs through their participation on advisory committees.

How do I know which program is right for me?

There are many paths, but we are one HBS. Our PhD students draw on diverse personal and professional backgrounds to pursue an ever-expanding range of research topics. Explore more here about each program’s requirements & curriculum, read student profiles for each discipline as well as student research , and placement information.

The PhD in Business Administration grounds students in the disciplinary theories and research methods that form the foundation of an academic career. Jointly administered by HBS and GSAS, the program has five areas of study: Accounting and Management , Management , Marketing , Strategy , and Technology and Operations Management . All areas of study involve roughly two years of coursework culminating in a field exam. The remaining years of the program are spent conducting independent research, working on co-authored publications, and writing the dissertation. Students join these programs from a wide range of backgrounds, from consulting to engineering. Many applicants possess liberal arts degrees, as there is not a requirement to possess a business degree before joining the program

The PhD in Business Economics provides students the opportunity to study in both Harvard’s world-class Economics Department and Harvard Business School. Throughout the program, coursework includes exploration of microeconomic theory, macroeconomic theory, probability and statistics, and econometrics. While some students join the Business Economics program directly from undergraduate or masters programs, others have worked in economic consulting firms or as research assistants at universities or intergovernmental organizations.

The PhD program in Health Policy (Management) is rooted in data-driven research on the managerial, operational, and strategic issues facing a wide range of organizations. Coursework includes the study of microeconomic theory, management, research methods, and statistics. The backgrounds of students in this program are quite varied, with some coming from public health or the healthcare industry, while others arrive at the program with a background in disciplinary research

The PhD program in Organizational Behavior offers two tracks: either a micro or macro approach. In the micro track, students focus on the study of interpersonal relationships within organizations and the effects that groups have on individuals. Students in the macro track use sociological methods to examine organizations, groups, and markets as a whole, including topics such as the influence of individuals on organizational change, or the relationship between social missions and financial objectives. Jointly administered by HBS and GSAS, the program includes core disciplinary training in sociology or psychology, as well as additional coursework in organizational behavior.

Accounting & Management  

Business economics  , health policy (management)  , management  , marketing  , organizational behavior  , strategy  , technology & operations management  .

Doctor of Philosophy in Science Education

Science education – ph6856.

Department of Teacher Education Patton Hall, Suite 309 Ohio University Athens, OH 45701 740.593.4400 [email protected]

Delivery Mode: Athens Campus

Term of Entry: Fall only

Terms of Entry Requiring Program Permission: None

Program Overview

The Ph.D. program in Science Education is built on a common foundation of learning theory, the social and cultural contexts of education, curriculum and instruction theory, the moral and ethical dimensions of leadership, and quantitative and qualitative research methodologies. In addition to completing a dissertation, it is expected that all students completing a doctoral degree in Science Education will demonstrate knowledge and skills in a common core of competencies and an area of specialization. For each individual scholar, coursework serves as the basis for investigating a significant educational issue that will advance the field of science education and prepare them for future research. Every student in the PhD program in Science Education has the opportunity to construct a highly individualized program based on each scholar’s career goals. Specializations are available based on the expertise of doctoral faculty. The Ph.D. program in Science Education can be completed full- or part-time. For full-time students, program completion typically requires 4 years.

Program Learning Outcomes

By the end of the program, doctoral candidates will:

• Demonstrate a strong foundation in a science subject field and the current trends and issues in science education.
• Use their understanding about how PK–16 students learn and engage in science to develop, evaluate, and investigate equitable and inclusive science education curriculum, teaching, assessment, and technology.
• Discuss, evaluate, and synthesize the theories and body of literature central to science education, professional preparation standards for science teachers, and K–12 science learning standards. 
• Develop teaching skills for university-based science and science education courses or professional development.
• Conduct independent empirical research that uses research methodologies appropriate to the study of science education and is suitable for professional publication and presentations.
• Provide leadership and advocacy through science education research and science teacher education.

Opportunities for Graduates

A key strength of the program is its ability to provide individualized programs of study for scholars with a wide variety of interests who seek to serve as leaders in various facets of education. The Center for Clinical Practice, Coalition of Rural and Appalachian Schools, Institute for Democracy in Education, the Child Development Center, the OHIO Center for Equity in Mathematics and Science (OCEMS), and the Stevens Literacy Center support the overall program and provide opportunities to participate and gain experience in research, professional development, outreach activities, and teacher education.

Further Information

Link to Program: https://www.ohio.edu/education/teacher-ed/doctorate/science

Admission Requirements

Applications for a Ph.D. program in the Department of Teacher Education are required to include:

• Current curriculum vitae or résumé that is at least two pages and not to exceed four pages.
• Unofficial undergraduate and graduate transcripts. Applicants should submit unofficial transcripts from all institutions attended as part of the online application. If you have attended Ohio University, the Graduate College will add those transcripts in the system for you. Please note that a master’s degree from a regionally accredited institution or equivalent is required.
• Graduate Record Exam (GRE) scores. Official test scores must be reported directly to Ohio University using the institution code 1593. Scores over seven years old will not be accepted for admission.
• Three letters of recommendation. Recommendation letters should come from both college professors or advisors and employers or professional colleagues.
• Goal statement. The goal statement should explain why you are interested in pursuing a doctoral degree in your chosen program at Ohio University and how it will serve your future career goals. In doing so applicants will likely reference educational experiences, professional work experiences, and leadership experiences. Applicants might also identify an educational problem or concern that drives you to pursue a doctoral degree. Because the PhD is a research degree, applicants can identify a potential topic (or topics) as research interests, but a fully developed research agenda is not required. The statement is not to exceed two double-spaced typewritten pages. Please contact the Graduate Program Coordinator if you have questions about the goal statement.
• Academic writing sample. Submit a piece of academic writing that demonstrates both technical writing skills and the ability to make logical claims and support them with evidence and references. The writing sample could be a published paper, a paper submitted for a course, a master’s project thesis, or a new paper can be composed. The Graduate Program Coordinator can offer assistance in choosing an appropriate sample and, if an appropriate sample is not available, can provide a writing prompt to which you may respond.
• International Applicants. Non-native speakers of English must submit official results of one of two standardized tests: Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). This is required even if the applicant has previously attended a U.S. institution or has (or will have) a master’s degree from an accredited U.S. institution. Certification of completion of another institution’s English Language Program will not be accepted. Official TOEFL or IELTS scores must be reported directly from the testing agency to Ohio University. Photocopies and/or faxes of English proficiency scores are not accepted. Ohio University can no longer issue an I-20 to a student with the provision to test upon arrival. Please take note of the Graduate College English proficiency requirements. The department of Teacher Education will not accept scores more than five years old.
• TOEFL iBT – 70 Composite, Writing 17, all other Section Scores of 15
• IELTS – 6.0 Composite, all Bands 6.0
• TOEFL iBT – 80 Composite, all Section Scores = 17
• IELTS – 6.5 Composite, all Bands 6.5

All applications will be reviewed holistically; however, prospective Ph.D. students are generally expected to have:

• Master’s degree from a regionally accredited institution or equivalent.
• Master’s grade point average of at least 3.4 (4.0 point scale)
• Score of at least 300 (verbal and quantitative combined) on the Graduate Record Exam (GRE).
• Experience relevant to the individual’s doctoral program or science education specialization area. This might include PK–12 or post-secondary teaching experience, advanced content preparation, inservice professional development or professional development leadership experience, curriculum/standards development and design, etc.

International Students

This program permits full-time enrollment in residence at Ohio University, and an I-20 may be issued based on admission to this program.

Graduation Requirements

The Science Education doctoral program requires a minimum of 68 semester hours beyond the master’s degree.

