best phd programs for archaeology

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The AIA Committee on Archaeology in Higher Education has composed this directory of graduate programs in the United States and Canada for persons intending to apply for admission to a graduate-level program in Classical/Mediterranean archaeology and/or a related field, including Near Eastern and Egyptian archaeology, the study of Classical/ancient art, museum studies, and art conservation.

Listings are by state and then university.

We encourage members to submit corrections, additions, and comments to [email protected] .

Arizona State University School of Art, Art History Program http://art.asu.edu/arthistory/ MA in Classical/Ancient Art

University of Arizona Department of Art History; Certificate Program in Museum Studies http://web.cfa.arizona.edu/arh/ MA in Museum Studies

Department of Classics, M.A. with Emphasis in Classical Archaeology http://www.classics.web.arizona.edu/ma_classical_archaeology MA in Classical/Mediterranean Archaeology

Department of Materials Science and Engineering, Program in Heritage Conservation Science, MS & PhD in Conservation http://www.mse.arizona.edu/heritage/programs.html MA/Certificate in Art Conservation

Concentration in Mediterranean Archaeology

School of Anthropology https://anthropology.arizona.edu/mediterranean MA and Ph.D. in Mediterranean Archaeology

California State University at Long Beach Department of Art, Program in Art History http://www.art.csulb.edu/index.php?section=academics-programs-AH MA in Classical/Ancient Art

John F. Kennedy University Program in Museum Studies; M.A. and Graduate Certificate in Museum Studies http://www.jfku.edu/programs/programs/museum_stud; MA in Museum Studies

San Francisco State University Department of Classics, M.A. in Classics with emphasis in Classical Archaeology http://www.sfsu.edu/~clas/?q=node/66 MA in Classical/Mediterranean Archaeology

San Jose State University School of Art and Design http://ad.sjsu.edu/programs.php?page=programs/graduate&style=css/programs/graduate MA in Classical/Ancient Art

Stanford University Department of Classics, Track in Classical Archaeology http://www.stanford.edu/dept/classics/cgi-bin/web/programs/graduate-program MA & PhD in Classical/Mediterranean Archaeology

University of California, Berkeley Department of Classics, Program in Classical Archaeology http://classics.berkeley.edu/programs/graduate/ MA & PhD in Classical/Mediterranean Archaeology

Department of History of Art http://ls.berkeley.edu/dept/arthistory/graduate.html MA & PhD in Classical/Ancient Art

Graduate Group in Ancient History and Mediterranean Archaeology http://ls.berkeley.edu/dept/ahma/ MA & PhD in Classical/Mediterranean Archaeology

University of California, Irvine Department of Art History, Ph.D. Program in Visual Studies http://www.humanities.uci.edu/visualstudies/ MA & PhD in Classical/Ancient Art

University of California, Los Angeles Department of Art History http://www.humnet.ucla.edu/humnet/arthist/the_program/graduate.html MA & PhD in Classical/Ancient Art

University of California at Los Angeles Getty Conservation Institute (Program in the Conservation of Archaeological and Ethnographic Materials: M.A. in the Conservation of Archaeological and Ethnographic Materials) http://www.ioa.ucla.edu/conservation-program MA/Certificate in Art Conservation

Department of Classics, Specialization in Archaeology http://www.classics.ucla.edu/index.php/degreeprograms/grads MA & PhD in Classical/Mediterranean Archaeology

UCLA Interdepartmental Graduate Program in Archaeology http://www.ioa.ucla.edu/archaeology-program MA & PhD in Classical/Mediterranean Archaeology

University of California, San Diego Visual Arts Department http://visarts.ucsd.edu/about/general MA & PhD in Classical/Ancient Art

University of California, Santa Barbara Department of History of Art and Architecture http://www.arthistory.ucsb.edu/index.php?option=com_content&task=view&id=2&Itemid=4 MA & PhD in Classical/Ancient Art

University of Southern California Department of Art History http://college.usc.edu/ahis/home/ MA & PhD in Classical/Ancient Art

Certificate in the History of Collecting and Display http://college.usc.edu/ahis/programs/graduate_certificates.cfm MA in Museum Studies

University of Colorado at Boulder Classics Department, M.A. with concentration in Classical Art and Archaeology http://www.colorado.edu/Classics/grad/index.html MA in Classical/Mediterranean Archaeology

Department of Art and Art History http://www.colorado.edu/FineArts/arthistory/graduate.html MA in Classical/Ancient Art

Connecticut

Yale University Department of the History of Art http://arthistory.yale.edu/graduate/ MA & PhD in Classical/Ancient Art

The Council on Archaeological Studies at Yale http://www.yale.edu/archaeology/ MA in Classical/Mediterranean Archaeology

University of Delaware Department of Art History http://www.udel.edu/ArtHistory/grad.html MA & PhD in Classical/Ancient Art

Museum Studies Certificate Program http://www.udel.edu/museumstudies/ MA in Museum Studies

Winterthur Museum and Country Estate Department of Art Conservation; M.S. in Art Conservation and Certificate in Conservation; Ph.D. in Preservation Studies http://www.artcons.udel.edu/academic MA/Certificate in Art Conservation

Florida State University Department of Art History, Ancient Field of Study http://www.fsu.edu/~arh/pages/graduate/ MA & PhD in Classical/Ancient Art

Department of Classics, Program in Classical Archaeology http://classics.fsu.edu/program/graduate_overview.html MA & PhD in Classical/Mediterranean Archaeology

Interdepartmental Program in Museum Studies; Certificate in Museum Studies http://www.fsu.edu/~ms/ MA in Museum Studies

University of Florida Museum Studies Program; M.A. in Museum Studies http://www.arts.ufl.edu/mstudies/ MA in Museum Studies

School of Art and Art History http://www.arts.ufl.edu/art/Programs/artHistory.asp MA & PhD in Classical/Ancient Art

Emory University Art History Department; Ancient Egypt, Greece and Rome field of study http://www.arthistory.emory.edu/programs/graduate.html MA & PhD in Classical/Ancient Art

Georgia Southern University College of Liberal Arts and Social Sciences, interdisciplinary http://class.georgiasouthern.edu/mass/ MA in Social Sciences (MASS) with archaeology concentration

College of Liberal Arts and Social Sciences, Department of History http://class.georgiasouthern.edu/history/gradprogram/ MA in History and Graduate Certificate in Public History

University of Georgia Lamar Dodd School of Art http://art.uga.edu/index.php?cat=22 MA & PhD in Classical/Ancient Art

Illinois State University School of Art, Program in Art History http://www.cfa.ilstu.edu/art/visual_culture/ MA in Classical/Ancient Art

Northern Illinois University Museum Studies Program; Graduate Certificate in Museum Studies http://www.niu.edu/mstudies/about/index.shtml MA in Museum Studies

School of Art, Master of Arts in Art, Specialization in Art History http://catalog.niu.edu/preview_program.php?catoid=11&poid=1843 MA in Ancient Art

Northwestern University Department of Art History http://www.wcas.northwestern.edu/arthistory/graduate/index.htm MA & PhD in Classical/Ancient Art

School of Continuing Studies, Museum Studies Professional Development Program; Certificate in Museum Studies http://www.scs.northwestern.edu/pdp/npdp/museum/ MA in Museum Studies

University of Chicago Department of Art History http://arthistory.uchicago.edu/graduate/ MA & PhD in Classical/Ancient Art

University of Illinois at Chicago Department of Art History http://www.uic.edu/depts/arch/ah/graduate.shtml MA in Classical/Ancient Art

Certificate Program in Museum Studies http://www.uic.edu/depts/arch/ah/museology.shtml MA in Museum Studies

University of Illinois at Urbana-Champaign Department of Anthropology, Interdisciplinary Program in Museum Studies; Graduate Minor in Museum Studies http://www.anthro.illinois.edu/programs/subfields/museum/ MA in Museum Studies

School of Art and Design, Program in Art History http://www.art.uiuc.edu/content/graduate/programs MA & PhD in Classical/Ancient Art

Indiana University, Bloomington Department of History of Art http://www.indiana.edu/~arthist/graduate/ MA & PhD in Classical/Ancient Art

Indiana University – Purdue University Indianapolis Program in Museum Studies; M.A. and Graduate Certificate in Museum Studies http://liberalarts.iupui.edu/mstd/index.php/programs MA in Museum Studies

Notre Dame University Department of Art, Art History and Design http://www.nd.edu/~art/degrees/ma-ah.htm MA in Classical/Ancient Art

University of Iowa Certificate Program in Museum Studies; Certificate in Museum Studies http://provost.uiowa.edu/ucoll/museumstudies/ MA in Museum Studies

School of Art and Art History http://www.art.uiowa.edu/art_history/art_history.html?nav=overview MA & PhD in Classical/Ancient Art

University of Kansas Dept. of Museum Studies http://museumstudies.ku.edu Graduate Certificate and MA in Museum Studies

Louisiana State University School of Art, Art History Program http://design.lsu.edu/artschool/arthistory/program.html MA in Classical/Ancient Art

Tulane University Newcomb Art Department http://pandora.tcs.tulane.edu/art/degree.html MA in Classical/Ancient Art

Massachusetts

Boston University Archaeology Program http://www.bu.edu/archaeology/graduate/ MA in Classical/Mediterranean Archaeology

Department of Art History http://www.bu.edu/ah/programs/graduate.html MA & PhD in Classical/Ancient Art

Brandeis University Department of Classical Studies http://www.brandeis.edu/departments/classics/masters M.A. in Ancient Greek and Roman Studies

Harvard University Department of History of Art and Architecture http://www.fas.harvard.edu/~hoart/# MA & PhD in Classical/Ancient Art

Department of the Classics, Graduate Program in Classical Archaeology http://www.fas.harvard.edu/~classics/programs/graduate.html#Classical_Archaeology MA & PhD in Classical/Mediterranean Archaeology

Museum Studies http://www.extension.harvard.edu/museum/ MA in Museum Studies

Tufts University Department of Art and Art History http://ase.tufts.edu/art/programsGraduate.asp MA in Classical/Ancient Art

http://ase.tufts.edu/art/programsMuseumStudies.asp MA in Museum Studies

Department of Classics http://ase.tufts.edu/classics/graduate/page3.html MA in Classical/Mediterranean Archaeology

University of Massachusetts, Amherst Department of Art and Art History http://www.umass.edu/arthist/ MA in Classical/Ancient Art

Johns Hopkins University Department of the History of Art http://arthist.jhu.edu/grad-prog.html MA & PhD in Classical/Ancient Art

Interdepartmental PhD in Classical Art and Archaeology http://classics.jhu.edu/archive_site_2009/phdprogartandarchaeo.html MA & PhD in Classical/Mediterranean Archaeology

University of Maryland Department of Art History and Archaeology http://www.arthistory-archaeology.umd.edu/programs/grad.htm MA & PhD in Classical/Ancient Art

Williams College Department of Art/Clark Art Institute http://www.williams.edu/gradart/ MA in Classical/Ancient Art

University of Michigan Department of History of Art http://www.lsa.umich.edu/histart/grad MA & PhD in Classical/Ancient Art

Interdepartmental Program in Classical Art and Archaeology http://www.umich.edu/~ipcaa/ MA & PhD in Classical/Mediterranean Archaeology

Museum Studies Program; Certificate in Museum Studies http://www.umich.edu/~ummsp/home.htm MA in Museum Studies

Wayne State University Department of Art and Art History http://www.art.wayne.edu/art_history.php MA in Classical/Ancient Art

University of Minnesota Department of Art History http://arthist.umn.edu/grad/ MA & PhD in Classical/Ancient Art

Department of Classics and Near Eastern Studies, Degree track in Ancient and Medieval Art and Archaeology http://cnes.cla.umn.edu/grad/ MA & PhD in Classical/Mediterranean Archaeology

University of St. Thomas Graduate Program in Art History http://www.stthomas.edu/arthistory/graduate MA in Classical/Ancient Art

University of Missouri – Columbia Department of Art History and Archaeology http://aha.missouri.edu/programs.html MA & PhD in Classical/Ancient Art

Washington University in Saint Louis Department of Art History and Archaeology http://www.artsci.wustl.edu/~artarch/sections/graduate/graduate_main.html MA & PhD in Classical/Ancient Art

