best schools for phd chemistry

• The Best Universities for PhDs in Chemistry in the USA (2024)

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This article was written with the assistance of generative AI. All AI content on our site is guided and vetted for accuracy by humans, and data referenced is collected from reliable, authoritative sources.

Why Study Chemistry in the USA

There are many reasons why someone might want to study Chemistry at a university in the USA . Here are just a few:

• The USA houses some of the world's most advanced research facilities and laboratories, offering PhD students the opportunity to engage in high-level studies and make significant contributions in diverse subfields of Chemistry.
• Strong links between US institutions and chemical industries provide graduates with promising job outlooks in sectors such as pharmaceuticals, biotechnology, materials science etc., apart from having career potential in academia.
• Studying under globally recognised experts provides an enriching environment for intellectual growth, with excellent mentorship opportunities that may influence your research direction.
• Many U.S institutions offer a variety of financial aid options such as scholarships, fellowships or teaching assistantships specifically for PhD candidates facilitating a less financially burdened academic journey.

The Best Universities for Chemistry in the USA

The following tables give the 10 top universities in the USA for Chemistry , according to global and local university rankings. It can show you which American universities are amongst the best in the world - and help you compare institutions on an international level.

This information is based on the latest rankings tables, researched and published by Times Higher Education , QS and Academic Ranking of World Universities (ARWU) .

Each ranking system uses its own methodology, with different factors having more or less influence on a university's result.

Our guide has more information on how to use international rankings to decide on the best research universities for PhD study .

What should I know about the Times Higher Education rankings?

The Times Higher Education rankings are strong in academic focus and diverse teaching metrics, but do not include employer-specific metrics. Additionally, the rankings may not include all specialist institutions.

What should I know about the QS rankings?

The QS World University Rankings are designed to meet the needs of prospective students, with more weight given to student-centric metrics such as staff/student ratio, international recruitment and employer opinion. The rankings are balanced between qualitative and quantitative data, but give less weight to research than some other rankings.

What should I know about the ARWU rankings?

The ARWU rankings reflect the presence of elite academics and the future academic success of graduates. However, they do not directly assess the quality of education at a university or take into account other aspects of university performance.

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2024 Best Chemistry Doctor's Degree Schools

Choosing a great chemistry school for your doctor's degree, a great overall school, early-career earnings, other factors we consider, more ways to rank chemistry schools, best schools for doctorate students to study chemistry in the united states, 16 top schools for a doctorate in chemistry.

Chemistry doctor's degree recipients from Northwestern University get an earnings boost of about $32,594 above the average earnings of chemistry graduates.

Those chemistry students who get their doctor's degree from University of California - Berkeley make $36,925 more than the typical chemistry graduate.

Those chemistry students who get their doctor's degree from University of California - Santa Barbara receive $33,709 more than the typical chemistry student.

Chemistry doctor's degree recipients from University of Illinois at Urbana-Champaign earn a boost of around $21,466 above the typical income of chemistry graduates.

Chemistry doctor's degree recipients from University of California - San Diego receive an earnings boost of about $3,546 above the average income of chemistry graduates.

Doctorate students who receive their degree from the chemistry program make an average of $57,938 for their early career.

Chemistry doctor's degree recipients from Ohio State University - Main Campus get an earnings boost of about $14,928 over the typical earnings of chemistry majors.

Additional Noteworthy Schools

Chemistry by Region

Other Rankings

Best associate degrees in chemistry, best master's degrees in chemistry, best value in chemistry, best for non-traditional students in chemistry, best online in chemistry, most popular online in chemistry, best bachelor's degrees in chemistry, best overall in chemistry, highest paid grads in chemistry, best for veterans in chemistry, most popular in chemistry, most focused in chemistry, rankings in majors related to chemistry, chemistry concentrations.

Majors Similar to Chemistry

Notes and References

Popular reports, compare your school options.

• Majors & Careers
• Online Grad School
• Preparing For Grad School
• Student Life

10 Top PhD Programs in Chemistry in 2024

A PhD program in Chemistry can equip you with a range of professional skills and advanced knowledge in the field. With a doctorate in chemistry on your resume, you’ll be able to find prestigious jobs in research labs, industry, academia, or government.

According to the Bureau of Labor Statistics, the median annual salary of chemists and material scientists is $79,760 , and jobs are estimated to grow by 6%  over the next decade, in line with growth prospects for all professions.

Which of the best PhD programs in Chemistry is right for you?

Read on to learn about the best programs, including essential information like tuition, acceptance rates, and whether you can get a degree online or not.

Table of Contents

Top PhD Programs in Chemistry

1. massachusetts institute of technology.

PhD in Chemistry

Massachusetts Institute of Technology has been ranked first in the nation  for Chemistry, so it’s no surprise that this is one of the best PhD in Chemistry programs. The program is flexible because students can choose courses based on their long-term research goals.

• Courses include: Principles of inorganic chemistry, crystal structure refinement, and heterocyclic chemistry.
• Credits: 48
• Duration: 4 years +
• Tuition:  Full funding
• Financial aid: Fellowships, teaching assistantships, and research assistantships.
• Delivery: On-campus
• Acceptance rate: 7.3%
• Location: Cambridge, Massachusetts

2. Stanford University, School of Humanities and Sciences

Stanford University is one of the world’s leading research institutions with innovative and flexible programs. This chemistry PhD program is world-class with a cross-disciplinary approach, collaborating with various other departments and institutes.

• Courses include: Advanced inorganic chemistry, organic polyfunctional compounds, and chemical principles.
• Duration: 5 years
• Tuition: Refer tuition page
• Financial aid: Research assistantship, teaching assistantship, fellowships, grants, and loans.
• Acceptance rate: 5.2%
• Location: Stanford, California

3. California Institute of Technology, Division of Chemistry and Chemical Engineering

Caltech’s Division of Chemistry and Chemical Engineering is renowned for its large number of faculty members conducting leading research in chemistry, biochemistry, and chemical engineering. This chemistry doctoral program aims to develop students’ creative and original research abilities.

• Courses include: Bioinorganic chemistry, organic reaction mechanisms, and advanced quantum chemistry.
• Duration: 5.5 years average
• Tuition : $56,364
• Financial aid: Scholarships, grants, work-study, fellowships, assistantships, and loans.
• Acceptance rate: 6.7%
• Location: Pasadena, California

4. Harvard University, The Graduate School of Arts and Sciences

PhD in Chemistry and Chemical Biology

Harvard University’s faculty in the Chemistry and Chemical Biology division includes several Nobel and Welch Award laureates conducting research in various areas of interest in chemistry. In this PhD program for chemistry, students can pursue interdisciplinary research in various institutes and research centers in the Boston area.

• Courses include: Advanced organic chemistry, materials chemistry, and advanced inorganic chemistry.
• Duration: 5-6 years
• Tuition: Full funding
• Financial aid: Scholarships, research assistantships, and fellowships.
• Acceptance rate: 5%

5. Northwestern University, Weinberg College of Arts and Sciences

Northwestern University’s Weinberg College of Arts and Sciences emphasizes interdisciplinary thinking that is adaptive, flexible, and practical in the context of the modern world. This chemistry PhD program aims to provide students with a strong foundation in chemistry and valuable exposure to research projects important to wider society.

• Courses include: Organic chemistry, physical/analytical chemistry, and biological chemistry.
• Financial aid: Fellowships, graduate assistantships, and loans.
• Acceptance rate: 9.3%
• Location: Evanston, Illinois

6. Yale University, Department of Chemistry

Yale is one of the most acclaimed universities in the world, with a diverse student population, including 22%  international students from a total of 115 different nations . This flexible PhD chemistry program allows students to choose their areas of study based on their research subjects rather than maintaining a rigid course list.

• Courses include: Fundamentals of transition metal chemistry, bioinorganic spectroscopy, and organic structures & energetics.
• Financial aid: Stipends, fellowships, and grants.
• Acceptance rate: 6.5%
• Location: New Haven, Connecticut

7. The University of Chicago, Department of Chemistry

The chemistry department was one of the University of Chicago’s first departments to be inaugurated and currently has a strong faculty in organic, inorganic, and physical chemistry, as well as interdisciplinary studies. This is also one of the most flexible Chemistry PhD programs in the country, allowing you to study from different departments as well as giving you the freedom to choose your areas of study.

• Courses include: Complex chemical systems, chemical biology, and chemical dynamics.
• Tuition : $63,936
• Financial aid: Fellowships, research assistantships, health insurance, grants, scholarships, work-study, and loans.
• Location: Chicago, Illinois

8. Princeton University, Department of Chemistry

Princeton University’s prestigious Frick Chemistry Laboratory encourages faculty and students to conduct collaborative and interdisciplinary research in the field. This doctorate degree in chemistry encourages students to pursue individualized studies and conduct original research in specific areas of chemistry.

• Courses include: Advanced quantum chemistry, biophysical chemistry, and synthetic organic chemistry.
• Tuition : $57,410
• Financial aid: Assistantships, fellowships, work-study, veteran benefits, and loans.
• Acceptance rate: 5.6%
• Location: Princeton, New Jersey

9. The University of California, Berkeley, College of Chemistry

The University of California was founded with a vision for a better future and is well-known as a pioneer in various areas, including diversity and free speech. This graduate program offers three concentrations: physical chemistry, synthetic chemistry, and chemical biology.

• Courses include: Chemical kinetics, coordination chemistry, and organic reactions.
• Tuition : $14,476
• Financial aid: Fellowships, teaching assistantships, research assistantships, grants, and loans.
• Acceptance rate: 17.5%
• Location: Berkeley, California

10. Cornell University, Department of Chemistry and Chemical Biology

Cornell’s Department of Chemistry and Chemical Biology has a history of discovery and innovation and boasts Nobel laureates as well as National Academy Members among its faculty. The TATP (Teaching Assistant Training Program) is an integral part of this PhD program, and a satisfactory performance in this program is a mandatory part of the doctorate.

• Courses include: Engineering general chemistry, principles of organic chemistry, and physical chemistry of proteins.
• Financial aid: Teaching assistantship, research assistantship, fellowships, grants, stipend, and health insurance.
• Acceptance rate: 10.7%
• Location: Ithaca, New York

What Do You Need To Get a PhD in Chemistry?

To be admitted as a PhD candidate , you’ll generally need a master’s in chemistry or a related field. As part of the application process, you’ll typically need to submit academic transcripts, letters of recommendation, GRE scores, and a personal statement or research proposal.

Other documentation may be required depending on the program you want to apply for, so check the requirements with the admissions office.

Most PhD in chemistry programs involve a mix of coursework, which may cover chemistry courses and related sciences, and a research thesis or dissertation.

To earn your doctorate in chemistry, you typically also need to participate in seminars, pass oral and written exams, and complete a teaching assistantship.

Preparing for a Chemistry Doctorate Program

A PhD in chemistry is a technical, relatively-difficult advanced degree, so it’s important to prepare well to get the best results. Ahead of commencing, or even applying for the program, familiarize yourself with the latest developments and research in the field.

It can be a good idea to join professional associations, take advantage of other networking opportunities, and seek out extra-curricular activities in the field. Practical experience can also be very valuable, so try to work in a lab if possible.

Things To Consider When Choosing a Chemistry PhD Program

There are a range of chemistry doctorate programs offered by different institutions and covering several different concentrations. Before choosing the right program for you, it’s important to carefully consider your interests, passions, and career goals in order to decide on your preferred area of study.

From there, look for strong programs in this discipline with renowned faculty specializing in your area of interest.

Other key factors to consider include the following:

• Mode of delivery: on-campus, online, or hybrid
• School location, accessibility, and affordability to live in the area if you’re planning on studying on campus
• Program costs, including not only tuition but also fees and other expenses
• Financial aid options

Why Get a Doctorate in Chemistry?

A PhD in chemistry is one of the most in-demand and highest-paying PhDs . Graduates with a PhD chemistry are highly employable, with most finding roles in private industry. According to Duke University , from their 242 candidates, 118 were employed in business/industry, and Boston University  also tells us that most PhD Chemistry holders are employed in the private sector.

The benefits of studying for a doctorate in chemistry include:

• High level of prestige
• Many chemistry PhD programs are fully-funded or offer access significant to financial aid
• Wide range of job prospects in academia, research, and management
• Access to senior leadership positions and opportunities to manage research projects

Jobs you can land with a PhD in Chemistry include:

• Post-doctoral Research Assistant ( $52,672 )
• Chemical Materials Scientist ( $130,008 )
• Professor of Chemistry ( $94,914 )
• Development Chemist ( $59,802 )
• Director of Research ( $107,150 )

The tuition for a PhD in chemistry can range from $10,000 to $70,000 based on various factors, with public schools being much more affordable than private schools. On top of tuition, you also need to consider other expenses, such as fees, study materials, and living expenses. However, many chemistry doctorates offer scholarships, grants, and even full funding.

For most programs, you’ll take around five years to complete a chemistry PhD when studying full-time. However, it can take up to seven years or even longer in some cases.

What Skills Do You Gain When Doing a Ph.D. in Chemistry?

You’ll build a range of advanced skills as part of a PhD in Chemistry program, most notably:

• Research skills
• Communication skills
• Critical thinking skills
• Mentoring and teaching skills
• Leadership skills
• Organizational skills

PhD in Chemistry FAQs

How long does a phd in chemistry take.

A PhD in Chemistry takes five years to complete on average, though the duration can typically be anywhere between three and seven years.

Which Field of Chemistry Is Best for a PhD?

There is no single field that is best for a PhD in Chemistry. The best option for you will depend on your preferences, interests, and career ambitions. Common specializations include organic,         inorganic, physical, analytical, and computational chemistry.

What Can You Do With a PhD in Chemistry?

A PhD in chemistry is typically considered the most advanced degree in this scientific field and opens up a range of positions in academia, research, and the private sector. Positions for graduates with PhD doctorates include lecturers, professors, research leaders, environmental scientists, and materials scientists.

Is It Hard To Get a PhD in Chemistry?

Given that chemistry is a highly technical field and a PhD is an advanced degree, it’s not surprising that a PhD in chemistry is an in-depth, involved, and relatively-challenging degree. There’s no denying that you’ll need a background in the field and a certain degree of dedication to earn your doctorate in chemistry, but it’s certainly not impossible with some hard work and a little passion!

Key Takeaways

A PhD in chemistry is a valuable, advanced degree that opens up a wide range of career prospects, including senior-level positions in research, industry, and academia. There are a number of high-quality PhD programs in chemistry offered by renowned institutions across the country, covering a range of disciplines and including both on-campus and online programs .

Be clear on your areas of interest and career objectives, do your research to choose the best program for you, and you can’t go wrong!

For more options, look at our guide to the best online PhD programs , or if you’re ready to start preparing your application, check out our ultimate grad school test guide .

Lisa Marlin

Lisa is a full-time writer specializing in career advice, further education, and personal development. She works from all over the world, and when not writing you'll find her hiking, practicing yoga, or enjoying a glass of Malbec.

