phd and doctor of science

Doctor Of Science Vs Phd: What Are The Key Differences?

For those considering an advanced research degree, two options often come to mind – the Doctor of Science (DSc) and the Doctor of Philosophy (PhD). But what exactly is the difference between these two doctoral degrees?

In this comprehensive guide, we’ll examine the key distinctions between the DSc and PhD, from program focus and format to career outlook, so you can determine which advanced degree is the best fit for your goals.

If you’re short on time, here’s a quick answer: While both are research-focused doctoral degrees, the main differences lie in prestige, structure, and research focus . The DSc is seen as a higher-level degree compared to the PhD.

DSc programs are less structured, take longer to complete, and focus more on applying research to practice, while PhDs are more academic and theory-based.

Overview of the Doctor of Science Degree

The Doctor of Science (DSc) degree is a prestigious academic title awarded to individuals who have made significant contributions to their field of study. It is considered the highest level of academic achievement and is often seen as equivalent to a PhD.

However, there are some key differences between the two degrees.

What is a DSc?

A Doctor of Science degree is typically awarded in scientific or technical disciplines such as engineering, computer science, or natural sciences. It is a research-based degree that requires students to conduct extensive original research in their chosen field.

The focus of a DSc program is on advancing scientific knowledge and solving complex problems through research.

Unlike a PhD, which is more commonly awarded in social sciences, humanities, and some technical disciplines, the DSc is specifically designed for individuals who have already made significant contributions to their field and wish to further their expertise.

Program Format and Duration

The format and duration of DSc programs can vary depending on the university and field of study. However, most DSc programs are structured similarly to PhD programs, with a combination of coursework and research components.

On average, a DSc program can take anywhere from 3 to 5 years to complete, although this can vary depending on the student’s research progress and the requirements of their specific program.

Research Focus and Dissertation

The primary focus of a DSc program is on conducting original research that contributes to the advancement of scientific knowledge. Students are expected to undertake a significant research project and produce a dissertation that demonstrates their expertise in their chosen field.

The dissertation for a DSc program is typically more focused and specialized compared to a PhD dissertation. It may involve cutting-edge research, innovative methodologies, and the development of new theories or technologies.

It is important to note that the specific requirements for a DSc degree can vary between universities and disciplines. Some universities may require additional coursework or examinations in addition to the research component, while others may have specific requirements for publication or presentations at academic conferences.

Overview of the Doctor of Philosophy Degree

A Doctor of Philosophy (PhD) degree is one of the highest academic achievements that individuals can pursue in their field of interest. It is a research-based degree that requires students to contribute original knowledge to their chosen field through an extensive dissertation.

The PhD degree is highly respected and is generally considered the standard qualification for pursuing a career in academia or research.

What is a PhD?

A PhD is an advanced degree that allows students to specialize in a specific area of study and conduct original research. It requires a significant amount of independent work and self-motivation. During their PhD journey, students are expected to develop critical thinking skills, conduct in-depth research, and contribute new knowledge to their field.

The degree is awarded based on the completion and successful defense of a dissertation, which is a lengthy and comprehensive research project.

PhD programs are typically full-time, although some universities offer part-time options for working professionals. The duration of a PhD program can vary depending on the field of study and the individual’s progress.

On average, it takes about 4 to 6 years to complete a PhD, but it can take longer for some students. The program usually consists of coursework, comprehensive exams, and the completion of a dissertation.

The main focus of a PhD program is the dissertation, which is a substantial piece of original research that contributes to the existing knowledge in the field. The topic of the dissertation is chosen by the student and is usually based on their research interests.

The dissertation requires students to demonstrate their ability to conduct independent research, critically analyze data, and present their findings in a clear and coherent manner. It is often a lengthy and time-consuming process, but it is also a valuable opportunity for students to make a significant contribution to their field.

Key Differences Between DSc and PhD Degrees

Prestige and perception.

When it comes to prestige and perception, both the Doctor of Science (DSc) and PhD degrees are highly respected and regarded in the academic community. However, there are some key differences in how these degrees are perceived in certain fields or regions.

The DSc degree is often associated with scientific and technical disciplines, such as engineering, computer science, and natural sciences. It is typically seen as a higher level of achievement and expertise in these fields.

On the other hand, the PhD degree is more commonly associated with humanities, social sciences, and some scientific disciplines. It is widely recognized as a research-based degree that demonstrates a deep understanding of a specific subject.

It is important to note that the perception of these degrees may vary across different countries and institutions. In some regions, the DSc degree may be more prevalent and preferred, while in others, the PhD degree may hold more weight.

Program Structure

The structure of DSc and PhD programs can vary depending on the institution and field of study. In general, both degrees require a significant amount of research and a dissertation or thesis as a culmination of the program.

PhD programs typically have a more structured curriculum, with required coursework and examinations in addition to the research component. These programs aim to provide students with a broad foundation in their field and develop their research skills.

On the other hand, DSc programs often focus more on the research aspect and may have fewer coursework requirements. These programs are designed for individuals who have already acquired a substantial amount of knowledge and experience in their field and wish to further their research expertise.

Research Focus and Application

The research focus and application of DSc and PhD degrees can also differ based on the field of study.

In DSc programs, the emphasis is often on applied research and the development of practical solutions to real-world problems. This degree is commonly pursued by professionals who are already working in industry or applied research settings and want to advance their knowledge and expertise in their specific field.