University of Nebraska Department of Art and Art History http://www.unl.edu/art/masters.shtml MA in Classical/Ancient Art

Princeton University Department of Art and Archaeology, Field of Classical Art and Archaeology http://www.princeton.edu/artandarchaeology/grad/ MA & PhD in Classical/Ancient Art

Rutgers University Department of Art History http://arthistory.rutgers.edu/grad/ MA & PhD in Classical/Ancient Art

http://arthistory.rutgers.edu/grad/gradCuratorial.php MA in Museum Studies

Buffalo State College, State University of New York Art Conservation Department; M.A. and Certificate of Advanced Studies in Art Conservation http://www.buffalostate.edu/depts/artconservation/Program.htm MA/Certificate in Art Conservation

City University of New York Graduate Center Ph.D. Program in Art History http://web.gc.cuny.edu/dept/arthi/ MA & PhD in Classical/Ancient Art

Columbia University Department of Art History and Archaeology http://www.columbia.edu/cu/arthistory/html/dept_grad.html MA & PhD in Classical/Ancient Art

American Museum of Natural History Program in Museum Anthropology; M.A. in Museum Anthropology http://www.columbia.edu/cu/gsas/departments/museum-anthropology/bulletin.html MA in Museum Studies

Cornell University Archaeology Intercollege Program http://www.archaeology.cornell.edu/grad.html MA in Classical/Mediterranean Archaeology

Classics Department, Concentration in Classical Archaeology http://www.arts.cornell.edu/classics/Classicarxeo.asp MA & PhD in Classical/Mediterranean Archaeology

New York University Institute for the Study of the Ancient World http://www.nyu.edu/isaw/graduateprogram.htm MA & PhD in Classical/Mediterranean Archaeology

Institute of Fine Arts, Conservation Center; M.A. in Art History and Advanced Certificate in Conservation http://www.nyu.edu/fas/program/museumstudies/graduate/index.html MA in Museum Studies

Program in Art History and Archaeology http://www.nyu.edu/gsas/dept/fineart/academics/art_history.htm MA & PhD in Classical/Ancient Art

Program in Museum Studies; M.A. in Museum Studies http://www.nyu.edu/gsas/dept/fineart/conservation/index.htm MA/Certificate in Art Conservation

Syracuse University Department of Art and Music Histories; Concurrent M.A. Degree Programs in Art History and Museum Studies http://finearts.syr.edu/graduate_artHistoryMA.html MA in Classical/Ancient Art

http://finearts.syr.edu/graduate_concurrent.html MA in Museum Studies

University at Buffalo, State University of New York Department of Classics, Track in Mediterranean Archaeology http://www.classics.buffalo.edu/programs/graduate/ MA & PhD in Classical/Mediterranean Archaeology

Department of Visual Studies, Ancient Art http://visualstudies.buffalo.edu/graduate/maAHI.html MA in Classical/Ancient Art

Critical Museum Studies Advance Certificate http://www.provost.buffalo.edu/grad/academics/academicprograms.asp?id=256 MA in Museum Studies

North Carolina

Duke University Department of Art, Art History & Visual Studies http://www.duke.edu/web/art/phdprog/ MA & PhD in Classical/Ancient Art

University of North Carolina at Chapel Hill Department of Art https://www.webslingerz.com/depts/art/art_history/graduate/index MA & PhD in Classical/Ancient Art

Department of Classics, Classical Archaeology Program http://classics.unc.edu/grad/grad_description.html MA & PhD in Classical/Mediterranean Archaeology

Case Western Reserve University Department of Art History and Art http://www.cwru.edu/artsci/arth/arth.html MA & PhD in Classical/Ancient Art

Ohio State University Department of History of Art, Specialization in Greek and Roman art http://history-of-art.osu.edu/2_academics/graduate.php MA & PhD in Classical/Ancient Art

University of Cincinnati College of Design, Architecture, Art, and Planning http://www.daap.uc.edu/art/marthistory/ MA in Classical/Ancient Art

http://www.daap.uc.edu/art/museum/ MA in Museum Studies

Department of Classics, Graduate Program in Archaeology http://classics.uc.edu/index.php/graduate/gradarchaeology MA & PhD in Classical/Mediterranean Archaeology

University of Tulsa Department of Anthropology http://www.utulsa.edu/Academics/Colleges/Henry-Kendall-College-of-Arts-and-Sciences/Departments-and-Schools/Anthropology.aspx/ MA in Archaeology and Cultural Anthropology & PhD in Archaeology

University of Oregon Department of Art History http://arthistory.uoregon.edu/index.cfm?mode=grad MA & PhD in Classical/Ancient Art

Pennsylvania

Bryn Mawr College Department of Classical and Near Eastern Archaeology, Graduate Group in Archaeology, Classics and History of Art http://www.brynmawr.edu/gradgroup/archaeology/ MA & PhD in Classical/Mediterranean Archaeology

Department of History of Art http://www.brynmawr.edu/gradgroup/historyofart/ MA & PhD in Classical/Ancient Art

Pennsylvania State University Department of Art History http://www.arthistory.psu.edu/?q=node/88 MA & PhD in Classical/Ancient Art

Temple University Art History Department http://www.temple.edu/tyler/programs/graddegrees.html MA & PhD in Classical/Ancient Art

University of Pennsylvania Department of the History of Art http://www.arthistory.upenn.edu/gradmain.htm MA & PhD in Classical/Ancient Art

Interdisciplinary Graduate Group in Art and Archaeology of the Mediterranean World http://www.sas.upenn.edu/aamw/program MA & PhD in Classical/Mediterranean Archaeology

University of Pittsburgh Department of History of Art and Architecture http://www.haa.pitt.edu/graduate/index.html MA & PhD in Classical/Ancient Art

Rhode Island

Brown University Department of the History of Art and Architecture http://www.brown.edu/Departments/Art_Architecture/graduate/ MA & PhD in Classical/Ancient Art

Joukowsky Institute for Archaeology and the Ancient World http://brown.edu/Departments/Joukowsky_Institute/graduate/ MA & PhD in Classical/Mediterranean Archaeology

University of Memphis Department of Art http://deptart.memphis.edu/details.php?nav_id=92 MA in Classical/Ancient Art

University of Memphis Interdisciplinary Graduate Certificate Program in Museum Studies; Certificate in Museum Studies http://deptart.memphis.edu/details.php?nav_id=95 MA in Museum Studies

University of Tennessee Department of Anthropology, M.A. in Mediterranean Archaeology http://web.utk.edu/~classics/programs/ma_med.html MA in Classical/Mediterranean Archaeology

Vanderbilt University Department of History of Art(Ph.D. degree program pending as of 12/09) http://www.vanderbilt.edu/historyart/acad_grad.html MA & PhD in Classical/Ancient Art

Rice University Department of Art History http://arthistory.rice.edu/content.aspx?id=370&linkidentifier=id&itemid=370 MA & PhD in Classical/Ancient Art

Texas A&M University Department of Anthropology, Program in Nautical Archaeology/Conservation Certificate http://nautarch.tamu.edu/academic/conservationcert.shtml MA/Certificate in Art Conservation

M.A. and Ph.D. http://nautarch.tamu.edu/academic/index.htm MA & PhD in Nautical Archaeology

University of Texas – Austin College of Fine Arts; Portfolio in Museum Studies http://museumstudies.finearts.utexas.edu/ MA in Museum Studies

Department of Classics, Program in Classical Archaeology http://www.utexas.edu/cola/depts/classics/Graduate/About.php MA & PhD in Classical/Mediterranean Archaeology

Department of Art and Art History, Division of Art History http://www.finearts.utexas.edu/aah/art_history/graduate_program/index.cfm MA & PhD in Classical/Ancient Art

Brigham Young University Department of Visual Arts, MA in Art History and Curatorial Studies http://www.byu.edu/gradstudies/catalog/department.php?program=58 MA in Classical/Ancient Art, MA in Museum Studies

University of Utah Department of Art and Art History http://www.arthistory.utah.edu/g_intro.html MA in Classical/Ancient Art

University of Virginia McIntire Department of Art, Graduate Program in the History of Art and Architecture http://www.virginia.edu/art/artarch/ MA & PhD in Classical/Ancient Art

University of Washington Museology Graduate Program; M.A. in Museology http://www.museum.washington.edu/museum/ MA in Museum Studies

Division of Art History http://art.washington.edu/index.php?id=388 MA & PhD in Classical/Ancient Art

University of Wisconsin, Madison Department of Art History http://arthistory.wisc.edu/graduate/index.html http://www4.uwm.edu/letsci/arthistory/grad.cfm MA & PhD in Classical/Ancient Art

University of Wisconsin, Milwaukee Certificate in Art Museum Studies http://www4.uwm.edu/letsci/arthistory/grad.cfm MA in Museum Studies

Department of Anthropology http://www4.uwm.edu/letsci/museumstudies/ Museum Studies Certificate Program

Washington, DC

George Washington University Museum Studies Program http://www.gwu.edu/~mstd/programs.htm MA in Museum Studies

Queen’s University Department of Art; Masters in Art Conservation http://www.queensu.ca/art/programs_artc.html MA/Certificate in Art Conservation

University of Alberta Department of History and Classics; Ph.D. in Classical Archaeology https://www.ualberta.ca/history-classics/graduate-programs/areas-of-study/classical-archaeology MA & PhD in Classical/Mediterranean Archaeology

University of British Columbia Department of Classical, Near Eastern, and Religious Studies; M.A. in Classical and Near Eastern Archaeology http://www.cnrs.ubc.ca/index.php?id=3745 MA in Classical/Mediterranean Archaeology

University of Waterloo Department of Classical Studies http://www.classics.uwaterloo.ca/MA.htm MA in Classical/Mediterranean Archaeology

Wilfrid Laurier University Department of Classics and Archaeology http://www.wlu.ca/page.php?grp_id=296&p=10366 M.A. in Ancient Mediterranean Cultures

Centers, Institutes, and Consortia of Interest

Stanford University Archaeology Center https://www.stanford.edu/dept/archaeology/cgi-bin/drupal/

University of California, Berkeley, Archaeological Research Facility http://arf.berkeley.edu/

University of California, Los Angeles, Cotsen Institute of Archaeology http://www.ioa.ucla.edu/

Columbia University Center for Archaeology http://www.columbia.edu/cu/archaeology/

University at Buffalo Institute for European and Mediterranean Archaeology http://www.iema.buffalo.edu/

Duke-UNC Consortium for Classical and Mediterranean Archaeology http://www.aas.duke.edu/ccma/

Mercyhurst Archaeological Institute http://mai.mercyhurst.edu/

University of Texas Institute of Classical Archaeology http://www.utexas.edu/research/ica/

Canada, Ontario

The Archaeology Centre at the University of Toronto http://www.archaeology.utoronto.ca/Home_.html

Brock University Department of Classics; Masters in Art and Archaeology http://www.brocku.ca/humanities/departments-and-centres/classics/graduate-program MA in Art and Archaeology

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PhD in Anthropology: Archaeology

For prospective applicants interested in the MA in Archaeological Heritage, you will find the program outlined here .

Program Overview

Admission | Advising  |  Program Structure  |  Events

The Archaeology graduate program is designed to train students in archaeological method, theory and practice, critical thinking, the scientific analysis of the physical content of archaeological sites, and ethical engagement at the doctoral level. The program is also designed to train professional archaeologists capable of working in a wide variety of contexts.

Each student is required to:

• Develop expertise in data collection at a professional level through coursework and practical experience;
• Acquire thorough control of archaeological method and theory;
• Acquire substantial competence in at least one technical and one major geographic area;
• Demonstrate an ability to conceive, design, and execute significant research within archaeology; Develop skills in classroom instruction to a level deemed adequate for university-level teaching; and
• Become conversant in ethical issues in current archaeological practices.

Since there are considerable differences among individuals in learning styles, there is a great deal of flexibility in how these goals may be achieved within the program. As a consequence, emphasis is placed upon both course work and upon independent demonstration that these goals have been mastered.

