uw madison math phd application

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University of Wisconsin-Milwaukee

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College of Letters & Science Mathematical Sciences

Phd program.

For more information about the PhD program, please contact the Associate Chair of the Graduate Program .

Applicant must meet Graduate School requirements plus departmental requirements as given for admission to the master’s program. A master’s degree is not a prerequisite for admission to this PhD program.

Reapplication

A student who receives the master’s degree must formally reapply for admission to the Graduate School before continuing studies toward the PhD.

Major Professor as Advisor

The student must have a major professor to advise and supervise the student’s studies as specified in Graduate School regulations. The entering graduate student is assigned a temporary advisor by the Department Graduate Program Coordinator.

Course of Study

Minimum degree requirement is 54 graduate credits beyond the bachelor’s degree, at least 27 of which must be earned in residence at UWM. The student, in consultation with the major professor, must select both a primary and a secondary area of specialization. The primary area may be chosen from one of the following eight fields with minimum credit requirements as shown. The secondary area may be chosen from another of these fields or may be chosen from another appropriate department. Minimum course requirements for all work in both areas of specialization require approximately two full years of study.

• Actuarial Science
• Applied and Computational Mathematics
• Probability & Statistics

Computer Proficiency

The student shall pass an examination on a higher programming language and/or other appropriate advanced computer skills; the examinations administered by the Department’s Computer Committee. The Computer Committee may accept advanced computer science course work in lieu of the examination.

The student must meet minimum Graduate School residence requirements.

Doctoral Preliminary Examination

When the student is sufficiently prepared — normally when the student has earned 24 credits in specified areas above the 700 level — a doctoral preliminary examination to determine the student’s knowledge and achievement is taken. For students in mathematics, the exam evaluates the student’s general knowledge of mathematics, as well as the student’s knowledge of the major area of concentration. Students must pass this examination to continue in the program. With permission of the examination committee, the student may repeat this examination once. If the student does not have a master’s degree in mathematics before this examination, the committee will determine whether the student’s performance is sufficient to qualify for the master’s degree.

Doctoral Dissertation Proposal Hearing

After passing the language requirements and the doctoral preliminary examination, the student participates in a doctoral dissertation proposal hearing. At this hearing, the student is examined on the student’s chosen area of research and a dissertation topic is approved.

Dissertation

The primary requirement for the PhD in mathematics is the candidate’s completion, under the supervision of the Department advisor, of an original and significant mathematical investigation presented in the form of a dissertation. The investigation is to be in the field of algebra, analysis, applied mathematics, probability and statistics, or topology. A dissertation for the industrial mathematics field must involve an industrial problem requiring a mathematical solution.

Dissertation Defense

The candidate must, as the final step toward the degree, present a colloquium based on the dissertation and must pass an oral examination in defense of the dissertation. If the candidate does not successfully defend a thesis within five years of admission to candidacy, the candidate may be required to take another doctoral preliminary examination and be readmitted to candidacy.

All degree requirements must be completed within ten years from the date of initial enrollment in the doctoral program.

Minor Area for Other PhD Majors

A doctoral student planning a physical science major other than mathematics may fulfill requirements for mathematics as the minor area of concentration by completing 12 credits of approved mathematics courses with a grade of B or better, at least 6 credits of which must be in courses 700 or above.

A doctoral student planning a non-physical science major may fulfill requirements for mathematics as the minor area of concentration by completing 12 credits with a grade of B or better in approved mathematics courses 300 or above.

For additional information on the PhD, see the Graduate School Doctoral Requirements page.

Graduate Grievance Procedures

Federal law and UWM policy require programs and departments to have procedures for graduate students to appeal academic decisions such as grades or scholastic standing. These procedures ensure the protection of students’ rights. These pages serve as a reference on procedures for graduate student academic appeals.

• UWM Graduate School Academic Appeal Procedures

Doctoral Program Math Requirements

This page describes the Department’s expectations about students’ mathematical knowledge at two points in their course of study: upon entering the program, and before taking the preliminary exams at the end of the first year.

I. Incoming Graduate Students

The department requires incoming students to have completed the following courses before starting graduate study:

• A three-course sequence in calculus, including multivariate calculus
• One course in linear algebra
• One course in mathematical statistics (doctoral students)

While most of the material in these classes is useful for graduate work in economics, it is not always clear to incoming students which topics covered in these classes are most important to review before graduate coursework begins. We list five key topics below. Two useful references on these topics are:

[DS] M. H. Degroot and M. J. Schervish, Probability and Statistics. 3rd ed. Boston: Addison-Wesley, 2002.

[SB] C. P. Simon and L. E. Blume, Mathematics for Economists. New York: Norton, 1994.

The first item summarizes the contents of a standard mathematical statistics class:

1. Basic probability theory (discrete and continuous random variables, conditional probability, expectations, the weak law of large numbers, the Central Limit Theorem) and basic mathematical statistics (point estimation, interval estimation, hypothesis testing). [DS, various chapters].

The next three should be familiar from the calculus course sequence:

2. Geometric representation of vectors and functions in n-dimensional space [SB, Ch. 10 and Sec. 13.2].

3. Differentiation of multivariate functions [SB, Sec. 14.1-14.6].

4. Unconstrained optimization, and equality constrained optimization via the Lagrange multiplier method [SB, Ch. 17 and Sec. 18.2].

The last item is not covered in all undergraduate calculus sequences. Still, we advise students to study this topic before classes begin.

5. Basic convexity [SB, Sec. 21.1-21.3].

Are you a UW-Madison student looking for a recommended set of courses? Take a look at the  academic path document  provided by the Department of Economics Undergraduate Program. The set of courses suggested to prepare for graduate school in economics will help you acquire the mathematical knowledge that can ease the transition into a Graduate Program in Economics. You can see the description of the courses at the Department of Mathematics’  Undergraduate Course Description  page.

II. Students completing first-year doctoral coursework

By the time first-year course work is over, students have learned a wide range of mathematical techniques for economics analysis. Below, we list some fundamental topics that students should master before taking the micro and macro prelims. As additional references, we mention two standard textbooks for the macro curriculum and one for the micro curriculum:

[S] T. J. Sargent, Macroeconomic Theory. 2nd ed. San Diego: Academic Press, 1987.

[SL] N. L. Stokey and R. E. Lucas, Recursive Methods in Economic Dynamics. Cambridge: Harvard University Press, 1995.

N.B.: The Department does not merely expect students to be able to recite the basic results from each of the areas listed below. Rather, we expect students to possess a working knowledge of each topic on the list. This means, for example, that students should be able to recognize situations in which the various techniques are relevant, and should understand how to put the techniques to use.