PhD programs, on the other hand, tend to have a more theoretical and academic focus. The research conducted in these programs often contributes to the broader knowledge and understanding of a particular subject.

PhD graduates typically pursue careers in academia, research institutions, or other scholarly settings.

Career Paths

Career paths for DSc and PhD graduates can vary depending on the field, industry, and individual goals.

Individuals with a DSc degree often find opportunities in industry, government agencies, and applied research settings. They may work as senior researchers, consultants, or experts in their field. The DSc degree is highly valued for its practical applications and the ability to solve complex problems.

PhD graduates, on the other hand, often pursue careers in academia as professors or researchers. They may also work in research and development roles in industry or government organizations. The PhD degree is highly regarded for its research and analytical skills, as well as the ability to contribute to the advancement of knowledge in a particular field.

In short, while both the DSc and PhD are advanced research degrees, there are some notable differences when it comes to prestige, flexibility, research focus, and career outcomes. Those wanting a more structured path that leads to academic research and teaching roles may find the PhD a better fit.

For individuals seeking a degree to support applied research and expert-level clinical practice, the DSc may be more aligned. Weighing your own research interests, career aspirations, and academic capabilities can help determine which of these prestigious doctoral degrees is right for you.

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Ph.D./Sc.D. Program

The Doctor of Philosophy and Doctor of Science degrees in Chemical Engineering are identical; students may choose for themselves the appellation they prefer. This traditional, research-based doctoral degree program provides a thorough grounding in the fundamental principles of chemical engineering, as well as an intensive research experience.

The Doctor of Science and the Doctor of Philosophy in Chemical Engineering are identical degree programs. Degree candidates may choose to be called a “doctor of philosophy” or a “doctor of science”.

The degree requires that you complete:

• the core curriculum in chemical engineering
• one chemical engineering H Level class
• the departmental biology requirement
• a minor program of related subjects outside of chemical engineering
• written and oral doctoral qualifying examinations
• the writing and oral defense of a thesis on original research

The core curriculum is:

• Numerical Methods in Chemical Engineering 10.34
• Chemical Engineering Thermodynamics 10.40
• Analysis of Transport Phenomena 10.50
• Chemical Reactor Engineering 10.65

The departmental biology requirement is fulfilled by completing an undergraduate subject equivalent to MIT 7.01x, either at MIT or at your undergraduate institution. Examples of minor programs for some recent doctoral students include applied mathematics, control theory, physical, organic or analytical chemistry, mechanical structure, power systems, process metallurgy, nuclear engineering, management, economics, music, ancient history and philosophy.

The normal duration of the degree program is five to six years. (Including an intermediate M.S. CEP degree normally has little effect on the duration.) A master’s degree is not required for entrance into the doctoral program, nor is the M.S. CEP required.

For incoming, first-year graduate students, academic advisors are members of the Committee for Graduate Students. When you select a research topic and begin your thesis, the research supervisor becomes your academic advisor. In general, students choose research advisors at the end of their first Fall semester at MIT. Should you wish to choose a research advisor from a department other than Chemical Engineering, you will also need to choose a co-advisor from the Chemical Engineering faculty.

Prior to Registration Day (Fall and Spring semesters), your subject selection must first be approved by your advisor before the Graduate Officer can authorize registration on Registration Day. Advisor approval should also be obtained for any subsequent subject add/drop actions during the term (no additional authorization by the Graduate Officer is required).

Doctoral degree

MIT offers the degrees of Doctor of Science and Doctor of Philosophy interchangeably in the engineering and science departments (except biology and brain and cognitive sciences) and in the fields of medical engineering and medical physics. The degree of Doctor of Philosophy is awarded in architecture; biology; brain and cognitive sciences; computational science and engineering; economics; history, anthropology, and science, technology, and society; linguistics; management; media arts and sciences; philosophy; political science; technology and policy; bioengineering and environmental health; urban studies and planning; and from health sciences and technology. These degrees certify creditable completion of an approved program of advanced study in addition to a research dissertation of high quality based on original research.

The two Institute requirements for a doctorate are completion of a program of advanced study, including a general examination, and completion and oral defense of a thesis on original research.

The course of advanced study and research leading to the doctorate must be pursued under the direction of the departmental committee on graduate students for at least four academic terms. In some cases, the required period of residence may be reduced, but in no instance can it be reduced to less than two regular academic terms and one summer session.

A student is enrolled in a program of advanced study and research approved by the department. The thesis research is in this same area, but the program often includes subjects reaching into several departments. If the field requires substantial participation by two or more departments, an interdepartmental faculty committee,  approved by the Office of Graduate Education via petition , should be appointed to supervise the student’s program.

Each doctoral candidate must take a general examination in their program of study at such time and in such manner as the departmental or interdepartmental committee approves. This examination consists of both oral and written parts.

Although there is no Institute requirement of a minor for the doctoral degree, certain departments require that candidates take a number of subjects outside their major field.

Language proficiency

Information on language proficiency expectations in various departments

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• v.37(7); Nov-Dec 2021

Doctor of Science (D.Sc.): Time to move towards Higher Doctorate Degrees

Sultan ayoub meo.