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QS World University Rankings by Subject 2024: Chemistry

Discover which universities around the world are the best for chemistry with the QS World University Rankings by Subject 2024.

The top five universities in the world for studying chemistry are all unchanged this year, with Harvard University once again leading the way. 

Only one university has broken into the top 20, with the Technical University of Munich climbing two places from 22nd. 

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Domestic 70% International 30%

Other subject rankings:

Published on: 10 April 2024

† Corrections to university performance may be made after publication. You can view the release version and a summary of any edits  here .

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PhD Program

Professor Wender discusses chemistry with his graduate students.

Doctoral study in chemistry at Stanford University prepares students for research and teaching careers with diverse emphases in basic, life, medical, physical, energy, materials, and environmental sciences.

The Department of Chemistry offers opportunities for graduate study spanning contemporary subfields, including theoretical, organic, inorganic, physical, biophysical and biomedical chemistry and more. Much of the research defies easy classification along traditional divisions; cross-disciplinary collaborations with Stanford's many vibrant research departments and institutes is among factors distinguishing this world-class graduate program.

The Department of Chemistry is committed to providing academic advising in support of graduate student scholarly and professional development.  This advising relationship entails collaborative and sustained engagement with mutual respect by both the adviser and advisee.

• The adviser is expected to meet at least monthly with the graduate student to discuss on-going research.
• There should be a yearly independent development plan (IDP) meeting between the graduate student and adviser. Topics include research progress, expectations for completion of PhD, areas for both the student and adviser to improve in their joint research effort.
• A research adviser should provide timely feedback on manuscripts and thesis chapters.
• Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program.
• If there is a significant issue concerning the graduate student’s progress in research, the adviser must communicate this to the student and to the Graduate Studies Committee in writing.  This feedback should include the issues, what needs to be done to overcome these issues and by when.

Academic advising by Stanford faculty is a critical component of all graduate students' education and additional resources can be found in the  Policies and Best Practices for Advising Relationships at Stanford  and the  Guidelines for Faculty-Student Advising at Stanford .

Learn more about the program through the links below, and by exploring the research interests of the  Chemistry Faculty  and  Courtesy Faculty .

Chemistry, PhD

Zanvyl krieger school of arts and sciences.

Johns Hopkins University was the first American institution to emphasize graduate education and to establish a PhD program in chemistry. Founding Chair Ira Remsen initiated a tradition of excellence in research and education that has continued until this day. The Hopkins graduate program is designed for students who desire a PhD in chemistry while advancing scientific knowledge for humankind.

The graduate program provides students with the background and technical expertise required to be leaders in their field and to pursue independent research.

Graduate students’ advancement is marked by entrance exams, coursework, teaching, seminars, oral examinations, and an individual research project that culminates in a thesis dissertation. The thesis research project represents an opportunity for graduate students to make a mark on the world. Working in conjunction with a faculty member or team, individually tailored thesis projects enable students to think independently about cutting-edge research areas that are of critical importance. Thesis research is the most important step toward becoming a PhD scientist, and our program provides an outstanding base with a proven track record of success.

Graduate students make up the heart of the Chemistry Department, and the department strives to support students’ individual needs. Each student is carefully advised and classes are traditionally quite small. Multidisciplinary research and course offerings that increase scientific breadth and innovation are hallmarks of the program.  In addition to academic and technical development, our department also offers several outlets for professional and social development.

Admission Requirements

Application materials include:

• Academic transcripts
• Three letters of recommendation
• Statement of Purpose
• We encourage (but do not require) applicants to report scores for the GRE general and GRE chemistry subject tests. Applicants who feel that GRE scores support their case are welcome to include them. Our application review process is holistic, and the Graduate Admissions Committee believes that standardized test scores represent only one piece of a candidate’s profile. Applicants for whom taking the GRE presents a burden or who feel it does not represent their skills are free to not include them.
• The application fee is $75. However, fee waivers may be requested for applicants that have documentation showing they are a part of SACNAS, MARCC, oSTEM and many other organizations. To access the full list to see if you qualify, go to the  Krieger Graduate Admission and Enrollment  page.

Assistance with the application process is available. Candidates with questions about the application process should contact the department's administrative staff ([email protected]).

There are no fixed requirements for admission. Undergraduate majors in chemistry, biology, earth sciences, mathematics, or physics may apply as well as all well-qualified individuals who will have received a BA degree before matriculation. A select number of applicants will be invited to visit campus to tour our facilities and interact with our faculty members and their lab members over a weekend in March.

For further information about graduate study in chemistry visit the Chemistry Department website . 

Program Requirements

Normally, the minimum course requirement for both the M.A. and the Ph.D. degrees is six one-semester graduate courses in chemistry and related sciences. Exceptionally well-prepared students may ask for a reduction of these requirements.

Requirements for the Ph.D. degree include a research dissertation worthy of publication, and a knowledge of chemistry and related material as demonstrated in an oral examination. Each student must teach for at least one year.

Below is a list of the core Chemistry courses for graduate level students.

• College of Arts & Sciences
• Graduate Division
• College of Liberal and Professional Studies

• PhD Program

Chemistry PhD Program

The University of Pennsylvania is an internationally renowned research institution that attracts the best students from the United States and around the globe. The Graduate Program is designed for students who wish to earn a Ph.D. in Chemistry while undertaking cutting edge research. The program provides students with the necessary theoretical background and hands-on training to become independent and highly successful scientists.  Graduate students achieve mastery of advanced chemistry topics through courses in different subdisciplines. Broad exposure to current research also occurs via four weekly departmental seminar programs and many interdisciplinary, university-wide lecture series.

Currently, faculty, students, and postdoctoral associates in Chemistry work in the fields of bioinorganic chemistry, bioorganic chemistry, chemical biology, biophysical chemistry, bioinformatics, materials science, laser chemistry, health related chemistry, structural and dynamical studies of biological systems, X-ray scattering/diffraction, NMR spectroscopy, applications of computing and computer graphics, as well as investigations of chemical communication and hormone-receptor interactions. Many research groups combine different techniques to explore frontier areas, such as nanomaterials applied to biology, photoactive biomolecules, and single-molecule imaging. Novel synthetic procedures are under constant development for targets ranging from super-emissive nanoparticles to highly specialized drug molecules and giant dendrimers, which are being explored, for example, as drug-delivery systems. The Research Facilities in the Department of Chemistry provide a strong technology base to enable the highest level of innovation. Graduate students are a driving, integral force at Penn Chemistry.

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Survey of Ph.D. Programs in Chemistry

By Joel Shulman

How does your chemistry Ph.D. program compare to others in terms of department size and student demographics? Requirements for the degree? Graduate student progression and support? Developing skills that go beyond knowledge of chemistry? Answers to these questions and many others can be gleaned from the Survey of Ph.D. Programs in Chemistry recently reported by the ACS Committee on Professional Training (CPT) . Highlights of the survey are given here.

View the full report

The primary objective of the CPT is to facilitate the maintenance and improvement of the quality of chemical education at the postsecondary level. Not only does the Committee develop and administer the guidelines that define high-quality undergraduate education, but it also produces resources such as the ACS Directory of Graduate Education and publishes data on undergraduate and graduate education. Approximately every ten years, CPT fields a survey of Ph.D. programs. The latest survey solicited data from all 196 Ph.D. programs in chemistry and received usable information (base year, 2007) from 139 of these programs.

Figure 1. Size Distribution of Ph.D. Programs

Program size and demographics of students

The 139 reporting Ph.D. programs are divided for purposes of comparison into three groups of approximately equal size according to the total number of graduate students in the program: 44 small (defined as 0 to 40 total graduate students), 46 medium (41 to 105 graduate students), and 49 large programs (106+ graduate students). The number of students in Ph.D. programs ranges from 0 to 394 (see Figure 1) with a total of 13,280 students. Eighteen departments have more than 200 students, accounting for more than one-third (4,460) of the total graduate students in chemistry. The 30 largest programs account for almost 50% of graduate students. The average program size is 96 students (and 23 faculty), while the median program size is 67 students.

Of the doctoral students in responding programs, 27.4% are women, 5.2% are underrepresented minorities, and 42.3% are international students (Table 1). Small programs tend to have a higher percentage of underrepresented minority students (averaging 7.8%), while large programs have a higher percentage of women (28.5%) and a lower percentage of international students (37.3%).

Table 1. Demographics of Graduate Students by Program Size

Requirements for degree (Table 2)

Of course, a doctoral dissertation is required by all Ph.D. programs. Most (71%) graduate programs require entering graduate students to take placement exams, although this requirement tends to be less prevalent as program size increases. The average program requires a minimum of 20 credits (semester hours, corrected for programs on the quarter system) of coursework, a number that does not vary significantly by program size. In addition to course work and dissertation, 96% of programs require at least one of the following: cumulative examinations (58%), an oral preliminary exam (54%), a comprehensive oral exam (50%), and/or a comprehensive written exam (31%). All four of these exams are required by 7% of programs; 17% of programs require three; 43% of programs require two; and 28% require only one. Large programs require cumulative exams less often and oral exams more often than small or medium programs. Only four programs (3%) require students to pass a language exam for the Ph.D.

Table 2. Requirement in Ph.D. Program

Graduate Student Progression and Support (Table 3)

The mean time to the Ph.D. is 5.1 years, a number that varies neither by program size nor by public vs. private institution (data not shown). Most programs place a limit on the amount of time allowed to achieve a Ph.D. (average of 7.8 years) as well as on the number of years of departmental support allowed a student (average of 5.9 years). More than 80% of students choose a research advisor within six months of entering graduate school. A significant number of programs either require or permit laboratory rotations before a final advisor is selected.

Monetary support for Ph.D. students comes from teaching assistantships more often than from research assistantships at small and medium programs, while the reverse is true in large programs. There is wide variation in TA stipends, depending on both program size and geographic location. Most programs have a range of stipends, which on average run from $18,000 to about $20,000 per year. Teaching assistants at larger programs are more likely to teach discussion (recitation) sections than those in small or medium programs.

Table 3. Student Progression and Support in Ph.D. Programs

Developing Student Skills

In addition to chemistry knowledge and laboratory skills, it is important that all Ph.D. chemists develop skills in areas such as critical thinking, oral and written communication, and teamwork. Toward this end, 74% of all programs require students to create and defend an original research proposal (Table 2). All but six programs require students to make presentations (exclusive of the thesis defense) to audiences other than their research group; the average number of required presentations is 2.4, with little variation by program size. When asked whether any graduate students receive student-skills training outside of formal course work, 67% responded that at least some students receive specific training in communications; 59% in ethics/scientific integrity; 43% in grant writing; 37% in mentoring; 37% in intellectual property/patents; and 18% in business/economics. Students in large programs are more likely to receive some training in these skill areas than are students in other programs.

The data from this CPT survey provide a snapshot of graduate student demographics, requirements for the degree, and progression and support in chemistry Ph.D. programs. Survey results highlight similarities and differences among small, medium, and large programs across the country.

Dr. Joel I. Shulman retired as The Procter & Gamble Company's Manager of Doctoral Recruiting and University Relations in 2001 and is now an adjunct professor of chemistry at the University of Cincinnati. He serves the ACS as a consultant for the Office of Graduate Education and the Department of Career Management and Development and as a member of the Committee on Professional Training.

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Johns Hopkins University was the first American institution to emphasize graduate education and to establish a PhD program in chemistry. Founding Chair Ira Remsen initiated a tradition of excellence in research and education that has continued until this day. The Hopkins graduate program is designed for students who desire a PhD in chemistry while advancing scientific knowledge for humankind.

The graduate program provides students with the background and technical expertise required to be leaders in their field and to pursue independent research.

Graduate students’ advancement is marked by entrance exams, coursework, teaching, seminars, oral examinations, and an individual research project that culminates in a thesis dissertation. The thesis research project represents an opportunity for graduate students to make a mark on the world. Working in conjunction with a faculty member or team, individually tailored thesis projects enable students to think independently about cutting-edge research areas that are of critical importance. Thesis research is the most important step toward becoming a PhD scientist, and our program provides an outstanding base with a proven track record of success.

Graduate students make up the heart of the Chemistry Department, and the department strives to support students’ individual needs. Each student is carefully advised and classes are traditionally quite small. Multidisciplinary research and course offerings that increase scientific breadth and innovation are hallmarks of the program.  In addition to academic and technical development, our department also offers several outlets for professional and social development.

For more information, contact the Director of Graduate Studies. Dr. Art Bragg Office: Remsen 221 410-516-5616 [email protected]

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2025 Best Colleges for Chemistry in America

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1-25 of 1,390 results

California Institute of Technology

• Pasadena, CA ·
• · Rating 3.97 out of 5   133 reviews
• grade  A+ Overall Niche Grade
• Acceptance rate 3%
• Net price $20,755
• SAT range 1530-1580

#1 Best Colleges for Chemistry in America .

Blue checkmark.

PASADENA, CA ,

133 Niche users give it an average review of 4 stars.

Featured Review: Other says I like the campus most , students activities , diverse programs of alumni and dorms and libraries . overall experiences are very good . .

Read 133 reviews.

Overall Niche Grade : A+ ,

Acceptance Rate : 3% ,

Net Price : $20,755 ,

SAT Range : 1530-1580 ,

Massachusetts Institute of Technology

• Cambridge, MA ·
• · Rating 4.17 out of 5   666 reviews
• Acceptance rate 4%
• Net price $20,232

#2 Best Colleges for Chemistry in America .

CAMBRIDGE, MA ,

666 Niche users give it an average review of 4.2 stars.

Featured Review: Other says My experience has greatly exceeded my already-high expectations. My professors have always been available and the opportunity to apply my studies and skills to research projects was great. My... .

Read 666 reviews.

Acceptance Rate : 4% ,

Net Price : $20,232 ,

Harvard University

• · Rating 4.17 out of 5   861 reviews
• Net price $19,491
• SAT range 1490-1580

#3 Best Colleges for Chemistry in America .

861 Niche users give it an average review of 4.2 stars.

Featured Review: Sophomore says Attending Harvard College has been an inspiring, challenging, and eye-opening experience. As a future dental school applicant, I’ve taken full advantage of the numerous opportunities to engage with... .

Read 861 reviews.

Net Price : $19,491 ,

SAT Range : 1490-1580 ,

Saint John's University - Minnesota

• COLLEGEVILLE, MN
• · Rating 3.67 out of 5   403

Kennesaw State University

• KENNESAW, GA
• · Rating 3.77 out of 5   5,159

Norco College

• · Rating 3.91 out of 5   398

Yale University

• New Haven, CT ·
• · Rating 4.03 out of 5   1,063 reviews
• Acceptance rate 5%
• Net price $18,647
• SAT range 1500-1580

#4 Best Colleges for Chemistry in America .