Curriculum and Instruction Core

Complete the following courses:

Foundations Core

Minimum 5 hours:

• A graduate-level course (5000-level or above) focused on critical studies, chosen in consultation with the doctoral committee (min. 4 hours)
• EDTE 8900 - Special Topics in Education - Teacher Education

Complete 1 hour of EDTE 8900 with the topic “First-Year Doctoral Seminar”

Teaching and Learning Core

Minimum 15 hours:

• EDTE 7150 - Theories of Curriculum and Curriculum Change
• EDTE 7160 - Observing Instruction and Assessing Learners Outcomes in Classrooms and Other Settings
• EDTE 7920 - Curriculum and Instruction Practicum

Complete at least 6 hours of EDTE 7920

• EDTE 8000 - Advanced Dynamics of Human Learning

Research Core

Minimum 18 hours:

• EDRE 7200 - Educational Statistics
• EDRE 7330 - Research Design in Education
• EDRE 7500 - Introduction to Qualitative Research Methodology in Education
• EDTE 8040 - Writing for Publication
• An additional graduate-level research course (min. 3 hours) chosen in consultation with the doctoral committee

Science Specialization Requirement

Students must complete a minimum of 20 hours of coursework at the 7000-level or above that includes the following core courses:

• EDTE 7400 - Curriculum in Science Education (min 3 hrs)
• EDTE 8941 - Research in Science Education (min 3 hrs)
• EDTE 8923 - Practicum in Science Education (min 6 hrs)

Additional courses must be approved in advance and chosen in consultation with the doctoral committee to be compatible with the student’s career goals. (A cognate areas may include a limited number of rigorous 5000- or 6000-level courses, also with committee approval.)

Culminating Experience

Students must successfully complete the following:

• Written and oral comprehensive exams designed to synthesize knowledge across core teaching and learning, research, and specialization coursework;
• A dissertation proposal;
• A minimum of 10 dissertation credit hours;
• Oral defense of the dissertation and submission of the dissertation document.

The Ohio State University

• BuckeyeLink
• Find People
• Search Ohio State

CFAES COVID-19 Resources:    Safe and Healthy Buckeyes   |   COVID-19 Hub   |   CFAES Calendar

School of Environment and Natural Resources

Search form

Doctoral program (phd), breadcrumb menu.

The Doctor of Philosophy (PhD) in the Environment and Natural Resources Graduate Program is an advanced research degree that prepares students to pursue high-level, independent, scholarly research. Students will contribute to the body of knowledge in environmental sustainability and the management of natural resources through the completion of their dissertation .

To do so, doctoral students will formulate research questions that probe the limits of what is known, identify the major issues involved, and develop a thorough understanding of the relevant theory bases and methodologies. They will demonstrate creativity in research design and critical rigor in analyzing and discussing their findings, culminating in the defense and publication of their dissertation.

Students graduating with this degree will be well-prepared to pursue academic careers as well as research careers in government and the private sector. Alumni  pursue careers as leaders in academia, industry, government, policy development, or research innovation.

Paths to pursue a PhD in ENRGP

There are two tracks that students can pursue to earn a PhD in the Environment and Natural Resources Graduate Program depending on their background.

Regular-Admit Track : Students who have completed or are in the process of completing a research-based master’s degree may enter on the regular-admit track. This is the typical track to complete a PhD in our program, after students have completed a master's degree in ENRGP or elsewhere.

Direct-Admit Track : Exceptional students who have not completed a research-based master's degree but are academically prepared to begin the long-term goal of completing a doctoral dissertation may be considered for admission to the direct-admit track. This includes those who will enter with only a bachelor's degree and those who have completed a master's degree that did not require the completion of original research (e.g., a professional or applied science degree, such as a Master of Business Administration or our own Master of Environment and Natural Resources).

Direct-admit PhD applicants must have demonstrated excellent academic potential and have completed relevant research experience in an academic or professional setting that has undergone peer-review or defense, such as a defended undergraduate or honors research thesis, presentations at scientific conferences, a funded scientific research grant, or authorship of an accepted scientific journal publication. Applicants who do not meet these requirements but are otherwise prepared for graduate study may be offered admission to the Master of Science and can pursue the PhD under the regular-admit track following the completion of the master's.

Program Structure

The time to degree completion will vary depending on the track followed, the student's preparation, and the demands of fieldwork and data collection. Full-time students can earn a PhD in three to four years under the regular-admit track or four to five years in the direct-admit track. Part-time students may exceed five years but will be expected to complete graduation requirements within five years after entering doctoral candidacy, and they may have to justify the continued relevance of any courses taken over five years ago.

Completing the PhD under either track requires the completion of at least 80 credits, but regular-admit PhD students will receive 30 transfer credits for their previous master's degree and will only need to complete 50 post-master's credits. Direct-admit PhD students with previous graduate credit may earn up to 30 transfer credits for relevant master's-level coursework.

The required credits will come from these categories:

• Core credits in the study of scientific research paradigms and in semesterly seminars focusing on current issues across disciplines (8 credits);
• Specialization courses to develop a depth of understanding in the research area (13 hours regular-admit; 27 credits direct-admit);
• Methodology courses to develop the methods and skills to pursue original research (9 credits regular-admit; 15 credits direct-admit);
• Research credit , which will be earned each semester under the supervision of the student's advisor (up to 20 for regular-admit; up to 30 for direct-admit).

The choice of specialization and methodology courses will be developed between the student and the advisor.

Students can follow one or more of our seven specializations , which can then be designated on the transcript upon graduation, or pursue a unique program tailored around their research interests. Additionally, students are encouraged to devote a portion of their studies to enhancing their research through academic breadth by pursuing a  graduate minor or a graduate interdisciplinary specialization (GIS) . Students can even pursue a dual or combined degree  to develop breadth and depth and enhance their credentials for future employment.

All doctoral students must demonstrate a basic level of interdisciplinary training through the Interdisciplinary Requirement, which requires that a student take a course in a field of science outside of their own: students focusing on natural sciences must take a social science course, and vice versa. Students who have already taken such a course before entering the doctoral program may be able to use that course to complete this requirement.

Additional requirements

All doctoral students will complete the Verbal Communication Requirement , which will prepare students for science communication through presentations to three different types of audiences: to a specialized audience in a scientific meeting; to an interdisciplinary audience in an academic setting; and to a lay audience in a non-academic setting. You will work with your advisor to find and prepare for such opportunities, and students are encouraged to begin seeking these opportunities early.

Direct-admit students have an additional requirement to complete a  scholarly paper , which will include empirical data or be a substantive review and critique of a significant problem in the student’s area of study.

Click  here  to find out how to apply!

• EARLY LITERACY
• PhD Science Texas
• Eureka Math TEKS Edition

Our Difference

At Great Minds, it's all about building knowledge - not just skills. Building deep, lasting understanding rather than just memorizing. That's why we embed layers upon layers of knowledge into our curricula. Knowledge in the context of the real world, rather than hypothetical scenarios. Knowledge through consistent skill development, rather than reinventing the wheel with each lesson. And the knowledge that builds upon itself for stronger connections throughout the learning process.

PhD Science ® Texas

PhD Science   Texas   is a hands-on K–5 science program that sparks wonder as students build enduring knowledge of how the scientific world works.

Eureka Math ® TEKS Edition

Eureka Math TEKS Edition is a holistic K–5 curriculum that carefully sequences mathematical progressions in expertly crafted modules. 

Geodes  are information-rich books that provide emerging readers with an opportunity to build knowledge while practicing foundational reading skills.

Featured Content

PhD Science Texas Webinar Series

Are you ready to implement the new K–5 science TEKS? In these webinars, we explore the new science TEKS and dive into our new PhD Science Texas curriculum. 

Eureka Math TEKS Edition Support Center

Get access to a suite of support resources created by our team of teacher-writers to help you implement and use Eureka Math TEKS Edition.

Great Minds Texas Blog

Looking for more math and science support? Our blog is filled with articles and videos created by our team of teacher-writers covering a wide array of topics.

Want to learn more?

If your school or district would like to learn more, please fill out the form below. A Great Minds team member will contact you shortly.

Let's build knowledge together. Sign up for free webinars, resources, and more.

Every child is capable of  greatness.

• Job Openings
• Accessibility
• Digital Support
• Print Support
• Media Inquiries
• Terms of Service
• Privacy Policy
• System Status
• CA Residents: Do Not Sell My Info

• Skip to Content
• Catalog Home
• Soil Science, PhD

The UW–Madison Department of Soil and Environmental Sciences is one of the oldest, largest, and most prominent soil science departments in the United States. It is globally renowned for its excellence in soil research and education. The department's mission is to provide instruction, research, and extension leadership in soil chemistry, physics, biology, and pedology to economic and sustainable land use. Programs are designed to improve basic understanding and practical management of soil resources in natural, agricultural, and urban ecosystems, and to serve local, state, national, and global interests. The department implements the Wisconsin Idea to the extended community and provides all generations with an appreciation of soil as a key natural resource and thorough understanding of the scientific basis of the environment and agriculture.

