university of bristol phd history

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University of bristol: history.

Doctor of Philosophy - PhD

Full-time, 4 years starts sep 2024.

The Department of History delivers expert postgraduate supervision by internationally recognised scholars in a wide range of subject areas. The department offers a lively research community in the setting of an exciting city and region with a rich heritage. Excellent research resources are available for postgraduate study locally (for example in the library's Special Collections department and its print holdings), online through the library's database subscriptions, and in close proximity to the city.

Members of the History department publish and supervise research in a range of areas within the broad fields of cultural, social, economic and political history. We cover the medieval, early modern and modern periods. Our research culture is diverse and dynamic, and our collective work includes interests in political culture, studies of people and ideas on the move, environmental history, public and creative histories, and work on visual and material culture alongside colleagues in the Department of the History of Art.

Prospective applicants should make contact with a potential supervisor before submitting an application to discuss their proposed research questions, the state of the proposed field of study and appropriate primary source material.

In addition to topics focusing on single research areas, we actively encourage interdisciplinary research that cuts across the spectrum of historical studies, or other intellectual disciplines in the Faculty of Arts and beyond.

Possible start dates are January 2024, September 2024, January 2025. Please see the programme page on our website for more information.

Part-Time, 8 years starts Sep 2024

Full-Time, 1 years starts Sep 2024

Our MA in History offers you the opportunity to explore a variety of historical approaches, all within a diverse range of chronologies and geographies. The programme is particularly characterised by a high degree of choice, both in what and how you learn.

Students can opt to take specialist master's level units, join third-year undergraduate units, or undertake independent solo research projects. Several units also offer the chance to engage with external partners such as the SS Great Britain and BBC History Magazine.

Given the wide range of research and teaching in the department, we are confident you will find units that reflect your own interests, whether that's medieval notions of the apocalypse, the English Civil War, maritime empires, race in North America, or something else entirely.

Across the year, students can choose to specialise by following pathways through our programme that reflect our strengths in:

- medieval and early modern history

- contemporary British, European and American history

- global history (with particular focus on African and Asian history)

- histories of colonialism, empire, and race

- environmental history

- public history

- histories of gender, sexuality, and the body.

Alternatively, you may prefer to obtain a broad knowledge of different historical subjects, themes, debates and methodologies.

As well as benefitting from the research expertise of our staff, you will be immersed in a vibrant postgraduate community at Bristol. This is underpinned by regular seminar series, guest speakers, and skills workshops, as well as social events organised by our History Society and student reps. You will also be connected to a number of prestigious research groups in the Faculty of Arts in which the Department of History plays a prominent part. This includes our centres for Medical Humanities, Black Humanities, Environmental Humanities, and Medieval Studies.

Part-Time, 2 years starts Sep 2024

Master of Philosophy - MPhil

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History PhD University of Bristol

Course options

Qualification.

PhD/DPhil - Doctor of Philosophy

University of Bristol

SEP-24, JAN-25

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• UNIVERSITY INFO

Course summary

The Department of History delivers expert postgraduate supervision by internationally recognised scholars in a wide range of subject areas. The department offers a lively research community in the setting of an exciting city and region with a rich heritage. Excellent research resources are available for postgraduate study locally (for example in the library's Special Collections department and its print holdings), online through the library's database subscriptions, and in close proximity to the city.

Members of the History department publish and supervise research in a range of areas within the broad fields of cultural, social, economic and political history. We cover the medieval, early modern and modern periods. Our research culture is diverse and dynamic, and our collective work includes interests in political culture, studies of people and ideas on the move, environmental history, public and creative histories, and work on visual and material culture alongside colleagues in the Department of the History of Art.

Prospective applicants should make contact with a potential supervisor before submitting an application to discuss their proposed research questions, the state of the proposed field of study and appropriate primary source material.

In addition to topics focusing on single research areas, we actively encourage interdisciplinary research that cuts across the spectrum of historical studies, or other intellectual disciplines in the Faculty of Arts and beyond.

Application deadline

01 August 2024, 01 December 2024

Module Options

Tuition fees.

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University of Bristol, Beacon House, Queen’s Road, Bristol, Bristol, BS8 1QU, England

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12th out of 91

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Department of History (Historical Studies)

• Faculty of Arts
• School of Humanities
• Website http://www.bristol.ac.uk/history/

United Kingdom

Student theses

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Course type

Qualification, university name, phd degree history courses at university of bristol.

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Related subjects:

• PhD History
• PhD Ancient History
• PhD History of Specific Periods
• PhD Late Medieval History

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Classics and Ancient History PhD

University of bristol.

The Department of Classics and Ancient History has an international reputation for outstanding and innovative research. We are Read more...

• 4 years Distance without attendance degree: £4,758 per year (UK)
• 8 years Distance without attendance degree: £2,379 per year (UK)
• 4 years Full time degree: £4,758 per year (UK)
• 8 years Part time degree: £2,379 per year (UK)

Medieval Studies PhD

Bristol's importance as medieval England's second city and a major maritime port for trade and exploration makes it an excellent setting Read more...

History PhD

The Department of History delivers expert postgraduate supervision by internationally recognised scholars in a wide range of subject Read more...

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University of Bristol

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University home > Unit and programme catalogues in 2020/21 > Unit catalogue > Faculty of Arts > Department of History (Historical Studies) > Approaching the Past

Unit information: Approaching the Past in 2020/21

Please note: you are viewing unit and programme information for a past academic year. Please see the current academic year for up to date information.

Description including Unit Aims

In this unit we will be introducing you to some key skills that will carry through your degree, and in some cases into the world of work. But perhaps the most important aim of the unit is to encourage you to read, write and think as an historian and to introduce you to the challenges and the excitement of actually exploring the discipline yourself. This unit will be constructed by a series of lectures and workshops. Everyone attends the lectures, which amount to 20 hours in total. You are then divided into smaller groups, and will attend a total of 10 workshops. By the end of the unit you should understand what is distinctive about the study of history and understand why historians study their subject in the ways they do. You should also be able to reflect upon the complex relationship between evidence and interpretation, and to think about the nature of academic debate.

This unit is designed to prepare students for degree-level study in history by equipping them with the skills they will need. It focuses upon fostering the practical and interpretive skills required by those studying history, and upon developing students' sense of what being an historian involves. It thus aims to introduce students to the challenges and the excitement of studying this subject, with a particular emphasis on how to read, interpret and discuss historical texts and objects.

Intended Learning Outcomes

By the end of the unit students will be equipped to:

• understand what constitutes plagiarism
• work together in a group on a research project
• provide a short group presentation to students and assessors based on a research project
• employ Powerpoint or similar technology effectively in a presentation
• demonstrate an understanding of what is distinctive about the about the study of history and why historians study their subject in the ways they do.

Teaching Information

Classes will involve a combination of long- and short-form lectures, class discussion, investigative activities, and practical activities. Students will be expected to engage with readings and participate on a weekly basis. This will be further supported with drop-in sessions and self-directed exercises with tutor and peer feedback.

