university of new york phd programs

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Graduate School of Arts & Science

Prospective students, current students, global programs, master's programs, threesis academic challenge, ph.d. programs, certificate programs.

General Admissions Questions?

See our Application Resource Center

International

Graduate fairs, & open houses, new york city, new student, orientation, graduate student, find out about, alumni benefits, get involved, gsas master's college, alumni association, alumni events, gsas game changers, student academy awards.

Giorgio Ghiotto (GSAS '22) and Lyuwei Chen (GSAS '22) of NYU A&S Journalism's News and Documentary program received Student Academy Award medals.

Psychology Research

Psychology PhD candidate Rachel Leshin's research on bias in children was recently featured in Time magazine and The Academic Minute podcast.

2023 MacArthur Fellow

Poet Ada Limón (GSAS '01) was named a 2023 MacArthur Fellow, recognizing her work related to grief, connection, and the natural world.

More gsas game changers

The Graduate School of Arts & Science is dedicated to the education and training of innovative and successful scholars, teachers, and professionals. GSAS works with faculty to recruit the most promising students of diverse backgrounds , to develop and manage high-quality academic programs , and to create conditions in which graduate students can gain expertise and conduct original research in their fields. GSAS cultivates and upholds the highest standards of academic and professional comportment for students, and it represents and communicates their interests to the university and the wider academic and professional communities.

Ready to learn more?

Dean's Message

Graduate Fairs and Open Houses

Application Process

Ph.D. Admission

Applying to the phd program.

The deadline for applications is December 12.

Full details about applying as a PhD student are available through the Graduate School of Arts and Science (GSAS) Application Resource Center .

NYU Global Tracks

The computer science department offers students the possibility to perform research abroad with the computer science faculty in either the NYU Abu Dhabi campus or the NYU Shanghai campus. In order to be considered for those special tracks, applicants must indicate their interest on the application form. Under both tracks, students are expected to complete one year of coursework in the NYU New York campus, and then conduct research with their academic advisor in one of the two global campuses.

To read more about the NYU Shanghai track, click here .

To read more about the NYU Abu Dhabi track, click here .

Evaluation of applications to the PhD program

All of the items listed below must be included in your online application.

• A completed application form, including a statement of purpose.
• Three letters of recommendation.
• GRE scores. (Note that the general GRE test is required; the GRE Computer Science subject test is optional) Note: We encourage you to submit an application even if you do not yet have your GRE result ready by the application deadline. Please let us know if you believe that taking the GRE test presents a difficulty for you.
• Curriculum vitae.
• Academic transcripts.
• TOEFL or IELTS scores for any student whose native language or medium of undergraduate instruction is not English.

Admission decisions are made by a faculty committee. The most important factor in an PhD admission decision involves the applicant's likely ability to succeed in original research. Hence the committee pays significant attention to the applicant's statement of purpose and to letters of recommendation that highlight the applicant's contributions to research. Links to research publications written or co-authored by the applicant are helpful. (Copies of publications should NOT be submitted.) There are no explicit requirements for grades. All applicants to the PhD program are expected to have outstanding grades and demonstrated command of written English. The letters of recommendation should provide confirmation of the applicant's originality and creativity in research.

Applicants are not expected or required to submit GRE scores. Applicants who wish to submit GRE scores, can do so, but need not provide official scores at the time of application.

Admission decisions are made by a faculty committee. The most important factor in an PhD admission decision involves the applicant's likely ability to succeed in original research. Hence the committee pays significant attention to the applicant's statement of purpose and to letters of recommendation that highlight the applicant's contributions to research. Links to research publications written or co-authored by the applicant are helpful. (Copies of publications should NOT be submitted.) There are no explicit requirements for grades or GRE scores. All applicants to the PhD program are expected to have outstanding grades and excellent GRE scores, as well as a demonstrated command of written English. The letters of recommendation should provide confirmation of the applicant's originality and creativity in research.

Financial support of PhD students

All full-time Computer Science PhD students in good standing receive financial support, including a nine-month stipend during the academic year, payment of tuition and fees, and health insurance. For some students, this support is provided through the GSAS MacCracken Fellowship program. Information about the MacCracken program can be found on the GSAS page for Fellowships and Assistantships by clicking the link for "MacCracken Program Guidelines."

More than half of Computer Science PhD students receive support from research assistantships associated with external grants received by their research advisors. There are also opportunities for MacCracken fellows to receive additional compensation separate from their MacCracken award by serving as instructional assistants.

Prospective PhD students are strongly encouraged to apply for external fellowships. In addition to the prestige associated with external support,the department's policy is to pay the student, whenever possible, a "supplement" that produces a 9-month stipend (during September-May)that is 25% higher than the standard departmental 9-month stipend. For more information see the links below:

• External Fellowships for Doctoral Students (CS Department)
• External Fellowships (GSAS)

Where to Get Further Information

For general admissions inquiries for the PhD program, including troubleshooting the online application:

• [email protected]

For admissions inquiries specific to the PhD program in Computer Science:

• [email protected]

For information regarding open houses for prospective PhD students

• GSAS Graduate Fairs and Open Houses

Earn an Online Doctorate in Education from NYU

Innovative change in your organization starts here. expand your leadership skills and create new solutions to persistent challenges with your edd in leadership and innovation..

NYU Steinhardt’s EdD in Leadership and Innovation is more than an educational leadership degree program. It’s a cohort of professionals, faculty, and distinguished cross-sectoral leaders interested in education and learning. Collectively, they understand that by working together, they can effect sustainable and scalable change through education leadership jobs in their organizations.

This Doctorate in Education serves a diverse range of experienced professionals. Rooted in a rigorous academic experience and shared passion, the advanced degree is designed for cross-sector leaders who are motivated to create change in education and learning.

Students accepted into the program bring with them real-world challenges. They are encouraged to question and explore, to take risks and succeed, to push and innovate.

This is a unique educational leadership degree that addresses the needs of working professionals with a rigorous online doctorate in education program that can be completed in as few as 24 months.

We [leaders] need to know how to speak to each other in a common language. Our EdD in Leadership and Innovation creates the space where we can find a common language as we work across sectors to solve problems. Dr. Noel S. Anderson Founding Faculty

Solving problems means challenging preconceptions.