NEW HAVEN, CT ,

1063 Niche users give it an average review of 4 stars.

Featured Review: Senior says Aside from the obvious (great academics and professors), there are just so many great resources and opportunities available at Yale. Unfortunately, you don't get any guidance or help accessing them,... .

Read 1063 reviews.

Acceptance Rate : 5% ,

Net Price : $18,647 ,

SAT Range : 1500-1580 ,

University of California - San Diego

• La Jolla, CA ·
• · Rating 3.64 out of 5   4,048 reviews
• Acceptance rate 24%
• Net price $16,111
• SAT range —

#5 Best Colleges for Chemistry in America .

LA JOLLA, CA ,

4048 Niche users give it an average review of 3.6 stars.

Featured Review: Freshman says The University of California San Diego is honestly the perfect place, I knew I wanted to be here since I was a sophomore in high school. The campus itself is beautiful, and if you want to explore out... .

Read 4048 reviews.

Acceptance Rate : 24% ,

Net Price : $16,111 ,

Emory University

• Atlanta, GA ·
• · Rating 3.84 out of 5   1,632 reviews
• Acceptance rate 11%
• Net price $26,680
• SAT range 1430-1550

#6 Best Colleges for Chemistry in America .

ATLANTA, GA ,

1632 Niche users give it an average review of 3.8 stars.

Featured Review: Sophomore says While Emory does not a traditional college experience by many means, it is definitely a great place to go with lots of wonderful resources. There are ample opportunities, especially for students... .

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Acceptance Rate : 11% ,

Net Price : $26,680 ,

SAT Range : 1430-1550 ,

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Princeton University

• Princeton, NJ ·
• · Rating 3.99 out of 5   476 reviews
• Acceptance rate 6%
• Net price $18,698

#7 Best Colleges for Chemistry in America .

PRINCETON, NJ ,

476 Niche users give it an average review of 4 stars.

Featured Review: Sophomore says Princeton University is certainly an academically rigorous college. It attracts students who hold themselves to high standards which, due to grade deflation, adds to the stress of most students. The... .

Read 476 reviews.

Acceptance Rate : 6% ,

Net Price : $18,698 ,

University of Chicago

• Chicago, IL ·
• · Rating 3.82 out of 5   1,307 reviews
• Net price $36,991

#8 Best Colleges for Chemistry in America .

CHICAGO, IL ,

1307 Niche users give it an average review of 3.8 stars.

Featured Review: Alum says I enjoyed my time at Hyde Park! I thought that the school challenged me strongly and prepared me well for post-college life. The curriculum was thoughtful and the range of classes to take outside of... .

Read 1307 reviews.

Net Price : $36,991 ,

Carnegie Mellon University

• Pittsburgh, PA ·
• · Rating 3.72 out of 5   1,490 reviews
• Net price $33,499
• SAT range 1490-1570

#9 Best Colleges for Chemistry in America .

PITTSBURGH, PA ,

1490 Niche users give it an average review of 3.7 stars.

Featured Review: Freshman says Starting as a freshman at Carnegie Mellon has been a whirlwind experience. Moving from the bustling, sunny streets of Dubai to the colder, more laid-back vibe of Pittsburgh was a big adjustment. I... .

Read 1490 reviews.

Net Price : $33,499 ,

SAT Range : 1490-1570 ,

University of North Carolina at Chapel Hill

• Chapel Hill, NC ·
• · Rating 3.89 out of 5   2,699 reviews
• Acceptance rate 17%
• Net price $10,614
• SAT range 1350-1530

#10 Best Colleges for Chemistry in America .

CHAPEL HILL, NC ,

2699 Niche users give it an average review of 3.9 stars.

Featured Review: Alum says I had a wonderful experience during my undergrad at UNC Chapel Hill! The campus is beautiful, there are always people hanging out on the quads, and there are many traditions that continue every year.... .

Read 2699 reviews.

Acceptance Rate : 17% ,

Net Price : $10,614 ,

SAT Range : 1350-1530 ,

Stanford University

• Stanford, CA ·
• · Rating 4.11 out of 5   1,296 reviews
• Net price $18,279

#11 Best Colleges for Chemistry in America .

STANFORD, CA ,

1296 Niche users give it an average review of 4.1 stars.

Featured Review: Alum says I'm an alum, parent of an alum, & worked in a significant position at Stanford. I loved meeting brilliant people from around the world. As a result, I learned a tremendous amount in academic & social interactions. Stanford provided opportunities to meet world leaders, policy... Due to the qtr system, I took a ton of classes so I double majored. My daughter was Phi Beta Kappa as she also took classes in different disciplines. I walked on to athletic teams & by my last year was playing with a US team. That had a significant impact on my life. Campus is amazing! 8000 acres with the farm, gardens, museums, hiking, etc. .

Read 1296 reviews.

Net Price : $18,279 ,

Rice University

• Houston, TX ·
• · Rating 4.09 out of 5   1,130 reviews
• Acceptance rate 9%
• Net price $19,902

#12 Best Colleges for Chemistry in America .

HOUSTON, TX ,

1130 Niche users give it an average review of 4.1 stars.

Featured Review: Sophomore says Rice University is a great school for all-rounders—people who have more than one passion in life and want to explore all these passions together. They emphasize this even in the more intensive... .

Read 1130 reviews.

Acceptance Rate : 9% ,

Net Price : $19,902 ,

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Duke University

• Durham, NC ·
• · Rating 3.94 out of 5   1,214 reviews
• Net price $23,694

#13 Best Colleges for Chemistry in America .

DURHAM, NC ,

1214 Niche users give it an average review of 3.9 stars.

Featured Review: Alum says Duke is a great community! While classes were difficult, challenged us to think critically, and were competitive by nature, I believe Duke students worked hard to help each other learn and succeed.... .

Read 1214 reviews.

Net Price : $23,694 ,

University of California - Berkeley

• Berkeley, CA ·
• · Rating 3.72 out of 5   4,539 reviews
• Net price $19,257
• SAT range 1310-1530

#14 Best Colleges for Chemistry in America .

BERKELEY, CA ,

4539 Niche users give it an average review of 3.7 stars.

Featured Review: Junior says As a minority student at UC Berkeley, my experience has been both challenging and rewarding. Initially, I found aspects of campus life exclusive, making it hard to find my place. However, I've grown... .

Read 4539 reviews.

Net Price : $19,257 ,

SAT Range : 1310-1530 ,

University of California - Los Angeles

• Los Angeles, CA ·
• · Rating 3.98 out of 5   5,648 reviews
• Net price $16,999

#15 Best Colleges for Chemistry in America .

LOS ANGELES, CA ,

5648 Niche users give it an average review of 4 stars.

Featured Review: Senior says Hosting over 1,200 clubs and student organizations, UCLA has something for everyone. This is a school where it is easy to find the connections to experience new things, as well as get involved on... .

Read 5648 reviews.

Net Price : $16,999 ,

Johns Hopkins University

• Baltimore, MD ·
• · Rating 3.69 out of 5   1,419 reviews
• Acceptance rate 7%
• Net price $24,034
• SAT range 1520-1570

#16 Best Colleges for Chemistry in America .

BALTIMORE, MD ,

1419 Niche users give it an average review of 3.7 stars.

Featured Review: Freshman says Absolutely fantastic experience. Better than all of the Ivy League schools combined. Professors are superb, students are excellent. Happiest place on Earth - like another Disney World, but better! .

Read 1419 reviews.

Acceptance Rate : 7% ,

Net Price : $24,034 ,

SAT Range : 1520-1570 ,

University of Virginia

• Charlottesville, VA ·
• · Rating 3.92 out of 5   2,444 reviews
• Acceptance rate 19%
• Net price $19,469
• SAT range 1400-1540

#17 Best Colleges for Chemistry in America .

CHARLOTTESVILLE, VA ,

2444 Niche users give it an average review of 3.9 stars.

Featured Review: Junior says As a student at the University of Virginia, my experience was shaped by a mix of academic rigor and vibrant student life. UVA's beautiful grounds and strong community create an environment that's... However, UVA has areas needing improvement, particularly in diversity and inclusion. While progress has been made, more efforts are needed to ensure all students feel welcome, regardless of race or... .

Read 2444 reviews.

Acceptance Rate : 19% ,

Net Price : $19,469 ,

SAT Range : 1400-1540 ,

Vanderbilt University

• Nashville, TN ·
• · Rating 4.02 out of 5   1,361 reviews
• Net price $25,606

#18 Best Colleges for Chemistry in America .

NASHVILLE, TN ,

1361 Niche users give it an average review of 4 stars.

Featured Review: Senior says I have overall had a great experience with Vanderbilt University, and I am truly sad that it is my last year coming up in the fall. I think that community is something that Vanderbilt does well, as... .

Read 1361 reviews.

Net Price : $25,606 ,

University of California - Irvine

• Irvine, CA ·
• · Rating 3.78 out of 5   4,324 reviews
• Acceptance rate 21%
• Net price $14,033
• SAT range 1230-1430

#19 Best Colleges for Chemistry in America .

IRVINE, CA ,

4324 Niche users give it an average review of 3.8 stars.

Featured Review: Sophomore says As an incoming second-year undergraduate, I found myself getting comfortable with much ease and little time. The university is renowned for its diverse student body. Coming from a diverse city, I... .

Read 4324 reviews.

Acceptance Rate : 21% ,

Net Price : $14,033 ,

SAT Range : 1230-1430 ,

University of Illinois Urbana-Champaign

• Champaign, IL ·
• · Rating 3.8 out of 5   5,059 reviews
• Acceptance rate 45%
• Net price $14,544
• SAT range 1320-1510

#20 Best Colleges for Chemistry in America .

CHAMPAIGN, IL ,

5059 Niche users give it an average review of 3.8 stars.

Featured Review: Sophomore says Upon arrival to UIUC, I immediately felt the sense that I was welcomed and appreciated for being there. The professors are spectacular! My organic chemistry professor contributed to the COVID test,... .

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Acceptance Rate : 45% ,

Net Price : $14,544 ,

SAT Range : 1320-1510 ,

Northwestern University

• Evanston, IL ·
• · Rating 3.71 out of 5   1,501 reviews
• Net price $22,095

#21 Best Colleges for Chemistry in America .

EVANSTON, IL ,

1501 Niche users give it an average review of 3.7 stars.

Featured Review: Alum says The 90s were a different time. While NU is a larger, private school, I really had a small school, community feel. Lived in the Residential College system (CRC & Willard) was great for getting to... .

Read 1501 reviews.

Net Price : $22,095 ,

Columbia University

• New York, NY ·
• · Rating 3.82 out of 5   1,386 reviews
• Net price $22,058

#22 Best Colleges for Chemistry in America .

NEW YORK, NY ,

1386 Niche users give it an average review of 3.8 stars.

Featured Review: Other says The resources available at Columbia are unparalleled. The Butler Library, with its vast collection of historical documents and rare manuscripts, became my second home. I spent countless hours there,... Living in New York City has been an adventure in itself. The city’s cultural diversity and endless opportunities for exploration have made my time at Columbia even more exciting. From visiting... .

Read 1386 reviews.

Net Price : $22,058 ,

Brown University

• Providence, RI ·
• · Rating 3.85 out of 5   1,088 reviews
• Net price $26,723

#23 Best Colleges for Chemistry in America .

PROVIDENCE, RI ,

1088 Niche users give it an average review of 3.8 stars.

Featured Review: Sophomore says I love Brown so much and can hardly imagine going to a different school! However, I'd love to see more support regarding challenges students from various backgrounds may face specifically transitions... .

Read 1088 reviews.

Net Price : $26,723 ,

Cornell University

• Ithaca, NY ·
• · Rating 3.79 out of 5   2,100 reviews
• Net price $26,060
• SAT range 1470-1570

#24 Best Colleges for Chemistry in America .

ITHACA, NY ,

2100 Niche users give it an average review of 3.8 stars.

Featured Review: Sophomore says Coming from a somewhat big city, I wasn't sure what to expect from a small college town like Ithaca. But after a short year at Cornell, I absolutely love it. Although there isn't a whole lot to do,... Aside from Ithaca, I also think Cornell is the perfect size for a school. It's big so it's pretty busy and there's always parties and social gatherings, and you don't have to see your opps that... .

Read 2100 reviews.

Net Price : $26,060 ,

SAT Range : 1470-1570 ,

Williams College

• Williamstown, MA ·
• · Rating 3.86 out of 5   318 reviews
• Acceptance rate 8%
• Net price $20,965
• SAT range 1480-1570

#25 Best Colleges for Chemistry in America .

WILLIAMSTOWN, MA ,

318 Niche users give it an average review of 3.9 stars.

Featured Review: Alum says I really enjoyed my time at Williams College! It is what you make of it - if you reach out and get involved in things you are 100% going to meet really cool, passionate, and extremely smart people... I was part of an athletics team and it really made my time enjoyable there. It was tough to balance everything sometimes but it prepared me for after college life really well. I will say that the... .

Read 318 reviews.

Acceptance Rate : 8% ,

Net Price : $20,965 ,

SAT Range : 1480-1570 ,

University of Montana

• MISSOULA, MT
• · Rating 3.59 out of 5   2,005

Missouri University of Science and Technology

• · Rating 3.68 out of 5   1,072

The College of New Jersey

• · Rating 3.72 out of 5   1,599

Showing results 1 through 25 of 1,390

100 Best colleges for Chemistry in the United States

Updated: February 29, 2024

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Below is a list of best universities in the United States ranked based on their research performance in Chemistry. A graph of 441M citations received by 10.9M academic papers made by 1,407 universities in the United States was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

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

1. Harvard University

For Chemistry

2. Stanford University

3. Massachusetts Institute of Technology

4. University of Michigan - Ann Arbor

5. Johns Hopkins University

6. University of California - Berkeley

7. Cornell University

8. University of Washington - Seattle

9. University of California-San Diego

10. University of Pennsylvania

11. University of California - Los Angeles

12. Yale University

13. University of California - San Francisco

14. University of Wisconsin - Madison

15. University of Illinois at Urbana - Champaign

16. University of Minnesota - Twin Cities

17. Columbia University

18. Pennsylvania State University

19. University of California - Davis

20. Northwestern University

21. University of North Carolina at Chapel Hill

22. Ohio State University

23. Washington University in St Louis

24. University of Florida

25. University of Pittsburgh

26. University of Chicago

27. University of Texas at Austin

28. California Institute of Technology

29. Purdue University

30. University of Texas Southwestern Medical Center

31. University of Southern California

32. Rutgers University - New Brunswick

33. Texas A&M University - College Station

34. Baylor College of Medicine

35. Georgia Institute of Technology

36. University of Texas MD Anderson Cancer Center

37. University of Utah

38. Princeton University

39. University of Arizona

40. New York University

41. Michigan State University

42. Emory University

43. Duke University

44. Iowa State University

45. Case Western Reserve University

46. Boston University

47. University of California - Irvine

48. Vanderbilt University

49. University of Maryland - College Park

50. University of Iowa

51. University of California - Santa Barbara

52. North Carolina State University at Raleigh

53. University of Virginia

54. University of Colorado Boulder

55. Mayo Clinic College of Medicine and Science

56. University of Georgia

57. University of Illinois at Chicago

58. University of Alabama at Birmingham

59. Rockefeller University

60. University of Rochester

61. University of Kentucky

62. Arizona State University - Tempe

63. Tufts University

64. Icahn School of Medicine at Mount Sinai

65. Virginia Polytechnic Institute and State University

66. Washington State University

67. University of Maryland, Baltimore

68. Stony Brook University

69. Wayne State University

70. Carnegie Mellon University

71. Indiana University - Purdue University - Indianapolis

72. University at Buffalo

73. University of Tennessee - Knoxville

74. University of Miami

75. University of California - Riverside

76. University of Colorado Denver/Anschutz Medical Campus

77. Brown University

78. University of Missouri - Columbia

79. Colorado State University - Fort Collins

80. University of Massachusetts - Amherst

81. Rice University

82. Oregon Health & Science University

83. University of Massachusetts Medical School Worcester

84. Providence College

85. Oregon State University

86. University of Cincinnati

87. University of Connecticut

88. University of Delaware

89. Louisiana State University and Agricultural & Mechanical College

90. University of Nebraska - Lincoln

91. University of Texas Health Science Center at San Antonio

92. Tulane University of Louisiana

93. University of New Mexico

94. University of Notre Dame

95. University of South Florida

96. University of Houston

97. Thomas Jefferson University

98. Georgetown University

99. University of South Carolina - Columbia

100. University of Texas Medical Branch

The best cities to study Chemistry in the United States based on the number of universities and their ranks are Cambridge , Stanford , Ann Arbor , and Baltimore .