Assessment Information

Plagiarism test (students are required to pass this in order to complete the unit) [ILO 1]

10-minute Individual Project Presentation + 1200-word Critical Commentary (100%) [ILOs 2-5]

Reading and References

J. Arnold, History: A Very Short Introduction (Oxford University Press, 2000)

L. Jordanova, History in Practice [2nd edn.] (Hodder Arnold, 2006).

A. Munslow, The Routledge Companion to Historical Studies (Routledge, 2006).

J. Tosh, Historians on History (Pearson Longman, 2000).

J. Tosh, The Pursuit of History [4th edn.] (Pearson Longman, 2002).

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• Units available in the Department of History (Historical Studies)

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History PhD University of Bristol

• On campus - h Clifton Campus
• Sep 1, 2023 Full-time - 4 years
• Sep 1, 2023 Full-time - 1 years
• Jan 1, 2024 Part-time - 8 years
• Jan 1, 2024 Full-time - 1 years
• Sep 1, 2023 Part-time - 8 years
• Sep 1, 2023 Part-time - 2 years
• Jan 1, 2024 Full-time - 4 years
• Jan 1, 2024 Part-time - 2 years

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Student Reviews

Salary of Graduates in Sociology, Social Policy and Anthropology

Important: Salary data below is not course specific, but contains data of all students of Anthropology at the university. Due to data collection methodology, salary data is mainly based on data related to undergraduate students .

Salary of all UK Graduates of Sociology, Social Policy and Anthropology

Course Description

MPhil: a standalone, one-year (full-time) research degree. Students will undertake their own research project, concluding in the submission of a 25,000 word dissertation. Students may have the option to audit units from our taught master's courses if they are relevant to their research.

PhD: a research project undertaken across three years (full-time, plus a writing up period), culminating in an 80,000 word thesis. As well as having the option to audit taught units, there may be the potential for PhD students to teach units themselves from their second year of study onwards.

The Department of History delivers expert postgraduate supervision, delivered by internationally recognised scholars in a wide range of subject areas. The department offers a lively research community in the setting of an exciting city and region with a rich heritage. Excellent research resources are available for postgraduate study locally (for example in the library’s Special Collections department and its print holdings), online through the library’s database subscriptions, and in easy striking distance of the city.

Members of the department publish and supervise research in a range of areas within the broad fields of cultural, social, economic and political history. We cover the medieval, early modern and modern periods, and offer expertise on specialist topics such as public history, global and transnational history, digital humanities, environmental history, imperial and colonial history, contemporary history and the history of medicine.

Prospective applicants should make contact with a potential supervisor (please see the staff profiles below) before submitting an application to discuss their proposed research questions, the state of the proposed field of study and appropriate primary source material.

Accreditation by the Chartered Institute for Archaeologists (CIfA) , working in partnership with University Archaeology UK (UAUK) , recognises academic programmes which provide students with appropriate workplace skills relevant to both a career in the historic environment and CIfA membership at Practitioner grade.

Jobs & Career Perspectives

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Assessment Methods

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• Graduate Degrees
• Graduate Degrees Law, Econ, Medicine, English
• Undergraduate Degrees
• Undergraduate Degrees Law, Econ, Medicine, English

UCAS International Information

Tuition fees history phd.

Average student cost of living in the UK

London costs approx 34% more than average, mainly due to rent being 67% higher than average of other cities. For students staying in student halls, costs of water, gas, electricity, wifi are generally included in the rental. Students in smaller cities where accommodation is in walking/biking distance transport costs tend to be significantly smaller.

University Rankings

Positions of university of bristol in top uk and global rankings., rankings of university of bristol in related subject specific rankings., social studies & humanities, about university of bristol.

The University of Bristol is a traditional red brick research university located in Bristol, England. This university does not have a campus that it designates as its main campus, but instead has a group of buildings in the city centre which is referred to as the “University precinct”. With six different faculties and 29 distinct schools, there is sure to be something of interest for almost any student at Bristol.

List of 408 Bachelor and Master Courses from University of Bristol - Course Catalogue

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The university league tables, cug the complete university guide - by subject  (published: 14 may, 2024).

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British Quacquarelli Symonds, UK

Qs world university rankings by subject  (published: 10 april, 2024), the guardian news and media limited, the guardian university league tables by subject  (published: 09 september, 2023), urap university ranking by academic performance - by field  (published: 22 july, 2023).

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PhD in History

• University of Bristol

At UNIVERSITY OF BRISTOL

Qualification

Next intake

16 September 2024

Entry Score

About the course

The Department of History delivers expert postgraduate supervision by internationally recognised scholars in a wide range of subject areas. The department offers a lively research community in the setting of an exciting city and region with a rich heritage. Excellent research resources are available for postgraduate study locally (for example in the library's Special Collections department and its print holdings), online through the library's database subscriptions, and in close proximity to the city. Members of the History department publish and supervise research in a range of areas within the broad fields of cultural, social, economic and political history. We cover the medieval, early modern and modern periods. Our research culture is diverse and dynamic, and our collective work includes interests in political culture, studies of people and ideas on the move, environmental history, public and creative histories, and work on visual and material culture alongside colleagues in the Department of the History of Art. Prospective applicants should make contact with a potential supervisor before submitting an application to discuss their proposed research questions, the state of the proposed field of study and appropriate primary source material. In addition to topics focusing on single research areas, we actively encourage interdisciplinary research that cuts across the spectrum of historical studies, or other intellectual disciplines in the Faculty of Arts and beyond.

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Start dates and prices

Course fees are indicative and should be used as a guide. to get an accurate price.

Duration: 4 Year (s)

Fees: GBP 20700

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Entry requirements for university of bristol, application deadline.

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Oncology Community Mourns the Loss of Dr Jeffrey S. Weber, 2016 Giant of Cancer Care® Winner

Fact checked by:

In Partnership With:

Jeffrey S. Weber, MD, PhD, inductee of the 2016 Giants of Cancer Care award in Melanoma, has died.

Jeffrey S. Weber, MD, PhD

Jeffrey S. Weber, MD, PhD, inductee of the 2016 Giants of Cancer Care® award in Melanoma , has died. 1

Weber served as deputy director of the Laura and Isaac Perlmutter Cancer Center; the Laura and Isaac Perlmutter Professor of Oncology in the Department of Medicine at New York University (NYU) Grossman School of Medicine; director of the Experimental Therapeutics Program; and co-leader of the Clinical Melanoma Program Board at NYU Langone Health. 2

“The Melanoma Research Alliance mourns the passing of Dr Jeffrey S. Weber, a true pioneer in the field of cancer immunotherapy and an extraordinary leader in melanoma research,” the Melanoma Research Alliance wrote in a post on LinkedIn. 1 “His contributions have forever changed the landscape of melanoma treatment, bringing groundbreaking advances from the lab into clinical practice and offering hope to countless patients."

After receiving his PhD from Rockefeller University in 1979, Weber earned his MD from NYU in 1980. He completed his residency at the University of California, San Diego, in 1983, and he finished a fellowship in medical oncology at the National Cancer Institute in 1986. 2

From 2007 until joining NYU Langone Health in 2015, Weber served as director of the Donald A. Adam Comprehensive Melanoma Research Center at Moffitt Cancer Center in Tampa, Florida. During his career, he also conducted research and taught at the University of California, Irvine. He was also chief of Medical Oncology at the University of Southern California (USC) and associate director of Clinical Research at USC Norris Comprehensive Cancer Center in Los Angeles.

Weber was an investigator on a phase 3 trial (NCT00094653) that showed that treatment with ipilimumab (Yervoy) with or without a gp100 peptide vaccine improved overall survival compared with a gp100 peptide vaccine alone in patients with unresectable stage III or IV melanoma. 3

Subsequently, Weber served as lead investigator of the phase 3 CheckMate 037 trial (NCT01721746), which evaluated nivolumab (Opdivo) vs chemotherapy in patients with advanced melanoma who experienced disease progression following treatment with ipilimumab. 4 Findings from the trial supported the 2014 FDA approval of nivolumab for the treatment of patients with unresectable or metastatic melanoma following treatment with ipilimumab or a BRAF inhibitor. 5 Weber was then lead investigator for the phase 3 CheckMate 238 trial (NCT02388906), which supported the FDA approval of nivolumab as adjuvant treatment for patients with completely resected melanoma with lymph node involvement or metastatic disease. 6,7

“I was lucky to be involved in the immunotherapy field from the very beginning, and many of my mentors and colleagues are still among the leaders 30-plus years later,” Weber said in a 2016 interview with OncLive ® after being named a Giant of Cancer Care in Melanoma. “In the oncology community, melanoma was considered a death sentence…We’re now at the point at having a discussion about ‘cure’ with our patients. We were never able to use that word.”

