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Biographies of Current Graduate Students

Page content, m.a. students.

Andy is interested in studying topics related to the major conflicts of the 20 th century and hopes to focus on the efforts of World War I veterans to gain similar benefits to those given to World War II veterans in his MA thesis. In his spare time he is an avid wargamer and has spent the last 20 years studying Tomiki-ryu Aikido.

PhD Students

Dennis Cowles (PhD, Early American History) MA, History, 2006 University of New Orleans; BA, French, 2002 University of New Orleans. Dennis’s research interests center on the intersections of imperial history and social history, specifically during eras of regime change. Other interests include colonial Latin America, comparative colonial history, ethnohistory, and the Atlantic world. Dennis worked for several years as an adjunct instructor of history in New Orleans and in the Boston area. He also has nearly 20 years' experience working in museums and non-profit organizations, including running a planetarium and working at the Paul Revere House. Dennis is an amateur astronomer and an avid reader of eighteenth-century English novels. His dissertation project, “Neither Subjects nor Rebels: Responses to Imperial Centralization in Salem and Ipswich, 1660 – 1715,” is directed by Dr. Kyle F. Zelner.

Missy’s area of historical focus includes Reconstruction and Historical Memory.  Missy’s research on the Clinton Riot of 1875 has captured both local and national attention.  In 2015, Missy worked with the City of Clinton, local churches, and the William Winter Institute for Racial Reconciliation in hosting several public events to bring attention and awareness to this tragic event on its 140 th anniversary.   In September of 2015, her article, "Thawing Frozen History: The Clinton Riot of 1875" was published by the Mississippi Historical Society.

In 2016, Missy was named the Distinguished Alumna of the Year by her colleagues at MC.  She is a faculty co-sponsor of the MC History Club and is a member of the Civil Rights Education Committee of the William Winter Institute for Racial Reconciliation, the Mississippi Historical Society, the Mississippi College Faculty Council, the Archives and History Commission of the Mississippi Conference of the United Methodist Church, and the Mississippi Council for the Social Studies. Her work has been highlighted by Mississippi Public Broadcasting, Teaching for Change, the Jackson Free Press , the Clarion-Ledger , the Clinton Courier , and the Mississippi College Collegian .

In the summer of 2015, John attended the West Point Summer Seminar in Military History. As part of the seminar, John took part in workshop pedagogy sessions and presented his research on drone use in contemporary warfare. He also toured Harpers Ferry, South Mountain, Antietam battlefield, and participated in the Gettysburg Staff Ride. John has published several encyclopedia articles, some of which will appear in Cyber Warfare: A Reference Book (2017). John was the recipient of the Lamar Powell History Graduate Scholarship for 2016-2017. Other interests include: contemporary foreign relations in a transatlantic context, war and society, technology.

305 Liberal Arts Building (LAB) 118 College Dr. #5037 Hattiesburg, MS 39406

Campus Hattiesburg

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Phone 601.266.4320

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Sharing PhD experiences across the University of Warwick and beyond

How to Write an Academic Bio for Conferences

There are very few things as challenging as writing academic biographies (perhaps academic writing?). It seems simple, but things soon get awkward as you try to show how amazing you are without sounding arrogation or pretentious. Sophie shares her tips on writing a balanced bio…

It’s all going swimmingly until you read the Call for Papers: Please submit a proposal and brief bio.

What on earth is a bio (otherwise known as an ‘academic bio’)? And just how brief does it need to be? Writing an academic bio is a skill you can pick up like any other, and this article will take you through the basics of what to include, what to leave out, and how to craft this tricky piece of your academic arsenal.

Covering the Basics

Whatever discipline you’re working in, you’ll definitely need to include the following in your academic bio:

•  full name,
• position (i.e. PhD student; PhD candidate),
• institution.

All this should go into the first sentence, so it reads something like this:

Joe Bloggs is currently a PhD candidate [meaning he’s passed his upgrade] at the University of Warwick.

You can also mention your department, although it’s not strictly necessary for most of us.

The Big Picture

The rest of your academic bio should tell the reader about your research interests. Start by setting out your broad research question , whether that’s finding new ways to create Omega 3 in algae cultures or exploring fashion statements at Charles II’s court. Then focus it further; are you looking at a specific type of algae culture, or a particular poet who was into fashion? This is the most important part of your bio: it tells other people attending the conference where you’re coming from, and may present links between your research areas.

You can end your bio here, or add another sentence situating your research within wider scholarship. Is it important to reference your specific style of criticism, or how you’re leading on from recently-published developments in the field, for example? If it’s important for the theme of the conference, you may wish to add another sentence on the future directions of your research. However, if this isn’t relevant or necessary, feel free to leave it out, especially if you’ve been asked to submit a brief bio – best to keep it brief and stick to your research interests.

What Not to Do

Inevitably, we all do things early in our career/academic life that, with hindsight, make us cringe. To avoid that uncomfortable feeling in the future, four common errors are:

• Treating your bio like a humorous essay : only include a joke if you’re sure it’s really, really funny (maybe check with a straight-talking friend).
• Getting too personal : an academic bio is a chance to make an impression pre-conference, and it may be what people remember you by, so ensure that you stay professional.
• Giving too much information : remember that an academic bio isn’t the same thing as a CV – the conference organisers don’t need to know where you did your undergrad, MA or how much you’ve won in grants.
• Using exclamation marks : your writing should be relatively formal in style, so avoid coming across as too chatty – save your engaging manners for the big presentation day!

One final tip is to use the third person. This isn’t a hard and fast rule, but at some conferences, your bio will be read out as an introduction, so personally I prefer to start a sentence like Joe Bloggs above.

What do you think about this approach?

Any more tips for writing academic bios?

Text credits: Sophie Shorland 

Sophie is a PhD student at Warwick, where she’s one of the organisers of the English Department’s annual postgraduate symposium for 2017. You can find out how to get involved in the symposium here , or check their Twitter here .  

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What a concidence. I’m sending the abstract and the bio for a conference at Warwick

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Student Biographies

Please follow the links to find publications and more information.

Improve Your Student Bio Writing with Our Expert Examples

• Post author:
• Post published:
• Post category: Content Writing

As a student, you may not realize the importance of having a well-written bio, but trust us, it can make all the difference in your academic and professional journey. In this blog, we will provide you with expert examples and tips on how to craft a compelling student bio that will enhance your personal brand and make you stand out from the crowd.

Common Mistakes to Avoid in Student Bio Writing:

As a student, your bio is an important tool for showcasing your academic achievements, skills, and experiences. It is often the first impression that potential employers, admissions committees, and scholarship providers will have of you. A well-written student bio can make a strong impact and set you apart from other applicants. However, many students make common mistakes when writing their bios, which can have a negative impact on their overall image. Identify Common Mistakes Made In Student Bio Writing:

Including irrelevant information:

One of the most common mistakes students make in their bios is including irrelevant information. This can include personal details, such as hobbies or favorite movies, that do not add any value to your bio. Remember, your bio should focus on your academic and professional achievements, not your personal interests.

Using generic language:

Another mistake students make is using generic language in their bios. This can make your bio sound boring and unoriginal. Avoid using cliches and instead, use specific and descriptive language to showcase your unique qualities and experiences.

Not proofreading:

Spelling and grammatical errors can make your bio appear unprofessional and careless. Always proofread your bio multiple times and have someone else read it as well to catch any mistakes you may have missed.

Writing in the third person:

While it may seem more formal, writing your bio in the third person can make it sound impersonal and detached. Instead, write in the first person to make your bio more engaging and personal.

Tips On How to Avoid These Mistakes:

Focus on relevant information: When writing your bio, make sure to only include information that is relevant to your academic and professional achievements. This will help keep your bio concise and focused.

Be specific and use descriptive language:

Avoid using generic language and instead, use specific and descriptive language to showcase your unique qualities and experiences. This will make your bio more interesting and memorable.

Proofread multiple times:

Always proofread your bio multiple times and have someone else read it as well to catch any errors. This will ensure your bio is error-free and professional.

Write in the first person:

Writing in the first person will make your bio more personal and engaging for the reader. It will also help them connect with you on a more personal level. By avoiding these common mistakes, you can ensure that your student bio is well-written and effective in showcasing your strengths and accomplishments.  

Elements of a Strong Student Bio:

As a student, your bio is an important tool for showcasing your academic and professional achievements. It is often the first impression that potential employers, scholarship committees, and academic advisors will have of you. Therefore, it is crucial to have a strong student bio that effectively highlights your skills, accomplishments, and goals.

Clear and Concise Introduction:

A strong student bio should begin with a clear and concise introduction that captures the reader’s attention. This introduction should include your name, your current academic status, and a brief overview of your interests and goals. Avoid using generic or cliché statements, and instead, focus on showcasing your unique qualities and passions. For example, “My name is Sarah and I am a junior majoring in Psychology. I am passionate about understanding human behavior and hope to pursue a career in counseling.”

Relevant Accomplishments:

One of the most important elements of a strong student bio is highlighting your relevant accomplishments. This can include academic achievements, extracurricular activities, volunteer work, and internships. Be sure to choose accomplishments that are relevant to your field of study or career goals. For example, if you are applying for a scholarship in the field of engineering, you may want to highlight your participation in a robotics club or your experience as a math tutor.

Professional Tone:

Your student bio should maintain a professional tone throughout. This means using proper grammar, punctuation, and avoiding slang or informal language. It is also important to use a positive and confident tone to showcase your strengths and accomplishments. Avoid using negative or self-deprecating language, as this can undermine your achievements. For example, instead of saying “I’m not the best at math,” you can say “I have a strong understanding of mathematical concepts and have consistently excelled in my math courses.”

Practical Tips for Writing an Engaging Student Bio:

When it comes to creating a student bio, many students struggle with finding the right balance between showcasing their accomplishments and personality while remaining concise and authentic. Your student bio is an important tool that can enhance your academic and professional image, so it’s crucial to put effort into crafting one that stands out.

Use a conversational tone and showcase your unique personality and interests:

Your student bio should reflect who you are as a person, not just your academic achievements. Use a conversational tone to make it more relatable and engaging for readers. Additionally, don’t be afraid to showcase your unique personality and interests. This will make your bio more memorable and help you stand out among other students.

Be concise and authentic:

It’s important to keep your student bio concise and to the point. Avoid using long, complicated sentences and stick to the key points that you want to highlight. Also, be authentic in your writing. Don’t try to sound overly professional or use big words just for the sake of it. Be true to yourself and let your personality shine through your bio.

Provide examples of your accomplishments and experiences:

Your student bio is a great opportunity to showcase your achievements and experiences. However, instead of simply listing them, try to provide examples that demonstrate your skills and abilities. This will make your bio more interesting and give readers a better understanding of who you are.

Use a creative format:

Don’t be afraid to think outside the box when it comes to the format of your student bio. Instead of the traditional paragraph format, you can use bullet points, a timeline, or even a short story to make your bio more creative and attention-grabbing. Just make sure it still remains concise and easy to read.

Incorporate humor (if appropriate):

If you have a good sense of humor, don’t be afraid to incorporate it into your bio. This can make your bio more entertaining and memorable for readers. However, make sure the humor is appropriate and doesn’t come across as unprofessional.  

Utilizing Keywords in Your Student Bio:

Your student bio is more than just a brief introduction of yourself; it is a powerful tool that can enhance your academic and professional image. In today’s digital age, having a strong online presence is crucial for students looking to stand out and attract potential opportunities. One effective way to improve your online presence is by utilizing keywords in your student bio. But what exactly are keywords and why are they important? Keywords are specific words or phrases that describe the main content or purpose of a web page. They are used by search engines to help users find relevant information. In the context of your student bio, keywords are the words or phrases that best represent your skills, achievements, and goals.

Bio Examples for Students

Do you feel intimidated when it comes to writing a bio as a student? It’s understandable – after all, you’re still growing your skills and may not have much professional experience yet. But don’t worry, creating an engaging bio doesn’t have to be a lengthy and detailed process.

In fact, a few short sentences can pack just as much punch. Check out these inspiring examples of student bios to get some ideas flowing.

For High School Students:

Meet John Smith – a talented high school senior with a passion for the written word. As the editor of his school’s newspaper, he fearlessly delves into the latest stories and issues. But that’s not all – John is also an avid reader and writer, always eager to explore new literary worlds and discover fresh perspectives.

His dedication to academic excellence has earned him a spot in the esteemed National Honor Society. With his curious spirit and unwavering drive, John is sure to make a meaningful impact wherever his literary journey takes him.

For College Students:

Meet Jane Doe, a dynamic junior at the prestigious University of California, Berkeley. Jane is a double major in economics and computer science, driven by her insatiable passion for solving the world’s toughest economic challenges.

She’s also a seasoned member of the college debate team, where she hones her critical thinking and communication skills. Whether it’s through her academic pursuits or extracurricular activities, Jane is constantly striving to make a positive impact on the world around her.

For Graduate Students:

Meet Adam Jones, a brilliant PhD student who is paving the way for a cleaner, more sustainable future through his groundbreaking research. Based in the esteemed Department of Chemistry at the University of Washington, Adam is dedicated to pushing the boundaries of energy storage through the development of innovative materials.

When he’s not in the lab, this accomplished young scientist can be found tinkling the ivories on his beloved piano or conquering the great outdoors with exhilarating hikes through the majestic mountains. Join us as we delve into the fascinating world of Adam Jones and discover the passion, curiosity and creativity that fuels his remarkable achievements.

For Professional Students:

Meet Mary Smith, a driven medical student who has set her sights on making a difference in the world through healthcare. With a burning passion for aiding others, she’s focused on specializing in family medicine to provide the best possible care for her patients. But her compassion doesn’t stop there – in her free time, Mary volunteers at a local hospital, where she selflessly gives back to underserved communities by offering essential healthcare services. Her commitment to helping others is truly inspiring.

Sample Bio Examples for Students

Whether you’re a student applying to universities or just starting out in your career, it’s important to have a Bio that’s reflective of you. Here are some sample bio examples to get you started.

Example 1-5:

1 . Sarah is a committed and motivated student actively pursuing a degree in journalism. Her passion for storytelling and uncovering new perspectives has not only led her to attain valuable experience through an internship at a local newspaper, but has also driven her to establish her own successful blog. In addition to her academic pursuits, Sarah enjoys spending her free time hiking in the mountains and playing guitar.

2. David is a curious student with a passion for learning about different cultures. He is fluent in four languages and has lived in three different countries during his teenage years. While completing his degree in international relations, David volunteers as a tutor for refugees and asylum seekers. In his free time, he likes to cook traditional dishes from around the world. 3. Emma is a creative artist who makes magic with her paintbrushes. Her art style draws inspiration from nature and whimsical elements. Currently pursuing a bachelor’s degree in fine arts, Emma has been featured in several art exhibitions, and her artwork has been sold to collectors around the world. Outside the classroom, you can find her exploring museums and galleries. 4. Jonathan is a tech-savvy student with a fascination for coding. He is currently studying computer science and has already built his own mobile game app. Apart from coding, Jonathan enjoys exploring new technologies and experimenting with an Arduino in his spare time. He hopes to start his tech startup after graduation. 5. Rachel is a highly motivated student-athlete who demonstrates excellence both academically and athletically. As a standout midfielder on the varsity team, she has been recognized with multiple athletic scholarships. Additionally, Rachel is a distinguished straight-A student and distinguishes herself as the captain of the school’s debate team. During her leisure time, she enjoys engaging with intellectually stimulating materials such as books and documentaries.

Example 6-10:

6. Michael is a highly impressive and engaging student with a strong dedication to public speaking. His major of study is communication studies and he has achieved numerous national accolades for his exceptional persuasive speeches. Additionally, Michael is actively involved in theater productions and has displayed his talent for acting in several plays. Outside of his academic pursuits, he enjoys the cerebral challenge of playing chess and embarking on new travel adventures. 7. Emily is a caring and compassionate student who’s always there to lend a helping hand. She is pursuing a degree in nursing and volunteers at a children’s hospital every week. Emily is also a talented musician and plays the piano beautifully. In her free time, she likes to read classic novels and watch romantic comedies. 8. Jason is a brilliant student with a natural talent for mathematics. He is currently studying applied mathematics and has already published several research papers in academic journals. Jason is also a skilled pianist and has won several national competitions. Outside of class, he likes to play soccer and volunteer at a local soup kitchen. 9. Olivia is a creative writer with a vivid imagination. Pursuing a degree in English literature, Olivia has won several writing contests and published several short stories. Aside from her writing, Olivia enjoys painting and has recently started her own Etsy store selling her artwork. She loves spending time at the beach and collecting seashells. 10. Kevin is a highly committed and socially-aware student who is keen on creating a positive impact on the world. He is pursuing a degree in social work and has garnered extensive knowledge on social issues through his involvement with diverse non-profit organizations. Kevin dedicates his time to advocating for social justice, and he also volunteers at a homeless shelter in his free time. Additionally, he enjoys playing basketball as a recreational activity.

Example 10-15:

11. Lisa is a dedicated sophomore pursuing a degree in Zoology at XYZ University. She possesses a strong passion for conservation and has actively engaged with a local non-governmental organization for the last two years to aid in the protection of a wildlife reserve in the area. Lisa’s commitment to animal welfare is also evident through her volunteer work with the local Humane Society. As a member of the Student Environmental Action Coalition, she continues to champion environmental causes and spearhead efforts to protect the planet.

12. Emily holds a degree in History from XYZ University and has gained valuable experience as a research assistant over the course of the past year. She is proficient in working with both written and oral historical sources. In addition, Emily is an active member of the Student Environmental Action Coalition and is currently pursuing her master’s thesis on the historiography of environmentalism in Latin America.

13. John Smith is a third-year business major at XYZ University with a concentration in accounting. He is a member of the school’s accounting club and has completed internships at two top accounting firms. 14. Jane Doe is a senior English major at ABC College. She has been published in two literary magazines and was awarded a literary scholarship for her work. She hopes to pursue a career in publishing after graduation. 15. Michael Johnson is a sophomore biology major at LMN University. He spent his freshman year conducting research with a biology professor and presented his findings at a national conference.

Example 16-20:

16. Sarah Lee is a junior communications major at DEF College. She is the public relations coordinator for the student government association and has completed internships with several local media outlets. 17. David Williams is a senior psychology major at GHI University. He has volunteered for several mental health organizations and is passionate about advocating for individuals with mental illness. 18. Amanda Rodriguez is a third-year nursing student at JKL College. She has completed clinical rotations in pediatric and adult nursing and plans to become a pediatric nurse after graduation. 19. Ryan Chen is a senior computer science major at MNO University. He has designed and programmed several mobile apps and was awarded an internship at a major tech company. 20. Samantha Green is a sophomore marketing major at PQR College. She is the social media coordinator for the school’s marketing club and has completed a marketing internship at a fashion company.

Example 21-25:

21. Eric Davis is a proficient third-year architecture student who has gained valuable experience in designing community centers and residential buildings. He is an active member of the architecture club at STU University.

22. Lauren Baker is an accomplished junior art major at UVW College. Her artistic work has been showcased in a local gallery, and she has been recognized with a scholarship for her creative endeavors. She serves as the treasurer of the student art club.

23. Jared Patel is a capable senior finance major at XYZ University. He has completed internships at two major investment firms and has co-founded a personal finance blog.

24. Olivia Lee is a promising sophomore journalism major at ABC College. She has contributed to the school’s newspaper and is a part of the student.

25. Ethan Nguyen is a junior music major at LMN University. He has performed in several school concerts and hopes to become a music teacher after graduation.

Example 26 – 30:

26. Kristen Kim is a senior political science major at DEF College. She has interned for a state senator and is a member of the school’s political science club. 27. Mark Perez is a third-year engineering student at GHI University. He has completed design projects for a solar-powered car and a water filtration system, and is a member of the school’s engineering society. 28. Emily Sanchez is a sophomore education major at JKL College. She has volunteered at local schools and is passionate about promoting equitable access to education. 29. Jason Chen is an accomplished senior economics major at MNO University. He has demonstrated his expertise as a financial analyst for a nonprofit organization and has gained valuable experience through internships at major investment banks.

30. Rachel Kim is a dedicated third-year environmental science major at PQR College. She has conducted extensive research on the impact of pollution on marine life and is an active member of the school’s esteemed environmental club.

Example 31 – 35:

31. Andy Lee is a talented junior theater major at STU University. He has showcased his artistic talents in several notable school productions and aspires to pursue a successful career in acting upon graduation.

32. Christina Davis is a committed senior sociology major at UVW College. She has wholeheartedly devoted her time to volunteering for several.

33. Jane Smith is a senior at XYZ University majoring in Marketing. She is a proactive and innovative student with a passion for creativity and strategic thinking. Jane has completed multiple internships and projects in the field and is determined to establish herself as a successful marketer. 34. John Doe is a dedicated Biology major at ABC University. He has a keen interest in research and has already conducted several research projects in the field of ecology, biodiversity, and conservation. John has published his research findings in various scientific journals and aims to pursue a career in academia. 35. Mary Johnson is an Electrical Engineering major at LMN College. She has a strong background in coding and programming and has worked on numerous coding projects both on and off-campus. Mary aims to be at the forefront of technology advancement and is determined to contribute her skills to the development of cutting-edge technology.

Example 36 – 40:

36. William Brown is a Finance major at PQR University. He has a keen interest in financial analysis and has completed multiple internships in investment banking firms. William is determined to apply his knowledge and skills in the financial sector and contribute to the growth and success of companies. 37. Elizabeth Taylor is a Creative Writing major at XYZ College. She is an avid reader and writer with a passion for storytelling. Elizabeth has had her creative work published in various literary magazines and journals and aims to become a successful novelist. 38. David Park is an Industrial Design major at ABC University. He is a creative and innovative student with a passion for product design and consumer behavior. David has completed multiple design projects and internships and aims to create new and exciting products that improve people’s lives. 39. Sarah Lee is a Computer Science major at LMN College. She is a skilled programmer and has won several coding competitions both on and off-campus. Sarah aspires to create innovative and cutting-edge software solutions that help businesses run more efficiently.

40. Michael Nguyen is a Psychology major at PQR University. He has a strong background in research and has conducted several research projects in the field of cognitive psychology. Michael aims to pursue a career in academia and contribute to the development of scientific knowledge.

Example 41 – 50:

41. Emily Davis is a Graphic Design major at XYZ College. She is a creative and detail-oriented student with a passion for visual communication. Emily has worked on several design projects and internships and aims to create visually striking and effective branding solutions. 42. Jack Smith is a Mechanical Engineering major at ABC University. He is a skilled problem solver with a passion for innovative design solutions. Jack has completed several engineering projects and internships and aims to contribute to the development of cutting-edge technology that advances society. 43. Emma Chen is an Accounting major at LMN College. She has a keen eye for detail and a passion for numbers. Emma has completed multiple accounting internships and projects and aims to become a successful CPA. 44. James Nguyen is a Biology major at PQR University. He is a dedicated student with a strong interest in genetics and biotechnology. James has conducted multiple research projects and aims to pursue a career in genetic engineering. 45. Ashley Garcia is an Architecture major at XYZ College. She is a creative and detail-oriented student with a passion for sustainable design. Ashley has completed several architecture projects and internships and aims to create innovative and Eco-friendly spaces. 46. Alex Brown is a Political Science major at ABC University. He is a critical thinker with a passion for studying government and public policy. Alex has completed multiple political internships and aims to pursue a career in public service. 47. Rachel Lee is a Nutrition and Dietetics major at LMN College. She is a passionate and knowledgeable student with a strong interest in healthy eating habits. Rachel has completed multiple nutrition projects and internships and aims to become a successful registered dietitian. 48. Tyler Davis is a Civil Engineering major at PQR University. He is a skilled problem solver with a passion for infrastructure design. Tyler has completed multiple civil engineering projects and internships and aims to contribute to the development of sustainable infrastructure. 49. Samantha Nguyen is an Environmental Science major at XYZ College. She is a creative and detail-oriented student with a passion for environmental conservation. Samantha has completed several environmental projects and internships and aims to create innovative and sustainable solutions for environmental issues. 50. John Kim is a Philosophy major at ABC University. He is a critical thinker with a passion for studying morality and ethics. John has completed multiple philosophy projects and aims to pursue a career in academia.