The first goal is normally realized by acquiring field or laboratory experience in the context of ongoing professional archaeological research. Field or laboratory experience is required of all students, although the dissertation need not be based on this work. The second goal, competence in archaeological method and theory, is met through required course work, including courses that focus upon these subjects (see the Curriculum section in this document) and courses that cover areas and topical concerns in which this knowledge can be put to practical use. A major segment of the comprehensive examination is designed to test this competence. The area-competence goal is partially met by course work at the 400 and 500 levels but must include substantial independent reading by each student. This competence is also tested in the comprehensive examination. The fourth goal is largely met by the dissertation and the research that precedes it. Finally, although every effort is made to provide qualified students with teaching opportunities (e.g., Teaching Assistantships, Pre-doctoral Teaching Associates) in the department, evaluated teaching experience outside the university may also satisfy the teaching competency requirement. Ethical competence is accomplished through coursework, participation in seminars/colloquia, directed reading, and completion of targeted comprehensive exam essays. All students are expected to conduct their research with a high standard of ethical practice with regard to local and/or descent communities and archaeological documentation, preservation and choice of methods.

The program can be divided into two parts. The first six quarters are spent in course work with the archaeology faculty. This part of the program ends with the comprehensive examination. The second part of each student's course of study is more closely supervised by the student's committee and is directed toward the dissertation project and the special skills and interests that the student wishes to develop beyond the general competence gained in the first six quarters.  During their graduate career, all students are expected to attend all archaeological guest lectures, seminars, and student colloquia. Lack of attendance at such affairs may be taken into account in assessing general performance in the program. 

The UW Archaeology Program welcomes applicants interested in pursuing graduate study with us. We are looking for graduate students whose research interests can be supported by our faculty expertise, and who show promise for success. We desire to build a more diverse field of archaeology and are committed to recruiting students who could contribute to these efforts. We strongly suggest that prospective students review the profiles of current faculty for areas of common interest, and email prospective faculty mentors to discuss plans.  Prospective graduate students must have completed a Bachelor of Arts (BA) or Bachelor of Science (BS) degree before enrollment, but this degree does not have to be in anthropology or archaeology.

During the process of earning the Archaeology PhD , students will also earn a Master of Arts (MA) in Anthropology: Archaeology. The Anthropology Department also offers a separate  Master of Arts (MA) in Archaeological Heritage  program.  While some of the course work is identical, the Archaeological Heritage and PhD in Anthropology: Archaeology tracks are independent programs. Students admitted into the Archaeological Heritage program would need to apply to the PhD program to switch tracks and vice versa.

The application deadline for enrollment beginning in Autumn 2025 is December 15, 2024. Applications open on September 1st, 2024. Applicants may apply for and be admitted for autumn quarter only. Offers of admission are usually mailed prior to the first of March. Those receiving offers of admission must respond by April 15.  Please visit the Graduate School's  Admission Requirements  page for a complete list of requirements. Visit  Anthropology's Graduate Admissions  page for admission information specific to our department. Visit  Apply Now  to submit your application. 

Application

Applicants are not required to submit GRE's . The full UW Archaeology faculty review all applications. We carefully review your Statement of Purpose, Personal Statement, grade history, letters of recommendation, and writing samples. B elow ar e our suggestions for writing your Statements of Purpose and Personal Statements for the UW Archaeology Program.

Statement of Purpose

The Statement of Purpose (about 1500 words) should convince us (i.e., the archaeology faculty) that you show promise for success as a graduate student. Your statement of purpose can be seen as as a persuasive essay with three different parts:

Part 1: Introduce yourself, your interests and motivations (who you are)

Tell us what you are interested in, and perhaps, what sparked your desire for graduate study in archaeology. It should be short and to the point; don’t spend a great deal of time on an autobiography.

Part 2: Summarize your undergraduate education and work experience (your past)

a) Write about classes you have taken in archaeology or related fields, especially important papers or independent research projects that you have completed, such as conference presentations, honors projects, internships, etc.

b) If you have had a job, discuss your experiences relevant to your future scholarship, especially if you had any kind of position or internship involving research in archaeology or related fields.

c) Address how these experiences have focused your goals and/or prepared you to undertake graduate studies in archaeology.

Part 3: Elaborate on your academic interests (your future) 

a) What would you like to focus on in graduate school? Indicate your areas of interest. Ideally, pose a question, define a problem, or indicate a theme that you would like to address, and questions that arise from current archaeological research. Discuss how you came to be interested in your questions, problems, or themes and how addressing it would advance, improve or change contemporary archaeology in a constructive way.

b) Why is UW the place you want to study? Look at the UW Anthropology website for information about professors, current graduate students and their research and other UW campus resources (labs, museums, research units, etc.) you might be interested in engaging with while you are here. Are there UW professors whose research interests parallel yours? If so, indicate this. How might available campus resources further support your work as a graduate student researcher? (It is a good idea to email those professors whose interests might overlap with yours to ask what their upcoming research projects are, and if they are interested in taking on new students.)

c) Discuss your long term career goals after graduate school; why do you need a graduate degree to achieve these goals?

d) Statements that convey excitement and intellectual passion for archaeological research usually read better than those that do not. Try to draft a statement that taps into and justifies your own enthusiasm for a future in archaeology.  

Personal Statement

The Personal Statement (about 1000 words) should give concrete examples of your promise as a member of the academic community, and give the committee an image of you as a person.

What kinds of content belongs here?

Anything that can give reviewers a sense of your uniqueness as an individual belongs in this statement. While you can expand on experiences noted in your research statement, here we hope to learn more about experiences that show your promise, initiative, unique accomplishments and ability to overcome obstacles. If one part of your academic record reflects challenges you faced in that particular area, this statement provides an opportunity to explain your record and  why  it is not representative of your promise for higher education... or perhaps why it is evidence of your potential.

We value diversity and inclusion within our program. This statement is a place where you might wish to discuss your potential to bring a unique or underrepresented perspective into archaeology, your understanding of the challenges facing under-represented groups in academia, and your own ethical commitments as a scholar and archaeologist in training.  It is also helpful for the admissions committee when students from underrepresented backgrounds in academia tell us more about that background in this statement as it allows us to nominate you for targeted fellowships, when available. For this purpose, we encourage discussing :

Your potential to contribute to our program, the field of archaeology, and higher education based on understanding the barriers facing women, U.S. minorities, students with disabilities, or other members of groups underrepresented in higher education careers, as evidenced by life experiences and educational background. For example:

• attendance at a minority serving institution;
• ability to articulate the barriers facing women and minorities in academia;
• participation in higher education pipeline programs such as McNair Scholars or SACNAS;
• Academic service advancing equitable access to higher education for women and minorities in fields where they are underrepresented;

Leadership experience among students from groups that have been historically excluded or marginalized in higher education;

Research interests focusing on underserved populations and understanding issues of racial,  gender and other inequalities in archaeology. For example:

• research that addresses issues such as race, gender, diversity, and inclusion;
• research that addresses health disparities, educational access and achievement, political engagement, economic justice, social mobility, civil and human rights, and other questions of interest to historically excluded or marginalized groups;
• artistic expression and cultural production that reflects culturally diverse communities or voices not well represented in archaeology.

We require three letters of recommendation . The letters can come from anyone who is familiar with your interests and goals and should emphasize your promise for success in graduate study. Most applicants share their statements of purpose and personal statements with potential letter writers, who are typically past professors or work supervisors. Letters from family members or close personal friends are discouraged.  Please visit The Graduate School’s guide on Letters of Recommendation .

We require transcripts from academic institutions you have attended. English Language Learners may have to submit test scores. Applications are submitted online through the UW Graduate School.

Before arriving at the university, incoming graduate students will be assigned two faculty advisors. The advising team will stay in regular contact with their student, and encourage the student to raise questions, discuss options for dissertation research, keep their advisors apprised of their progress, let them know of challenges they are facing and consult each quarter concerning study plans and course registration. A student may change their advisors at any time at the discretion of the student and willingness of the new advisors—however students must always have two advisors prior to the formation of their PhD Supervisory Committee.

Statistics Concentration

Graduate student pursuing a PhD in anthropology may also consider completing a  Statistics Concentration in Anthropology .

Please visit the Department of Anthropology's main calendar  and the Friday Afternoon Archaeology Lecture Series (FAALS) calendar  for a list of upcoming events.

Program Structure

Program Years One & Two | Curriculum | Annual Reviews | Comprehensive Examination | Master of Arts | Advancement to Post-MA Studies | PhD Supervisory Committee | Dissertation Research Proposal | General Examination | Colloquium | Language Competency | Grant Funding & Publishing | Teaching | Dissertation | Final Examination

Program Years One & Two

First-year and second-year course work will include the courses in the curriculum described below. Since no course is offered more than once each year, and some only every two years, or even less often, it is important that the student consult regularly with their faculty advisors before enrolling for a new academic quarter.

In addition to the above, second-year course work may include advanced work in the area chosen by the student for concentration, and may include course work outside the department in areas related to the student's research interest. It is recommended for students to enroll in QSCI 381, 482, and 483.

Students and Advisors are expected to start planning their dissertation research and working on the dissertation research proposal in the first two years (see below).

Several core and option courses must be completed prior to receipt of the PhD. Please see the course catalog for more details about specific courses. 

All students must take the following core courses:

• ARCHY 510: Introduction to Archaeological Theory (5 cr)
• ARCHY 599: Teaching in Archaeology (3 cr) OR an equivalent course in instructional methods relevant to large, entry level archaeology classes
• ARCHY 576: Designing Grant Proposals (5 cr)
• ARCHY 600b: Proposal Development (5 cr), OR an  equivalent grant proposal course in Anthropology or a related department. 

Students are required to complete the minimum required credits from three categories of courses:

• A minimum of 15 credits from the Method and Theory courses.
• A minimum of 5 credits from the Area courses or equivalent.
• A minimum of 5 credits from the Social Impacts of Archaeology courses or equivalent.

A current list of the courses in each category can be obtained from the Graduate Program Advisor. Students who have taken graduate courses at other institutions may petition for one or more of those courses to count towards their PhD requirements.  Students may choose to take additional courses relevant to their particular research interests; these should be chosen in consultation with the student’s primary advisors and committee members. 

Students must register for a minimum of 27 credits of Dissertation Writing (ANTH 800) over a period of at least three quarters.

While in residence, PhD students are expected to attend the Friday Afternoon Archaeology Lecture Series (FAALS). If there are extenuating circumstances which make this difficult, the student should discuss these with their advisor. FAALS is designed to be a forum for professional development and features a combination of research seminars from students and faculty at the UW and beyond as well as occasional sessions on topics such as career development. Students should reserve the FAALS time slots on their calendars.

Annual Reviews

All students must meet with their advisors early in the Spring Quarter to complete the Department's required Annual Review. At this meeting the advisors and the student will review the student's progress and performance in the graduate program and discuss the student's educational and research plans for the upcoming year. The student’s co-advisors must submit the completed Annual Review form to the Anthropology Department Graduate Student Administrator. 

The Annual Review should include:

• a brief self-assessment of the year, and forward-looking plan of study for the coming year
• evidence of coursework completed (if any)
• evidence of teaching (if any)
• evidence of conference participation or similar professional activities (if any)
• evidence of applications submitted for fellowships, grants or other opportunities (if any)
• evidence of publications or similar public and professional writing (if any)
• brief summary of the student’s interactions with their mentor network, including names of mentors
• discussion of any challenges faced in the past year and efforts/plans/opportunities to overcome them

Students who are judged not to be performing at a level expected and/or who are not making satisfactory progress will receive written notification of this assessment and will be advised on what steps they should take to correct any problems or concerns expressed by the Committee or faculty. Failure to comply with these instructions may lead to a recommendation to the Dean of the Graduate School for alteration of a student's standing, i.e. warning, probation or final probation. 

In addition to the annual review, after completion of the comes, you should expect to meet with the Comps committee to identify strengths and weaknesses identified in your examination and for suggestions on future directions.

Comprehensive Examination

The Comprehensive Examination (or “Comps”) is a written examination evaluated by members of the archaeology faculty. Students must complete the Comps before the second week of the Autumn Quarter of their third year (or seventh quarter) of full-time study in the department. 