Weber’s work continued until his death. Earlier in 2024, he was lead study author of the phase 2b KEYNOTE-942 trial (NCT03897881), data from which showed that the addition of the novel, mRNA-based, individualized neoantigen therapy mRNA-4157 to pembrolizumab (Keytruda) improved recurrence-free survival vs pembrolizumab alone in patients with resected, high-risk melanoma. 8

“I live by the rules of oncology, of which there are 10…The prime rule, rule number 10, is that ‘the patient comes first,’” Weber said in an interview with OncLive On Air ® in 2020. “That’s professionally the rule by which all physicians must live. The patient comes first, ahead of everything else.”

Weber also worked with Physicians’ Education Resource ® and chaired events for the organization; most recently, in April 2024, he served as co-chair of the 20th Annual International Symposium on Melanoma and Other Cutaneous Malignancies ® . He was slated to co-chair the 21st Annual meeting in February 2025.

Outside of work, one of Weber’s interests included reading and collecting art about military history , including a keen interest in World War II aviation.

When Weber was named a Giant of Cancer Care at 64 years of age, he said he had no plans to take a step back from clinical work in the near future. He saw himself remaining employed and involved with research for another 10 or 15 years.

Despite the advances in the melanoma field that he witnessed and helped facilitate, Weber remained a proponent of clinical trials to continue pushing for improved outcomes for patients.

“Without [clinical trials], there will be no cures. Someday we will be curing a large proportion of people with melanoma,” Weber said in 2016. “It may be in my lifetime, [or] it may not; what’s important is that it will [be cured], as long as good people continue to be involved in clinical trials.”

• Melanoma Research Alliance. The Melanoma Research Alliance mourns the passing of Dr. Jeffrey S. Weber, a true pioneer in the field of cancer immunotherapy and an extraordinary leader[...]. LinkedIn. Posted August 19, 2024. Accessed August 19, 2024. https://www.linkedin.com/posts/melanoma-research-alliance_the-melanoma-research-alliance-mourns-the-activity-7231322209300946946-bgBV/
• Jeffrey S. Weber, MD, PhD. NYU Langone Health. Accessed August 19, 2024. https://nyulangone.org/doctors/1053348706/jeffrey-s-weber
• Hodi FS, O'Day SJ, McDermott DF, et al. Improved survival with ipilimumab in patients with metastatic melanoma. N Engl J Med . 2010;363(8):711-723. doi:10.1056/NEJMoa1003466
• Weber JS, D'Angelo SP, Minor D, et al. Nivolumab versus chemotherapy in patients with advanced melanoma who progressed after anti-CTLA-4 treatment (CheckMate 037): a randomised, controlled, open-label, phase 3 trial.  Lancet Oncol . 2015;16(4):375-384. doi:10.1016/S1470-2045(15)70076-8
• Bristol-Myers Squibb receives accelerated approval of Opdivo (nivolumab) from the U.S. Food and Drug Administration. News release. Bristol Myers Squibb. December 22, 2014. Accessed August 19, 2024. https://news.bms.com/news/details/2014/Bristol-Myers-Squibb-Receives-Accelerated-Approval-of-Opdivo-nivolumab-from-the-US-Food-and-Drug-Administration/default.aspx
• FDA grants regular approval to nivolumab for adjuvant treatment of melanoma. FDA. December 20, 2017. Accessed August 19, 2024. https://www.fda.gov/drugs/resources-information-approved-drugs/fda-grants-regular-approval-nivolumab-adjuvant-treatment-melanoma
• Weber J, Mandala M, Del Vecchio M, et al. Adjuvant Nivolumab versus Ipilimumab in Resected Stage III or IV Melanoma. N Engl J Med . 2017;377(19):1824-1835. doi:10.1056/NEJMoa1709030
• Weber JS, Carlino MS, Khattak A, et al. Individualised neoantigen therapy mRNA-4157 (V940) plus pembrolizumab versus pembrolizumab monotherapy in resected melanoma (KEYNOTE-942): a randomised, phase 2b study. Lancet . 2024;403(10427):632-644. doi:10.1016/S0140-6736(23)02268-7

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Melanoma Research Pioneer Jeffrey S. Weber, MD, PhD, Dies

The Melanoma Research Alliance mourns the passing of Jeffrey S. Weber, MD, PhD, a pioneer in developing immunotherapy for patients with melanoma.

Jeffrey S. Weber, MD, PhD

The 2016 Giants of Cancer Care ® award winner in Melanoma, Jeffrey S. Weber, MD, PhD, has died, according to an announcement from The Melanoma Research Alliance. 1

Weber served as deputy director of the Laura and Isaac Perlmutter Cancer Center; the Laura and Isaac Perlmutter Professor of Oncology in the Department of Medicine at New York University (NYU) Grossman School of Medicine; director of the Experimental Therapeutics Program; and co-leader of the Clinical Melanoma Program Board at NYU Langone Health. 2

“The Melanoma Research Alliance mourns the passing of Dr Jeffrey S. Weber, a true pioneer in the field of cancer immunotherapy and an extraordinary leader in melanoma research,” the Melanoma Research Alliance wrote in a post on LinkedIn. 1 “His contributions have forever changed the landscape of melanoma treatment, bringing groundbreaking advances from the lab into clinical practice and offering hope to countless patients.”

After receiving his PhD from Rockefeller University in 1979, Weber earned his MD from NYU in 1980. He completed his residency at the University of California, San Diego, in 1983, and he finished a fellowship in medical oncology at the National Cancer Institute in 1986. 2

From 2007 until joining NYU Langone Health in 2015, Weber served as director of the Donald A. Adam Comprehensive Melanoma Research Center at Moffitt Cancer Center in Tampa, Florida. During his career, he also conducted research and taught at the University of California, Irvine. He was also chief of Medical Oncology at the University of Southern California (USC) and associate director of Clinical Research at USC Norris Comprehensive Cancer Center in Los Angeles.

Weber was an investigator on a phase 3 trial (NCT00094653) that showed that treatment with ipilimumab (Yervoy) with or without a gp100 peptide vaccine improved overall survival compared with a gp100 peptide vaccine alone in patients with unresectable stage III or IV melanoma. 3

Subsequently, Weber served as lead investigator of the phase 3 CheckMate 037 trial (NCT01721746), which evaluated nivolumab (Opdivo) vs chemotherapy in patients with advanced melanoma who experienced disease progression following treatment with ipilimumab. 4 Findings from the trial supported the 2014 FDA approval of nivolumab for the treatment of patients with unresectable or metastatic melanoma following treatment with ipilimumab or a BRAF inhibitor. 5 Weber was then lead investigator for the phase 3 CheckMate 238 trial (NCT02388906), which supported the FDA approval of nivolumab as adjuvant treatment for patients with completely resected melanoma with lymph node involvement or metastatic disease. 6,7

“I was lucky to be involved in the immunotherapy field from the very beginning, and many of my mentors and colleagues are still among the leaders 30-plus years later,” Weber said in a 2016 interview with OncLive ® after being named a Giant of Cancer Care in Melanoma. “In the oncology community, melanoma was considered a death sentence…We’re now at the point at having a discussion about ‘cure’ with our patients. We were never able to use that word.”