1 Sultan Ayoub Meo, MBBS, Ph.D. (Pak), M Med Ed (Dundee), FRCP (London), FRCP (Dublin), FRCP (Glasgow) FRCP (Edinburgh), Professor and Consultant, College of Medicine, King Khalid University Hospital, King Saud University, Riyadh, Saudi Arabia. Email: [email protected] [email protected]

Shaukat Ali Jawaid

2 Shaukat Ali Jawaid, Chief Editor, Pakistan Journal of Medical Sciences, Secretary, Eastern Mediterranean Association of Medical Editors (EMAME). Karachi, Pakistan

Nadia Naseem

3 Nadia Naseem, MBBS, M.Phil, Ph.D. Professor, Department of Morbid Anatomy and Histopathology, University of Health Sciences, Khayaban-e-Jamia, Lahore, Pakistan. Email: [email protected]

The present most modern and highly advanced 21’st century is the era of science and technology. In human history, universities are the basic birthplace of higher education, research, and innovation and play a significant role in the countries’ performance, prosperity, and economic progress. Worldwide, there is a swift shift in the pattern of biological, environmental, economic, and educational systems. This broader change is rotating around the higher academia and its allied innovative research impact. The leading universities develop a culture and curricula as per need and demand and produce knowledge and skills-based professional graduates. The universities prepare graduates to keep in view their country’s requirements and compete with their peers at international levels.

Moreover, worldwide, universities are transforming towards higher doctorate degrees (D.Sc / S.Dc) to provide an elevated helipad to the applicant to compete in this modern and highly advanced era. The higher doctoral degree, D.Sc, is earned 6-8 years after the post Ph.D. The candidates with higher academic titles, professional skills, and innovative research could compete and achieve top-ranked positions worldwide. Many universities worldwide, including the United States of America, the United Kingdom, Australia, and New Zealand, promote D.Sc degree programs in various science disciplines, including medical sciences. This manuscript explores the dynamics of a higher doctorate and its significance, need, and demand in academia to compete globally.

Worldwide in higher education, competition is a comparatively old phenomenon but has new diverse dynamics that greatly influence the nations’ health, public prosperity, economies, and sustainable development. Higher Education has a strong association with the global knowledge economy and its influence on globalization. 1 The international competition in academia is fueled by the idea of the “world-class university”. 2 , 3 where renowned faculty and scientists are engaged in producing innovative research, thus raising the global rankings of the universities. 4 The authors of this manuscript further coin this concept that “best universities are those which produce evidence-based, research-oriented five-star physicians, scholars, and scientists who are practicing high levels of research, ethics and professionalism.”

In recent decades worldwide, there has been an accelerating pace in developing and adopting novel technologies, although gaps persist in various corners of the globe, particularly in developing countries. 5 This swift technological change affects every segment of life, including the economy, society, and culture. 5 The academic and technology-based change has also moved around the higher academia and innovative research. 6 The world today is prepared for another significant shift in the understanding of the university as an institution. The nations with high literacy rates, mainly higher education, strive towards academic excellence, scholarship and continuous progress, and development to compete globally.

In the global competition, the role of universities is enhanced to provide sub-specialty-based academia and research opportunities for their graduates to compete and achieve leading positions with sustainable development. In the 1960s, simple university graduates could get a good place in any national and multinational organization. In the 1970s, the graduates were gradually replaced by postgraduates. However, in the early 1980s, the doctorate Doctor of Philosophy (Ph.D.) became a more popular and terminal academic title. The Ph.D. scholars were moved towards a postdoctoral experience known as “post-doctorate or postdoc.” A postdoc is a 6-12 months research position that allows Ph.D. scholars to enhance their research skills and knowledge and prepare them for their progressive academic careers. Although, there is no official degree awarded for postdoc training.

In this science and technology-based modern era, there is a significant change in every segment of life, including academic titles in various science disciplines. The academicians and researchers are moving fast towards higher doctorate educational titles, Doctor of Science. The higher doctorate, “Doctor of Science,” also known as “D.Sc or Sc.D,” is a postdoctoral degree program that is awarded to an individual who has significantly contributed to the field of research and science. ( Table-I ) Many universities award this degree based on the extensive research work published in reputable science journals. ( Table-II - III ) After Ph.D., the D.Sc could be awarded to a candidate who has vast experience in higher academia, research and earns excellence as an academician and a researcher in a specific field. The main advantage of acquiring a D.Sc degree is that this title could provide a high helipad to the applicant to compete in this modern and highly advanced era and get a leading position globally. It also provides a chance to excel at broader levels in a particular specialty. Moreover, the benefits are limited not only at personal levels but also at institutional and state levels. The science community believes that this title can better contribute to knowledge-based economies.

Comparison between Doctor of Philosophy (Ph.D.) and Doctor of Science (D.Sc / S.Dc) Degrees.

Higher doctorate (DSc / S.Dc) degrees awarded in medical science by various universities in the United Kingdom.

Higher doctorate (DSc / S.Dc) degrees awarded in medical science by various universities in Asian Universities.

Worldwide, like other higher academic titles, universities are awarding this title through two routes, research work and honorary. Table-II - III . The Doctor of Science degree offers various opportunities in terms of professional career. This title is pursued to recognize an applicant’s work and advanced research skills and provides opportunities for candidates to work with global universities, research centers, and organizations. The higher doctorate academic titles facilitate the topmost positions in the leading national and international institutes and organizations. The career opportunities, perks, prestige, and privileges of D.Sc degree holders are significantly better than Ph.Ds ( Table-I ).

In the new millennium worldwide, there is a significant shift in the pattern of biological, environmental, economic, and educational systems. This broader change and its impact is rotating around the higher academic titles and innovative research. The universities are developing the curricula and producing graduates according to the community’s needs and international demand. Moreover, the universities prepare their graduates not only to compete with their peers at national levels but also at international levels. The universities are transforming their academic framework towards higher doctorate degrees at a fast pace (DSc/S.Dc).