Transformative change can result when you allow your point of view to be questioned. So, one of the best ways to develop knowledge, skills, new approaches, and solutions is to work with others — people across all sectors who will challenge you with differing perspectives.

We bring together students and instructors from inside and outside the scope of traditional education to push you to think differently and to ask tough questions.

When you intentionally gather people from different personal and professional backgrounds to collaborate, something powerful occurs: change happens. It’s how to build new processes, solutions, policies, and powerful new tools — and how to create visionary leaders.

We believe leaders are learners, and that education is essential to great leadership.

The NYU EdD is a rigorous online doctorate degree program that combines the discipline of a top-tier university with an innovative approach to education and leadership. We offer accessibility through enhanced technology and the personal connection of face-to-face instruction.

We examine the most important issues leaders in education and learning face today and discover solutions that make change possible for tomorrow. We apply an academic lens to myriad sectors so students graduate from the doctoral program in education with the core competencies for impactful director and executive-level career options.

The research, analysis, writing, and critical thinking involved in students’ strategic design and implementation of a change management project are assets that students will bring to current and future employers.

• Admission Policies
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• Ph.D. in Atmosphere Ocean Science
• M.S. at Graduate School of Arts & Science
• M.S. at Tandon School of Engineering
• Current Students

Ph.D. Program in Mathematics

Degree requirements.

A candidate for the Ph.D. degree in mathematics must fulfill a number of different departmental requirements .

NYU Shanghai Ph.D. Track

The Ph.D. program also offers students the opportunity to pursue their study and research with Mathematics faculty based at NYU Shanghai. With this opportunity, students generally complete their coursework in New York City before moving full-time to Shanghai for their dissertation research. For more information, please visit the  NYU Shanghai Ph.D. page .

Sample course schedules (Years 1 and 2) for students with a primary interest in:

Applied Math (Math Biology, Scientific Computing, Physical Applied Math, etc.)

Additional information for students interested in studying applied math is available here .

Probability

PDE/Analysis

The Written Comprehensive Examination

The examination tests the basic knowledge required for any serious mathematical study. It consists of the three following sections: Advanced Calculus, Complex Variables, and Linear Algebra. The examination is given on three consecutive days, twice a year, in early September and early January. Each section is allotted three hours and is written at the level of a good undergraduate course. Samples of previous examinations are available in the departmental office. Cooperative preparation is encouraged, as it is for all examinations. In the fall term, the Department offers a workshop, taught by an advanced Teaching Assistant, to help students prepare for the written examinations.

Entering students with a solid preparation are encouraged to consider taking the examination in their first year of full-time study. All students must take the examinations in order to be allowed to register for coursework beyond 36 points of credit; it is recommended that students attempt to take the examinations well before this deadline. Graduate Assistants are required to take the examinations during their first year of study.

For further details, consult the page on the written comprehensive exams .

The Oral Preliminary Examination

This examination is usually (but not invariably) taken after two years of full-time study. The purpose of the examination is to determine if the candidate has acquired sufficient mathematical knowledge and maturity to commence a dissertation. The phrase "mathematical knowledge" is intended to convey rather broad acquaintance with the basic facts of mathematical life, with emphasis on a good understanding of the simplest interesting examples. In particular, highly technical or abstract material is inappropriate, as is the rote reproduction of information. What the examiners look for is something a little different and less easy to quantify. It is conveyed in part by the word "maturity." This means some idea of how mathematics hangs together; the ability to think a little on one's feet; some appreciation of what is natural and important, and what is artificial. The point is that the ability to do successful research depends on more than formal learning, and it is part of the examiners' task to assess these less tangible aspects of the candidate's preparation.

The orals are comprised of a general section and a special section, each lasting one hour, and are conducted by two different panels of three faculty members. The examination takes place three times a year: fall, mid-winter and late spring. Cooperative preparation of often helpful and is encouraged. The general section consists of five topics, one of which may be chosen freely. The other four topics are determined by field of interest, but often turn out to be standard: complex variables, real variables, ordinary differential equations, and partial differential equations. Here, the level of knowledge that is expected is equivalent to that of a one or two term course of the kind Courant normally presents. A brochure containing the most common questions on the general oral examination, edited by Courant students, is available at the Department Office.

The special section is usually devoted to a single topic at a more advanced level and extent of knowledge. The precise content is negotiated with the candidate's faculty advisor. Normally, the chosen topic will have a direct bearing on the candidate's Ph.D. dissertation.

All students must take the oral examinations in order to be allowed to register for coursework beyond 60 points of credit. It is recommended that students attempt the examinations well before this deadline.

The Dissertation Defense

The oral defense is the final examination on the student's dissertation. The defense is conducted by a panel of five faculty members (including the student's advisor) and generally lasts one to two hours. The candidate presents his/her work to a mixed audience, some expert in the student's topic, some not. Often, this presentation is followed by a question-and-answer period and mutual discussion of related material and directions for future work.

Summer Internships and Employment

The Department encourages Ph.D. students at any stage of their studies, including the very early stage, to seek summer employment opportunities at various government and industry facilities. In the past few years, Courant students have taken summer internships at the National Institute of Health, Los Alamos National Laboratory, Woods Hole Oceanographic Institution, Lawrence Livermore National Laboratory and NASA, as well as Wall Street firms. Such opportunities can greatly expand students' understanding of the mathematical sciences, offer them possible areas of interest for thesis research, and enhance their career options. The Director of Graduate Studies and members of the faculty (and in particular the students' academic advisors) can assist students in finding appropriate summer employment.

Mentoring and Grievance Policy

For detailed information, consult the page on the Mentoring and Grievance Policy .

Visiting Doctoral Students

Information about spending a term at the Courant Institute's Department of Mathematics as a visiting doctoral student is available on the Visitor Programs  page.

