phd in philosophy harvard

Undergraduate Program

Philosophy studies many of humanity’s fundamental questions, to reflect on these questions and answer them in a systematic, explicit, and rigorous way—relying on careful argumentation, and drawing from outside fields as diverse as economics, literature, religion, law, mathematics, the physical sciences, and psychology. While most of the tradition of philosophy is Western, the department seeks to connect with non-Western traditions like Islam and Buddhism.

The graduate program in philosophy at Harvard offers students the opportunity to work and to develop their ideas in a stimulating and supportive community of fellow doctoral students, faculty members, and visiting scholars. Among the special strengths of the department are moral and political philosophy, aesthetics, epistemology, philosophy of logic, philosophy of language, the history of analytic philosophy, ancient philosophy, Kant, and Wittgenstein.

Doctor of Philosophy

The PhD programs advance scientific discovery by training and supporting students doing in-depth research that solves the world’s biggest public health challenges. At the forefront of efforts to benefit the health of people worldwide, the School offers students the opportunity to join in shaping new ideas in public health and implementing them effectively. PhD students benefit from collaborations across public health disciplines and a broad range of academic fields through connections with other Harvard faculties.

All PhD students conduct research through a dissertation, in addition to other avenues of discovery. All PhD programs at Harvard University are administered by the Harvard Graduate School of Arts and Sciences (GSAS), and applications are processed through the GSAS online application system . Choose from one of four PhD programs offered collaboratively between Harvard Chan School and GSAS.

• Abbreviation : PhD
• Degree format : On campus  
• Time commitment : Full-time  
• Average program length : Varies between 4 to 7 years based on program

When applying to the PhD, applicants must choose one of the following specialized fields of study. Eligibility requirements vary by program and field of study.  

• Biological Sciences in Public Health
• Biostatistics
• Health Policy
• Environmental health
• Epidemiology
• Global health and population
• Social and behavioral sciences

Career outcomes vary based on field of study and research, but in general, PhD graduates will be prepared for a career in academia, health policy, government agencies, consulting, the pharmaceutical or biomedical industry, and generally improving lives through qualitative and quantitative research.

Admission information

Like all PhD (doctor of philosophy) programs at the School—and the University—the PhD in health policy is offered under the aegis of the Harvard Graduate School of Arts and Sciences (GSAS). Applications are processed through the GSAS online application system located at gsas.harvard.edu/admissions/apply .

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The Doctor of Philosophy (PhD) program is jointly offered by HDS and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences. Find detailed information about PhD fields of study and program requirements on the Committee on the Study of Religion website.

With a focus on global religions, religion and culture, and forces that shape religious traditions and thought, the PhD prepares students for advanced research and scholarship in religion and theological studies. 

Resources for the study of religion at Harvard are vast. We offer courses in the whole range of religious traditions from the ancient Zoroastrian tradition to modern Christian liberation movements, Islamic and Jewish philosophies, Buddhist social movements, and Hindu arts and culture. Some of us work primarily as historians, others as scholars of texts, others as anthropologists, although the boundaries of these methodologies are never firm. Some of us are adherents of a religious tradition; others are not at all religious. The Study of Religion is exciting and challenging precisely because of the conversations that take place across the complexities of disciplines, traditions, and intellectual commitments.

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Classical Philology

Doctor of philosophy in classical philology.

Prerequisites . Competence in both Greek and Latin sufficient to allow the student to take courses numbered above 100 ("upper-level courses") upon entering Graduate School.

Academic Residence . Minimum of two years of full-time study (16 courses, or 64 credits). Students are not normally permitted to take more than two courses numbered 301 before sitting for their General Examinations.

Program of Study (for students who entered the program in or after 2023) . Such as to foster expertise in:

• The methodology covered in the Proseminar, Classic 350 (required). (one course)
• Greek and Latin languages and literatures. To this end, candidates must pass the courses Greek 112a, Greek 112b, Latin 112a, and Latin 112b. (four courses)
• Advanced research and writing. To this end candidates must pass three graduate seminars. (three courses) At least one of the three graduate seminars must be on a Greek topic and one one a Roman topic. Of these: (a) at least two must be labeled Classical Philology; (b) the third may be taught by faculty outside the department, with the approval of the graduate committee. Students may count this seminar towards a secondary field, or explore their related interests within or beyond the department.
• Ancient history or classical archaeology. To this end, candidates must pass a course in ancient history or classical archaeology. (one course)
• Syntax and stylistics. This requirement is normally met by passing Greek 175 or Latin 175, or demonstration of equivalent work. This requirement must be met before the Special Examinations are taken. (one course)
• Historical linguistics. This requirement is met by passing Greek 134 or Latin 134 or demonstration of equivalent work. This requirement must normally be met before the Special Examinations are taken. (one course)

Program of Study (for students who entered the program in or after 2021) . Such as to foster expertise in:

• The methodology covered in the Proseminar, Classic 350 (required).
• Greek and Latin languages and literatures. To this end, candidates must pass the courses Greek 112a, Greek 112b, Latin 112a, and Latin 112b.
• Advanced research and writing. To this end candidates must pass four graduate seminars. Of these: (a) at least two must be in classical philology; (b) one must be in either ancient history or archaeology. At least one of the four graduate seminars must be on a Greek topic and one on a Roman topic. Seminars taught by faculty outside the department may be used to fulfill this requirement with the permission of the graduate committee.
• Syntax and stylistics. This requirement is normally met by passing Greek 175 and Latin 175, or demonstration of equivalent work. This requirement must be met before the Special Examinations are taken (see below).
• Historical linguistics. This requirement is met by passing Greek 134 and Latin 134 or demonstration of equivalent work. This requirement must normally be met before the dissertation prospectus is approved.

Students who entered the program before 2021 can view requirements upon request: [email protected] .

Modern Languages . The demonstration of a reading knowledge of French or Italian and of German, to be tested by the department (with the aid of dictionaries). This requirement must be fulfilled before the dissertation prospectus is approved. Tests are normally administered in October and April.