In many countries, the D.Sc, a higher doctoral degree, is earned a few years (about 6-8 years) after the Ph.D. Once their graduate has higher academic titles with published innovative research, they can easily compete for top-ranked positions at global levels. The United States of America, the United Kingdom, Europe, Australia, New Zealand, Russia, India, and few universities in Pakistan promote higher doctorate in various science disciplines. Table-II - III .

In human history, the universities, academic and research institutes have produced scholars who compete at international levels and deliver beneficial impacts to societies. Higher Education is the right path to the empowerment of people and the sustainable development of nations. It is a fact that advanced countries have focused primarily on the progressive academic institutions that would facilitate knowledge creation and dissemination. The advanced universities encouraged sub-specializations structured in the various disciplines. However, a growing awareness has appeared that the difficulties of the 21st century require a holistic experience of knowledge in its various aspects. Presently, the gauges of strong and sustainable economies depend on advanced academia and innovative research. Research-based higher academia plays a vital role in the nations’ excellence of life, economies, and sustainable development. 7

Pakistan is home to “224 million people 8 and 229 universities, 9 including 30 medical universities, 176 public and private sector medical and dental schools’ 10 125 engineering, 98 management sciences, and 30 agricultural institutes”. It is high time that Pakistan must understand that the survival and ranking of its research universities in the coming decades depend upon the provision of advanced education and research qualification with a significant contribution towards the complex, globalized economies of the 21st century.

National competition and global competition are two distinct domains; higher education provides social prestige and income-earning access. The global competition in higher education is an emergent property of competitive relations among nation-states. The new institutionalist approach claims that the international competition results from the universities turning into organizational performers 1 . The universities compete in the global higher education market. To achieve a higher competitive position at international levels, the candidate must attain the highest academic titles. Similarly, the students and faculty must achieve unique academic titles to compete at international levels.

As academic commercialization progresses, universities must operate similarly to multinational corporations. Indeed, not all universities participate in the global competition, but only those with a worldwide capacity “world-class university”. 11 Similarly, not all students, researchers, and faculty members participate in the global competition, but only those who have the potential to earn the highest possible academic titles and research to become a “world-class researcher or faculty.” The best universities produce well-qualified, evidence-based, research-oriented graduates who are in high demand in the intellectual and skill-based market; they conduct leading-edge research published in the top scientific journals, and contribute to innovations through patents and licenses.” 2 , 3 , 11

Narrating about Pakistan, we have the shining example of Aga Khan University, which attracts numerous research grants worldwide, has earned a name, and established its credibility as a leading university. Though they enjoy numerous advantages, this does not mean that public sector medical universities may not strive for excellence. In fact, the problem with us in the field of higher education and higher medical education, in particular, is that Higher Education Commission which looks after higher postgraduate education, neither has a separate section or division of medical education nor anyone with the medical background; hence it is futile to expect any revolutionary steps from it in this field. We had pointed out even earlier 6 that we need to establish a separate division of higher medical education within HEC headed by a qualified medical educationist with proven academic accomplishments for better understanding and resolution of these issues with a vision to plan and implement policies aimed at facilitating reforms at our public sector medical universities. Ideally, it would be much better if the higher medical education is shifted from HEC to the Ministry of Health and Medical Education by changing its name as was done by one of our neighboring countries in 1985, and it paid rich dividends.

Yet another problem that we face in Pakistan is the selection of Vice-Chancellors to head these universities, which is most often based not on merit but some other considerations. Of course, there are exceptions when people have been selected on merit. The rot starts here. Those who feel their rights have been ignored then go to the courts to seek justice and suspend such orders. 12 Incompetent, inefficient, ill-trained, those who lack foresight and vision when appointed to these coveted posts themselves feel threatened. They do not encourage competent and highly qualified people among the faculty but feel secure while surrounded by “Dead Wood,” who will sing their praises all the time. Again, we have not yet understood the difference between the post of the Dean, Principal, and the Vice Chancellor. These posts have different rights and responsibilities. However, in Pakistan, many medical universities do not have the post of the Dean and or Principal. Those who inserted these clauses in the Act did not want to share the powers and wanted themselves to be fully powerful; little do they realize that they are not going to be in those posts forever, and graveyards are full of people who once thought themselves indispensable. The first and foremost important thing is to make necessary changes in the Act that help establish these universities, having Principal and clearly laying down the rights and responsibilities of each one.

The Principal, the Dean, looks after the medical student’s affairs and issues related to undergraduate medical education, whereas the Vice Chancellor plans to start a new postgraduate academic programme, research projects, arrange funding through different sources, and establish international linkages with institutions of excellence in the respective fields. With the team’s help, schemes to generate funding enables the university to reduce its dependence on government funding. If there is a will, there is always a way. Just look at Dow University of Health Sciences and Jinnah Sindh Medical University in Karachi. Both have established a state-of-the-art Research and Reference Laboratory. The DUHS, in particular, established a network of collection units all over the city and earns a lot of money which is an additional useful resource for these universities. Why cannot this be replicated and what forbids the Vice Chancellors of other public sector medical universities to opt for this model? Faculty infected with politics effectively retards the growth and development of our medical universities. The working environment is such that the public sector medical universities also fail to attract and retain talented faculty for reasons that are not difficult to understand.