Chemistry subfields in the United States

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Chemistry (PhD)

Engage in outstanding research in every area of chemistry.

Why choose this program?

Join an enthusiastic department with an international reputation and world-class research facilities, including newly renovated research laboratories containing a wide range of highly specialized, state-of-the-art instrumentation.

Advanced training in chemistry can lead to a supervisory position in a lab or research facility, or employment in many other fields.

Possible careers include:

• Pulp and paper research scientist
• Agricultural scientist
• University professor
• Scientific instrument development and service technician
• Metallurgical analyst
• Biotechnologist

Admission requirements

You'll need to meet the  Faculty of Graduate Studies minimum requirements  as well as any program-specific admissions requirements before you can apply.

Financial information

At Dalhousie, we want our students to focus on their studies, rather than worry about their personal finances. We offer competitive tuition rates and funding programs to support graduate students in almost all of our degree programs.

Program options

Thesis : Pursue independent and original research guided by a supervisor to develop and defend your thesis.  

Standard program duration:

5 years or longer

Enrolment options:

Delivery format:.

All graduate programs at Dalhousie are collaboratively delivered by a home Faculty and the  Faculty of Graduate Studies .

Contact an admissions advisor

GRADUATE COORDINATOR

Dr. Peng Zhang

Email:  [email protected]

Phone:  902-494-3323

I'm ready to apply!

While every effort is made to ensure accuracy on this page, in the event of a discrepancy,  Dalhousie's Academic Calendars  are the official reference.

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Department of Chemistry

Physical Address: Renfrew Hall 116

Mailing Address: 875 Perimeter Dr, MS 2343 Moscow, ID 83844-2343

Phone: 208-885-6552

Fax: 208-885-6173

Email: [email protected]

Web: Department of Chemistry

Graduate Programs

To the Potential Graduate Student,

I would like to take this opportunity to introduce you to the Department of Chemistry at the University of Idaho. We are a mid-sized chemistry department with 16 faculty members, between 25 and 40 graduate students, and over a dozen postdoctoral scientists. The ratio of graduate students to faculty is small enough that each student receives individual attention, but there are still enough students, postdoctoral fellows, and visiting scientists in each lab to allow for lively discussions.

Renfrew Hall, where the Department of Chemistry is located, is a four-story building with 95,000 square feet of floor space. The building is air-conditioned and well equipped with modern facilities for chemical research. Graduate students have access to major instruments including 300 and 500 MHz NMR spectrometers, a high resolution GC/MS, and a single crystal X-ray diffractometer. The department also has several nanosecond lasers, a dozen Fourier transform infrared spectrometers, three Raman spectrometers, a photon correlation spectrometer, two atomic absorption spectrometers, various chromatographs (SFC, GC, and HPLC), and facilities for neutron activation analysis. We have world-renowned research laboratories in fluorine chemistry and supercritical fluids.

Our department offers research programs in many branches of chemistry, including biological applications of nano-technology, catalyst design, development of Instrumental methods, drug synthesis, environmental chemistry, explosives synthesis and detection, fluorine chemistry, nucleic acid therapeutics and diagnostics, and theoretical organic chemistry. Our department also has strong interactions with two national laboratories, the Pacific Northwest National Laboratory (PNNL) in Richland, Washington, and the Idaho National Laboratory (INL) in Idaho Falls, Idaho. Our graduate students often have the opportunity to perform experiments in collaboration with scientists at these national laboratories.

We have high expectations for our graduate students in research, but we do not expect our students to spend all their time in one research laboratory. We encourage our graduate students to participate in chemical demonstrations and lectures given regularly at local schools and in area communities. We take teaching seriously, and all our incoming graduate students participate in a short course that covers many of the less-obvious skills required of university-level teachers.

Our strength lies in our surroundings as well as in our department. Moscow, our hometown, is located in the heart of the rolling Palouse hills, described in the National Geographic Magazine article, “A Paradise Called the Palouse”. Washington State University is only 8 miles away, adding to the intellectual and cultural opportunities in the region. To the east are the foothills of the Rocky Mountains, and to the west is the Columbia River Basin. We are just a few hours' drive from some of Idaho’s renowned wilderness areas.

If you would like to attend a university that has high standards and is small enough for you to get to know students and faculty in other research groups, the University of Idaho is a great choice. Our students have the opportunity to interact with talented members of the faculty every day. I invite you to learn about the scientific endeavors underway in this department in the rest of this web site and, when you are choosing a graduate school, to consider the advantages of the University of Idaho.

Ray von Wandruszka, Chair Department of Chemistry

2024-2025 Catalog

Doctoral degrees.

The University of Idaho awards the degree of Doctor of Philosophy in recognition of high achievement in scholarly and research activity. The degree of Doctor of Education is granted for high scholarly attainment and in recognition of the completion of academic preparation for professional practice. See the "Ph.D. and Ed.D. Procedures" tab for more details. The Doctor of Athletic Training is offered through the College of Education and the Department of Movement Sciences (see the "DAT Procedures" tab for more details).

The major professor and program offering a particular doctoral program indicate the general philosophy of the degree program, the objectives of courses and seminars, the research specialties available, and requirements unique to the department. Admission to the doctoral program is granted only to those who have a recognized potential for completing the degree.

Requirements for Doctoral Degrees

Credit requirements.

For the Ph.D. and Ed.D., a minimum of 78 credits beyond the bachelor's degree is required.; At least 52 credits must be at the 500 level or above and at least 33 of the 78 credits must be in courses other than 600 (Doctoral Research and Dissertation). A maximum of 45 research credits in 600 (Doctoral Research and Dissertation) including 6 credits of 599 (Non-thesis Research) or 500 (Master's Research and Thesis) may be in the 45 research credits used toward the degree. For the D.A.T., a minimum of 66 credits is required and follows a prescribed set of courses set by the program.

Courses numbered below 300 may not be used to fulfill the requirements for a doctoral degree; courses numbered 300-399 may be used only in supporting areas and are not to be used to make up deficiencies. Individual programs may require additional course work. Applicants having a doctoral degree may obtain a second doctoral degree subject to the approval of the Graduate Council. The Graduate Council will establish the requirements for the second degree.

Credit Limitations for Transfer, Correspondence Study, and Non-degree

For the Ph.D. and Ed.D. degrees, a student must complete at least 39 of the 78 required credits at the University of Idaho (U of I) while matriculated in the College of Graduate Studies. Credits can be transferred to U of I with the consent of the student's major professor, the committee (if required by the program), the program's administrator, and the dean of the College of Graduate Studies. Credits can be transferred only if the institution from which the credits are being transferred has a graduate program in the course's discipline. All credits used toward graduate degrees must be from regionally accredited American institutions or from non-US institutions recognized by the appropriate authorities in their respective countries. Transfer credits are subject to all other College of Graduate Studies rules and regulations. Correspondence study courses may be applied to the degree only with the prior written approval of the College of Graduate Studies. Courses used toward an undergraduate degree, professional development courses, and courses on a professional development transcript are not available to be used toward a doctoral degree.

Time Limits

Of the credits submitted to satisfy the requirements for a Ph.D. or Ed.D. degree, a maximum of 30 may be more than eight years old when the degree is conferred, provided the student's committee and program administrator determine that the student has kept current in the subjects concerned. Graduation must occur no later than five years after the date on which the candidate passed their preliminary or general examination. These time limitations can be extended only on recommendation of the committee and approval by the Graduate Council.

Awarding Doctoral Degrees to Members of the Faculty

Regulations are outlined in Section 4920 of the Faculty-Staff Handbook.

Particular Requirements for the Ed.D. Degree

A period of professional practice is required for the Doctor of Education degree; the period involved is determined by the student's supervisory committee. While the Ed.D. is a College of Education degree, you should consult with the departments in the College of Education to learn of specific emphasis requirements.

Procedures for Doctor of Philosophy and Doctor of Education Degrees

Appointment of major professor and committee.

Refer to " Appointment of Major Professor and Committee for All Degree Seeking Graduate Students " in the preceding General Graduate Regulations section. In addition, a doctoral supervisory committee consists of at least four people: the major professor as chair and at least one additional UI faculty member from the program, the balance of the committee may be made up of faculty members from a minor or supporting area, and faculty members from a discipline outside the major. If the committee has a co-chair, the minimum number of committee members is five.

Qualifying Examination

The qualifying examination is a program option and serves to assess the background of the student in both the major and supporting fields and to provide partially the basis for preparation of the student's study program. A particular program may or may not require a master's degree as a prerequisite for the qualifying evaluation. As soon as the program's qualifications are met, a supervisory committee is appointed.

Preparation of Study Plan

Refer to " Preparation and Submission of Study Plan " in the preceding General Graduate Regulations section.

Preliminary Examination for Ph.D. Degree

The preliminary examination should be scheduled only after the student has completed the majority of the courses on their study plan. The student is required to be registered during the semester the preliminary examination is taken. The student's committee certifies to the College of Graduate Studies the results of the preliminary examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the preliminary examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the preliminary examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified enrollment status and is no longer in the degree program.

General Examination for Ed.D . Degree

When the student approaches the end of their course work, has completed the professional experience requirement, and has outlined the dissertation subject in detail, the supervisory committee approves the holding of the general examination. The student is required to be registered during the semester the general examination is taken. The examination is both written and oral and is intended to assess progress toward degree objectives. The student's committee certifies to the College of Graduate Studies the results of the general examination and if passed, the student is advanced to candidacy. Graduation must occur no later than five years after the date on which the candidate passed their examination. If the general examination is failed, it may be repeated only once; the repeat examination must be taken within a period of not less than three months or more than one year following the first attempt. If a student fails the general examination a second time, or the program does not allow the student to repeat the examination after the first failure or the student does not retake the examination within one year, the student is automatically moved to unclassified status and is no longer in the degree program.

See the General Graduate Regulations section regarding application for advanced degree, registration requirements, final defense and dissertation requirements.

Procedures for Doctor of Athletic Training

The culminating clinical project.

Students enrolled in the Doctor of Athletic Training (D.A.T.) will engage in research projects during the curricular phase of the program. These project(s) will lead to at least two publication ready manuscripts, and all students must meet professional authorship requirements (regardless of order). See the  Department of Movement Sciences and Doctor of Athletic Training webpages for more information.

The Team (Committee)

All D.A.T. project team committees will have at least four committee members: two members of the athletic training faculty (all with graduate faculty status), the student's attending clinician (who is the student's on-site mentor during the student's residency), and an expert in the student's chosen area of clinical research. The athletic training faculty members will always chair the CCP, provide research guidance, and serve as the experts in the development of advanced practice in Athletic Training. A situation may arise in which one or both of the members of the committee that are outside of the AT program faculty may have a degree less than that of which the student is seeking; however, the intent of the third and fourth D.A.T. committee membership is to provide outside validation of the student's progress toward advanced practice and clinical utility of action research studies.

Culminating Clinical Project Hours

These dissertation hours may be used in instances when the CCP has not been successfully completed and the curricular phase of program has been completed.

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Immunology Admissions

Students seeking admission to the Immunology Graduate Program apply to the Graduate School of Biomedical Sciences. Students begin their studies in July.

The Immunology program is committed to diversity and encourages applications from individuals with diverse backgrounds and experiences that will enrich the mix of students on our campus. These include individuals determined by NIH as being under-represented in biomedical sciences, including individuals with disabilities. GSBS offers a full range of services to support its students.

The application is completed online on the GSBS Application Portal .

Information about application deadlines and the application process can be found in the Admissions section of this website.

For Immunology Program specific information and questions, please  email Steve Bunnell , Immunology Admissions Director.

GSBS students typically receive  financial aid  that includes full tuition remission, a student stipend and HMO-based health insurance.

Preparation for the Immunology Program

Prospective applicants are required to have completed a minimum of one year of college-level biology, at least one year of college-level mathematics, and general and organic chemistry. Although not required, successful completion of courses in biochemistry, cell biology and genetics are assets for graduate biomedical study. Most of our current students majored in a biological science during their undergraduate years.

The GRE is not required and, if scores are submitted, they will not be considered in the Admissions process.

Selection Criteria

Typical highly competitive applicants have GPAs of at least 3.4 (based on a 4.0 system) and have engaged in significant laboratory research during or following their undergraduate education.

Prospective applicants are evaluated based on prior grades, three letters of recommendation, and responses to the short essays that are part of the application. Prior research experience is strongly valued but is not required.

The essay prompts for our program are:

• Academic Statement of Purpose (750 words maximum): tell us about your development as a scientist, your research experience, your vision for your professional trajectory, and why this particular program, in this particular location, is the right step for you now.
• Personal Statement (750 works maximum): Anything that can give reviewers a sense of you as a person, and your promise as a member of the Tufts community, belongs here.
• More Information (Optional, 250 words maximum): Our students have many different backgrounds, experiences, identities, interests, and talents that meaningfully inspired them to pursue a career in science. What inspired you?

Following review of submitted applications, competitive candidates are invited to visit Tufts and meet with students and faculty. 