Crafting a bio that perfectly showcases your unique set of skills, interests, and experiences can be a daunting task. But fret not, as with these expert examples, you can easily create a bio that not only highlights your accomplishments but also captivates your audience. From detailing the awards and honors you’ve earned to highlighting the clubs and organizations you’re a part of, every aspect of your life deserves to be beautifully depicted in your bio. So, let’s dive in and learn how to make your bio a true masterpiece. Crafting a compelling bio can make all the difference in landing your dream job or making a lasting impression. To create a standout bio, your focus should be on highlighting your most impressive accomplishments, awards, and experiences that are relevant to the job you’re applying for.

Make sure to include any pertinent job titles, internships, and volunteer positions you’ve held, and then narrow your list down to the most impactful information. Captivate your audience with a concise, professional narrative that showcases your unique talents and sets you apart from the crowd.

Writing a compelling bio is a key step in presenting yourself to the world. While there are a few essential rules to follow, the beauty is in how you paint your picture. Start by putting your name and contact information front and center, so potential contacts can easily get in touch.

Then, capture their attention with a snappy paragraph (or two) that showcases your unique background, skills, and accomplishments. Think of it as a snapshot of who you are and what you can bring to the table. As you wrap up, don’t forget to sprinkle in those little extras that make you stand out, like your areas of expertise or fluency in different languages.

Why Writing Bio Examples for Students?

Crafting a compelling bio can be a daunting task for students. It’s a crucial element of their professional development, but where do they even begin? That’s where bio examples come in. Offering inspiring examples of bios can help students grasp the essential components, while providing a creative spark to craft their own unique story. With engaging bio examples, students can confidently present themselves to potential employers or clients, standing out in a sea of applicants. Let’s unlock the power of bio writing and unleash the potential of our future leaders.

Crafting a compelling bio can be a challenging task, but it’s essential to showcase your authenticity and unique traits. Your bio should reveal your educational background, work experience, and career aspirations while exhibiting your personality. As an educator, you can guide students by offering them bio examples that will inspire them to unleash their creativity and write their own compelling story. By sharing your expertise, you can empower them to express themselves confidently and make a lasting impression.

Tips for Writing Bio Examples for Students :

Crafting a compelling bio example can be the key to unlocking exciting career opportunities. However, it can be a daunting task to create a bio that not only showcases your accomplishments but also captivates your audience. We’ve got you covered with some expert tips to help you craft a bio example that will inspire and leave a lasting impression on your target audience, whether you’re a student or seasoned professional. So, let’s dive in and get started!

1. Start with a strong opener. Capture your reader’s attention with a powerful opener that captures your unique selling proposition (USP). For example; if you’re a writer, start by telling the reader what you’re good at. If you’re a teacher, start by telling the reader what you’re passionate about.

2. Write about your experience. Start by telling the reader about your experience and how it has helped you. Share examples of what you’ve written, what you’ve done, and what you know.

3. Are you tired of reading boring and impersonal content? Then it’s time to get personal! Share your unique story and let your readers get to know the real you. Talk about the people and things that light up your life, as well as those that get under your skin.

With anecdotes that are both relatable and entertaining, your readers will feel like they’re chatting with an old friend. So go ahead, open up and let your personality shine through in your writing!

4. When it comes to writing, examples can be the key to truly engaging your reader. Don’t hold back – including relevant and illustrative examples can demonstrate your skill and expertise in a way that mere words can’t match.

By weaving in concrete examples, you can show your reader that you’re not just talking the talk, but walking the writing walk. So don’t shy away from including examples – they can be the secret weapon in your writing arsenal.

5. End with a call to action. Share a motivation or a challenge for the reader. For example, tell the reader what you want them to do next.

Crafting a captivating bio can be daunting, but fear not! With these expert tips, your bio is guaranteed to captivate and inspire your students. Say goodbye to blending in with the rest and hello to making a lasting impression.

How to Write a Great Bio for Students ?

Whether you’re applying to colleges, scholarships, or just want to make a good first impression, you’ll want to write a great bio. A bio is the first impression your reader will have of you and it can make or break your application. There are a few things you should keep in mind when writing your bio: – Make sure your language is easy to read. – Use active and positive verbs. – Be concise. – Use a standard font and typeface.

Here are some tips on how to write a great bio example for students:

-Use your school’s name and the year you graduated in your bio. – State your major and any honors or awards you’ve received. – Write about something you’re passionate about and why it’s important to you. – Include your goals for the future and how you plan to achieve them. – Let your personality shine through. – Use action verbs and include a photo.

Importance of Using Keywords in Your Student Bio:

When it comes to online platforms and search engines, using keywords in your student bio can significantly improve your visibility and make your bio more discoverable to potential opportunities. By incorporating relevant keywords, you increase your chances of appearing in search results when someone is looking for a student with your specific skills and experiences. Moreover, using keywords in your bio can also showcase your expertise and highlight your unique qualities. It helps you stand out from other students and gives potential opportunities a better understanding of your strengths and interests.

Tips on Identifying and Incorporating Relevant Keywords:

Start with a brainstorming session:.

Take some time to think about your skills, experiences, and achievements. Make a list of words or phrases that best describe these qualities. This can include your major, academic achievements, extracurricular activities, and career goals.

Research relevant keywords:

Once you have a list of potential keywords, do some research to see which ones are commonly used in your field or industry. You can also use tools like Google Keyword Planner or SEMrush to find popular and relevant keywords.

Use long-tail keywords:

Long-tail keywords are longer and more specific phrases that have a lower search volume but a higher chance of ranking in search results. For example, instead of using “marketing” as a keyword, try using “digital marketing intern with social media experience.”

Incorporate keywords naturally:

While it’s essential to include keywords in your bio, make sure they are incorporated naturally and do not sound forced. Your bio should still read smoothly and reflect your authentic voice.

How Using Keywords Can Improve Your Online Presence:

Using keywords in your student bio can have several benefits for your online presence. Firstly, it can help you rank higher in search results, making it easier for potential opportunities to find you. This can include internship or job opportunities, networking connections, or even potential collaborations. Secondly, incorporating keywords can also improve the overall quality and relevance of your bio. By using specific keywords, you are providing a clear and concise description of your skills and experiences, making it easier for readers to understand your profile. Lastly, utilizing keywords in your bio can also help you establish yourself as an expert in your field. By using relevant keywords, you are showcasing your knowledge and expertise, making you more attractive to potential opportunities.  

Tips for Keeping Your Student Bio Relevant and Up-to-Date:

Add new achievements:.

As you continue your academic journey, you will achieve new accomplishments that should be reflected in your student bio. These can include awards, scholarships, publications, presentations, and more. Make sure to add these to your bio to showcase your progress and success.

Remove Outdated Information:

It is important to regularly review your student bio and remove any outdated information. This can include old experiences or achievements that are no longer relevant. Keeping your bio concise and up-to-date will make it more effective in showcasing your current skills and experiences.

Include Relevant Skills:

As you gain new skills through coursework, internships, or extracurricular activities, make sure to include them in your bio. This will demonstrate your diverse skill set and make you stand out to potential employers or academic programs.

Update Your Profile Picture:

Your profile picture is often the first thing people see when they visit your bio. Make sure to update it regularly to reflect your current appearance and professionalism.

Benefits of a Well-Maintained Student Bio:

A well-maintained student bio can greatly benefit your academic and professional growth. It serves as a powerful marketing tool that can help you stand out among your peers. A strong bio can also increase your chances of being selected for opportunities such as scholarships, internships, or job interviews. Furthermore, a well-maintained student bio can showcase your progress and development. As you update it regularly, you can see how far you have come and the goals you have achieved. This can serve as motivation to continue striving for success. In addition, a well-maintained student bio can also improve your online presence. Many academic and professional opportunities now require a digital presence, and your bio is often the first thing that appears when someone searches for you. Keeping it updated and relevant can help you make a positive impression and stand out in a competitive market.

Conclusion:

In conclusion, a strong student bio is a valuable tool that can help you achieve your academic and professional goals. We hope this blog has provided you with the necessary knowledge and examples to improve your own bio. Remember, your bio is a reflection of who you are, so take the time to craft it carefully and make it stand out. Thank you for reading and best of luck in your future endeavors!

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DDes Student Bios

Harvard Doctor of Design students constitute a group of select students with a great variety of research interests. The program is intended for persons who wish to enter teaching, research and advanced careers in the theory and practice of architecture, landscape architecture, urban form and technology; or the analysis and development of cities, landscapes and regions with emphasis on social, economic, ecological, transportation and infrastructural systems. Further, students may wish to conduct research in the area of digital technologies within such context.

In addition to their studies, doctoral candidates are involved in many aspects of the school. Among other activities, they hold Research or Teaching Fellowships and organize speaker series, conferences,and journals.

Click here for recent DDes graduates.

She received an MS in Design & Computation from MIT  (2022) and a BArch from the American University of Sharjah  (2017). Professionally, she has worked at the offices of Diller Scofidio + Renfro , Studio Anne Holtrop , and Benoy . Most recently, Maryam co-curated Bahrain’s National participation, Sweating Assets , at the Venice Architecture Biennale 2023.

http://www.maryamaljomairi.com/

Sulaiman is a co-founder of Morphospace studio, a multidisciplinary design studio based in Kuwait. He has coordinated and co-directed the design of several digitally-driven projects and interactive installations in Kuwait. He also co-directed the Architectural Association Visiting School (AAVS), a design-and-built workshop for constructing inhabitable pavilions that are digitally designed and manufactured.

Sulaiman holds a Master in Design Studies (MDes) in Technology at the Harvard Graduate School of Design. He also holds a Master of Architecture (MArch) in Emergent Technologies and Design from the Architectural Association and a Bachelor of Architecture from the University of Arizona.

Prior to joining the DDes Program, Rawan worked at multiple landscape architecture offices, such as  Stoss Landscape Urbanism and Sasaki. Her professional work has focused on resilience frameworks around the world including the US, the Middle East and Southeast Asia, with an interest in water as a tool of development and a risk factor to coastal and arid environments. Her past research has explored the aesthetic and political concerns of energy and infrastructure through ecologic narratives with work exhibited around the world, including the Museum of Modern Art in New York and the US Pavilion at the Venice Biennale.

Rawan holds a Bachelor’s degree in Architecture (B.Arch) from Rhode Island School of Design, and a Master’s degree in Landscape Architecture (MLA) and Design Studies (MDes ULE) from Harvard Graduate School of Design with a full scholarship from the Ministry of Higher Education of Kuwait for academic excellence.

She is a recipient of the Harvard Real Estate Grant, The Harvard Conflict and Peace Initiative Grant, The Harvard Joint Center for Housing Studies Thesis Grant, and The AUC Excellence in Research Award. She is a member of the Climigration Network, The Urban Land Institute, The American Planning Association and the Congress for The New Urbanism.

Her research methodologies include utilizing GIS mapping, R statistical analysis software conducting interviews and empirical on-site observations. Her design tools include Photoshop, InDesign, AutoCAD, Revit and Rhino.

Hamed is a graduate of the Rhode Island School of Design and the Harvard Graduate School of Design, earning degrees in the fine arts, architecture, and urban design. He has previously worked as an architect in Kuwait, Japan, Germany, and the US prior to the establishment of his practice.

She holds a Bachelor of Science in Project and Facilities Management from National University of Singapore, a Master in Design Studies with concentration in Energy and Environment from Harvard GSD. Her master’s thesis investigated the use of Phase Change Materials in heating buildings to reduce building energy consumption through a passive manner and was awarded the Daniel L. Schodek Award for Technology and Sustainability in 2020. Her papers have been published in Smart and Sustainable Cities and Buildings and presented in the International Conference of the Architectural Science Association .

Elence interned at Transsolar Germany, Building and Construction Authority Singapore and Arup Shanghai office. She has been involved in multiple national and international projects that aim to design ultra-efficient buildings with less dependence on machines and energy.

Portfolio: https://www.elencechen.com

Painting wall pieces (sometimes canvases) with spray cans(legally) since 2008, Zhan travels around the world creating murals in urban environments. Combining the Chinese building and calligraphy with graffiti murals, he develops his flow of art and co-works with commercial brands and art institutes. He and his crew have been hosting art and graffiti events, exhibitions and lectures around China since 2014.

Somayeh is a trained architect (B.Arch and M.Arch) from Delft University of Technology in the Netherland and holds a Master in Design Studies degree (MDes) in Critical Conservation (with distinction) from Harvard University Graduate School of Design. Her masters thesis research “Middle Eastern Immigration Landscape in America” won Harvard ESRI Development Center’s Student of the Year Award in 2014. During her years in the Netherlands, she practiced as an architect at several firms in both Amsterdam and The Hague, where she collaborated on various residential and cultural projects, as well as the design of advanced building envelopes. At Harvard, she has held various appointments as teaching and research fellow.

From 2015-2019, she held a doctoral fellow position at the Max Planck Institute in Göttingen, Germany, working towards her doctoral dissertation.

Prior to joining DDes program, Yona worked at Grayscale Collaborative, an urban design and consulting agency, where she developed her interest in discovering how the different force of social, cultural and economic impacts the society and physical built environment and collaboratively working with communities and clients of multiple backgrounds to build more inclusive and better designed environment.

Yona is also a trained architect as she earned her Bachelor of Architecture at Illinois Institute of Technology in Chicago where she later joined Skidmore Owings and Merill (SOM), a multi-disciplinary architecture firm, to work as an architect and an urban designer on various scaled projects, from a skyscraper design to the campus masterplan.

Yona graduated from Harvard GSD in 2019 with Master of Architecture in Urban Design. While at GSD she took on a multiple research projects and teaching assisting, including serving as a professional design assistant at Harvard GSD Extension Education School.

Prior to joining the DDes program, Cameron worked as a Strategy Consultant with Blue Cottage of CannonDesign, helping architects better understand people by translating data into design direction. She also founded the firm’s Research Practice and served as Interim Research Director.

Her work revolves around maximizing the human condition by scientifically exploring relationships with our surroundings. She has published eight articles and presentations in the past four years on several environmental psychology, ergonomics, and architectural industry topics, also serving as peer-reviewer for these journals and organizations.

Cameron holds a Master of Science (M.S.) in Environmental Psychology, with a minor in Information Science, from Cornell University, where she conducted empirical research on dyadic collaboration effectiveness in mixed reality (MR) and virtual reality (VR). She also holds a Bachelor of Arts (B.A.) in Psychology and Environmental Policy, with a minor in Human Services Management, from Illinois Wesleyan University (IWU). She has advised students in research methods, served as a Teaching Assistant at Cornell, and as a Research Assistant at IWU.

Prior to joining the DDes program, Bert worked together with Harvard GSD’s Office for Urbanization and with landscape architecture offices in Belgium, South Africa, and Norway. He is also the founder of Transpolar Studio, a spatial design practice specializing in landscape architecture, urbanism, and design research in the Arctic and Subarctic regions. Bert earned his Master in Design Studies degree at the Harvard GSD after completing a Master of Landscape Architecture at the Oslo School of Architecture and Design. Bert’s recent publications include “Inventing Greenland: Designing an Arctic Nation” (Actar Publishers, 2022) and “The Opening of the Transpolar Sea Route: Logistical, Geopolitical, Environmental, and Socioeconomic Impacts” (Marine Policy Journal, 2020).

Aisha is a recipient of the American Institute of Architects Associates Award, and has been featured in Architect Magazine, ArchDaily, Design Bureau, Apartment Therapy, and the Lifework Blog of iconic furniture company, Herman Miller.

Developing and encouraging the next generation of designers, Aisha founded Future Prep 101: How to Prepare Teens for Design Careers™, a half-day seminar which exposes high school students and their parents to multiple design disciplines.

Aisha is author and illustrator of the children’s book  Who Made My Stuff? Miles Learns About Design, and writer, producer, director of the award-winning film short ROOM. She is also co-founder of the collaborative open screening film platform 100 Minutes. Aisha is also a burgeoning playwright. Her first one act play, FLIP, was part of the 2022 MIT Playwrights Lab.

Aisha is a DDes candidate who holds a Bachelor’s degree in Architecture from Florida A&M University, and a Master Of Science in Strategic Design and Management from the Parsons School of Design. While at Harvard, Aisha’s research explores how artists and arts-based planning in communities of color can create a framework for healthier and equitable neighborhoods in major US cities.

[email protected] www.aishadb.com

She is the founder of Subversive Gardener , an IF Concept Award winning design project turned non-profit organization that focuses on environmental education, design exploration, and public intervention connected to the guerrilla gardening subculture. Vanessa is also the founder of  Wild Flag Studios , a design studio that creates interactive sculptures and produces art installations for clients worldwide.

Vanessa and her work have been featured in publications including Vogue , The Guardian , Wired , Bloomberg BusinessWeek , Vice , and others, and on networks including CNN and the BBC . Her work has been shown in multiple exhibitions including at the Venice Biennale, the Victoria and Albert Museum, and the Royal Institution. She has delivered numerous talks about her work, addressing how public interventions act as vehicles that draw awareness to timely social and environmental challenges.

She holds three art and design centric degrees from the Ontario College of Art & Design (BDes), MIT Media Lab and the Royal College of Art (MA RCA).

Johannahoffman.com

Her past research in the Master in Design Studies in Critical Conservation program at the GSD, examines colonial, religious, and cultural practices that together have form contemporary governmental and societal biases towards Nigeria’s urban poor. This research focuses on how heritage and narratives of history and place, and its built environment, can become tools for urban inequality and exclusion.

Esesua has a B.F.A. in Environmental and Interior Design form Syracuse University. She held teaching fellowships at the GSD Urban Planning and Design Department, the Department of History of Art and Architecture, and the General Education Department at Harvard University. She was also a Research Assistant at the Just City Lab, and served as the Logistics Committee Lead for the 2019 Harvard GSD Black in Design Conference.

Her previous research assessed how decentralized energy technologies can be applied in different residential neighborhoods in Seoul and examined mitigation potentials achieved through it. She believes that technologies and open data are essential to achieve greater resilience impacts and realize sustainable built environment design through formulating robust and accurate scenarios. Her research has been supported by the Harvard GSD research grant and was honored to be awarded the Howard T. Fisher Prize in GIS (Graduate category) in 2023.

Prior to joining Harvard GSD, she earned a master’s in urban and regional planning from Seoul National university and worked in the United Nations of Human Settlement climate change unit, and the World Bank as a land and geospatial analyst in the Urban, Resilience, and Land (URL) Global Practice team. While working at the Bank, she has co-authored several policy notes, which are published as part of the World Bank Innovation and technology note series. She has also co-authored KCI (Korea Citation Index) and Scopus (Journal of Environmental Monitoring and Assessment) indexed publications on Heat wave vulnerability mapping and land quality evaluation and has a book chapter published in COVID-19 Pandemic, Geospatial Information, and Community Resilience, among others. More details of her works and projects are accessible on her personal website.

Prior to joining the DDes program, Sang was a researcher at the Empathy in Point Clouds laboratory of Taubman College, researching manipulation and control methods of point clouds as visual data components, receiving generous grants to advance the research forward. Sang was also a research assistant at the Architecture & Artificial Intelligence Laboratory working with instance segmentation and detection models using COCO datasets. Sang worked in the making of “The Doghouse” that was exhibited at the Museum of Applied Arts in Vienna in 2023. Sang has taught and led multiple courses and workshops relating to fundamentals of computational design, procedural modeling and game engines at the University of Michigan.

Sang earned his Bachelor of Arts in Design from the University of California, Davis and his Master of Architecture with Distinction from the University of Michigan, Ann Arbor.

He is a graduate of the Media Lab at the Massachusetts Institute of Technology, where he worked in the Mediated Matter group with Neri Oxman to produce bio-fabricated structures exhibited in MoMa, SFMoMA and the Cooper Hewitt. Joe received his Bachelor of Architecture from Cornell University with a Goodwin Sands thesis prize, the Eidlitz Fellowship, and Cornell Council of the Arts Funds. Additionally, he co-taught a design-build studio at the AHO while completing his Fulbright Fellowship in Oslo.

Joe has held teaching positions at UC Berkeley, Woodbury University and the Boston Architectural College. Previously, he has worked for design firms such as Snøhetta in SF, Only If in NYC, and Miniwiz in Taipei as well as in creative roles at NASA JPL in LA, and OPT Industries in Cambridge. Currently, Joe operates a design consulting practice ARAЯA, and is a research affiliate in the Tangible Media Group at MIT.

https://josephkennedy.us/

Gorata holds an MBA from the University of Pretoria’s Gordon Institute of Business Science (GIBS). She is trained as an Architect, qualifying with both an MArch and a Post Professional MArch in Computing from the University of Miami where she graduated valedictorian and was recipient of the Henry Adams Medal for Excellence in Architecture by the American Institute of Architects. Gorata received her B.A. in Architecture from Washington University in St. Louis where she graduated Magna Cum Laude.

With over 18 years as a practising Architect and as President of Architects Association of Botswana, Gorata is a highly accomplished and multifaceted professional with expertise in architecture, design, real estate, and global business. Her teaching experience includes teaching fellowships at Harvard Graduate School of Design in Urban Economics for Planners and Policymakers (SES5495), Cases in Contemporary Construction (SCI6230), Construction Systems (SCI6123), and as a graduate teaching assistant at University of Miami.

Elitza holds a Master’s Degree in Media & Cultural Studies Studies from the University of Tokyo. She has practiced at various art & architectural firms and institutions: OMA/AMO, Arata Isozaki & Associates, MAD Architects, MOT (Museum of Contemporary Art, Tokyo), and Junya Ishigami. At MOT, she worked on Oscar Niemeyer and Yoko Ono exhibitions. While at OMA/AMO, she was part of the exhibition team of the 14th International Architecture Exhibition/Fundamentals (Venice Architecture Biennale, 2014). Prior to Harvard, Elitza was a research fellow at the Chair for Computer Aided Architectural Design (CAAD), ETH Zürich. At ETH, she explored the convergence of art, philosophy, quantum physics, and coding. Elitza is a recipient of the Monbusho scholarship from the Japanese Government, the Fulbright and Thanks to Scandinavia grants, as well as of the ETH CAAD 2017 research fellowship. http://elitzakoeva.com

During the last 5 years, Hsuan published 6 journal and conference papers on urban renewal, housing policy, and social justice topics. His ongoing research investigates the impacts of property tax policies on housing affordability from Western to Eastern countries using Time Series, DID, and semi-structured interviews. His dissertation is by far supported by Fairbank Center and Harvard Real Estate Research Grant. The proposal was also presented at the 5th World Planning Schools Congress (WPSC) and Association of Collegiate Schools of Planning (ACSP) 62nd Annual Conference.