Soil science entails understanding soils and applying the principles of physics, chemistry, mathematics, and biology to the sustainable management of soil and the environment. Soil science deals with the effects of climate change and its interaction with the soil, with scarcity of water resources, and the increase of food production to feed 9 billion people. The link between soils and biodiversity as well as the effects of soils on biofuel production is widely researched in the Department of Soil and Environmental Sciences.

The department is committed to integrated programs of instruction, research, extension, and outreach that address societal goals of responsible stewardship of soil and water resources.

The importance of soils in crop production, environmental issues, turf and grounds management, soil conservation, global climate change, carbon sequestration, rural and urban planning, and waste disposal are integrated into the department's course offerings and research programs. Graduate study in soil science provides the basic and applied scientific training needed for teaching, research, and other professional work in the agricultural, earth, and environmental sciences. The department office provides information concerning career placement and available vacancies.

Graduates from the department occupy leading positions in industry, government, education, and research in agriculture, natural resources, and environmental science throughout the world. Of the more than 1,000 alumni of the department's graduate program, many are deans, directors, chairs, faculty, and staff at universities in the U.S. and other countries, or in leading positions in government, regulatory agencies, research institutions, agribusinesses, chemical industries, and recreational and conservation organizations.

The number of graduate students enrolled in the program over the past 10 years has averaged 20 per year, with about half pursuing master's degrees and half pursuing doctorates. International students generally comprise about 30% of the total. Department faculty also direct additional graduate students in multidisciplinary research in soils-related programs.

Faculty Research

Research in the department focuses on an improved understanding of the soil, as well as on interactions between soil and the people of Wisconsin. The faculty have extensive and long-term experience and knowledge about the soils of Wisconsin, their genesis, properties, and management. The department has an exciting suite of research activities ranging from the molecular level to the global. Research focuses on topical themes like climate change and soil changes to land use effects of biofuel production to DNA fingerprinting of soil life.

Many field research projects on soil and water problems are conducted in cooperation with state and federal agencies, agribusinesses, municipalities, and private farmers. The department cooperates closely with the Wisconsin Geological and Natural History Survey, Molecular and Environmental Toxicology Center, and the USDA Natural Resource Conservation Service in conducting soil surveys and addressing problems of groundwater shortages and contamination. Relationships between soils and forests are studied at tree nurseries and in state, private, and commercial forests throughout the state in cooperation with the Wisconsin Department of Natural Resources and the pulp and paper industry.

Through a long commitment of our staff to international agriculture, the department has assisted in the creation of agricultural colleges in several developing countries and has attracted outstanding international graduate students. Current research involvement includes Brazil, Chile, China, Trinidad-Tobago, Spain, Australia, Argentina, and Antarctica.

Many department faculty have been recognized nationally and globally for their contributions to soil science. Three of only four soil scientists appointed to the National Academy of Sciences are from the UW–Madison Department of Soil and Environmental Sciences. Several faculty members have received local and national academic, professional-society, trade-association, and industrial prizes and awards for teaching, research, and extension education and serve on important state, national, and international committees. Many faculty members have been recognized for their contributions by election to honorary fellowship in the Soil Science Society of America, the American Society of Agronomy, and allied professional societies.

Our faculty are heavily involved in cooperative interdisciplinary research undertakings with scientists and organizations within and beyond the university, such as UW–Madison's Gaylord Nelson Institute for Environmental Studies, Molecular and Environmental Toxicology Center, Environmental Chemistry and Technology Program, and other science departments, state agencies, environmental consulting and service companies, agribusinesses, and trade organizations.

Research Facilities

Research in the department can be conducted in the field, in the laboratory, and behind the desktop, but is commonly conducted in a combination. The department is equipped with all necessary laboratory, computing, and field facilities for graduate training and research. State-of-the-art scientific instrumentation includes soil moisture tension apparatus; flame-emission and atomic-absorption spectrophotometers and gamma-ray spectrometers; neutron activation analysis equipment; an inductively coupled plasma (ICP)-emission spectrometer and an ICP-mass spectrometer; thin-layer, high-performance liquid, gas, and ion chromatographs; low-mass isotope ratio mass spectrometer; micro-respirometers; micro-titer-plate counters; infrared and ultraviolet spectrophotometers; phase-contrast, polarizing and epifluorescence microscopy and photomicrography equipment; eddy correlation systems for heat, moisture, and CO2 fluxes; ground-penetrating radar; high-resolution digital imaging; dynamic light scattering and particle electrophoresis equipment; flow field flow fractionation; and accelerated solvent extractor. Field equipment includes a truck-mounted hydraulic soil probe with well-drilling capabilities; a plot-field harvest combine; various production field equipment (planters, tillage equipment, rainfall simulator); differential-global position system; and particle counter.

Excellent data collection, data logging, computing, and networking facilities are available for basic research and graduate training. In addition to computing facilities maintained by individual researchers for their students, the department makes available to its graduate students a computer graphics facility for the production of sophisticated graphic output.

Specialized facilities are available for research in molecular biology, modern environmental microbiology, in vitro toxicology and bioassays, and contaminated-site remediation. Soils graduate students and faculty have shared access to major advanced physicochemical, x-ray, and electron microscopy analytical equipment through the Materials Science Center, National Magnetic Resonance Facility at Madison, National Synchrotron Light Source at Brookhaven National Laboratories, and other UW–Madison science and engineering departments. Facilities, vehicles, machinery, and instrumentation are available for conducting field experiments at ten strategically located UW Agricultural Research Stations and the O.J. Noer Turfgrass Research and Education Facility. Fieldwork for agricultural production and environmental protection is supported by daily information from the CALS agricultural weather station network as well as soils, crops, land-use, and natural resources analysis using land information systems and geographic information systems.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

Suggested Preparatory Coursework

A foundation in the basic sciences is essential for graduate study in soil science. Continuing undergraduate students are encouraged to select undergraduate courses carefully if they are considering advanced degrees in soil science. The program recommends applicants complete the suggested preparatory coursework (or equivalent) listed below. Admission without this suggested preparation is possible but may delay the completion of graduate studies. If this preparatory coursework has not been completed prior to admission, a student’s examination committee and/or advisor may require this coursework be completed during the PhD program depending on the student's academic, research, and career goal needs.

Graduate School Resources

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Resources

Financial support is usually available to qualified students in the form of research assistantships, mostly funded from research grants; final decision for granting a research assistantship rests with the professor(s) supervising the research. Any assistantship for at least one-third time qualifies a student for remission of tuition (though students may be responsible for other administrative fees). The department does not offer teaching assistantships. A number of Graduate School fellowships are available to new students with outstanding records. The deadline for application for these competitive fellowships is early January of each year. The department selects the most qualified applicants and forwards their dossiers to a campus-wide selection committee. Support for graduate assistantships is available through two Wisconsin Distinguished Fellowships (the W.R. Kussow/Wisconsin Turfgrass Association and the Leo M. Walsh/Wisconsin Fertilizer and Chemical Association), the C.B. Tanner Agricultural Physics Award Fund, and the Charles and Alice Ream Soil and Water Protection Research Fund. In addition, there are two awards given annually to outstanding incoming graduate students, the O.N. Allen Graduate Fellowship for Agriculture and the Kelling Soil Fertility Award.

Minimum Graduate School Requirements

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

Major Requirements

Mode of instruction, mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

Curricular Requirements

Required courses.

Students who take SOIL SCI/​F&W ECOL  451 Environmental Biogeochemistry may count it as either Soil Chemistry or Soil Biology credits, but it cannot count towards both categories.

 All PhD candidates must present at least two seminars in SOIL SCI 728 . One of the seminars must be on the student's prospectus.

 All candidates pursuing a Soil Science PhD shall complete a minimum of 1 credit of SOIL SCI 799 . A written plan for satisfying this requirement shall be prepared by the student in conjunction with the advisor and approved by the Certification Committee. The type and level of effort required to earn one or more degree credits in SOIL SCI 799 shall be in accordance with the guidelines and standards set forth by the CALS Curriculum Committee and approved by the UW Divisional Committees in the Spring Semester 1981.

 PhD candidates are required to enroll in at least 1 credit of SOIL SCI 990 every semester.