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Best Graduate Student Loans of September 2024

Graduate student loans can help pay for a master's, doctoral or professional degree but tend to have higher interest rates than undergraduate loans

Contributor, Buy Side from WSJ

Becca Stanek is a contributor to Buy Side from WSJ and has worked as an editor and writer in the personal finance space since 2017. She previously served as the managing editor at LendingTree and an editor at SmartAsset. Prior to that, she was a staff writer at The Week. She’s currently freelancing for publications including SoFi, Forbes, and The Week while she earns her MFA in creative writing.

Kelly Larsen has written and edited content that spans many personal finance topics, including buying a home, saving for retirement, and paying off student loans. She first started learning about the world of finance through her work at Finance101.com. In 2020, Kelly helped launch Paven, a financial well-being app.

Updated September 9, 2024, 12:06 PM EDT

Graduate school is a big undertaking, both academically and financially. According to the College Board , graduate students borrowed an average of $17,490 in federal student loans in the 2022-23 year. The best graduate student loans make it feasible to cover the cost of continuing your education while minimizing the amount you have to repay later.

Federal graduate student loans are a good option but may not offer as much funding as you need. If you are looking for additional funds to help bridge the gap to obtaining your advanced degree, private student loans can help. Here's a look at the best graduate student loans, as well as an overview of graduate student loan interest rates and the application process.

Current private student loan rates

Best graduate student loans, ascent: best for no-cosigner loans.

Best No-Cosigner Loans

Buy Side rating

on Credible’s website

Min. Credit Score

Does not disclose

Variable APR

Loan Amount

$2,001* to $400,000

5, 7, 10, 12, 15, 20

Pros and cons

No application or origination fees

Autopay discounts of 0.25 to 1.00 percentage points

1% cash back reward at graduation

Extended grace periods of 9 to 36 months

Higher interest rates than some competitors

International students can’t release their cosigner

More details

Ascent offers several unique borrowing options that you don’t typically see with private lenders. In addition to traditional student loans for undergraduate, graduate, and medical programs, college juniors and seniors may qualify for its Outcomes-Based Loan — which doesn’t require established credit or a cosigner. Instead, Ascent reviews alternate factors such as your school, major, and GPA to determine your eligibility.  

Ascent also offers a wide range of loan terms and repayment plans to choose from. You may even qualify for its Progressive Repayment plan, which allows you to start with small payments that gradually increase over time. Borrowers who use a cosigner can release them after as few as 12 payments, though international students don’t qualify for this option. 

Interest rates

Fixed or variable

Minimum credit score

Minimum income

5, 7, 10, 12, 15, or 20 years

Loan amounts

 $2,001 minimum up to your school’s annual cost of attendance; lifetime limits of $200,000 for undergrads and $400,000 for graduates

Cosigner release

Eligibility

Must be a U.S. citizen or DACA student enrolled at least half time at an eligible institution. International students with a qualified cosigner may also qualify. Applicants who can’t meet financial, credit, or other requirements may qualify with a cosigner.

ELFI: Best for flexible repayment

Best for flexible repayment

$1,000 up to cost of attendance

5, 7, 10, 15

Accepts applicants with credit scores under 700

Flexible student loan repayment terms

Can borrow up to school-certified cost of attendance

Access to a dedicated Student Loan Advisor to assist with the application process

No discounts available

No cosigner release option

Associate degree students and holders are not eligible for loans or refinancing

Education Loan Finance (ELFI) is a division of Tennessee-based SouthEast Bank owned by Education Loan Finance, Inc., a non-profit whose mandate is to provide access to higher education. ELFI launched in 2015 and offers undergraduate, graduate, and parent private student loans as well as student loan refinancing.

ELFI student loans and refinance loans are available to residents in all U.S. states including Puerto Rico. Borrowers can benefit from no application, origination, or prepayment fees. ELFI also offers flexible repayment terms and competitive rates, however there’s no cosigner release option and the lender doesn’t offer any discounts.

5, 7, 10, or 15 years

$1,000 - Cost of attendance

A cosigner may not be taken off a loan, but the borrower can apply for a new loan without their cosigner.

All 50 states as well as Washington DC and Puerto Rico.

College Ave: Best for extended grace periods

Best for Extended Grace Periods

College Ave

$1,000 up to 100% of the school-certified cost of attendance

5, 8, 10, 15 (20 for health professionals)

Autopay discount of 0.25 percentage points

Multiyear approval available

Graduate, MBA, law, dental, and medical school loans have grace periods between 9 and 36 months

Parent borrowers must make at least interest-only payments while student is in school

Must complete half your repayment term before you’re eligible for cosigner release

College Ave offers a wide range of in-school loans for nearly every type of degree. There are a number of loan repayment options, and borrowers can choose a unique eight-year repayment term. Plus, graduate, dental, and medical students receive extended grace periods.

You may get easy funding for multiple years — 90% of undergraduates are approved for additional student loans when they apply with a cosigner. However, it can be difficult to remove a cosigner for your loan later on, as you must complete at least half of your repayment term before becoming eligible. That’s significantly longer than some lenders, which may only require one to two years of payments before releasing a cosigner.

5, 8, 10, or 15 years for most borrowers (law, dental, medical, and other health profession students have up to 20 years)

$1,000 minimum up to your school’s annual cost of attendance; lifetime limits depend on your degree and credit profile

Available after more than half of the scheduled repayment period has elapsed and other requirements are met

Must be a U.S. citizen or permanent resident at an eligible institution. International students with a Social Security number and a qualified cosigner may also qualify. Applicants who can’t meet financial, credit, or other requirements may qualify with a cosigner.

Methodology

The lenders in this list are all Credible partners. We evaluated them based on interest rates and origination fees, loan amounts, loan terms, discounts, whether cosigners are accepted and more. Our team of experts gathered information from each lender's website, customer service department, directly from our partners and via email support. We verified all the data points to make sure they were accurate and up to date.

What are graduate student loans?

Graduate student loans are funds intended to help cover the costs of a master's, doctoral or professional degree. This may include tuition and other related costs for medical school, law school, a Ph.D., an MBA or other master's program.

Loans for graduate school generally function in much the same way as loans for undergraduate study, where you must repay the funds borrowed, plus interest. However, there are some key differences. For one, there are no federal graduate student loans that are subsidized, which means that interest will start to accrue right away. Further, grad school loans tend to have higher interest rates and borrowing limits than undergrad loans.

Types of graduate student loans

Broadly speaking, there are two types of student loans available to graduate students: federal graduate student loans and private graduate student loans.

Whether private or federal, graduate student loans are generally unsubsidized, meaning that interest begins to accrue on the loan as soon as it is disbursed. Undergraduates, on the other hand, may be able to access subsidized loans . This means they are not charged interest while enrolled in school or during their grace period or other periods of deferment.

Federal graduate student loans

Graduate students have two options when it comes to federal student loans:

• Direct Unsubsidized Loans: This type of federal loan is available to eligible graduate and professional students, who can borrow up to $20,500 per year. Graduate or professional borrowers will face higher rates compared to undergraduate borrowers, with a rate of 8.08% for loans disbursed on or after July 1, 2024, and before July 1, 2025.
• Direct PLUS Loans: These loans are also available to eligible graduate or professional students. Students can borrow up to the cost of attendance, minus any other financial aid received. Unlike Direct Subsidized or Unsubsidized Loans, credit is considered; to receive a graduate PLUS loan , borrowers must not have an adverse credit history. The interest rate for Direct PLUS Loans is 9.08% for loans disbursed on or after July 1, 2024, and before July 1, 2025.

Private graduate student loans

Another option for grad students is private graduate student loans. These are accessible through private lenders. With private student loans , credit is a determining factor in application approval, as well as the interest rates and loan terms you receive. Generally, federal loans should be exhausted first, since they offer more favorable rates. However, those with excellent credit may be able to qualify for a lower rate with private grad student loans.

Still, federal loans tend to offer more borrower protections and benefits than private loans do, such as generous deferment and forbearance options and the possibility of student loan forgiveness . More repayment plans, such as income-driven repayment , are also available.

But unlike some federal loans, private lenders generally have higher loan limits and will offer funding up to the full cost of attendance, minus any other financial aid received.

Graduate student loan interest rates and fees

Student loan interest rates for graduate students will vary, depending on the type of loan and whether it is federal or private. All federal graduate student loans have a fixed interest rate, which means the rate will remain the same throughout the life of the loan. Loans from private lenders may have fixed or variable interest rates, where the rate may change over time based on the market.

Federal graduate student loans have the same interest rate, regardless of a borrower's credit history. For Direct Unsubsidized Loans, it is 8.08% for loans disbursed on or after July 1, 2024, and before July 1, 2025, while the rate for grad PLUS loans is 9.08% for the same period. Meanwhile, interest rates for private graduate student loans will vary, depending on an applicant's credit and other factors. Lower-interest graduate student loans are generally offered to those with excellent credit.

As for graduate student loan fees, most federal loans have a loan origination fee. For Direct Unsubsidized Loans taken out after Oct. 1, 2020, and before Oct. 1, 2024, that fee is 1.057% of the loan amount. For Direct PLUS Loans, a loan fee of 4.228% applies for loans taken out within that same time frame.

For private graduate student loans, the fees a lender charges and the amount of those fees will vary.

How to apply for a graduate student loan

The graduate student loan application process will vary, depending on whether you're applying for federal or private graduate loans.

To apply, you will need to fill out the FAFSA , or Free Application for Federal Student Aid. The first step in doing so is to create a StudentAid.gov account. From there, you'll need to gather documents and information necessary to complete the FAFSA, including your Social Security number, tax returns, current balances of cash, savings and checking accounts and the net worth of any investments or businesses.

You will then complete the FAFSA as directed, providing the requested information. This will include listing the schools you want to receive your information. Once submitted, you will find out from each school you are accepted to how much federal aid you are eligible to receive.

You'll apply for private graduate student loans directly through your chosen lender. Before applying, take the time to research different lenders and compare graduate student loans. Consider prequalifying, as this can give you a sense of your odds of approval and what rates you may receive before submitting to a hard credit check as part of the formal application process.

Once you've narrowed it down, move forward by filling out an application, which will involve a pull of your credit history. You will then find out if you're approved. From there, you will finalize any necessary paperwork for loan disbursement.

Tips for managing graduate student loans

How you manage your graduate student loans can make a big difference in the financial impact they have in the long run. Here are some tips for grad students to keep in mind:

• Aim to minimize how much you borrow: The less you need to borrow, the less you will need to repay. Consider looking into funding opportunities that don't require repayment, like grad school scholarships, grants or fellowships. Also think about working part-time while in school to help cover costs.
• Try to make payments when in school if possible: Since graduate student loans are unsubsidized, interest accrues while you are in school. If you can make even interest-only payments while attending your program, that can cut down on how much you'll end up paying over time.
• Keep working to improve your credit score: Ideally, you will have had a great credit score prior to applying for loans to land low-interest graduate student loans. But if you can improve your score, you may be able to secure a lower interest rate through student loan refinancing later. Note that you should avoid refinancing federal loans, as you'll lose out on federal benefits and protections. However, you can explore student loan consolidation for more streamlined repayment.

What is the best loan for graduate school?

The best loan for graduate school is generally whichever loan offers you the lowest interest rate and most competitive repayment options and borrower protections. Typically, this will be federal graduate student loans.

Can you get student loans for graduate school?

Yes, you can get student loans for graduate school. You can take out either federal graduate student loans or private graduate student loans.

Are federal loans better than private loans for graduate school?

Generally speaking, federal loans are better than private loans, as they have fixed interest rates and offer more borrower protections and benefits. However, if you have stellar credit, you may be able to qualify for a lower interest rate with a private lender.

What credit score do you need for a graduate student loan?

Private graduate student loan credit score requirements vary by lender, though generally you need a good credit score (a FICO score of 670 or higher). While Direct PLUS Loans do specify that you cannot have an adverse credit history (such as delinquent debts, a prior discharge of a debt in bankruptcy or instances of foreclosure or repossession), no specific credit score is required.

How can I get the best interest rate on a graduate student loan?

To get the best interest rate on a graduate student loan, you will generally want to consider federal loans first, since they tend to have more favorable interest rates. Otherwise, getting the best interest rate largely comes down to having an excellent credit score.

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Protecting the right to read: UB expert speaks on banned books, censorship

News release.

Published September 8, 2024

BUFFALO, N.Y. – As Banned Books Week (Sept. 22-28) approaches, the urgency of defending the freedom to read has never been more apparent. Across the nation, communities are grappling with the rising trend of book bans and challenges, which have profound implications for students, educators and families. Africa Hands , assistant professor of information science at the University at Buffalo Graduate School of Education and former public library worker, shares her insights on why Banned Books Week is critical and what it means for the future of education and community values.

The importance of Banned Books Week

For over four decades, Banned Books Week has served as a focal point for discussing the freedom to read and the dangers of censorship. “It’s really important that Banned Books Week continues because it provides a time when these conversations can happen,” Hands said.

She emphasizes that with the increasing diversity of voices in literature, these discussions are more vital than ever: “We see books being written that really showcase people’s lives, and as we see that, we also see these books being challenged or banned.”

Implications for students and communities

Book bans don’t just limit access to diverse perspectives—they can have profound implications for students who see themselves in these stories. “It’s a form of erasure,” Hands explained. “For students, seeing themselves in a story could be life-giving. We can’t just exclude people who are in our communities and wipe them away by saying, ‘We’re not going to read about them.’”

Tips for educators, parents and information science professionals

Hands offers actionable advice for those looking to support libraries and advocate for inclusive collections:

• Educators: Attend board meetings or district meetings to stay informed and to speak up on behalf of diverse communities. Reading challenged or banned books yourself can also add your voice to the conversation, enabling you to engage critically with colleagues and counter misinformation.
• Parents: Engage with your local library by requesting books that meet your family’s needs. This involvement helps library staff recognize community interests and maintain diverse collections. If you encounter books that aren’t suitable for your children, remember that not every family is like your own.  
• Information science professionals: Ensure that your library has up-to-date collection policies and that staff are informed about ongoing challenges in nearby communities. Familiarize yourself with resources from the American Library Association to support planning Banned Books Week events and reporting instances of censorship. “Banned Books Week is a time when library professionals can educate their communities about banned books and the freedom to read and encourage people to read freely,” said Hands.

Why Buffalo should care

Though Buffalo has not seen significant issues with book banning, Hands cautions against complacency. “It can happen in any community. Sometimes, it’s one parent with a lot of time who files multiple reports. We live in vibrant communities, and you can’t assume it won’t happen here.” She advises that communities and libraries be prepared with updated policies and a readiness to advocate for the freedom to read.

Expert insights

Hands brings a wealth of experience to this issue. Before joining the faculty at UB, she spent years working in public libraries, where she saw firsthand the tension between what children want to read and what their parents deem appropriate.

“I have that very on-the-ground experience, helping people choose books and seeing the difference between what kids want to read and what their parents want them to read,” Hands shared.

Her background in public libraries has shaped her understanding of the crucial role that diverse books play in reflecting and affirming the lives of all readers.