NYU Center for Data Science

Harnessing Data’s Potential for the World

PhD in Data Science

An NRT-sponsored program in Data Science

• Areas & Faculty
• Admission Requirements
• Medical School Track
• NRT FUTURE Program

Advances in computational speed and data availability, and the development of novel data analysis methods, have birthed a new field: data science. This new field requires a new type of researcher and actor: the rigorously trained, cross-disciplinary, and ethically responsible data scientist. Launched in Fall 2017, the pioneering CDS PhD Data Science program seeks to produce such researchers who are fluent in the emerging field of data science, and to develop a native environment for their education and training. The CDS PhD Data Science program has rapidly received widespread recognition and is considered among the top and most selective data science doctoral programs in the world. It has recently been recognized by the NSF through an NRT training grant.

The CDS PhD program model rigorously trains data scientists of the future who (1) develop methodology and harness statistical tools to find answers to questions that transcend the boundaries of traditional academic disciplines; (2) clearly communicate to extract crisp questions from big, heterogeneous, uncertain data; (3) effectively translate fundamental research insights into data science practice in the sciences, medicine, industry, and government; and (4) are aware of the ethical implications of their work.

Our programmatic mission is to nurture this new generation of data scientists, by designing and building a data science environment where methodological innovations are developed and translated successfully to domain applications, both scientific and social. Our vision is that combining fundamental research on the principles of data science with translational projects involving domain experts creates a virtuous cycle: Advances in data science methodology transform the process of discovery in the sciences, and enable effective data-driven governance in the public sector. At the same time, the demands of real-world translational projects will catalyze the creation of new data science methodologies. An essential ingredient of such methodologies is that they embed ethics and responsibility by design.

These objectives will be achieved by a combination of an innovative core curriculum, a novel data assistantship mechanism that provides training of skills transfer through rotations and internships, and communication and entrepreneurship modules. Students will be exposed to a wider range of fields than in more standard PhD programs while working with our interdisciplinary faculty. In particular, we are proud to offer a medical track for students eager to explore data science as applied to healthcare or to develop novel theoretical models stemming from medical questions.

In short, the CDS PhD Data Science program prepares students to become leaders in data science research and prepares them for outstanding careers in academia or industry. Successful candidates are guaranteed financial support in the form of tuition and a competitive stipend in the fall and spring semesters for up to five years.* We invite you to learn more through our webpage or by contacting  [email protected] .

*The Ph.D. program also offers students the opportunity to pursue their study and research with Data Science faculty based at NYU Shanghai. With this opportunity, students generally complete their coursework in New York City before moving full-time to Shanghai for their research. For more information, please visit the NYU Shanghai Ph.D. page .

Social Work (PhD)

Program description.

NYU Silver School of Social Work’s PhD program prepares students to become leading researchers and educators in the promotion of social justice and the health and well-being of marginalized communities nationally and globally.

Our intensive doctoral training competitively positions graduates for top-tier academic and research opportunities—such as faculty positions at leading research universities—cultivating the next wave of independent investigators, scholars, and social work leaders. Building on Silver’s nationally recognized strength in intervention and implementation research and our focus on addressing inequities, the PhD program prepares students to make their own unique contributions to the field of social welfare.

Our rigorous coursework educates students in classic and contemporary theory, cutting-edge quantitative, qualitative and mixed methodologies, and specialized learning in their substantive areas. The opportunity to take electives within the larger university allows students to explore further their areas and methodologies in an interdisciplinary classroom. NYU Silver also prepares students to be educators through training, including in anti-racist pedagogies, and hands-on experience teaching BSW and MSW level courses.

At the heart of our program is the mentored research practicum offering students the opportunity to put their learning into practice. NYU Silver PhD students are paired from day one with a research mentor as part of our personalized mentoring program , helping them develop competencies in core research, scholarship, and teaching areas. NYU Silver Faculty are renowned for their expertise in several key research areas, including racial and social justice, behavioral health services, child welfare, and aging. Being part of a large Global Network University and located in the diverse and dynamic city of New York, NYU Silver offers an unparalleled environment for the study of areas critical to local, national and global well-being.

Requirements for admission to the Social Work PhD program include:

• a master’s degree (MSW is preferred) with a graduate grade point average of 3.0 or higher, based on a 4-point scale;
• a bachelor’s degree with an undergraduate grade point average of 3.0 or higher, based on a 4-point scale;
• TOEFL Score Requirements NYU Silver accepts the TOEFL iBT test, the TOEFL iBT Home Edition and the TOEFL iBT Paper Edition. The minimum scores for the TOEFL are 92-93. Our TOEFL code is 2506. We will accept an unofficial score until we receive an official copy from Educational Testing Service (ETS).
• IELTS Score Requirements Admission criteria for the IELTS is an overall score of 7.0 or higher (no individual scores less than 7 in any category).
• Duolingo English Test Admission criteria for the Duolingo English Test is a minimum score of 115.
• Applicants who have earned a degree from an institution where the language of instruction during their entire undergraduate program (four years) and/or master's degree was exclusively English, regardless of country, are exempt from submitting a TOEFL, IELTS, or Duolingo score.
• Applicants who are U.S. Permanent Residents and have earned their undergraduate degree from a US Institution.
• an updated Curriculum Vitae;
• a well-written and compelling  statement of research interest ; and
• three outstanding letters of recommendation.
• International applicants ‒ please  learn more about your additional requirements .

Note:  Although post-MSW practice experience is not a requirement, at least three years of experience is recommended.

Program Requirements

Required coursework, non-coursework requirements, qualifying exam.

The qualifying exam will entail a choice between a systematic review or a comprehensive literature review of a given topic of interest. All students must pass a qualifying exam, which serves as an examination of what students have learned to date in the program and a determination of whether they are ready to engage in independent research. Successful completion of the qualifying exam also demonstrates that a student is able to adhere to accepted norms of scholarship and produce written work of publishable quality.

Dissertation Proposal

In creating a dissertation proposal, students will choose a topic or research question to study, and will form a dissertation committee based on their research area interest and faculty area of expertise. Students will submit their written proposal to the dissertation committee and arrange for an oral defense.

Dissertation

The student, in consultation with their dissertation committee, will determine the appropriate structure and form of the dissertation. All dissertations will be evaluated on the quality and clarity of the conception, writing, presentation, evidence of scholarship and systematic inquiry, originality, and significance to the field of social work. Students will submit a written dissertation and also have an oral defense of their dissertation, which is open to the public.