Students must submit a Master's Degree request (non-thesis) in MyGrad  prior to the exam.   Please refer to the Procedural Steps to Degree page for details about how to submit requests in MyGrad.   A copy of the current document "The Comprehensive Examination in Archaeology" will be given to each student upon entry into the program. This document outlines the structure of the Comps. Refer to this document for all related procedures.

The evaluation of the written examinations by the archaeology faculty will have one of three outcomes:

• Pass, with recommendation to proceed in the PhD program. Individuals who perform at this level receive the MA degree as soon as they have completed the other requirements (see below);
• Retake the exam. Students with this outcome may receive the award of an MA after completion of other MA requirements (see below). After completing the MA, students who fall within this category may retake the Comprehensive Examination once; the exam must be retaken within the next academic year; 
• Fail. Students who fail this examination may not proceed toward the PhD.

Master of Arts

In the process of pursuing a PhD, a Master of Arts (MA) in Anthropology: Archaeology is normally conferred once the student receives a Pass on the Comprehensive Examination, and all department and  UW Graduate School requirements are met.  Once the Graduate Program Assistant is informed that the student has completed their Comprehensive Examination and fulfilled all related degree requirements, the degree request will be approved .

Advancement to Post-MA Studies

Students admitted to the PhD program at the start of their UW graduate studies proceed automatically to the PhD portion of the program when they have completed the MA degree.

After successfully completing the comprehensive exam, the student's course of study is specifically tailored to meet their own research interest and requires close consultation with the chair/s of the supervisory committee and its other members. Course work is normally limited to those graduate courses that may have been missed due to alternate year offerings, courses outside the department essential to pursuing the student's research goals, ARCHY 600 (independent study) and completion of 27 ANTH 800 dissertation credits (over a minimum of 3 quarters) prior to graduation .

PhD Supervisory Committee

The student must constitute their PhD Supervisory Committee (Policy 4.2)   by the end of the seventh quarter of residence and no later than 4 months before submitting the request to schedule the general examination. A member of the Archaeology faculty must chair or be one of co-chairs of the committee. Students may select any of the archaeology faculty as their Chair or co-chair and are not limited to keeping their Years 1 & 2 co-advisors.  The student should meet at least once a year with their Supervisory Committee members to keep them apprised of their progress, inform them of their research plans, get feedback and ask questions.  

Please refer  Policy 4.2: Supervisory Committee for Graduate Students for a complete list of Supervisory Committee composition requirements. The PhD Supervisory Committee must include at least three members of the Anthropology faculty, and a graduate school representative (GSR) selected by the student from among the University of Washington’s eligible graduate faculty members. The Supervisory Committee must contain a total of at least three voting members plus the GSR. The student should discuss committee member choices with their chair/s and their developing projects with prospective committee members.  It is strongly recommended that the committee contain one or more members from outside the department.  The advisor will assist the student in forming the committee, but it is the student's responsibility to contact potential committee members and submit appropriate paperwork to the Graduate Program Assistant.

Faculty become official members of the committee when (1) the student submits a completed form for establishing a PhD Supervisory Committee  to the Graduate Program Assistant, and (2) the Graduate School responds by officially inviting all proposed committee members to serve as members of the supervisory committee.  At least three members of the Supervisory Committee will also serve on the PhD dissertation Reading Committee. Students should contact the Graduate Program Assistant if they would like to change the composition of their committee after it is officially established.

Dissertation Research Proposal

After completing the master’s degree, the student subsequently presents a formal written proposal to conduct original research to the Supervisory Committee . This Dissertation Research Proposal is a plan (maximum ten single-spaced pages) for the dissertation research. It must lay out the problem that is to be addressed by the research and establish the archaeological significance of that problem.  It must also present the overall research design, briefly describe the data requirements and how those requirements will be met, and provide a discussion of the analytic methods to be used. In no case will a purely descriptive dissertation be accepted. Close cooperation between the student and Supervisory Committee is required, and the entire PhD Supervisory Committee must approve the proposal. Where appropriate, the proposal should be prepared in a form suitable for submission to a funding agency (e.g. NSF DDIG).

General Examination

The general examination is administered by the Supervisory Committee on behalf of the dean of the Graduate School. The examination is a two-hour oral examination administered by the student's Supervisory Committee , and may be attended by any member of the graduate faculty. The general examination should be taken within five enrolled quarters after taking the comprehensive examination. In order to schedule the general examination, the dissertation research proposal must be formally approved by the student’s committee.  Students must submit a Doctoral (General Exam) request in MyGrad prior to the exam. Please refer to the Procedural Steps to Degree page for details about how to submit requests in MyGrad. In rare cases, a student may petition the  Supervisory Committee to allow the generals to precede approval of the final draft of the dissertation research proposal. 

The examination will normally cover the area within archaeology that the student is pursuing in detail as well as any other material considered relevant by the Supervisory Committee .  The committee may recommend admission to candidacy to the PhD (PhC), re-examination in selected areas, or failure. 

The PhC is normally conferred once the student receives a Pass on their General Examination, and all department and  UW Graduate School requirements are met.  Once the Graduate Program Assistant is informed that the student has completed their General Examination and fulfilled all related degree requirements, the exam request will be approved.

By the end of the quarter following the completion of the General Examination, the student must give an oral presentation that sets forth: 

• the problem being addressed by the dissertation, 
• the area and data to be investigated, 
• the significance of the problem for the discipline, 
• the questions or hypotheses being addressed, and 
• the analytical methods to be used

The formal presentation that forms the heart of the colloquium is to last for no more than 40 minutes. The colloquium is open to Anthropology faculty and graduate students as well as to other interested individuals, and is meant to give such individuals an opportunity to comment on the proposed research. The colloquium is normally presented in the fourth year.

Language Competency

Language skills facilitate access to international scholarship and opportunities for international partnership and fieldwork. Whether or not a student’s dissertation research requires the use of a foreign language, students are all encouraged to demonstrate competence in a major scientific or field language (other than English) in order to complete the PhD. Ideally, the language selected will be one of direct relevance to the dissertation work or related scholarship. Language  competency is not formally required by the Archaeology Faculty, but could be an expectation of a student’s primary advisors and/or Supervisory/Reading Committee as relevant to the student’s research. 

Grant Funding & Publishing

While not a formal requirement of the PhD program, students are strongly encouraged to apply for external grant funding and to begin publishing their research in peer-reviewed journals before completion of their PhDs. Peer-reviewed publications allow the broader dissemination of one’s work to benefit the scientific community and demonstrate one’s capability to contribute meaningfully to the discipline. Grant funding supports high quality research, demonstrates one’s ability to support their work, and provides an external check on the merits of that research. It is difficult to get post-PhD jobs in academia without a strong grant funding and publication record. For students who decide not to continue in academia, grants and publications are still likely to be helpful on the job market. Students should strategize with the chair/s of their Supervisory Committee  and other advisors about applying for grants and submitting their work for publication.

Before receiving the PhD degree, the candidate is encouraged to serve as a teaching assistant in anthropology, or as an instructor of a course in anthropology at least once. The course should be evaluated by the students enrolled, and this evaluation should be shared and discussed with the PhD student's chair/s. To increase the opportunity to teach at least one such course, students are encouraged to apply starting mid-program. Summer instructorships are ideal first teaching appointments and are often used to provide experience prior to appointment to Academic Year instructorships. As with grants and publications, teaching experience is highly valued in job searches.

Dissertation

The dissertation must represent the product of original research on a significant topic in archaeology. Normally it is based upon field or laboratory work conducted by the student, but this is not required. The dissertation may take the form of a monograph or a series of, three or more, related peer-reviewed publications, publishable papers, or equivalent public scholarly works. The student should discuss these options with their chair/s, and become familiar with the relevant expectations early in their studies. Close cooperation between the Reading Committee and the student is essential. The student is responsible for keeping their committee fully informed of the dissertation progress on a quarterly basis. 

Final Examination

Following completion of research, the candidate prepares a dissertation, which is submitted to the dissertation Reading Committee , ideally within the first two weeks of the quarter in which the final examination ( dissertation defense ) are expected to be scheduled. On the recommendation of the Reading Committee , the candidate presents to the community a short public seminar based upon the dissertation, and then sits for the closed final examination (an oral defense of the dissertation required by the Graduate School and administered by the Supervisory Committee ). The final examination is scheduled by the Dean of the Graduate School upon the recommendation of the Supervisory Committee .  Please take note of any relevant deadlines on the Graduate student dates & deadlines and the Academic Calendar .

Once the date and time of the final examination have been established, the student must submit a Doctoral (Final Exam) request in MyGrad .   Please refer to the Procedural Steps to Degree page for details about how to submit requests in MyGrad.  The final examination is administered by the Supervisory Committee  and is limited to the student's dissertation; any member of the graduate faculty may attend the final examination.   For information about how to submit a dissertation, visit the Dissertation Submission  page, the Electronic Theses and Dissertations (ETDs): Overview , and the  Procedural Steps to Degree page.

Please visit the Graduation Requirement page for a comprehensive list of University requirements. 

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Archaeology

The principal objectives of the graduate program in archaeology are to provide:

• Informed, critical examinations of core issues in archaeology 
• Comprehensive training in principal methods and theories of anthropologically oriented archaeology 
• Direction and support for Ph.D. candidates preparing for research and teaching positions in a wide variety of domains of archaeological practice. 

In addition to a primary area of specialization, all students are expected to acquire a basic understanding of archaeology around the world as well as general knowledge of those aspects of ethnography, and biological anthropology that have particular relevance to their area(s) of interest in archaeology. 

In certain cases, joint programs of study in archaeology and either biological anthropology or social anthropology can be arranged. The expectation is that the student will be able to complete the program in six years. 

Each student will have faculty advisors whose research interests overlap with those of the student. For the first four semesters student’s progress will be overseen by an Advisory Committee, normally consisting of three archaeology faculty members. After the fourth semester, a dissertation committee will be formed based on the student's domain(s) of specialization. 

The progress of each student will be assessed annually by the archaeology program faculty, and this appraisal will be communicated to the candidate. An overall B+ average is expected of the student. Ordinarily no student whose record contains an Incomplete grade will be allowed to register for the third term (semester) following receipt of the Incomplete. 

• Admissions Information
• Coursework - Archaeology
• Languages - Archaeology
• Fieldwork - Archaeology
• Teaching - Archaeology
• Advisory Meetings - Archaeology
• General Examination & Qualifying Paper - Archaeology
• Dissertation Prospectus - Archaeology
• Dissertation Committee & Defense - Archaeology
• Master of Arts - Archaeology
• Social Anthropology
• MA Medical Anthropology
• Secondary Fields
• Fellowships
• Teaching Fellows
• Program Contacts
• PhD Recipients

Archaeology

All the procedures and regulations of the overall Anthropology PhD apply to students admitted as anthropological archaeologists. Specific expectations of the anthropological archaeology track begin with the admissions review and extend through to the presentation of a dissertation talk near the end of the program. The Graduate Advisor for the archaeology program has authority over the implementation of all these requirements.

 Handbook for the Archaeology Graduate Program

Students are admitted to pursue the Anthropology PhD under the advising of the anthropological archaeology faculty based on review of applications by the entire archaeology faculty. Historically, the archaeology faculty have placed a high value on previous research experience in archaeology, including completion of an MA or employment in CRM. All archaeology students are admitted initially with two assigned advisors, one of whom may be the prospective dissertation supervisor. Students are asked to rank at least two faculty in their application, who will be interpreted as the prospective co-advisors. The archaeology faculty have a demonstrated commitment to diversity in graduate admissions.

Required coursework

In the first year of the program, archaeology students are required to take a two-semester sequence of seminars, Anthropology 229 A and 229B, History and Theory of Archaeology and Archaeological Research Strategy. During the first two years, they are expected to complete course requirements for completion of one methods course, and a course in the archaeology of an area outside their own research area.

Participation in the Archaeological Research Facility

All archaeology graduate students are expected to attend Wednesday brown bag lunches held at 2251 College, organized by faculty affiliates of the Archaeological Research Facility, and may regularly present research talks there, including a required talk in the final year of the program (see below). The Archaeological Research Facility administers the Stahl Endowment, where anthropological archaeology students can request up to $3000 funding for dissertation research over the course of their career.