Pedagogy . Students take a practicum course (Classic 360) in the craft of teaching, normally in their third year. Strategies will be applicable to courses taught in translation as well as language courses.

General Examinations (for students who entered the program in or after 2021) . All students will take General Examinations comprising four parts, namely:

• Two written examinations of three hours each in the translation of Greek and Latin authors; each examination will consist of six passages (half prose and half verse) of which four will be from the reading list  and two will be at sight (i.e., not from the reading list). Each component may be taken separately and both must be passed by the fall of the third year.
• Two oral examinations of forty-five minutes each, on the history of Greek and Latin literature respectively. These will normally be taken at the end of the survey courses (Greek and Latin 112a/b). The contents of the exam will be based on the material covered in those courses. The examining committee will normally consist of the instructors from the 112 courses along with an additional faculty member to moderate the proceedings and to intervene at his or her discretion.

Note: These examinations may only be repeated once in the event of failure. If a student fails only one part of the examination, then he or she need only repeat that part.

General Examinations (for students who entered the program before 2021) . All students will, normally by the end of April of the second year, take General Examinations comprising four parts, namely:

• Two written examinations of three hours each in the translation of Greek and Latin authors; each examination will consist of six passages (half prose and half verse) of which two will be at sight (i.e., not from the reading list).
• An oral examination of one-and-one-half hours, divided into two parts, on the history of Greek and Latin literature respectively. This examination will include, but will not be confined to, the material contained in the reading list. The examining committee will consist of one faculty member chiefly responsible for Greek literature; one chiefly responsible for Latin literature; and an additional one to moderate the proceedings and to intervene at his or her discretion.

Special Examinations (for students who entered the program in or after 2021) . By the end of the third, or, at the latest, the fourth graduate year, the candidate must take a two-hour oral examination in three special fields, of which at least one should be a Greek-centered topic and at least one a Roman-centered topic. Students must submit a proposal for the three special areas to the graduate committee, normally by the end of second year of graduate study. These fields may be Greek or Latin authors (e.g. Sophocles), collections (e.g. the Anthologia Latina) or a combination of an author or genre and a driving research question (e.g. religion in Cicero). Alternatively, they can be based on fields such as the following: a period of Greek or Roman history, philosophy, science, religion, mythology, law, archaeology, topography, epigraphy, palaeography, papyrology, grammar or linguistics, metrics, the history of classical studies, Medieval Latin literature, patristics, Byzantine studies, Modern Greek studies, the special problems of a literary genre (e.g., epic, historiography), or a topic in classical reception.

Special Examinations (for students who entered the program before 2021) . By the end of the third, or, at the latest, the fourth graduate year, the candidate must take a two-hour oral examination in two special authors, one Greek and one Latin, and one special field. The candidate will be expected to know the historical background and manuscript tradition of these authors. The special field should be selected from fields such as the following: a period of Greek or Roman history, philosophy, religion, mythology, archaeology, topography, epigraphy, palaeography, papyrology, grammar or linguistics, metrics, history of classical studies, Medieval Latin literature, patristics, Byzantine studies, or the special problems of a literary genre (e.g., epic, historiography). The choice of authors and field should be submitted for approval by the graduate committee at the time of the General Examinations or within a month following them. Preparation for this examination will be by independent study, with regular supervision by a faculty member for each part of the examination (Classic 302). These examinations may be repeated only once in the event of failure.

Dissertation Regulations. See the Dissertation Regulations page.

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Ph.d. in the study of religion.

The doctor of philosophy (PhD) program in religion at Harvard dates from 1934, when the Faculty of Arts and Sciences established a degree of PhD in "The History and Philosophy of Religion." Its purpose, as stated by the Faculty, was "to make possible a course of studies which shall enable the candidate both to lay a broad and sufficient foundation for teaching and study within the field of religion, and to do individual research at some point in that field." In accordance with that expressed intention, the Faculty voted in 1963 to name the program the Study of Religion.

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Doctor of Philosophy (PhD)

Students may study for a PhD degree in Architecture, Landscape Architecture, and Urban Planning. An additional track in Architectural Technology is also available. This degree is administered jointly by the Harvard Graduate School of Design and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences. Therefore, students benefit from a dual affiliation with both schools.

The program is mainly geared towards individuals who wish to enter academic teaching and research careers. Students are afforded a high degree of flexibility in their studies, however areas of work are broadly organized into the following areas: the Theory and History of Architecture, Architectural Technology, the Theory and History of Landscape Architecture, and the Evolution of Cities and Regions. 

• Theory and History of Architecture:  

Students interested in this area typically study buildings, architectural texts, technologies, and their political, social, and cultural contexts through the early modern, modern, and contemporary eras. 

• Architectural Technology:  

Doctoral research in architectural technology at the GSD aims to advance current  knowledge in green building, for example, and will typically involve issues related to engineering, computation, and digital simulations. 

• Theory and History of Landscape Architecture : 

Students whose research focuses on the theory and history of landscape architecture typically investigate the  ways in which the  natural environment has been thought of, represented, and transformed, from the early modern to the contemporary period. 

• Evolution of Cities and Regions:

Students may be interested in the subject of cities  from a formal standpoint and/or develop an additional emphasis on various social, economic, technological, infrastructural, and ecological dimensions of urban life.

For biographies of current students and more information about their research interests, click here .

After graduation, PhD program alumni typically teach in design schools, or in history or history of art and architecture departments, landscape architecture and environmental studies departments, and urban studies and/or urban planning departments. Some alumni also work in the science, technology, and society domain on governmental and policy issues of particular relevance to their research.

Program Director and Administrator

Antoine Picon , G. Ware Travelstead Professor of the History of Architecture and Technology at the GSD is the current director of the program.

Margaret Moore de Chicojay is the PhD program administrator and key point of contact for incoming and current students. Contact: [email protected]

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PhD in Indian Philosophy

Program details, eligibility.

1. PhD students admitted to the Department of South Asian Studies and the Department of Philosophy are eligible to apply to the program in the spring of their G2 year .