Photo Assets for Publication

Africa Hands, assistant professor of information science at the University at Buffalo Graduate School of Education. Photo by Meredith Forrest Kulwicki.

Media Contact

Danielle LeGare

Director of Content

University at Buffalo Graduate School of Education

Phone: 716-645-1310

Email: [email protected]

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Active funding opportunity

Nsf 24-588: nsf epscor graduate fellowship program (egfp), program solicitation, document information, document history.

• Posted: July 3, 2024

Program Solicitation NSF 24-588

Full Proposal Deadline(s) (due by 5 p.m. submitting organization's local time):

October 02, 2024

June 02, 2025

June 01, 2026

Important Information And Revision Notes

The NSF EPSCoR Graduate Fellowship Program (EGFP) is a new three-year pilot program that responds directly to input from recent studies and legislation, including the Envisioning the Future of NSF EPSCoR report and the CHIPS and Science Act (Public Law 117-167) . The EGFP is intended to advance graduate talent recruitment, development, and retention at graduate institutions in the eligible EPSCoR states and territories , hereafter referred to as EPSCoR jurisdictions. Through the EGFP's investments, NSF intends to help build additional capacity for science, technology, engineering, and mathematics (STEM) research and in turn promote innovation and economic growth in EPSCoR jurisdictions and across the Nation.

EGFP is designed to enhance the STEM research capacity and competitiveness of EPSCoR jurisdictions by providing funding to graduate degree-awarding institutions that will allow them to recruit NSF EPSCoR Graduate Fellows. Awardee institutions will select fellowship recipients, the NSF EPSCoR Graduate Fellows, from the pool of exceptional talent who received Honorable Mention from the NSF Graduate Research Fellowship Program (GRFP) no more than three years prior to the proposal due date. NSF will provide the mechanism for awardee institutions to connect with GRFP Honorable Mention recipients through the NSF Education and Training Application (ETAP) system .

Any proposal submitted in response to this solicitation should be submitted in accordance with the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. The NSF PAPPG is regularly revised and it is the responsibility of the proposer to ensure that the proposal meets the requirements specified in this solicitation and the applicable version of the PAPPG. Submitting a proposal prior to a specified deadline does not negate this requirement.

Summary Of Program Requirements

General information.

Program Title:

NSF EPSCoR Graduate Fellowship Program (EGFP)

The NSF EPSCoR Graduate Fellowship Program (EGFP) provides an opportunity for applicants who received the distinction of GRFP Honorable Mention no more than three years before the proposal due date to be named NSF EPSCoR Graduate Fellows and obtain financial support for their graduate education at an institution in an EPSCoR jurisdiction. EGFP aims to enhance the capacity and competitiveness of EPSCoR jurisdictions by providing funding to graduate degree-awarding institutions to support NSF EPSCoR Graduate Fellows as they pursue graduate degrees in the disciplines specified by the NSF Directorates and Office that are participating in the EGFP funding program. Fellows may pursue degrees in field that differ from the field or sub-field of study that the GRFP Honorable Mention recipients previously listed in their GRFP application. EGFP awards will be made to institutions in EPSCoR jurisdictions. Awards will provide three years of stipend and associated cost-of-education allowance for each NSF EPSCoR Graduate Fellow. Stipends must be budgeted at the level of $37,000 per year per Fellow and cost-of-education allowances must be budgeted at the level of $16,000 per year per Fellow. A total of three years of support must be budgeted per Fellow. Each Fellow must be given up to five years to utilize the support. Awardees will administer the awards such that the Fellows receive the full stipend amount and the institution retains the full cost-of-education allowance during the three years that each Fellow receives support. All submissions must request support for a minimum of three Fellows.

Broadening Participation In STEM:

NSF recognizes the unique lived experiences of individuals from communities that are underrepresented and/or under-served in science, technology, engineering, and mathematics (STEM) and the barriers to inclusion and access to STEM education and careers. NSF highly encourages the leadership, partnership, and contributions in all NSF opportunities of individuals who are members of such communities supported by NSF. This includes leading and designing STEM research and education proposals for funding; serving as peer reviewers, advisory committee members, and/or committee of visitor members; and serving as NSF leadership, program, and/or administrative staff. NSF also highly encourages demographically diverse institutions of higher education (IHEs) to lead, partner, and contribute to NSF opportunities on behalf of their research and education communities. NSF expects that all individuals, including those who are members of groups that are underrepresented and/or under-served in STEM, are treated equitably and inclusively in the Foundation's proposal and award process.

NSF encourages IHEs that enroll, educate, graduate, and employ individuals who are members of groups underrepresented and/or under-served in STEM education programs and careers to lead, partner, and contribute to NSF opportunities, including leading and designing STEM research and education proposals for funding. Such IHEs include, but may not be limited to, community colleges and two-year institutions, mission-based institutions such as Historically Black Colleges and Universities (HBCUs), Tribal Colleges and Universities (TCUs), women's colleges, and institutions that primarily serve persons with disabilities, as well as institutions defined by enrollment such as Predominantly Undergraduate Institutions (PUIs), Minority-Serving Institutions (MSIs), and Hispanic Serving Institutions (HSIs).

"Broadening participation in STEM" is the comprehensive phrase used by NSF to refer to the Foundation's goal of increasing the representation and diversity of individuals, organizations, and geographic regions that contribute to STEM teaching, research, and innovation. To broaden participation in STEM, it is necessary to address issues of equity, inclusion, and access in STEM education, training, and careers. Whereas all NSF programs might support broadening participation components, some programs primarily focus on supporting broadening participation research and projects. Examples can be found on the NSF Broadening Participation in STEM website.

Cognizant Program Officer(s):

Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact.

• EGFP: Program Contact, telephone: (703) 292-2440, email: [email protected]
• Narcrisha S. Norman, telephone: (703) 292-7965, email: [email protected]
• Rebecca Shearman, telephone: (703) 292-7403, email: [email protected]
• Jeanne R. Small, telephone: (703) 292-8623, email: [email protected]
• 47.041 --- Engineering
• 47.049 --- Mathematical and Physical Sciences
• 47.050 --- Geosciences
• 47.070 --- Computer and Information Science and Engineering
• 47.074 --- Biological Sciences
• 47.075 --- Social Behavioral and Economic Sciences
• 47.076 --- STEM Education
• 47.083 --- Office of Integrative Activities (OIA)
• 47.084 --- NSF Technology, Innovation and Partnerships

Award Information

Anticipated Type of Award: Continuing Grant

Estimated Number of Awards: 5 to 35

Anticipated Funding Amount: $17,000,000

Proposals must request at least the amount of funding required to support three Fellows over three years ($477,000 total). It is anticipated that no proposals will request support for more than 20 Fellows over three years ($3,180,000 total). It is also anticipated that the average award size will allow five Fellows to be supported for three years ($795,000 total).

Number of awards and award sizes are subject to the availability of funds and quality of proposals submitted.

Eligibility Information

Who May Submit Proposals:

Proposals may only be submitted by the following: Institutions of Higher Education (IHEs) that are accredited, have a campus located in an eligible EPSCoR jurisdiction at the time of proposal submission, and offer at least one master's and/or doctoral degree in a STEM discipline aligned with the topical focus area(s) described in this solicitation.

Who May Serve as PI:

As of the submission deadline, PIs, co-PIs, or other Senior/Key personnel must hold primary, full-time, paid, and continuing appointments at an institution that is eligible to submit in response to this solicitation (see above), with exceptions granted for family or medical leave, as determined by the submitting institution. Individuals holding term-limited appointments are not eligible.

Limit on Number of Proposals per Organization: 1

Each submitting organization is limited to one proposal per annual competition. Potential PIs are advised to contact their institutional office of research (or equivalent) regarding processes used to select proposals for submission. Institutions interested in supporting Fellows in multiple topical focus areas must submit a single proposal that addresses all topical areas of interest.

Limit on Number of Proposals per PI or co-PI: 1

An individual must not participate as PI, Co-PI, or Senior/Key Personnel on more than one proposal submitted for the same deadline.

Proposal Preparation and Submission Instructions

A. proposal preparation instructions.

• Letters of Intent: Not required
• Preliminary Proposal Submission: Not required
• Full Proposals submitted via Research.gov: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .
• Full Proposals submitted via Grants.gov: NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov guidelines apply (Note: The NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ).

B. Budgetary Information

C. due dates, proposal review information criteria.

Merit Review Criteria:

National Science Board approved criteria. Additional merit review criteria apply. Please see the full text of this solicitation for further information.

Award Administration Information

Award Conditions:

Standard NSF award conditions apply.

Reporting Requirements:

Standard NSF reporting requirements apply.

I. Introduction

In 1950, Congress established NSF, five years after Vannevar Bush sent a report titled Science – the Endless Frontier to President Harry S. Truman outlining a plan to create a new agency that would contribute to the development of the Nation's scientific talent ( https://www.nsf.gov/about/history/EndlessFrontier_w.pdf ). Bush's report created a blueprint for U.S. scientific research. He made the point that" There are talented individuals in every segment of the population ". Bush further wrote that " ... it is recommended that provision be made for... graduate fellowships... ". These words are reminders that investments in transformative science and people with high potential are key for keeping the U.S. strong and competitive.

The NSF Graduate Research Fellowship Program (GRFP) acted on Bush's report and became NSF's first program. Since its inception, GRFP has received applications each year from exceptionally talented individuals who have the potential to make strong positive contributions to the U.S. STEM enterprise. Only a small subset of applicants are offered an NSF Graduate Research Fellowship every year. An additional elite group of applicants receive the distinction of being named an NSF Graduate Research Fellowship Honorable Mention in recognition of their outstanding achievements and potential for future contributions in STEM. GRFP Awardees and Honorable Mentions together represent some of the nation's most promising STEM talent. Unfortunately, due to funding limitations, NSF has been unable to provide GRFP Honorable Mentions with financial support for graduate school.

The EPSCoR Graduate Fellowship Program (EGFP) aims to enhance the STEM capacity and competitiveness of EPSCoR jurisdictions by providing graduate degree-granting institutions with funding that can be used to provide fellowships to students who received a GRFP Honorable Mention. The EGFP program specifically seeks to empower IHEs from EPSCoR jurisdictions to attract and retain extremely high-quality graduate students.

This program is an opportunity for GRFP applicants who received the distinction of GRFP Honorable Mention to obtain financial support for their graduate education in STEM disciplines, including the discipline of STEM education research, at an institution in an EPSCoR jurisdiction. Eligible students must have received a GRFP Honorable Mention no more than three years prior to the deadline date for submission of proposals to the EGFP. Students who receive support through this program are known as NSF EPSCoR Graduate Fellows, and are referred to as Fellows for the remainder of this solicitation.

EGFP awards are made to institutions to support graduate students in specific fields of study. Institutions that receive funding through this program will be eligible to recruit and support meritorious GRFP Honorable Mentions to attend their institutions and pursue a graduate degree. Support from the EGFP program is only available for those fields specified by the NSF Directorates and Office participating in the EGFP. Students must be recruited for and pursue degrees in the field(s) addressed in each EGFP proposal.

As authorized in the CHIPS and Science Act (Sections 10325, 10387, 10383, and 10393), the EGFP program will help NSF to increase its investments in EPSCoR jurisdictions, while growing STEM talent and providing an opportunity to support the development of a ready workforce in critical and emerging technologies. EGFP investments in the future STEM workforce are intended to build capacity for STEM research in EPSCoR jurisdictions, which in turn is intended to promote innovation and economic growth in EPSCoR jurisdictions and across the Nation.

II. Program Description

STEM Topics and Areas Eligible for Consideration

The following NSF Directorates and Office are participating in this solicitation:

• Directorate for Biological Sciences (BIO)
• Directorate for Computer and Information Science and Engineering (CISE)
• Directorate for Engineering (ENG)
• Directorate for Geosciences (GEO)
• Directorate for Mathematical and Physical Sciences (MPS)
• Directorate for Social, Behavioral, and Economic Sciences (SBE)
• Directorate for STEM Education (EDU)
• Directorate for Technology, Innovation and Partnerships (TIP)
• Office of Integrative Activities (OIA)

Each participating Directorate and Office has identified specific topics or areas that align with their unique goals and the programs they support. These topics or areas may differ from the field or sub-field the Honorable Mention recipients previously listed in their GRFP applications.

The topics and area that will be considered for funding by each of the participating Directorates and Office are described below.

Directorate for Biological Sciences (BIO) : BIO will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Biological Sciences with an emphasis on proposals that combine biology and artificial intelligence, that advance the bioeconomy, and/or create solutions for a resilient planet. More information about BIO is available on the NSF.gov website. https://www.nsf.gov/dir/index.jsp?org=BIO .

Directorate for Computer and Information Science and Engineering (CISE) : CISE will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Computer and Information Science and Engineering. More information about CISE is available on the NSF.gov website. https://new.nsf.gov/cise .

Directorate for Engineering (ENG) : ENG will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Engineering. More information about ENG is available on the NSF.gov website. https://www.nsf.gov/dir/index.jsp?org=ENG .

Directorate for Geosciences (GEO) : GEO will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Geosciences. More information about GEO is available on the NSF.gov website. https://new.nsf.gov/about/directorates-offices#geo .

Directorate for Mathematical and Physical Sciences (MPS) : MPS will consider proposals that engage Fellows with research on any topic normally supported by the Directorate for Mathematical and Physical Sciences. More information about MPS is available on the NSF.gov website. https://www.nsf.gov/dir/index.jsp?org=MPS .

Directorate for Social, Behavioral, and Economic Sciences (SBE) : SBE will consider proposals that engage Fellows in any field or fields of study supported by the Directorate for Social, Behavioral, and Economic Sciences. More information about SBE is available on the NSF.gov website. https://new.nsf.gov/sbe .

Directorate for STEM Education (EDU) : EDU will consider proposals that provide support for graduate students pursuing a master's or doctoral degree in STEM education. This includes degrees offered within STEM disciplines that involve discipline-based education research. More information about EDU is available on the NSF.gov website. https://new.nsf.gov/edu .

Directorate for Technology, Innovation and Partnerships (TIP) : TIP will consider proposals that engage Fellows in graduate curricula designed in collaboration with non-academic employers to address skills gaps in the ten key technology areas that are described in Sec. 10387 of the CHIPS and Science Act and correspondingly the focus of the Directorate. NSF recognizes that each of these key technology areas spans multiple fields of study and expects graduate program offerings to demonstrate such multi-disciplinary training. Graduate programs eligible for support must incorporate experiential learning and problem-solving components beyond traditional research activities typically expected of graduate programs in STEM fields. Industry- and policy-based experiential learning opportunities are strongly preferred. Proposals considered for funding by TIP must indicate how specific non-academic employers have been engaged in the development or modification of relevant graduate curricula. More information about TIP is available on the NSF.gov website. https://new.nsf.gov/tip/latest .