Previously, Hsuan interned at UN-Habitat, participating in Stockholm+50 and World Urban Forum and analyzing urbanization-related issues across the continents. Before Harvard, he also practiced as a researcher at the Ministry of Science and Technology and as an engineer at Taipei City Government. He founded his column in CommonWealth Magazine in 2015, continuously seeking dialogue with the public and resolutions for housing justice.

Prior to the GSD, she received bachelor’s degrees from University of Southern California in architecture and mathematics. In 2023, she graduated from Massachusetts Institute of Technology with a Master of Science in Architecture Studies specializing in building technology. Her master’s thesis presents a novel workflow in Grasshopper to provide early-design guidance with life cycle assessment. The tool addresses the early-stage uncertainty through random inputs with a Monte Carlo approach and implements surrogate models to accelerate the process for each iteration. Yiwei has architecture internship experiences at von Oeyen Architects and Dosu Studio Architecture. She also worked as a research assistant at the MIT Concrete Sustainability Hub.

Previously, she was a consultant for the Housing and Urban Development (HUD) division (Climate Change and Sustainable Development Department) of the Inter-American Development Bank (IDB), where she coordinated governance projects for emerging metropolitan systems in the framework of decentralization policies and institutional strengthening programs. She also supported the IDB Southern Cone countries team in research, operations and technical cooperation on sustainable development, Historic Urban Landscape (HUL), and neighborhood improvement in Chilean cities. She was also a researcher at the Urban Design Lab of the IDB, the Austrian Ministry of Finance, and the Technische Universität Wien (TU Wien), where she developed participatory methodologies for the design of urban projects with local communities in Argentina, Chile, Costa Rica, and Panamá.

Dominique has participated in collaborative networks for research and urban design, and in editorial projects such as Plataforma Urbana (Archdaily).

Nusrat received the Aga Khan Endowment Fund in the 2022-23 academic year. She served as a fellow at Harvard Mellon Urban Initiative and as a Graduate Student Associate at the Lakshmi Mittal South Asia Institute at Harvard. She completed her M.Arch from Syracuse School of Architecture with the A.I.A Henry Adams Medal for achieving the highest academic rank. She received her B.Arch from BUET, Bangladesh and was a lecturer there. She has received several international awards, including Lafarge-Holcim, Laka International: Architecture that Reacts, and HDR Graduate Student Award in Architecture and Urban Design, among others.

www.nusratmim.net

With over ten years of experience as an interdisciplinary designer on civic, cultural, institutional and infrastructural projects, Sarah formerly worked in New York with Rafael Viñoly Architects, Schlaich Bergermann Partner and Santiago Calatrava. Her international projects include complex facades, grid shells, membrane structures, pedestrian bridges, slender spires and various complex/special structures.

Having taught most recently at Singapore University of Technology and Design (SUTD) as a visiting fellow, Sarah has also taught design studios and technology/theory courses at Parsons School of Design, The New School, and University of Michigan. She has also been an invited visiting critic for reviews at Columbia University, University of Virginia, Pratt Institute and Rhode Island School of Design (RISD).

Sarah earned her MArch I from Rhode Island School of Design (RISD), an MFA in Product Design from Cranbrook Academy of Art, and undergraduate degree concentrations in studio art, art history, journalism and photography.

Her research interest focus on human behavior generated through land use and transportation interaction, including floating population and mobility dynamics in metropolitan areas. Moving forward, she would like to delve into related research areas, including public transit accessibility in urban neighborhoods and the built environment’s impact on travel patterns.

Her prior research aimed to determine the degree of land use mix matters in the activity centers of a large city that already supports mixed land use and to investigate which land use has a more significant impact on population distribution during the day or at night. During the pandemic, she explored how the pandemic crisis has influenced the changes in the use of urban parks and travel behavior in Seoul. More about her research projects and papers: https://dawonoh.com/ .

She holds a Bachelor’s degree in Civil Engineering and Urban Studies (BE) from Chung Ang University in Seoul, South Korea, and a Master’s degree in Urban Planning (MUP) from Seoul National University in Seoul, South Korea.

www.jiotterson.com

Begoña worked as part of UN-Habitat’s climate change team (Global Solutions Division), supporting the program on strengthened climate action. She also worked for the Bangkok Office, the Pacific Office, and the Regional Office for Asia and the Pacific. She conducted applied research on urban climate resilience, ecosystem-based adaptation, and informal settlements, collaborating with UNEP, UNESCAP, UNDRR, among others. In Fiji, she led the development of community-level vulnerability assessments and action plans in 16 informal settlements across four urban areas. She authored a guide on participatory methodologies to support community-level resilience planning and implemented them on the ground, working with local communities. Begoña has presented at international conferences including the World Urban Forum and the Urban Resilience Asia Pacific Conference.

Previously, Begoña worked at architecture and urban planning offices as a project leader, where she worked on a diverse range of internationally recognized European projects (including the International Architecture Award).

Shweta has explored architecture, urban design and master planning projects across various design cultures. She has worked as a design director in Bangalore and New York with Gensler, in Singapore, Mumbai and London with BroadwayMalyan as a board director and in Ahmedabad, India with a small practice. Having worked on international projects like the National University Hospital in Singapore, JFK airport in New York and various residential master planning projects, her core interest lies in civic and education typologies.

She has led and co-taught both advanced and introductory design studios and mentored undergraduate research thesis in architecture and urban design at CEPT University in Ahmedabad. Her students have presented their research papers in various seminars and have won excellence awards for best studio projects.

She has earned her March I from University of California, Berkeley and undergraduate degree in architecture from India.

By translating methods of traditional behavioral therapy, her research seeks to demonstrate how human, machine, and spatial interactions can be leveraged via AI algorithms to propose more seamless and intuitive solutions to addressing mental health. As part of this work, she explores how neurological and physiological cues can give insight to one’s behavior, and in turn support cognitive processes through the lens of materiality, computational design, affective computing, and social robotics.

Alongside her doctoral studies at Harvard, Katarina is a research assistant with the Materials Processes and Systems Group (MaP+S) at the GSD, as well as a member of the Aizenberg Lab at the Wyss Institute for Biologically Inspired Engineering.

Katarina holds a Master in Design Technology (M.Des.) from Harvard GSD and a Bachelor of Architecture (B.Arch) from Cal Poly San Luis Obispo, with a minor in Sustainable Environments. She has worked at leading architecture firms including Snøhetta, Arup, IwamottoScott, and most recently Gehry Partners, where she worked as a project designer.

Pedro explores the interdisciplinary collaboration between anthropologists and designers -ethnographies and projects- to promote culturally sensitive design. His research focuses on the role of architecture in the failure of “development” projects for ethnic minorities and indigenous peoples. He is particularly interested in housing from the perspectives of kinship, political economy, and symbolic anthropology.

Prior to joining the GSD, Pedro studied in Spain (ETSAM Madrid, ETSAV Barcelona, and UNED Madrid), Switzerland (USI Mendrisio), and Chile (PUC, Santiago de Chile). He has worked at Herzog & de Meuron in Basel, and RCR arquitectes in Olot.

Prior to the GSD Adam founded the Columbia Entrepreneurship Design Studio. The Design Studio hosts numerous interdisciplinary design courses at Columbia University, including the Design for Social Innovation initiative. DFSI teaches teams of students how to use human centered design to help social impact organizations advance an innovation project. Past organizations include Harlem Children’s Zone, Witness.org, the NYC Department of Education, and the Aga Khan Foundation in Kyrgyzstan.

Adam’s research journey began at the Stanford University d.school. There he started the d.school’s first research effort with the goal of measuring the impact of the institute’s programs. Using a mixed method approach, Adam developed and implemented quantitative and qualitative assessments of students’ design practice. This work led to over a dozen chapter and journal publications.

Outside of his work in academia, Adam consults with a range of companies and foundations to promote organizational learning through human centered design. Adam’s academic background includes a B.A. in Mathematics from the University of California Berkeley and an M.A. in Learning, Design, & Technology from Stanford University.

Carolina served as a Consultant at the Housing and Urban Development Division at the Inter-American Development Bank in Chile (2020-2023). Currently, she is conducting a research project called “ Cruising ,” granted by the Centre for Urban Studies at the University of Amsterdam, which explores queerness, artistic practices, and urban life. Carolina’s doctoral research explores queer artistic practices in cities, focusing on nightlife, and multidisciplinary research.

https://polyamorous.gallery/

When viewed as a constellation, Simpson’s projects re-conceptualize “the planetary” via aesthetic explorations rooted in paradigmatic shifts in the way ecological and industrial connectivity/flows are constructed by and across spatial scales. She is focused, geographically, on the Southeastern United States and studies how the region (vis-à-vis the logics of pine plantations and biomass energy) plays a vital role in exporting land and labor relations and material practices globally. Recent projects include instances of nuclear spelunking in the deep South and various investigations of tunnels and financialization in Atlanta, capsized cargo ships off of the Georgia coast, and zones of migration/production struggle in the Lower Chattahoochee River Valley.

Simpson is an ongoing contributor to Port Futures & Social Logistics, a speculative platform interested in port-city-hinterland geographies that connect circulation studies and struggles to planetary urban critique. She received an MFA from the University of Georgia and a BFA from UNC-Chapel Hill; her work has been exhibited internationally and she regularly publishes enviro-spatial criticism and exhibition reviews. In her free time, she builds canoes & rides horses.

www.ahsimpson.com

Tom currently teaches at the Boston Architectural College. His recent work has been displayed in the Carnegie Museum of Art and the Royal Scottish Academy. Before joining the DDes, Tom worked as an exhibition designer, curator, researcher, and designer in Pittsburgh, Cleveland, New York, and Edinburgh; he also taught at the College of Architecture and Environmental Design at Kent State University.

Tom holds a Bachelor’s degree in Architecture (B.Arch) from Carnegie Mellon University and a Master’s degree in Landscape Architecture (MLA) with distinction from the University of Edinburgh.

Elaine currently teaches at Rhode Island School of Design, where she has led a range of studios and seminars focused on urban infrastructure and digital representation. Previously, Elaine earned her Bachelor of Arts in Architecture from Washington University in St. Louis and her Master in Landscape Architecture from the GSD, where she graduated with distinction.

www.etstokes.com

While studying at Harvard, Tianyu founded Place AI, an initiative advocating for and experimenting with responsible practice and strategies in urban technology applications, with a team of urban scholars and technologists. Before joining Harvard, Tianyu received his Master in City Planning from MIT, concentrating on Urban Information Systems and City Design & Development. He also holds a Master of Architecture and a Bachelor of Architecture from Tsinghua University in Beijing, China. For his professional and research work, check out his personal website: https://www.tianyu-su.city/ .

Since the establishment of ARCHIS in 2016, Shining has acted as the lead designer on a number of projects at the architectural and urban scale with the aim to produce solutions that are not formally preconceived, but rather emergent from each project’s particular contextual adjacencies and contingent interrelationships. Previously, she had practiced at internationally recognized offices, including OMA, AECOM, and Aedas.

In addition, Shining has won awards including Forbes 30 Under 30, Tatler Gen. T Award for Emerging Architect, Harvard John E. Irving Fellowship, KPF Honorary Paul Katz Fellowship, CCA Art Grant, and Canada’s Governor General Award. Shining’s work has also been exhibited at Shanghai Pudong Art Museum, Venice Biennale, Pingyao International Film Festival (AI-IF Film), SpamArt Foundation, and Hartell Gallery.

Prior to the DDes program, Sophia earned a Bachelor of Science in Landscape Architecture with Distinction in Research from Cornell University, minoring in Environmental Science and Sustainability. She received her Master’s degree in Landscape Architecture (MLA) and Design Studies (MDes) in Ecologies from the GSD. She practiced internationally at landscape and architecture firms and won several design competitions and student awards from World Landscape Architecture, the Charette, etc.

In 2022, Sophia worked as an instructor in GSD’s Design Discovery Virtual and In-person programs, teaching design studios, lectures, and seminars. At the GSD, she has been a teaching assistant and academic tutor for Master of Landscape Architecture, contributing to multiple core design studios, ecology courses, and theory seminars.

As an experienced fieldworker and community organizer, Ayaka consulted several of JICA’s international development projects and now teaches at the University of Nagano. She holds a Bachelor of Agriculture (International Sustainable Agriculture Development) and a Master of Health Sciences (Human Ecology) from the University of Tokyo. She is also a Fulbright scholar and graduated from Harvard Graduate School of Design (Master in Design Studies: Risk and Resilience). At GSD, She received a community service fellowship and serves as the Critical Landscapes Design Lab coordinator.

https://hrvd.me/yamashita21f

At the GSD, he has contributed to teaching courses in the Department of Landscape Architecture. Since 2018, he has been a guest Instructor for numerous workshops for core design studios, Teaching Fellow for theory and representation courses, and Teaching Assistant for Master in Landscape Architecture design thesis and option studio..

Yeo joins the School of Architecture as a Part-Time instructor in Fall 2021. At Syracuse University, he will teach the second-year undergraduate architectural design studio. He has also taught core architectural design studios at the Boston Architectural College from 2018-19.

Yeo was a Research Associate from 2018-19 and a Research Fellow from 2019-21 at the Office for Urbanization, led by Charles Waldheim. Yeo is a co-author of a forthcoming design research publication titled 50 Species-Towns (Harvard University, 2021) that imagines alternative futures of agrarian urbanization in China. A portion of this work was featured in the National Gallery of Victoria’s Melbourne Design Week in 2021. He also contributed to the Office for Urbanization’s exhibition entry Heliomorphic Seoul for Seoul:Superground exhibition at the Seoul Museum of Architecture and Urbanism in 2018. Yeo has also held design positions at Payette and Safdie Architects in Boston.

Yeo earned his MLA from Harvard University in 2018, where he received the Master in Landscape Architecture Thesis Prize for his design thesis Wild: Manhattanism Unhinged . He earned his B.Arch from Syracuse University in 2015, where his design thesis Crazy Long: A Sticky Landscape Infrastructure received the Dean’s Citation for Excellence.

www.maroulazacharias.com

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How to Write a Biosketch

How to write a biosketch, what is a biographical sketch.

BioSketches are a great tool to document an individual's qualifications, professional experience, and academic journey. Think of your BioSketch as a response to the question: “Tell me about yourself?” 

Below are general tips on how to write your BioSketch, as well as step-by-step guides and examples of BioSketches for students ranging from first year students, transfer students, and students preparing to graduate. For additional help with your BioSketch or general questions, email us at [email protected] .

General Tips

• Write in the third person. This means that instead of using “I” statements, use “he/she/they” statements. 
• The information you include in your BioSketch is unique to you and your circumstances. While your BioSketch may look different from the examples below, be sure to include the important general information outlined in the paragraph bullet points that fit you best.
• Be sure to check your BioSketch for spelling, grammar, and sentence flow.

Step-By-Step

Paragraph 1:

• Where are you from? Where/when did you graduate high school?
• Did you earn any titles/awards or participate in extracurricular activities?
• What did you do after high school? Did you go straight to college or enter the work field?

Paragraph 2: 

• What are you studying at OSU? Did you transfer from another university? Do you hold any degrees? What special achievements or awards have you earned in college?

Step-By-Step Continued 

Paragraph 3: 

• What work/volunteer experience have you been a part of?
• What skills did you develop from these experiences?
• Have you participated in internships or research/lab work?

Paragraph 4: 

• When are you expected to graduate? What are your education and career interests? 

BioSketch Examples

Benny Beaver is from Corvallis, Oregon. They graduated from Corvallis High School in 2021 with high honors and served as an officer on the school’s Associated Student Body (ASB) where they assisted in various leadership activities like fundraising, public speaking and community outreach. 

Benny started attending Oregon State University in the fall of 2021, and earned the Finley Academic Excellence Scholarship upon enrollment. They are currently in the University Exploratory Studies Program (UESP) where they are taking a variety of courses and exploring all options before declaring a major.

Benny served as a lifeguard for two years, where they received valuable trainings in CPR/AED, basic water rescue, and first aid. Benny developed a passion for the water, as well as an interest in teaching by instructing weekly swim lessons. Working a part-time job while attending high school also taught them skills in communication, time management, and balancing responsibilities.

Benny is expected to graduate in June 2025. They are exploring learning opportunities and careers in education, oceanography, and sports therapy. 

Bernice Beaver is from New Westminster, British Columbia, Canada. She graduated from New Westminster Secondary School in 2018 with a Dogwood Diploma and has a Diplôme de fin d'études secondaires en Colombie-Britannique, meaning she is fluent in French. Bernice was named the Career Female Athlete of the Year upon graduation from high school.

Bernice earned an Athletic Scholarship to Oregon State University where she competes for the Women’s Cross Country and Track & Field teams. She is majoring in Sociology and currently works for the university’s Global Community Kitchen as an Event Support Staff where she serves to assist in planning food service for future Experiential Learning & Activities campus events during weekly team meetings.

Bernice completed the URSA Engage program during her second year at Oregon State University where she conducted research to define the barriers faculty face while facilitating undergraduate research experiences. She presented her research at two university-wide undergraduate research symposiums in 2020 and has since been published in Experiential Learning & Teaching in Higher Education. 

Bernice is expected to graduate in June 2022 with a B.A in Sociology. After graduation, she plans on attending graduate school and complete the Master’s of College Student Service Administration Program at Oregon State University. She has a particular interest in the fields of university student affairs and athletics.

Bo Beaver is from Los Angeles, California. They graduated from Venice High School in 2014 as salutatorian and participated in the school’s marching band, where they acted as drum major for two years. After high school, Bo entered the United States Marine Corps (USMC) where they served for four years. 

Prior to attending Oregon State University, Bo attended Central Oregon Community College from September 2020 until June 2022. During this time, they earned an Associate of Science degree in Computer Science with high honors. Bo transferred to OSU-Cascades in September 2022 and is majoring in Computer Science with an option in Software Engineering.

Bo’s service in the USMC taught them important skills and attributes including confidence, self-discipline, teamwork and leadership. Since enrolling at OSU-Cascades, Bo has joined the university’s Tech Club where they hope to network and gain professional skills in the field of computer science among like-minded individuals. Bo has also been accepted into the 2022-2023 URSA Engage program, where they will be engaging in web applications research with Professor X. 

Bo is expected to graduate in June 2024 with a B.S in Computer Science with an option in software engineering. They plan on attending graduate school and pursuing a career in software development.

Contact Info

618 Kerr Administration Building Corvallis, OR 97331

541-737-5105

How to Write a Professional Biography for a College Student

How to Write a Biography Statement

A professional biography is an asset to help you stand out, and it may even help you land a job or internship. Develop your biography as early in your college career as possible, and then refine it as you pinpoint your goals. Whether the biography is optional or is a mandatory assignment for a class, it’s vital to create a concise, succinct self-portrait that will catch the attention of your intended readers. This is achieved with a combination of good writing and facts about your academic and professional background .

Grammar and Mechanics in a Biography

Good grammar demonstrates your professionalism and your attention to detail. A professional biography is written in the third person. Chris Grant from the University of Rochester recommends you start the first sentence with your full name, and subsequently refer to yourself by last name. Avoid redundancy: Start every other sentence or two with a personal pronoun (“he” or “she”). Vary sentence lengths to create a biography that is both easy to read and interesting. There is usually no word limit to a professional biography, but say as much as you can in one paragraph . The exception is a long biography , which is about one page, according to Grant. Longer biographies may be assigned in class, or required for scholarships. Yale University Law school recommends two paragraphs for its student bios to accommodate an abundance of information.

Balance Academic and Work Experience

An academic biography primarily focuses on your credentials as a college student, including notable research papers, grades and related extracurricular activities. You can include these elements in a professional biography, but you should also discuss current and past jobs, internships and volunteer work. As with a resume, write down the most recent experience and then include past work. For example, start by writing something like:

“John Smith is a student at XYZ University majoring in journalism, where he edits the student newspaper.” Then list other academic and work experience. Longer bios, such as those recommended by Yale Law School, often start in the reverse order.

Incorporate Relevant Personal Facts

Personal information can make a professional biography more engaging, so long as the facts are relevant to your audience and not too personal. You might mention places you’ve traveled or favorite books, but don't discuss significant others or family members.

If you can’t think of anything relevant to a position you’re applying for, describe a few hobbies to make the biography more personable. For example: “When he isn’t busy editing the student paper or studying, Smith enjoys baseball and kayaking.” Add any personal information at the very end of your professional biography.

How to Handle Lack of Experience

Not all students have resumes full of experience. This is especially true for freshmen or students undecided about their majors. Start by stating which school you attend, and discuss one of your most recent assignments.

For example: “John Smith is a student at XYZ University, where he recently completed a research paper on the effects of social media on interpersonal communication.” Then discuss any courses or clubs you have joined to highlight the fact that you’re an ambitious student with leadership skills.

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• University of Alaska Anchorage: Writing an Effective Personal Profile

Kristeen Cherney began writing healthy lifestyle and education articles in 2008. Since then, her work has appeared in various online publications, including Healthline.com, Ideallhealth.com and FindCollegeInfo.com. Cherney holds a Bachelor of Arts in communication from Florida Gulf Coast University and is currently pursuing a Master of Arts in English.

How to Write an Intellectual Biography for Graduate School

M.t. wroblewski, 26 sep 2017.

You have mailed your transcripts and finished celebrating the completion of your graduate school admissions test. With your application in hand, one final task remains: writing a biography – sometimes called a personal statement or statement of intent – for the screening committee. This intellectual exercise requires thought and planning, as you assume correctly that your biography should be purposeful and meaningful – far weightier and impressive than simply a recitation of the schools you have attended and your favorite subjects. Think of your biography as the story of you – as only you can tell it.

Give yourself plenty of time to write, edit and revise your biography, expecting that it will be a recursive process. If ever there was a writing assignment that deserves your time and careful attention, this is it. Schedule some time every day to work on your biography, then allow it to “go cold” for at least a day before you review your work with a fresh outlook. Try to give yourself a week – from brainstorming to completion – to write your biography.

Brainstorm a story arc for your biography or a theme that you will carry throughout. In doing so, you will display a sense of purpose that is vital to this intellectual pursuit. For example, if you are applying for admission to a graduate science program, you may wish to amplify those key moments when a science project or achievement in your academic life influenced your interest in and passion for the field.

Map out these pivotal moments on a timeline, being sure to mention one incident from elementary school and high school and several from college. Connect these incidents to your quest to seek an advanced degree, and stay on-topic. Weave your theme consistently throughout your biography. Invoke the journalist’s quest to “show, not tell” so that the reviewing committee quickly gets the idea that you have evolved from a serious student to an ardent scholar.

Begin your biography with a revealing anecdote that sets the stage appropriately. Be mindful that you are playing the role of storyteller who wants to keep your audience’s attention, so choose lively verbs and craft sentences that are specific and illustrative.

Demonstrate your interest in and capacity for research by singling out several faculty members in your program of interest and what you would most want to learn from them if you were a student in their classes or if they were guiding your research efforts.

Lead your biography to an obvious conclusion: that you wish to advance your career and fulfill your personal ambitions by obtaining a graduate degree. Without sounding solicitous, explain why the graduate program appeals to you. Consider linking your introduction with your opening anecdote to create a clean symmetry of ideas.

Edit your biography carefully during the week, deleting both vague and flowery words and phrases. It’s great to show enthusiasm for higher learning, but be sure you sound sincere. Let trusted friends and family members – those who know your history – read your biography and elicit their feedback.

Proofread and edit your biography with the meticulous attention to detail that you will reveal time and again once you are formally accepted into graduate school.