Weber’s work continued until his death. Earlier in 2024, he was lead study author of the phase 2b KEYNOTE-942 trial (NCT03897881), data from which showed that the addition of the novel, mRNA-based, individualized neoantigen therapy mRNA-4157 to pembrolizumab (Keytruda) improved recurrence-free survival vs pembrolizumab alone in patients with resected, high-risk melanoma. 8

“I live by the rules of oncology, of which there are 10…The prime rule, rule number 10, is that ‘the patient comes first,’” Weber said in an interview with OncLive On Air ® in 2020. “That’s professionally the rule by which all physicians must live. The patient comes first, ahead of everything else.”

Weber also worked with Physicians’ Education Resource ® and chaired events for the organization; most recently, in April 2024, he served as co-chair of the 20th Annual International Symposium on Melanoma and Other Cutaneous Malignancies ® . He was slated to co-chair the 21st Annual meeting in February 2025.

Outside of work, one of Weber’s interests included reading and collecting art about military history, including a keen interest in World War II aviation.

When Weber was named a Giant of Cancer Care at 64 years of age, he said he had no plans to take a step back from clinical work in the near future. He saw himself remaining employed and involved with research for another 10 or 15 years.

Despite the advances in the melanoma field that he witnessed and helped facilitate, Weber remained a proponent of clinical trials to continue pushing for improved outcomes for patients.

“Without [clinical trials], there will be no cures. Someday we will be curing a large proportion of people with melanoma,” Weber said in 2016. “It may be in my lifetime, [or] it may not; what’s important is that it will [be cured], as long as good people continue to be involved in clinical trials.”

• Melanoma Research Alliance. The Melanoma Research Alliance mourns the passing of Dr. Jeffrey S. Weber, a true pioneer in the field of cancer immunotherapy and an extraordinary leader[...]. LinkedIn. Posted August 19, 2024. Accessed August 19, 2024. https://www.linkedin.com/posts/melanoma-research-alliance_the-melanoma-research-alliance-mourns-the-activity-7231322209300946946-bgBV/
• Jeffrey S. Weber, MD, PhD. NYU Langone Health. Accessed August 19, 2024. https://nyulangone.org/doctors/1053348706/jeffrey-s-weber
• Hodi FS, O'Day SJ, McDermott DF, et al. Improved survival with ipilimumab in patients with metastatic melanoma. N Engl J Med . 2010;363(8):711-723. doi:10.1056/NEJMoa1003466
• Weber JS, D'Angelo SP, Minor D, et al. Nivolumab versus chemotherapy in patients with advanced melanoma who progressed after anti-CTLA-4 treatment (CheckMate 037): a randomised, controlled, open-label, phase 3 trial.  Lancet Oncol . 2015;16(4):375-384. doi:10.1016/S1470-2045(15)70076-8
• Bristol-Myers Squibb receives accelerated approval of Opdivo (nivolumab) from the U.S. Food and Drug Administration. News release. Bristol Myers Squibb. December 22, 2014. Accessed August 19, 2024. https://news.bms.com/news/details/2014/Bristol-Myers-Squibb-Receives-Accelerated-Approval-of-Opdivo-nivolumab-from-the-US-Food-and-Drug-Administration/default.aspx
• FDA grants regular approval to nivolumab for adjuvant treatment of melanoma. FDA. December 20, 2017. Accessed August 19, 2024. https://www.fda.gov/drugs/resources-information-approved-drugs/fda-grants-regular-approval-nivolumab-adjuvant-treatment-melanoma
• Weber J, Mandala M, Del Vecchio M, et al. Adjuvant Nivolumab versus Ipilimumab in Resected Stage III or IV Melanoma. N Engl J Med . 2017;377(19):1824-1835. doi:10.1056/NEJMoa1709030
• Weber JS, Carlino MS, Khattak A, et al. Individualised neoantigen therapy mRNA-4157 (V940) plus pembrolizumab versus pembrolizumab monotherapy in resected melanoma (KEYNOTE-942): a randomised, phase 2b study. Lancet . 2024;403(10427):632-644. doi:10.1016/S0140-6736(23)02268-7

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Department of History

Ph.d. program overview.

The Ph.D. program in History trains students in the skills of conducting original historical research and crafting original historical arguments. In the course of their work as historians, Brown scholars draw on a wide range of methods and engage with a variety of audiences. While training emphasizes the core skills of academic research, writing, and teaching at the college and university level, the program’s goals do not end there. Many Brown Ph.D. students explore teaching and writing for different settings and prepare for a breadth of careers that value the skills that obtaining a Ph.D. in History entails.

Students are expected to complete Brown’s Ph.D. program in five to six years. As a mid-sized program, the department values and cultivates attentive and hands-on faculty who work closely with students throughout their progress towards a degree. Critically, students in an entering cohort proceed through the program together, so that discussions across fields, geographies, and chronologies are built into the Ph.D. program.

Students accepted into the History Ph.D. program who remain in good standing are guaranteed funding for six years. Ph.D. students not supported by external fellowships work typically as teaching assistants in the second, third, and fifth (and, if relevant, a portion of the sixth) years of their program. There are also opportunities to apply for conference, research, and study grants either through the History Department or the Graduate School.

The information presented here is a summary of the Ph.D. program. For a more detailed description, see the Department of History Graduate Handbook. Prospective students should also read carefully the information supplied on the website of Brown’s Graduate School.

The Program is divided into two stages:

Stage 1: Coursework and preparation for the Preliminary Exams (Years 1-3)

During the first and second years, students take seminars that introduce the major historiographical questions and methodologies of various subfields and develop their research skills. They identify the three fields for their Preliminary Exams and begin preparation for the exams, which are usually taken in December of the third year. Students are expected to teach as teaching assistants in their second and third years.

History offers five types of Ph.D. courses, typically to be completed within the first three years of a student’s program:

1)    Required seminars (4): "History Now" features cutting-edge historical research and writing, including that being written by History faculty members; "The Roots of History" traces the development of the historical profession, focusing on the major methodological and theoretical landmarks in that development; an advanced workshop, "Writing History," guides students through the writing of a publishable paper; a Dissertation Prospectus Seminar culminates in the student’s defense of the dissertation plan and proposal.

2)    Field Seminars offer a broad overview of the historiography of particular fields (e.g., Early Modern Europe, Modern East Asia).

3)    Thematic Seminars provide opportunities to explore a particular theme or methodological frame from a transnational and transtemporal perspective.

4)    Special Topics Seminars focus on the historiography of a particular nation or region, historical "event," or historiographical debate. They allow for focused, close training, including in specialized skills and readings in languages other than English.

5)    Independent Study courses, by arrangement with the instructor, offer students, individually or in small groups, opportunities to explore special interests in depth.

In addition, students will receive course credit for attending "The Practice of History," a series of professionalization workshops that provide guidance in grant-writing, applying for jobs, developing inclusive teaching practices, constructing effective syllabuses, etc.

Students typically take four courses per semester. Up to two graduate courses (exclusive of language courses) may be taken outside the department.

A typical schedule looks like this:

* Can be filled in a number of ways, including a language course, a 1000-level class, an independent study, a 2000-level class, or with a placeholder independent study with the DGS (HIST2910)

Preliminary Examinations 

By the end of the first semester, students should have identified three fields (one major and two minor); these are usually subfields of the primary and secondary fields listed under Fields of Study ). These will be the areas examined in the Preliminary Examinations—three written and one oral exam—usually completed by the end of the fifth semester.

Language Requirement

Language requirements are set by the fields of study. They must be completed before the preliminary examinations are taken at the end of the fifth semester.