Note: The doctoral program does not prepare students for advanced practice in clinical social work or for licensure for social work practice in New York State. Students licensed as an LMSW or LCSW by the New York State Education Department may practice according to the guidelines of their particular license. Unlicensed students may not provide professional services in New York State unless otherwise authorized by state law.

Sample Plan of Study

Program-level student learning outcomes.

Upon completion of the Silver School of Social Work doctoral program, graduates will be able to:

• Provide leadership in the development of knowledge in a substantive area that is important to social work practice and/or social service delivery.
• Conduct independent research that demonstrates advanced knowledge of the methodology used, and which meets current publication standards.
• Engage in critical analysis of clinical practice models and their underpinning theories, including evidence of empirical support.
• Draw upon established social science theories to generate hypotheses regarding problems relevant to social work practice.
• Critically examine social policies using established models of analysis.
• Communicate effectively at a professional level, orally and in writing, the products of one’s scholarship to diverse constituencies.
• Compete successfully for academic positions in social work or related disciplines.

Transfer and Articulation Agreements

Academic standing and progress, withdrawals, redress of grievances, nyu policies.

Normally, credit for required courses in the PhD or DSW program cannot be transferred from other institutions. For admissions purposes, transfer credit from other educational programs within the school or from other institutions is generally not allowed. 

A PhD student who is on academic probation is considered not to be in good academic standing or not to be in good academic progress. Students will be automatically placed on academic probation for any of the following reasons: 

• A grade-point average of less than 3.0
• A grade of lower than B- in any course
• Failure to complete course requirements (as indicated by grade of IP or IF) within one semester following the end of the semester in which the course was taken.
• Inadequate performance in the research practicum (e.g., did not fulfill required weekly hours, did not turn in agreed-upon tasks on time). 

Academic probation triggers the formation of a Status Committee, which serves to help the student identify obstacles to remaining in good academic standing and provides guidance and support for helping the student plan for improvement. Status committees consist of three faculty members: the student’s mentor, a member of the PhD program committee, and the director of the PhD program. 

The program will provide written notification to the student of their probationary status as soon as practicable and within sixty (60) days after the final grades posted by the University (when applicable). The notification will inform the student of the ground for the determination, the specific steps that must be taken to return to good standing, the means by which the student’s performance will be evaluated and the penalty that will be imposed if these requirements are not met. 

When the student is required to repeat the course(s) with grade lower than B- as stipulated by the recommendations from the faculty on the Status Committee, students will be responsible for the tuition and fees for such repeating course(s). 

If the student is notified within the first two weeks of a semester, the student may be required to complete all requirements by the end of that semester. If  notification occurs after the first two weeks of a semester have been completed, the student has until the end of the next full semester (including summer) to complete all requirements.  If a student is awarded funding or financial aid (fellowship, assistantship, tuition, fees, health insurance, or other awards), then the probation letter will state the consequences of the probation on the financial aid award(s) including the terms required for the continuation or resumption of the award(s). 

Students who do not improve their academic performance or progress sufficiently within one semester of being placed on academic probation will be dismissed from the program. The criteria for sufficient improvement regarding academic performance are as follows: a grade-point average of 3.0 or higher, a grade of at least B- for any course, and no additional failures to complete course requirements (including the research practicum) in the probationary semester and thereafter. Students must be in good academic standing in order to progress from the coursework phase of the program to the qualifying exam and the dissertation. When academic probation is triggered in a student’s final semester of coursework, a status committee will determine the requirement(s) for returning to good academic standing. In addition, the criteria for sufficient improvement regarding academic progress are as follows: objective evidence showing substantial progress has been made in the probationary semester and thereafter (e.g., successfully completed QE, successfully defended proposal, successfully defended dissertation). 

Students cannot be on academic probation more than once.  Students on academic probation who do not satisfy the stated terms of probation may be formally terminated from the program.  The Program is required to provide written notification to students of their termination as soon as practicable. The notification must inform students of the grounds for termination, including the specific steps that the student failed to take to meet the program requirements, the effective date of the termination, and the appeal process available to the student.  When a student is put on probation or terminated, the program must notify all relevant offices, including but not limited to, the Office of Global Services if the student is international, and Graduate Enrollment Services if the student is receiving Silver or program funding.

Leaves of Absences/Term Withdrawal Overview

Most leaves and withdrawals are voluntary: psychological and/or physical medical leaves and personal leaves. Involuntary leaves and withdrawals are used in cases of academic/performance dismissal and as an option in cases of danger to self, others or property. Students are no longer allowed to request a leave of absence after the end of the add/drop period; they can instead request a term withdrawal up until the 9th week of classes (or 9th week equivalent in summer). A term withdrawal allows students to withdraw from their current semester courses, but in this case they will receive W (withdrawal) grades on their transcript. They will be held responsible for related tuition and fees according to the  Bursar’s Refund Schedule . Students cannot take a leave of absence or term withdrawal after the 9th week of classes; they must receive a grade for all current semester courses. Term withdrawals after the 9th week of the term for extenuating circumstances must be initiated and approved by the program director. If a student is planning on any of the above, please refer to the  Leave of Absence/Term Withdrawal Checklist .

Right to File a Grievance

Any student registered in Silver courses or otherwise formally involved in Silver programs has the right to file a grievance. Certain types of grievances must be adjudicated within Silver, while others must be adjudicated at the University level. The following rules are designed to provide Silver students with a mechanism of redress.

Grievances Adjudicated Outside Silver

In the following cases, grievances must be adjudicated outside Silver. Questions about whether or not grievances fall within these guidelines should be addressed to the Office of Student Conduct.

Harassment, Discrimination, Sexual Misconduct

If the matter involves alleged harassment, discrimination, or sexual misconduct in violation of either the University’s Non-Discrimination and Anti-Harassment Policy and Complaint Procedures for Students or the University’s Sexual Misconduct, Relationship Violence, and Stalking Policy, grievances should be filed promptly with the Office of Equal Opportunity.