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Major-Specific Policies

Prior coursework, graduate credits earned at other institutions .

With program approval, students are allowed to count up to 12 credits of graduate coursework taken during graduate study at other institutions. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. Students may petition the department for an appeal of the ten-year limit on a case-by-case basis.

Undergraduate Credits Earned at Other Institutions or UW-Madison

With program approval, students are allowed to count up to 7 credits of graduate coursework numbered 300 or above from a UW–Madison undergraduate degree. The coursework may also count toward the 50% graduate coursework requirement if the courses are numbered 700 or above. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. Students may petition the department for an appeal of the ten-year limit on a case-by-case basis.

Credits Earned as a Professional Student at UW-Madison (Law, Medicine, Pharmacy, and Veterinary careers)

Refer to the Graduate School: Transfer Credits for Prior Coursework policy.

Credits Earned as a University Special student at UW-Madison

With program approval, students are allowed to count up to 15 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. The coursework may also count toward the 50% graduate coursework requirement if the courses are numbered 700 or above. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements. Students may petition the department for an appeal of the ten-year limit on a case-by-case basis.

Refer to the Graduate School: Probation policy.

Advisor / Committee

The Doctoral Committee, chosen by the student and major professor, is a committee of four or more members representing more than one graduate program, three of whom must be UW-Madison graduate faculty or former UW-Madison graduate faculty up to one year after resignation or retirement. At least one of the four members must be from outside of the student’s major program or major field (often the minor field) and approved by the Certification Committee. A minimum of two must be from the Soil Science faculty. At least three committee members must be designated as readers. Representation of the Minor Department (see Graduate Minor Requirements in the handbook) is at the option of the Minor Department, but the Department of Soil Science recommends that the Minor Professor be on the Committee.

The required fourth member of the Doctoral Committee, as well as any additional members, all retain voting rights. They may be from any of the following categories, as approved by the executive committee: graduate faculty, faculty from a department without a graduate program, academic staff (including emeritus faculty), visiting faculty, faculty from other institutions, scientists, research associates, and other individuals deemed qualified by the Executive Committee (or its equivalent) provided the individual has a PhD degree or its equivalent.

It is the responsibility of the student and the Major Professor to form a Doctoral Committee and schedule a meeting before the end of the second semester (not including summer sessions) of PhD graduate work.

A student who does not meet deadline requirements in this document will not be allowed to register in the subsequent semester until a written plan for meeting the requirements has been approved by their major advisor and the department Certification Committee.

Credits Per Term Allowed

Time limits.

Prospectus: The written prospectus and the prospectus seminar must be completed by the end of the third semester (not including summer sessions).

Preliminary exam: Students who obtain their MS degree in the department and who continue in the department for their doctorate must take the preliminary examination by the end of the fourth semester (not including summer sessions) of PhD graduate work. Candidates who are approved to retake a failed examination must have passed by the end of the fifth semester.

Candidates for the PhD degree who obtained an MS or MA degree elsewhere, must take the Preliminary Examination by the end of the fourth semester (not including summer sessions) of PhD graduate work. Candidates who are approved to retake a failed examination must have passed by the end of the fifth semester.

Candidates who do not adhere to this deadline must show justification for the delay to the department certification committee.

Final oral exam and deposit of dissertation: A candidate for a doctoral degree who fails to take the final oral examination and deposit the dissertation within five years after passing the preliminary examination may by require to take another preliminary examination and to be admitted to candidacy a second time.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office Student Assistance and Support (OSAS)  (for all students to seek grievance assistance and support)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

College of Agricultural and Life Sciences: Grievance Policy  

In the College of Agricultural and Life Sciences (CALS), any student who feels unfairly treated by a member of the CALS faculty or staff has the right to complain about the treatment and to receive a prompt hearing. Some complaints may arise from misunderstandings or communication breakdowns and be easily resolved; others may require formal action. Complaints may concern any matter of perceived unfairness.

To ensure a prompt and fair hearing of any complaint, and to protect the rights of both the person complaining and the person at whom the complaint is directed, the following procedures are used in the College of Agricultural and Life Sciences. Any student, undergraduate or graduate, may use these procedures, except employees whose complaints are covered under other campus policies.

• The student should first talk with the person at whom the complaint is directed. Most issues can be settled at this level. Others may be resolved by established departmental procedures.
• If the complaint involves an academic department in CALS the student should proceed in accordance with item 3 below.
• If the grievance involves a unit in CALS that is not an academic department, the student should proceed in accordance with item 4 below.
• If informal mediation fails, the student can submit the grievance in writing to the grievance advisor within 10 working days of the date the student is informed of the failure of the mediation attempt by the grievance advisor. The grievance advisor will provide a copy to the person at whom the grievance is directed.
• The grievance advisor will refer the complaint to a department committee that will obtain a written response from the person at whom the complaint is directed, providing a copy to the student. Either party may request a hearing before the committee. The grievance advisor will provide both parties a written decision within 20 working days from the date of receipt of the written complaint.
• If the grievance involves the department chairperson, the grievance advisor or a member of the grievance committee, these persons may not participate in the review.
• If not satisfied with departmental action, either party has 10 working days from the date of notification of the departmental committee action to file a written appeal to the CALS Equity and Diversity Committee. A subcommittee of this committee will make a preliminary judgement as to whether the case merits further investigation and review. If the subcommittee unanimously determines that the case does not merit further investigation and review, its decision is final. If one or more members of the subcommittee determine that the case does merit further investigation and review, the subcommittee will investigate and seek to resolve the dispute through mediation. If this mediation attempt fails, the subcommittee will bring the case to the full committee. The committee may seek additional information from the parties or hold a hearing. The committee will present a written recommendation to the dean who will provide a final decision within 20 working days of receipt of the committee recommendation.
• If the alleged unfair treatment occurs in a CALS unit that is not an academic department, the student should, within 120 calendar days of the alleged incident, take his/her grievance directly to the Associate Dean of Academic Affairs. The dean will attempt to resolve the problem informally within 10 working days of receiving the complaint. If this mediation attempt does not succeed the student may file a written complaint with the dean who will refer it to the CALS Equity and Diversity Committee. The committee will seek a written response from the person at whom the complaint is directed, subsequently following other steps delineated in item 3d above.

Financial support is available to qualified MS and PhD students in the form of research assistantships. Most assistantships are funded through research grants, and the final decision rests with the professor(s) supervising the research. A research assistantship for at least one-third time qualifies a student for remission of all tuition. The department offers a limited number of teaching assistantships. Graduate School fellowships are also available.

• Professional Development

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

UW–Madison offers a wealth of resources intended to enrich your graduate studies and enhance your professional skills. Starting your very first year on campus, it is expected that you will take full advantage of the career and professional development resources that best fit your needs and support your goals. Since our alumni thrive not only in academia but also in industry, corporate, government, and non-profit arenas, we strive to be in tune, holistic, and innovative in our approach to meeting the diverse professional development needs of our students. By actively participating in these professional development opportunities, you will build the skills needed to succeed academically at UW–Madison and to thrive professionally in your chosen career.

• Learning Outcomes
• Articulates research problems, potentials, and limits with respect to theory and practice in soil science.
• Formulates ideas, concepts, designs, and/or techniques beyond the boundaries of soil science knowledge.
• Articulates testable hypotheses and conducts research that makes a substantive contribution to soil science.
• Communicates clearly in ways appropriate to the field, in oral and written forms, for scholarly and general public audiences.
• Fosters ethical and professional conduct, adhering to accepted standards such as that of the Soil Science Society of America.

Dr. Francisco Arriaga

Applied Soil Physics, Soil and Water Management and Conservation: Conservation agriculture systems; development of conservation tillage practices that enhance soil quality, soil hydraulic properties, and plant water use through the adoption of cover crops and non-inversion tillage for traditional cropping systems.

Dr. Nicholas Balster

Soil Ecology, Plant Physiological Ecology, and Education: Energy and material cycling in natural and anthropogenic soils including forests, grasslands, and urban ecosystems; stable isotope ecology; environmental education; nutrition management of nursery soils; tree physiology, production and response; ecosystem response to global change; urban ecosystem processes; invasive plant ecology; biodiversity.

Dr. Phillip Barak

Soil Chemistry and Plant Nutrition: Nutrient cycling; nutrient recovery from wastewater; molecular visualization of soil minerals and molecules; soil acidification.