Two broad, fundamental topics from the first year theory sequences are:

1. Constrained optimization, the Kuhn-Tucker conditions, and concave maximization [SB, Ch. 18, 19, 21, amd 22; MWG, Sec. M.K.].

2. Comparative statics, implicit differentiation, and the implicit function theorem [SB, Ch. 15 and 22; MWG, Sec. M.E. and M.K.].

Two topics that are especially important for the macro sequence are:

3. Mathematics for time series analysis: difference equations, linear regression, Wold representation for time series, spectral analysis [S, Ch. 9-11].

4. Dynamic programming [SL, various chapters].

Two narrowly defined topics closely related to items 1 and 2 are:

5. Homogeneous functions [SB, Sec 20.1; MWG, Sec. M.B].

6. The Envelope Theorem [SB, Sec. 19.2; MWG, Sec. M.L].

Finally, four important “theoretical” topics are:

7. Compactness and the Weierstrass Maximum Theorem [MWG, Sec. M.F].

8. The Theorem of Maximum [MWG, Sec. M.K].

9. Basic fixed point theory, especially Brouwer’s Theorem [MWG, Sec. M.I].

10. The Separating Hyperplane Theorem [MWG, Sec. M.G].

• Explore Programs

Mathematics: Foundations of Advanced Studies MA

Master of arts in mathematics.

In less than two years, earn your MA in Mathematics with the UW–Madison Foundations of Advanced Studies program. Build the knowledge you need to compete for a position in a prestigious PhD or other graduate program.

Is this program right for you?

The UW–Madison Foundations of Advanced Studies in Mathematics master’s program provides academic rigor in courses that cover the diverse mathematical spectrum, and helps build the skills you need to get into a competitive graduate program.

Best suited for students with basic mathematics preparation from their undergraduate institution, the Foundations of Advanced Studies in Mathematics master’s was designed so that you can earn your degree in no more than two years. We may waive some course requirements for students with a higher level of preparation, allowing you to complete your degree in just one year.

Whether your future involves a position in academics or another setting, the UW–Madison Foundations of Advanced Studies in Mathematics master’s program provides you with a strong foundation upon which to build your career.

Admissions requirements

All applicants must:

• Have an undergraduate degree in mathematics or a related field with a strong mathematical component.
• Have completed courses in Linear Algebra, Analysis I, Modern Algebra I, and Elementary Topology; some of these courses may be taken during the first semester, but will not count for credit toward the degree.
• Submit GRE scores using code 1846 (optional).
• Submit evidence of English language proficiency, if applicable. The required proficiency scores are: TOEFL IFL 92, PBT 580; or IELTS 7.0.

Application materials required:

• Online application
• Unofficial transcripts
• Statement of reason for graduate study
• Three letters of recommendation
• List of advanced mathematics courses applicant has completed, is currently enrolled in, or intends to take

Program highlights

• Our Mathematics master’s program is accelerated, so you earn your degree in two years. If you have a higher level of undergraduate mathematics preparation, we may waive some course requirements so you can graduate in just one year.
• The Foundations of Advanced Studies program is explicitly designed to enhance your chance for admittance to a high-quality PhD-level program.
• We have partnerships with Shanghai Jiao Tong University, Nanjing University, Sun Yat-sen University, Wuhan University, and Nankai University, so you learn with a worldwide network of mathematics students and make connections that span the globe.

How you'll learn

• Up to two years of full-time study on campus to earn your degree.
• Complete coursework and assignments individually.

Sample curriculum

Required courses.

• Analysis II
• Modern Algebra II

Basic Electives

• Numerical Linear Algebra
• Numerical Analysis
• Introduction to Splines and Wavelets
• Ordinary Differential Equations
• Linear Programming Methods
• Probability Theory
• Algebraic Topology
• Differential Geometry
• Elementary Number Theory
• Mathematical Logic
• Sequence in Mathematical Biology
• Analysis of Partial Differential Equations
• Analysis III
• Complex Analysis
• Fourier Analysis
• Measure and Integration
• Introduction to Stochastic Processes
• Introduction to Brownian Motion and Stochastic Calculus
• Introduction to Error-Correcting Codes

Advanced Electives

• Applied Mathematics I and II
• Computational Mathematics I and II
• Real Analysis I and II
• Probability Theory I and II
• Algebra I and II
• Topology I and II
• Differentiable Manifolds
• Foundations of Mathematics
• Computability Theory
• Model Theory

Ready to learn more about Mathematics: Foundations of Advanced Studies MA? View the UW-Madison Guide

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• University of Wisconsin-Madison

DEGREE Engineering Mechanics, PhD

Doctoral degree in engineering mechanics

As a PhD student in engineering mechanics, you’ll delve deeper into several main areas of the mechanics of materials and astronautics: continuum mechanics, computational mechanics, dynamics and vibration, fluid mechanics, nanomechanics, solid mechanics, and biomechanics. Additionally, you can add breadth to your education with a minor in a number of related fields, including civil and environmental engineering, chemical and biological engineering, electrical and computer engineering, materials science, mechanical engineering, nuclear engineering and engineering physics, physics, geological engineering and geology, mathematics, statistics, and computer science.

At a glance

Mechanical engineering department, learn more about what information you need to apply., how to apply.

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

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

APPLICATION REQUIREMENTS and PROCESS

Degree:  For admission to graduate study in Engineering Mechanics, an applicant must have a bachelor’s degree in engineering, mathematics, or physical science, and an undergraduate record that indicates an ability to successfully pursue graduate study. International applicants must have a degree comparable to a regionally accredited U.S. bachelor’s degree.

It is highly recommended that students take courses that cover the same material as these UW-Madison courses before entering the program:

Course and Semester Credits                                         Typical Courses

Advanced Mathematics, 3 cr                      MATH 319 , MATH 320 , or MATH 321

Linear Algebra and Matrices, 3 cr              MATH 320 or MATH 340

Mechanics of Materials, 3 cr                       E M A 303

Dynamics, 3 cr                                             E M A 202 or PHYSICS 311

Descriptions of course content can be accessed through  The Guide . Students may enter without having taken these courses. However, in such cases the students must inform their advisors, who will help them plan courses of study that will provide adequate background for our department’s graduate curriculum. Provisions for admission on probation, or as an applicant for more than one master’s degree (e.g., simultaneous MS degrees in two departments) are given in the  Graduate School website . 

All applicants must satisfy requirements that are set forth by the  Graduate School . 

GPA:  The Graduate School requires a minimum undergraduate grade point average of 3.0 on a 4.0 basis on the equivalent of the last 60 semester hours from the most recent bachelor’s degree. In special cases, students with grade point averages lower than 3.0 who meet all the general requirements of the Graduate School may be considered for admission on probation.