2. Applications, which must be submitted to the Department of South Asian Studies or the Department of Philosophy, will be based on (i) coursework, which must include at least 3 upper level courses in Philosophy ,  with grades of A- or better, and evidence of proficiency in either Sanskrit or Tibetan, ordinarily 2 courses at the intermediate or advanced level; (ii) the support of at least one, and preferably two, faculty members in the Department of Philosophy and the Department of South Asian Studies; (iii) a writing sample—which may be developed into a “second year paper” in the Department of Philosophy; and (iv) a course of study and a rationale for it.  *See the “Application Checklist” below.

Requirements

1. course work  (9 courses), distribution requirements.

M&E (3)

M&P (2)

History (3)

*Note: With the approval of the director of graduate studies, students in Indian Philosophy may be permitted to count one course in advanced Sanskrit or Tibetan toward the distribution requirement in metaphysics or epistemology and one towards the requirement in history of philosophy .

Advanced Sanskrit/Tibetan

Sanskrit/Tibetan (4)

Additional Courses

Consult the home department’s graduate student guidelines for general course requirements.

2. 2 nd year Paper/Exams/Prospectus

Consult the relevant Department’s graduate student guidelines.

3. Language Requirements

Candidates who plan to write a dissertation in Indian Philosophy are expected to have learned at least one of the relevant classical languages (Sanskrit or Tibetan) before they are admitted to the program. Depending upon the level of fluency they have reached before entering the program, they may be asked to take additional language or reading courses. In addition, candidates will be expected to have satisfied their home Department’s language or language and tools requirement.

Thesis committee, which must be approved by both Departments,  must have at least 2 members approved by the Department of Philosophy (for students in South Asian Studies) or the  Department of South Asian Studies (for students in Philosophy). For further details, consult the relevant Department’s description of their graduate program.

Application Checklist

1. Transcript

a. List of courses taken in the Department of Philosophy, 3 of which must be at the intermediate level with a grade of A- or better.

b. Evidence of proficiency in Sanskrit and/or Tibetan, ordinarily two courses at the Intermediate or Advanced Level.  List relevant courses and the grades earned.

2. One, and preferably two letters of support from relevant member(s) of the faculty.

3. Writing Sample/Seminar Paper

4. Sample Plan of Study and Rationale

*Applications should be submitted to the relevant Department by April 1.

Doctoral Degree Programs

Additional information.

• Download the Doctoral Viewbook

Join a world-class community of scholars and education leaders exploring new frontiers in learning and teaching.

Doctoral study at Harvard means full immersion in one of the world's most dynamic and influential intellectual communities. At the Harvard Graduate School of Education, two distinct doctoral programs leverage the extraordinary interdisciplinary strengths of the entire University. The Doctor of Education Leadership (Ed.L.D.) prepares experienced educators for system-level leadership roles in school districts, nonprofit organizations, government agencies, and beyond; and the Doctor of Philosophy in Education (Ph.D.)  empowers cutting-edge interdisciplinary research informed by the cognitive sciences, economics, medicine, the humanities, and more.

Doctor of Education Leadership (Ed.L.D.)

The Doctor of Education Leadership (Ed.L.D) is a three-year, practice-based program designed to produce system-level leaders in American pre-K-12 education. The Ed.L.D. curriculum mines the vast intellectual and professional resources of HGSE, the Harvard Business School , and the Harvard Kennedy School , and includes a 10-month residency in the third year.

Doctor of Philosophy in Education (Ph.D.)

The Doctor of Philosophy in Education (Ph.D.) , offered jointly with the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences , provides unrestricted access to faculty and resources at all Harvard graduate and professional schools. This five-year Ph.D. is ideal for conducting groundbreaking interdisciplinary research that directly informs and impacts education practice and policy.

Doctor of Philosophy in Education Faculty

The Faculty of the Ph.D. in education come from the Harvard Graduate School of Education, the  Faculty of Arts and Sciences (FAS) , Harvard Divinity School (HDS) , the  Harvard Kennedy School (HKS) , the  Harvard Law School (HLS) ,  Harvard Medical School (HMS) , and  Harvard School of Public Health (HSPH) .

Ph.D. in Education Advisors

Danielle s. allen.

Bianca J. Baldridge

Peter Q. Blair

Karen Brennan

Ebony N. Bridwell-Mitchell

• Gretchen Brion-Meisels

Elizabeth Bonawitz

David J. Deming

Sarah Dryden-Peterson

Susan Dynarski

Catherine Elgin

Nadine Gaab

Jarvis R. Givens

Tina Grotzer

Paul L. Harris

Monica C. Higgins

Heather C. Hill

Nancy E. Hill

Stephanie M. Jones

Thomas Kane

James S. Kim

Nonie K. Lesaux

Meira Levinson

Bridget Terry Long

Dana Charles McCoy

Luke W. Miratrix

Sebastian Munoz-Najar Galvez

Charles Nelson, III

Gabrielle Oliveira

Fernando Reimers

Julie A. Reuben

Meredith L. Rowe

Mandy Savitz-Romer

Catherine Snow

Carola Suarez-Orozco

Bertrand Schneider

Jon R. Star

Eric Taylor

Paola Uccelli

Adriana Janette Umana-Taylor

Christina "V" Villarreal

Martin West

Ph.D. in Education Committee Members

• Christopher Avery (HKS)
• Kathy Bickmore (Visiting)
• Joseph Blatt
• Rhonda Bondie
• Kathy Boudett
• Catherine Brekus (HDS)
• Karen Brennan
• Jennifer Cheatham
• Carrie Conaway
• Alex Csiszar (FAS)
• Elizabeth Dawes Duraisingh
• Christopher Dede
• David Dockterman
• Hadas Eidelman
• Aaliyah El-Amin
• Elena Glassman (SEAS)
• Mary Grassa-O’Neill
• Houman Harouni
• Noah Heller
• Lawrence Katz (HKS)
• Rakesh Khurana (FAS)
• Irene Liefshitz
• Pamela Mason
• Joe McIntyre
• Matthew Miller
• Ola Ozernov-Palchik
• Francesca Purcell
• Alexis Redding
• Todd Rogers (HKS)
• Gina Schouten (FAS)
• Tommie Shelby (FAS)
• Jack Shonkoff
• Michael Smith (SEAS)
• Emiliana Vegas
• Christina Villarreal
• Richard Weissbourd
• Aisha Yousafzai (HSPH)

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PhD Programs

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

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

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

How do I know which program is right for me?