All in-residence archaeology students are expected to register in Anthropology 290-2 to participate in the Archaeology Outreach Program, which includes school and community group talks and other activities. Archaeology students are also required to enroll in Anthropology 290 (departmental lecture series) each semester they are registered before advancing to candidacy.

First Year Examination

At the end of the first year students take a written examination that serves as the basis for the oral examination given by the whole archaeology faculty. This examination satisfies part of the requirements for the Master's degree for those eligible to receive the MA. The decision about continuation within the graduate program is made on the basis of performance during this examination and on the student's academic work throughout the first year. A student may be requested to leave the graduate program, even though the oral examination was judged as passing, if the student's academic work was judged weak and the department's faculty is concerned that a student will not complete the program satisfactorily.

Field Statements

During the third semester, archaeology students enroll in Anthropology 229C, "Writing the Field", to initiate the first of three required reviews of literature, agreed upon in consultation with sponsoring faculty. Topics such as prior research on the region of study, a methodology, or a theoretical approach are common. These field statements must be signed by faculty from within the Anthropology Department, although one can be developed in consultation with a non-Anthropology faculty member.

Second Year Review

Near the beginning of the fourth term in residence, the archaeology faculty meet with each student to review the proposed field statements, dissertation project, and plan for completion of all required coursework and the language requirement.

Dissertation Prospectus

The dissertation prospectus is an intellectual justification and research plan for the dissertation. Archaeology students must submit their prospectus before the Ph.D. Oral Qualifying Examination and it should be no more than eight pages in length.

Dissertation Brown Bag

There is no formal defense of the completed dissertation. Archaeology students are required to publicly present a talk about their dissertation research in their final year, normally as part of the Wednesday lunchtime lecture series at 2251 College.

Graduate Program

Graduate students accepted into the archaeology program participate in the activities at the Archaeology Center. Through cutting-edge research carried out in its research laboratories, collections-based scholarship through the Stanford University Archaeology Collection, weekly workshops and lectures with distinguished scholars, the Archaeology Center provides a forum for interaction amongst faculty and students from many parts of the University and gives students opportunities to engage in multi- and interdisciplinary research in archaeology, heritage, and related fields.

Our faculty and lecturers are affiliated with the following Departments and Programs: Anthropology, Classics, East Asian Languages and Cultures, Center for Comparative Studies in Race and Ethnicity, Earth Systems Science, Stanford Heritage Services, History, Art & Art History, and Biology.

Available Graduate Programs with Archaeology Concentration

Ph.D. degrees with a concentration in Archaeology are awarded by the following departments:

• Anthropology,
• Classics, and
• East Asian Languages and Cultures.  

Steps to Help with Applying for a Program

• Anthropology  |  Archaeology Track
• Classics  |  Classical Archaeology
• East Asian Languages & Cultures

Admission requirements for these departments vary greatly. Thus, early planning is advisable to guarantee completion of graduate school requirements, and all admissions inquiries should be directed to the individual department.

Graduate Program Questions Contact the following:

• Anthropology: Student Services Manager
• Classics: Director of Graduate Studies

Prospective students should apply for admission to the department that best suits their interests, indicating on the application their interest in the archaeology track. Applicants should also contact Archaeology faculty members with whom they are interested in working. 

Archaeology Faculty and Lecturers

Students interested in pursuing a graduate degree in Archaeology at Stanford will need to apply through our affiliated departments.

• Anthropology
• Classics 
• East Asian Languages and Cultures

Already a Ph.D. Candidate at Stanford? Want to pursue a Ph.D. Minor in Archaeology? See Ph.D. Minor for more information.

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UCLA Graduate Programs

Graduate Program: Archaeology

UCLA's Graduate Program in Archaeology offers the following degree(s):

Doctor of Philosophy (Ph.D.)

Masters available on Doctoral track

With questions not answered here or on the program’s site (above), please contact the program directly.

Archaeology Graduate Program at UCLA A148 Fowler Museum Box 951510 Los Angeles, CA 90095-1510

Visit the Archaeology’s faculty roster

COURSE DESCRIPTIONS

Visit the registrar's site for the Archaeology’s course descriptions

• Admission Requirements
• Program Statistics

(310) 825-4169

[email protected]

MAJOR CODE: ARCHAEOLOGY

Prospective Students

• To apply for the MA in Archaeology, visit Cornell’s  Graduate School Admissions .
• For a description of the field, see the Graduate School’s  Archaeology Field Description .
• Questions about the MA program in Archaeology should be sent to the  Director of Graduate Studies  (DGS). 
• Students considering applying to graduate school in archaeology are encouraged to read Professor Adam T. Smith’s informative  blog post  on the subject.
• For full details on the MA Program, download the Graduate Student Handbook .

The MA Program in Archaeology at Cornell is designed to provide students with an intensive orientation to the field, appropriate to both students with BA degrees in the liberal arts who have considerable experience in archaeology and those seeking to build a solid foundation for future work or study. The goal of the program is to offer students the intellectual resources and institutional support necessary to prepare them for successful admissions to top tier PhD programs and for careers beyond academia.

Cornell Archaeology supports a diverse array of interests, ranging from material culture studies to public archaeology, museum studies, archaeological science, and archaeological method and theory. Archaeology at Cornell is deeply committed to multidisciplinary studies. Faculty in Archaeology belong to the fields of Anthropology, Classics, Earth and Atmospheric Sciences, History of Art, Landscape Architecture, Near Eastern Studies, and City and Regional Planning.

The ideal trajectory toward the MA should result in the completion of all requirements within 12-18 months, although extensions to 24 months are allowed when warranted by a student’s research program.

Requirements

Students in the MA program in Archaeology design their course of study with the guidance and approval of the Graduate Affairs Committee and in consultation with their advisors. During their first year in the program, students are expected to take four courses each semester, as well as the 1-credit Craft of Archaeology. We offer a wide range of courses in archaeological method and theory, as well as regionally focused courses covering the Americas, Mediterranean, Southwest Asia, and Eurasia. A full list of Cornell’s Archaeology course offerings can be found at the Courses of Study page. The following courses are required:

• ARKEO 7000: CIAMS Core Seminar in Archaeological Theory and Method (typically offered in the Fall semester);
• 1 course at the 6000+ level devoted to Archaeological Method;
• 2 additional archaeology courses at the 6000+ level;
• A course in Research Design in the Spring semester. This can be either ARKEO 6250: Archaeological Research Design or ARKEO 8901: Master’s Thesis.
• ARKEO 6100: The Craft of Archaeology (this 1-credit course is typically offered in the Spring semester)

Only one of the courses may be taken S/U. All the rest must be taken for a letter grade.

If a course is not available in a given area of interest, students may speak to relevant faculty to discuss the possibility of an independent study. Students are advised to take no more than one independent study, but exceptions can be made in consultation with the Graduate Affairs Committee or the Special Committee.

Conferral of the MA in Archaeology also entails the satisfactory completion of a thesis, the MA exam, and 2 semesters in residence (i.e., taking courses on the Ithaca campus).

Model Course of Study

Each student’s course of study is guided by the Graduate Advisory Committee. There is thus no single model for a program of study. One possible model for a 2-semester curriculum would be:

* See section on language below

Each student’s tailored course of study is developed in close consultation with faculty advisors. Entering students receive guidance initially from the temporary advisor assigned to them upon admissions and from the Graduate Advisory Committee (GAC). Composed of the DGS, CIAMS director, and one additional faculty member, the role of the GAC is to provide advice until such time as the Special Committee is constituted and to provide any assistance that might fall outside of the academic purview of the special committee (e.g., issues pertaining to the Graduate School, TAships, etc.).

Please note  that the Graduate School requires all students to have registered an adviser online via Student Center by the  3 rd  week of the fall semester . If you have not selected a Special Committee chair by this time, you should select the DGS or the adviser who was assigned to you in your letter of admissions. Once a Special Committee has been formed, you can remove the temporary member or alter their status as needed.

You should establish a Special Committee, including Chair and Minor Member(s) by the end of Fall semester. The Special Committee is ultimately responsible for all decisions regarding a student’s academic trajectory. Each student should officially constitute a Special Committee no later than the end of the first semester in residence. The committee chair must be a member of the Field of Archaeology; the second member can be chosen from the Graduate Faculty at large, in consultation with the Chair. Students may change the composition of their committees at any time if needed.

There is no language requirement for the Archaeology MA. However, the Special Committee can advise language study as appropriate. In particular, for some MA research papers – where relevant primary sources or key scholarly literature are not available in English – it will be necessary for students to demonstrate suitable minimum language ability (as advised by the Special Committee) at least by the time of their MA defense.

The final thesis for the MA in Archaeology should present a piece of original research on a topic of empirical, theoretical, or methodological importance. It must not exceed 30 pages including tables, figures, bibliography and notes (using standard formatting in accordance with graduate school requirements). It should aim to be similar in quality and scale to those published in professional archaeological journals.

No later than the second week of spring semester, students must submit to their Special Committee a short (maximum 4 pages) proposal detailing the focus of their thesis.

After submission of the MA research paper an oral examination is convened with the Special Committee and any other Archaeology Field members who choose to attend.  

As you move toward completion of your MA thesis, it is important to be aware of Graduate School requirements that impact scheduling. The Graduate School stipulates a filing deadline for MA candidates who wish to graduate during a given semester. The final possible date for the MA exam is about 2 weeks before the filing deadline. The Graduate School’s A3 form scheduling the MA exam must be filed with the GFA for Archaeology (Laura Sabatini) at least one week prior to the exam. And the defense draft of the MA thesis must be circulated to your committee no later than 3 weeks prior to the exam. As you plan for the completion of your degree, please consult the Graduate School’s timeline:  https://gradschool.cornell.edu/academics/thesis-dissertation/understanding-deadlines-and-requirements .

Tuition & Stipend

We make every effort to help our students manage the costs of the MA in Archaeology by maintaining competitive tuition rates and offering various funding opportunities. Our MA students pay the  graduate research tuition rate  of the Cornell’s contract colleges, currently $10,400 per semester. To further defray these costs, each year two teaching assistantship packages are awarded on the basis of merit to incoming MA students at the point of admission. These packages are “half-TAships”, which cover half the cost of tuition and health benefits, and include a half-stipend. 

Occasionally, other opportunities arise for MA students to work as teaching assistants for other departments, and we make every effort to identify and secure such positions for our students.

Fellowships

For those who do not receive TAships, in the first year of the program we provide fellowships of $2,500 in the fall semester, and an additional $2,500 in the spring semester, provided students remain in good academic standing. 

Research Assistantships

Students are sometimes able to work as assistants to faculty, supporting research in labs and on individual projects. If you are interested in a research assistantship position, inquire with your Special Committee if any such opportunity is available.

Research Grants

CIAMS is also pleased to sponsor various  grant programs , including the Hirsch Graduate Travel Scholarship and the CIAMS Research Grants. 

Conference Grants

The Graduate School provides conference grants to all graduate students who are invited to present papers or posters at professional conferences. Award amounts are based on geographic location, not actual expenses. The Graduate School tries to fund most requests from students who meet the criteria for eligibility. Only one award will be considered during a single academic year, which is from July 1 through June 30. For information and deadlines, please refer to the  Conference Grant Application  found on the Graduate School website. Students can  apply to CIAMS  to supplement a Conference Travel grant from the Graduate School.

Diversity Fellowships

A  core value  of Cornell University is to provide a community of inclusion, belonging, and respect where scholars representing diverse backgrounds, perspectives, abilities, and experiences can learn and work productively and positively together. The CIAMS Diversity Fellowship is designed to advance the field’s commitment to diversity, inclusion, equity, and especially access. It is available on a competitive basis to applicants from all backgrounds. The Field awards one CIAMS Diversity Fellowship per year, consisting of $5,000 in the fall semester and an additional $5,000 in the spring semester, provided students remain in good academic standing.