PhD advisor selection process:  PhD applicants are encouraged to identify potential faculty advisors and seek a confirmation. Please review the department  Research  and  People  websites and contact those whose research interests align with yours. Only faculty members listed with the titles of Assistant Professor, Associate Professor, or Professor, can serve as graduate advisors. Do not contact Emeritus faculty, Lecturers, Research Scientists, or Faculty Associates. You are also encouraged to inquire about possible funding opportunities. If a faculty member agrees to be your advisor, ask the person to email an acknowledgment to  [email protected] .

Each application must include the following:

• Graduate School Application
• Academic transcripts
• Statement of purpose
• Three letters of recommendation
• English Proficiency Score  (if required)
• Application Fee

To apply to the EM program, complete  applications , including supportive materials, must be submitted as described below and received by the following deadline dates:

• Fall Semester—December 15 
• Spring Semester—September 1
• Summer Session—December 15 

ACADEMIC TRANSCRIPT

Within the online application, upload the undergraduate transcript(s) and, if applicable, the previous graduate transcript. Unofficial copies of transcripts will be accepted for review, but official copies are required for admitted students. Please do not send transcripts or any other application materials to the Graduate School or the Department of Mechanical Engineering unless requested. Please review the requirements

STATEMENT OF PURPOSE

In this document, applicants should explain why they want to pursue further education in Engineering Mechanics and discuss which UW faculty members they would be interested in doing research with during their graduate study (see the Graduate School for  more advice on how to structure a personal statement ).

Upload your resume in your application.

THREE LETTERS OF RECOMMENDATION

These letters are required from people who can accurately judge the applicant’s academic and/or research performance. It is highly recommended these letters be from faculty familiar with the applicant. Letters of recommendation are submitted electronically to graduate programs through the online application. See the  Graduate School for FAQs  regarding letters of recommendation. Letters of recommendation are due by the deadline listed above. 

ENGLISH PROFICIENCY SCORE 

Every applicant whose native language is not English, or whose undergraduate instruction was not in English, must provide an English proficiency test score. The UW-Madison Graduate School accepts TOEFL or IETLS scores. Your score will not be accepted if it is more than two years old from the start of your admission term. Country of citizenship does not exempt applicants from this requirement. Language of instruction at the college or university level and how recent the language instruction was taken are the determining factors in meeting this requirement.

For more information regarding minimum score requirements and exemption policy, please see the  Graduate School Requirements for Admission .

APPLICATION FEE

Application submission must be accompanied by the one-time application fee. It is non-refundable and can be paid by credit card (MasterCard or Visa) or debit/ATM. Additional information about the application fee may be found  here  (scroll to the ‘Frequently asked questions).

Fee grants are available through the conditions  outlined here by the Graduate School .

If you have questions, please contact  [email protected] .

REENTRY ADMISSIONS

If you were previously enrolled as a graduate student in the Engineering Mechanics program, have not earned your degree, but have had a break in enrollment for a minimum of a fall or spring term, you will need to re-apply to resume your studies. Please review the Graduate School requirements for  previously enrolled students . Your previous faculty advisor (or another EM faculty advisor) must be willing to supply advising support and should e-mail the EM Graduate Student Services Coordinator regarding next steps in the process.

If you were previously enrolled in a UW-Madison graduate degree, completed that degree, have had a break in enrollment since earning the degree and would now like to apply for another UW-Madison program; you are required to submit a new student application through the UW-Madison Graduate School online application. For EM graduate programs, you must follow the entire application process as described above.

CURRENTLY ENROLLED GRADUATE STUDENT ADMISSIONS

Students currently enrolled as a graduate student at UW-Madison, whether in EM or a non-EM graduate program, wishing to apply to this degree program should contact the  EM Graduate Admissions Team  to inquire about the process and deadlines several months in advance of the anticipated enrollment term. Current students may apply to change or add programs for any term (fall, spring, or summer).

Tuition and funding

Tuition and segregated fee rates are always listed per semester (not for Fall and Spring combined).

View tuition rates

Graduate School Resources

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

There are three mechanisms for Graduate Student funding through the university for Engineering Mechanics Ph.D. students:

• Fellowships
• Graduate assistantships: project assistantships, teaching assistantships, and research assistantships
• Traineeships 

Funding is awarded based on the qualifications of the student, the number of applicants, the amount of available funding, the number of continuing students receiving support, and the degree program a student is enrolled in. You can apply for funding for research assistantships by contacting individual faculty members directly. Please check our  website  to look for faculty (only those listed with titles of assistant professor, associate professor, or professor can serve as graduate student advisors). Search for faculty who have research interests that align closely with your own by viewing faculty directory entries, visiting the faculty’s website (linked from the directory page), and reviewing publications by the faculty member. Once you have identified faculty with interests close to your own, you are encouraged to contact them by email to inquire regarding available research assistant positions. The admissions office does not know if a particular professor has research assistant positions available.

Students who apply to the Ph.D. program will be automatically considered for fellowship opportunities within the department. Admitted students will be eligible to apply for Teaching Assistantship positions. More information, including the application, will be available to students after admission is complete.

More information on graduate student funding is available from the  UW-Madison Graduate School .

Students who are U.S. citizens or permanent residents may be eligible to receive some level of funding through the federal direct loan program. These loans are available to qualified graduate students who are taking at least 4 credits during the fall and spring semesters, and 2 credits during summer. Private loans are also available. Learn more about financial aid at  their website . 

INTERNATIONAL STUDENT SERVICES FUNDING AND SCHOLARSHIPS

For information on International Student Funding and Scholarships visit the ISS  website .

In the Engineering Mechanics graduate research programs, students push the boundaries of fundamental knowledge in fluid mechanics, solid mechanics, and dynamics while working on problems with direct relevance to societal needs–like clean energy, aerospace, human health, and materials discovery–and with direct access to state-of-the art experimental and computational laboratories.

View our research

Curricular Requirements

Minimum graduate school requirements.

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

Required Courses

At least 36 of the required 60 credits must be in classes satisfying the following general requirements and mathematics, breadth and depth requirements.

 It is acceptable for students who earned an M.S. degree in Engineering Mechanics at UW-Madison to use coursework completed while in the M.S. degree program to meet the requirements above.

Graduate Student Services [email protected] 3182 Mechanical Engineering 1513 University Ave., Madison, WI 53706

Associate Chair for Graduate Studies [email protected]

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Eventos Home A Instituição Eventos

Nsf-fapesp webinar series: education in stem science, technology, engineering and mathematics.