Stage 2: Prospectus and advancement to candidacy (Years 3-5/6)

After the successful completion of all coursework, the language requirement, and the preliminary examinations, the student, usually during the course of the sixth semester, develops a dissertation prospectus. Once the prospectus is approved by the student’s dissertation committee, the student devotes full effort (outside of work as a Teaching Assistant) to researching and writing the dissertation.

In the sixth semester, students take the Dissertation Prospectus Seminar, which provides a collaborative structure for the process of identifying viable dissertation projects, selecting a Dissertation Committee, articulating the project in the form of a dissertation prospectus, and, when appropriate, developing grant proposals based on the prospectus. The prospectus, in roughly 15 to 20 pages, states the dissertation topic, sets it in the context of the relevant secondary historical literature, explains the significance of the study, outlines the methodology to be followed, describes the types of primary sources to be used, and provides a tentative chapter outline, a bibliography, and a research plan. During the Dissertation Prospectus Defense, usually held in May or June, the Dissertation Committee reviews the prospectus and provides suggestions and advice to the student. Once the prospectus is approved, the student proceeds to conduct research on the dissertation.

Dissertation

Dissertations can vary significantly between students and among subfields. Students should consult regularly with their advisors during the dissertation research and writing process, to report progress and to ensure agreement on expectations for the dissertation. The most basic standard for a dissertation is that it makes an original contribution to the body of relevant scholarship in its field. The doctoral dissertation should be completed within four years after the student passes the preliminary examinations.

The Dissertation Defense is conducted by the graduate advisor and other members of the Dissertation Committee. Its purpose is to provide a forum for a general discussion of the dissertation—its strengths and weaknesses as a contribution to knowledge and its future prospects.  If the dissertation is approved by the Dissertation Committee, the student has completed the final requirement of the Ph.D. program and can prepare to graduate.

Candidates for the Ph.D. must normally demonstrate satisfactory performance as a Teaching Assistant in undergraduate courses at Brown, or in teaching at another institution approved by the department. A Teaching Assistant usually works as a grader and section discussion leader under the guidance of the faculty member teaching the course. Ph.D. students not supported by external fellowships typically work as Teaching Assistants in the second, third, and fifth years of their program, and one semester in their sixth year. Explanation of the rights and responsibilities of teaching assistants may be found in the Department of History Graduate Handbook.

The written exam for each individual field may consist of (1) a timed, written, closed or open book exam, (2) a long essay or series of shorter essays, or (3) a draft syllabus and one or several course lectures. (Other potential outcomes must be approved ahead of time by the DGS.) The written exam may be completed (1) when the student finishes reading for a field, leaving only the oral portion for December, or (2) immediately before the oral exam in December. The oral exam, which normally takes place in December of the third year, is two hours long and consists of all three exam committee members querying the student regarding the written exams, the field at large, and/or any materials from the exam list. For more details on the preliminary exams, see the History Graduate Student Handbook.

Summary of Exam Process

• May 19 : Fields Declaration Form submitted to the student’s primary advisor (who will normally be the chair of the exam committee), the DGS, and the graduate program administrator
• Summer: Students should initiate conversations with examiners regarding lists and procedures. 
• January : Preparation for the preliminarily exam should begin in earnest, continuing through the summer and fall. Students should enroll for an Independent Study in semester 4 with their primary advisor or other examiner (see above).
• March 31 : Submission of Fields Planning Form , along with drafts of the three field lists and a progress report on language and all other requirements
• September : Graduate program administrator circulates information about the oral portion of the exam.
• November : Graduate program administrator circulates schedules for the oral exams, along with all submitted written exam responses.
• Early to mid-December : Oral exams are conducted. 

Sample Exam Preparation Schedule Note : This is intended only to provide a rough framework for exam preparation; individual exam processes may vary, depending on examiner and student availability and preference.

• January : Initiate reading for Field 1 (usually major field, as part of IS)
• April : Complete written exam for Field 1
• May : Initiate reading for Field 2
• July : Complete written exam for Field 2
• August : Initiate reading for Field 3
• October : Complete written exam for Field 3
• November : Review Fields 1, 2, and 3 in preparation for oral exam

December : Complete oral exams

The capstone project of the Ph.D. program is the Doctoral Dissertation. The Department’s required core course sequence concludes with the Dissertation Prospectus Seminar, which students take in the sixth semester, usually after passing their Preliminary Exams.

The Dissertation Prospectus Seminar (spring semester of the third year) provides a shared structure for the process of identifying viable dissertation projects, selecting a dissertation committee, articulating the project in the form of a dissertation prospectus, and, where appropriate, developing grant proposals based on the prospectus. The dissertation committee, the selection of which is a requirement of the course, consists of a chair and at least two additional Brown faculty members. 

The dissertation committee will be responsible for evaluating the student's dissertation prospectus, to be presented no later than the end of the sixth semester. This usually takes the form of a dissertation prospectus defense, which is an important moment to bring together the dissertation committee to provide input and advice on the prospectus as well as the next steps of research and writing.

After passing the preliminary exams and obtaining approval of their dissertation prospectus by the dissertation committee, Ph.D. candidates are encouraged to proceed with speed and efficiency into the research process. During the research and writing of the thesis, it is the student's responsibility to regularly provide the graduate advisor with evidence of satisfactory progress towards completion. The doctoral dissertation should be completed within four years after the student passes the preliminary exams.

The department expects each student to have a dissertation defense The defense will normally be conducted by the graduate advisor and dissertation committee members, whether in person or via video conference. If the candidate wishes, other graduate students may attend and participate in the discussion.

A Dissertation Defense form must be filled out by the student and submitted to the Department staff. This form should be filed at the same time as the submission of the penultimate version of the dissertation, on March 15 for a May graduation, or no later than one month prior to the dissertation defense date if an October or February graduation. 

If the dissertation is approved by the dissertation committee, the student has completed the final requirement of the Ph.D. and is permitted to proceed with preparations for graduation. Students are permitted by the Graduate School to graduate (having fulfilled all requirements) at three points during the year: October, February, and May. Students who wish to take part in Commencement ceremonies may elect to walk in May following their graduation (or at the time of their graduation, if in May). Brown University Commencement usually takes place the Sunday before Memorial Day. There is a separate Graduate School Ceremony as well as a Department Ceremony that graduate students are especially encouraged to attend.

Amy G. Remensnyder

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Ph.D. Policies & Procedures

The Baylor Department of History Ph.D. program has established policies and procedures to guide students through their doctoral journey. 

a. Three year minimum on-campus time

Course Work

a. Students entering with a bachelor’s degree will complete 54 hours of course work. For these students, the M.A. thesis will be waived, and the student will be granted an M.A. degree after successfully completing course work and written examinations over their preliminary examinations reading lists.

b. Students entering with a master’s degree will complete 39 hours of course work.*

c. All entering Ph.D. students will be required to take HIS 5369 The Historian's Craft (first semester) and HIS 5370 Advanced Graduate Research and Writing (second semester), during their first year.

d. All students must take at least one American/US, one European, and one Global (i.e. Latin America or non-western) course.

e. All students must take one professional development course, either HIS 5391 History Pedagogy or HIS 5390 Archival Research in History. Students are encouraged to take both seminars if possible.

f. With GPD permission, Ph.D. students may take up to 6 hours in the following departments/schools: Education, English, Museum Studies, Music, Philosophy, Political Science, Religion, Psychology, Social Work (6000-level only), and Sociology.  

Students entering the Ph.D. program with an M.A. in history from Baylor may petition to have successfully completed HIS 5369 and HIS 5370 seminars count towards the required hours for the Ph.D. program. If the petition is successful, this reduces the required hours from 39 to 33.