Grievance Arising in Other School or College

If the student’s grievance concerns a student, faculty or staff member whose primary affiliation is with another school or college, the student shall consult and follow that school or college’s procedures. In addition, the student shall submit copies of the written grievance to either of the OASA Assistant Deans and the comparable office in the other school or college.

Grievances Adjudicated by Silver

In the following cases, grievances can be adjudicated within Silver: the student believes that he or she has been subject to treatment which is in violation of a Silver rule, procedure or policy; the student believes that he or she is being affected by an unfair and/or incomplete Silver rule, procedure or policy or implementation of same.

Grievances Concerning Grades

A student may file a grievance concerning a grade on the basis of inequitable or prejudicial practices or administrative or clerical errors if he or she believes a grade to be incorrect. No other reason can form the basis for a grievance regarding a grade.

Grievances Concerning Academic Probation or Termination:

Students may not issue a grievance against an academic probation or termination or the terms therein. If a student believes that an academic probation or termination decision, or the terms thereof, is in violation of an NYU or Silver rule, the appeal process should be employed.

Student Status during Grievance

During the grievance process of an academic probation or termination, a student must be allowed to maintain student status and continue enrollment in any courses they were enrolled in at the date of the enactment of the probation or termination. The student’s academic record will be frozen for the duration of the appeals process. No grade changes will be accepted during this time. However, as provided in University Bylaw 80, the Dean of a school or the Dean’s representative may suspend a student pending consideration of a case. The Silver School of Social Work (Silver) urges that such action should only be taken to protect the physical or emotional safety and well-being of the student, the physical or emotional safety and well-being of other students, faculty, and/or University staff, the security of University property, the maintenance of public order or the effective continuation of the educational process. When such action does occur, the student shall be afforded the opportunity to expedite disciplinary proceedings. Any period of interim suspension shall be deducted from any final sanction involving suspension.

Initiation of the Complaint:

Complaint proceedings concerning events or conditions within Silver may be initiated in two ways:

• Informal Resolution: If the event or condition occurred within a program context, the student shall notify the Program Director within thirty (30) days of the occurrence of the event or occurrence being grieved. The Director shall investigate the complaint and respond to the student within fifteen days of notification. The student may be offered terms which, if accepted, will constitute a binding consensual agreement in resolution of the issue.
• Informal Resolution: If the event or condition occurred outside the program context but still within Silver, the student shall contact the Assistant Dean for Academic Affairs within thirty (30) days of the occurrence of the event or occurrence being grieved. The Assistant Dean will arrange meetings within fifteen (15) days of notification as appropriate, attend such meeting(s), and attempt to aid in the resolution of the complaint. The student may be offered terms which, if accepted, will constitute a binding consensual agreement in resolution of the issue.

Formal Grievance

If the complaint is not resolved to the student’s satisfaction, and the complaint is one defined to be adjudicated by Silver, the student may bring a formal grievance to the PhD Program Committee within fifteen (15) days after the conclusion of the initiation of the complaint. In this case, the student must submit a formal written grievance to the Committee. The grievant shall state the grounds for the grievance, specifying program, Silver policy, rules, or procedures in question, describe the facts and evidence supporting the grievance, indicate what redress the grievant seeks, provide a brief history of the attempts to resolve the grievance, and identify any individuals who can be contacted for relevant information. Students may request a restriction of the investigation or attempted resolution of a grievance based on concerns about privacy or conflict of interest. The PhD Program Committee will determine which faculty member on the Committee will oversee the grievance and will notify the student of their decision.

Receipt of Formal Grievance

Upon receipt of a formal grievance, the PhD Program Committee faculty overseeing the grievance will promptly schedule a meeting with the grievant. One person may accompany and advise the grievant, but cannot directly participate in the meeting. The PhD Program Committee or the student may request the presence of the other OASA Assistant Dean. The student or the PhD Program Committee may request that the meeting be recorded. The PhD Program Committee may contact such other persons as the Assistant Dean deems appropriate, subject to the restrictions of the grievant, for the purpose of ascertaining the facts and evidence in the case. The PhD Program Committee shall render a written decision on the grievance to the grievant, the respondent, and, if the matter had previously been addressed in the program, to the program.

Appeal of PhD Program Committee’s Decision

The student may appeal in writing the decision of the PhD Program Committee to the Dean of Silver within two weeks of receipt of the PhD Program Committee’s decision. The Dean will review only the process resulting in the PhD Program Committee’s finding to determine if it was fair and impartial and followed the rules and policies of the Graduate School. No new information beyond what was reported to the PhD Program Committee will be considered. The Dean will render a written decision to the student within thirty days of receipt of the appeal. The Dean’s decision shall be final for Silver and its program.

Appeal of Dean’s Decision

Students wishing to appeal the Dean’s decision should consult the University’s Student Grievance Procedure. GSAS procedures cover Phases I and II of the University’s procedures, so any appeal would start with Phase III, the University Judicial Board.

Record Keeping

The Office of the Dean shall retain a copy of any grievance formally submitted to the PhD Program Committee or to the Dean, any amended grievance, and any decision of the PhD Program Committee and/or Dean for five (5) calendar years following the date on which the grievance is resolved.

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At the core of our research program is the Boricua Youth Study, a longitudinal study that seeks to understand the lived experiences of about 2,500 Puerto Rican children in the South Bronx, New York, and the metropolitan area of San Juan, Puerto Rico. As the Boricua Youth Study children grow up and become young adults, Dr. Duarte and her team are now focusing on the next generation, as part of the National Institutes of Health (NIH)  Environmental Influences on Child Health Outcomes (ECHO) Program . 

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Dr. Duarte's research is based on innovative population-based studies about the development of mental disorders in children, adolescents, and young adults. Dr. Duarte’s research group uses state-of-the-art sampling, recruitment/retention, and culturally appropriate assessment methodologies to generate knowledge of relevance to diverse, often underserved, and understudied populations in the U.S. and abroad.

Dr. Duarte is an active faculty member at CUMC and NYSPI. She is part of the leadership teams of three research training programs in psychiatry: Translational Child Psychiatry, Global Mental Health NIH T32 programs, and a Fogarty International program in Mozambique. She is also a collaborator of the Mailman School of Public Health Substance Abuse Epidemiology training program and a member of the NYSPI Diversity and Inclusion Committee.