The NSF-FAPESP Education in STEM Webinar Series on Mathematics aims to foster collaboration between researchers from the United States and Sao Paulo, Brazil. The series focuses on advancing research on education in STEM (Science, Technology, Engineering, and Mathematics) fields, the first one particularly in mathematics, with a focus on promoting equity and improving teaching practices. Through a series of webinars, experts from both regions share insights, best practices, and research findings, with the goal of enhancing STEM education and promoting cross-border academic partnerships for impactful research outcomes.

Please join us for the first webinar of this series, where researchers from the US and São Paulo, Brazil will explore various aspects of mathematics education, with a focus on promoting equity and improving teaching practices.

SPEAKERS BIOS

Alessandro Jacques Ribeiro, Federal University of ABC Dr. Alessandro Ribeiro holds a Ph.D. in Mathematics Education from the Pontifical Catholic University of São Paulo (2007), a Master's degree in Mathematics Education (2001), and a Bachelor's degree in Mathematics (1998) from the same institution. He completed two Postdoctoral Fellowships: at Rutgers, The State University of New Jersey, United States (2015); and at the Institute of Education of the University of Lisbon, Portugal (2017). He is currently an Associate Professor at the Center for Mathematics, Computing, and Cognition at the Federal University of ABC, and a Permanent Faculty Member in the Graduate Program in Teaching and History of Sciences and Mathematics at UFABC. His academic and professional experience lies in the areas of Mathematics and Mathematics Education, focusing mainly on Algebraic Education and Teacher Training in Mathematics. He taught in Basic Education for 10 years and has been involved in teacher training programs (initial and continuing education) since 2001. He was president of the Brazilian society for mathematics education from 2013 to 2016. He is currently a research productivity fellow at CNPq.

Diane (Ta-yang) Hsieh, Child Trends Inc. Diane (Ta-yang) Hsieh, Ph.D., a research scientist at Search Institute, provides research and evaluation services to support positive youth development. Dr. Hsieh’s two major research focuses are youth and adolescents’ 1) educational motivation, with specific focuses on math and science, and 2) participation in out-of-school time programs. Her research training is rooted in education and developmental psychology traditions, with a particular focus on the complex interplay between people and context. Dr. Hsieh obtained her B.A. in Psychology and Human Development & Family Studies from the University of Wisconsin-Madison, and her Ph.D. in Education from the University of California, Irvine.

Marcelo Firer, State University of Campinas Marcelo Firer received his formal education in mathematics, graduating at University of Campinas and receiving a PhD in mathematics from the Hebrew University of Jerusalem. He is at University of Campinas since 1999. Besides a continuous activity in research in pure mathematics, he was always involved in questions related to education and outreach in mathematics, acting as deputy and coordinator of undergraduate in mathematics (nearly 7 years), director of the University ‘s science museum (nearly 8 years).

Reginald Hopkins, Virginia State University Reginald Hopkins is a Professor in the Department of Psychology at Virginia State University (VSU). He received his B.S. in Marketing from the School of Business at Florida A&M University (FAMU) and his Master’s in Community Psychology from FAMU. His Ph.D. is in Social Psychology from Howard University. He served as chair of the Department of Psychology at VSU and as principal investigator and project director on several funded research grants from the National Science Foundation and SAMHSA. His research interests are in 1) race relations, 2) racism and psychosocial stress, and 3) the moderating effects of culture and cultural identity on learning and teaching math, academic achievement, and the mental and physical health of African Americans.

Samantha Holquist, Child Trends Inc. Samantha Holquist, Ph.D., a senior research scientist at Child Trends, leads work that centers youth, practitioner, and community voices in systemic change and creating safer, more equitable communities. Samantha’s expertise includes a range of innovative approaches to technical assistance, research, and evaluation. Her technical assistance work integrates human-centered design, adult learning, improvement science, and implementation science principles to tailor support for transformative change. Her research and evaluation work uses mixed methods and participatory approaches to overcome the limitations of traditional research approaches. Dr. Holquist has published in several prominent peer-reviewed journals, including Educational Administration Quarterly , Teachers College Record , Educational Leadership , and Educational Policy . Samantha received her PhD in organizational leadership, policy, and development from the University of Minnesota-Twin Cities and a Master of Public Administration from The George Washington University.

Smirla Ramos-Montanez, TERC Inc. Smirla Ramos Montañez, PhD is a bilingual (Spanish/English) and bicultural (Puerto Rican/American) researcher and evaluator focusing on culturally responsive studies related to informal STEM learning. During the last five years Dr. Ramos Montañez has led and supported a variety of projects, including program and exhibit evaluation as well as STEM education research to provide accessible, culturally relevant, and engaging experiences for diverse audiences. Currently, she is working with Dr. Scott Pattison to better understand family interest pathways and how to foster long-term interest in the engineering design process. Dr. Ramos Montañez in PI on the new project, Diálogos , an NSF AISL project that will engage parents as research partners to explore how we can leverage informal family engineering activities to support the development of executive function skills for preschool-age children from Latinx families.Dr. Ramos Montañez did an interview with the Center for Advancement of Informal Science Education (CAISE) about what led her to work in STEM Identity research in informal contexts. The interview can be read here .

Vanessa Dias Moretti, Federal University of São Paulo Vanessa Dias Moretti holds a PhD in Education from the University of São Paulo, specializing in Science and Mathematics Teaching, and completed a post-doctoral degree in Mathematics Education at Laurentian University in Canada. She is currently an Associate Professor at the Federal University of São Paulo (UNIFESP) and coordinates the GT07 - Training of Teachers who Teach Mathematics at the Brazilian Society of Mathematics Education (SBEM). Vanessa's research focuses on the initial and continuing education of teachers who teach mathematics, learning to teach, teaching activity, cultural-historical theory, and theory of objectification. She is a researcher at GEPAPe/USP and the leader of GEPPEDH at UNIFESP.

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• Computer Sciences, Ph.D.

The Department of Computer Sciences offers the master of science and doctor of philosophy degrees in computer sciences.   Research specialty areas include artificial intelligence, computational biology, computer architecture, computer graphics, computer networks, computer security, database systems, human–computer interaction, numerical analysis, optimization, performance analysis, programming languages and compilers, systems research, and theoretical computer sciences. The department’s Graduate Advising Committee (GAC) advises all computer sciences graduate students except students who are in dissertator status. See department website for faculty interests, research activities, courses, facilities, and degree requirements.

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

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

Students with a strong background in computer sciences or a related field are encouraged to apply for admission. At a minimum, the applicant should have had some programming experience, including courses in data structures and machine organization, and should have had a year of college-level mathematics at the calculus level or above. Applicants are evaluated based on their previous academic record, GRE scores, letters of recommendation, and a personal statement. All applications must be submitted online. Admission is very competitive. Aid is offered to about half of the students to whom admission is offered. Aid is usually in the form of fellowships, teaching assistantships, or research assistantships. For more information on admissions, visit the department website .