Dr. Zachary Freedman

Soil microbiology, ecology and sustainability: Effects of environmental change on biogeochemical cycles; community ecology and trophic dynamics; forest soil ecology; soil organic matter dynamics; sustainable agroecosystems; bio-based product crop production on marginal lands.  

Dr. Alfred Hartemink

Pedology, Digital Soil Mapping: Pedology; soil carbon; digital soil mapping; tropical soils; history and philosophy of soil science.

Dr. Jingyi Huang

Soil Physics, Proximal and Remote Sensing, Soil Monitoring and Management, Digital Soil Mapping: Application of proximal and remote sensing technologies for understanding the movement of water, heat, gas, and solutes in soils across different spatial and temporal scales; application of physical and empirical models for monitoring, mapping, and managing soil changes due to natural processes and human activities.

Dr. Inna Popova

Environmental soil chemistry; understanding and mitigating the response of soil systems to the increased pressure of organic contaminants; application of biopesticides; development of novel separation and analyses methods for contaminants in environmental matrices.

Dr. Natasha Rayne

Soil Fertility and Nutrient Management: Manure placement, timing, and nitrogen credits; Organic soil amendments and nutrient cycling; Climate-smart and site-specific nitrogen management; Improvement of nitrogen use efficiency in cereal crop production.

Dr. Matthew Ruark

Soil Fertility and Nutrient Management: Soil fertility and management of grain biofuel, and vegetable crops; cover crop management; agricultural production and water quality; sustainability of dairy cropping systems; soil organic matter management.

Dr. Douglas Soldat

Turfgrass and Urban Soils—Turfgrass, urban soils, nutrient management, water resources, soil testing, landscape irrigation; soil contamination.

Dr. Thea Whitman

Soil Ecology, Microbiology, and Biogeochemistry: Soil microbial ecology; organic matter decomposition and carbon stabilization; global environmental change; stable isotopes; linking functional significance of microbial communities with ecosystem processes; fire effects on soil carbon and microbes; management and policy.

Dr. Xia Zhu-Barker

Soil Biogeochemistry, Land Management, and Environmental Sustainability:  Nitrogen and carbon biogeochemical cycles; greenhouse gas and air pollutant emissions; nitrate leaching and runoff; innovative manure and nutrient utilization; composting; climate change mitigation and adaptation; ecosystem services and carbon markets; dairy environmental sustainability; novel methods in isotopic techniques; mechanistic exploration of soil-plant-microbe interactions; process-based modelling. The specific research topics include:

• Microbial and abiotic processes involved in the production and consumption of nitrogen and carbon gases (N 2 O, NO X , NH 3 , CO 2 , CH 4 )
• Land management practices (e.g., compost, fertilizer, cover crops, irrigation, and tillage) that change soil health, nitrogen use efficiency, crop productivity, nitrogen losses, carbon turnover.
• Process oriented modelling of carbon/nitrogen turnover in agricultural ecosystems.
• Environmental changes on the sustainability and resilience of agricultural ecosystems especially dairy production systems.
• Requirements

Contact Information

Soil and Environmental Sciences College of Agricultural and Life Sciences soils.wisc.edu

Carol Duffy, Graduate Admissions [email protected] 608-262-2633 Department of Soil and Environmental Sciences 1525 Observatory Dr., Madison, WI 53706

Julie Garvin, Graduate Coordinator [email protected] 608-262-2239 Department of Soil and Environmental Sciences 1525 Observatory Dr., Madison, WI 53706

Doug Soldat, Director of Graduate Study [email protected] Department of Soil and Environmental Sciences 1525 Observatory Dr., Madison, WI 53706

Graduate School [email protected]

• /​api/​
• /​pdf/​
• Explore Graduate Opportunities
• Explore UW-​Madison's Undergraduate Opportunities
• Accounting and Information Systems
• African American Studies
• African Cultural Studies
• Agricultural and Applied Economics
• Agricultural and Life Sciences -​ College-​Wide
• Animal and Dairy Sciences
• Anthropology
• Art History
• Asian Languages and Cultures
• Atmospheric and Oceanic Sciences
• Bacteriology
• Biochemistry
• Biological Systems Engineering
• Biomedical Engineering
• Biostatistics and Medical Informatics
• Business -​ School-​Wide
• Cell and Regenerative Biology
• Chemical and Biological Engineering
• Chicana/​o and Latina/​o Studies
• Civil and Environmental Engineering
• Civil Society &​ Community Studies
• Classical and Ancient Near Eastern Studies
• Communication Arts
• Communication Sciences and Disorders
• Community and Environmental Sociology
• Computer Sciences
• Counseling Psychology
• Curriculum and Instruction
• Educational Leadership and Policy Analysis
• Educational Policy Studies
• Educational Psychology
• Electrical and Computer Engineering
• Engineering -​ College-​Wide
• Food Science
• Forest and Wildlife Ecology
• French and Italian
• Gaylord Nelson Institute for Environmental Studies
• Gender and Women's Studies
• German, Nordic, and Slavic
• Graduate -​ School-​Wide
• Human Ecology -​ School-​Wide
• Industrial and Systems Engineering
• Information School
• Institute for Clinical and Translational Research
• Institute for Regional and International Studies
• Integrative Biology
• Journalism and Mass Communication
• Kinesiology
• La Follette School of Public Affairs
• Language Institute
• Language Sciences
• Law -​ School-​Wide
• Life Sciences Communication
• Management and Human Resources
• Materials Science and Engineering
• Mathematics
• Mead Witter School of Music
• Mechanical Engineering
• Medical Physics
• Medicine and Public Health -​ School-​Wide
• Nuclear Engineering and Engineering Physics
• Nursing -​ School-​Wide
• Nutritional Sciences
• Operations and Information Management
• Pharmacy -​ School-​Wide
• Planning and Landscape Architecture
• Plant and Agroecosystem Sciences
• Plant Pathology
• Political Science
• Population Health Sciences
• Real Estate and Urban Land Economics
• Rehabilitation Psychology and Special Education
• Religious Studies
• Risk and Insurance
• Sandra Rosenbaum School of Social Work
• Environmental Remediation and Management, MS
• Soil Science, Doctoral Minor
• Soil Science, MS
• Soil Science
• Spanish and Portuguese
• Veterinary Medicine -​ School-​Wide
• Nondegree/​Visiting Student Guide
• Pharmacy Guide
• School of Medicine and Public Health Guide
• Undergraduate Guide
• Veterinary Guide

Jun 5 (Wed) @ 1:15pm: ”Advancements in Higher Order Ambisonics Compression and Loss Concealment Techniques,” Mahmoud Namazi, ECE PhD. Defense

Zoom Meeting –   https://ucsb.zoom.us/j/89047021771?pwd=fUTsh4onvevf64BC7pJSpHr3CJhTzb.1

Virtual reality's resurgence has intensified interest in higher order Ambisonics (HOA), renowned for its ability to recreate spatial audio across diverse speaker setups which is crucial for many applications. Using spherical harmonics to create a 3D soundfield, HOA's popularity in spatial audio storage and transmission is significant. However, challenges arise in enabling immersive experiences due to the potential for HOA to encompass up to 64 audio channels, necessitating effective compression methods. This talk addresses this challenge by proposing new and tailored algorithms for the compression and loss concealment of HOA signals. The first part of the talk discusses a new adaptive framework for HOA compression which considers both the previous frame reconstructed data and the current frame data, to obtain a more relevant set of SVD basis vectors spanning the null space, in order to extend the available set of dominant basis vectors, at the decoder, at little bitrate cost, leading to significantly improved audio quality.

The second part of the talk focuses on low-delay HOA compression. Modern codecs use a combination of inter-channel and inter-frame linear predictors or combine frame-based singular value decomposition (SVD) with the MDCT. This talk will show that reduced delay and superior bitrate can be gained, by instead applying an adaptive SVD transform, which relies on previously decoded data rather than the current time samples, for inter-channel decorrelation, as well as LPC and cascaded long term prediction (which can capture the periodic components of polyphonic signals) to capture short-term and long-term temporal correlations, respectively. The third part of the talk focuses on loss concealment for HOA. Current methods for loss concealment involve essentially applying a predictor trained on past and future data to predict the lost frame. However, such methods do not consider the spatial aspects of HOA. The talk will show how significant improvements can be made by decorrelating the signal using SVD, treating the audio aspect with a predictor and the spatial basis vectors with interpolation on a sample-by-sample basis, before recombining the audio and spatial aspects of the signal to arrive at a superior estimate of the lost frame.