It is extremely important that to gain a competitive advantage, universities must launch novel, specialized degree-awarding programs so that their graduate could find a place in a global market. They have to engage their graduates and faculty in innovative research, patents, profit-oriented academic activities. It is high time to appreciate the worth of higher education, innovative research, and its impact on socio-economic development and political stability. Pakistan should implement strict policies to establish and promote higher postgraduate degree programs, Ph.D., and DSc. The advanced higher academic titles facilitate the graduates to compete with the world and lead the state towards a knowledge-based economy. 6 Higher education is the only weapon of any nation to fight against poverty, terrorism and bring peace, prosperity, socio-economic development, and political stability in the country and the region.

The University of Health Sciences (UHS), Lahore, has started multiple novel postgraduate programs in basic and clinical medical sciences, medical education. More recently, it has started a Certificate Course in Medical Editing, which will eventually lead to Masters in Health Journalism. It will comprise four Modules of six months each. 13 Pakistan happens to be the second country in the EMRO Region to have started this innovative program to train the medical editors, which will help improve the standard of medical journals published from Pakistan.

The UHS, in its adolescent age, has produced many Ph.Ds in various disciplines of medical sciences. Furthermore, UHS leads in launching a higher doctorate degree program, D.Sc in medical sciences. These graduates will play a significant positive role in academics, research, innovation and benefit humanity and the country. Therefore, Pakistan must set the higher education reforms and research-oriented architecture that can emerge as a knowledge power. 6

Acknowledgments

We thank the “Deanship of Scientific Research, King Saud University, Riyadh, Saudi Arabia, for supporting the work through a research group project (RGP-1442-181)”.

Conflicts of interest: None.

2023-24 Bulletin

Doctoral program information.

Doctor of Philosophy | Doctor of Science | General Requirements | Advisor & Doctoral Committee | Doctoral Qualifying Examination | Doctoral Dissertation | Administration

Doctor of Philosophy

The Doctor of Philosophy (PhD) degree is not only an exploration of the knowledge in a given discipline but also an original contribution to it. To the extent that doctoral education has been successful, the student's relationship to learning is significantly changed. Having made a discovery, developed an insight, tested a theory or designed an application, the PhD recipient is no longer a student but a colleague of the faculty. It is for this reason that the PhD is the highest degree offered by a university.

The core mission of PhD programs at research universities is to educate the future faculty of other research universities and institutions of higher education. Graduates of Washington University participate in research and teaching; they also make valuable contributions to society by applying the analytical and creative skills required for scholarship to careers in the business, government and nonprofit sectors.

Among the critical components the university provides for these purposes are a small and select graduate student body, faculty members dedicated to scholarly work, and the physical facilities needed for research. In these regards, Washington University compares favorably to the finest graduate institutions in the world. However, the key ingredients of PhD completion must be provided by the student: a love of learning and a desire to increase the sum of human knowledge. Motivation and perseverance are prerequisites for success in PhD programs.

Doctor of Science

The Doctor of Science (DSc) degree is conferred in recognition of the candidate's abilities and attainments in some field of engineering. The DSc is a doctorate in science equivalent to a PhD doctoral degree. The departments of Electrical & Systems Engineering and Mechanical Engineering & Materials Science offer both the PhD and DSc doctoral options for graduate students.

The requirements for the DSc are identical to those for the PhD except for the following: (1) the mentored teaching experience is not required for the DSc; (2) the residency requirement for the DSc is limited to 24 units completed at Washington University; and (3) the requirements for research rotations and the time limits for completion of the qualifying exam, proposal, and thesis defense for the PhD do not apply to the DSc.

The DSc is recommended for students who will pursue doctoral studies part-time. Stipend support from grants or contracts is typically not available to DSc candidates.

General Requirements

Candidates for doctoral degrees at Washington University must complete all courses required by their department; maintain satisfactory academic progress; pass certain examinations; fulfill residence and teaching requirements (if applicable); write, defend and submit a dissertation; and file an Intent to Graduate form on WebSTAC .

Engineering-based doctoral degrees require a minimum of 72 units. The doctoral program requires 36 to 48 units of course work and 24 to 36 units of research. The specific distribution decisions are made by the individual programs and departments.

The doctorate can be awarded only to those students whose knowledge of their field of specialization meets contemporary standards. Course work completed more than seven years prior to the date the degree is awarded generally cannot be accepted as satisfying degree requirements. No courses will be accepted toward degree requirements if the course exceeds the 10-year maximum time period unless they are formally approved by the McKelvey Doctoral Committee. In addition, all milestone requirements for the degree must be completed within seven years from the time the student is admitted to a graduate program.

The doctoral degree has a residency requirement of one year. To satisfy the requirement, the student must devote full time for two consecutive semesters to academically relevant activities on the Washington University campus. A limited amount of outside employment may be permitted, but only with the approval of the department or program chairman and/or the dean. Candidates for the Doctor of Philosophy degree and the Doctor of Science degree are required to follow the guidelines of the Office of the Provost and of the McKelvey School of Engineering.

Advisor & Doctoral Committee

Once admitted to graduate standing, each doctoral student will have an advisor appointed by the chair or director of the designated area of specialization. It is the responsibility of the advisor to help the student plan a graduate program.

Each department within McKelvey School of Engineering has its own policy related to the selection of a doctoral committee; therefore, students should consult with their faculty advisor regarding the appointment of their doctoral committee.