Contact [email protected] with questions about admissions in the traditional M.S. or the Ph.D. programs.

Graduate School Resources

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

Program Resources

Funding is offered to about half of the students to whom admission is offered. Funding is usually in the form of fellowships, teaching assistantships, or research assistantships.  Because computer science skills are in demand, students who are admitted without funding are often able to find graduate assistantships  on campus.  The department website provides information on funding  options and offers suggestions for those who are admitted without department funding.

Minimum Graduate School Requirements

Major requirements.

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

MODE OF INSTRUCTION

Mode of instruction definitions.

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

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

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

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

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

CURRICULAR REQUIREMENTS

Required courses, additional qualifying breadth courses requirement.

Ph.D. students must take one course from each of the bands 1, 2, 3 and 4 listed below. Two of the four courses used to satisfy this requirement must be numbered 700 or above; the remaining two courses must be numbered 500 above. Grades in all courses used for breadth must be at least AB. COMP SCI 839  can be used to satisfy breath in the band declared by the course instructor at the time of course offering.

One course taken as a graduate student at another institution may be counted for breadth.  A request for this must be made in writing to the faculty member designated to approve equivalence for the respective course on the breath list. The request should indicate the corresponding UW–Madison course, include a transcript showing a grade equivalent to AB or better, and provide a course syllabus and description.

Graduate School Policies

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

Major-Specific Policies

Prior coursework, graduate work from other institutions.

Subject to faculty approval, one graduate course taken elsewhere may be used for breadth. Other than that, no credits of graduate coursework from other institutions are allowed to satisfy requirements.

UW–Madison Undergraduate

No credits from a UW–Madison undergraduate degree are allowed to satisfy requirements.

UW–Madison University Special

With program approval, students are allowed to count no more than 15 credits of coursework numbered 300 or above taken as a UW–Madison University Special student. Coursework earned ten or more years prior to admission to a doctoral degree is not allowed to satisfy requirements.

At the end of any regular (nonsummer) semester, a student is considered to be making satisfactory academic progress (SAP) if the following conditions are all satisfied:

• Before achieving dissertator status: the student has completed at least 6 (if full load) or 3 (if part load) credits of approved courses during the semester.
• After achieving dissertator status: the student has satisfactorily completed at least three credits of courses approved by the student’s major professor.
• The student has removed all Incomplete grades from any previous regular semester or summer session.
• The student has passed any required exams and procedures within designated time limits.

Any graduate student who fails to make SAP during two consecutive regular semesters (fall and spring, or spring and fall) will be dismissed from the department at the end of the subsequent summer session. Any graduate student who fails to make SAP due to missed deadlines will be dismissed from the department at the end of the subsequent summer session.

ADVISOR / COMMITTEE

A member of the graduate advising committee must formally approve all graduate schedules each semester until a student is in dissertator status.

CREDITS PER TERM ALLOWED

Time limits.

Students must pass the qualifying process by the end of the sixth semester.

The preliminary exam must be taken within two regular (nonsummer) semesters after the deadline for the qualifying exam.

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

Doctoral degree students who have been absent for ten or more consecutive years lose all credits that they have earned before their absence.

Grievances and appeals

These resources may be helpful in addressing your concerns:

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

Students should contact the department chair or program director with questions about grievances. They may also contact the L&S Academic Divisional Associate Deans, the L&S Associate Dean for Teaching and Learning Administration, or the L&S Director of Human Resources.

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

The Department of Computer Sciences hosts many professional development opportunities including: job fairs, workshops, seminars, talks, employer information sessions, mentoring and student socials. The Department of Computer Sciences student organizations, Student-ACM (SACM) and  Women's ACM (WACM),  are active partners in providing professional development opportunities for computer sciences graduate students.

• Articulates research problems, potentials, and limits with respect to theory, knowledge, or practice within the field of study.
• Formulates ideas, concepts, designs, and/or techniques beyond the current boundaries of knowledge within the field of study.
• Creates research, scholarship, or performance that makes a substantive contribution.
• Demonstrates breadth within their learning experiences.
• Advances contributions of the field of study to society.
• Communicates complex ideas in a clear and understandable manner.
• Fosters ethical and professional conduct.

Visit the CS website to view our department faculty and staff .

• Requirements
• Professional Development
• Learning Outcomes

Contact Information

Computer Sciences College of Letters & Science cs.wisc.edu

Angela Thorp, Graduate Program Manager [email protected] 608-262-7967 Department of Computer Sciences Room 4297, 1210 West Dayton Street, Madison , WI 53706

Mollie Stolbov, Graduate Program Manager [email protected] Department of Computer Sciences Room 4292, 1210 West Dayton Street, Madison, WI 53706

Admissions Inquiries [email protected]

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

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Master’s (for PhD) Degree Requirements

PhD students in the Math Department and students enrolled in other UW PhD programs are eligible to earn an MA degree in Mathematics.

1. Credit requirements

Complete 30 or more graduate credits. These must include 24 or more credits in mathematics (or cross listed) courses at level 500 or above.

(i) Pass with a grade B or higher eight courses in Mathematics (or cross listed). These courses should be of level 600 or above. The graduate advisor may also approve to have courses at the 500 level counted for this requirement (but typically no introductory courses such as Math 521, Math 541 or Math 551).

(ii) Pass with a grade of B or higher four of the following core courses: Math 703, Math 704, Math/CS 714, Math/CS 715, Math 721, Math 722, Math 725, Math 733, Math 734, Math 741, Math 742, Math 751, Math 752, Math 761, Math 770, Math 771, Math 773, Math 776.

(iii) Reading and Research (Math 990) credits cannot be counted for the MA degree.

3. Residence

Complete 16 graduate level credits (500 level or above, no audits or pass/fail) taken as a graduate student at UW-Madison.

4. Computing

Complete an advanced computer science course which involves substantial programming. Suitable courses are: CS 367, CS 536, CS 537, CS 564, CS 704, CS 714, CS 715, CS 719, CS 730, CS 799, CS 883, or CS 884. Other courses require prior approval of the Graduate Studies Coordinator or the Graduate Program Committee.

This requirement is waived for Ph.D. students if two qualifying exams are passed.

Achieve a grade point average of 3.0 or better in mathematics and cross listed courses.

The Master’s program is designed to be completed in two years.  Candidates who do not complete it in three will not be allowed to continue.

Satisfactory Progress Criteria

1. Maintain a grade point average of 3.0 or better.

2. Complete two courses for six graduate credits each semester.

3. Complete the program in three years.

Other MA programs

Masters – Foundation of Advanced Studies is a standalone degree for students not in a PhD program.

For information on a Joint Master’s Degree in Mathematics and Education, please contact the Department of Curriculum and Instruction.