Mahmoud Namazi is a PhD Candidate in the Department of Electrical and Computer Engineering at the University of California, Santa Barbara, where he is advised by Professor Kenneth Rose. He graduated with a triple major from George Mason University, earning one B.S. in Electrical Engineering and another B.S. in Mathematics and Physics. His research interests are in the fields of audio compression, information theory, and machine learning.

Hosted by: Professor Kenneth Rose

Submitted by : Mahmoud Namazi <[email protected]>

• +1 805.893.5364
• [email protected]
• Office Harold Frank Hall, Rm 4155

Dept. Resources

•  Services & Support
•  Cntrl Admin Office (CAO)
•  Electronics Shop
•  Technical Support
• Room Reservations
•  Submit  Event | News  | Book
• Information
• Terms of Use

Department of Electrical and Computer Engineering College of Engineering • UC Santa Barbara 2023 © Regents of the University of California

• School of Engineering and Applied Sciences >
• Prospective Students >
• Accepted Graduate Student Information

Newly Admitted Graduate Students

You earned a seat at UB because of your potential—to develop your future, to help shape UB, and to contribute your unique gifts to the world. From the extraordinary pool of talented students who applied this year, in the end, we were looking for you. We are so excited to welcome you to UB!

Why choose UB's School of Engineering and Applied Sciences?

We are at the forefront of the ai revolution.

With deep and decades-long leadership in artificial intelligence and data science, the University at Buffalo is home to Empire AI, a $400 million consortium that will put New York State at the forefront of the AI revolution .

UB is also home to a world-renowned Institute for Artificial Intelligence and Data Science  and a National Artificial Intelligence Research Institute .

Latest Empire AI News

We're here to support you every step of the way

Professional Development

Resources for Entrepreneurs and Intrapreneurs

Health & Wellness Resources

Support for Women in STEM

Support for Students of Color

Support for the LGBTQ+ Community

Accessibility Resources

Career Resources

Scholarships, Fellowships and Awards

Graduate Internships & Outcomes

You fit right into our network of success.

Our graduates are employed at top companies and universities around the world. Our network includes:

• General Electric
• Lockheed Martin
• Northrop Grumman
• Pfizer Inc.

Buffalo is beautiful year-round

From architectural tours to avant-garde theater, gallery walks to gondola rides, Shakespeare in the Park to Shark Girl, there is no shortage of things to do in and around Buffalo. Plus, our four spectatular seasons do not dissapoint.

Orientation and onboarding events

Attend one of our upcoming events, watch onboarding videos, or take a virtual tour .

In addition to the optional events below, the school and academic departments will hold mandatory orientations this August. Keep an eye on your email to register for orientations!

Connect with us

Chat with ambassadors and other graduate students on Discord

All admitted students are invited to  join our Discord channel!  Discord is a chat-based platform where you can post questions and chat live with whoever is online. Our Discord channel allows you to chat with our ambassadors, academic coordinators and admissions staff, and connect with other students in your program.

Find us on social media

Download digital swag and show off your ub pride, facebook banner.

Instagram Banner

LinkedIn Banner

Homero F. Carrión Cabrera

Civil engineering student

Rajarajeswaran Chandramohan MS Sustainable Transportation and Logistics, Class of 2021

Jingye Tan Mechanical engineering student

Shardul Suryakant Rane Engineering Science MS Data Science, Class of 2021

Wei-Chiao Huang Biomedical engineering student

Yiqi Chen PhD student, Chemical and Biological Engineering, Class of 2021

Payam Ghassemi

Mechanical engineering student

Archita Pathak PhD candidate, Computer Science and Engineering

Hemendra Nath Jaiswal Electrical engineering student

Yong Hu Mechanical engineering student

Angshuman Deka Mechanical engineering student

Kyle Weeks Biomedical engineering student

Ogechi Ogoke Chemical and biological engineering student

Olivia Licata Materials design and innovation student

Zipeng Guo Industrial engineering student

Achira Boonrath Aerospace engineering student

Gurkiran Gurkiran Sustainable Transportation and Logistics student

Cameron Grace Aerospace engineering student

Lexi Nordmann Mechanical engineering student

Qiuxing Chen Engineering education student

Print-a-Bull Pride Props

Zoom Backgrounds

Secure your seat in SEAS

Talented. Passionate. Diverse. Creative. Driven. These are just a few words that describe our newly admitted students, and you’re one of them. You earned a seat at UB because of your potential—to develop your future, to help shape UB, and to contribute your unique gifts to our larger society. This is UB’s tradition of excellence, and we’re so proud that you’re part of it.

Now, it’s time to officially become a UB graduate student. Follow these important steps.

Master of Science in Exercise Science and Integrated Wellness

Master of Science in Exercise Science and Integrated Wellness Program Overview

The Master of Science in Exercise Science program is designed to prepare graduates with the knowledge and skills to implement exercise and wellness programs for a diverse population. This 45-credit curriculum was developed to provide an integrated and holistic wellness approach to working with a physically active population. Students will have the opportunity to prepare for nationally recognized professional certifications from the National Academy of Sports Medicine, American College of Sports Medicine, National Strength and Conditioning Association, and the American Council on Exercise.

• 45 credits; 10 courses
• 4.5 credit hours each

Master of Science in Exercise Science and Integrated Wellness Degree

$375/credit hour 

Program Highlights

Online, Asynchronous

Per Academic Year Fall, Winter, Spring

10 courses each 4.5 credit hours

Master of Science in Exercise Science Program Details

Total Requirements

Prerequisites

• Completion of bachelor’s degree from an accredited university
• Minimum cumulative GPA of 2.75 (a lower GPA will require the completion of a personal statement and program chair approval)

Financial Aid

For more information, see tuition and fees. 

Career Opportunities

• Fitness training consultant
• Personal trainer
• Fitness specialist
• Wellness coach

Graduation Requirements

MsExSci students must complete a minimum of 45 credits and have a minimum 3.0 GPA with a minimum of 31.5 credits in residence. MSExSci students must complete their degree within five years following matriculation into the program. Students must successfully complete Practicum in Exercise Science in order to graduate from the program.

Applying for Graduate Financial Aid

The financing of professional and graduate education in the United States is viewed primarily as the responsibility of the student. There are a number of things, that prospective graduate students can do to help themselves prepare financially to meet their educational costs. Learn more here.

Online Degree Programs

Bastyr University offers fully remote degree programs, as well as hybrid options that are mostly online. Learn about all of our online degree programs.

Resources for Online Learners

Here are some tips to help you succeed in your online degree program.

Faculty Spotlight

Dr. Leap has over 20 years of teaching experience in both secondary and post-secondary settings. She enjoys teaching in both traditional classroom and online settings with an emphasis in…

Michael Thomas

I have worked in Health and Fitness my whole adult life. I started working at a local Y during my undergraduate years. My focus academically and recreationally was on improving sports…

Facility for Rare Isotope Beams

At michigan state university, new frib precision measurement program advances understanding of proton halos, theoretical physicists and experimentalists work together to measure the mass of a rare isotope expected to form a rare proton halo, publishing the first results from frib’s precision measurement program. .

In May 2022, the Facility for Rare Isotope Beams (FRIB) at Michigan State University (MSU), launched its precision measurement program. Staff from FRIB’s  Low Energy Beam and Ion Trap (LEBIT) facility take high-energy, rare-isotope beams generated at FRIB and cool them to a lower energy state. Afterward, the researchers measure specific particles’ masses at high precision. 

The LEBIT team, led by  Ryan Ringle , adjunct professor of physics at FRIB and in the MSU Department of Physics and Astronomy and senior scientist at FRIB, and  Georg Bollen , University Distinguished Professor of Physics and FRIB Experimental Systems Division director, recently published a research paper that used the facility to take a step in verifying the mass of aluminum-22. Researchers think this exotic isotope demonstrates a rare but interesting property—specifically, that the nucleus is surrounded by a “halo” of protons that loosely orbit the nucleus. This halo structure reveals distinctive physical properties during its fleeting existence.