• Do not confuse writing an intellectual biography with one that contains big, impressive words. While you should expose your vocabulary skills to some extent, keep showboating to a minimum. It’s more important that you tell a compelling story than flaunt your vocabulary IQ.
• Stay close to the allotted word count for your biography. Coming up a few words short or going a few words over is acceptable, but do not unwittingly convey that you do not follow instructions.
• 1 Peterson’s: Write a Graduate School Essay that Will Knock Their Socks Off
• 2 Grad Schools.com: What Is a Personal Statement?
• 3 The Chronicle of Higher Education: Dos and Don’ts of Graduate School Essays
• 4 Purdue University Online Writing Lab: Writing the Personal Statement
• 5 Essay Edge: How to Write a Personal Statement
• 6 The New St. Martin’s Handbook; Andrea Lunsford and Robert Connors; 1999.

About the Author

With education, health care and small business marketing as her core interests, M.T. Wroblewski has penned pieces for Woman's Day, Family Circle, Ladies Home Journal and many newspapers and magazines. She holds a master's degree in journalism from Northern Illinois University.

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How to Write a Biography

Biographies are big business. Whether in book form or Hollywood biopics, the lives of the famous and sometimes not-so-famous fascinate us.

While it’s true that most biographies are about people who are in the public eye, sometimes the subject is less well-known. Primarily, though, famous or not, the person who is written about has led an incredible life.

In this article, we will explain biography writing in detail for teachers and students so they can create their own.

While your students will most likely have a basic understanding of a biography, it’s worth taking a little time before they put pen to paper to tease out a crystal-clear definition of one.

What Is a Biography?

A biography is an account of someone’s life written by someone else . While there is a genre known as a fictional biography, for the most part, biographies are, by definition, nonfiction.

Generally speaking, biographies provide an account of the subject’s life from the earliest days of childhood to the present day or, if the subject is deceased, their death.

The job of a biography is more than just to outline the bare facts of a person’s life.

Rather than just listing the basic details of their upbringing, hobbies, education, work, relationships, and death, a well-written biography should also paint a picture of the subject’s personality and experience of life.

Full Biographies

Teaching unit.

Teach your students everything they need to know about writing an AUTOBIOGRAPHY and a BIOGRAPHY.

⭐⭐⭐⭐⭐ ( 26 reviews )

Features of a Biography

Before students begin writing a biography, they’ll need to have a firm grasp of the main features of a Biography. An excellent way to determine how well they understand these essential elements is to ask them to compile a checklist like the one-blow

Their checklists should contain the items below at a minimum. Be sure to help them fill in any gaps before moving on to the writing process.

The purpose of a biography is to provide an account of someone’s life.

Biography structure.

ORIENTATION (BEGINNING) Open your biography with a strong hook to grab the reader’s attention

SEQUENCING: In most cases, biographies are written in chronological order unless you are a very competent writer consciously trying to break from this trend.

COVER: childhood, upbringing, education, influences, accomplishments, relationships, etc. – everything that helps the reader to understand the person.

CONCLUSION: Wrap your biography up with some details about what the subject is doing now if they are still alive. If they have passed away, make mention of what impact they have made and what their legacy is or will be.

BIOGRAPHY FEATURES

LANGUAGE Use descriptive and figurative language that will paint images inside your audience’s minds as they read. Use time connectives to link events.

PERSPECTIVE Biographies are written from the third person’s perspective.

DETAILS: Give specific details about people, places, events, times, dates, etc. Reflect on how events shaped the subject. You might want to include some relevant photographs with captions. A timeline may also be of use depending upon your subject and what you are trying to convey to your audience.

TENSE Written in the past tense (though ending may shift to the present/future tense)

THE PROCESS OF WRITING A BIOGRAPHY

Like any form of writing, you will find it simple if you have a plan and follow it through. These steps will ensure you cover the essential bases of writing a biography essay.

Firstly, select a subject that inspires you. Someone whose life story resonates with you and whose contribution to society intrigues you. The next step is to conduct thorough research. Engage in extensive reading, explore various sources, watch documentaries, and glean all available information to provide a comprehensive account of the person’s life.

Creating an outline is essential to organize your thoughts and information. The outline should include the person’s early life, education, career, achievements, and any other significant events or contributions. It serves as a map for the writing process, ensuring that all vital information is included.

Your biography should have an engaging introduction that captivates the reader’s attention and provides background information on the person you’re writing about. It should include a thesis statement summarising the biography’s main points.

Writing a biography in chronological order is crucial . You should begin with the person’s early life and move through their career and achievements. This approach clarifies how the person’s life unfolded and how they accomplished their goals.

A biography should be written in a narrative style , capturing the essence of the person’s life through vivid descriptions, anecdotes, and quotes. Avoid dry, factual writing and focus on creating a compelling narrative that engages the reader.

Adding personal insights and opinions can enhance the biography’s overall impact, providing a unique perspective on the person’s achievements, legacy, and impact on society.

Editing and proofreading are vital elements of the writing process. Thoroughly reviewing your biography ensures that the writing is clear, concise, and error-free. You can even request feedback from someone else to ensure that it is engaging and well-written.

Finally, including a bibliography at the end of your biography is essential. It gives credit to the sources that were used during research, such as books, articles, interviews, and websites.

Tips for Writing a Brilliant Biography

Biography writing tip #1: choose your subject wisely.

There are several points for students to reflect on when deciding on a subject for their biography. Let’s take a look at the most essential points to consider when deciding on the subject for a biography:

Interest: To produce a biography will require sustained writing from the student. That’s why students must choose their subject well. After all, a biography is an account of someone’s entire life to date. Students must ensure they choose a subject that will sustain their interest throughout the research, writing, and editing processes.

Merit: Closely related to the previous point, students must consider whether the subject merits the reader’s interest. Aside from pure labors of love, writing should be undertaken with the reader in mind. While producing a biography demands sustained writing from the author, it also demands sustained reading from the reader.

Therefore, students should ask themselves if their chosen subject has had a life worthy of the reader’s interest and the time they’d need to invest in reading their biography.

Information: Is there enough information available on the subject to fuel the writing of an entire biography? While it might be a tempting idea to write about a great-great-grandfather’s experience in the war. There would be enough interest there to sustain the author’s and the reader’s interest, but do you have enough access to information about their early childhood to do the subject justice in the form of a biography?

Biography Writing Tip #2: R esearch ! Research! Research!

While the chances are good that the student already knows quite a bit about the subject they’ve chosen. Chances are 100% that they’ll still need to undertake considerable research to write their biography.

As with many types of writing , research is an essential part of the planning process that shouldn’t be overlooked. If students wish to give as complete an account of their subject’s life as possible, they’ll need to put in the time at the research stage.

An effective way to approach the research process is to:

1. Compile a chronological timeline of the central facts, dates, and events of the subject’s life

2. Compile detailed descriptions of the following personal traits:

•      Physical looks
•      Character traits
•      Values and beliefs

3. Compile some research questions based on different topics to provide a focus for the research:

• Childhood : Where and when were they born? Who were their parents? Who were the other family members? What education did they receive?
• Obstacles: What challenges did they have to overcome? How did these challenges shape them as individuals?
• Legacy: What impact did this person have on the world and/or the people around them?
• Dialogue & Quotes: Dialogue and quotations by and about the subject are a great way to bring color and life to a biography. Students should keep an eagle eye out for the gems that hide amid their sources.

As the student gets deeper into their research, new questions will arise that can further fuel the research process and help to shape the direction the biography will ultimately go in.

Likewise, during the research, themes will often begin to suggest themselves. Exploring these themes is essential to bring depth to biography, but we’ll discuss this later in this article.

Research Skills:

Researching for biography writing is an excellent way for students to hone their research skills in general. Developing good research skills is essential for future academic success. Students will have opportunities to learn how to:

• Gather relevant information
• Evaluate different information sources
• Select suitable information
• Organize information into a text.

Students will have access to print and online information sources, and, in some cases, they may also have access to people who knew or know the subject (e.g. biography of a family member).

These days, much of the research will likely take place online. It’s crucial, therefore, to provide your students with guidance on how to use the internet safely and evaluate online sources for reliability. This is the era of ‘ fake news ’ and misinformation after all!

COMPLETE TEACHING UNIT ON INTERNET RESEARCH SKILLS USING GOOGLE SEARCH

Teach your students ESSENTIAL SKILLS OF THE INFORMATION ERA to become expert DIGITAL RESEARCHERS.

⭐How to correctly ask questions to search engines on all devices.

⭐ How to filter and refine your results to find exactly what you want every time.

⭐ Essential Research and critical thinking skills for students.

⭐ Plagiarism, Citing and acknowledging other people’s work.

⭐ How to query, synthesize and record your findings logically.

BIOGRAPHY WRITING Tip #3: Find Your Themes In Biography Writing

Though predominantly a nonfiction genre, the story still plays a significant role in good biography writing. The skills of characterization and plot structuring are transferable here. And, just like in fiction, exploring themes in a biographical work helps connect the personal to the universal. Of course, these shouldn’t be forced; this will make the work seem contrived, and the reader may lose faith in the truthfulness of the account. A biographer needs to gain and maintain the trust of the reader.

Fortunately, themes shouldn’t need to be forced. A life well-lived is full of meaning, and the themes the student writer is looking for will emerge effortlessly from the actions and events of the subject’s life. It’s just a case of learning how to spot them.

One way to identify the themes in a life is to look for recurring events or situations in a person’s life. These should be apparent from the research completed previously. The students should seek to identify these patterns that emerge in the subject’s life. For example, perhaps they’ve had to overcome various obstacles throughout different periods of their life. In that case, the theme of overcoming adversity is present and has been identified.

Usually, a biography has several themes running throughout, so be sure your students work to identify more than one theme in their subject’s life.

BIOGRAPHY WRITING Tip: #4 Put Something of Yourself into the Writing

While the defining feature of a biography is that it gives an account of a person’s life, students must understand that this is not all a biography does. Relating the facts and details of a subject’s life is not enough. The student biographer should not be afraid to share their thoughts and feelings with the reader throughout their account of their subject’s life.

The student can weave some of their personality into the fabric of the text by providing commentary and opinion as they relate the events of the person’s life and the wider social context at the time. Unlike the detached and objective approach we’d expect to find in a history textbook, in a biography, student-writers should communicate their enthusiasm for their subject in their writing.

This makes for a more intimate experience for the reader, as they get a sense of getting to know the author and the subject they are writing about.

Biography Examples For Students

• Year 5 Example
• Year 7 Example
• Year 9 Example

“The Rock ‘n’ Roll King: Elvis Presley”

Elvis Aaron Presley, born on January 8, 1935, was an amazing singer and actor known as the “King of Rock ‘n’ Roll.” Even though he’s been dead for nearly 50 years, I can’t help but be fascinated by his incredible life!

Elvis grew up in Tupelo, Mississippi, in a tiny house with his parents and twin brother. His family didn’t have much money, but they shared a love for music. Little did they know Elvis would become a music legend!

When he was only 11 years old, Elvis got his first guitar. He taught himself to play and loved singing gospel songs. As he got older, he started combining different music styles like country, blues, and gospel to create a whole new sound – that’s Rock ‘n’ Roll!

In 1954, at the age of 19, Elvis recorded his first song, “That’s All Right.” People couldn’t believe how unique and exciting his music was. His famous hip-swinging dance moves also made him a sensation!

Elvis didn’t just rock the music scene; he also starred in movies like “Love Me Tender” and “Jailhouse Rock.” But fame came with challenges. Despite facing ups and downs, Elvis kept spreading happiness through his music.

Tragically, Elvis passed away in 1977, but his music and charisma live on. Even today, people worldwide still enjoy his songs like “Hound Dog” and “Can’t Help Falling in Love.” Elvis Presley’s legacy as the King of Rock ‘n’ Roll will live forever.

Long Live the King: I wish I’d seen him.

Elvis Presley, the Rock ‘n’ Roll legend born on January 8, 1935, is a captivating figure that even a modern-day teen like me can’t help but admire. As I delve into his life, I wish I could have experienced the magic of his live performances.

Growing up in Tupelo, Mississippi, Elvis faced challenges but found solace in music. At 11, he got his first guitar, a symbol of his journey into the world of sound. His fusion of gospel, country, and blues into Rock ‘n’ Roll became a cultural phenomenon.

The thought of being in the audience during his early performances, especially when he recorded “That’s All Right” at 19, sends shivers down my spine. Imagining the crowd’s uproar and feeling the revolutionary energy of that moment is a dream I wish I could have lived.

Elvis wasn’t just a musical prodigy; he was a dynamic performer. His dance moves, the embodiment of rebellion, and his roles in films like “Love Me Tender” and “Jailhouse Rock” made him a true icon.

After watching him on YouTube, I can’t help but feel a little sad that I’ll never witness the King’s live performances. The idea of swaying to “Hound Dog” or being enchanted by “Can’t Help Falling in Love” in person is a missed opportunity. Elvis may have left us in 1977, but he was the king of rock n’ roll. Long live the King!

Elvis Presley: A Teen’s Take on the Rock ‘n’ Roll Icon”

Elvis Presley, born January 8, 1935, was a revolutionary force in the music world, earning his title as the “King of Rock ‘n’ Roll.” Exploring his life, even as a 16-year-old today, I’m captivated by the impact he made.

Hailing from Tupelo, Mississippi, Elvis grew up in humble beginnings, surrounded by the love of his parents and twin brother. It’s inspiring to think that, despite financial challenges, this young man would redefine the music scene.

At 11, Elvis got his first guitar, sparking a self-taught journey into music. His early gospel influences evolved into a unique fusion of country, blues, and gospel, creating the electrifying genre of Rock ‘n’ Roll. In 1954, at only 19, he recorded “That’s All Right,” marking the birth of a musical legend.

Elvis wasn’t just a musical innovator; he was a cultural phenomenon. His rebellious dance moves and magnetic stage presence challenged the norms. He transitioned seamlessly into acting, starring in iconic films like “Love Me Tender” and “Jailhouse Rock.”

However, fame came at a cost, and Elvis faced personal struggles. Despite the challenges, his music continued to resonate. Even now, classics like “Hound Dog” and “Can’t Help Falling in Love” transcend generations.

Elvis Presley’s impact on music and culture is undeniable. He was known for his unique voice, charismatic persona, and electrifying performances. He sold over one billion records worldwide, making him one of the best-selling solo artists in history. He received numerous awards throughout his career, including three Grammy Awards and the Grammy Lifetime Achievement Award.

Elvis’s influence can still be seen in today’s music. Many contemporary artists, such as Bruno Mars, Lady Gaga, and Justin Timberlake, have cited Elvis as an inspiration. His music continues to be featured in movies, TV shows, and commercials.

Elvis left us in 1977, but his legacy lives on. I appreciate his breaking barriers and fearlessly embracing his artistic vision. Elvis Presley’s impact on music and culture is timeless, a testament to the enduring power of his artistry. His music has inspired generations and will continue to do so for many years to come.

Teaching Resources

Use our resources and tools to improve your student’s writing skills through proven teaching strategies.

BIOGRAPHY WRITING TEACHING IDEAS AND LESSONS

We have compiled a sequence of biography-related lessons or teaching ideas that you can follow as you please. They are straightforward enough for most students to follow without further instruction.

BIOGRAPHY LESSON IDEA # 1:

This session aims to give students a broader understanding of what makes a good biography.

Once your students have compiled a comprehensive checklist of the main features of a biography, allow them to use it to assess some biographies from your school library or on the internet using the feature checklist.

When students have assessed a selection of biographies, take some time as a class to discuss them. You can base the discussion around the following prompts:

• Which biographies covered all the criteria from their checklist?
• Which biographies didn’t?
• Which biography was the most readable in terms of structure?
• Which biography do you think was the least well-structured? How would you improve this?

Looking at how other writers have interpreted the form will help students internalize the necessary criteria before attempting to produce a biography. Once students have a clear understanding of the main features of the biography, they’re ready to begin work on writing a biography.

When the time does come to put pen to paper, be sure they’re armed with the following top tips to help ensure they’re as well prepared as possible.

BIOGRAPHY LESSON IDEA # 2:

This session aims to guide students through the process of selecting the perfect biography subject.

Instruct students to draw up a shortlist of three potential subjects for the biography they’ll write.

Using the three criteria mentioned in the writing guide (Interest, Merit, and Information), students award each potential subject a mark out of 5 for each of the criteria. In this manner, students can select the most suitable subject for their biography.

BIOGRAPHY LESSON IDEA # 3:

This session aims to get students into the researching phase, then prioritise and organise events chronologically.

Students begin by making a timeline of their subject’s life, starting with their birth and ending with their death or the present day. If the student has yet to make a final decision on the subject of their biography, a family member will often serve well for this exercise as a practice exercise.

Students should research and gather the key events of the person’s life, covering each period of their life from when they were a baby, through childhood and adolescence, right up to adulthood and old age. They should then organize these onto a timeline. Students can include photographs with captions if they have them.

They can present these to the class when they have finished their timelines.

BIOGRAPHY LESSON IDEA # 4:

Instruct students to look over their timeline, notes, and other research. Challenge them to identify three patterns that repeat throughout the subject’s life and sort all the related events and incidents into specific categories.

Students should then label each category with a single word. This is the thematic concept or the broad general underlying idea. After that, students should write a sentence or two expressing what the subject’s life ‘says’ about that concept.

This is known as the thematic statement . With the thematic concepts and thematic statements identified, the student now has some substantial ideas to explore that will help bring more profound meaning and wider resonance to their biography.

BIOGRAPHY LESSON IDEA # 5:

Instruct students to write a short objective account of an event in their own life. They can write about anyone from their past. It needn’t be more than a couple of paragraphs, but the writing should be strictly factual, focusing only on the objective details of what happened.

Once they have completed this, it’s time to rewrite the paragraph, but they should include some opinion and personal commentary this time.

The student here aims to inject some color and personality into their writing, to transform a detached, factual account into a warm, engaging story.

A COMPLETE UNIT ON TEACHING BIOGRAPHIES

Teach your students to write AMAZING BIOGRAPHIES & AUTOBIOGRAPHIES using proven RESEARCH SKILLS and WRITING STRATEGIES .

• Understand the purpose of both forms of biography.
• Explore the language and perspective of both.
• Prompts and Challenges to engage students in writing a biography.
• Dedicated lessons for both forms of biography.
• Biographical Projects can expand students’ understanding of reading and writing a biography.
• A COMPLETE 82-PAGE UNIT – NO PREPARATION REQUIRED.

FREE Biography Writing Graphic Organizer

Use this valuable tool in the research and writing phases to keep your students on track and engaged.

WRITING CHECKLIST & RUBRIC BUNDLE

⭐⭐⭐⭐⭐ (92 Reviews)

To Conclude

By this stage, your students should have an excellent technical overview of a biography’s essential elements.

They should be able to choose their subject in light of how interesting and worthy they are, as well as give consideration to the availability of information out there. They should be able to research effectively and identify emerging themes in their research notes. And finally, they should be able to bring some of their personality and uniqueness into their retelling of the life of another.

Remember that writing a biography is not only a great way to develop a student’s writing skills; it can be used in almost all curriculum areas. For example, to find out more about a historical figure in History, to investigate scientific contributions to Science, or to celebrate a hero from everyday life.

Biography is an excellent genre for students to develop their writing skills and to find inspiration in the lives of others in the world around them.

HOW TO WRITE A BIOGRAPHY TUTORIAL VIDEO

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How to Write a Good Academic Biography (Part 2)

Writing an academic biography is part of many academic activities. Whether your paper is accepted in a journal or you’re asked to present your findings at a conference, you will be required to submit a biography. How would you begin writing? How long should it be? What should you include? The following article is in continuation of the article ‘ How to Write a Good Academic Biography–Part 1’ .

In a short biography, you will be limited to just a few sentences or a short paragraph. It is important that you include just the basic information about yourself. One of the main objectives of a biography is to emphasize your accomplishments. This will provide the reader with an overall idea of your background. This information need not be too detailed. Additionally, a biography is written in the “third person.” This means that you should avoid using “I” and present yourself as though you are reading someone else’s biography. The sentences below provide examples of the appropriate format.

Starting with the basic information about yourself and include the following:

• Full name: How often do you write your full name? There could be others with the same name and you want to distinguish yourself from them.
• Position: Your position at your academic institute lets the audience know more about your background and interests. If you are a graduate student, it will be impressive that you have been asked to present your research or that you have been published.
• Institution: It is important that you acknowledge your organization or institution.

This information should be presented in a prose format in the actual academic biography, not bulleted as here. For example, the piece might begin with the following sentence:

“Joseph Tiberius Schmoe is a doctoral candidate at the University of Minnesota.”

You can follow this introductory sentence with information about the main areas of your research. For example:

“Mr. Schmoe conducted research on the social structure of the Bonobo monkeys ( Pan paniscus ) in the Congo Basin of Central Africa.”

After these introductory sentences, you can add other details, such as how long you’ve been studying the species. You can add a hypothesis and how your research differs from that of others. You might also include some research milestones.

Short academic biographies are usually about 35–50 words. However, long biographies can range from 100 to 400 words. These would include more detail and the context would be different. For example, in a longer biography, you might include the following:

• Academic degrees
• Specific academic projects
• Awards and/or honors
• Published pieces
• Personal interests

Longer academic biographies can be used on a personal website or be a part of the job application. This is usually not the format for conferences and seminars.

Know Your Audience

Although you must limit your biographical information, you can still gear it towards the audience or reader. Keep in mind the following three specifications:

• Your audience: Who is going to read your biography? Are they conference attendees or funding sources?
• The context: Will the biography be printed in a journal or in a conference proceeding? Will it be posted on a university or corporate website? Wil it be shared in events such as disciplinary conventions. Read biographies of your peers for reference.
• The purpose: Why are you being asked for a biography? Are you meeting with other researchers in the same field? Are you meeting with clients or funders?

These three main points will help you choose the information that would be most relevant to those reviewing it. It will also help you create a specific writing tone or style for that audience.

What Not to Do

You don’t have much space to write about yourself so make it count. Be sure that you are succinct and relevant. The following should be heeded:

• Avoid using humor. In short biographies, there is no space for it but be careful with it even in long biographies. You can include some humorous stories aside from your biographical information on your webpage.
• Avoid very personal information. This is especially important at a conference. Your first impression is important and you want people to remember you for your accomplishments. Be professional.
• Avoid providing too much information. Present the information concerning your current position, research, or employment. Information about your past, such as high school, is not necessary.

Remember to keep your writing somewhat formal.

A colleague of yours is asked for a biography for a conference in her field of study. She has attended several prestigious universities and has conducted many research studies. She was also a Peace Corps volunteer and a medic for Doctors without Borders. She would like to list all of these details because she believes that they are important. How would you advise her?

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PhD Student Bios

2023 cohort.

Bridget Dobson, BSN, RN is passionate about eliminating sexual health education disparities, specifically related to sexually transmitted infections (STIs), sexual violence prevention, and promoting inclusivity regarding sexual orientation. Her goal is to research best forms of providing sexual health education that empower people of all communities, orientations, and abilities to make informed decisions about their bodies. She is also interested in taking advantage of opportunities in health policy and global health at Duke. Coming from Louisville, Kentucky, Bridget worked for over 2 years as a trauma surgical intensive care nurse, where she was able to observe the impact that social determinants of health had on patient outcomes. During this time, Bridget was involved in implementing a “Trauma Informed Care” education module on the unit to improve cultural competence amongst nursing staff. She also served as a research assistant for UL Health’s Nursing Education Department, where we she assisted in the data collection and collaborative manuscript for the study: Institution-Wide Moral Distress Among Nurses: Post-COVID-19 Pandemic. Bridget learned lessons in active communication and importance of community engagement when she volunteered with Kentucky Refugee Ministries. There she assisted residents in acclimating to the city through resource and conversational English education. Bridget is inspired to get involved in Durham’s community and discover how her research goals can impact sexual health equity on a larger scale.