Return to Handbook index

Graduate Student Handbook

• Introduction More
• Degree Requirements More
• Examinations and Satisfactory Progress More
• Dissertation Advisor More
• Enrollment Requirements More
• Major Milestones More
• Master’s (for PhD) Degree Requirements More
• Master of Arts – Foundations of Advanced Studies More
• Waiver of Requirements More
• Academic Exemption Petition More
• Campus Resources More
• Graduate student grievance reporting options More
• Policy on Campus Employment of Graduate Students in 131-Programs More

Future Students

Admission requirements.

Students will need to apply and be admitted by the Graduate School before enrolling in the Data Science for Materials Engineering certificate program.

All students must therefore meet the minimum admission requirements for graduate students outlined by the Graduate School in Policy 3.1 Graduate Admissions . Students must also demonstrate proficiency in basic programming concepts and mastery of at least one programming language.

The Department of Materials Science and Engineering will conduct a holistic review of all applicants to this graduate certificate program. Students will be able to apply for this program in the quarter preceding the start of required courses. Applicants will be asked to submit the following:

• All professional, volunteer, community service, and military experience
• Any post-secondary education, including any degrees, certificate programs, other coursework, and professional development (even if not specific to materials or mechanical engineering)
• Why does this certificate program fit your educational, career, and/or personal goals, and what unique perspective you can contribute to the cohort experience?
• For each degree, certificate, or other credit-bearing coursework legibly showing credits and grades (just electronic uploads or scans are needed, the Graduate School will request official transcripts if admission is offered.)

Priority application deadline: August 1, 2024

Our next program starts on September 25, 2024.

Application opens June 2024 Apply today -->

Graduate Student Service Scholarships

The Graduate Student Service Scholarship recognizes and honors the graduate students who volunteer to take on service roles in addition to their research, work, and family obligations. While service can come in many different forms and all service to the university is appreciated, priority for this scholarship is given to students who conduct multiple service activities and/or whose service activity is notably impactful.

The Graduate School recognizes that graduate students belonging to underrepresented groups disproportionately engage in unpaid service to the academy. While a scholarship alone does not rectify historic and current disparate expectations and obligations, this award is designed to reward and value graduate students’ service roles that shape the university’s future.

Service Scholarship Awardees

Morgan cacic.

Morgan Cacic is a disabled academic, children’s book author, #OwnVoices writer of fiction and nonfiction, and social justice activist. She has taught German and English literacy and literature in a variety of capacities in the greater Madison area over the past ten years and has a master of science degree in Education: Teaching & Learning, with Wisconsin teaching licenses in Alternative Education and German Language. She is currently working to finish her PhD with research in the intersections of disability justice, German Literature, and cultivating communities of care in higher education classrooms. On the UW–Madison campus and in its surrounding communities Morgan creates and facilitates workshops and trainings on disability, ableism, mental health, and social justice. The main focus of her work is creating safe spaces for people to discuss and disclose mental health disability, as part of an effort to decrease the stigma surrounding mental illness that often acts as a barrier to receiving critical support services.

Kela Caldwell

Kela Caldwell is a PhD student in the Department of Geography, passionate about creating decolonial and anti-racist futures. During her graduate career, Kela has advocated for advancing department reckoning with discriminatory and inequitable practices, served on numerous department committees (Community Coordinator, DEIC, Curriculum, Graduate studies) as a graduate representative, and been at the forefront of creating department policy and policy change. At the university scale, Kela has leveraged her own experiences to advocate for undergraduate and graduate students of color and served on numerous university committees and communities within the College of Letters and Sciences (Teaching Mentor, Teaching and Learning Advisory Council, Honors Program Demystifying Graduate School Panelist) as a graduate representative. These opportunities and others have given Kela the chance to work with students, faculty, and staff in improving her department and the broader UW–Madison community climate and working environment. Dedicated to anti-racist scholarship, Kela seeks to leverage her research on historical abolitionist data practices to challenge the State’s power to define racial violence and inform concrete change around contemporary policing and surveillance practices in Black communities. Through her advocacy, service, leadership, teaching, and scholarship, Kela’s sustained commitment to equity and community has made a profound impact within her department and beyond.

Steph Adler

Steph Adler is a second year PhD student in the Department of Kinesiology. She serves as president of the KinEqT Mentorship Program, which provides not only mentorship, but resources, and support to promote diversity, equity, and inclusion within the Department of Kinesiology. In this role, Steph coordinates professional development workshops as well as panel events with faculty and staff in Kinesiology graduate programs and healthcare professionals for networking opportunities for KinEqT members. She also serves as a student representative of the Equity, Climate and Diversity Committee for the Department of Kinesiology, which strives to maintain a welcoming and engaging environment within the department.

Being at a large university, it can often be difficult to find resources. Steph’s goal is to help as many students as she can navigate the many resources UW campus has to offer to help them become successful. She hopes to improve the students’ experience by sharing past experiences, creating positive change within the Kinesiology Department, and giving students new and exciting opportunities to thrive.

Outside of the Kinesiology Department, Steph works for RecWell, hosting weekly athletic training clinics available at no cost for all UW–Madison students seeking injury evaluation, treatment planning, rehabilitation, sports medicine education, and injury prevention.

Steph is part of the Wisconsin Injury in Sport Laboratory, where her research is focused on providing resources and tools for athletic trainers working in the secondary school setting to help mitigate barriers associated with social determinants of health in patient populations to improve overall health outcomes.

Sadie Dempsey

Sadie Dempsey is a PhD candidate in the Department of Sociology at the University of Wisconsin–Madison. As a political sociologist, she studies democracy, social movements, and civic life. Her dissertation is an ethnography of engaged citizenship that interrogates two interwoven paradoxes: Why do engaged citizens increasingly distrust political institutions and the people in them? Why do they continue to participate in a system they do not trust? This research has important implications in this time of democratic crisis – where concerns of plummeting trust, declining participation, and democratic backsliding abound – challenging us to rethink the structure of our political institutions in pursuit of a more just, democratic future.

Sadie is engaged in departmental service to build a more collaborative community within academia. She is also the co-founder of the Qualitative Methods Workshop and the graduate student coordinator for the Wisconsin Center for Ethnographic Research (WISCER). In this space, she runs writing groups, hosts professionalization workshops, and was the lead organizer for the 2022 Chicago Ethnography Conference. She is also on the mentoring committee for incoming graduate students in sociology and serves as a mentor for numerous graduate and undergraduate students throughout the university.