Office of Integrative Activities (OIA) : The Established Program to Stimulate Competitive Research (EPSCoR) in OIA will consider proposals that provide support for graduate students pursuing a master's or doctoral degree in a STEM discipline aligned with an EPSCoR Research Infrastructure Improvement (RII) award within the jurisdiction. These submissions should focus on leveraging existing NSF EPSCoR RII investments to improve research, education, broadening participation, and economic development in the jurisdiction. Proposals should identify graduate student experiences that synergize with the currently funded RII project(s) in ways that engage in academic, government, and private sector partners, as appropriate. Currently funded RII projects may be found on NSF's website at this link , by exploring the websites of EPSCoR jurisdictions , or by contacting an NSF EPSCoR RII Program Director .

Institutional Responsibilities

Proposing institutions must be prepared to provide NSF EPSCoR Graduate Fellows with a high-quality graduate experience in the discipline(s) in which each Fellow will pursue a graduate degree. Institutions must provide clear evidence of an existing graduate program in the discipline(s) relevant to the proposal. Only proposals focusing on one or more of the topics or areas described above will be considered for funding. Other proposals will be returned without review. See the Full Proposal Preparation Instructions section for more information about the expected contents of a proposal.

Institutions receiving awards through this solicitation will be required to use the NSF Education and Training Application (ETAP) system to recruit prospective Fellows. Institutions may recruit potential Fellows from the pool of highly qualified individuals who received Honorable Mention recognition from the NSF GRFP no more than three years prior to the proposal submission deadline.

NSF conducts ongoing program monitoring and evaluation to determine how effective its programs are at achieving their goals. Proposing institutions must present a plan for ensuring that all project participants, including employees of the proposing institution, as well as supported Fellows, will comply with NSF's requests for information related to program-level evaluation, including requests to participate in surveys, interviews, and other methods for collecting evaluation data. Prospective Fellows offered funding through this program must be informed of and agree to this obligation prior to receiving support.

Proposing institutions should note that for this solicitation, a graduate student Mentoring Plan, prepared in accordance with the guidance contained in the PAPPG, must be included in the Other Supplementary Documents section of the proposal. In submission of each annual and final annual project report, the PI or co-PI is certifying that every graduate student receiving substantial support through this program had an Individual Development Plan (IDP) during the reporting period. NSF defines "substantial support" as support provided to an individual that is equal to one person month or more during the annual reporting period for the NSF award. Other requirements in the PAPPG that apply to all NSF research proposals and awards apply to EGFP proposals and awards.

Fellow Responsibilities

Prospective Fellows will connect with institutions offering fellowships via the NSF Education and Training Application (ETAP) system. In addition to completing an ETAP application, Fellows will also be required to submit any additional documentation required by the institution(s) offering fellowships to be considered for support. Prospective Fellows must have received the distinction of Honorable Mention from the NSF GRFP program no more than three years prior to the deadline date for the institution's proposal to the EGFP program. Fellows can apply to graduate programs that differ from those listed as field or sub-field in their previous GRFP application. To be eligible for ongoing support, fellowship recipients must be enrolled full-time in an eligible master's or doctoral degree-granting program and make ongoing satisfactory progress toward completion of their graduate degree. Fellows must remain enrolled in a degree program in the same discipline as when they were admitted by institution. Full-time enrollment must be certified by the awardee institution's registrar (or equivalent). Fellowships are granted by the institution and not portable to another institution. If a Fellow transfers to another institution, the Fellow will forfeit continued access to the fellowship.

III. Award Information

$17,000,000 available annually. Number of awards is approximate and subject to the availability of funds and quality of the proposals submitted.

IV. Eligibility Information

Additional Eligibility Info:

A proposing institution must provide clear evidence of an existing graduate program in the discipline(s) relevant to the proposal. All proposals must include a Letter of Collaboration from the submitting institution's Graduate School Dean, or from a person with similar responsibility and authority for the graduate programs that are relevant to the proposal.

V. Proposal Preparation And Submission Instructions

Full Proposal Preparation Instructions : Proposers may opt to submit proposals in response to this Program Solicitation via Research.gov or Grants.gov.

• Full Proposals submitted via Research.gov: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG). The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] . The Prepare New Proposal setup will prompt you for the program solicitation number.
• Full proposals submitted via Grants.gov: Proposals submitted in response to this program solicitation via Grants.gov should be prepared and submitted in accordance with the NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov . The complete text of the NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: ( https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ). To obtain copies of the Application Guide and Application Forms Package, click on the Apply tab on the Grants.gov site, then click on the Apply Step 1: Download a Grant Application Package and Application Instructions link and enter the funding opportunity number, (the program solicitation number without the NSF prefix) and press the Download Package button. Paper copies of the Grants.gov Application Guide also may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

See PAPPG Chapter II.D.2 for guidance on the required sections of a full research proposal submitted to NSF. Please note that the proposal preparation instructions provided in this program solicitation may deviate from the PAPPG instructions.

The following instructions are specific to proposals submitted to the EPSCoR Graduate Fellowship Program and supplement the NSF PAPPG.

• Separately submitted collaborative proposals will not be accepted and will be returned without review.
• Proposals that do not contain all items described below will be returned without review.

The following information is in addition to the guidance provided by the NSF PAPPG, which applies to all proposals submitted to NSF.

Cover Sheet: For planning purposes, use March 15 of the upcoming year as the award start date.

Project Summary: (1-page limit): The first sentence of the Project Summary should clearly identify the NSF Directorate(s) or Office that provides funding for research in the disciplinary area and topic that are the focus of the proposal and the number of graduate students for whom Fellowships will be provided. In the case that the proposal focuses on areas that are associated with more than one NSF Directorate or Office, the number of graduate students should be disaggregated by Directorate or Office. The remainder of the Project Summary should describe the proposed project. See the NSF PAPPG for additional instructions. The summary should be written in a manner that will be informative to STEM professionals working in related fields and understandable to a scientifically literate lay reader.

Project Description: The Project Description may not exceed 15 pages, including tables and illustrations.

Each proposal should provide an overview of the educational ecosystem represented by the proposing institution. This may include topics such as size, setting, areas of emphasis, number of undergraduate and graduate degree programs, collaborations with other educational institutions, connections to businesses and industry, or other topics that the proposal authors feel are relevant.

Each proposal must explicitly identify the STEM or STEM education research area(s) for which Fellows are sought, and the number of students for whom Fellowships will be provided (disaggregated by research area as appropriate).

For each relevant discipline, the proposal must provide credible evidence that the institution has the capacity to serve the number of students for whom support is requested. In addition, the institution must demonstrate in the proposal that they have the capability to provide students with a high-quality graduate experience. This means that, at a minimum, the graduate program(s) for which students are sought:

• already exists;
• is supported by a sufficient number of faculty who are willing to advise the students;
• possesses or has access to the facilities and tools necessary to support high-quality research and mentoring in the relevant disciplines;
• is within an institution that has a track record of effectively recruiting, retaining, and graduating STEM or STEM education graduate students and supporting them in finding employment after graduation;
• is within an institution that has demonstrable experience on-boarding new STEM or STEM education research graduate students and promoting their sense of belonging by providing an introduction to the local community, ensuring awareness and access to resources available at the school, and facilitating peer mentoring and support among graduate students; and
• is within an institution that has experience providing professional development for STEM or STEM education graduate students and mentoring them to successful completion of the graduate degrees.

Most of the project description portion of the proposal should focus on providing a complete description of the characteristics of the graduate program that selected Fellows will experience, from matriculation through graduation. Alignment of the graduate program with one or more of those specified by the Directorates/Office collaborating to issue this solicitation must be clearly articulated. Discussion of the topics shown as bullet points in the preceding paragraph must be included. Additionally, each proposal should describe compelling characteristics of the relevant graduate degree program that can be highlighted as evidence of quality. Each proposal should also summarize what constitutes "satisfactory progress" toward completion of a STEM or STEM education research graduate degree in the relevant discipline(s) and describe how students are guided to make continuous satisfactory progress throughout their graduate program. The process by which students who are not making satisfactory progress are notified, given opportunities to improve, and, if no improvement occurs, are dismissed from the program(s) should be addressed.

Additional information may also be included as deemed appropriate in judging the overall potential of the institution to provide Fellows with a high-quality graduate experience. For example, proposals may include information about services and other resources offered to graduate students by relevant departments and/or colleges (or equivalent) and the institution. Proposal authors are encouraged to review the information in Section VI of this Solicitation (NSF Proposal Processing and Review Criteria), including the additional solicitation-specific review criteria.

The proposal must include a commitment to collaborate with NSF to prepare and disseminate institutional graduate admission resources via the NSF Education and Training Application (ETAP) system. A description of the process by which prospective Fellows' information submitted via ETAP will be reviewed, the additional application materials that will be requested from the prospective Fellows, and the process for making final decisions regarding which applicants will be offered fellowships, must be included. Proposing institutions are strongly encouraged to make the application process as simple and straightforward as possible for prospective Fellows because these individuals have already been pre-screened and received an Honorable Mention as a result of the NSF GRFP application and review process.

Other Supplementary Documents: All proposals must include the following two items, which must be uploaded into the Other Supplementary Documents section of the proposal:

• a Letter of Collaboration from the submitting institution's Graduate School Dean, or from a person with similar responsibility and authority for the graduate programs that are relevant to the proposal; and
• a graduate student Mentoring Plan applicable to all Fellows at the proposing institution. Proposers should follow the instruction for preparing and submitting a Mentoring Plan contained within the PAPPG.

Cost Sharing:

Inclusion of voluntary committed cost sharing is prohibited.

Other Budgetary Limitations:

Awards will support up to three years of stipends and associated cost-of-education allowances for Fellows. Stipends should be budgeted at the level of $37,000 per student per year and cost-of-education allowances should be budgeted at the level of $16,000 per student per fellowship year. The cost-of-education allowance provides payment in lieu of tuition and mandatory fees to the institution. A total of three years of support must be budgeted per student. Each student must be given up to five years to utilize the support. Both stipends and cost-of-education allowances must be listed as Participant Support Costs in the NSF proposal budget.

During the years in which students are receiving fellowship support, the institution is required to exempt Fellows from paying tuition and fees normally charged to students of similar academic standing, unless such charges are optional or are refundable (i.e., the institution is responsible for tuition and required fees in excess of the cost-of-education allowance). Acceptance of fellowship funds by the awardee institution indicates acceptance of and adherence to these and other terms and conditions as specified in this solicitation and the PAPPG. The cost-of-education allowance is provided to institutions in lieu of tuition and mandatory fees and it can be used for any purpose that the institution would normally use the revenue it collects via tuition and fees.

Each proposal should develop a three-year budget for the project in which all the funds requested are evenly distributed across the three project years. If the project is on track, the funding requested will be provided to each awardee institution as continuing grant increments during the three project years. The institution can use all the funding for Fellows during those years, or, if one or more Fellows chooses to defer their fellowship, the institution may request one or more no-cost extensions, as necessary, to allow each Fellow up to five years to utilize their three years of fellowship funding. All Fellows' requests for deferral must be approved by the institution. Awardee institutions' requests for no-cost extensions must be documented and approved as described in the PAPPG.

To reiterate, each Fellow will receive up to three years of support and that support may be utilized at any time during a five-year period. A Fellow's cost-of-education allowance, which is to be used at the discretion of the institution, can only be charged to the award during the same year that the Fellow receives a stipend.

Fellows receiving fellowship support must have full access to all resources and other benefits available at the institution to other graduate students supported at the "full-time" support level (normally 20 hours per week average expected commitment) as research or teaching assistants. Once a Fellow matriculates at an institution in a discipline supported by the institution's EGFP award, the Fellow cannot change their field of study to pursue a degree for which the institution has not received EGFP support.

If, for any reason, a supported Fellow leaves an institution, the institution should contact the cognizant NSF program officer. The potential next steps are: (1) the awardee institution recruits a new Fellow; or (2) NSF reduces the value of any upcoming continuing grant increments to reflect the reduction in number of Fellows supported by the institution and/or arranges for the return of some portion of the funds previously provided to the institution by NSF. If the institution receives permission from NSF to recruit a new Fellow and does not have sufficient funds remaining to provide a full three years of support to the incoming Fellow, they may request a supplement to their award. The availability of supplements is dependent upon the availability of funds at NSF. No commitments of NSF-provided funding should be made to incoming replacement Fellows beyond what the host institution is able to provide with the funds remaining in the project budget (including awarded supplements) at the time the commitment is being made. New Fellows must have received Honorable Mention from the NSF GRFP no more than three years prior to the date of submission of the institution's EGFP proposal. New Fellows must connect with the institution via NSF's ETAP system.

Support for no fewer than three Fellows can be requested in any proposal. This requirement does not apply to supplement requests.

D. Research.gov/Grants.gov Requirements

For Proposals Submitted Via Research.gov:

To prepare and submit a proposal via Research.gov, see detailed technical instructions available at: https://www.research.gov/research-portal/appmanager/base/desktop?_nfpb=true&_pageLabel=research_node_display&_nodePath=/researchGov/Service/Desktop/ProposalPreparationandSubmission.html . For Research.gov user support, call the Research.gov Help Desk at 1-800-381-1532 or e-mail [email protected] . The Research.gov Help Desk answers general technical questions related to the use of the Research.gov system. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this funding opportunity.

For Proposals Submitted Via Grants.gov:

Before using Grants.gov for the first time, each organization must register to create an institutional profile. Once registered, the applicant's organization can then apply for any federal grant on the Grants.gov website. Comprehensive information about using Grants.gov is available on the Grants.gov Applicant Resources webpage: https://www.grants.gov/applicants . In addition, the NSF Grants.gov Application Guide (see link in Section V.A) provides instructions regarding the technical preparation of proposals via Grants.gov. For Grants.gov user support, contact the Grants.gov Contact Center at 1-800-518-4726 or by email: [email protected] . The Grants.gov Contact Center answers general technical questions related to the use of Grants.gov. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this solicitation. Submitting the Proposal: Once all documents have been completed, the Authorized Organizational Representative (AOR) must submit the application to Grants.gov and verify the desired funding opportunity and agency to which the application is submitted. The AOR must then sign and submit the application to Grants.gov. The completed application will be transferred to Research.gov for further processing. The NSF Grants.gov Proposal Processing in Research.gov informational page provides submission guidance to applicants and links to helpful resources including the NSF Grants.gov Application Guide , Grants.gov Proposal Processing in Research.gov how-to guide , and Grants.gov Submitted Proposals Frequently Asked Questions . Grants.gov proposals must pass all NSF pre-check and post-check validations in order to be accepted by Research.gov at NSF. When submitting via Grants.gov, NSF strongly recommends applicants initiate proposal submission at least five business days in advance of a deadline to allow adequate time to address NSF compliance errors and resubmissions by 5:00 p.m. submitting organization's local time on the deadline. Please note that some errors cannot be corrected in Grants.gov. Once a proposal passes pre-checks but fails any post-check, an applicant can only correct and submit the in-progress proposal in Research.gov.