Molly Fitzpatrick, BSN, RN was drawn to nursing because of the profession’s unique ability to be present for some of life’s most significant moments. She graduated from the University of Connecticut School of Nursing Honors Program in 2020. There she researched adjuvant therapies in management of breast cancer pain and completed her honors thesis on post vicarious growth in NICU nurses. After graduation, she completed a nurse residency on a COVID/Neuro/Stroke floor at Boston Medical Center. Since then she has worked in the Emergency Department, starting at New York Presbyterian Columbia University Medical Center and most recently in Connecticut. She truly loves being an ED nurse but looks forward to returning to academia, and feels privileged to have the opportunity to do so at Duke. Molly chose to pursue a PhD in nursing because she believes nursing research has the potential to reduce health inequity, improve access to care, and improve the physical and mental well-being of our communities. While at DUSON, Molly hopes to focus her research on mental health in the pediatric and adolescent population, particularly in the school setting, and as it relates to social determinants of health.

Jolie S. Jemmott MSN, RN, PMHNP-BC earned her BSN in 2019 from Hampton University in Hampton, VA and her MSN in 2022 from the University of Pennsylvania School of Nursing in Philadelphia, PA. She has been a nurse for the last 5 years working and has worked in the areas of colorectal and psychiatry. Over the last year, Jolie has worked as a psychiatric mental health nurse practitioner, working specifically in community mental health adult outpatient services. Jolie is passionate about working with those in marginalized and vulnerable populations experiencing mental health challenges. She decided to pursue a career as a nurse scientist to become an expert in the psychological underpinnings of African American substance-abusing men with dual diagnoses and developing the most successful treatment approaches for them and their families. Moreover, she wants to explore strategies to reduce substance use behaviors among African American men. Jolie’s primary goal for doctorate level studies is to become a professor at a research-intensive university and develop a program of research that makes a difference in improving mental health and health equity of substance-abusing populations. Through her research, she hopes to build a research program that continues to advance nursing knowledge, contributes to the health of vulnerable, marginalized underrepresented communities around the globe, and shapes the future of nursing science and healthcare.

Caroline Kee, BSN, RN is interested in adolescent health and improving the treatment of patients with substance use disorders. Caroline graduated summa cum laude with a Bachelor of Science in Nursing from the Emory University Nell Hodgson Woodruff School of Nursing in 2023. In partnership with the Rollins School of Public Health and the Nell Hodgson Woodruff School of Nursing at Emory University, Caroline researched barriers to care for patients with substance use disorder at the pharmacy level and ED utilization in patients with substance use disorder. This work led her to complete an honors thesis exploring the compounding influence of race and substance use disorder on ED utilization in the acute care setting. During this time, Caroline also cultivated a passion for adolescent health at Children’s Healthcare of Atlanta. She is a member of Sigma Theta Tau International Honors Society of Nursing and the Southern Nursing Research Society. While at Duke, Caroline plans to continue research on patients living with substance use disorder and adolescent health while exploring essential changes in the healthcare system surrounding treatment for these populations.

Osborn Owusu Ansah, BSN, RN is a registered nurse from Ghana who has keen research interests in the fields of oncology and palliative care. He graduated from the Kwame Nkrumah University of Science and Technology in 2019 with a Bachelor of Science in Nursing and has since gained significant nursing experience from working across different healthcare settings in both Ghana and the United Kingdom for the past four years. His passion for oncology and palliative care research stems from the worrying statistics on the high mortality rates associated with cancer in sub-Saharan Africa and the low number of opportunities available for individuals to extensively study on the merits of incorporating palliative care into the healthcare system in Africa. Osborn’s purpose for pursuing doctorate-level studies is to acquire competencies that will help him discover and develop cost-effective interventions that can enhance symptom management and well-being of people with cancer.

Somin Sang, BSN, MSN , is dedicated to enhancing healthcare systems through systems engineering to ensure safety and efficiency. With an academic journey at the College of Nursing, Yonsei University in South Korea, Somin earned her BSN and MSN, laying a solid foundation for her pursuits. Her experience as a surgical nurse at the Seoul Asan Medical Center, coupled with her role as a nurse at the International Healthcare Center of Gangnam Severance Hospital, empowers her with a comprehensive perspective on patient care and global healthcare dynamics. Building on her clinical expertise, Somin's research focus lies at the intersection of patient safety and technology. Through her research, she aims to harness mobile monitoring data and electronic health records, to predict patient safety events and strategically intervene to mitigate patient harm.

Jill Sergison, MA, CNM, RN is a certified nurse-midwife with nearly 20 years of experience in maternal and family planning care. In addition to her clinical experience, Jill conducted novel contraceptive research at FHI360 to promote availability and sustainability of family planning services worldwide. She was the NC Director of Policy for a reproductive health organization before co-founding Points True North (PTN) Consulting in 2022 and is currently engaged in the implementation of pharmacist-initiated contraception in NC. She has many years of experience working with progressive organizations on a range of critical health, gender, racial and social justice issues and expertise in building coalitions and driving policy change. Notable recent policy achievements include work in the extension of Medicaid for Pregnant Women and 12-month dispensing of contraception through Medicaid. Jill is founder and Executive Director of North Carolina Nurses for Reproductive Rights and co-developed reprohealthnc.org, dedicated to providing reproductive health access information to NC residents. She is tri-chair of NC’s Reproductive Life Planning group, board chair of the C4 arm of Pro-Choice NC, and member of the NC Perinatal Equity Collaborative. She obtained her BS from Wake Forest University and her MA from New York University.

Olivia Short, BSN, RN joins DUSON after three years as a clinical research nurse on neurological and maternal-fetal medicine studies, two of those years with Duke School of Medicine. Her passion for research blossomed during her senior thesis, where she tested the impact of biofeedback videogaming on stress and anxiety in young adults. This experience, alongside her own journey with PTSD, highlighted the importance of considering both internal and external factors in addressing anxiety, especially in low resource environments. Healthcare systems and providers play an enormous role in determining the evolution of long-term health outcomes of anxiety, PTSD, and trauma. Olivia recognized the pressing need to establish networks of trauma-informed care environments, where individuals can safely and actively shape their healthcare experiences and avoid re-traumatization and delayed or inappropriate care. Her research interests center around understanding the healthcare experiences of survivors of interpersonal violence, particularly those dealing with chronic pain and PTSD, and addressing individual and systemic barriers to improved care coordination. With a passion for holistic sexual health, Olivia aims to incorporate education on violence prevention, power dynamics, autonomy, and pleasure within the trauma-informed framework. Outside of her professional endeavors, she enjoys spending quality time with her partner and their cat Nutmeg. She spends as much time as she can doing activities that fill her cup such as cooking, reading fiction, camping, hiking, dancing, and playing piano.

Tamia Walker-Atwater BSN, RN, CNRN , is a recipient of the Duke University Dean's Graduate Fellowship and has a passion for intimate partner violence research. She began her nursing career in 2018 at the University of Virginia Health System in acute care neurology. During her time here, she explored her passion for research through several initiatives with stroke, epilepsy, and traumatic brain injury patients, developing models for safer practice across the care continuum. Born from her professional and personal experience, her research interest includes exploring the intersection of neuroscience, nursing education, and intimate partner violence—a field in which she has already co-authored published work. Through her research, she aims to develop models for the healthcare profession that help to explore and define the landscape of neuroscience nursing research.

2022 Cohort

Patricia (Patty) Alonso, MSN, FNP-BC, RN-BC, CNOR(E) is dedicated to finding health care access to pre-exposure prophylaxis (PrEP) for patients at high-risk of HIV transmission globally. Her learning experience at Duke in the ABSN and MSN programs plus work on multiple different specialties at Duke Health has fostered her interest in HIV and global health care. She obtained both her Bachelors of Science in Nursing degree and Masters of Science of Nursing as Family Nurse Practitioner with and HIV concentration at the Duke University School of Nursing (DUSON). Patty looks forward to completing her PhD as well, becoming a triple Duke grad! During her time at Duke, she has worked in-patient, outpatient and as a telehealth triage nurse for COVID and Endocrinology. This has given her a broad view into how nursing works on many levels but has also helped to foster her desire to study HIV by seeing the health disparities in the healthcare system. In addition to her work as a staff nurse at Duke Health, she has been a Clinical Instructor at DUSON for several years. She especially enjoys teaching the beginning nursing students how to complete basic nursing skills and learn the tricks of the trade to becoming a novice nurse. In her spare time, Patty enjoys reading books that are not required by school, baking pastries and being able to spend time with her family.

Elena Bregier, MSN-Ed, BSN , is passionate about providing equitable care for pediatric congenital cardiac populations. She has volunteered for over a decade to help provide sustainable surgical access for children with congenital heart disease around the world. Elena is committed to improving equitable, comprehensive care for this vulnerable population. While obtaining her BSN, Elena achieved the Outstanding Student Award at Michigan State University. After a decade of bedside practice, international volunteerism, and travel nursing, Elena obtained her MSN for education and worked as an academic specialist for West Coast University, Los Angeles, to support the persistence and outcomes of accelerated BSN students. Elena remains actively involved as a writer and volunteer mentor in the non-profit organization Be1Support1 to promote the success of new graduate nurses.

Patricia G. Buzelli, MSN, BA, AGNP-C is a recipient of Duke University's Dean's Graduate Fellowship and has a research interest in in improving care for Latinx immigrant families living through the loss of a child to cancer, focusing on asset framing and resiliency. Originally from São Paulo, Brazil, Patricia has wielded her lived experiences to guide her academic and clinical pursuits over the last decade. She graduated Suma Cum Laude from the University of Massachusetts Boston with a psychology degree, where she worked as a research assistant in the Gaston Institute for Latino Community Development, was in the first cohort of the Health Equity Scholars Program, and worked on a Brazilian transnational project.  Having always wanted to pursue a career in nursing, she then attended Johns Hopkins University for her BSN and MSN-NP where, as a research honors student and Fuld Fellow, she completed a capstone project analyzing racial difference in religious coping and depressive symptoms by extrapolating data from an end-of-life decision-making trial. Patricia has since been immersed in clinical practice as a Nurse Practitioner where she has developed her expertise in hematology oncology and captured the practice challenges that remain in providing equitable care for immigrant populations.

Lisa Carnago, FNP-C, MSN, BSN, RN aspires to develop health care innovations addressing chronic pain among patients and opioid prescribing behaviors among providers. Her prior clinical experience as a nurse in multiple settings, ranging from Intensive care, Emergency Department and Cardiac Care Units, and her personal experience of having a family member with a painful autoimmune condition has informed her perspectives on pain management, stigma, and health care navigational pitfalls.  In 2016, she obtained her MSN with a Family Nurse Practitioner (FNP) concentration from James Madison University (JMU), where she was selected for the Virginia Nurse Advocate Health Policy Fellowship.  She then began her FNP career as a Rheumatology Nurse Practitioner at Duke Health, which has greatly informed her perspective of the chronic autoimmune condition, chronic pain, and pain management needs, including opioid prescribing.  Through her leadership, she has created team-based work flows and processes to improve the uptake of risk mitigation strategies for opioid use and increased the understanding of opioid pain management approaches needed to improve the health and well-being of individuals experiencing chronic pain. She also participates on multiple Duke Health System committees including the safe opioid prescribing and optimal management groups, which are working towards system level improvements in pain management.

Margaret Fletcher, BSN, RN graduated summa cum laude from the University of Texas at Arlington in 2013 with an Honors Bachelor of Science in Nursing. During her time in school, she completed an honors thesis on nursing perspectives related to parental presence during invasive procedures in pediatric patients. She has since worked in various settings, with patients of all ages and across multiple levels of acuity, but was most inspired by her patients in the Pediatric Cardiac Intensive Care Unit. The advances in this relatively new field are remarkable, however the neurologic sequelae for these patients can be profound and have a significant ongoing impact on quality of life. Margaret chose to pursue a PhD in nursing in hopes of improving long term quality of life for children following intensive care admission, congenital heart disease, and other experiences which place them at a higher risk of neurodevelopmental ramifications.

Donghwan Lee, BSN, RN graduated in 2018 with a BSN from Gyeongsang National University and worked as a registered nurse in the PACU of the Seoul Asan Medical Center. For four years working as a PACU nurse, he had participated in more than 1000 cases of surgeries. He noticed that patients with cardiovascular disease (CVD) have a higher risk of complications and poorer prognosis after surgery, and were more likely to have higher hospitalization costs. During the COVID-19 pandemic period, he also witnessed how cardiovascular disease negatively affected patients’ outcomes and quality of life. Health disparities severely affect health outcomes of CVD patients, especially those who are marginalized in other ways in society, such as limited access to education or health resources. He is passionate about developing mHealth technologies that are easy to use for the elderly and other medically high-risk individuals through health literacy measurements that are specific for CVD patients and can later be applied to a wider variety of people. Through his research, he aims to develop interventions that can resolve personal, technical, and contextual related factors to break down the barriers to the application of mHealth for these populations. 

Mirlene Perry, MSN, BSN, RN has been a cardiac nurse for the last 15 years and has worked at Johns Hopkins and Duke Hospitals. She received her BSN at Eastern Mennonite University in Harrisonburg, VA and her MSN at Johns Hopkins School of Nursing in Baltimore MD. Originally from Haiti, she was a surgical and community health nurse at the Hospital Albert Schweitzer in rural Haiti before relocating to the US. Although she has been committed to providing direct patient care, Mirlene decided to pursue a career as a nurse scientist to address her passion for community-based primary health care in low-and middle-income countries. Mirlene’s purpose for undertaking doctorate-level studies is to acquire competencies that will help her to be an advocate for programs that can improve the health and well-being of mothers and children who are dying from readily preventable and treatable conditions-- still more than 10 million per year (including stillbirths).  Her main goal is to translate her nursing knowledge and her global health experience to develop and scale interventions addressing maternal and child health disparities and chronic health conditions using a bottom-up and task-shifting approaches that empower communities to improve their own health.

Julia Slack, BSN, RN is passionate about reducing the symptom burden for those suffering from cancer. Her interest in oncology symptom science started as a young girl watching her grandmother undergo treatment for breast cancer and the negative impact a high symptom burden had on quality of life.  Julia graduated summa cum laude with a Bachelor of Science in Nursing from the Emory University Nell Hodgson School of Nursing in 2022. During her time at Emory, she further cultivated her passion for oncology research through her time spent in the Bai Laboratory investigating the biopsychosocial mechanisms of cancer symptoms. This work led her to complete an honors thesis focused on the relationship between inflammatory biomarkers and fatigue in black women with polycystic ovary syndrome. Julia has presented her work at multiple scientific conferences and published in several leading journals such as Nature Communications and the Journal of Virology. She also is a member of Sigma Theta Tau International Honors Society of Nursing and the Southern Nursing Research Society. While at Duke, Julia plans to continue researching the physiological and biological pathways that contribute to the symptom experience for those dealing with cancer in order to better inform interventions.  

2021 Cohort

Maryam Al-Mujtaba MPH, BSN, RN, RM, PGDip, PGCert has research interests in the health of adolescents living with HIV, interventions to reduce maternal and child morbidity and mortality in resource-limited settings, cancer screening in medically underserved populations, cancer survivorship, and HIV treatment in adult populations. Since 2010, Maryam has led/significantly contributed to the coordination, administration and management of health and research programs in Nigeria and Canada. In Nigeria, she coordinated the first nurse-led 'see and treat' cervical cancer screening program (which screened over 3,000 women for cervical cancer in two years). In Canada, as a research associate at Ontario Health (Cancer Care Ontario), Maryam led the analysis and report writing of data from 25 interviews with Aboriginal Canadians on barriers and facilitators to cancer screening. Maryam has extensive experience working on qualitative and quantitative studies and she has presented her work at international scientific conferences, and published in several leading journals, such as PLOS One , BMC Infectious Diseases and Journal of AIDS and HIV Research and Biomed Research International .

Katie Brooks, DNP, AGPCNP-BC has clinical expertise in geriatric care and has a deep passion for providing high-quality, individualized, age-appropriate care for all patients. She graduated Magna Cum Laude with her BSN from Auburn University in 2014. Her background as a registered nurse on an Ortho/Neuro surgical floor sparked her interest in the unique care of the older adult population. She furthered her knowledge by obtaining her Adult-Gerontological Primary Care Nurse Practitioner degree at Vanderbilt University, followed by a year-long Internal Medicine fellowship in Charlotte, North Carolina. While working as a primary care provider in an internal medicine clinic, Katie sought to further improve her practice through the pursuit of her Doctorate of Nursing Practice degree from Duke University. During this time, she implemented a quality improvement project that focused on dementia screening in the primary care setting while simultaneously working with faculty on their research as part of an independent study elective. It was through these experiences that she recognized the distinctive and important role of a nurse scientist while concurrently seeing how her training and passion for the older adult population would allow her to bring a unique practice perspective to her research. Throughout her training at Duke, Katie strives to continue her pursuit of ensuring all older adults receive the highest level of age-appropriate and evidence-based care.

Sarah Janek, BSN, RN, ACRN has an interest in research focused on sexual health disparities related to race and sexuality within the LGBTQ+ community. Sarah’s past research focused on HIV prevention for black and Hispanic/Latino men who have sex with men using technological integration with at-home testing.  She was introduced to this field as an undergraduate student at the University of Michigan School of Nursing Honors Program. Sarah studied qualitative research methods and how cultural competence intertwines with research study recruitment. After graduating in 2020, she began clinical work as an RN at Northwestern Memorial Hospital in Chicago on an orthopedic/trauma unit. On a unit that later transitioned into a COVID-19 step-down intensive care unit, Sarah witnessed first-hand how health disparities affect various populations depending on backgrounds and experiences. To seek leadership opportunities, Sarah became a HIV/AIDS Certified Registered Nurse (ACRN), and she trained to be a Skin Champion for her unit, performing audits, educating staff, and caring for patients to prevent pressure injuries. While caring for LGBTQ+ patients at Northwestern, she gained additional clinical experiences with the community and volunteered at Howard Brown Health in downtown Chicago during this time. Sarah’s academic, professional, and philanthropic experiences led her to pursuing a career in research full-time to mitigate health disparities.

Shewit Jaynes, MSPH, BSN, RN is passionate about improving health outcomes for all birthing people by eliminating health disparities. Her work experience as a postpartum nurse sparked her interest in critically evaluating health policies that impact her patients' lives. She obtained her MSPH from UNC Chapel Hill in the department of Health Policy & Management. During her time at UNC, she worked on various maternal health projects including conducting a policy analysis for the North Carolina Department of Health and Human Services (NCDHHS) on how to reduce maternal mortality among Black women. In addition, Shewit served as a research assistant for the UNC Collaborative for Maternal and Infant Health where she conducted qualitative video coding. Shewit has been actively involved in various diversity, equity and inclusion efforts. She helped form the Health Policy & Management Student Equity Collective, a student-led organization dedicated to creating, promoting, and sustaining equity within the department. In addition, she co-chaired the largest and longest running student-led health conference, the Minority Health Conference.

Youran Lee, MSN, BSN, RN is passionate about research on caring for vulnerable cancer survivors in the community using innovative technology. She dreamed of becoming a nurse when she watched her mother who loved nursing and was very proud to be a nurse. Youran broadened her understanding of humanity and diversity through various volunteer activities. During a volunteering experience in Ethiopia, she witnessed the need for nursing care in a challenging environment. To decrease health disparities, she volunteered in developing countries such as Malaysia, Cambodia, and Tanzania, sensing a global need for nursing care. After graduating with her BSN, she worked as a cancer ward nurse at Asan Medical Center in Korea. While working as a nurse in the gastric cancer ward, academic curiosity to provide high-quality care to patients through evidence-based nursing led her to study for her master’s degree in nursing. During her master’s studies she participated in a study funded by the Korean government to establish intensive care unit in nursing homes. Her role on this project was to educate nursing staff, develop nursing manuals, draft web-based questionnaires, collect and analyze the data, and write reports. Through this project, she contributed to the change of health policies in nursing home facilities. This research experience led her to desire more advanced training in research. In addition, an unexpected life event further motivated Youran when she was diagnosed with thyroid cancer. As a cancer survivor, having direct experience in dealing with a challenging and unexpected diagnosis allowed her to connect with patients with a deeper understanding. Through her doctoral program at Duke, she hopes to improve the quality of life for cancer survivors, and to contribute to better health outcomes by bringing together knowledge, science, professional compassion, and personal empathy.

Christian “Ian” Noval, MCR, BSN, RN, CCRN is from the Cordilleras in the Philippines. He completed his bachelor’s degree in nursing from the Far Eastern University (Cum Laude) in 2006 and has since practiced as a registered nurse. His nursing experience extends from working across different healthcare settings to include: the Philippines, the United Arab of Emirates, the United Kingdom, and most recently in the United States. This experience across different healthcare systems has helped him to better understand how belief and culture affects patient care. As a registered nurse, he has worked as an infection prevention nurse, a case manager, a mentor and preceptor for nursing students and entry-level nurses, and recently as the Lead Research Nurse for a COVID-19 drug trial at the University of Texas Health-Houston. Christian’s research interest started when he was working in the NHS (United Kingdom) and contributed to clinical trials from the University of Edinburgh and the Ohio State University where he completed his master’s in clinical research (MCR). Christian is a certified critical care nurse (CCRN) and a member of the American Association of Critical-Care Nurses (AACN), Sigma Theta Tau International Honor Society of Nursing (STTI), and the Texas Emergency Medicine Research Center (TEMRC). As he joins Duke University School of Nursing PhD in Nursing program, his research focus is on palliative care in a critical care environment. He believes that patients in a high acuity environment should be able to decide the path of their care and should receive competent and compassionate care from their healthcare providers, wherever they fall within the health-illness continuum.

Paige Randall MS, BSN, RN, CNE has been a Registered Nurse since 2013. She received her MS in Nursing Education and BSN from Le Moyne College in Syracuse, NY. Paige’s clinical background is in cardiac and emergency nursing. She started working as a nurse educator in 2016 in upstate NY, and moved to Raleigh, NC in December 2019 where she continued to work as a nurse educator at a community college. Paige has a certification in nursing education and received the DAISY Award for Extraordinary Faculty in 2018. Her research interests during her master’s program were focused on the topic of self-directed learning (SDL) in nursing students and educators. During her doctoral studies, she is interested in exploring how resilience impacts the transition to practice experience among newly graduated nurses. She is also interested in using innovative qualitative data collection techniques such as online photovoice and virtual focus groups. Paige is a board member of the North Carolina Nurse’s Association, the National League for Nursing, and Sigma Theta Tau International Honor Society of Nursing.

Dingyue (Demy) Wang, BSN, RN is originally from Kunming, China. She moved to Atlanta in 2017 and completed her BSN at Emory University. Demy loves bedside nursing, but as she explored various research opportunities, she found her passion in nursing research, a field that delves into the science of human health and health-related behaviors. Demy’s experience working with gerontological patients has provided her with invaluable insight and guided the decision to concentrate on caregivers, who have a pivotal role in patient care but are increasingly susceptible to experiencing caregiver stress, often resulting in becoming the “second patient.” Her current research is centered around understanding how caregivers perceive and cope with stress (caregiving stress appraisal) and how the stress appraisal process impacts their cognitive well-being. Looking ahead, Demy’s research objectives include the development of interventions aimed at fostering effective stress management, promoting healthy cognitive function, and enhancing the quality of life for caregivers. The overarching goal is to improve patient and family outcomes while advancing health equity through the creation of innovative educational models, training programs, and support systems designed to equip caregivers with both technical and adaptive skills essential for effective home care.