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

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

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

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

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

Accounting & Management  

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

Coordinated JD/PhD Program

Harvard Law School and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences

The Coordinated JD/PhD Program is designed for students interested in completing interdisciplinary work at Harvard University and is founded on the belief that students’ legal studies and their arts and sciences graduate studies can be mutually enriched through this pursuit. Students completing the coordinated program receive a JD from Harvard Law School (HLS) and a PhD from the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences  (Harvard Griffin GSAS). It is expected that these students will be strong candidates for teaching posts at law schools and in arts and sciences programs, as well as for other positions in law and academia. Prospective students interested in the coordinated program may reach out to  HLS J.D. Admissions  and the  Harvard Griffin GSAS Office of Admissions  to learn more. Current and admitted students interested in the coordinated program are encouraged to contact  April Pettit , in the Office of Academic Affairs at HLS for questions about the JD program, or  Dan Volchok , Assistant Dean of Student Success at Harvard Griffin GSAS for questions about the PhD programs.

Prospective students must separately apply to and be admitted to both HLS and a Harvard Griffin GSAS PhD program in order to participate in the coordinated JD/PhD program.

• Students enrolled in HLS, but not yet admitted to Harvard Griffin GSAS, must apply to Harvard Griffin GSAS no later than the 2L year, meeting the Harvard Griffin GSAS application deadline for matriculation the following year.
• Students enrolled in Harvard Griffin GSAS, but not yet admitted to HLS, should apply to HLS no later than the G3 year, meeting the HLS application deadline for matriculation the following year.
• Please see below for details about participation in the coordinated program for Harvard Griffin GSAS students who apply and are admitted to HLS after the G3 year.

Once admitted to both schools, students must submit a proposed Plan of Study to the coordinated program no later than October 1 of the academic year following admission to both schools. Students should submit the Plan of Study to April Pettit in the Office of Academic Affairs at HLS.

Please note: Harvard Griffin GSAS students who apply to and are admitted to HLS after the G3 year at Harvard Griffin GSAS must then separately apply to the coordinated program. The application to the coordinated program should include (1) a statement detailing the way in which the student plans to integrate his or her legal studies with his or her graduate studies including how work done at HLS will inform the dissertation work and vice versa; and (2) a letter of support from the primary Harvard Griffin GSAS advisor; and (3) the Plan of Study.

The JD/PhD committee will review the applications to determine admission to the coordinated program.

Students will be registered in only one School during any given semester/term. Pursuant to ABA rules, students must  complete all requirements for the JD degree within seven years of the date they first enroll in HLS ; they may graduate from HLS before completing the PhD. Students must have satisfactorily completed at least 16 half courses in their Harvard Griffin GSAS department to receive the PhD. Students in the coordinated program will have two primary faculty advisors, one at HLS and one at Harvard Griffin GSAS, who will jointly advise students.

Students will be expected to complete the first-year program, three upper-level fall or spring semesters, and two winter terms at HLS, for a total of five fall and spring semesters and three winter terms. In lieu of the sixth HLS semester generally required of JD students, students in the coordinated program may take a semester at Harvard Griffin GSAS, completing courses or dissertation work pre-approved by HLS, and equivalent to at least 10 HLS credits. This Harvard Griffin GSAS semester may be taken only after a student has matriculated at HLS and completed their entire first year of study there. Students and their faculty advisors will determine the most appropriate sequencing for each student’s course of study, keeping in mind the HLS course, credit, and residency requirements for this program.

Course and Credit Requirements

First-year program.

The first year at HLS consists of (1) Civil Procedure, Constitutional Law, Contracts, Criminal Law, Legislation and Regulation, Property, and Torts; (2) First-year Legal Research and Writing; (3) January Experiential Term; and (4) a spring upper-level elective at HLS of a minimum of 2 and a maximum of 4 classroom credits.

Upper-Level Years

Credit and residency requirements.

Students must earn no fewer than 52 credits beyond the first year, including 36 HLS classroom credits. Classroom credits include those connected to courses, seminars and reading groups, but not writing or clinical credits. The 36 required classroom credits also include the required minimum of two credits to satisfy the Professional Responsibility Requirement and credits from the required winter terms (provided that the course chosen offers classroom credits). Of the remaining 16 required HLS credits, a maximum of ten are earned through courses or tutorials taken in Harvard Griffin GSAS and/or for dissertation writing (see below). Note that students must have their advisor’s approval before engaging in a semester of Harvard Griffin GSAS dissertation writing that is expected to count toward the HLS credit requirements . The remaining six required HLS credits may be earned in classroom, writing or clinical courses.

While at HLS, students must be enrolled in a minimum of ten total credits each semester in HLS or Harvard Griffin GSAS, with no fewer than eight of these being HLS classroom credits toward the requirement of 36 HLS classroom credits.

Winter Term Requirement

Students also must enroll in the HLS winter term two times during their upper-level years in the program. Each of the winter terms must follow a fall term enrollment or precede a spring term enrollment at HLS. Students may register for a course of two or three credits. JD/PhD students will be permitted to spend one of the winter terms in the HLS Winter Writing Program, provided they are engaged in written work for HLS credit according to the rules of that program.

Written Work Requirement

JD/PhD students must complete the JD Written Work Requirement. Students are permitted to satisfy the requirement with a portion of their dissertation, provided this work meets HLS standards for written work. However, any portion of the dissertation counted toward the JD Written Work Requirement cannot also be used as part of the 10 HLS-equivalent credits earned during a student’s Harvard Griffin GSAS semester. Further information about the J.D. Written Work Requirement and the Winter Term Writing Program is available from the HLS Registrar’s Office .