Proposers that submitted via Research.gov may use Research.gov to verify the status of their submission to NSF. For proposers that submitted via Grants.gov, until an application has been received and validated by NSF, the Authorized Organizational Representative may check the status of an application on Grants.gov. After proposers have received an e-mail notification from NSF, Research.gov should be used to check the status of an application.

VI. NSF Proposal Processing And Review Procedures

Proposals received by NSF are assigned to the appropriate NSF program for acknowledgement and, if they meet NSF requirements, for review. All proposals are carefully reviewed by a scientist, engineer, or educator serving as an NSF Program Officer, and usually by three to ten other persons outside NSF either as ad hoc reviewers, panelists, or both, who are experts in the particular fields represented by the proposal. These reviewers are selected by Program Officers charged with oversight of the review process. Proposers are invited to suggest names of persons they believe are especially well qualified to review the proposal and/or persons they would prefer not review the proposal. These suggestions may serve as one source in the reviewer selection process at the Program Officer's discretion. Submission of such names, however, is optional. Care is taken to ensure that reviewers have no conflicts of interest with the proposal. In addition, Program Officers may obtain comments from site visits before recommending final action on proposals. Senior NSF staff further review recommendations for awards. A flowchart that depicts the entire NSF proposal and award process (and associated timeline) is included in PAPPG Exhibit III-1.

A comprehensive description of the Foundation's merit review process is available on the NSF website at: https://www.nsf.gov/bfa/dias/policy/merit_review/ .

Proposers should also be aware of core strategies that are essential to the fulfillment of NSF's mission, as articulated in Leading the World in Discovery and Innovation, STEM Talent Development and the Delivery of Benefits from Research - NSF Strategic Plan for Fiscal Years (FY) 2022 - 2026 . These strategies are integrated in the program planning and implementation process, of which proposal review is one part. NSF's mission is particularly well-implemented through the integration of research and education and broadening participation in NSF programs, projects, and activities.

One of the strategic objectives in support of NSF's mission is to foster integration of research and education through the programs, projects, and activities it supports at academic and research institutions. These institutions must recruit, train, and prepare a diverse STEM workforce to advance the frontiers of science and participate in the U.S. technology-based economy. NSF's contribution to the national innovation ecosystem is to provide cutting-edge research under the guidance of the Nation's most creative scientists and engineers. NSF also supports development of a strong science, technology, engineering, and mathematics (STEM) workforce by investing in building the knowledge that informs improvements in STEM teaching and learning.

NSF's mission calls for the broadening of opportunities and expanding participation of groups, institutions, and geographic regions that are underrepresented in STEM disciplines, which is essential to the health and vitality of science and engineering. NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports.

A. Merit Review Principles and Criteria

The National Science Foundation strives to invest in a robust and diverse portfolio of projects that creates new knowledge and enables breakthroughs in understanding across all areas of science and engineering research and education. To identify which projects to support, NSF relies on a merit review process that incorporates consideration of both the technical aspects of a proposed project and its potential to contribute more broadly to advancing NSF's mission "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense; and for other purposes." NSF makes every effort to conduct a fair, competitive, transparent merit review process for the selection of projects.

1. Merit Review Principles

These principles are to be given due diligence by PIs and organizations when preparing proposals and managing projects, by reviewers when reading and evaluating proposals, and by NSF program staff when determining whether or not to recommend proposals for funding and while overseeing awards. Given that NSF is the primary federal agency charged with nurturing and supporting excellence in basic research and education, the following three principles apply:

• All NSF projects should be of the highest quality and have the potential to advance, if not transform, the frontiers of knowledge.
• NSF projects, in the aggregate, should contribute more broadly to achieving societal goals. These "Broader Impacts" may be accomplished through the research itself, through activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. The project activities may be based on previously established and/or innovative methods and approaches, but in either case must be well justified.
• Meaningful assessment and evaluation of NSF funded projects should be based on appropriate metrics, keeping in mind the likely correlation between the effect of broader impacts and the resources provided to implement projects. If the size of the activity is limited, evaluation of that activity in isolation is not likely to be meaningful. Thus, assessing the effectiveness of these activities may best be done at a higher, more aggregated, level than the individual project.

With respect to the third principle, even if assessment of Broader Impacts outcomes for particular projects is done at an aggregated level, PIs are expected to be accountable for carrying out the activities described in the funded project. Thus, individual projects should include clearly stated goals, specific descriptions of the activities that the PI intends to do, and a plan in place to document the outputs of those activities.

These three merit review principles provide the basis for the merit review criteria, as well as a context within which the users of the criteria can better understand their intent.

2. Merit Review Criteria

All NSF proposals are evaluated through use of the two National Science Board approved merit review criteria. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.

The two merit review criteria are listed below. Both criteria are to be given full consideration during the review and decision-making processes; each criterion is necessary but neither, by itself, is sufficient. Therefore, proposers must fully address both criteria. (PAPPG Chapter II.D.2.d(i). contains additional information for use by proposers in development of the Project Description section of the proposal). Reviewers are strongly encouraged to review the criteria, including PAPPG Chapter II.D.2.d(i), prior to the review of a proposal.

When evaluating NSF proposals, reviewers will be asked to consider what the proposers want to do, why they want to do it, how they plan to do it, how they will know if they succeed, and what benefits could accrue if the project is successful. These issues apply both to the technical aspects of the proposal and the way in which the project may make broader contributions. To that end, reviewers will be asked to evaluate all proposals against two criteria:

• Intellectual Merit: The Intellectual Merit criterion encompasses the potential to advance knowledge; and
• Broader Impacts: The Broader Impacts criterion encompasses the potential to benefit society and contribute to the achievement of specific, desired societal outcomes.

The following elements should be considered in the review for both criteria:

• Advance knowledge and understanding within its own field or across different fields (Intellectual Merit); and
• Benefit society or advance desired societal outcomes (Broader Impacts)?
• To what extent do the proposed activities suggest and explore creative, original, or potentially transformative concepts?
• Is the plan for carrying out the proposed activities well-reasoned, well-organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success?
• How well qualified is the individual, team, or organization to conduct the proposed activities?
• Are there adequate resources available to the PI (either at the home organization or through collaborations) to carry out the proposed activities?

Broader impacts may be accomplished through the research itself, through the activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. NSF values the advancement of scientific knowledge and activities that contribute to achievement of societally relevant outcomes. Such outcomes include, but are not limited to: full participation of women, persons with disabilities, and other underrepresented groups in science, technology, engineering, and mathematics (STEM); improved STEM education and educator development at any level; increased public scientific literacy and public engagement with science and technology; improved well-being of individuals in society; development of a diverse, globally competitive STEM workforce; increased partnerships between academia, industry, and others; improved national security; increased economic competitiveness of the United States; and enhanced infrastructure for research and education.

Proposers are reminded that reviewers will also be asked to review the Data Management and Sharing Plan and the Mentoring Plan, as appropriate.

Additional Solicitation Specific Review Criteria

In addition to the standard NSF Intellectual Merit and Broader Impacts Criteria, reviewers will be required to carefully consider the extent to which the following aspects are addressed in proposals:

• The capacity and exemplary characteristics of existing graduate education and research programs in the discipline(s) relevant to the proposed project at the proposing institution.
• The effectiveness of graduate education and mentoring programs in the relevant discipline(s) at the proposing institution in retaining students to degree completion and preparing them for success in their future careers.
• The extent to which the proposed project will enhance the capacity for research and/or contribute to innovation in the EPSCoR jurisdiction.

B. Review and Selection Process

Proposals submitted in response to this program solicitation will be reviewed by Ad hoc Review and/or Panel Review.

Reviewers will be asked to evaluate proposals using two National Science Board approved merit review criteria and, if applicable, additional program specific criteria. A summary rating and accompanying narrative will generally be completed and submitted by each reviewer and/or panel. The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation.

After scientific, technical and programmatic review and consideration of appropriate factors, the NSF Program Officer recommends to the cognizant Division Director whether the proposal should be declined or recommended for award. NSF strives to be able to tell proposers whether their proposals have been declined or recommended for funding within six months. Large or particularly complex proposals or proposals from new recipients may require additional review and processing time. The time interval begins on the deadline or target date, or receipt date, whichever is later. The interval ends when the Division Director acts upon the Program Officer's recommendation.

After programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements or the Division of Acquisition and Cooperative Support for review of business, financial, and policy implications. After an administrative review has occurred, Grants and Agreements Officers perform the processing and issuance of a grant or other agreement. Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. No commitment on the part of NSF should be inferred from technical or budgetary discussions with a NSF Program Officer. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.

Once an award or declination decision has been made, Principal Investigators are provided feedback about their proposals. In all cases, reviews are treated as confidential documents. Verbatim copies of reviews, excluding the names of the reviewers or any reviewer-identifying information, are sent to the Principal Investigator/Project Director by the Program Officer. In addition, the proposer will receive an explanation of the decision to award or decline funding.

VII. Award Administration Information

A. notification of the award.

Notification of the award is made to the submitting organization by an NSF Grants and Agreements Officer. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator. (See Section VI.B. for additional information on the review process.)

B. Award Conditions

An NSF award consists of: (1) the award notice, which includes any special provisions applicable to the award and any numbered amendments thereto; (2) the budget, which indicates the amounts, by categories of expense, on which NSF has based its support (or otherwise communicates any specific approvals or disapprovals of proposed expenditures); (3) the proposal referenced in the award notice; (4) the applicable award conditions, such as Grant General Conditions (GC-1)*; or Research Terms and Conditions* and (5) any announcement or other NSF issuance that may be incorporated by reference in the award notice. Cooperative agreements also are administered in accordance with NSF Cooperative Agreement Financial and Administrative Terms and Conditions (CA-FATC) and the applicable Programmatic Terms and Conditions. NSF awards are electronically signed by an NSF Grants and Agreements Officer and transmitted electronically to the organization via e-mail.

*These documents may be accessed electronically on NSF's Website at https://www.nsf.gov/awards/managing/award_conditions.jsp?org=NSF . Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

More comprehensive information on NSF Award Conditions and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

Administrative and National Policy Requirements

Build America, Buy America

As expressed in Executive Order 14005, Ensuring the Future is Made in All of America by All of America's Workers (86 FR 7475), it is the policy of the executive branch to use terms and conditions of Federal financial assistance awards to maximize, consistent with law, the use of goods, products, and materials produced in, and services offered in, the United States.

Consistent with the requirements of the Build America, Buy America Act (Pub. L. 117-58, Division G, Title IX, Subtitle A, November 15, 2021), no funding made available through this funding opportunity may be obligated for infrastructure projects under an award unless all iron, steel, manufactured products, and construction materials used in the project are produced in the United States. For additional information, visit NSF's Build America, Buy America webpage.

C. Reporting Requirements

For all multi-year grants (including both standard and continuing grants), the Principal Investigator must submit an annual project report to the cognizant Program Officer no later than 90 days prior to the end of the current budget period. (Some programs or awards require submission of more frequent project reports). No later than 120 days following expiration of a grant, the PI also is required to submit a final annual project report, and a project outcomes report for the general public.

Failure to provide the required annual or final annual project reports, or the project outcomes report, will delay NSF review and processing of any future funding increments as well as any pending proposals for all identified PIs and co-PIs on a given award. PIs should examine the formats of the required reports in advance to assure availability of required data.

PIs are required to use NSF's electronic project-reporting system, available through Research.gov, for preparation and submission of annual and final annual project reports. Such reports provide information on accomplishments, project participants (individual and organizational), publications, and other specific products and impacts of the project. Submission of the report via Research.gov constitutes certification by the PI that the contents of the report are accurate and complete. The project outcomes report also must be prepared and submitted using Research.gov. This report serves as a brief summary, prepared specifically for the public, of the nature and outcomes of the project. This report will be posted on the NSF website exactly as it is submitted by the PI.

More comprehensive information on NSF Reporting Requirements and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

VIII. Agency Contacts

Please note that the program contact information is current at the time of publishing. See program website for any updates to the points of contact.

General inquiries regarding this program should be made to:

For questions related to the use of NSF systems contact:

• NSF Help Desk: 1-800-381-1532
• Research.gov Help Desk e-mail: [email protected]

For questions relating to Grants.gov contact:

• Grants.gov Contact Center: If the Authorized Organizational Representatives (AOR) has not received a confirmation message from Grants.gov within 48 hours of submission of application, please contact via telephone: 1-800-518-4726; e-mail: [email protected] .

IX. Other Information

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged. In addition, "NSF Update" is an information-delivery system designed to keep potential proposers and other interested parties apprised of new NSF funding opportunities and publications, important changes in proposal and award policies and procedures, and upcoming NSF Grants Conferences . Subscribers are informed through e-mail or the user's Web browser each time new publications are issued that match their identified interests. "NSF Update" also is available on NSF's website .

Grants.gov provides an additional electronic capability to search for Federal government-wide grant opportunities. NSF funding opportunities may be accessed via this mechanism. Further information on Grants.gov may be obtained at https://www.grants.gov .

About The National Science Foundation

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF funds research and education in most fields of science and engineering. It does this through grants and cooperative agreements to more than 2,000 colleges, universities, K-12 school systems, businesses, informal science organizations and other research organizations throughout the US. The Foundation accounts for about one-fourth of Federal support to academic institutions for basic research.

NSF receives approximately 55,000 proposals each year for research, education and training projects, of which approximately 11,000 are funded. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships. The agency operates no laboratories itself but does support National Research Centers, user facilities, certain oceanographic vessels and Arctic and Antarctic research stations. The Foundation also supports cooperative research between universities and industry, US participation in international scientific and engineering efforts, and educational activities at every academic level.

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See the NSF Proposal & Award Policies & Procedures Guide Chapter II.F.7 for instructions regarding preparation of these types of proposals.

The National Science Foundation has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairments to communicate with the Foundation about NSF programs, employment or general information. TDD may be accessed at (703) 292-5090 and (800) 281-8749, FIRS at (800) 877-8339.

The National Science Foundation Information Center may be reached at (703) 292-5111.

The National Science Foundation promotes and advances scientific progress in the United States by competitively awarding grants and cooperative agreements for research and education in the sciences, mathematics, and engineering. To get the latest information about program deadlines, to download copies of NSF publications, and to access abstracts of awards, visit the NSF Website at . 2415 Eisenhower Avenue, Alexandria, VA 22314 (NSF Information Center) (703) 292-5111 (703) 292-5090 Send an e-mail to: or telephone: (703) 292-8134 (703) 292-5111 Privacy Act And Public Burden Statements The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; and project reports submitted by proposers will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to proposer institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies or other entities needing information regarding proposers or nominees as part of a joint application review process, or in order to coordinate programs or policy; and to another Federal agency, court, or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See System of Record Notices , NSF-50 , "Principal Investigator/Proposal File and Associated Records," and NSF-51 , "Reviewer/Proposal File and Associated Records." Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award. An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding the burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to: Suzanne H. 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