Languages  

a. Demonstrated intermediate proficiency in one foreign language by one of the methods listed below.

Preliminary Examination Readings (6 hours)  

a. Following completion of course work, students will enroll in 6 hours of HIS 6V85 Preliminary Readings. See below.

Dissertation (12 hours)  

a. The capstone of the Ph.D. degree is the dissertation. Students will enroll in a total of 12 hours of HIS 6V99 Dissertation as they write the dissertation.

Proficiency in a foreign language as required for Ph.D. candidacy may be demonstrated by one of the following options.

•  Presenting an official undergraduate transcript from a regionally accredited institution of higher learning showing that while enrolled the student received a grade of “B” or better in the equivalent of the Baylor University 2320 course (a capstone, fourth semester course in a sequence). Note: This option is valid if the above course was taken not more than five years before the student matriculates into the Baylor graduate program.
• Enrolling in French, German, or Spanish 5370/5371, or Latin or Greek 5321/5322 and receiving a grade of “B” or better in French, German, or Spanish 5371 or Latin or Greek 5322. These are reading courses designed specially for graduate students; no previous experience with the language is necessary. The Graduate School must receive a petition requesting the foreign language course be accepted as completion of the language requirement. These courses may not be audited, or taken Pass/Fail or Credit/Non-Credit.
• Taking the reading examination offered by the Department of Modern Languages and Cultures (Arabic, Chinese, French, German, Italian, Japanese, Spanish, Portuguese, Russian, or another modern language approved by the candidate’s department), Department of Classics (Greek and Latin), or the Institute of Biblical and Related Languages (Hebrew and related Semitic Languages).  

For other options to fulfill this requirement, see the Graduate Catalog .

Over the course of the program, most history Ph.D. students will work as Graduate Assistants in various capacities within the department in fulfillment of the terms of their stipend. Assistantships will be assigned by the Graduate Program Director each semester, in consultation with advisors and the Undergraduate Program Director.

• Graduate Assistantships can take several forms (Graduate/Administrative Assistant, Teaching Assistant, Research Assistant, Journal Assistant, Teacher of Record)
• The kind of work performed will be variable, depending on the faculty mentor and stage of the program, but may include grading, taking attendance, leading discussion groups, assisting with tasks related to an administrative role, helping to edit an academic journal, assisting with research, etc.
• The regular work load for assistantships is a maximum of 20 hours per week.
• Tasks must be directly related to mentor’s research, teaching, editorial work, or administrative role.
•  A variety of experiences over time is the goal, but is not always possible given departmental needs.
• The departmental norm is for students to serve as a Teacher of Record after candidacy.

Preparation

By the end of spring semester in the second doctoral year if entering with M.A., or the third doctoral year if entering with B.A., students should:

• Identify and receive approval from a committee of three examiners in a major/teaching field, a minor/outside field, and a dissertation field (usually the presumed dissertation director)

In consultation with the examiner in each field, develop three reading lists of books and major articles for each field of study. The fields and lists should be composed as follows:

a. Major/Teaching field (limit of 125 books/articles): e.g., US History, 1877-Present, Early Modern England, etc.

b. Minor/Outside field (must be on continent other than student’s major, limit of 50 books/articles): e.g., Modern China, Medieval Women, etc.

c. Dissertation field (field within the major field in which the student anticipates his or her dissertation work, limit of 125 books/articles): e.g. US religious history, gender in Latin America, etc.

Following completion of course work, students will enroll in 6 hours of HIS 6V85 Preliminary Readings during the semester(s) they are preparing for comprehensive exams.

Examinations

There are two portions of the comprehensive exams: written and oral.

Written Exams:

• By early fall of the third year if entering with M.A., or early fall of the fourth year if entering with B.A., students should agree on dates for written exams with their examiners and schedule an oral exam to take place ideally by the end of the semester and no later than the end of the academic year.
• Written exams will be offered across three days, typically with one day or weekend between (such as MWF, or T/R/following T), 9am-1pm.
• Students should reserve a room for the examinations through the department’s administrative associate, agree on the dates for each examination with examiners and notify the GPD which written exams are designated for each day.
• Students should meet with each examiner no later than 2-3 weeks before the exam to discuss format and potential questions. The format of each written examination, including materials allowed (i.e. book lists, notes, etc.), scope and number of questions, etc., is up to the individual examiner in that field. Thus, each written examination may be different in format, scope, and materials allowed. These details should be clearly communicated to students by examiners.
• Examiners will send their questions to the GPD one week in advance of scheduled exam. The GPD will send the questions to the administrative associate.
• Students will pick up their exam questions from the administrative associate the morning of the exam.
• Students complete the exam within four hours on a computer in a private location and may only use materials allowed by their examiners (i.e. notes, books).

At the conclusion of the exam period, students should email their exam to their examiner, the GPD, and the administrative associate.

Your exam responses will be circulated among your entire committee (not just to each individual examiner). However, written exam grades will be determined solely by your examiner.

If the student fails any area of his/her written examination, he/she must make up that deficiency no sooner than two months after his/her first attempt. The privilege of taking a second examination will be given at the discretion of the committee. The committee may decide (a) that the initial failure is terminal, (b) that the student must take the entire written examination again, or (c) that the student must repeat only those area examinations failed at the first attempt. Under no condition will the student be allowed to take any area examination more than two times. The director is responsible for arranging any makeup parts of the examination.

Oral Exams:

Oral exams should be scheduled within one week of the completion of written exams, and must include all three examiners. Oral exams may constitute questions related to the written portion and may also cover general field knowledge. The goal is to ensure both broad knowledge about research/teaching fields as well as mastery of the historical conversation in these areas. Students will be notified of exam results (both written and oral) at the completion of their Oral exams. Upon notification of the successful completion of the written and oral examinations, GPD submits Results of Preliminary Examination form to the Graduate School.

At any time following the successful completion of comprehensive exams, but no later than the end of the semester following comprehensive exams, the student will present a prospectus of the dissertation to his/her dissertation committee for review.

This is a different committee than the committee formed for comprehensive examinations, although some members of the committee may be the same.

According to the Baylor Graduate School , the composition of the dissertation committee should be, at minimum:

• A committee chairperson who is graduate faculty from the student's department
• Another committee member who is graduate faculty from the student's department
• A committee member who is graduate faculty from a Baylor department other than the student's home department (a "Baylor outside reader")
• A committee member that may be graduate faculty from the student's department, graduate faculty from another department, or faculty from another institution as approved by the committee chair and the department GPD

A dissertation committee may include more than four members.

Presentation Process

Once the dissertation chair and student have agreed that the prospectus is ready for presentation, the dissertation chair will schedule a meeting of the committee, usually for one hour.

•  Attending the review will be the student and his/her dissertation committee.
• The format of the meeting will be determined by the director of the dissertation committee.
• A majority vote of the committee is required for the prospectus to be approved. Upon notification of a successful review, and after confirming that all other requirements have been met (see below), the Graduate Program Director will file the Application for Admission to Doctoral Candidacy form with the Graduate School.

Students are recognized as candidates for a doctoral degree only after they have met the foreign language requirement, passed the comprehensive examinations and the prospectus review, completed all departmental requirements including all coursework (except the dissertation), and received approval by the Graduate School of their formal application for admission to candidacy. An Application for Admission to Candidacy form must be filed with the Graduate School by the Graduate Program Director upon successful completion of the above requirements, and is required before a student may defend the dissertation.

Beginning either during the semester in which the student presents the prospectus or the following semester (at the discretion of the dissertation director and Graduate Program Director), students will gain teaching experience by serving as a Teacher of Record (TOR) in the history department in fulfillment of the terms of their graduate stipend.