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• CORRESPONDENCE
• 02 April 2024

How can we make PhD training fit for the modern world? Broaden its philosophical foundations

• Ganesh Alagarasan 0

Indian Institute of Science Education and Research, Tirupati, India.

You can also search for this author in PubMed   Google Scholar

You have highlighted how PhD training assessment has stagnated, despite evolving educational methodologies (see Nature 613 , 414 (2023) and Nature 627 , 244; 2024 ). In particular, you note the mismatch between the current PhD journey and the multifaceted demands of modern research and societal challenges.

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doi: https://doi.org/10.1038/d41586-024-00969-x

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The Charger Blog

Solar Eclipse Offers Unique Research and Learning Opportunities for Chargers

Whether they are headed to New York or Texas to launch weather balloons or sharing their passion for research on campus, teams of students and faculty members are excited for the solar eclipse. It promises to be an extraordinary opportunity to take their research to new heights and, even, to test a new weather balloon prototype.

April 4, 2024

By Renee Chmiel, Office of Marketing and Communications

For Erik Parker ’24, this month’s eclipse promises to be particularly memorable. Not only will he have the opportunity to witness a total solar eclipse, he will be traveling with fellow researchers to witness it – and to learn as much as they can from it.

Parker is part of a team of Chargers who will be taking full advantage of the unique and important research opportunities the eclipse will offer. He will be viewing the eclipse from Rochester, NY, where he and his fellow researchers will launch 30 weather balloons, one every hour, before, during, and after the eclipse.

For Parker, an electrical and computer engineering major , this is not his first time traveling to conduct research during an eclipse. He visited Junction, Texas, this past fall with his classmates and faculty mentors, where they also launched 30 weather balloons during the annular solar eclipse. He describes it as a challenging and exhilarating experience, as he helped the group navigate challenges such as software problems. They were able to problem solve together to get everything working, and the trip was so successful that they’ll be doing similar work during this month’s total eclipse.

“When I first committed to the University for electrical and computer engineering, I never imagined that I would be launching weather balloons,” he said. “Through this project, I have learned a tremendous amount about the systems that make weather predictions possible, among the endless other things large balloons are used for. For me, it's all about the learning process of applying skills I already have and learning new ones from others.”

Solar eclipses are indeed important events for researchers. Because the moon blocks the sun during what are typically daylight hours, the reduced solar radiation on the earth could cause local and widespread atmospheric changes. The University’s research teams endeavor to measure those possible changes, using weather balloons with sensors and monitors to measure ambient pressure, ozone level, moisture content, and temperature. They’ll be launching them from the ground and flying them up more than 100,000 feet.

Parker is one of nearly a dozen students who will be traveling to study the eclipse. He and his teammates in New York will be conducting research that promises to generate important data on the ambient weather conditions during the eclipse, including any possible atmospheric gravity wave caused by the eclipse.

John Kelley , an associate lab supervisor, will lead the team of students in Rochester, where they will collaborate with researchers at SUNY Brockport. Their work is part of a “super line” study, which also includes researchers at SUNY Oswego and SUNY Albany, as the launch locations of the three teams will be close to a line along the totality path of the eclipse.

Chong Qiu, Ph. D. , associate professor of chemistry and one of the students’ mentors, notes that this “super line” study could offer a unique geographic scale in the data sets when compared to previous studies. He’s excited about what the researchers could learn from studying the eclipse, as well as the opportunities this work has been creating for students.

“The team members have gone through a series of theoretical and hands-on training, covering a broad collection of areas, including physics, chemistry, meteorology, engineering, and earth sciences,” explains Dr. Qiu. “They also had the opportunity to practice their learning in real-world settings and have learned more within the non-ideal conditions, such as planning ahead, trouble-shooting on the spot, and problem solving with limited resources and time.”

The researchers have been charging up for the eclipse, especially since returning from spring break. They’re still reviewing data from the first trip to Texas, and they’ve been conducting practice balloon launches to make sure they and their equipment are ready to go.

Dr. Qiu will be returning to Texas during the eclipse, where he’ll be leading a team of students to continue their research. They will be monitoring the ozone level with a device carried by a new prototype of an altitude-controlled weather balloon. It was developed by a multi-disciplinary team of five mechanical, electrical, and computer engineering students under the mentorship of Joseph Levert, Ph.D. , an associate professor of mechanical and industrial engineering. They hope to determine the field performances of the new weather balloon and to monitor any ozone changes during the eclipse.

A team will also be on campus during the eclipse, where they will offer educational activities and demonstrations to their fellow Chargers. Nathan Seifert, Ph.D. , an assistant professor of chemistry, is hosting an event during which he will demonstrate weather ballooning. They will collaborate with the University’s Astronomy Club , which will offer observation activities with telescopes. Although Connecticut is not in the total eclipse path, Dr. Qiu says Chargers can still expect to see something remarkable.

“Within the New Haven area, we are expecting to see a partial solar eclipse of up to 90 percent cover,” he said.

For Grace Teall ’24 M.S., a candidate in the University’s graduate program in chemistry , being a part of this research has been exciting and rewarding. She’s looking forward to studying a second eclipse during her final academic year as a Charger.

“This opportunity has been such a great experience,” she said. “I have learned so much about how weather data are collected and recorded. This has provided a great opportunity to get hands-on experience on how to see how weather data such as temperature, air pressure, and wind patterns are collected at much higher altitudes in the atmosphere. I cannot wait to see the results of the data we collect to see how the eclipse might affect these various parameters.”

The University has collaborated with researchers and teams at myriad universities, including Stanford University and St. Edward’s University. They’ve also received support from organizations such as the Nationwide Eclipse Ballooning Project. Dr. Qiu says the seed research award he received from the Connecticut Space Grant Consortium in 2022 was particularly impactful to this work.

“My experience so far is that it takes a long time and a lot of forward thinking to build a program at its current level,” he said. “In the end, all the student participants have been very happy with their experience, so I think all the work we put in is well worth it!”