Pro Bono Requirement

JD/PhD students must complete the  HLS Pro Bono Requirement  of 50 hours of public service.

Residency Requirement

A minimum of two years of full-time study in residence is required for all PhD programs in the Harvard Griffin GSAS. During the period of registration at HLS, coordinated JD/PhD students will have “study-at-another-Harvard-school” status in Harvard Griffin GSAS.

Structure of Academic Work

Students will ordinarily be enrolled for at least four years (8 terms) in Harvard Griffin GSAS. They must complete at least 16 half courses to receive their PhD. Students may cross-register for a limited number of Harvard Griffin GSAS courses during their upper-level terms at HLS. Depending on the Harvard Griffin GSAS department, these courses may count toward the PhD. However, JD/PhD students may count a maximum of 10 credits from Harvard Griffin GSAS coursework or dissertation writing toward the JD. Therefore, students planning to spend a semester enrolled at Harvard Griffin GSAS taking courses or writing the dissertation for which they will earn 10 HLS credits may not also count cross-registered Harvard Griffin GSAS courses toward the JD.

General Examinations

In most departments, once having completed the required coursework, students must pass a general examination or other preliminary or qualifying examinations before undertaking independent research on a dissertation. Normally, when the nature of the field and previous preparation permit, students should pass these examinations by the end of the second year of full-time academic residence.

PhD Dissertation

The student’s dissertation prospectus must be approved by the department. A student who wishes to present as a dissertation a published article, series of articles, book or other document, or a manuscript that has been accepted for publication, must have the approval of the department concerned. In no case, however, may a dissertation be presented that has already been submitted toward another degree, either at Harvard or elsewhere. The Dissertation Acceptance Certificate must be signed by at least three readers approved by the student’s department, two of whom must be members of the Faculty of Arts and Sciences (FAS). FAS emeriti (including research professors) and faculty members from other schools at Harvard who hold appointments on GSAS degree committees are authorized to sign the Dissertation Acceptance Certificates as FAS members. GSAS strongly recommends that the chair of the dissertation committee be a member of FAS. The third reader may be a member of the HLS faculty.

Requirement of Satisfactory Status

Continuous registration, a satisfactory grade record, and evidence that satisfactory progress is being made toward the degree are required of all candidates for graduate degrees offered by FAS. All students in Harvard Griffin GSAS must be making satisfactory progress in order to be eligible for any type of financial aid and teaching. The following five provisions are the general definition of satisfactory progress during registration in Harvard Griffin GSAS:

• During the first two years of graduate study any student who has completed expected requirements is considered to be making satisfactory progress.
• In each of the first two years, a student must have achieved the minimum grade-point average required by the faculty, a B average. (see Harvard Griffin GSAS Policies: Grade and Examination Requirements ).
• By the end of the third year, a student must have passed general examinations or the departmental equivalent.
• By the end of the fourth year, a student must have obtained approval of a dissertation prospectus or its departmental equivalent.
• By the end of the fifth year and each subsequent year during which a student is allowed to register, they must have produced at least one acceptable chapter of the dissertation.

For more information about satisfactory progress, please see Harvard Griffin GSAS Policies .

Other Requirements

Ordinarily, programs will have a language requirement and an expectation of teaching. Students should consult with their Harvard Griffin GSAS departments for more information about these requirements.

There are a number of possible academic schedules for students pursuing both degrees. Three sequences are outlined below, but students may propose alternative sequences. In considering their courses of study, students should be aware that their financial aid packages might be affected at the school in which they defer enrollment.

Year 1: HLS Year 2: Harvard Griffin GSAS Year 3: Harvard Griffin GSAS Year 4: HLS Year 5: 1st term, HLS Year 5: 2nd term, Harvard Griffin GSAS (earning the equivalent of 10 HLS credits in dissertation work) Following year(s): Harvard Griffin GSAS until completion of dissertation

Year 1: Harvard Griffin GSAS Year 2: Harvard Griffin GSAS Year 3: HLS Year 4: Harvard Griffin GSAS Year 5: HLS Year 6: 1st term, HLS Year 6: 2nd term, Harvard Griffin GSAS (earning the equivalent of 10 HLS credits in dissertation work) Following year(s): Harvard Griffin GSAS until completion of dissertation

Year 1: HLS Year 2: HLS Year 3: Harvard Griffin GSAS Year 4: Harvard Griffin GSAS Year 5: 1st term, HLS Year 5: 2nd term, Harvard Griffin GSAS (earning the equivalent of 10 HLS credits in dissertation work) Following year(s): Harvard Griffin GSAS until completion of dissertation

Updated Plans of Study

By October 1 each year, current JD/PhD students should submit an updated Plan of Study to April Pettit, in the HLS Office of Academic Affairs.

Other Academic Information

Faculty advising.

Students in the program will have primary faculty advisors at both HLS and at Harvard Griffin GSAS. If possible, HLS faculty advisors should be selected before the completion of the 2L year. The HLS faculty advisor must sign off on any dissertation writing a student expects to use for JD credit. In some Harvard Griffin GSAS departments, the director of graduate studies serves as the faculty advisor during the first two years of study. Faculty advisors will supervise students’ academic work, advise students on their courses of study and on specific classes appropriate for their PhD work, and approve the courses of study for their students on an annual basis. If appropriate, the HLS advisor will be the third reader on the student’s dissertation committee, with at least two readers required to be members of FAS.

Leaving the JD/PhD Program

If a student fails to make adequate progress toward the PhD, the student’s faculty advisors will be permitted to withdraw the student from the program. In such cases, in order to receive the JD degree, a student will still need to meet the graduation and credit requirements for the JD degree.

Tuition and Financial Aid

Harvard law school.

Students must pay five semesters of full tuition. Students will be eligible for HLS financial aid for all semesters during which they pay tuition to HLS. For more information on Financial Aid, visit the Student Financial Services Financial Aid webpage .