“This program requires a lot of extra beam preparation to perform experiments, and this is the first measurement in FRIB’s science program,” Ringle said. “This measurement could not have been done in a reasonable time at FRIB’s predecessor, the National Superconducting Cyclotron Laboratory, and it highlights our facility’s potential moving forward. Considering this was done with one-eightieth of FRIB’s power specification, this was like a warm-up before exercising.” 

The team published its results in  Physical Review Letters (“ Precision Mass Measurement of the Proton Dripline Halo Candidate 22 Al”).

Capturing elusive proton halos

While most atoms have electrons tightly orbiting the nucleus, protons and neutrons are part of the nucleus itself. However, when atoms encounter many of the same charged particles under certain conditions, they can create halos that orbit the nucleus beyond the pull of the strong nuclear force—the force that would normally keep these particles within the nucleus. While all halo structures are rare fleeting phenomena, neutrons are usually observed as halo particles. A nucleus’s positive charge usually repels protons’ positive charges, meaning that halos made of protons are even rarer. Measurements on nearby isotopes suggested that aluminum-22 might be an isotope that could form a proton halo, but researchers needed to verify this directly in other experiments. 

To achieve this, the team creates a high-energy isotope beam of aluminum-22 using a process called “projectile fragmentation” at FRIB. The researchers create a beam from a heavy, stable atomic nucleus of a given element—in this case, an isotope of argon—then accelerate the beam to half the speed of light. The beam then hits a target with these ultra-fast-moving particle projectiles. This violent collision creates rare, short-lived isotopes that the researchers can shepherd into an instrument to filter out the particle of interest. They then lower the temperature to slow them down into a uniform beam and measure particle mass accurately. 

While the team was able to accurately measure the mass of aluminum-22, it is only part of verifying the isotope’s proton halo structure. The LEBIT researchers’ colleagues in the  Beam Cooler and Laser Spectroscopy (BECOLA) facility at FRIB now plan to take the next step in verifying the proton halo by measuring the charge radius—the distribution of protons around the nucleus—as well as how much the nucleus may be deformed from its traditional, spherical shape. Taken together, these measurements can unequivocally confirm the existence of a proton halo structure around aluminum-22. 

Ringle pointed out that the collaboration between theoretical physicists and experimentalists at FRIB plays an essential role for research like determining the existence of a proton halo around a rare isotope such as aluminum-22. 

FRIB provides research opportunities to graduate students 

Ringle credited students on the team for playing a key role in advancing this research. One of LEBIT’s graduate students, Scott Campbell, took this project on as part of his dissertation. 

“He really took charge of running this experiment from start to finish,” Ringle said. “The students who work with us really benefit from the wealth of expertise we have at this facility. Nowhere else is a facility like this located in the middle of a university campus. It allows students to come in for an hour or two between their classes or before they go home for the day. They can work at the lab part-time and easily pair that with taking classes. But our facility gets benefit as well; we have increased access to talented, motivated students.” 

Campbell studied physics and computer science at Gonzaga University as an undergraduate. He was excited by the prospect of coming to MSU for graduate school in large part to FRIB being on campus and being a major resource for physics students. “I was very excited by the prospect of doing for nuclear physics research at MSU, especially with FRIB ramping up during my studies,” he said. “We have access to these great facilities and a great community, and we get to participate in groundbreaking advances in nuclear science.” 

Campbell also noted that FRIB not only offers world-class facilities, but also networking opportunities and mentors like Ringle. “We are surrounded by colleagues who are interested in your research and want to help you push science forward,” he said.

Eric Gedenk is a freelance science writer.

Michigan State University operates the Facility for Rare Isotope Beams (FRIB) as a user facility for the U.S. Department of Energy Office of Science (DOE-SC), supporting the mission of the DOE-SC Office of Nuclear Physics. Hosting what is designed to be the most powerful heavy-ion accelerator, FRIB enables scientists to make discoveries about the properties of rare isotopes in order to better understand the physics of nuclei, nuclear astrophysics, fundamental interactions, and applications for society, including in medicine, homeland security, and industry.

The U.S. Department of Energy Office of Science is the single largest supporter of basic research in the physical sciences in the United States and is working to address some of today’s most pressing challenges. For more information, visit energy.gov/science.

School of Medicine Department of Medical Informatics and Clinical Epidemiology

Department of medical informatics and clinical epidemiology, dmice 2024 graduation, congratulations 2024 graduates, graduate certificate.

Health and Clinical Informatics

Annessa Kernberg Michelle I. Knopp Mengyu Zhou

Masters of Science

Bioinformatics and Computational Biomedicine

Grace Rose Potter Sidharth Krishnan Sengupta Rebecca Wetzel Shah

Douglas William Challener LeeAnn Jinhua Farestrand Suku George Matthew Robert Hudkins Clinton Katzner Manish Kumar Deborah Rachelle Levy Amrish Tulsi Pipalia Jay Jiayi Shi Valerie Lockhart Welch

Doctor of Philosophy

Nathan J. Evans Mechanistic deep learning for perturbation biology: Application to precision oncology drug repurposing

Gareth Anthony Harmon Deep learning and structural MRI: In pursuit of improved prediction of self regulatory behavior and mental health

Christopher Klocke Characterizing mechanisms of response and resistance to immune checkpoint inhibitor therapy using cell subpopulation gene regulatory network analysis

Hooding Ceremony June 2, 2024 (DMICE starts at 32 minutes)

Ohsu graduation 2024 keynote talks.

• Search UNH.edu
• Search UNH Graduate School

Commonly Searched Items:

• Academic Calendar
• Programs of Study
• Faculty Research
• Current Students Research
• Alumni Dissertation Titles
• Faculty Affiliations
• Student Network
• Student Support Form
• Environmental Sciences Seminar Series
• Testimonials
• Give to NRESS

Earth and Environmental Sciences (Ph.D.)

The NRESS Ph.D. Program draws on the university's strengths in environmental and earth sciences, life sciences, social sciences, and ethical and policy studies. Our Earth and Environmental Sciences Ph.D. students focus on problems dealing with the physical, chemical, and/or biological processes that affect earth and environmental systems.

WHY PURSUE A PH.D. IN Earth and Environmental Sciences  UNH?

The Natural Resources and Earth Systems Science (NRESS) Ph.D. in Earth Systems and Environmental Science (ESSEES) is an interdepartmental program that draws on the university's strengths in environmental and earth sciences, life sciences, social sciences, and ethical and policy studies to increase our understanding of environmental and natural resource challenges and solutions at the local, regional and global scale. Areas of study include, but are not limited to, ecosystem science, biogeochemical cycling, geochemical systems, atmospheric science, environmental philosophy, forestry, geologic science, hydrology, marine science, oceanography, social science, environmental policy and ethics, environmental education, and multidisciplinary natural resources management.

Program Highlights

The Ph.D. in Earth and Environmental Sciences (EES) focuses on problems dealing with the physical, chemical, and/or biological processes that affect earth and environmental systems. Students receiving the Ph.D. degree in EES will typically have a bachelor's and/or master’s degree in biology, ecology, environmental science, geology, hydrology, or microbiology.

Potential Career Areas

• College or university faculty
• Principal Investigator in government agencies
• Research Scientist for nongovernmental environmental organizations
• Policy Advisor for governmental agencies and NGOs

Contact Information

Curriculum & Requirements

Program description.

The graduate program in Natural Resources and Earth Systems Science (NRESS) is an interdepartmental program offering the Ph.D. degree for interdisciplinary work in areas related to the understanding and management of the environment in the broadest context. Areas of study include, but are not limited to, ecosystem science, biogeochemical cycling, geochemical systems, atmospheric science, environmental philosophy, forestry, geologic science, hydrology, marine science, oceanography, social science, environmental policy and ethics, environmental education, and multidisciplinary natural resources management.

Earth and Environmental Sciences (EES)

The NRESS Ph.D. in Earth and Environmental Sciences (EES) focuses on problems dealing with the physical, chemical, and/or biological processes that affect earth and environmental systems. Students receiving the Ph.D. degree in EES will typically have a bachelor's and/or master’s degree in biology, ecology, environmental science, geology, hydrology, or microbiology.

Requirements for the Program

Degree requirements.

The requirements of the doctoral program are flexible to accommodate the diverse interests and needs of students. All students in the NRESS program must meet the requirements listed below.