This month’s eclipse will be the last total solar eclipse that will be observable within the continental U.S. until 2045. For Kiefer Neumann ’23, ’24 M.S., getting to study two eclipses under the mentorship of Dr. Qiu has not only been fascinating, it has also been a cornerstone of his research as a candidate in the University’s graduate program in mechanical engineering.

“During my trip to Texas in the fall for my graduate thesis, I collected ozone data via high-altitude weather balloons to study the impact to solar eclipses on ozone concentration,” explains Neumann, who also earned a bachelor’s degree in mechanical engineering from the University. “I have been working with Dr. Qiu for almost two years, and it has been an invaluable experience. His determination and passion for research has taught me lessons in project management and problem solving.”

For Parker, the electrical and computer engineering major, the challenges he faced when preparing to launch the weather balloons in Texas this fall were eclipsed by the rewarding opportunity he had to be a part of the research. He says it helped him to build his confidence as well as his teamwork and problem solving skills. His involvement in the project has prepared him for his next mission in New York. He can’t wait to see all that the teams are sure to learn and accomplish together as they take their research to new heights.

“Since I have the experience from going on the Texas trip, my focus has not been on launching traditional weather balloons,” he explains. “I have been able to provide some assistance for the capstone team going to Texas in regard to the electronics for their vent system. I've familiarized myself with the various systems that make the project possible so problem solving can be as efficient as possible. I anticipate everything will go smoothly for both the Rochester and Texas teams, but I will be ready to jump to action in the event that either team has trouble.”

Recent News

Healthcare Majors Benefit from Healthcare-Focused Career Fair

The University’s Career Development Center recently hosted a first-of-its-kind career expo focused on the field of healthcare. Students were grateful for the opportunity to explore career and internship opportunities in their field and to connect with industry professionals.

Fox61, Communication Department Hosted 100+ High School Students

The University’s third annual Media Day gave local high school students an opportunity to interact with professionals in the field while receiving an inside look at what it would be like to power their dreams as Chargers.

University Celebrates Members of Military and Veteran Community and Their Supporters

The Salute to Service Awards Ceremony recognized the accomplishments of student-veterans and military-affiliated students, as well as those who have gone above and beyond to support them. It brought together members of the University and local communities, as well as state and federal leaders, for an event focused on solidarity, support, and service.

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Some Colleges Will Soon Charge $100,000 a Year. How Did This Happen?

Some Vanderbilt students will have $100,000 in total expenses for the 2024-25 school year. The school doesn’t really want to talk about it.

By Ron Lieber

Reporting from Vanderbilt University in Nashville

It was only a matter of time before a college would have the nerve to quote its cost of attendance at nearly $100,000 a year. This spring, we’re catching our first glimpse of it.

Listen to this article with reporter commentary

Open this article in the New York Times Audio app on iOS.

One letter to a newly admitted Vanderbilt University engineering student showed an all-in price — room, board, personal expenses, a high-octane laptop — of $98,426. A student making three trips home to Los Angeles or London from the Nashville campus during the year could hit six figures.

This eye-popping sum is an anomaly. Only a tiny fraction of college-going students will pay anything close to this anytime soon, and about 35 percent of Vanderbilt students — those who get neither need-based nor merit aid — pay the full list price.

But a few dozen other colleges and universities that reject the vast majority of applicants will probably arrive at this threshold within a few years. Their willingness to cross it raises two questions for anyone shopping for college: How did this happen, and can it possibly be worth it?

Who Pays What

According to the College Board, the average 2023-24 list price for tuition, fees, housing and food was $56,190 at private, nonprofit four-year schools. At four-year public colleges, in-state students saw an average $24,030 sticker price.

That’s not what many people pay, though, not even close. As of the 2019-20 school year, according to federal data that the College Board used in a 2023 report , 39 percent of in-state students attending two-year colleges full time received enough grant aid to cover all of their tuition and fees (though not their living expenses, which can make getting through school enormously difficult). At four-year public schools, 31 percent paid nothing for tuition and fees while 18 percent of students at private colleges and universities qualified for the same deal.

Those private colleges continue to provide hefty discounts for people of all sorts of incomes. A National Association of College and University Business Officers study showed private nonprofit colleges and universities lowering their tuition prices by 56 percent from the rack rate during the 2022-23 school year.

Vanderbilt provides discounts, too, and its financial aid is extraordinarily generous. This year, it announced that families with income of $150,000 or less would pay no tuition in most instances .

Still, over 2,000 students there who get no need-based or merit aid will soon pay $100,000 or more. Why does Vanderbilt need all of that money?

Where the Money Goes

At a few small liberal arts colleges with enormous endowments, even $100,000 would not cover the average cost of educating a student, according to the schools. Williams College says it spends roughly $50,000 more per student than its list price, for instance.

In other words, everyone is getting a subsidy. Perhaps its list price should be over $100,000, too, so that its endowment is not offering unneeded help to wealthy families. Or, perhaps, a price that high would scare away low-income applicants who do not realize that they might get a free ride there.

According to Vanderbilt, its spending per undergraduate is $119,000. “The gap between the price and cost of attendance is funded by our endowment and the generous philanthropy of donors and alumni,” Brett Sweet, vice chancellor for finance, said in an emailed statement.

No one at the school would meet with me to break this figure down or get on the phone to talk about it. But Vanderbilt’s financial statements offer clues to how it spends money. In the 2023 fiscal year, 52 percent of its operating expenses went to faculty, staff and student salaries and wages, plus fringe benefits.

Robert B. Archibald and David H. Feldman, two academics who wrote “ Why Does College Cost So Much? ,” explained in their book why labor costs were so tricky at these institutions.

“The critical factors are that higher education is a personal service, that it has not experienced much labor-saving productivity growth, and that the wages of the highly educated workers so important at colleges and universities have soared,” they said. “These are economywide factors. They have little to do with any pathology in higher education.”

Critics of the industry still believe that a kind of administrative bloat has set in, driving up tuition with outsize salaries. But what is bloat, really?

Administrators oversee compliance, like the laws that have made it possible for disabled people to get to and through college and keep schools from discriminating against women. If we don’t like regulation, we can vote for different legislators.