Harvard Kenneth C. Griffin Graduate School of Arts and Sciences

The minimum financial requirement for the PhD is at least four terms of full tuition followed by two years of reduced tuition and a facilities fee unless the degree is completed in less than four years. The financial aid awarded upon admission to the PhD program is available during those terms in which the student is enrolled in Harvard Griffin GSAS. Students should refer to their notice of financial support provided by their department upon admission to Harvard Griffin GSAS. Students should consult with their GSAS departments for more information.

Administrative Information

The HLS Registrar’s Office, the FAS Registrar’s Office, the GSAS Assistant Dean of Student Success, the HLS Associate Director of Academic Affairs, and the appropriate financial aid officers, will coordinate on students’ registration status and updated plans of study.

Housing and Student Life

GSAS and HLS will work together to ensure that the student services offered by both Schools are available to JD/PhD students during all their years in the Coordinated Program, including career and counseling offices, financial aid offices, student centers, and alumni offices. Students in the coordinated program will have email accounts at both schools throughout the program. Disability services and visa requirements will be coordinated on a case-by-case basis by the HLS Dean of Students and Registrar and by the Harvard Griffin GSAS Assistant Dean for Student Success. Students may apply for housing through either School for the years in which they are enrolled for at least one semester/term at both Schools. In all other years, students must apply for housing to the School in which they are enrolled.

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Congratulations to the 2024 Commencement Marshals!

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The Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS) is proud to announce the 2024 Commencement Marshals. One of Harvard's most cherished traditions, to be named a marshal is considered an honor for a graduating student.

Selected by the Harvard Griffin GSAS Student Council and nominated by fellow students, graduate program administrators, or Harvard faculty, the Commencement Marshals play a crucial role on graduation day, assisting the School's deans in organizing the procession from the Lawns at Richards Hall to Harvard Yard. As they lead the graduating class into Tercentenary Theatre, they proudly raise the Harvard Griffin GSAS gonfalon, a symbol of its history and tradition.

The 2024 Commencement Marshals representing the doctor of philosophy are:

• Jonathan Boretsky, PhD, mathematics
• Iman Mohamed Said Darwish, PhD, history of science
• Gino Domel, PhD, engineering sciences
• Kelcee Alexandria Everette, PhD, biological and biomedical sciences
• Sonya V. Gupta, AM, regional studies–Russia, Eastern Europe, and Central Asia
• Ayana LaShae Henderson, PhD, biological and biomedical sciences
• Chanthia C. Ma, PhD, biological and biomedical sciences
• Amy Tsang, PhD, sociology.

Sonya V. Gupta, AM, regional studies—Russia, Eastern Europe, and Central Asia, has been chosen as the 2024 Commencement Marshal representing graduates with a master of arts, master of science, or master of engineering. Ms. Gupta and Ms. Henderson have also been selected as the student speaker for their respective Harvard Griffin GSAS Diploma Awarding Ceremony. 

Congratulations to all the 2024 marshals on behalf of the entire Harvard Griffin GSAS community!

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Graduating student Yaniv Yacoby studies machine learning and how it can be applied to fields like healthcare.

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Graduating student Aaron Sabin may have a practical way to pull billions of tons of carbon out of the atmosphere, helping to arrest global warming.

Meet the 2023 Harvard Griffin GSAS Commencement Marshals!

Each year, the GSAS Student Council (GSC) chooses its Commencement marshals to represent the School’s graduating class. 

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• Families & Supporters
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• Explore Interests & Make Career Decisions
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• Expand Your Network
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• Prepare for an Interview
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• Government, Int’l Relations, Education, Law, Nonprofits
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• Still Exploring
• Talk to an Advisor

Leveraging Your PhD: Why Employers Value Your Skills

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Guest post by Heer Joisher (Griffin GSAS Candidate in Developmental Biology) for MCS.

Harvard’s Mignone Center for Career Success recently hosted an insightful discussion spotlighting the remarkable journeys of a select group of GSAS alumni who have masterfully leveraged their Ph.D. degrees to forge unique and gratifying career paths. Their experiences not only illuminate the expansive landscape of career possibilities for graduate students but also stand as beacons of inspiration for Ph.D. students and recent graduates navigating their own professional journeys.  Here are some reflections I’ve summarized from the panel discussion on exploring non-academic career paths: the motivations, the timing, and the process.

Why? – A Multitude of Motivations

Dean Emma Dench’s opening remarks for the panel, noting that approximately 50% of Harvard PhDs become intellectual leaders outside academia, set the stage for a discussion on the motivations driving individuals to explore non-academic career paths. These motivations are as diverse as the individuals themselves, ranging from financial considerations to differing interpretations of job satisfaction and expectations.  Moreover, panelists emphasized the presence of abundant opportunities available beyond academia and the importance of gaining a comprehensive understanding of the broader professional landscape. Embracing this perspective involves stepping outside the traditional academic paradigms, challenging preconceptions about career paths dictated by one’s degree or department. Instead, it involves introspectively questioning what truly fosters personal fulfillment and utilizing one’s unique background and expertise to craft a career trajectory that aligns with individual aspirations.

When? – The Sooner, the Better

The panel collectively emphasized the importance of early exploration into non-academic career paths, highlighting the immense value in stepping beyond conventional trajectories and embracing diverse experiences. Their insight underscores that this journey isn’t solely about finding a different career path; it’s about broadening perspectives and building a vibrant professional community, irrespective of the ultimate career trajectory.   While transitioning out of academia may be smoother for some fields or labs compared to others, actively delving into learning about alternative career paths enables individuals to challenge norms and foster connections with mentors who can offer invaluable support along the way. The environment at Harvard, with its diverse peers and alumni network, facilitates this exploration and openness to new opportunities, acting as a catalyst for personal and professional growth.

How? – Navigating the Process

Drawing from their diverse career paths, the panelists offered valuable strategies and frameworks to guide individuals through the transition process. Each insight struck a chord with attendees, offering relatable anecdotes and invaluable guidance. Below is a compilation of key takeaways distilled from the discussion:

• Embrace Career Exploration and Experimentation:
• Explore diverse opportunities and pathways even if they seem unconventional or outside your comfort zone
• Recognize that your first job doesn’t have to be perfect, and that career progression often involves trying different roles and industries
• Utilize resources like alumni and LinkedIn to learn about different careers, and experiences
• Identify the transferable skills gained during your academic journey and identify your strengths. Introspect on how your strengths align with roles outside academia, consider doubling down on skills you excel in and enjoy.