Within the personal statement, applicants interested in being considered for the fellowship should provide details on any significant barriers they have navigated to make graduate education accessible to them, as well as lessons learned from any of their lived experiences, including but not limited to

• being a first-generation college student or graduate (no parent/guardian completed a baccalaureate degree)
• racial, ethnic, and/or cultural background(s)
• managing a disability or chronic health condition
• experiencing housing, food, economic, and/or other forms of significant insecurity
• being a solo parent
• gender identity and/or sexual orientation
• having served in the military
• holding DACA, refugee, TPS, or asylee status

Frequently Asked Questions

1. What paths do graduates pursue after completing the MA in Archaeology?

CIAMS alumni follow a range of career paths. Approximately half of the students in our MA program (49 per cent) go on to pursue a PhD in Anthropology, Classics, or Near Eastern Studies. A number of our alumni (23 percent) choose to work in the heritage sector, from cultural and national resource management, to laboratories and libraries. For others still, CIAMS is a stepping stone to careers in education, information technology, or other fields (23 percent). Some of our students (6 percent) choose to pursue additional master’s degrees in such diverse fields as Conservation, Roman History, and Education.

2. How does the MA program support students who wish to go on for a PhD?

We have a very high success rate of PhD placement. From 2007-2018, 85 percent of all students who applied to at least one PhD program were admitted. A full 100 percent of all students who applied to multiple PhD programs were admitted. Our students have gone on to pursue a PhD at such institutions as Brown University, Cornell University, Johns Hopkins University, McGill University, University of Oregon, Southern Methodist University, SUNY Buffalo, University of Kentucky, University of Michigan, University of Wisconsin-Madison, and Yale University. CIAMS provides students with the training, guidance, and support necessary to be competitive for PhD admissions.

3. How long does it take to complete the MA degree?

The average time to degree for the MA in Archaeology is four semesters, but many students finish in three semesters or even one calendar year. The duration of the degree depends in large measure on the time needed to develop and complete the MA thesis. Students spend the first two semesters fulfilling coursework requirements. The summer after the first year is dedicated to fieldwork or other thesis-related research. In the fall of Year 2, most students turn their full attention to writing the thesis, and typically go on in absentia status to conduct research away from Ithaca. Those who wish to take additional coursework in the second year to deepen their training in a given area are permitted to do so. Upon completion of the thesis, students take the MA exam. This is the final requirement of the degree, and is usually held in the fall or spring semester of the second year. In some cases, as when students are able to begin thesis research prior to entering the program, or otherwise make swift progress on the thesis during the first year, it is possible to complete the requirements of the degree in the summer after the first year.

4. Is there funding available to support MA students?

We make every effort to help our students manage the costs of the MA in Archaeology by maintaining competitive tuition rates and offering various funding opportunities. Our MA students pay the graduate research tuition rate of the Cornell’s contract colleges, currently $10,400 per semester. To further defray these costs, each year two teaching assistantship packages are awarded on the basis of merit to incoming MA students at the point of admission. These packages are “half-TAships”, which cover half the cost of tuition and health benefits, and include a half-stipend. For those who do not receive half-TAships, in the first year of the program we provide fellowships of $2,500 in the fall semester, and an additional $2,500 in the spring semester, provided students remain in good academic standing. Occasionally, other opportunities arise for MA students to work as teaching assistants for other departments, and we make every effort to identify and secure such positions for our students. Likewise, students are sometimes able to work as assistants to faculty, supporting research in labs and on individual projects. CIAMS is also pleased to sponsor various grant programs , including the Hirsch Graduate Travel Scholarship and the CIAMS Research Grants. In addition, we welcome opportunities to diversify our student body, and make every effort to support diversity students by nominating them for competitive fellowships offered by the Graduate School. When possible, we also offer one CIAMS Diversity Fellowship per year, consisting of $5,000 in the fall semester and an additional $5,000 in the spring semester, provided students remain in good academic standing.

Our students are also encouraged to apply for external funding in support of graduate training. Nationally, although funding opportunities for MA students are limited, in the past our students have received fellowships from the American Association of University Women (AAUW) and various scholarships for postgraduate scholar-athletes. Finally, we understand that students may need to maintain part-time employment while in our program, and are supportive of such arrangements to the extent that they comply with Graduate School regulations. 

Graduate Study in Archaeology at ASU

Archaeology graduate program, asu is ranked as one of the world’s best archaeology programs..

Our research is global in scope, with active faculty research on every continent. We span the range of prehistoric societies from the earliest hominids to prehistoric cities. ASU has particular geographic strengths in the American Southwest and Midwest, Mesoamerica, and the Mediterranean, with major research focusing on the origins of modern humans, the origins and spread of agriculture, the dynamics of societal growth and collapse, biocultural processes, and the development of urbanism.

Our 21 permanent faculty are theoretically diverse, yet share an overall scientific approach to the past. We offer a diversity of methodological training, from traditional artifact analysis to cutting-edge computer modeling. While we seek to understand the human past, we also endeavor to apply this understanding to important issues faced today, including the interaction of humans and the environment, and causes and consequences of urbanization. Please see our list of research themes for more information. Prospective students should also consult our detailed list of current research projects by SHESC archaeologists. This document shows the breadth and strengh of current archaeological research at ASU.

Archaeology is part of the larger Anthropology program at ASU, situated in the dynamic and interdisciplinary setting of the School of Human Evolution and Social Change . Within the school, archaeology students can gain experience in early hominid paleoanthropology, urban anthropology, and complex systems modeling to enrich their archaeological training. Many students also work with faculty and programs beyond SHESC in fields like materials science, Quaternary geosciences, social dynamics, urban ecology, and global sustainability.

Here are some reasons that the best applicants consider graduate study in archaeology at ASU:

• With 21 full-time faculty in archaeology , we have one of the largest programs in the U.S. • Our faculty stand out internationally for the quantity and quality of publications and external grants, most of include the participation ograduate students. • The quality of our students is very high because the program is highly selective. • ASU grad students publish in the top journals and have good records for grants and professional employment.

Download a 2-page brochure on the archaeology program.

Some Specifics of the Program

Archaeology students are admitted to the Ph.D. program in anthropology. To obtain a PhD in Anthropology with a concentration in archaeology, those without an M.A. are required to acquire MA-level training. The master’s program is designed to develop professional competence in field, laboratory, and library research, with a strong foundation in theoretical concepts and methods of archaeological analysis. Students are trained to make significant research contributions through the application of archaeological method and theory to specific bodies of archaeological information.

The archaeology graduate program at ASU endeavors to provide students with 1) a breadth of background in archaeological and anthropological knowledge in order that as professionals they can converse with and appreciate the approaches and contributions of a diversity of colleagues, and 2) a depth of background in the region and topics in which the student plans to develop advanced competence. The breadth is provided largely through the curriculum outlined below, although field work in diverse regions of the world is also encouraged. Depth is provided principally through preparation for the doctoral exams, the dissertation proposal, dissertation research, and the writing of the dissertation. Our graduate program in archaeology in particular stresses comparative social analysis and expertise in quantitative methods.

Students generally work closely with faculty and are encouraged to take advantage of opportunities for archaeological research offered through faculty research programs , field schools, the Archaeological Research Institute , the Center for Bioarchaeological Research , and the Institute of Human Origins . Supporting these activities are ceramic, pollen, faunal, and general purpose laboratories, computer equipment, and computerized databases and extensive archaeological collections.

ASU has an active and interactive cohort of archaeology graduate students. During their graduate studies, these students have been extremely successful in publishing peer-reviewed articles, obtaining external funding from sources including the National Science Foundation and the Wenner-Gren Foundation for Anthropological Research, and developing strong teaching records.

Curricular Track for Graduate Study in Archaeology at ASU

The curricular track in archaeology is comprised of SHESC required courses, archaeology courses, and suggested courses in archaeology and related fields.

SHESC Required Courses:

• Scholarly Inquiry (ASB 540)
• A dissertation proposal writing course

All students should have a broad training in archaeology. To accomplish this aim, students should take:

• Quantitative and Formal Methods in Archaeology (ASM 565)
• Small-scale Societies (ASB 542)
• A course on complex societies (see list below)
• A second analytical methods course (see list below)

In consultation with her or his committee, the student selects additional courses that best fit the student’s needs.

In preparing their programs of study archaeology students are strongly recommended to take courses in the following areas:

• Archaeological theory (see list below)
• Geographical area course including at least one within and one outside the student’s primary research area. This recommendation acknowledges the differences in research issues and approaches across different geographic areas.
• A professionalism course

Complex Societies courses

• Chiefdoms (ASB 549)
• Comparative Early Urbanism (ASB 591)
• Complex Societies (ASB 555)
• Near Eastern Complex Societies (ASB 591)
• Topics in Mesoamerican Archaeology (ASB 537)
• Advanced bioarchaeology
• Archaeological ceramics (ASB 591)
• Geoarchaeology (ASB 548)
• Intrasite analysis in archaeology (ASB 568)
• Ethnoarchaeology (ASB 591)
• Human behavior through bone chemistry
• Spatial technologies (ASB 591)
• Zooarchaeology and paleoecology (ASB 591)
• In addition, modeling, GIS, and Statistics courses are offered both in SHESC and other units on campus.

Theoretical Topics Courses

• Archaeological Perspectives on Landscapes (ASB 591)
• Archaeology of the Social Realm (ASB 560)
• Ecological Anthropology (ASB 530)
• Economic Archaeology (ASB 550)
• Economic Anthropology (ASB 591)
• Human Impacts on the Environment (ASB 591)
• Hunter-Gatherer Adaptations (ASB 563)
• Issues in Contemporary Social Theory (ASB 591)
• Issues in Old World Domestication Economies (ASB 547)
• Material Culture (ASB 525)
• Modern Human Origins (ASB 591)
• Mortuary Practices and Cultural Reconstruction (ASB 558)
• Political Anthropology (ASB 591)
• Prehistoric Diet (ASB 551)
• Settlement Patterns (ASB 544)
• Topics in Material Culture (ASB 591)

For More Information:

• Downloadable 2-page pdf poster.
• List of ASU Archaeology, Bioarchaeology, and Paleoanthropology Faculty
• List of Archaeology Research Resesarch Themes.
• List of current research projects by archaeology faculty (a long pdf file)
• List of publications by current ASU archaeology graduate students.
• Applying to Graduate School in Archaeology , Keith Kintigh SAA Archaeological Record 4(3): 9-12, (May 2004; pdf)
• SHESC home page || /

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Department of Culture, Society and Justice

Culture, society & justice, anthropology.

Physical Address: Student Health Center, 3rd Floor

Mailing Address: Culture, Society & Justice Department University of Idaho 875 Perimeter Drive MS 4207 Moscow, ID 83844-1110

Phone: 208-885-6751

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

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Physical Address: 404 Sweet Avenue

Mailing Address: Asian American Comparative Collection University of Idaho 875 Perimeter Drive MS 1111 Moscow, Idaho 83844-1111

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Graduate Studies

M.a. anthropology.

See the Master's Degree

Ph.D. Historical Archaeology

See the Ph.D.

Ph.D. Job Placement

Students receiving a Ph.D. in Anthropology from Yale go on to teaching and research positions around the world, at a wide variety of institutions—both academic and non-academic. This page lists the dissertation topic, graduation date, and current employment (if known) of Yale Anthropology Ph.D. alumni who received their degrees since 2010.

If you’re an alum and our information about you is incomplete or out of date, please send a note to the department chair and we will be happy to update it.