Doctoral Qualifying Examination

To be admitted to candidacy for a doctoral degree, the student must pass a comprehensive qualifying examination that may consist of both written and oral portions. The examination is administered by the student's department or program, and the student should consult their advisor for information concerning the scope of the examination and the dates on which it is given. The examining panel will consist of faculty members approved by the department chair or the program director.

Doctoral Dissertation

Doctoral candidates must submit a satisfactory dissertation that involves independent creative work in an area of specialization and that demonstrates an ability for critical and constructive thinking. It must constitute a definite contribution to knowledge in some field of engineering. The research that is the subject of the dissertation must have been performed under the supervision of a member of the faculty of McKelvey School of Engineering. The candidate must defend the dissertation during a final oral examination by an examining committee to be nominated by the advisor and approved by the appropriate dean.

For specific information about preparing the dissertation for submission, candidates should refer to the thesis and dissertation submission procedures on the McKelvey School of Engineering webpage .  

Each candidate for the doctoral degree must electronically submit a final approved version of their dissertation. The dissertation should include an abstract that embodies the principal findings of the research and that has been approved by the doctoral committee as ready for publication. Such an abstract will be published in Dissertation Abstracts, which announces the availability of the dissertation for distribution.

Administration

Dean's Office 314-935-6350

Department of Biomedical Engineering 314-935-6164

Department of Computer Science & Engineering 314-935-6160

Department of Electrical & Systems Engineering 314-935-5565

Department of Energy, Environmental & Chemical Engineering 314-935-6070

Department   of Mechanical Engineering & Materials Science 314-935-6047

Engineering Information Technology 314-933-3333

Engineering Graduate Student Services 314-935-5830

Contact Info

What is a PhD?

• Types of Doctorates
• A Doctor of Philosophy (PhD) is the highest globally recognized postgraduate degree that higher education institutions can award.
• PhDs are awarded to candidates who undertake original and extensive research in a particular field of study.
• Full time PhD programmes typically last three to four years, whilst part time PhD programmes typically last six to seven years.
• A PhD can lead to an academia teaching role or a career in research. A PhD can also equip you with skills suitable for a wide range of jobs unrelated to your research topic or academia.

Definition of a PhD – A Doctor of Philosophy (commonly abbreviated to PhD , Ph.D or a DPhil ) is a university research degree awarded from across a broad range of academic disciplines; in most countries, it is a terminal degree, i.e. the highest academic degree possible.

PhDs differ from undergraduate and master’s degrees in that PhDs are entirely research-based rather than involving taught modules (although doctoral training centres (DTCs) offer programmes that start with a year of lecture-based teaching to help develop your research skills prior to starting your project).

In most English-speaking countries, those that complete a PhD use the title “Doctor” (typically abbreviated to Dr) in front of their names and are referred to as such within academic and/or research settings. Those that work in fields outside of academia may decide not to use the formal doctor title but use post-nominal letters (e.g. John Smith PhD); it’s unusual though for someone to use both the Doctor title and post-nominal letters in their name.

PhD vs Doctorate

A PhD and a professional doctorate are both research-based terminal degrees.

However, where a PhD focuses on original research mostly around theoretical concepts, a professional doctorate focuses on examining existing knowledge to solve real-life, practical problems.

While there is much crossover between the two, a PhD is generally better suited for an individual to wants to advance the knowledge and understanding in their field, and a professional doctorate degree is better suited to a working professional who wants to better be able to apply knowledge and understanding to their field.

What Are the Entry Requirements for a PhD?

To be accepted on to a PhD programme, students usually need to hold at least a high ( 2:1 and above ) undergraduate degree that is related to the field of research that they want to pursue. A PhD candidate may also be expected to hold a Master’s degree , however, this does not mean you must have one, as it is still possible to enrol into a PhD without a Master’s .

Self-funded courses may sometimes be more relaxed in relation to entry requirements. It may be possible to be accepted onto a self-funded PhD programme with lower grades, though these students typically demonstrate their suitability for the role through professional work experience.

Whilst a distance learning project is possible , most PhD candidates will carry out their research over at least three years based at their university, with regular contact with two academic supervisors (primary and secondary). This is particularly the case for lab-based projects, however, some PhD projects require spending time on-site away from university (e.g. at a specialist research lab or at a collaborating institution abroad).

How Long Does a PhD Take?

Typically, full-time PhDs last 3-4 years and part-time PhDs last 6-7 years. However, at the discretion of the university, the thesis writing-up period can be extended by up to four years.

Although most doctoral programmes start in September or October, they are generally much more flexible than taught-courses and can start at any time of the year.

How Much Does a PhD Cost?

Tuition fees for UK and EU students vary between £3,000 and £6,000 per year, with the average tuition fee of £4,712 per year for 2023/24 programmes.

Tuition fees increase considerably for international students, varying between £16,000 to £25,000 per year, with an average tuition fee of £19,600 per year .

Nonetheless, most students will secure PhD funding in the form of studentships, scholarships and bursaries to help pay for these fees. These funding opportunities can either be partial, which cover tuition fees only, or full, which cover both tuition fees and living expenses.

UK national students can also apply for Doctoral Loans from Student Finance England if they are unable to secure funding.

Finding a PhD has never been this easy – search for a PhD by keyword, location or academic area of interest.

What Does a PhD Involve?

To be awarded a PhD, a doctoral student is required to produce a substantial body of work that adds new knowledge to their chosen field.