• Cultivate Meaningful Professional Relationships:
• Approach networking with a mindset of curiosity and growth, fostering genuine relationships that support your career development.
• Articulate your accomplishments and expertise with confidence to bolster your credibility and draw opportunities towards you.
• Engage in informational interviews to gain valuable insights into various job responsibilities, organizational cultures, and career paths, allowing you to assess your fit within different professional contexts.
• Take a proactive approach to relationship-building by categorizing connections based on shared interests and goals. Remember, networking is a two-way street; look for opportunities to offer support, share insights, and connect others within your network.

• Invest in Your Professional Growth:
• View informational interviews, hands-on learning opportunities and internships as pivotal investments in shaping your future career path.
• Proactively seek out opportunities that foster continuous learning, cultivate enduring professional relationships, and steer your career in desired direction.
• Hone the art of articulation and effective communication to confidently convey your skills, experiences, and achievements, aligning them with the needs of different roles and organizations.
• Conquer decision paralysis by taking action: apply for open positions and initiate conversations with new connections. Embrace the interview process as an opportunity for growth and learning, gaining valuable insights along the way.

In conclusion, the panel discussion offered profound insights into navigating non-academic career paths. These key takeaways underscore the significance of charting one’s unique path with confidence and purpose in the dynamic landscape of non-academic careers.

Meet the Panelists:

• Elias Bruegmann, PhD : Head of Product Data Science at Stripe
• Victoria Tillson Evans, PhD : Founder & President of Distinctive College Consulting
• Marinna Madrid, PhD : Co-Founder and Chief Product Officer at Cellino
• Jessica Paige, PhD : Social Scientist at RAND
• Paul Schwerda, PhD : Investment Manager at Baillie Gifford
• Roger Vargas, PhD : Computational Scientist at Moderna

Quotes from Attendees:

“As an upper-level PhD student, the seminar provided valuable information and insights on careers outside of academia. It was great to hear from a diversity of people with different perspectives and who followed various career paths.” – Stephan Foianini, G5, Department of Molecular and Cellular Biology, Harvard University

• What Can You Be with a PhD
• Beyond the Professoriate

• International

April 25, 2024 - US university protests

By Elise Hammond, Chandelis Duster, Kathleen Magramo, Elizabeth Wolfe, Aya Elamroussi, Lauren Mascarenhas and Tori B. Powell, CNN

Our live coverage of the pro-Palestinian protests on US campuses has moved here .

Progress in negotiations between Columbia protesters and administrators, university says

From CNN’s Paradise Afshar

Negotiations between Columbia University administrators and pro-Palestinian protesters who've been occupying a campus lawn with a sprawling encampment "have shown progress and are continuing as planned," the school said in a statement late Thursday.

"For several days, a small group of faculty, administrators, and University Senators have been in dialogue with student organizers to discuss the basis for dismantling the encampment, dispersing, and following University policies going forward," the university said.

"We have our demands; they have theirs."

The university also denied rumors that the NYPD had been called to campus, calling them "false."

Some context: Columbia announced late Tuesday that it had given protesters a midnight deadline to agree to dismantle their encampment. But the university then said early Wednesday that it had extended the talks for another 48 hours . If no agreement is reached, the school has said it will consider "alternative options," which many protesters have interpreted to mean calling in police to clear the site.

Protests continue at campuses across the US as more arrests are announced. Here’s the latest

A wave of pro-Palestinian campus protests is rippling across the US, with hundreds of people arrested at universities throughout the country this week.

At New York's Columbia University,  the epicenter of the demonstrations,  protesting students said they won’t disperse until the school agrees to cut ties with Israeli academic institutions and disinvest its funds from entities connected to Israel, among other demands. Protesters at other campuses have similar demands .

The campus encampments spreading across the nation have brought together students from a variety of backgrounds — including Palestinians, Arabs, Jews and Muslims — to decry Israel's bombardment of Gaza .

Here are the latest developments:

Columbia University : The faculty senate is expected to vote on a resolution admonishing the school’s president, Minouche Shafik, on Friday over several of her decisions, according to The New York Times. Shafik has faced criticism for authorizing police to shut down student protests on campus.

Brown University: The university identified about 130 students who it alleges violated a school conduct code that forbids encampments on campus. Students found responsible will be disciplined depending on their behavior and other factors, including any prior conduct violations, the university said.

Emory University : 28 people were arrested , including 20 Emory community members, during a protest at the school, Vice President for Public Safety Cheryl Elliott said. Troopers deployed pepper balls “to control the unruly crowd” during the protest, Georgie State Patrol said. A group of Democratic Georgia state lawmakers condemned the “ excessive force used by Georgia State Patrol” during arrests at Emory.

Emerson College: More than 100 people were arrested and four police officers injured during an encampment clearing at the Boston liberal arts college, according to the Boston Police Department. President Jay Bernhardt said he recognized and respected "the civic activism and passion that sparked the protest" after dozens of arrests.

Indiana University : At least 33 people were detained on campus Thursday following encampment protests.

George Washington University : DC Metropolitan Police were asked to assist in relocating an “unauthorized protest encampment” on campus, university president Ellen M. Granberg said. The decision came "after multiple instructions made by GWPD to relocate to an alternative demonstration site on campus went unheeded by encampment participants," she said.

University of Southern California : The university canceled its main commencement ceremony  next month, citing "new safety measures in place.” Nearly  100 people have been arrested  on the campus.

University of California, Los Angeles : A "demonstration with encampments" formed at UCLA on Thursday.

Northeastern University: An encampment formed at Northeastern University in Boston, where dozens of protesters were seen forming a human chain around several tents. 

Other campuses: Since last Thursday, several campuses have been protest sites, including the  Massachusetts Institute of Technology , University of Texas at Austin, University of Michigan,  University of New Mexico , University of California, Berkeley, Yale University , and Harvard University.