Committees and Coursework

The Ph.D. guidance and dissertation committees must consist of at least five members. The chair must be a member of the NRESS faculty . Three of the five members (including the chair) must be NRESS faculty, and committee members must be from more than one academic department. Students are strongly encouraged to include at least one off-campus member. Off-campus committee members must hold a doctoral (or terminal) degree and be approved by the student's adviser, the NRESS Program, and the Graduate School dean. Students should select the guidance committee in a timely manner, within one year for full-time students and two years for part-time students.

Core Area Course Requirements

All students will take one course in each of four core areas while enrolled in the program: natural sciences, ethics/policy/law, methods, and seminar. Students are also required to take NRES 997 Interdisciplinary Research in Natural Resources and Earth and Environmental Sciences , preferably within the first year of enrollment. Any course used to satisfy the natural sciences, ethics/policy/law, and methods core areas must be a classroom course of at least 3 credits. The seminar course must be interactive and must be at least 1 credit. Independent study courses may not be used to satisfy core requirements. Students must complete a Preliminary Coursework Approval Form, which lists the student's planned coursework, within one year for full-time students and two years for part-time students. A Final Course Approval Form, with signatures from the adviser, committee members, and the NRESS program chair is submitted once the coursework is completed.

Students Entering the Program without a Master's Degree

Students entering the program without a master's degree are expected to complete a minimum of 36 credit hours. There is not a specific credit requirement beyond the required four core courses and NRES 997 for students who have completed a M.S. or M.A. degree in a related field. Students enter the NRESS program with diverse backgrounds and preparation in their desired area of study. Therefore, final credit requirements are determined by the guidance committee and may include additional coursework necessary to enhance the student's selected field of study and/or correct any deficiencies in the student's previous program. Students may apply a maximum of 12 credits of independent study and/or seminar courses to their total course requirement.

Transfer Credits

Graduate-level courses taken prior to admission may be transferred into the program and applied to the total only if they were not taken while matriculated in another degree program, as per Graduate School policy. These courses may not be used to meet the core course requirements. Transfer of credits must be approved by the adviser, the guidance committee, and the Graduate School.

Language Proficiency

Language proficiency may be required at the discretion of the student's adviser/committee. If required, a student will need to show proficiency in one foreign language or one computer language.

Examinations

Each student is required to pass three examinations, each of which has both a written and oral component. Additional preliminary examinations may be administered before the three required exams as the committee deems necessary. Performance on such an exam will determine areas where the student needs additional coursework or could result in the student's removal from the program.

Comprehensive exam (sometimes referred to as the qualifying exam) : The student must prepare an extensive written answer to one question from each committee member that covers the basic concepts and factual material deemed essential for the student’s program. Three weeks are allowed for completion of the exam during which time students are expected to work solely on their answers.  Answers are expected to be anywhere from 10 – 20 pages per question with extensive literature citations. Completed written answers are submitted to the adviser who then distributes copies to the other committee members for review.  Approximately 1 – 2 weeks are allowed for the committee to read the answers, after which time the student gives an oral presentation to the committee. Following the presentation, committee members will ask for clarification of the student’s answers, if necessary.  The committee may require a student to repeat part, or all, of the comprehensive exam if the student’s performance is deemed unsatisfactory. This exam should be taken within three years of initiation of graduate study in the program.

Proposal exam: The student must present to the committee a written proposal on the dissertation research topic. Once the proposal is written, the student will complete a public oral presentation of the proposed research, followed by an oral examination by the committee.

Final exam: The student must complete a written Ph.D. dissertation prior to the final exam. Once written, the student is required to complete an oral defense of the dissertation, which will include both a public presentation and oral examination by the committee.

A student may be required to take additional courses following either the comprehensive or proposal exam, or may be removed from the program following failure of any of the required exams. Students are advanced to candidacy after successfully completing the comprehensive exam, proposal exam, and all coursework required by the guidance committee as summarized on the Coursework Approval Form.

Application Requirements & Deadlines

Applications must be completed by the following deadlines in order to be reviewed for admission:

• Fall : May 15 (recommended); August 1 (final; timely processing of applications not guaranteed for late submissions)
• Spring : October 15 (recommended); January 1 (final; timely processing of applications not guaranteed for late submissions)
• Summer : N/A
• Special : N/A

Application fee : $65

Campus : Durham

New England Regional : RI VT

Accelerated Masters Eligible : No

New Hampshire Residents

Students claiming in-state residency must also submit a Proof of Residence Form . This form is not required to complete your application, but you will need to submit it after you are offered admission or you will not be able to register for classes.

Transcripts

If you attended UNH or Granite State College (GSC) after September 1, 1991, and have indicated so on your online application, we will retrieve your transcript internally; this includes UNH-Durham, UNH-Manchester, UNH Non-Degree work and GSC. 

If you did not attend UNH, or attended prior to September 1, 1991, then you must upload a copy (PDF) of your transcript in the application form. International transcripts must be translated into English.

If admitted , you must then request an official transcript be sent directly to our office from the Registrar's Office of each college/university attended. We accept transcripts both electronically and in hard copy:

• Electronic Transcripts : Please have your institution send the transcript directly to [email protected] . Please note that we can only accept copies sent directly from the institution.
• Paper Transcripts : Please send hard copies of transcripts to: UNH Graduate School, Thompson Hall- 105 Main Street, Durham, NH 03824. You may request transcripts be sent to us directly from the institution or you may send them yourself as long as they remain sealed in the original university envelope.

Transcripts from all previous post-secondary institutions must be submitted and applicants must disclose any previous academic or disciplinary sanctions that resulted in their temporary or permanent separation from a previous post-secondary institution. If it is found that previous academic or disciplinary separations were not disclosed, applicants may face denial and admitted students may face dismissal from their academic program.

Letters of recommendation: 3 required

Recommendation letters submitted by relatives or friends, as well as letters older than one year, will not be accepted.

Personal Statement/Essay Questions

A clear, concise statement of the applicant’s relevant past experiences including academics, research, and/or work experience. The statement should also include an expression of interests and an explanation of the student’s goals in pursuing a doctoral degree. Applicants must identify in the application personal statement an NRESS PhD Program Faculty member willing to serve as their graduate advisor.

Statements must be included with your submitted application.

Additional Department Requirements

Applicants must secure a faculty member from the current list of NRESS faculty who will agree to serve as advisor and potentially provide funding for the student’s doctoral studies. Applicants should visit the NRESS program website and review the list of faculty in their area of interest. The applicant should contact potential faculty advisors to discuss their interests to determine if the faculty member(s) would be willing to serve as the student’s advisor before applying to the program.

Important Notes

All applicants are encouraged to contact programs directly to discuss program-specific application questions.

International Applicants

Prospective international students are required to submit TOEFL, IELTS, or equivalent examination scores. English Language Exams may be waived if English is your first language. If you wish to request a waiver, then please visit our Test Scores webpage for more information.

Explore Program Details

Timeline for the degree.

Review the timeline for this degree both with and without a master's degree.

More To Explore

• Forms and Documents
• Financial Aid
• Graduation Requirements

Take the Next Step

LEARN HOW TO APPLY

SCHEDULE A VISIT

REQUEST INFORMATION

Unh graduate school, natural resources & earth systems science ph.d..

• Sustainability
• Embrace New Hampshire
• University News
• The Future of UNH
• Campus Locations
• Calendars & Events
• Directories
• Facts & Figures
• Academic Advising
• Colleges & Schools
• Degrees & Programs
• Undeclared Students
• Course Search
• Study Abroad
• Career Services
• How to Apply
• Visit Campus
• Undergraduate Admissions
• Costs & Financial Aid
• Net Price Calculator
• Graduate Admissions
• UNH Franklin Pierce School of Law
• Housing & Residential Life
• Clubs & Organizations
• New Student Programs
• Student Support
• Fitness & Recreation
• Student Union
• Health & Wellness
• Student Life Leadership
• Sport Clubs
• UNH Wildcats
• Intramural Sports
• Campus Recreation
• Centers & Institutes
• Undergraduate Research
• Research Office
• Graduate Research
• FindScholars@UNH
• Business Partnerships with UNH
• Professional Development & Continuing Education
• Research and Technology at UNH
• Request Information
• Current Students
• Faculty & Staff
• Alumni & Friends