• In the first semester as a TOR, a student will usually teach one section of a course, which will fulfill the work hours required by the terms of the graduate stipend.
• In every semester after the first semester as a TOR, the student will usually teach two sections as assigned by the Undergraduate Program Director in consultation with the GPD and dissertation director. However, there are also a variety of other ways that a student may fulfill the terms of the graduate stipend as determined by the GPD in consultation with the dissertation director and according to department need.

The capstone of the Ph.D. degree is the dissertation. Students will enroll in a total of 12 hours of HIS 6v99 as they write the dissertation. The dissertation must make an original scholarly contribution to the student's chosen area of study. The student will be required to make an oral defense of the written dissertation to a dissertation committee composed in accordance with Graduate School regulations.

Dissertation Defense

• Early in the semester in which the student intends to graduate, the director and the student will schedule a defense date that falls before the deadline for that particular semester. Students should consult the Graduate School website for all appropriate deadlines, processes, and forms related to the defense and graduation.
• At least ten business days before the defense, the Graduate Program Director will file the Announcement of Oral Examination form with the Graduate School.
• Attending the review will be the student and his/her dissertation committee. Others may attend at the invitation of the candidate with the approval of the director of the dissertation committee. These may include other faculty from within or without the department, fellow graduate students, family members, etc. A majority vote of the committee is required for the dissertation to be approved.
• Upon notification by the dissertation director of a successful defense, the Graduate Program Director will file the Results of Oral Examination form with the Graduate School.

Professional Meetings

Before applying to the department for travel funding to a professional meeting, graduate students, if presenting, should apply for funding through the Graduate School :

a. Travel to Professional Meetings to Present Research

b. Two awards of up to $400 each are available each year (June 1-May 31 of the following calendar year). Any one award may not exceed $400. However, students may request less than $400, thereby possibly allowing support for more than two meetings in a year. 

Students are required to be enrolled in the semester of travel to be eligible for a travel award.

After applying to the Graduate School, if presenting, students may apply to the history department for supplemental funding by completing the History Graduate Student Travel Request form online.

a. Department of History will generally match up to $400 for one professional meeting per academic year at which the student will be presenting.

b. The Department of History will also generally reimburse the student up to $200 for one professional meeting per academic year at which the student will not be presenting.

c. Additional travel must be approved by the GPD and your advisor, and approval is dependent on departmental budget at the time of the request.

d. There will be an exception for graduate students attending a non-presenting professional meeting if it is required for a graduate class. The department may fund up to $400 if the budget allows.

Doctoral Research

Before applying to the Graduate School for travel funding in support of doctoral research, graduate students should first secure GPD assurance of matching departmental funds. Then students should apply for funding through the Graduate School :  

Travel to Support Doctoral Research

This award is designed to support travel for doctoral research directly related to the completion of a candidate's dissertation. The student's dissertation proposal must be formally approved by the program at the time of application. The Graduate School will match funds with the student's department, up to $400. A doctoral student is eligible for one such award during her/his doctoral studies at Baylor University.

The following policies can be found in the Baylor Graduate School Catalog .  

A student who is admitted to Graduate School on probation must maintain a “B” (3.0) overall grade point average for the first nine semester hours of graduate course work. Failure to do so will result in notification of dismissal by the Graduate School. The Graduate School is not required to hear student appeals of this decision. Students will have an option to appeal the dismissal one time. The form to be completed for the appeal will be included in the dismissal letter received. Students are automatically removed from probation upon completion of the first nine semester hours of graduate-level course work if an overall 3.0 grade point average is attained.

Any fully admitted student whose overall GPA falls below a “B” (3.0) average during any semester will be placed on probation for the next nine semester hours of graduate course work. If, after completion of the ninth semester-hour credit, the student’s overall grade point average is still below 3.0, the student will receive notification of dismissal from the Graduate School. Students receiving assistantships must maintain an overall grade point average of 3.0 to avoid being placed on probation. Probationary status prevents the student from Graduate Assistantships and tuition scholarships eligibility.

Individuals who do not attain the required minimum grade point average of 3.0 during the probationary period will be notified in writing by the Graduate School of their dismissal. Students may be placed on probation or be dismissed without being placed on probation for failure to complete program degree requirements.

The student will be precluded from all registration and enrollment privileges at that time. Should the student’s circumstances be so unusual as to warrant special consideration, the dismissal letter will include directions and provisions for engaging in an appeals process. A student can appeal a dismissal one time. Should a student be dismissed a second time, they will be unable to appeal the decision.

Professional Conduct

In keeping with Baylor University’s commitment to mutual respect and personal integrity, the Graduate School expects that all students will conduct themselves in a manner fitting their professional identity. This includes personal conduct towards faculty, staff, peers, and colleagues both on and off campus. Failure to display professional conduct may result in disciplinary action, including dismissal from the graduate program.

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Joseph Ambrosino Embraces History and Heritage Through Fulbright UK Journey

• December 12, 2023

Joseph Ambrosino, a junior majoring in political science and history at the University of South Florida (USF), was selected as one of three recipients to participate in the 2023 University of Bristol Black Humanities Summer Institute Program as part of the Fulbright UK Summer Institute Program. Through this program, Joseph grew to embrace his lived experience and deepen his understanding of his special interests in Black history, marginalized communities, and mental well-being.  

During the three weeks, the Black Humanities Summer Institute Program engages participants with the literature, history, and culture of Bristol, United Kingdom, a city purposely chosen due to its deep connection to the trans-Atlantic slave trade and colonial history. In Bristol, the program gives scholars the opportunity to explore the deep cultural record that lays the foundation for broader global dialogues around the theme of race and the humanities.

Joseph was intrigued by the opportunity to explore the more controversial parts of history and the city itself. Seeing artifacts in person, such as the remains of the Edward Colston statue, which was tossed into the ocean in 2020 due to its connection to slavery, and reflecting on their relationship to the current day, gave Joseph a deeper appreciation for the Caribbean history and culture tied to the U.K. and his own experience as a person with a multicultural family background.

According to Joseph, because he grew up in a home with both Jamaican and American heritage, he didn’t feel like he truly belonged to either community. Through his reflective experience, he grew to understand more about himself and the insecurities he experienced throughout his childhood.  

“It made me feel like I’m missing out. And that I need to tap into that side of my family,” Joseph said. “I started speaking to my grandmother more and ultimately having more confidence in myself.”  

What impressed Joseph about the program was its dedication to the experience of learning through seeing and doing. He enjoyed the opportunity to tour different museums and historical sites, which opened his eyes to the importance of experiential learning.

The opportunity to travel and witness the remnants of past historical events and re-examine their meaning to Black history further inspired Joseph to interrogate how societies use public spaces to communicates events of historical significance. 

Joseph hopes to continue expanding his perspective further with study abroad opportunities like the Frederick Douglass Fellowship, which pays tribute to Frederick Douglass’ transformative experience visiting Ireland more than 175 years ago. Sponsored by the Government of Ireland, the program is committed to enhancing social justice and peace building through experiential learning. Another potential opportunity Joseph is considering is attending graduate school in the U.K. through a fellowship after graduation.

Joseph is grateful to Office of National Scholars (ONS) advisors Dr. Sayandeb Basu and Lauren Chambers for their mentorship throughout the Summer Institute Program application process. From exploring his academic narrative, to forming the first drafts of his personal statement and preparing to interview, ONS was there to assist him every step of the way. 

“From the big picture down to smaller details, they really helped me throughout the preparation process, and I’m incredibly thankful for that,” said Joseph.  

Wherever the next destination, Joseph knows he will keep an open mind and appreciate the opportunities that come his way. 