Protesters at the University of Texas at Austin asked to disperse at 10 p.m.

Protesters at the University of Texas at Austin were asked to leave the campus's South Mall at 10 p.m. local time, university spokesperson Brian Davis told CNN.

No arrests have been made as of 10 p.m., Davis said.

"There is no curfew on campus. Leadership asked that students clear the South Mall at 10 p.m."

Just last night, more than 30 demonstrators were arrested after UT Austin police issued a dispersal at the school.

Protesters at Ohio State University arrested after refusing to disperse, university says

From CNN’s Joe Sutton and Jamiel Lynch

Demonstrators at Ohio State University were arrested on Thursday night after refusing to disperse, according to university spokesperson Benjamin Johnson.

Johnson did not know how many arrests were made.

“Well established university rules prohibit camping and overnight events. Demonstrators exercised their first amendment rights for several hours and were then instructed to disperse. Individuals who refused to leave after multiple warnings were arrested and charged with criminal trespass,” he said.

Columbia University senate is redrafting resolution to admonish school's president, New York Times reports

From CNN's Rob Frehse

Columbia University’s faculty senate is expected to vote Friday on a resolution admonishing embattled school president Minouche Shafik over several of her recent decisions, including calling in police to clear a student encampment last week, the New York Times reports .

The resolution would allow the school senate to avoid a censure vote during a critical time for the school, the Times reports, citing several unnamed senators who attended a closed-door meeting Wednesday. Some feared a censure vote would be perceived as giving in to Republican lawmakers, according to the paper.

A Columbia University spokesperson confirmed Shafik’s closed-door meeting with the senate on Wednesday but would not comment on the resolution to CNN.

 “The President met with the Senate plenary in a closed-door session for close to an hour, giving remarks and taking questions. She reiterated the shared goal of restoring calm to campus so everyone can pursue their educational activities.” 

Some context: Shafik has faced immense criticism from some students, faculty and Democratic lawmakers for her decision to authorize police to break up pro-Palestinian student protests last week— a move that resulted in more than 100 arrests .

Other students, Jewish advocacy groups and Republican lawmakers are slamming Shafik for not cracking down on protests — which they say have included antisemitic rhetoric — both on campus and outside its gates.

Several Republicans, including House Speaker Mike Johnson, have called for Shafik to resign.

CNN’s Maria Sole Campinoti contributed to this report.

What to know about the protests erupting on college campuses across the US

From CNN's Jordan Valinsky

Colleges across the country have erupted with pro-Palestinian protests, and school administrators are trying — and largely failing — to defuse the situation.

Several schools have called the police on protesters, leading to the arrests of hundreds across US campuses.

The recent surge in protests have inflamed tensions among students, forcing leadership to decide when free speech on campus crosses a line. The atmosphere was so charged that officials at Columbia – the epicenter of the protests that began last week – announced students can attend classes virtually starting Monday.

Passover, a major Jewish holiday, began this week, heightening fears among a number of Jewish students who have reported hearing antisemitic comments at some of the protests. The anxiety comes as reports of  antisemitic acts have surged  across America since October 7.

When did the protests start?

The situation  escalated last week  at Columbia University, where encampments were organized by  Columbia University Apartheid Divest , a student-led coalition of more than 100 organizations, including Students for Justice in Palestine and Jewish Voice for Peace, to protest what they describe as the university’s “continued financial investment in corporations that profit from Israeli apartheid, genocide, and military occupation of Palestine,” according to its news release.

What are they asking for?

Columbia protesters say they won’t disperse until the school commits to a “complete divestment” of its funds from entities connected to Israel.

Other protesters are similarly calling on their campuses to divest from companies that sell weapons, construction equipment, technology services and other items to Israel.

Where else are protests happening?

Since last Thursday, a slew of campuses have had protests and encampments, as well as arrests. That includes the  Massachusetts Institute of Technology , University of Texas at Austin, University of Michigan, University of New Mexico and University of California, Berkeley.

Police   arrested nearly 100 protesters at the University of Southern California Wednesday after a dispersal order.

At Emerson College, more than 100 people were arrested Wednesday during a pro-Palestinian protest, according to the Boston Police Department.

Yale University police  arrested at least 45 protesters Monday  on suspicion of criminal trespassing, though dozens remained Tuesday.

Harvard University officials suspended a pro-Palestinian student organization for allegedly violating school policies.

Read more  here .

Brown University says about 130 students violated school policy banning encampments

From CNN’s Isabel Rosales and Devon Sayers

Brown University has identified about 130 students who it alleges violated a school conduct code that forbids encampments on campus, a university spokesperson said.

The university's Office of Student Conduct and Community Standards has notified the students, who were identified through ID checks, spokesperson Brian Clark said in a release.

An encampment of about 90 people had formed on the school's Providence, Rhode Island campus Wednesday morning, according to Brown.

"Encampment on Brown University’s historic and residential greens is a violation of University policy, and participants in the encampment have been verbally informed of this fact and that they will face conduct proceedings,” the school's release said.

Students found responsible will be disciplined depending on their behavior and other factors, including any prior conduct violations, the university said, noting students could face probation or separation from the school.

“The University continues to ask individuals in or in immediate proximity to the encampment to present their Brown IDs for two reasons: to verify association with Brown for safety and security reasons, and to appropriately address potential violations of policy."

Protesters at Emory University briefly clash with police

From CNN's Elizabeth Wolfe

Protesters briefly clashed with police at Emory University in Georgia on Thursday, the university told CNN.

A confrontation between protesters and police outside the school's Candler School of Theology prompted an "increased law enforcement presence" on campus, according to the university.

"A group of about 100 people left the Quad and marched to the Candler School of Theology, where some protesters pinned police officers against building doors and attempted to access the building," the university said.

"The crowd ultimately returned to the Quad before dispersing."

Video from CNN affiliate WSB shows some protesters using large posters to push into a line of police officers whose backs are against the doors of the building. As officers push back against the posters, one demonstrator chucks their sign at the row of officers.

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