2020 Cohort

Suzanne M. Frisbee is a Raleigh, North Carolina native. She graduated magna cum laude with a Bachelor's of Science degree in Neuroscience from East Carolina University in 2012. She completed her senior thesis on the brain wave activity of a mindfulness meditation stress reduction intervention in college students. She also participated in the National Science Foundation's Mechanisms of Behavior Neuroscience summer program where she researched the impact of stress and addiction on specific brain regions. Suzanne returned to school at Duke University's School of Nursing as a Robert Wood Johnson Foundation scholar. Supporting herself through nursing school, she worked in a behavioral neuroscience lab in the Bowels Center for Alcohol Studies at UNC Chapel Hill. There, she worked on research regarding the interceptive effects of alcohol and nicotine on drug seeking behaviors and relapse after a stressful event. She graduated with honors with her BSN in 2016. She began her nursing career as an Operating Room registered nurse and has since become a certified perioperative nurse (CNOR). Her involvement in post-operative pain assessment surveys has influenced her current research interests. Her aim is to combine her neuroscience background in stress and addiction with her nursing knowledge. Particularly, how stressful environments and/or events in one's past impacts their susceptibility to addiction, the health outcomes of addictive behaviors and preventive measures that can be taken in order to ensure that addictive behavior does not develop in adolescence and carry on into adulthood.

Kimberlee Grier, BSN, RN, CHPN, PhD Candidate  graduated summa cum laude from the University of Texas at Austin where she received a Bachelor of Science in Nursing degree. She has worked with both chronically ill adults and children, finding her passion in pediatric hospice and palliative care, specifically community-based care. She was dually nationally certified as a Certified Hospice and Palliative Pediatric Nurse and a Certified Hospice and Palliative Nurse . Through her experience at work, she became highly motivated to contribute to the research of priority populations, including pediatric patients and families. She has published in the Journal of Hospice and Palliative Nursing as well as presented at both US and international conferences. In line with her desire to help vulnerable populations, Kim has been a foster parent in Durham since 2017. She is a co-founder and co-chair of Fostering Families, a non-profit organization that advocates for meaningful system change and strives to empower foster parents and their families. Kim is also on the family council for North Carolina Integrated Care for Kids. In her work as a foster parent, she became cognizant of the significant policy and practice gaps that exist regarding mental health access and equity for children in foster care. Her interest in health policy and passion for advocating for vulnerable pediatric populations led her to the Duke Margolis Center for Health Policy where she was chosen as a Margolis Honors Scholar. She was inducted into the Sigma Theta Tau Honors Society. Kim is an avid equestrian and enjoys being in nature with her spouse and four children. During her time at Duke, she plans to integrate her foster care and mental health aspirations with health policy so vulnerable and underserved families can benefit.

HyunBin You earned her BSN (2015, Cum Laude) and MSN (2019) from Seoul National University, South Korea. She worked as a nurse in the Medical Intensive Care Unit at Seoul National University Hospital, South Korea (2015-2019). While practicing as a nurse, she provided the best possible patient-centered care to improve ICU patients' health outcomes during their critical point in life and got interested in patient and family experience. During her time at SNU, she investigated the influencing factors of the satisfaction of ICU families elaborating their anxiety and critical care needs of ICU families on her masters' thesis. She then transitioned herself as a research assistant of Chronic Care Research Lab at SNU (2019-2020) where she found great enthusiasm in research. More recently, her research interests focus on resilience and transitional care of the adult ICU patients. She plans to continue supporting patients and their families to have a better experience maximizing resilience at their critical point of life through her research here at Duke University School of Nursing.

2019 Cohort

2018 Cohort

Eat, Sleep, Wander

20+ Student Biography Examples

Welcome to the world of students! We have created an amazing collection of 30 student biography examples to help you write your own.

As a student, you are likely to be writing a variety of biographical pieces. Whether you are writing a personal profile for your CV, a biography for an awards application or a biography for a college admissions essay, it’s important that you construct an interesting and engaging narrative of who you are.

Student Biography Examples

1. Growing up I was always interested in the sciences and technology. In high school, I excelled in math and science classes, which led me to pursue a degree in engineering. I went on to earn my Bachelor’s degree in Engineering and am currently working on my Master’s in Civil Engineering. After I finish my degree, I plan to use my knowledge to help improve infrastructure in developing countries.

2. Since a young age, I have been passionate about helping people in need. During college, I decided to focus my studies on sociology and political science. I used my knowledge to take action and participated in several non-profit organizations to promote social justice. With the help of internships, I have also gained experience in policy development and public relations. I’m currently working on a graduate degree in Social Work and aim to eventually work for the United Nations .

3. As a freshman in high school, I was unsure of what kind of career path I wanted to pursue. After talking with my parents and teachers, I decided to start college as an undeclared major. After two years of exploration, I settled on a double major of business and economics. I’ve been able to take advantage of various opportunities on and off campus and served as an intern in the Human Resources department of a major banking firm. I look forward to earning my degree and using my skills to become a successful business leader.

4. I never thought that I had the ability to become a professional photographer, but my high school photography teacher pushed me to pursue my dreams. I learned how to use a variety of cameras, develop photographs, and post-process my images. I continued my photography studies at college, where I gained additional knowledge in studio lighting and digital editing. I was even able to gain experience in the fashion industry, interning for a well-known photographer . Today, I am working as an event photographer, documenting weddings, reunions, and corporate events.

5. When I was younger I was passionate about art, which prompted me to pursue a bachelor’s degree in Fine Arts. During college, I was able to gain experience as a studio assistant and also learn various digital and traditional art techniques. With the help of a scholarship, I was able to travel to various countries and learn even more about different art styles. After graduation, I started working as a freelance artist and have been able to produce several commissioned artworks and pieces.

6. As a child, I always exhibited an aptitude for mathematics and problem solving. After researching various career paths, I decided to major in Computer Science. I was able to gain valuable experience while interning at a tech startup and also during an internship with the Department of Defense. I am currently working on my master’s degree and plan to focus my studies on artificial intelligence and machine learning.

7. I have been involved in theater since I was a young child. During my high school years, I focused on honing my abilities through various extracurricular activities. I was able to gain valuable experience by participating in multiple productions and I even gained a scholarship for theater. I attended college to study Musical Theater and continued to foster my talent. With help from internships and workshops, I was able to build additional experience and formed a touring theater company with some of my colleagues.

8. From an early age, I was interested in the environment and the outdoors. I spent a lot of time reading environmental books and researching environmental issues. This passion inspired me to major in Environmental Science in college. I’ve gained valuable experience through various internships and part-time jobs. With the help of my degree, I’ve been able to work on several conservation projects and hope to soon work for a non-profit organization focused on sustainability.

9. When I graduated high school I wanted to focus my career on the medical field. After much research, I decided to major in Biomedical Engineering. During my time in college, I was able to gain a valuable experience by interning as a research assistant. I have been able to learn more about medical technology and have been able to contribute to various projects. I’m currently pursuing a master’s degree in Biomedical Engineering and plan to continue my research in the field and eventually work for a healthcare company.

10. I have always had an interest in fashion and design, so when the time came to decide my career path it made sense to pursue design. During college, I was able to study many aspects of fashion and gain experience through various internships. I was also able to travel to other countries to observe trends and learn about different cultures. With my degree, I am currently working as a fashion designer and I plan to continue to use my creative eye to come up with innovative and stylish designs.

More Student Biography Examples on the next page…

College Life 03.26.14

Professional bio-writing 101.

How to Write a Professional Bio as a College Student.

A well-written bio is a great tool to have in your professional toolkit. Whether for a job application, networking event, or as an introduction for future employers, your bio is a great way to share who you are and highlight your accomplishments. It can also be a great addition to your LinkedIn profile’s “Summary” section.

Depending on your year in college, your biography will vary in length and topics. For example, a senior may have more work or internship experience to write about than a first-year student, and can describe his/her job roles, skills, and professional interests. On the other hand, first-year students could focus their bio on their background, educational goals, and hobbies. In both cases, your bio should craft an engaging narrative that emphasizes your interests and personality.

Bios are written in the third person and are typically one or two paragraphs, depending on your level of experience. Your bio should start with your name and a quick sentence that describes your basic background. This can include your college, year in school, academic focus, and professional interest. Your bio should be brief, concise, and clear.

Establish a Background Story

Highlighting your background will give the reader an opportunity to gain a deeper understanding of your personal narrative, which may not be evident on your resume. Also, consider including recent events, such as studying abroad or volunteering. Find a couple of moments in your life that have impacted your identity or interests, and briefly, mention them. This will personalize your bio and help you stand out from your peers.

Explain Your Interests

Next, you will want to elaborate on your interests. For students with a significant amount of professional experience, this will focus more on career goals. If you don’t feel you have enough job experience to write about or are not sure about your professional goals, describe your academic or extracurricular interests. Feel free to add any hobbies that highlight your uniqueness, such as painting, running marathons, or cooking. Remember, your personal biography is an area to describe your personality that is not as easily communicated on your resume.

Emphasize How You Can Add Value

Lastly, you want to end on a high note by emphasizing how you can add value. Depending on where you use this bio, this sentence or two can refer to adding value to a company, team, or event. Highlight your unique talents and skills that would interest your audience. Rather than explicitly stating, “I can add value by…,” share this message subtly. You want your reader to understand that you are a well-rounded individual and professional who can contribute significant knowledge and experience.

There is no order to include all of this information. Play with the format and see what works best for your narrative. Although it can be difficult to summarize your life in one paragraph, this is a useful tool for crafting a positive image of yourself for potential professional networks. Below are two examples:

Example 1 (for first-years and sophomores):

Alison Johnson is finishing her first year at DePaul University where she is interested in business. Although she has yet to declare a major, she’s considering finance or marketing. After watching her parents run a restaurant for years, she knew at a very young age that she also wanted to go into business. In high school, Alison waited tables at the family restaurant during the summer and was fascinated by the many working parts it takes to operate a successful business. From this experience, she learned the value of hard work, efficiency, and communication. In the future, she hopes to continue her parents’ legacy and run her own five-star restaurant in downtown Chicago. Alison spends her spare time singing in her church choir and cooking for friends and family.

Example 2 (for juniors and seniors):

Jared Smith is a senior at the University of Illinois at Urbana-Champaign where he is majoring in International Studies with a concentration in Latin America. His interest in international development began during the fall semester of 2012 when he had the opportunity to study abroad in Peru. He learned about the inequalities affecting indigenous communities, experienced the Peruvian culture, and became proficient in Spanish. Inspired by this international experience, Jared interned with the Chicago Council on Global Affairs, conducting research on food security in Latin America. Jared aspires to pursue a career in international development and write policy for a government agency. When he is not busy reading about current affairs in Latin America, he enjoys playing intramural basketball and training for the Chicago marathon.

More Resources

4 Steps to Writing a Professional Bio, Huffington Post

How to Write a Professional Bio, PROF KRG

6 Must-haves for Writing a Compelling Professional Bio, People Results

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Student Biographies - M.Ed. in Higher Education

Slavoj Žižek

Professor of philosophy and psychoanalysis at the european graduate school / egs.

Slavoj Žižek (b. 1949) is a Slovenian-born philosopher and psychoanalyst. He is a professor of philosophy at The European Graduate School / EGS, a senior researcher at the Institute for Sociology and Philosophy at the University of Ljubljana, Global Distinguished Professor of German at New York University, International Director of the Birkbeck Institute for the Humanities, and founder and president of the Society for Theoretical Psychoanalysis, Ljubljana. Aside from these appointments, Žižek tirelessly gives lectures around the globe and is often described as “the Elvis of cultural theory”. Although, more seriously, as British critical theorist Terry Eagleton confers, Žižek is the “most formidably brilliant” theorist to have emerged from Europe in decades. Many, in fact, now consider Žižek to be “the most dangerous philosopher in the West.”

He grew up in in Ljubljana, Slovenia, which at the time was part of the former Yugoslavia. The regime’s more permissive, albeit “pernicious,” policies allowed for Žižek’s exposure to Western theory and culture, in particular film, English detective novels, German Idealism, French structuralism, and Jacques Lacan. Studying at the University of Ljubljana, he completed his master’s degree in philosophy in 1975 with a thesis on French structuralism and his Doctoral degree in philosophy in 1981 with a dissertation on German Idealism. He then went to Paris, along with Mladen Dolar, to study Lacan under Jacques Alain-Miller (Lacan’s son-in-law and disciple). During this time in Paris, from 1981–85, Žižek completed another dissertation on the work of Hegel, Marx, and Kripke through a Lacanian lens. After his return to Slovenia, he became more politically active writing for , a weekly newspaper, co-founding the Slovenian Liberal Demorcratic Party, and running for one of four seats that comprised the collective Slovenian presidency (Žižek came in fifth).

Žižek rose to prominence in 1989 following his first book published in English, . Since then he has written countless books, in fact, perhaps the only thing more numerous than the talks he tirelessly gives across the globe are the books on which those interviews stand. For the last twenty-five years Žižek has been writing predominantly in English, and to a far lesser extent in his native Slovenian,  for obvious reasons . His books of the last decades include: (1991), (1993), (1997), (1999), (2006), (2001), (1996), (1992), (1991), (2015), (2003), (2002), (2010), (1994), (2002), (2009), (2009), (2007), (2012), (2007), (2001), (2008), (2000), and (2012). Along with these and many other books, he has also co-authored a number of books with Alain Badiou, Judith Butler, Eric Santner, John Millbank, Ernesto Laclau, Boris Gunjević, and Agon Hamza, among others. Further, he is the editor of a number of consequential series, including Wo Es War by Verso, SIC by Duke University Press, and Short Circuits by MIT Press. Finally, Žižek is a consistent contributor to , , and other journals.

Lets “begin at the beginning”––as Žižek is fond of saying, clearly referring to the project of German Idealism, as is evident to the careful reader––or better, still, let’s begin before the beginning. The style of Žižek’s work is infamous. From his many talks and lectures, through his essays and books––the introductory, the directly political works, and the more serious, challenging works ()––Žižek’s style has often led many to not take him seriously. It should, however, be asked: why does Žižek speak and write as he does (given his frequent remarks that his true love is serious philosophical thought, more specifically still, the resurrection of German Idealism)? And what is style? The answer to the second is simpler than that of the first: style, as Jacques Lacan states in the opening pages of  É , is always a question of to whom one is addressing oneself. The answer to the first, however, is the same.

Žižek’s style has long been a point of discussion, and often a consideration by which he is not only not taken seriously and disregarded, but also a preoccupation that offers some sympathizers an excuse to not engage with his thought seriously. Perhaps this is reason enough to take it––as well as our preoccupation with it––more seriously. His style involves not only a disregard for the distinction between high and low culture––strikingly collapsing genres into one another––academically inappropriate uses of examples to illustrate serious philosophical, psychoanalytic and political issues, etc., but also the curious and frustrating moment in which he refuses to answer to the demands of his readers and listeners as to what they are to do with it all, by claiming that he does not know.

But is this really so particular to Žižek? What is the Žižekian procedure, when minimally defined? Žižek always begins with a cultural phenomenon or presupposition, which is slowly poked and probed by other cultural phenomena and presuppositions, until the reader finds himself in a position opposite to the one from which he may have begun, but without ever having been confronted with “philosophical truth,” stated with straight authority. Conceptual tools are used throughout, but are introduced slowly only as to clarify and distinguish the immanent analysis, only fully developed at the end. Moreover, as irreflexive or spontaneous relationships, oppositions, positions, and definitions of phenomena are subverted, the same result takes place in theory. In both cases, odd couples are formed between philosophies, between theories and political practices, between emblems and implications, processes, assumptions and conclusions, and so on. Figures enter the scene in odd positions, arguments are continually problematized, up until the very end, at which point a novice to Žižek’s philosophy is not immediately left with a clear conclusion of his position, but rather a web of confusion, so to speak, and yet at the same time the sense that there is a system­­ of sorts––the consistent grasp of which is the work still left for the reader. Finally, we could even add that the very sequence of Žižek’s work is constant, although his exact position has shifted a number of times, such that he always begins not only with ideology, but with ideology at its purest, that is, a position presupposing itself non-ideological, and an articulation of how the position sees itself, finally arriving at some formulation of absolute knowledge; or, as Žižek constantly reminds his readers, absolute knowing, and the consequent ethical stance to be assumed. There is no reason not to be frank: the Platonic dialogues find their resurrection here.

A second remark bears mention here: in his books and talks Žižek assumes the position offered to him, or even demanded of him––the position of he who, is supposed to, know. The position is offered to him, and demanded of him precisely because he consistently catches theories and positions at the moment of their contradiction or duplicity. Assuming the position, Žižek frustrates the demand; that is, he assumes the position without answering to the demand––revealing the desire of his audience. In short, Žižek’s style, his discourse, is the embodiment of one of the primary elements of his theory: the community of analysts as the model for an emancipatory collective. As Lacan would say, in regards his position, at its most elementary, is not articulable, because it is articulated.

As he so often publicly proclaims, Žižek is a card-carrying Lacanian. This itself is peculiar, given his distance from Jacques-Alain Miller, on, amongst other things, the political implications of psychoanalysis, and most specifically, the psychoanalytic school as a model for emancipatory political organization. In fact, a large part of Žižek’s political project, if not its foundation, assumes the possibility of a passage where Lacan is popularly assumed to have found only an impasse. Even so, Žižek is a Lacanian; it is by way of his fidelity to Lacan, by way of his return to Lacan, that he can see the limits of Lacan and move beyond.

While Žižek’s “exact position” has shifted a number of times, his basic constellation (as he often reiterates, for instance in ) has remained constant: Hegel, Marx, and Lacan. And within this constellation are three related concerns to which he relentlessly returns: (1) enjoyment as a political factor, (2) the subject as a self-relating negativity, and (3), the problem of appearance, i.e., not what is hidden behind it, but precisely why anything appears in the first place, as he writes in :

(Parallax View, p. xx)

Žižek’s search for these conditions of possibility lead him not only to the Lacanian conceptions of the non-existence of the Big Other or the Real as barred, but to German Idealism. Recently, it has become ever more frequent that Žižek confirms that his true master is not Jacques Lacan but G.W.F. Hegel. This remark bears mention as Žižek’s return to German Idealism is not at all merely a resurrection of Hegel, but of all the great philosophers of this time––Immanuel Kant, Johann Gottlieb Fichte, Friedrich Wilhelm Joseph Schelling and Georg Wilhelm Friedrich Hegel––or, more accurately, of the movement from Kant to Hegel.

We find mention of this movement from Kant to Hegel frequently in his works. And in brief, Žižek’s understanding of this transition is that Hegel ontologized Kant, meaning, that Hegel names the transition from an epistemological void to an ontological one:

(The Ticklish Subject, p. 55)

The void in the ontological edifice, according to Žižek’s reading of Hegel, is itself the subject. And so, the movement from Kant to Hegel is the movement from the inaccessible Thing beyond the subject’s reach to the subject itself as the Thing incapable of being reduced to the world of phenomena around which is exists. Žižek’s thesis is that the Hegelian Absolute is not a calm and serene All at peace with itself, but an Absolute constantly at war with itself, internally torn asunder by unrest and antagonism. The name of this crack in the One is the subject. This is, he proposes, the sense of Hegel’s fundamental thesis, announced at the outset of , is that the True is not only Substance, but equally Subject.

What takes place for Žižek here is a shift in the real: from the Kantian real to the Hegelian. As is often the case, Žižek uses the terms of psychoanalysis to read philosophy. In this case, he uses Lacan’s conception of the Real to draw out the shift: there is the Kantian Real-as-presupposed and the Hegelian Real-as-posed, i.e., the Kantian Real of being is a being that pre-exists and exists beyond the realm of phenomena, while the Hegelian Real is one posited by the subject behind the real of phenomena. In the first instance, the real is a substantial fullness that precedes the advent of, again in Lacanian terms, the Imaginary-Symbolic reality, i.e., phenomena, while in the second it is an empty void situated within the Imaginary-Symbolic reality, and the posited consequence of breakdowns, inconsistencies, and impasses within it. This is, however, a simplified distinction for the simple reason that as the shift in Lacan, announced after the Seventh Seminar, , is not a simple change from one notion of the real to another, homologously, the movement from Kant through to Hegel is not a simple substitution. The full account of this movement demands an understanding of Žižek’s interpretation of the entire sequence of attempted resolutions to the Kantian problem, i.e., of the passage from Kant to Fichte to Schelling to Hegel, and Žižek’s continuous meditation on this problem constitutes the very kernel of all of his works.

In sum, at the strictly philosophical level, Žižek’s work focuses on the resurrection of German Idealism, specifically the notion of the subject as self-relating negativity, and the problem of the ontological conditions of possibility for appearance. His latest work, as announced in the subtitle of his latest book, , is to establish the foundations of dialectical materialism. At the political level, Žižek’s project can be said to have three primary concerns: first, the identification of contradictions in late or contemporary capitalism, along with its democratic-liberal ideology, second, the overarching problem of enjoyment as a political factor, and three, theoretical work on a new form of mastery and organization.

In Defence of the Terror: Liberty or Death in the French Revolution, Žižek, Slavoj, and Sophie Wahnich. In Defence of the Terror: Liberty or Death in the French Revolution. Verso, 2016. ISBN: 1784782025

Islam, Ateizam i Modernost: Neka Bogohulna Razmisljanja, Žižek, Slavoj. Islam, Ateizam i Modernost: Neka Bogohulna Razmisljanja. Akademska knjiga, 2015. ISBN: 8662630855

Absolute Recoil: Towards a New Foundation of Dialectical Materialism, Žižek, Slavoj. Absolute Recoil: Towards a New Foundation of Dialectical Materialism. Verso, 2014. ISBN: 1781686823

Trouble in Paradise: From the End of History to the End of Capitalism, Žižek, Slavoj. Trouble in Paradise: From the End of History to the End of Capitalism. Allen Lane, 2014. ISBN: 1612194443

Demanding the Impossible, Žižek, Slavoj. Demanding the Impossible. Polity Press, 2014. ISBN: 0745672299

The Most Sublime Hysteric: Hegel with Lacan, Žižek, Slavoj. The Most Sublime Hysteric: Hegel with Lacan. Polity Press, 2014. ISBN: 0745663753

Event: A Philosophical Journey Through A Concept, Žižek, Slavoj. Event: A Philosophical Journey Through A Concept. Melville House, 2014. ISBN: 1612194117

What Does Europe Want?: The Union and Its Discontents, Žižek, Slavoj, and Srecko Horvat. What Does Europe Want?: The Union and Its Discontents. Columbia University Press, 2014. ISBN: 0231171072

Comradely Greetings: The Prison Letters of Nadya and Slavoj, Žižek, Slavoj, and Nadezhda Tololonnikova. Comradely Greetings: The Prison Letters of Nadya and Slavoj. Verso, 2014. ISBN: 1781687730

Zizek’s Jokes: Did You Hear the One About Hegel and Negation?, Žižek, Slavoj. Zizek’s Jokes: Did You Hear the One About Hegel and Negation? MIT Press, 2014. ISBN: 0262026716

From Myth to Symptom: The Case of Kosovo, Žižek, Slavoj, and Agon Hamza. From Myth to Symptom: The Case of Kosovo. KMD, 2013. ISBN: 9951883524

The Idea of Communism 2: The New York Conference, Žižek, Slavoj. The Idea of Communism 2: The New York Conference. Verso, 2013. ISBN: 1844679802

The Year of Dreaming Dangerously, Žižek, Slavoj. The Year of Dreaming Dangerously. Verso, 2012. ISBN: 1781680426

God in Pain: Inversions of Apocalypse, Žižek, Slavoj, and Boris Gunjevic. God in Pain: Inversions of Apocalypse. Seven Stories Press, 2012. ISBN: 1609803698

Less Than Nothing: Hegel and the Shadow of Dialectical Materialism, Žižek, Slavoj. Less Than Nothing: Hegel and the Shadow of Dialectical Materialism. Verso, 2012. ISBN: 1844678970

Začeti od začetka, Žižek, Slavoj. Začeti od začetka. Cankarjeva Zalozba, 2011.