Sadie is also a community-engaged scholar. She is a 2023-24 Mellon Public Humanities Fellow, where she works with the League of Women Voters in Dane County to build a civic education curriculum to make politics more accessible to all Wisconsin residents. She is also working with two undergraduate students to create a workshop on the relationship between art and activism with high school students involved in Leaders Igniting Transformation in Milwaukee. This work will culminate in a community gallery night where students can share their vision for a more just school system with parents, neighbors, principals, school board members, and district administrators.

Alexis Avery

Alexis is currently a PhD candidate in the Management and Human Resources (MHR) Department at the Wisconsin School of Business (WSB) and a UW Institute for Diversity Science Fellow. She brings over a decade of experience from her roles at U.S. Customs and Border Protection and the Centers for Disease Control and Prevention in the federal government, where she spearheaded and contributed to numerous organizational transformative initiatives. Alexis earned a master’s in Industrial-Organizational Psychology from the University of Georgia and is a member of The PhD Project, Blacks in I-O, the Academy of Management, Society for Industrial and Organizational Psychologists, and Delta Sigma Theta Sorority, Inc.

Using a macro- and micro-level perspective, Alexis examines how and why skin tone discrimination within the workplace influences employee outcomes and experiences. She also studies how increases in demographic diversity impact behavior within the organization as well as its impact on society.

Alexis has demonstrated an unwavering commitment to service at the university, contributing her time and expertise in various capacities. Alexis’ leadership as a co-chair of the WSB PhD DEI committee has been instrumental in organizing events and programming that promote inclusivity within the business school’s PhD program for faculty and students. Additionally, her role as one of two liaisons for the WSB PhD Research committee underscores her commitment to representing the voices of her fellow students. Furthermore, her involvement as a representative for the MHR department highlights her commitment to expanding access to education for underrepresented groups, as evidenced by actively participating in recruitment efforts such as attending PhD Project events virtually and in Chicago. She has also served as a panelist for the McNair Scholars Program at UW and for teaching assistants, which highlights her dedication to education, mentorship, and supporting the professional development of her peers.  She has served as a guest lecturer for undergraduates in the African American studies department on DEI in the workplace and has taken the initiative to organize several social events throughout the years to bring together Black PhD, law, and medical school students across the university, fostering a sense of community and support among her peers. Alexis has made a significant and lasting impact on the UW community.

Haley Weaver

Haley Weaver is a doctoral candidate in the Department of Psychology. Her research examines how infants learn words through their experiences with objects. As a first-generation student, Haley is passionate about supporting students and improving their experiences at the University of Wisconsin–Madison. To this end, she has participated in several service roles within the Department of Psychology. She served as the Graduate Student Representative at faculty meetings, a peer-elected role. She is a member, and former co-chair, of the Colloquium Series Committee, where she helps provide engaging presentations for the department and opportunities for graduate students to network with visiting scholars. Additionally, she serves on the Accommodations Committee, collaborating with faculty and student members to create a set of equitable guidelines for graduate-level accommodations. Beyond her commitment to the graduate experience, Haley is dedicated to mentoring. She has mentored three undergraduates to develop and present independent projects and has served as a panelist at the L&S Honors Program’s Demystifying Graduate School. Haley’s service roles have been deeply meaningful to her, and she hopes that her efforts have contributed to a positive climate within both the Department of Psychology and the broader UW–Madison community.

Indrani Dey

Educational Psychology

Abhishek Gupta

Abhishek is a PhD candidate in the Department of Mechanical Engineering and a research assistant in Thevamaran Lab, focusing on developing advanced structured materials for protective applications in extreme environments. In addition to his research, he is actively involved in various student societies. He was a dedicated member of the Paleontology Club and currently serves as the President of the Graduate Engineering Mechanics Society (GEMS) in the College of Engineering.

GEMS, under Abhishek’s leadership, initiated the annual 3 Minute Thesis (3MT) competition for Engineering Mechanics graduate students, recognizing the underrepresentation of engineering students in the university-wide 3MT competition. The Engineering 3MT was highly successful this year, and Abhishek plans to expand it to all College of Engineering graduate students next year.

Abhishek has also played a significant role in securing funding support for GEMS from the department, which has enabled the organization to provide food at events and establish a bank account for managing funds. Additionally, he has mentored prospective graduate students and guided the research of undergraduate scholars in his lab. In recognition of his mentorship, he was awarded the “Exceptional Mentorship Award” from the Undergraduate Research Scholars (URS) program at UW–Madison.

Abhishek is a strong advocate for scientific thinking and reasoning. His ambition is to become a tenure-track faculty member to continue his applied research and educate future generations.

Jae Weller (they/them) is a PhD student in the Language Sciences program who studies phonetics and phonology (speech sounds). They started graduate school in the fall of 2021 and became the Co-President of the Linguistics Student Organization (LSO) in the fall of 2022. In that position, they have led the organization of numerous events with the goal to enrich the educational experiences of students in linguistics and related fields at UW–Madison. Some of these have been social events, such as study nights, game nights, and craft hangouts. Others have been professionalization events, including an organization trip to the Linguistics Society of America (LSA) conference, and two iterations of the annual Workshop on General Linguistics (WiGL) student research conference. They are passionate about building community at the university and creating new opportunities for students.

Leah Awkward-Rich

Social Welfare

Leah Awkward-Rich (she/her) is a PhD student in the Sandra Rosenbaum School of Social Work studying early childhood education policy. Previously, Leah served as the student representative on a faculty search committee and on the Admissions Committee. She currently serves on the Committee on Diversity and Inclusion for the School of Social Work, and she collaborates with fellow students to address equity issues within the school. Leah hopes that her service to the School of Social Work will help to promote a diverse, welcoming, and inclusive environment for current and future students.

Cynthia Baeza

Curriculum & Instruction

Cynthia joins the University of Wisconsin–Madison with seven years of teaching experience in the Dallas Independent School District. She is a founding member of a single-gender STEAM-focused school in Texas, where she served the roles of Dual Language Lead, Dual Language Teacher, and Language Proficiency Assessment Committee (LPAC) Chair. Cynthia has extensive experience providing professional development for teachers and presenting at local, national, and international conferences. She strives to be a colleague and ongoing learner in every space she is a part of.

Savannah Gentry

Marissa Gurtler

Classical and Ancient Near Eastern Studies

Marissa is a graduate student in Classical and Ancient Near Eastern Studies.

Naomi Isenberg

Cancer Biology

Sean began graduate school in 2019 and just three months into joining a lab the pandemic started. This created many new and unique challenges for him and many other graduate students. As such, he has spearheaded the creation of a student committee dedicated to improving the quality of life of graduate students in his program. This committee has planned numerous social events, such as picnics and tailgates, as well as events geared toward professional and scientific development. The overall goal of these events is to instill a bigger sense of community in the department, as well as create connections between individuals that were lost to the pandemic. Additionally, this committee has also worked to support the mental health of students by organizing a seminar with University Health Services to improve knowledge of the resources available to trainees, as well work to establish a mental health ambassador specifically dedicated to the Cancer Biology program. Mental health awareness is extremely important to Sean, who believes that we cannot be successful in graduate school or other aspects of life if we don’t take care of ourselves first.