Similarly, families in a free market can make alternative choices if they want fewer mental health practitioners and their bosses, computer network administrators, academic advisers or career counselors. And yet the first (prescreened) question that Vanderbilt’s chancellor, Daniel Diermeier, answered on family weekend this past fall was about whether Vanderbilt should invest even more in career advising in the wake of the school’s five-spot decline in the annual U.S. News rankings .

Is It Worth It?

If many families are not exactly lining up for a cut-rate residential undergraduate education, they’re still asking plenty of good questions about value. So is a $400,000 college education ever worth it?

It depends, and you knew that answer was coming, right?

Most college shoppers wonder about income outcomes, and it’s possible to search by undergraduate major on the federal government’s College Scorecard website . This program-level data exists for alumni who are four years out from graduation, though only for those who received any federal financial aid.

Vanderbilt’s biomedical/medical engineering majors have median earnings of $94,340 four years out. English language and literature majors are earning $53,767.

Those are fine results, but are they exclusive to Vanderbilt? “You could get an engineering degree at a state flagship university that’s just as valuable as something you’d get at Vanderbilt,” said Julian Treves , a financial adviser and college specialist whose newsletter tipped me off to the goings-on there.

I spent a few days trying to get Vanderbilt’s vice provost for university enrollment affairs, Douglas L. Christiansen , to talk to me and answer these questions squarely and more expansively, but I did not succeed. A university spokeswoman sent me some generalities in his name. “We are committed to excellence at all levels, from the quality of our faculty, programming, facilities and research labs to the services we provide to support the academic, emotional and social well-being of our students,” went the statement.

In anticipation of the absence of a substantive reply, I attended a group information session for 125 or so prospective students and asked there, too. The senior admissions officer who took the question refused to answer. I’d never seen that before, and I’ve been to these sessions at dozens of schools over the years.

But really, why should an actor in a competitive marketplace answer that question if the person doesn’t absolutely have to? Without publicly available, industrywide quantitative data on quality — happiness scores, customer satisfaction, measures of learning, return on friendship, the strength of career networks — the list price alone serves as a signal of excellence, to some shoppers at least.

And thousands of applicants respond to the signal each year by volunteering to pay the list price, even as the school rejects the vast majority of applicants. Or maybe they volunteer precisely because Vanderbilt and schools like it reject the vast majority of applicants.

So a $100,000 list price is not our highest-priority outrage. The spectacle of wealthy people freely purchasing luxury services is nothing new, even if it is a totally worthy object of scrutiny (and an understudied phenomenon by academics themselves, ahem).

What is a problem, then? Brent Joseph Evans , an associate professor of public policy and higher education at Vanderbilt’s college of education and human development, started his career as an admissions officer at the University of Virginia. There, he sold the institution to boarding school students in New England and teenagers in the Appalachian foothills.

The former group might pay $100,000 per year, though many of them won’t get into the Vanderbilts of the world in the first place. They will surely find their way somewhere.

But that latter group? Professor Evans is worried about their access to any school at all.

“We should care about whether they get into a state university system at a low cost and find a well-paying career that can keep them in the middle class,” he said. “I do think that sometimes any tension over what elite colleges are doing moves us away from what we should be caring about as a society.”

Read by Ron Lieber

Audio produced by Parin Behrooz .

An earlier version of this article misstated the surname of Vanderbilt’s vice provost for university enrollment affairs. He is Douglas L. Christiansen, not Christensen.

How we handle corrections

Ron Lieber has been the Your Money columnist since 2008 and has written five books, most recently “The Price You Pay for College.” More about Ron Lieber

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UR Nursing Lands at No. 21 in National Ranking of Master’s Programs

  By Nora Williamson   Monday, April 8, 2024

The University of Rochester School of Nursing has been ranked No. 21 among U.S. nursing schools for its master’s programs, according to the 2024-25 Best Graduate Schools guide produced by U.S. News and World Report. Designed for prospective students looking to advance their nursing education, the Best Graduate Schools rankings evaluate programs based on academic quality and research success.  

“We are incredibly proud of the recent rankings that highlight the excellence of our master’s programs,” said Dean Lisa Kitko, PhD, RN, FAHA, FAAN . “While we are pleased with these results, they are just one measure of our ongoing progress and dedication to shaping the future of nursing. We continue to focus our efforts on equipping our students with the skills, knowledge, and resources they need to thrive in their careers while providing flexible ways to study as practicing nurses.”  

The No. 1 program in Upstate New York for five years, the UR School of Nursing is one of only two institutions in the state — and the only one outside of New York City — ranked in the top 30 for its master’s programs. It features one of the oldest and most prominent nurse practitioner programs in the country and currently enrolls nearly 300 students across six NP specialties and degree concentrations in nursing education and leadership . 

The recent rankings feature an increased emphasis on program size, research activity, student excellence, and faculty resources while reducing emphasis on reputation from previous year’s rankings.   "Our faculty's expertise and the high quality clinical and experiential learning that our programs offer have been instrumental in the success of our master's nursing programs,” said Lydia Rotondo, DNP, RN, CNS, FNAP, associate dean for education and student affairs. “Our faculty’s commitment to educational excellence combined with strong academic-practice partnerships enriches our learning environment. Working closely with our students and an extensive network of clinical partners, we are redefining nursing education to prepare our master’s graduates for the challenges of tomorrow's health care." 

Other metrics considered in the rankings include student to faculty ratio and percentages of faculty with important academic achievements in the nursing profession and who are active in nursing practice. About 86 percent of faculty at the UR School of Nursing actively practice in various clinical settings.

In addition to smaller class sizes and guaranteed clinical placements – in the UR Medicine system and other health care facilities across New York – master’s students can access one-on-one faculty support on career planning, writing, or test-taking through the school’s Center for Academic & Professional Success. UR Nursing master’s students hold an average 3.74 GPA from their undergraduate program and, in 2022, more than 90 percent of students successfully passed their national certification exam on the first try.    Prospective students can review master's programs offered by the UR School of Nursing, and read how the school compares to other institutions and how the rankings are calculated on USNews.com .  

Categories: Nursing Education , Nursing Leadership , Accelerated Programs , Nurse Practitioner Programs , Outcomes

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