100 Best universities for Archaeology in Russia

Updated: February 29, 2024

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Below is a list of best universities in Russia ranked based on their research performance in Archaeology. A graph of 567K citations received by 118K academic papers made by 173 universities in Russia was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Archaeology

2. National Research University Higher School of Economics

3. St. Petersburg State University

4. Tomsk State University

5. RUDN University

6. Tomsk Polytechnic University

7. Peter the Great St.Petersburg Polytechnic University

8. Kazan Federal University

9. Ural Federal University

10. Southern Federal University

11. Novosibirsk State University

12. Moscow State Institute of International Relations

13. Russian Presidential Academy of National Economy and Public Administration

14. ITMO University

15. Finance Academy under the Government of the Russian Federation

16. South Ural State University

17. Siberian Federal University

18. Far Eastern Federal University

19. National Research Nuclear University MEPI

20. Moscow Medical Academy

21. Belgorod State Technological University

22. Plekhanov Russian University of Economics

23. Bauman Moscow State Technical University

24. Moscow Institute of Physics and Technology

25. Kemerovo State University

26. Moscow Aviation Institute

27. Samara National Research University

28. Saint-Petersburg Mining University

29. N.R.U. Moscow Power Engineering Institute

30. Northern Arctic Federal University

31. Altai State University

32. Moscow State Pedagogical University

33. Samara State Technical University

34. Tomsk State Pedagogical University

35. National University of Science and Technology "MISIS"

36. North-Eastern Federal University

37. Irkutsk State University

38. University of Tyumen

39. St. Petersburg State University of Architecture and Civil Engineering

40. Kuban State Agricultural University

41. Kuzbass State Technical University

42. Lobachevsky State University of Nizhni Novgorod

43. Belgorod State University

44. Novosibirsk State Technical University

45. State University of Management

46. Saratov State University

47. Moscow State University of Railway Engineering

48. Ogarev Mordovia State University

49. Volgograd State University

50. Russian National Research Medical University

51. Mendeleev University of Chemical Technology of Russia

52. Russian State University for the Humanities

53. Voronezh State University

54. Immanuel Kant Baltic Federal University

55. Kazan State Technological University

56. South-Russian State University of Economics and Service

57. St. Petersburg State University of Economics

58. European University at St. Petersburg

59. Ufa State Petroleum Technological University

60. Nizhny Novgorod State Technical University

61. New Economic School

62. Saint Petersburg State Electrotechnical University

63. Bashkir State University

64. Magnitogorsk State Technical University

65. Chelyabinsk State University

66. Baikal State University

67. Saint Petersburg State Institute of Technology

68. Penza State University

69. Russian State Agricultural University

70. Petrozavodsk State University

71. Siberian State Aerospace University

72. Stavropol State Agrarian University

73. Perm State Technical University

74. Russian State University of Oil and Gas

75. chechen state university.

76. Kuban State University

77. Novgorod State University

78. siberian state industrial university.

79. North Caucasus Federal University

80. Tomsk State University of Architecture and Building

81. Perm State University

82. Pavlov First Saint Petersburg State Medical University

83. Moscow Polytech

84. Chuvash State University

85. st. petersburg state university of aerospace instrumentation.

86. Leningrad State University

87. Omsk State University

88. Omsk State Agrarian University n.a. P. A. Stolypin

89. kalashnikov izhevsk state technical university.

90. Tambov State University

91. Tula State University

92. Ufa State Aviation Technical University

93. Kazan National Research Technical University named after A.N. Tupolev - KAI

94. Saratov State Technical University

95. Saint Petersburg State Pediatric Medical Academy

96. Tomsk State University of Control Systems and Radioelectronics

97. south-western state university.

98. Moscow State Linguistic University

99. Omsk State Technical University

100. Amur State University

The best cities to study Archaeology in Russia based on the number of universities and their ranks are Moscow , Saint Petersburg , Tomsk , and Kazan .

Liberal Arts & Social Sciences subfields in Russia

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A Top-Ranked Online MBA

#2 online mba program, u.s. news & world report (2024), fortune (2024), #2 online mba program, u.s. schools, financial times (2024), why choose the tepper online hybrid mba.

In this top-ranked online program, you’ll work in collaborative teams alongside whip-smart peers with diverse backgrounds and skill sets. 

Guided by the same dynamic faculty who teach our Full-Time MBA program, you’ll pursue an analytics-focused curriculum as you learn to harness emerging technologies and wield data to fuel better decisions.

Have you completed undergraduate business coursework in the past 10 years? You may be eligible for our Online Hybrid Accelerated MBA format. In our Online Hybrid Accelerated MBA format, you’ll earn the same degree, faster. See if you’re eligible.

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You’ll complement your Online Hybrid MBA with in-person Access Weekends  — immersive opportunities to forge close ties with your colleagues, take classes, and participate in professional development activities. Both in Pittsburgh and online, you'll tackle team-based projects, soak up diverse perspectives, and strengthen bonds with faculty and fellow students that will continue throughout your career.

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Florida Poly expands engineering horizons with two new master’s degrees

New master’s degrees in mechanical engineering and electrical engineering are being offered at Florida Polytechnic University this fall.

Florida Polytechnic University is expanding its educational offerings this fall with the addition of two new, industry-driven master’s degrees: Master of Science in Mechanical Engineering and Master of Science in Electrical Engineering.

“Introducing two master’s degrees in these critical fields shows Florida Poly’s commitment to providing students with the specialized STEM education they need to thrive in high-wage, high-demand careers,” said Dr. Devin Stephenson, the University’s president. “These degrees offer a powerful new pathway to both personal fulfillment and economic success, positioning graduates at the forefront of innovation.”

This expansion of the graduate program is a key element of Florida Poly’s broader growth strategy, driven by the increasing demand for the institution’s offerings. 

“We are excited to strategically expand our curriculum in alignment with the growth of our campus,” said Dr. Brad Thiessen, Florida Poly’s interim provost and vice president of academic affairs. “This change further fuels our University to become the state’s top source of talented engineers.”

The new graduate program options replace a master’s degree in engineering that offered specialization tracks in each of the disciplines. 

Ryan Sullivan, associate director of graduate and transfer admissions, said the new mechanical and electrical engineering degrees support the state’s priority of developing Programs of Strategic Emphasis in alignment with economic and workforce needs. 

“These degrees will be more in line with the marketplace and what the industry demands from students graduating from these fields,” said Ryan Sullivan, associate director of graduate and transfer admissions. 

The first cohorts of students began their programs this fall semester. Those already pursuing the previous engineering degree have the option to transition to the updated curriculum.

“This new electrical engineering degree can make you more marketable and will add to the strong success our graduates experience,” said Dr. Muhammad Rashid, Florida Poly’s interim chair of electrical, computer and cybersecurity engineering. “All the students so far who graduated from the master’s program found a job right away, and now it will be even easier for those who have a master’s degree in these specific engineering fields.”

Both new degrees will be available to students who would like to pursue either a coursework or thesis path. Additionally, they are available as part of the University’s popular 4+1 degree program, which enables students to earn graduate credit while completing their undergraduate education, thereby accelerating their path to a master’s degree.  

The new graduate degrees are part of ongoing academic development at the University. They join bachelor’s degrees in civil engineering and industrial engineering that were added in 2023, and master’s degrees in data science and engineering management in 2022.

In all, Florida Poly now offers five master’s and 12 bachelor’s programs, as well as the 4+1 degree program. 

These additional program options will make Florida Poly graduates more marketable, as enrollment in these and other graduate degrees grows, said Dr. Matt Bohm, Florida Poly’s chair of mechanical and industrial engineering.

“One of the biggest benefits of this is students will have an easier time being hired for high-level engineering jobs because hiring managers will immediately recognize their qualifications and skills,” Bohm said. “The quality of our graduates will become even more well known in the engineering community.” 

Graduate applications for 2025 are now being accepted. 

Contact: Lydia Guzman Director of Communications  863-874-8557

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The 25 Colleges With The Highest Payoff

From mit to the city college of new york, these 25 schools send graduates out into the world with high earnings potential and little if any student debt., by francesca walton , forbes staff.

C ollege is an investment , and one more and more Americans are leery of. Most now say a college degree isn’t worth taking on student debt . A new Gallup poll finds a third of Americans—triple the number of a decade ago—have little to no confidence in higher education, with costs (along with politics) underlying this growing disenchantment.

So here’s the good news: There are lots of schools on Forbes’ America’s Top Colleges list that actually produce an excellent return on investment. This is about more than just the sticker price. Go to a cheap school that produces lousy job prospects and taking on even a few thousand in debt (plus the lost time you spent studying) may not be worth it. Pick an “expensive” school that reduces the net cost with generous aid and catapults its graduates into lucrative careers and your investment could pay off, big-time.

To determine which of Forbes ’ top 500 colleges offer the best return on investment (ROI), we looked at each school’s price-to-earnings premium, a calculation by the think tank Third Way that shows the number of years it takes graduates to recoup the net cost of their education. We also factored in the schools’ debt-to-percent-borrowed index, a figure that Forbes created for the top 500 colleges list that takes into account how many students take on debt to attend the school, and how much debt those graduates leave with.

Combined, these measures gave us 25 schools that offer a low-debt education and promise high earnings potential. In other words, a high average ROI. Some of them come as no surprise—science and technology heavy-hitters Stanford University and the Massachusetts Institute of Technology , for example, both offer their students stellar ROIs. Others, like the nine City University of New York (CUNY) schools on this list, are less well known, particularly outside of New York.

To learn more about each school, click on the college name. To see where each school ranks in the top 500, click here .

Princeton University

Princeton University continues to take the #1 spot not only in the top 500, but also in terms of students’ return on investment. The New Jersey Ivy League university offers nearly 40 majors and certificate programs; the most popular majors are computer science, economics, and public policy. Over the years, more graduates have gone into the finance and technology sectors than any other industry (with business, consulting, and hedge funds also being well represented). The median salary for a Princeton graduate ten years after receiving their diploma is just under $200,000, and the university’s generous financial aid (backed by a huge $34 billion endowment) ensures that students graduate with little to no debt.

Stanford University

“Ivy-plus” Stanford University in California is known nationwide for its focus on STEM programs and its pipeline to high-paying Silicon Valley jobs. Many students end up in the technology and startup space, and within a few years of graduating, the median Stanford grad brings home $100,000 or more per year. Only around 5% of students take out federal loans to attend the university, with the median loan amount totaling $9,851.

CUNY City College of New York

CCNY is the first of nine City University of New York schools on this list, and the oldest in the 25-college public system. It was also the first free public institution of higher education in America. It’s no longer free, but undergraduate tuition for New York state residents is just $6,930 a year. Psychology, biology and computer science are popular majors at the public college in midtown Manhattan, and graduates recoup their net cost in just six months, according to Third Way data.

California Institute of Technology

Graduates of the California Institute of Technology earn a median salary of $132,140 six years after enrolling (and for many bachelor’s-degree holders, two years after graduating). The science and technology-oriented school in Pasadena, California offers its graduates a price-to-earnings premium of 0.73, meaning it takes graduates about nine months to recoup the cost of their education.

CUNY Hunter College

CUNY’s Hunter College, located on the upper east side of Manhattan, offers more than a hundred undergraduate and postgraduate majors across its five schools. Only 6.5% of students take out loans to attend the college, and their median loan balance is $8,812. Hunter College graduates typically recoup their net cost within half a year, per Third Way data.

Massachusetts Institute of Technology

The Massachusetts Institute of Technology boasts high salaries for its graduates—MIT alumni earn a median $105,000 six years after graduating. A tiny 4% of MIT students take out federal student loans (with their median debt being $12,462) and 95% of borrowers are able to make a dent in their loan principal within five years of graduating. The Cambridge-based university is known for its intense science and technology programs, with computer science, mechanical engineering and math among the most popular majors.

CUNY Brooklyn College

Only 7% of students take out federal loans to attend CUNY Brooklyn College, and their median loan total sits at $9,218. Once graduated, Brooklyn College students make up the net cost of their education in just over half a year, according to Third Way data. The school accepts 55% of applicants, and popular majors include psychology, accounting, and business administration and management.

CUNY York College

CUNY York College in Jamaica, Queens, offers its undergraduates 60 majors to choose from, including nursing, social work and health services. About 5% of students take out federal loans to attend York College, and their median loan total is just $7,500, one of the lowest figures of the 25 schools on this list. Graduates recoup their net cost in just over a year, according to Third Way.

CUNY Queens College

CUNY Queens College, neighbor to York College, also offers its students a stand-out ROI: graduates recoup their net cost within nine months (low-income students do so within six months), and just 8% percent of students take out loans, with a median student debt of $8,580. The college accepts 70% of its applicants, and enrolls nearly 12,400 students.

CUNY John Jay College of Criminal Justice

The CUNY John Jay College of Criminal Justice offers students an education in criminal justice and forensic science, and many graduates go on to work in local police forces, earn law degrees, or work in public policy. The 7% of students who borrow to attend the school take out a median $9,250 in loans, and graduates recoup their net cost in about 10 months. Low-income students recoup their cost in around half a year.