A PhD programme will typically involve four key stages:

Stage 1: Literature Review

The first year of a PhD involves attending regular meetings with your supervisors and carrying out a search on previously published work in your subject area. This search will be used to produce a literature review which should set the context of the project by explaining the foundation of what is currently known within the field of research, what recent developments have occurred, and where the gaps in knowledge are. In most cases, this will be an extension of your research proposal should you have produced one as part of your application. The literature review should conclude by outlining the overarching aims and objectives of the research project. This stage of setting achievable goals which are original and contribute to the field of research is an essential first step in a successful PhD.

The supervisor is the main point of contact through the duration of a PhD – but remember: they are there to mentor, not to teach, or do it for you . It will be your responsibility to plan, execute and monitor your own work as well as to identify gaps in your own knowledge and address them.

Stage 2: Research

The second year (and prehapse some of your third year) is when you work on your research. Having identified novel research questions from your review of the literature, this is where you collect your data to help answer these questions. How you do this will depend on the nature of your doctoral research: for example, you may design and run experiments in a lab alongside other PhD students or visit excavation sites in remote regions of the world. You should check in regularly with your supervisors to update them and run any ideas or issues past them.

Have the structure and chapters of your thesis in mind as you develop and tackle your research questions. Working with a view of publishing your work will be very valuable later on.

Stage 3: Write up of Thesis

The next key stage of a PhD is writing a doctoral thesis , which typically takes from anywhere between three months to one year. A thesis is a substantial body of work that describes the work and outcomes of the research over the previous two to three years. It should tell a detailed story of the PhD project – focusing on:

• The motivations for the research questions identified from the literature review.
• The methodologies used, results obtained, and a comprehensive analysis and discussion of the findings.
• A detailed discussion of the key findings with an emphasis on the original contributions made to your field of research and how this has been impactful.

There is no universal rule for the length of a PhD thesis, but general guidelines set the word count between 80,000 to 100,000 words.

For your thesis to be successful, it needs to adequately defend your argument and provide a unique or increased insight into your field that was not previously available.

Stage 4: Attending the Viva

A viva voce , most commonly referred to as just a ‘ viva ‘, is an interview-style examination where the PhD student is required to engage in a critical appraisal of their work and defend their thesis against at least two examiners. The examiners will ask questions to check the PhD student has an in-depth understanding of the ideas and theories proposed in their thesis, and whether they have developed the research skills that would be expected of them.

The viva is one of the final steps in achieving a PhD, and typically lasts at least two hours, but this duration can vary depending on the examiners, the university and the PhD project itself.

Once you have done the viva – you’re on the home stretch. You will typically be asked to make some amendments to your thesis based on the examiner’s feedback. You are then ready to submit your final thesis for either:

• PhD – If you pass the requirements you will be awarded a PhD degree (most common outcome),
• MPhil – If you failed to meet requirements for a PhD, you may be downgraded to an MPhil degree (uncommon outcome),
• Fail – No award is given, typically for cases of plagiarism (extremely uncommon outcome).

What Is It Like to Undertake a PhD?

We’re often asked what it is like to undertake a PhD study. Unfortunately, this isn’t a simple answer to this question as every research project is different.

To help give insight into the life of a PhD student, we’ve interviewed PhD students at various stages of their programmes and put together a series of PhD Student Interviews . Check out the link to find out what a PhD is like and what advice they have to offer you.

What Are the Benefits of A PhD?

A PhD is the highest globally recognised postgraduate degree that higher education institutions can award. The degree, which is awarded to candidates who demonstrate original and independent research in a particular field of study, is not only invaluable in itself, but sets you up with invaluable skills and traits.

Career Opportunities

First, a PhD prepares you for a career in academia if you wish to continue in this area. This takes form as a career in the Higher Education sector, typically as a lecturer working their way to becoming a professor leading research on the subject you’ve studied and trained in.

Second, a PhD also enables the opportunity for landing a job in a research & development role outside of the academic environment. Examples of this include laboratory work for a private or third sector company, a governmental role and research for commercial and industrial applications.

Transferable Skills

Finally, in possessing a PhD degree, you can show to employers that you have vital skills that make you an asset to any company. Three examples of the transferable skills that you gain through a PhD are effective communication, time management, and report writing.

• Communication – presenting your work in written and oral forms using journal papers and podium presentations, shows your ability to share complex ideas effectively and to those with less background knowledge than you. Communication is key in the professional environment, regardless of the job.
• Time management – The ability to prioritise and organise tasks is a tremendous asset in the professional industry. A PhD holder can use their qualification to demonstrate that they are able to manage their time, arrange and follow a plan, and stick to deadlines.
• Report writing – Condensing three years of work into a thesis demonstrates your ability to filter through massive amounts of information, identify the key points, and get these points across to the reader. The ability to ‘cut out the waffle’ or ‘get to the point’ is a huge asset in the professional industry.

Aside from the above, you also get to refer to yourself as a Doctor and add fancy initials after your name!

What Can I Do After a PhD?

One of the most desirable postdoctoral fields is working within independent Research and Development (R&D) labs and new emerging companies. Both industries, especially R&D labs, have dedicated groups of PhD graduates who lead research activities, design new products and take part in crucial strategic meetings. Not only is this a stimulating line of work, but the average salaries in R&D labs and emerging start-ups are lucrative. In comparison, an undergraduate with five years of experience within their given field will, on average, likely earn less than a new PhD graduate taking on a R&D position.