Living in the End Times, Žižek, Slavoj. Living in the End Times. Verso, 2010. ISBN: 184467598X

Philosophy in the Present, Žižek, Slavoj, and Alain Badiou. Philosophy in the Present. Polity Press, 2010. ISBN: 0745640974

First as Tragedy, Then as Farce, Žižek, Slavoj. First as Tragedy, Then as Farce. Verso, 2009. ISBN: 1844674282

The Monstrosity of Christ: Paradox or Dialectic?, Žižek, Slavoj, and John Millbank. The Monstrosity of Christ: Paradox or Dialectic? MIT Press, 2009. ISBN: 0262012715

Violence, Žižek, Slavoj. Violence. Picador, 2008. ISBN: 0312427182

In Defense of Lost Causes, Žižek, Slavoj. In Defense of Lost Causes. Verso, 2007. ISBN: 1844674290

How to Read Lacan, Žižek, Slavoj. How to Read Lacan. W.W. Norton, 2007. ISBN: 0393329550

Virtue and Terror (Revolution), Žižek, Slavoj, and Maximilien Robespierre. Virtue and Terror (Revolution). Verso, 2007. ISBN: 184467584X

The Parallax View, Žižek, Slavoj. The Parallax View. MIT Press, 2006. ISBN: 0262240513

The Neighbor: Three Inquiries in Political Theology, Žižek, Slavoj, Eric Santner, and Keith Reinhard. The Neighbor: Three Inquiries in Political Theology. University of Chicago Press, 2006. ISBN: 022604520X

The Universal Exception, Žižek, Slavoj. The Universal Exception. Continuum, 2005. ISBN: 1472570073

Interrogating the Real: Selected Writings, Žižek, Slavoj. Interrogating the Real: Selected Writings. Continuum, 2005. ISBN: 0826471102

Iraq: Borrowed Kettle, Žižek, Slavoj. Iraq: Borrowed Kettle. Verso, 2004. ISBN: 1844670015

Conversations with Zizek, Žižek, Slavoj, and Glyn Daly. Conversations with Zizek. Polity Press, 2004. ISBN: 0745628974

Organs Without Bodies: On Deleuze and Consequences, Žižek, Slavoj. Organs Without Bodies: On Deleuze and Consequences. Routledge, 2003. ISBN: 0415519047

The Puppet and the Dwarf: The Perverse Core of Christianity, Žižek, Slavoj. The Puppet and the Dwarf: The Perverse Core of Christianity. MIT Press, 2002. ISBN: 0262740257

Repeating Lenin, Žižek, Slavoj. Repeating Lenin. Arkzin, 2001. ISBN: 9536542188

Did Somebody Say Totalitarianism? Five Essays in the (Mis)Use of a Notion, Žižek, Slavoj. Did Somebody Say Totalitarianism? Five Essays in the (Mis)Use of a Notion. Verso, 2001. ISBN: 1844677133

The Fright of Real Tears, Kieslowski and The Future, Žižek, Slavoj. The Fright of Real Tears, Kieslowski and The Future. Indiana University Press, 2001. ISBN: 0851707548

On Belief, Žižek, Slavoj. On Belief. Routledge, 2001. ISBN: 0415255325

Opera’s Second Death, Žižek, Slavoj, and Mladen Dolar. Opera’s Second Death. Routledge, 2001. ISBN: 0415930170

Welcome to the Desert of the Real, Žižek, Slavoj. Welcome to the Desert of the Real. The Wooster Press, 2001. ISBN: 1859844219

The Fragile Absolute, Or Why the Christian Legacy is Worth Fighting For, Žižek, Slavoj. The Fragile Absolute, Or Why the Christian Legacy is Worth Fighting For. Verso, 2000. ISBN: 1844673022

The Art of the Ridiculous Sublime: On David Lynch’s Lost Highway, Žižek, Slavoj. The Art of the Ridiculous Sublime: On David Lynch’s Lost Highway. University of Washington, 2000. ISBN: 0295979259

Enjoy Your Symptom: Jacques Lacan in Hollywood and Out, 2nd Edition, Žižek, Slavoj. Enjoy Your Symptom: Jacques Lacan in Hollywood and Out, 2nd Edition. Routledge, 2000. ASIN: B00DT63XJC

NATO as the Left Hand of God, Žižek, Slavoj. NATO as the Left Hand of God. Arkzin, 1999.

The Ticklish Subject: The Absent Centre of Political Ontology, Žižek, Slavoj. The Ticklish Subject: The Absent Centre of Political Ontology. Verson, 1999. ISBN: 1844673014

The Spectre is Still Roaming Around!, Žižek, Slavoj. The Spectre is Still Roaming Around! Arkzin, 1998. ISBN: 9536542080

The Abyss of Freedom: Ages of the World, Žižek, Slavoj. The Abyss of Freedom: Ages of the World. University of Michigan Press, 1997. ISBN: 0472066528

The Plague of Fantasies, Žižek, Slavoj. The Plague of Fantasies. Verso, 1997. ISBN: 1844673030

The Indivisible Remainder: An Essay on Schelling and Related Matters, Žižek, Slavoj. The Indivisible Remainder: An Essay on Schelling and Related Matters. Verso, 1996. ISBN: 1859840949

The Metasases of Enjoyment: Six Essays on Woman and Causality, Žižek, Slavoj. The Metasases of Enjoyment: Six Essays on Woman and Causality. Verso, 1994. ISBN: 086091688X

Tarrying with the Negative: Kant, Hegel and the Critique of Ideology, Žižek, Slavoj. Tarrying with the Negative: Kant, Hegel and the Critique of Ideology. Duke Uniersity Press, 1993. ISBN: 0822313952

Enjoy Your Symptom! Jacques Lacan In Hollywood And Out, Žižek, Slavoj. Enjoy Your Symptom! Jacques Lacan In Hollywood And Out. Routledge, 1992. ISBN: 0415772591

Everything You Always Wanted To Know About Lacan (But Were Afraid To Ask Hitchcock), Žižek, Slavoj. Everything You Always Wanted Yo Know About Lacan (But Were Afraid To Ask Hitchcock). Verso, 1992. ISBN: 0860915921

Looking Awry: an Introduction to Jacques Lacan through Popular Culture, Žižek, Slavoj. Looking Awry: an Introduction to Jacques Lacan through Popular Culture. MIT Press, 1991. ISBN: 026274015X

For They Know Not What They Do: Enjoyment As A Political Factor, Žižek, Slavoj. For They Know Not What They Do: Enjoyment As A Political Factor. Verso, 1991. ISBN: 1844672123

The Sublime Object of Ideology, Žižek, Slavoj. The Sublime Object of Ideology. Verso, 1989. ISBN: 1844673006

Slavoj Žižek – “The Obscene Monster” (Excerpt 2) – 7.30.2020

Slavoj Žižek – Fall 2020 Lecture – “The Rise of Obscene Masters” – 07.27.2020 (Excerpt)

“Disorder Under Heaven”

Capitalism and its Threats

“Christian Atheism”

On The Left (Excerpt)

The great challenge of The Left

Object Petit a and Digital Civilization

Ideology and Modalities of Not Knowing

Lacan’s four discourses and the real

Communist Absconditus

The Buddhist Ethic and the Spirit of Global Capitalism

Different Figures of The Big Other

Object a and The Function of Ideology

Ontological Incompleteness In Painting, Literature and Quantum Theory

On Melancholy

The Function of Fantasy In The Lacanian Real

The Irony of Buddhism

Lacanian Theology and Buddhism

Ontological Incompleteness in Film

Being and Subjectivity: Act and Evental Enthusiasm

The Big Other and The Event of Subjectivity

Confronting Humanity & The Post-Modern 17/17

Confronting Humanity & The Post-Modern 16/17

Confronting Humanity & The Post-Modern 15/17

Confronting Humanity & The Post-Modern 14/17

Confronting Humanity & The Post-Modern 13/17

Confronting Humanity & The Post-Modern 12/17

Confronting Humanity & The Post-Modern 11/17

Confronting Humanity & The Post-Modern 10/17

Confronting Humanity & The Post-Modern 9/17

Confronting Humanity & The Post-Modern 8/17

Confronting Humanity & The Post-Modern 7/17

Confronting Humanity & The Post-Modern 6/17

Confronting Humanity & The Post-Modern 5/17

Confronting Humanity & The Post-Modern 4/17

Confronting Humanity & The Post-Modern 3/17

Confronting Humanity & The Post-Modern 2/17

Confronting Humanity & The Post-Modern 1/17

The Interaction With the Other in Hegel 17/17

The Interaction With the Other in Hegel 16/17

The Interaction With the Other in Hegel 15/17

The Interaction With the Other in Hegel 14/17

The Interaction With the Other in Hegel 13/17

The Interaction With the Other in Hegel 12/17

The Interaction With the Other in Hegel 11/17

The Interaction With the Other in Hegel 10/17

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7 Senior Bio Examples to Help You Craft Your Own

With the right mixture of humor and sincerity, you can write a senior bio that you'll be proud of 20 years from now.

Michele is a writer who has been published both locally and internationally.

Learn about our Editorial Policy .

Pinning down the best quote to put under your senior portrait is hard enough, but writing a senior bio that'll stand out can be super intimidating. It's your last opportunity to leave an impression on your teenagerdom for good. You've got many years to master writing about yourself in a dry and professional manner, so your senior bio isn't the place to start. Think about capturing exactly who you are at this very moment — silly hobbies, fashion trends, popular slang, and all. Not sure how to start? Look no further than these senior bio examples. 

7 Example Graduation Bios for Every Kind of High School Senior 

Believe it or not, your adult self will look back on these words sometime in the distant future. Do future you a favor and knock this one out of the park. But if writing isn't your forte, never fear! These senior bio examples are here to help. 

• Examples of How to Introduce Yourself on Online Dating Sites & Apps
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Sample Senior Bio for an Athlete

Jenna Willis is a member of the varsity basketball team, track team, and is captain of the International Summer soccer team. She's been a volunteer referee for Maytown's Youth Soccer League for four years. Jenna would like to thank Coach Larsen for helping her learn the importance of teamwork and humility as these skills will carry over into her future on and off the field. Jenna plans to attend State University in the fall, on a full athletic scholarship. She is majoring in Sports Management, and her ultimate goal is to manage the nearby Waytown Wailers.

4 Personalizaiton Tips 

No two athletes are the same, and their bios shouldn't be either. Customize yours with these helpful tips.

• Choose a quote from an athlete that inspires you.
• Include any sports you play, as well as any elite teams you've played on or positions you've held on those teams.
• Mention experience in working with sports agencies or local organizations.
• Recognize a coach, player, or person who's made a significant impact on your life.

Sample Senior Bio for a Scholar

As President of the senior class, Geoffrey 'The Brain' Allen would like to thank the entire student body for entrusting him with their final year of high school. Geoffrey is not only a proud member of student government  but has also participated in Science Club, After School Book Worms, and the Robotics Club all four years of high school. Somehow, he's found time to spend five years working as an elementary math tutor . Geoffrey credits his first-grade teacher, Mrs. Miller, with inspiring his love for learning and hopes to pay it forward by also becoming a teacher. He will attend Jackson University in New York to study Elementary Education.

4 Personalization Tips

Whether you're a traditional scholar who wants to take the university route or you find the best learning is done through doing, you can knock out a solid senior bio. 

• Include in-school and out-of-school academic societies, activities, and clubs, like internships.
• Give credit to someone who has inspired your love of learning. 
• Touch on any organizations or trips you've taken that have expanded your scope. 
• Choose a quote from a famous scholar in your favorite field of study.

Unless your high school has specific rules, experiment with using both third and first person in your bios. Read them over and see which one feels the most comfortable to you.

Funny Senior Bio Example 

My talents have finally been recognized with the title of 'Class Clown.' I'll miss those bricks called 'pizza' from the cafeteria as well as getting hit in the face repeatedly during P.E. dodgeball games. As President of the Sleeps On Desks Society, I bestow my responsibilities to incoming freshman, and my baby sister, Mandy Nelson. Look out world! Melissa 'Missy, Misty, Mel, Lissa, M, Bright Eyes' Nelson is headed for a corner office in the Future Couch Potatoes of America organization.

You'll be flying out the door soon, so there's no reason not to let your funny flag fly. Show off your brand of humor with these tips. 

• Make light of standard high school experiences.
• Bequeath your job as the class comedian to a younger student.
• Include any silly nicknames or school lingo. 
• Reference embarrassing moments that have to do with the faculty and staff.

Inspirational Senior Bio Example 

The last four years have shaped me into an optimist armed with empathy. I'll always remember morning meditation and philosophy debates in Mrs. Rain's class. I would like to thank my parents, friends, and school staff for helping me become the best version of myself. I can't wait to use my gifts and the talents I've honed to help others in life. I'm looking forward to studying psychology at St. Francis College in preparation for a future career in Counseling.

“Drink your tea slowly and reverently, as if it is the axis on which the whole earth revolves — slowly, evenly, without rushing toward the future. Live the actual moment. Only this moment is life.” — Thich Nhat Hanh

5 Personalization Tips 

An inspirational bio can be faith-based or philosophical — it's all about being mindful. Spread your special brand of kindness with these useful tips. 

• Include quotes that are inspirational to you.
• Choose memories that have deep emotional connections.
• Give credit to those who have helped guide you.
• Offer encouraging words for future generations.
• Touch on topics or causes that you want to help champion in the future. 

Sample Senior Bio for a Musician

First chair violinist for four years! I'm so very proud of this fact and I couldn't have done it without Mx. Donnell's training, my friends at The Strings Club, my band Crying in Velvet, and the beautiful sounds of Vivaldi's "The Four Seasons" that has been played to me since I was in the womb (thank you 'rents, I love you!). I remember the time I thought of quitting because school became too much, but my teachers and friends rallied and helped me catch up. I'm so thankful for all the support. My future plans include a summer of more music and playing locally with my band until I head off to the New England Conservatory of Music! I'm beyond thrilled to be a student where Coretta Scott King graduated and to continue her mission of music education and activism. 

5 Personalization Tips

Musicians and singers should highlight what they're most proud of and thank the folks who helped along the way. Treat your senior bio like a song or composition you're creating.

• Include your favorite accomplishment.
• Mention other musicians who inspire you.
• Include song lyrics or anything that feels true to you with your music.
• Note the folks who helped you get where you are. 
• Boast your skills and what you plan to do over the summer.

Related: 21 Unique High School Yearbook Themes and Ideas Teens Will Love

Sample Senior Bio for an Artist

Wren Allen has been playing with colors since they were old enough to hold a crayon. They want to thank their mom for always keeping the pencils sharpened and having a sketchbook on hand. Wren has created an incredible collection of work, some of which have been featured at the Museum of Art, Youngstown Gallery, P.S. Art, and all over mom's house. Their current favorite colors are black and gold — the proof is in their latest collection crafted only with charcoal and gold leaf. They're proud to be taking a gap year and heading off to Berlin to soak in some new inspiration. They want to remind the entire graduating class to always be themselves because anything else is boring. 

Not only do you want to highlight what amazing things have happened regarding your artistic talents and where you're headed after graduation, but also the little tidbits like these that help yours stand out from the pack. 

• Mix a bit of personal in with the professional. For example, this bio is written in the third person but does cool shout-outs to mom.
• Showcase the events and shows that featured your work over the years. 
• Send a message to the graduating class.
• Mention the mediums you use to create art.

Sample Senior Bio for a Rebel

I'm so thankful that high school is over because I'm not a morning person — though Mr. Potter's first-period math class ruled big time. I just know everyone will be shocked to hear that I'm not going to college, but am taking time to further cultivate my wildly successful and highly questionable YouTube persona instead. IYKYK. When I'm not holed up behind my computer, I'll likely be outside skating past your window way too late with a GoPro and my super cracked phone making videos. Sorry about the noise in advance! I still love you all and hope you love me for me. Thank you and all love to Jackie, Marta, Jose, my truly awesome moms, and my cat Heartthrob who is the only being who sleeps more than me — you are the true inspiration. 

"It is not our differences that divide us. It is our inability to recognize, accept, and celebrate those differences." — Audre Lorde

4 Personalization Tips 

Don't be afraid to speak your mind and go against the grain. Senior bios are all about being yourself and being proud of getting this far. Graduating high school is an accomplishment, and you're sure to embark on new achievements every day.

• Tell the world exactly who you are.
• Include your personal brand of charm and wit. 
• Dare to be honest and open about your high school experience.
• Share a message you'd like your peers to remember.

Guidelines to Help You Write Your Senior Bio

Before you get started penning your epic senior bio, you'll want to check the guidelines your school might have in place. Some have character count limits, while others won't let you use abbreviations — proper sentences only. There are even some schools that require you to fill out a form for the exact information they want included. 

Many ask for some or all of the following information:

• Student's full name
• Participation in school clubs and sports
• Extra-curricular activities outside of school
• Favorite memories from high school
• Favorite teachers
• Favorite subjects
• 'Thank you' to family and friends
• Advice for future students
• College and career plans for the future

Some see a senior bio as a place to sum up accomplishments, which makes the tone more professional than funny. However, infusing your personality into your bio is always the way to go. Ask your friends and family to read it over if you're not sure how well you threaded the needle. 

Record Your Greatest Hits for the World to Enjoy 

No matter what kind of student or writer you are, remember that your high school senior bio is an indelible mark in the yearbook. It's the place to be unabashedly proud of all that you've accomplished and all the things you hope to nail in the future. Being exactly who you are down to the very last sentence is what makes you 2 good + 2 be = 4 gotten.

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Professor Francesca Stavrakopoulou

Professor of hebrew bible and ancient religion.

[email protected]

01392 724290

Supervision

Publications.

Twitter/X: @ProfFrancesca

I'm Professor of Hebrew Bible and Ancient Religion here at the University of Exeter. 

I studied Theology, and then the Hebrew Bible, at the University of Oxford, where I also completed my doctorate. I spent a further three years teaching and researching in Oxford as a Junior Research Fellow, before joining Exeter's Theology and Religion team in 2005. I was appointed to a personal chair in 2011. Alongside my research and teaching, I also undertake various media activities, including writing and presenting the BBC TV documentary series Bible's Buried Secrets , which was recently re-aired on Netflix US and is currently streaming on BBC Select. 

My research is primarily focused on ancient Israelite and Judahite religions, and portrayals of the religious past in the Hebrew Bible. More specifically, I'm interested in biblical traditions and ancient religious practices most at odds with Western cultural preferences, especially those bound up with the materiality and sociality of the body - whether living or dead, divine or human. Much of my research has been supported by grants awarded by the Arts and Humanities Research Council, the British Academy, and the Leverhulme Trust. 

My most recent book deals with ancient constructs of God's body:  God: An Anatomy  (Picador/Knopf 2021) won the  PEN Hessell-Tiltman Prize  for non-fiction, was shortlisted for the Wolfson History Prize , named a best book of the year in both the Economist and Sunday Times , and serialised in abridged form on BBC Radio 4's  Book of the Week . 

My first book explored the misrepresentation of the religious past in the Hebrew Bible:  King Manasseh and Child Sacrifice: Biblical Distortions of Historical Realities (de Gruyter, 2004). In my second book,  Land of Our Fathers: The Roles of Ancestor Veneration in Biblical Land Claims  (T&T Clark, 2010), I furthered my somewhat morbid interests by examining the relationship between the veneration of the dead and territorial claims in the Hebrew Bible. The dead have proved to be stimulating company: I've since published a number of works examining the social and religious impacts of the human corpse upon the living, and I'm currently working on a monograph called  The Social Life of the Corpse - Within and Without the Bible (forthcoming). 

I've edited a number of scholarly books: Life and Death: Social Perspectives on Biblical Bodies (T&T Clark, 2021); Religious Diversity in Ancient Israel and Judah  (with John Barton; T&T Clark, 2010);  Ecological Hermeneutics  (with Exeter colleagues David Horrell, Cherryl Hunt and Chris Southgate; T&T Clark, 2010). I'm founder and general editor of Bloomsbury's new Hebrew Bible in Social Perspective series, and I work closely with Oxford University Press as founder and co-editor of a series of monographs focusing on biblical characters, called Biblical Refigurations.

Alongside my specialisms in ancient Israelite and Judahite religions, my research interests include material religion; ancient constructs of the body and personhood; anthropological and archaeological approaches to ancient religion; the materiality and sociality of death and dying; ancient visual cultures and the Hebrew Bible; mythology and ritual; kingship in ancient southwest Asia; history and ideology in the Hebrew Bible; methods of historical reconstruction; constructs of ‘popular’ and ‘official’ religion; and ‘secular’ approaches to teaching and learning in biblical studies. I supervise a number of doctoral students working on a wide range of topics pertaining to the Hebrew Bible/early Judaisms and the socio-religious cultures of ancient southwest Asia. 

I teach a range of undergraduate and postgraduate modules focusing on the Hebrew Bible and its texts and language; ancient southwest Asian religions; the early cultural history of God; social and cultural constructs of death and dying; the relationship between religion and material culture; the role and place of the Bible in the modern world; and religious constructs of the body in ancient and contemporary societies.  

I supervise a number of doctoral students. I am happy to consider working with candidates working on any aspect of ancient Israelite and/or Judahite societies and religions, including their mythologies, rituals, and mortuary practices; the history and literature of the Hebrew Bible; reconstructions of the past in biblical studies; personhood, gender, sexuality in ancient southwest Asia; Levantine mortuary practices; ancient materiality and material-critical approaches to the study of ancient religions; anthropology of ancient religions; anthropology of the societies giving rise to the Hebrew Bible and/or early Judaisms; cultures of the body and body modification in ancient southwest Asian and eastern Medierranean societies. 

Candidates interested in working with me are very welcome to send me a 500 word outline of their proposed research and a copy of their CV.  

Research students

I am surrently supervising a PhD student working on the mythological and geo-spatial locations of Bethel, and co-supervising a PhD student working on early Jewish mimesis and imitation in Mark's gospel.