Ultimately, Sean believes that while graduate school is very difficult at times, improving communication with fellow graduate students and faculty can make graduate school more manageable and potentially even fun!

Stephanie McFarlane

Patrick Monari

Christopher Stevens

Pharmaceutical Sciences

Beyond his work with AAPS, Chris has served on the School of Pharmacy’s Assessment Committee and helped with several analyses and refinements of the tools used to assess course performance. He is also invested in undergraduate education and developing future scientists, and has mentored several undergraduate students and volunteered for several instructional positions. As a bisexual male, Chris has spoken to students about the impact identity has on one’s science, and how important it is to acknowledge your own bias and background. He is dedicated to helping increase representation of all minoritized groups in scientific research and encourages others to do so as well. Chris is passionate about helping both undergraduate and graduate students develop the tools and skills they need to succeed in their profession and helps show them how to do so in an authentic manner. He hopes to continue to advocate for students and ensure they receive the support they need in their education as he moves forward in his career.

Jennifer Tran

Microbiology

Jennifer is also passionate about helping grad students in their professional lives. As a member of the organizing committee for the 2023 Life Sciences Careers Day, she brought in guest speakers, made graphics, and helped plan and organize the event. She has also served as a consultant, project manager, and Director of Engagement for WiSolve Consulting Group, a nonprofit organization of UW–Madison grad students and postdocs focused on professional development opportunities like workshops, networking events, and client-facing consulting projects.

Overall, Jennifer hopes she leaves graduate school having uplifted and made positive impacts for other students and plans to continue her efforts into the next step of her career.

Alexius Lampkin

Molecular and Cellular Pharmacology

Mark Koranda

Mark Koranda grew up listening for three. He is a child of deaf adults (CODA), a native translator of Deaf rights. At UW–Madison, he served twice on a cross-disciplinary committee for hiring a researcher in Deaf Studies/Sign Language. He has regularly guest lectured across campus on Deaf culture and American Sign Language. He also served on the Psychology department’s inaugural graduate student Climate and Diversity Committee.

Change begins within. Lately Mark’s passion has been directed at developing self-directed cognitive exercises that foster broader thinking. The primary venue of this project is a new campus journaling club, Skilled Reflection, where students address writing prompts to reconcile contradictions between their ideals and the reality they live in. Mark is currently trying to reconcile the incompatibility between his own ideals and current job prospects.

Haleigh Ortmeier-Clarke

Maxwell Chibuogwu

Plant Pathology

As an executive with the Plant Sciences Graduate Student Council, he volunteered to help and support high school students and teachers at a minority and agriculture focused high school (St. Vincent high school) in Milwaukee. In his department, Maxwell is involved with the What’s Eating My Plants (WEMP) program which also performs outreach to local communities. WEMP educates different groups of people about what types of diseases are affecting their plants and crops. Maxwell is also an active member of Mentorship Opportunities in Sciences and Agriculture for Individuals of Color (MOSAIC). Minorities in Agriculture, Natural Resources and Related Sciences (MANRRS) is also another organization where Maxwell has found a niche and is helping build the UW–Madison chapter.

All these activities he engages in are important to him as they connect him to people from all walks of life. With those connections, he shares life’s experiences and learns from them while building community. Helping people, carrying them along, and making sure they understand what is going on is very key to his life and work. He deeply believes that science for science’s sake may not be very useful. But if we use science to impact and improve the lives of those around us, the world will be better for it. His research focuses on the development of field-based management practices that will minimize toxins in silage corn. He will also explore the biology and epidemiology of Gibberella zeae ( Fusarium graminearum ) during the colonization of silage corn hybrids that leads to Gibberella ear rot and Gibberella stalk rot.

Endocrinology and Reproductive Physiology

Serena Wisner

Neuroscience Training Program (NTP)

Emma Lazaroff

Alexandra Barber

Educational Psychology (School Psychology program area)

Emily Mixon

Motivated by community-wide instances of exclusion, burn-out, and minoritization in the broad field of geoscience, Emily co-led the development and implementation of the first Department of Geoscience graduate workplace climate survey in 2019-2020, leading to institutional changes including broad departmental participation in Unlearning Racism in Geoscience (URGE) training and re-allocation of funding to support student-led DEI efforts. The climate survey is now a biennial process that longitudinally tracks workplace climate and evaluates departmental initiatives. In 2021, Emily leveraged the previous survey results to inform her leadership of a Department of Geoscience DEI committee of faculty, staff, and students in drafting a code of conduct.

Supporting an initiative to diversify departmental faculty, Emily served as the graduate student representative on the search committee charged with identifying Geoscience candidates for the Faculty Diversity Initiative Target of Opportunity hiring effort from 2020-2022. In this role, she facilitated interactions between students and visiting candidates and gathered community feedback to improve equity and inclusion in the overall hiring process.

She has also served the UW–Madison community through engagement as a founding member of UW–Madison GeoPath and participation as an advising scholar on the Wisconsin Institute for Discovery “Life as We Don’t Know It” art-science initiative. Emily also engages in community-building work beyond UW–Madison. Her efforts beyond campus include founding an online resource aimed at educating geoscientists about racial justice (GeoReadingForEquity) and advocating for student voices in her role as a student representative for both the inclusive early career network “PetroNet” and the Geological Society of America Geochronology Division.

Alexandra Villa

PhD Candidate in Sociology

Talia Cohen

PhD Candidate in Clinical Psychology

Becca Honeyball

PhD Candidate in Horticulture

Jenyne Loarca

PhD Candidate in Plant Breeding and Plant Genetics

David Menendez

PhD Candidate in Psychology

Joshua Mitchell

PhD Candidate in the Integrated Program in Biochemistry

Korede Olugbenle

MS Candidate in Agroecology

Korede is one of the administrative members of Mentorship Opportunities in Science & Agriculture for Individuals of Color (MOSAIC). Korede along with the other administrative members bring together mentors of color to create a mentoring network for BIPOC students in the College of Agricultural & Life Sciences. Korede assists with the formation of beneficial relationships, increasing a sense of community and belonging, and hosting lunch and discussion events.

Molli Pauliot

PhD Candidate in Anthropology

Bryan Rubio Perez

PhD Candidate in Electrical and Computer Engineering

PhD Candidate in Integrative Biology and Entomology

Patricia Tran

PhD Candidate in Freshwater and Marine Sciences

Claudia Triana

PhD Candidate in Educational Policy Studies