Harvard University

Less than 3% of students borrow federal dollars to attend America’s oldest college, Harvard University, thanks in large part to the comprehensive aid packages the school grants to all students showing financial need. Like Princeton, Harvard’s generosity is funded by its $50 billion endowment. After graduation, Harvard alumni need a little over a year to recoup their net cost, and low-income students specifically take about six months to do so.

Rice University

Rice University in Houston, Texas, which made its top-ten debut on this year’s Forbes ’ America’s Top Colleges list, is known for its engineering and computer science programs. Graduates earn a median salary of $88,000 six years after graduating, and an impressive $152,100 ten years out. Rice alumni recoup their net cost in just about a year after graduating, per Third Way data.

CUNY Bernard M Baruch College

Noticing a trend? CUNY Bernard M Baruch College is the seventh CUNY school on this list, cementing the New York system’s reputation as a cost-effective option for bachelor’s degree seekers. The Manhattan college offers 29 majors, with finance and accounting being the most popular. Graduates recoup their net cost within about five months, and low-income graduates do so in about two months, the fastest of any school on this list. About 10% of students borrow to attend the school, taking out a median $10,000 in loans.

Berea College

The median loan balance for students at Berea College in Kentucky is a low $3,516, which is no surprise given the school charges $0 in tuition. About 10% of students take out federal loans to cover other costs, such as room and board, books and supplies. Graduates of the small school take about 15 months to recoup their net cost, per Third Way data.

CUNY Lehman College

Popular programs at CUNY Lehman College in the Bronx include psychology, healthcare administration and accounting. Nearly 11% of students take on debt to attend the school, with a median federal loan balance of $8,500. It takes graduates about nine months to recoup their net cost, and low-income students need about seven months to do so.

Yale University

Thanks to generous Yale financial aid, only 5% of students take out federal loans to attend this Ivy League school in New Haven, Connecticut and the median debt load for those graduates sits at $11,648. But paying back those loans shouldn’t be too hard, since two years after graduating with a four year degree, Yalies have a median salary of $81,765 and eight years later, the median is $168,300. Graduates take about 14 months to recoup their net cost, according to Third Way.

University of Florida

The University of Florida is the largest school on this list, counting nearly 33,000 undergraduates, 12% of whom take on student loans. Students who borrow take out a median $14,000 to attend the public university in Gainesville, and five years after graduating, three-quarters of those borrowers are able to make a dent in their loan principal. Popular majors among Gator Nation include engineering, marketing and communications. Earlier this year, the University of Florida was named one of Forbes ’ New Ivies , in part because of its high reputation among employers.

Embry-Riddle Aeronautical University-Worldwide

For students interested in aviation and aerospace programs, Embry-Riddle Aeronautical University in Daytona Beach, Florida offers a great return on investment. Graduates need about 14 months to recoup the net cost of their degree, and low-income graduates specifically take about 16 months. Ten percent of students borrow federal dollars to attend the university, with a median loan amount of $14,250.

CUNY College of Staten Island

Only 9% of students borrow to attend the College of Staten Island, and their median federal loan burden is $8,846. Graduates, including low-income graduates, can recoup their net cost within about a year and a half. Popular majors at the New York university include psychology, social science, and business.

University of Chicago

The rigorous University of Chicago, often dubbed an “Ivy-plus” school, is popular for its social sciences, mathematics and economics programs. Graduates recoup their net cost within about a year and a half, though low-income students can do so in less than a month, thanks largely to sizable financial aid packages that bring tuition, fees and housing costs to near-zero. About 5% of students borrow to attend the university, with a median debt load of $13,368.

Brigham Young University

Mormon mainstay Brigham Young University in Provo, Utah, offers popular programs in business, biomedical science and engineering. About 10% of students borrow to attend the university, taking on median federal student debt of $8,310. Graduates need about a year and a half to recoup the net cost of their education, and low-income students can do so in a little less than a year.

University of Pennsylvania

Graduates of the University of Pennsylvania earn a median $89,100 six years after graduating, and a median $171,800 ten years out. These high salaries allow graduates to recoup their net cost within about a year and a half, though low-income students can do so in less than a month because of the university’s comprehensive financial aid. Popular majors at the Ivy League university include finance (at Penn’s Wharton School of business), social sciences, biology and nursing.

Claremont McKenna College

Claremont McKenna College, part of the seven-school Claremont College consortium in southern California, enrolls about 1,400 students. Around 16% of students take out federal loans to attend the college, with a median debt balance of $11,948. Six years after graduating, alumni earn a median of $86,700, and $167,000 ten years out.

California State University-Dominguez Hills

California State University-Dominguez Hills in Carson, California enrolls around 12,000 undergraduates. After walking away with their degree, graduates need about 10 months to recoup their net cost, and low-income students specifically take about eight months. One in five students borrow money to attend the university, with an average federal loan balance of $11,902. Popular majors at the state university include business administration, psychology and criminal justice.

Vanderbilt University

At Vanderbilt University in Nashville, Tennessee, just under 10% of students take out federal loans and they end up with a median debt of $12,913. The university offers 70 undergraduate majors, including economics, social science and computer science. It takes graduates about a year and a half to recoup the net cost of their degree, and low-income students can do so within about eight months.

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PhD student accused of killing friend's baby faces death penalty if convicted

Pittsburgh prosecutors are seeking the death penalty in the case of a woman accused of killing a 6-week-old baby and injuring his twin brother in June, a new court filing shows.

Nicole Virzi, 30, a PhD student, was charged with homicide and multiple counts of aggravated assault and endangering the welfare of children. The charges stem from an incident in June when Virzi was babysitting the twin boys of a couple she knew in Pittsburgh.

According to a criminal complaint, Virzi called the police on the night of June 15, claiming that one of the twins had fallen from a bassinet. The baby, named Leon Katz, was rushed to a nearby children's hospital, where he was pronounced dead.

The next evening, Virzi discovered injuries to Leon’s twin brother, including scratches, bruising and swelling. After the second baby was taken to the hospital, doctors found the injuries sustained by both twins were neither natural nor accidental.

An examination by the medical examiner's office revealed that Leon had suffered from a severe skull fracture and multiple brain bleeds, with the cause of death determined to be blunt force trauma to the head, resulting from homicide.

Virzi, who had been staying at an Airbnb property in Pittsburgh, told police that Leon was in a bouncer seat when she left the room to get him a bottle. She then heard the baby screaming and found him on the floor before she contacted police. Virzi also alleged that Leon's twin brother got a scratch to his face when she tried to put him in a car seat and he flailed his arms.

The twins' parents denied inflicting any injuries on their children.

The Allegheny County District Attorney's Office cited torture as one of the aggravating factors justifying its pursuit of the death penalty.

Virzi’s defense attorney, David Shrager, told NBC News that Virzi was close friends with the twin’s parents and maintains her innocence.

“This was not the direction we hoped the case would go,” Shrager said. “We strongly disagree with the allegations made by the DA’s office regarding the death penalty. We will of course be litigating this case aggressively until the truth comes out.”

Virzi was pursuing her doctorate at the University of California, San Diego. According to the university's website , she was studying behavioral medicine in the joint doctoral program in clinical psychology.

She is being held in the Allegheny County Jail without bond.

Pennsylvania is one of 27 states where the death penalty remains legal. Over 100 people remain on death row in the state — including just one woman — but no executions have been carried out since 1999.

When Gov. Josh Shapiro took office last year, he a nnounced that he would not issue any execution warrants during his term. He called on the General Assembly to abolish the death penalty, saying, "The Commonwealth shouldn't be in the business of putting people to death."

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APA virtual psychology graduate school fair

Wednesday, October 30, 2024 Q&A session: 10 a.m.–noon (ET) Event time: Noon–4 p.m. (ET)

The APA Education Directorate is pleased to announce that the fall virtual APA Psychology Graduate School Fair is happening on October 30, 2024 from noon–4 p.m. (ET). In addition, APA staff will be available on the platform from 10 a.m.–noon to answer general graduate school questions prior to the recruitment event.

Registration for all prospective psychology graduate students is free. The goal of the APA Psychology Graduate School Fair is to virtually connect graduate psychology programs with a diverse group of students, including current undergraduates, graduate students seeking to further their education beyond their current degree, and individuals returning for their graduate education. The APA Psychology Graduate School Fair is open to all graduate psychology degree (MA/MS/PsyD/PhD/EdD/other) granting institutions in the U.S. and Canada, and all areas of psychology are encouraged to participate, including health service psychology, scientific and applied psychology, and general psychology programs.

Students who register will have the opportunity to meet virtually with recruiters from any of the participating programs. Individuals can come for a short time and meet with a select few recruiters or stay for the whole event and meet with everyone, depending on their schedule and interest.

Learn more and register

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Brown Sociology Launches W.E.B. Du Bois, Race, and Racism Doctoral Certificate

The Department of Sociology is pleased to announce the launch of a new doctoral certificate program.

The W.E.B. Du Bois, Race, and Racism Doctoral Certificate is a flexibly structured program that offers graduate students at Brown University the opportunity to develop and amass a body of knowledge about the scholarly work of W.E.B. Du Bois (and other race scholars) and his efforts to systematically respond to the “race problem” and the “color line” in the United States and abroad. Moreover, the program is designed to enhance students’ understanding of the broad applicability of a Du Boisian lens across a variety of disciplines.

All Ph.D. students at Brown are eligible to apply. For more information about the program, please click  here . 

8 of the world's top 10 MBAs are in the US, according to LinkedIn

• LinkedIn released its 2024 list of the top 100 MBA programs in the world.
• Rankings are based on career outcomes like job placement, senior roles, and network strength.
• Eight of the top 10 MBA programs are in the US, focusing on full-time courses.

LinkedIn has just released its list of the top 100 MBA programs worldwide for 2024.

The courses are ranked based on LinkedIn data looking at the career outcomes of MBA alumni, like job placement rates, advancement to senior-level positions, and network strength.

Only full-time programs, with at least 400 graduates from the cohorts of 2019 to 2023, were included.

Eight of the top 10 MBA programs are located in the US.

Here's the list of LinkedIn's 10 best:

10. Booth School of Business (University of Chicago)

Location: Chicago, Illinois

Tuition: $84,198 for the first year of a two-year program

Most common job titles per LinkedIn: investment banking associate, product manager, strategy consultant

9. Columbia Business School (Columbia University)

Location: New York, New York

Tuition: $84,496 for the first year of a two-year program

Most common job titles per LinkedIn: investment banking associate, product manager, founder

8. Tuck School of Business (Dartmouth College)

Location: Hanover, New Hampshire

Tuition: $80,620 for the first year of a two-year program

Most common job titles per LinkedIn: investment banking associate, product manager, product marketing manager

7. Kellogg School of Management (Northwestern University)

Location: Evanston, Illinois

Tuition: $83,610 for the first year of a two-year program

Most common job titles per LinkedIn: product manager, investment banking associate, brand manager

6. Indian School of Business

Location: Hyderabad, India; Mohali, India

Tuition: 2,472,000 Indian rupees (around $29,000) (one-year program)

Most common job titles per LinkedIn: product manager, program manager, management consultant

5. Sloan School of Management (Massachusetts Institute of Technology)

Location: Cambridge, Massachusetts

Tuition: $86,550 for the first year of a two-year program

Most common job titles per LinkedIn: product manager, founder, investment banking associate

4. The Wharton School (University of Pennsylvania)

Location: Philadelphia, Pennsylvania

Tuition: $84,830 for the first year of a two-year program

3. Harvard Business School (Harvard University)

Location: Boston, Massachusetts

Tuition: $76,410 for the first year of a two-year program

Most common job titles per LinkedIn: product manager, founder, chief of staff

Locations: Fontainebleau, France; Singapore; Abu Dhabi, United Arab Emirates; San Francisco, California

Tuition: €99,500 (around $110,000) (one-year program)

Most common job titles per LinkedIn: product manager, strategy consultant, founder

1. Stanford Graduate School of Business (Stanford University)

Locations: Stanford, California

Tuition: $82,455 for the first year of a two-year program

Most common job titles per LinkedIn: founder, product manager, chief of staff

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