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Characterizing Long COVID in Children and Adolescents

• 1 Division of General Pediatrics, Department of Pediatrics, NYU Grossman School of Medicine, New York
• 2 Department of Biostatistics, Massachusetts General Hospital, Boston
• 3 Department of Medicine, Harvard Medical School, Boston, Massachusetts
• 4 Division of Population Health, Quality, and Implementation Sciences (PopQuIS), Department of Pediatrics, Rutgers Robert Wood Johnson Medical School, New Brunswick, New Jersey
• 5 Bristol Myers Squibb Children’s Hospital, New Brunswick, New Jersey
• 6 Division of Infectious Diseases, Department of Pediatrics, University of Arkansas for Medical Sciences, Little Rock
• 7 Division of Pediatric Cardiology, Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons, New York, New York
• 8 Division of Pediatric Allergy, Immunology and Rheumatology, Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons, New York, New York
• 9 Division of Respiratory Medicine, Department of Pediatrics, UC San Diego School of Medicine, Rady Children’s Hospital, San Diego, California
• 10 Division of Child and Community Health, Department of Pediatrics, UC San Diego School of Medicine, Rady Children’s Hospital, San Diego, California
• 11 Departments of Cognitive Science, Psychiatry, and Radiology, UC San Diego School of Medicine, Rady Children’s Hospital, San Diego, California
• 12 School of Nursing, Virginia Commonwealth University, Richmond
• 13 Division of Neonatal-Perinatal Medicine, Department of Pediatrics, Children’s Hospital Los Angeles, Keck School of Medicine, University of Southern California, Los Angeles
• 14 Division of Infectious Diseases, Department of Pediatrics, Children’s Hospital Los Angeles, Keck School of Medicine, University of Southern California, Los Angeles
• 15 Division of Cardiology, Department of Pediatrics, Children’s Hospital Los Angeles, Keck School of Medicine, University of Southern California, Los Angeles
• 16 Department of Cardiology, Harvard Medical School, Boston, Massachusetts
• 17 Boston Children’s Hospital, Boston, Massachusetts
• 18 Division of Pediatric Cardiology, Department of Pediatrics, University of Utah, Primary Children’s Hospital, Salt Lake City
• 19 Division of General Pediatrics, Department of Pediatrics, University of California, San Francisco
• 20 Division of Maternal-Fetal Medicine, Department of Obstetrics and Gynecology, University of Utah Health, Salt Lake City
• 21 Division of Rheumatology, Inflammation, and Immunity, Department of Medicine, Massachusetts General Hospital, Boston
• 22 Brigham and Women’s Hospital, Boston, Massachusetts
• 23 Division of Neurology, Department of Neurology, Harvard T.H. Chan School of Public Health, Boston, Massachusetts
• 24 Massachusetts General Hospital, Boston
• 25 Division of Child Study Center, Department of Child and Adolescent Psychiatry, NYU Grossman School of Medicine, New York
• 26 Department of Medicine, NYU Grossman School of Medicine, New York
• 27 Division of Pediatric Critical Care Medicine, Department of Pediatrics, NYU Grossman School of Medicine, New York
• 28 Division of Cardiology, Department of Medicine, NYU Grossman School of Medicine, New York
• 29 NYU Grossman School of Medicine, Bellevue Hospital Center, New York
• 30 Division of Developmental and Behavioral Pediatrics, Department of Pediatrics, NYU Grossman School of Medicine, New York
• 31 RECOVER Patient, Caregiver, or Community Advocate Representative, New York, New York
• 32 Long Covid Families, Charlotte, North Carolina
• 33 Division of Long COVID, Department of Pandemic Equity, Vermont Center for Independent Living, Montpelier
• 34 Patient Led Research Collaborative, Washington, DC
• 35 CORe Community, Inc (COVID Recovery through Community, a 501c3), New York, New York
• 36 Division of Community Impact, Department of Health Strategies, American Heart Association, Atlanta, Georgia
• 37 Division of Biostatistics, Department of Medicine, Massachusetts General Hospital, Boston
• 38 Division of Child and Adolescent Health, Department of Pediatrics, Columbia University Vagelos College of Physicians and Surgeons, New York, New York
• 39 Department of Population and Family Health, Mailman School of Public Health, New York-Presbyterian Hospital, New York
• Editorial Uncovering Pediatric Long COVID Suchitra Rao, MBBS, MSCS JAMA

Question   What prolonged symptoms experienced by youth are most associated with SARS-CoV-2 infection?

Findings   Among 5367 participants in the RECOVER-Pediatrics cohort study, 14 symptoms in both school-age children (6-11 years) and adolescents (12-17 years) were more common in those with vs without SARS-CoV-2 infection history, with 4 additional symptoms in school-age children only and 3 in adolescents only. Empirically derived indices for PASC research and associated clustering patterns were developed.

Meaning   This study developed research indices for characterizing pediatric PASC. Symptom patterns were similar but distinguishable between school-age children and adolescents, highlighting the importance of characterizing PASC separately in different age groups.

Importance   Most research to understand postacute sequelae of SARS-CoV-2 infection (PASC), or long COVID, has focused on adults, with less known about this complex condition in children. Research is needed to characterize pediatric PASC to enable studies of underlying mechanisms that will guide future treatment.

Objective   To identify the most common prolonged symptoms experienced by children (aged 6 to 17 years) after SARS-CoV-2 infection, how these symptoms differ by age (school-age [6-11 years] vs adolescents [12-17 years]), how they cluster into distinct phenotypes, and what symptoms in combination could be used as an empirically derived index to assist researchers to study the likely presence of PASC.

Design, Setting, and Participants   Multicenter longitudinal observational cohort study with participants recruited from more than 60 US health care and community settings between March 2022 and December 2023, including school-age children and adolescents with and without SARS-CoV-2 infection history.

Exposure   SARS-CoV-2 infection.

Main Outcomes and Measures   PASC and 89 prolonged symptoms across 9 symptom domains.

Results   A total of 898 school-age children (751 with previous SARS-CoV-2 infection [referred to as infected ] and 147 without [referred to as uninfected ]; mean age, 8.6 years; 49% female; 11% were Black or African American, 34% were Hispanic, Latino, or Spanish, and 60% were White) and 4469 adolescents (3109 infected and 1360 uninfected; mean age, 14.8 years; 48% female; 13% were Black or African American, 21% were Hispanic, Latino, or Spanish, and 73% were White) were included. Median time between first infection and symptom survey was 506 days for school-age children and 556 days for adolescents. In models adjusted for sex and race and ethnicity, 14 symptoms in both school-age children and adolescents were more common in those with SARS-CoV-2 infection history compared with those without infection history, with 4 additional symptoms in school-age children only and 3 in adolescents only. These symptoms affected almost every organ system. Combinations of symptoms most associated with infection history were identified to form a PASC research index for each age group; these indices correlated with poorer overall health and quality of life. The index emphasizes neurocognitive, pain, and gastrointestinal symptoms in school-age children but change or loss in smell or taste, pain, and fatigue/malaise–related symptoms in adolescents. Clustering analyses identified 4 PASC symptom phenotypes in school-age children and 3 in adolescents.

Conclusions and Relevance   This study developed research indices for characterizing PASC in children and adolescents. Symptom patterns were similar but distinguishable between the 2 groups, highlighting the importance of characterizing PASC separately for these age ranges.

• Editorial Uncovering Pediatric Long COVID JAMA

Read More About

Gross RS , Thaweethai T , Kleinman LC, et al. Characterizing Long COVID in Children and Adolescents. JAMA. Published online August 21, 2024. doi:10.1001/jama.2024.12747

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