Previous PhD students include:  

Daniel O. McClellan, 'Divine Agency in the Ideologies of the Hebrew Bible: Cognitive Perspectives'

Rebekah Welton, ‘A Study of Meat and Wine in the Hebrew Bible in Relation to the Law of the Rebellious Son (Deut. 21:18-21)’ (AHRC funded) 

Bethany Wagstaff, ‘An Anthropology of Clothing in the Hebrew Bible’ (AHRC funded)

Alan Hooker, ‘You Shall Know Yahweh: God’s Penis and Divine Sexuality in the Hebrew Bible’ (AHRC funded)

Elisabeth Cook, ‘The Foreign Women of Ezra 9-10: Identity and Exclusion in the Hebrew Bible’ 

David Beadle, ‘Royal Ritual Heavenly Ascent and Netherworldy Descent in the Hebrew Bible and Ancient Judah’ (AHRC funded)

Jonathan Morgan, ‘Land, Sin and Sacrifice in Leviticus: Towards an Environmental Ethic’ (AHRC funded)

Stuart Macwilliam, ‘Queer Theory and the Prophetic Marriage Metaphor in the Hebrew Bible’

Copyright Notice: Any articles made available for download are for personal use only. Any other use requires prior permission of the author and the copyright holder.

| 2023 | 2022 | 2021 | 2019 | 2016 | 2015 | 2014 | 2013 | 2012 | 2011 | 2010 | 2009 | 2008 | 2007 | 2006 | 2005 | 2004 |

• Stavrakopoulou F. (2023) Gods, gifts and writing in ancient religious imaginations, Gifts and Books: From Early Myth to the Present , Bodleian Library, 6-21.
• Stavrakopoulou F. (2023) Visual Cultures of the Hebrew Bible, Understanding the Hebrew Bible: Essays by Members of the Society for Old Testament Study , Oxford University Press.
• Stavrakopoulou F. (2022) What's the World's Oldest Religion?, BBC History , pages 56-56.
• Stavrakopoulou F. (2021) Public Menace: Spectrums of Abuse from the Personal to the Professional.
• Stavrakopoulou F. (2021) The Materiality of Life and the Sociality of Death, Life and Death: Social Perspectives on Biblical Bodies , T&T Clark, 1-23.
• Stavrakopoulou F. (2021) God: An Anatomy , Picador.
• Stavrakopoulou F. (2021) Life and Death: Social Perspectives on Biblical Bodies , Bloomsbury/T&T Clark.
• Stavrakopoulou F. (2019) Curating King Saul: The Transformation of a Troublesome Corpse, To Gaul, to Greece, and Into Noah’s Ark: Essays in Honour of Kevin J. Cathcart on the Occasion of His Eightieth Birthday , Oxford University Press, 19-35.
• Stavrakopoulou F. (2016) The Historical Framework: Biblical and Scholarly Portrayals of the Past, The Hebrew Bible: A Critical Companion , Princeton University Press, 24-53.
• Stavrakopoulou F. (2015) Religion at Home: The Materiality of Practice , The Wiley Blackwell Companion to Ancient Israel , 346-365, DOI:10.1002/9781118774199.ch19.
• Stavrakopoulou F. (2015) Our Own Gods, Times Literary Supplement , no. January 30 2015, pages 24-24.
• Stavrakopoulou F. (2014) Female academics: Don't power dress, forget heels - and no flowing hair allowed.
• Stavrakopoulou F, Nissinen M. (2013) Introduction: New Perspectives on Body and Religion , Hebrew Bible and Ancient Israel , volume 2, no. 4, DOI:10.1628/219222713x13933396528243.
• Stavrakopoulou F. (2013) Monotheism, Disbelief, and the Hebrew Bible.
• Stavrakopoulou F. (2013) Atheism and Feminism: Are Atheists 'Truer' Feminists?.
• Stavrakopoulou F, Nissinen M. (2013) New Perspectives on the Body and Religion, Hebrew Bible & Ancient Israel , volume 2, pages 453-457.
• Stavrakopoulou F. (2013) Making Bodies: On Body Modification and Religious Materiality in the Hebrew Bible, Hebrew Bible and Ancient Israel , volume 2, pages 532-553.
• Stavrakopoulou F. (2013) The Jerusalem Tophet: Ideological Dispute and Religious Transformation, Studi Epigrafici e Linguistici , volume 29-30, pages 137-158.
• Stavrakopoulou F. (2013) Materialism, Materiality, and Biblical Cults of Writing, Biblical Interpretation and Method , Oxford University Press, 223-242.
• Stavrakopoulou F. (2012) ‘God's Ex-Wife: what price monotheism?’ A ‘Discussion’ with Prof. Francesca Stavrakopoulou , Modern Believing , volume 53, no. 1, pages 43-46, DOI:10.3828/mb.53.1.43.
• Stavrakopoulou F. (2011) Making Bible's Buried Secrets (BBC blogpost).
• Stavrakopoulou F, Barton J. (2010) Religious Diversity in Ancient Israel and Judah , T&T Clark.
• Stavrakopoulou F. (2010) Blessings for the Beloved: Ancient Israelite Child Sacrifice in its Near Eastern Contexts, Children and Violence in the Western Tradition , Oxbow.
• Stavrakopoulou F. (2010) Abraham's Inheritance (The Bible: A History, Channel 4). [ PDF ]
• Stavrakopoulou F, Barton J. (2010) Introduction: Religious Diversity in ancient Israel and Judah, Religious Diversity in Ancient Israel and Judah , T&T Clark, 1-8.
• Stavrakopoulou F. (2010) Land of Our Fathers: The Roles of Ancestor Veneration in Biblical Land Claims , T&T Clark.
• Stavrakopoulou F. (2010) Gog's grave and the use and abuse of corpses in Ezekiel 39:11-20, Journal of Biblical Literature , volume 129, pages 67-84.
• Stavrakopoulou F. (2010) 'Popular' Religion and 'Official' Religion: Practice, Perception, Portrayal, Religious Diversity in Ancient Israel and Judah , T&T Clark International, 37-58.
• Stavrakopoulou F. (2009) Ancestor ideologies and the territoriality of the dead in Genesis, A Palimpsest: Rhetoric, Ideology, Stylistics and Language Relating to Persian Israel , Gorgias Press, 73-92.
• Sabri D, Rowland C, Wyatt J, Stavrakopoulou F, Cargas S, Hartley H. (2008) Faith in academia: integrating students' faith stance into conceptions of their intellectual development , TEACH HIGH EDUC , volume 13, no. 1, pages 43-54, DOI:10.1080/13562510701794043.
• Stavrakopoulou F. (2008) Review of N. Laneri (ed.), Performing Death: Social Analyses of Funerary Traditions in the Ancient Near East and Mediterranean, Welt des Orients , volume 38, pages 272-275.
• Stavrakopoulou F. (2007) Review of J. Job, Jeremiah’s Kings: A Study of the Monarchy in Jeremiah, Journal for the Study of the Old Testament , volume 31, no. 5, pages 128-128.
• Stavrakopoulou F. (2007) Review of Prophets and prophecy in the ancient Near East, VETUS TESTAMENTUM , volume 57, no. 2, pages 272-272.
• Stavrakopoulou F. (2007) The development and symbolism of Passover until 70 CE, VETUS TESTAMENTUM , volume 57, no. 2, pages 276-277.
• Stavrakopoulou F. (2007) Review of The 'Livret Noir de Baal': The polemics between the Baal god in Hebrew Bible and ancient Israel, VETUS TESTAMENTUM , volume 57, no. 2, pages 272-272.
• Stavrakopoulou F. (2007) Review of The Sanctuary of Bethel and the Configuration of Israelite Identity, Journal for the Study of the Old Testament , volume 31, no. 5, pages 183-184.
• Stavrakopoulou F. (2006) A prophet in debate: The rhetoric of persuasion in the book of Amos, VETUS TESTAMENTUM , volume 56, no. 3, pages 429-429. [ PDF ]
• Stavrakopoulou F. (2006) Anthropology and biblical studies: Avenues of approach, VETUS TESTAMENTUM , volume 56, no. 3, pages 424-425.
• Stavrakopoulou F. (2006) A Companion to the Ancient Near East, Journal for the Study of the Old Testament , volume 30, no. 5, pages 154-155.
• Stavrakopoulou F. (2006) Israel's history and the history of Israel, TLS-TIMES LIT SUPPL , pages 26-26.
• Stavrakopoulou F. (2006) A prophet in debate: The rhetoric of persuasion in the book of Amos, VETUS TESTAMENTUM , volume 56, no. 2, pages 285-285.
• Stavrakopoulou F. (2006) God and World in the Old Testament, Journal for the Study of the Old Testament , volume 30, no. 5, pages 135-135.
• Stavrakopoulou, F.. (2006) Ancestral Advocacy and Dynastic Dynamics in the Books of Kings, What is it that the Scriptures Say?: Essays in biblical interpretation and reception in honour of Henry Wansbrough OSB , T & T Clark International.
• Stavrakopoulou F. (2006) Exploring the Garden of Uzza: Death, Burial and Ideologies of Kingship, Biblica , volume 87, no. 1, pages 1-21.
• Stavrakopoulou F. (2006) Lesbian Biblical Hermeneutics, Journal for the Study of the Old Testament , volume 30, no. 5, pages 103-104.
• Stavrakopoulou F. (2006) Ancient Israel in Sinai - The evidence for the authenticity of the wilderness tradition, TLS-TIMES LIT SUPPL , pages 26-26.
• Stavrakopoulou F. (2006) Lords of the Scrolls, Journal for the Study of the Old Testament , volume 30, no. 5, pages 121-121.
• Stavrakopoulou F. (2006) Theories, Models and Concepts in Ancient History, Journal for the Study of the Old Testament , volume 30, no. 5, pages 46-47.
• Stavrakopoulou F. (2006) The Old Testament in Its World, Journal for the Study of the Old Testament , volume 30, no. 5, pages 8-9.
• Stavrakopoulou F. (2006) On the reliability of the Old Testament, VETUS TESTAMENTUM , volume 56, no. 2, pages 278-279.
• Stavrakopoulou F. (2006) Women in Ugarit and Israel: Their social and religious position in the context of the ancient Near East, VETUS TESTAMENTUM , volume 56, no. 3, pages 426-427.
• Stavrakopoulou F. (2006) Women in Ugarit and Israel: Their social and religious position in the context of the ancient Near East, VETUS TESTAMENTUM , volume 56, no. 2, pages 282-283.
• Stavrakopoulou F. (2006) Blood ritual in the Hebrew Bible: Meaning and power, VETUS TESTAMENTUM , volume 56, no. 4, pages 571-572.
• Stavrakopoulou F. (2006) Anthropology and biblical studies: Avenues of approach, VETUS TESTAMENTUM , volume 56, no. 2, pages 280-281.
• Stavrakopoulou F. (2005) Egypt on the Pentateuch's ideological map: Constructing biblical Israel's identity, VETUS TESTAMENTUM , volume 55, no. 4, pages 577-577.
• Stavrakopoulou F. (2005) Myth and Politics in Ancient Near Eastern Historiography, Journal for the Study of the Old Testament , volume 29, no. 5, pages 46-46.
• Stavrakopoulou F. (2005) The great high priest: The temple roots of Christian liturgy, VETUS TESTAMENTUM , volume 55, no. 4, pages 570-570.
• Stavrakopoulou F. (2005) Waiting for Josiah: The Judges, VETUS TESTAMENTUM , volume 55, no. 4, pages 578-579.
• Cargas S, Francis H, Rowland C, Sabri D, Stavrakopoulou F, Wyatt J. (2005) 'Like a good brisk walk': The relationship between faith stance and academic study in the experience of Theology students at the University of Oxford, Discourse , volume 4, no. 2, pages 43-82.
• Stavrakopoulou, F.. (2005) The Blackballing of Manasseh, Good Kings and Bad Kings , T & T Clark International, 248-263.
• Stavrakopoulou F. (2004) King Manasseh and Child Sacrifice: Biblical Distortions of Historical Realities , W. de Gruyter.
• Stavrakopoulou F. (2004) A Woman’s Place is in the House, Shofar , volume 23, pages 163-165.

External impact and engagement

Alongside my media work (see below), I also undertake a number of public speaking events. These include lectures at the British Museum and Smithsonian, events at the Hay Literary Festival and the  London Thinks series, as well as lectures for Jewish synagogue communities, Christian cross-denominational societies, and atheist organisations. As a patron of Humanists UK, I have lectured on the roles of the Bible, religion, and atheism in ancient and contemporary societies at a number of Humanist conventions and conferences.  

Contribution to discipline

Grants awarded

• £45,572, Leverhulme Trust Research Fellowship, 2016-17
• £45,560, AHRC Early Career Fellowship, 2011.
• £7,110, British Academy, 2007-2009.
• "Uses of the Bible in Environmental Ethics", with David Horrell. £196,333 + c. £45,000 PhD studentship, AHRC, 2006-2009.

Editorial positions

• Biblical Refigurations series, OUP
• Biblical Interpretation journal, Brill (2010-13)
• Library of Hebrew Bible/OT Studies series, Bloomsbury
• Hebrew Bible in Social Perspective series, Bloomsbury
• Special issue of Hebrew BIble and Ancient Israel journal (co-edited with Martti Nissinen)

Academic society positions

• Secretary of the Society for Old Testament Study, 2010-12

Media (selected)

• Three-part BBC documentary series about the Bible and archaeology, called Bible's Buried Secrets , broadcast in the UK on BBC 2 in March 2011
• 'Talking head' contributions to various television documentaries. Regular appearances on BBC1's debate shows The Big Questions and Sunday Morning Live
• Discussion of biblical scholarship on several TV and radio programmes for both national and international broadcasters

Informing international policy

• Publication on corpse abuse cited at the Supreme Court of the United States in a case about the picketing of the funerals of US soldiers by members of the fundamentalist Westboro Baptist Church
• Winner of the 2022 PEN Hessell-Tiltman Prize for non-fiction
• Shortlisted for the 2022 Wolfson Hisory Prize 
• Awarded the 2020 Rosalind Franklin Medal for public scholarship 
• Student Guild award for Research-inspired Teaching 2013

Television series

Bible's Buried Secrets (BBC2, 2011; Netflix US). Presenter of this prime-time, three-part documentary series.

Television programmes (selected examples)

Searching for Exile - The Debate (BBC4, 2013)

The Big Questions (BBC1). Regular appearances on this Sunday morning programme. 

Sunday Morning Live (BBC1). Regular appearances on this Sunday morning programme. 

BBC Points of View (BBC1, 2011).

The Weekly with Charlie Pickering , studio interview on an Australian prime-time TV news/chat show (ABC, 2016)

The Real Star of Bethlehem: Sky at Night Christmas Special  (BBC4, 2015)

Secrets of the Bible (ZDF, Germany/IMG worldwide, 2014).

Bible Secrets Revealed (History Channel, US, 2013).  

The Bible: A History (Channel 4, 2010).

Online television (selected examples)

‘God’: a short film for the BBC’s Story of Now interactive documentary series (2015)

‘Are we wired to believe in a higher power?’: Two short films for the BBC iWonder Guide ( http://www.bbc.co.uk/guides/z3b6hyc )

‘The Real Garden of Eden’: interactive web material and film for the BBC iWonder Guide 

Radio (selected examples)

Australian Broadcasting Corporations' God Forbid : a discussion with author Karen Armstrong about the history of God (13 August 2023)

BBC Radio 4's  Book of the Week : an abridged serilsation of my book God An Anatomy  (five episodes, 13-17 September 2021).

'God's Body' on BBC Radio 3's Free Thinking (4 November 2021).

Private Passions (BBC Radio 3, 19 September 2021).

Interview on RNZ's Afternoons with Jesse Mulligan (Radio New Zealand, November 2021).

Interview on Radio Cape Town's Afternoon Drive with John Maytham (February 2022).

Interview on FreeThought Radio, USA (January 2022)

BBC Radio 4's The Moral Maze (14 October 2020)

Unbelieveable : Is Christianity Sexist? (Premier Christian Radio, 2018).  

Living with the Gods:  Contributor to two episodes of this major documentary series co-produced by the BBC and the British Museum, presented by Neil MacGregor (BBC Radio 4, 2017)

The Hollow Earth – A Travel Guide : Contributor to this documentary presented by Robin Ince (BBC Radio 4, 2015)

The Infinite Monkey Cage : Christmas Special  (BBC Radio 4, 2014 and 2017)

Beyond Belief : Panellist on this discussion programme, debating the impact of archaeology on religion and faith (BBC Radio 4, 2014).

BBC Radio 5 Live Breakfast Show : Hosting a debate with teenagers from a selection of faith schools in Manchester, and reporting back to the show live throughout the morning (2013)

Museum of Curiosity (BBC Radio 4, 2011). 

Woman’s Hour (BBC Radio 4. 2011). 

Nightwaves (BBC Radio 3, 2011): Panel discussion of TV series Bible’s Buried Secrets.

Podcast interviews (selected examples)

‘The truth about Easter’: an interview on Dan Snow’s History Hits podcast ( http://www.historyhitpodcast.com/the-truth-about-easter-francesca-stavrakopoulou/)

‘The historical reliability of the Bible’: an interview on Dan Snow’s History Hits podcast ( http://www.historyhitpodcast.com/the-historical-reliability-of-the-bible-francesca-stavrakopoulou/)

National Life Stories (in partnership with the British Library): 8 hours of interviews about my life, research, and career, recorded as an archive of podcasts ( https://www.bl.uk/projects/national-life-stories)

‘The Day the Earth Stood Still’: live podcast for The Cosmic Shed, debating the relationships between science fiction and religion ( http://thecosmicshed.com)

The Godless Spellchecker Podcast : podcast interview ( https://www.gspellchecker.com/tag/francesca-stavrakopoulou/)

Modules taught

• THE1072 - Introducing Biblical Hebrew
• THE1101 - The Bible: Past and Present
• THE1109 - Introduction to the History and Literatures of the Bible
• THE2173 - Life and Death in Israel and Judah
• THE2218 - The Invention of God
• THE3173 - Life and Death in Israel and Judah
• THE3218 - The Invention of God
• THEM122 - Approaches to Biblical Studies
• THEM309 - Socialising (with) the Dead

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• 2023 Rising Star in Computational Mass Spectrometry Research Award

Posted on February 9, 2024

Lisa Boatner, a fourth-year graduate student in the Backus / Houk research groups, has been awarded the prestigious Females in Mass Spectrometry (FeMS) 2023 Rising Star in Computational Mass Spectrometry Award. FeMS is a community-led initiative to create a network of support for women in the field of mass spectrometry.

Before joining the graduate program, Boatner earned her B.S. in Computational Biology and a B.S.A. in Chemistry, with minors in computer science and business from The University of Texas at Austin. It was here that she first discovered her passion for multidisciplinary scientific interests. Additionally, her undergraduate work on developing low-cost diagnostic medical sensors showcased her commitment to practical scientific applications, blending her diverse interests into a coherent research path that bridges technology and healthcare. These foundations set the stage for her current dissertation.

Launched this year, the Rising Star Award provides a $2,000 grant to support Boatner’s pioneering work in exploring the potential druggability of the human proteome through mass spectrometry-based chemoproteomics. Her research, notable for its development and application of computational tools to decipher quantitative structure-activity relationships from high-throughput experiments, is crucial for improving the identification of therapeutic targets and lead compounds with greater efficiency and precision.

A cornerstone of Boatner’s research is her dedication to the principles of open data science. Through the development of sophisticated automation pipelines, the establishment of accessible databases, the crafting of public web interfaces, and the application of machine learning models, she has significantly contributed to making complex data comprehensible and utilizable for the broader scientific community. This effort is underscored by the fact that all her materials and tools are publicly available on GitHub, which ensures that her advancements in computational mass spectrometry are not only openly accessible but can also be freely used, modified, and built upon by researchers worldwide. Such accessibility exemplifies Boatner’s commitment to transparency and collaboration in scientific inquiry, thereby setting a new standard for open science in the field of mass spectrometry.

Supported not only by the FeMS, but also the Chan Zuckerberg Initiative, the University of Toronto, and OpenMS, Boatner’s work underscores the crucial interplay between mass spectrometry and open data science in pushing the boundaries of what’s possible in the realm of computational biology and chemistry. Her contributions are paving the way for future discoveries and innovations in drug development, embodying the spirit of the Rising Star in Computational Mass Spectrometry Award.

Columbia protester who said ‘Zionists don’t deserve to live’ was fiery student representative on Boston School Committee

A former Boston School Committee student representative who is now a Columbia University student and Palestinian solidarity protester apologized Friday after a video he made in January declaring “Zionists don’t deserve to live,” among other incendiary comments, was made public.

The student, Khymani James, has been banned from the Columbia campus, a spokesperson said Friday. His academic standing is unclear; a Columbia spokesperson said the university “can’t comment on specifics of disciplinary proceedings.”

The video made by James, a Boston Latin Academy graduate, was publicized Thursday by the conservative news site Daily Wire. James recorded and posted the video on Instagram Live of a meeting he had with administrators from Columbia’s Center for Student Success and Intervention, as well as comments he made after the hearing. It appears he was called into the meeting with the center officials regarding another social media post he had made, where he said, “Zionists in my DM wanting to meet up and fight ... I fight to kill.”

In the video, James doubles down on the statement, saying, “Zionists along with all white supremacists need to not exist because they actively kill and harm vulnerable people,” and “Be grateful that I’m not just going out and murdering Zionists.”

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The video drew condemnation Friday from the White House , Politico reported, with spokesman Andrew Bates saying in a statement, “These dangerous, appalling statements turn the stomach and should serve as a wake-up call.”

“It is hideous to advocate for the murder of Jews,” Bates said. “President Biden has been clear that violent rhetoric, hate speech, and antisemitic remarks have no place in America whatsoever, and he will always stand against them.”

In a written statement, posted on Twitter early Friday morning , James apologized. “What I said was wrong. Every member of our community deserves to feel safe without qualification.”

“I misspoke in the heat of the moment, for which I apologize,” he added.

While James was a student in BPS, he frequently was outspoken in public spaces and didn’t shy away from confrontation. He served as a non-voting student representative on the Boston School Committee. On the committee, James called out district leaders regularly, over budget cuts that threatened his teachers and mentors, school reopening plans during the pandemic that failed to address aging ventilation systems, and the failure to give the School Committee’s lone student representative, elected by peers, equal standing as a voting member.

James was on the body from the fall of 2020 to March 2021, when he resigned , saying district leaders were silencing his voice and student concerns with disrespect and “adultist rhetoric.”

James also resigned from the district’s student advisory council, alongside a half-dozen other students. The students alleged the nonprofit contracted to oversee the council pushed them to soften their tone and water down their questions for district leaders. The students also protested the nonprofit’s use of unlicensed and unorthodox student counseling practices .

James’ public advocacy on social media and during press conferences was instrumental in prompting the district to cut ties with the contractor over its use of the group counseling practice.

After resigning, he generated controversy for saying at a School Committee meeting, “I too hate white people,” in defense of two former committee members accused of antiwhite racism.

One Twitter user posted a video of his comments and tagged Columbia. “Is this the type of student you want at your school?” the tweet asked.

More recently, James emerged as a voice of the Columbia University students’ “Gaza Solidarity Encampment” at a news conference this week . In the video, James said that the encampment will stay in place until the university meets the students’ demands, including divesting from Israel and providing amnesty for students and faculty who have faced discipline for their involvement in pro-Palestinian protests. Last week, New York police arrested more than 100 demonstrators at the university, sparking similar encampments across the country, including in Boston .

In Friday’s statement, James said the video he made in January predated his involvement with the encampment and with the Columbia University Apartheid Divest student coalition.

“CUAD and the Gaza Solidarity Encampment have made clear that my words in January, prior to my involvement in CUAD, are not in line with CUAD community guidelines,” James said. “I agree with their assessment. Those words do not represent CUAD. They also do not represent me.”

James wrote that he wished he had instead said he affirmed the sanctity of life, that all people deserve to be safe from physical harm, and that the Israeli government and military should be held accountable for their treatment of Palestinians.

Material from the New York Times and past Globe reporting was used in this report.

Christopher Huffaker can be reached at [email protected] . Follow him @huffakingit .