It’s a common misunderstanding that PhDs only opens the door for an academic career such as university lecturers and training providers. Although obtaining a PhD opens these doors, the opportunities extend far beyond educational roles. In fact, recent data from the UK’s Higher Education Statistics Agency (HESA) indicates only 23% of PhD graduates take a position in educational roles . This low percentage is primarily because PhD graduates have a wide range of skills that make them suitable for a broad spectrum of roles. This is being seen first hand by the increasing number of PhD graduates who are entering alternative roles such as research, writing, law and investment banking.

How Do I Find a PhD?

We appreciate that finding a PhD programme to undertake can be a relatively daunting process. According to Higher Education Student Statistics , over 22,000 PhDs were awarded in 2016/17 within the United Kingdom alone. Clearly there are a huge number of PhD programmes available. This can sometimes be confusing for prospective doctorates, particularly when different programmes are advertised in different places. Often, it is difficult to know where to look or where to even start. We’ve put together a list of useful sources to find the latest PhD programmes:

• A great place to start is with our comprehensive and up-to-date database of available PhD positions .
• Assuming you are still at university, speak to an existing PhD supervisor within your department.
• Attend as many postgraduate open days as you can. Whilst there, speak to current PhD students and career advisors to get an awareness of what PhDs are on offer.
• Visit the postgraduate section of university websites and the PhD Research Council section of the UKRI website.

Browse PhDs Now

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Doctor of Philosophy in Education

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The Harvard Ph.D. in Education trains cutting-edge researchers who work across disciplines to generate knowledge and translate discoveries into transformative policy and practice.

Offered jointly by the Harvard Graduate School of Education and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, the Ph.D. in Education provides you with full access to the extraordinary resources of Harvard University and prepares you to assume meaningful roles as university faculty, researchers, senior-level education leaders, and policymakers.

As a Ph.D. candidate, you will collaborate with scholars across all Harvard graduate schools on original interdisciplinary research. In the process, you will help forge new fields of inquiry that will impact the way we teach and learn. The program’s required coursework will develop your knowledge of education and your expertise in a range of quantitative and qualitative methods needed to conduct high-quality research. Guided by the goal of making a transformative impact on education research, policy, and practice, you will focus on independent research in various domains, including human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice.   

Curriculum Information

The Ph.D. in Education requires five years of full-time study to complete. You will choose your individual coursework and design your original research in close consultation with your HGSE faculty adviser and dissertation committee. The requirements listed below include the three Ph.D. concentrations: Culture, Institutions, and Society; Education Policy and Program Evaluation; and Human Development, Learning and Teaching . 

We invite you to review an example course list, which is provided in two formats — one as the full list by course number and one by broad course category . These lists are subject to modification. 

Ph.D. Concentrations and Examples

Summary of Ph.D. Program

Doctoral Colloquia  In year one and two you are required to attend. The colloquia convenes weekly and features presentations of work-in-progress and completed work by Harvard faculty, faculty and researchers from outside Harvard, and Harvard doctoral students. Ph.D. students present once in the colloquia over the course of their career.

Research Apprenticeship The Research Apprenticeship is designed to provide ongoing training and mentoring to develop your research skills throughout the entire program.

Teaching Fellowships The Teaching Fellowship is an opportunity to enhance students' teaching skills, promote learning consolidation, and provide opportunities to collaborate with faculty on pedagogical development.

Comprehensive Exams  The Written Exam (year 2, spring) tests you on both general and concentration-specific knowledge. The Oral Exam (year 3, fall/winter) tests your command of your chosen field of study and your ability to design, develop, and implement an original research project.

Dissertation  Based on your original research, the dissertation process consists of three parts: the Dissertation Proposal, the writing, and an oral defense before the members of your dissertation committee.

Culture, Institutions, and Society (CIS) Concentration

In CIS, you will examine the broader cultural, institutional, organizational, and social contexts relevant to education across the lifespan. What is the value and purpose of education? How do cultural, institutional, and social factors shape educational processes and outcomes? How effective are social movements and community action in education reform? How do we measure stratification and institutional inequality? In CIS, your work will be informed by theories and methods from sociology, history, political science, organizational behavior and management, philosophy, and anthropology. You can examine contexts as diverse as classrooms, families, neighborhoods, schools, colleges and universities, religious institutions, nonprofits, government agencies, and more.

Education Policy and Program Evaluation (EPPE) Concentration

In EPPE, you will research the design, implementation, and evaluation of education policy affecting early childhood, K–12, and postsecondary education in the U.S. and internationally. You will evaluate and assess individual programs and policies related to critical issues like access to education, teacher effectiveness, school finance, testing and accountability systems, school choice, financial aid, college enrollment and persistence, and more. Your work will be informed by theories and methods from economics, political science, public policy, and sociology, history, philosophy, and statistics. This concentration shares some themes with CIS, but your work with EPPE will focus on public policy and large-scale reforms.

Human Development, Learning and Teaching (HDLT) Concentration

In HDLT, you will work to advance the role of scientific research in education policy, reform, and practice. New discoveries in the science of learning and development — the integration of biological, cognitive, and social processes; the relationships between technology and learning; or the factors that influence individual variations in learning — are transforming the practice of teaching and learning in both formal and informal settings. Whether studying behavioral, cognitive, or social-emotional development in children or the design of learning technologies to maximize understanding, you will gain a strong background in human development, the science of learning, and sociocultural factors that explain variation in learning and developmental pathways. Your research will be informed by theories and methods from psychology, cognitive science, sociology and linguistics, philosophy, the biological sciences and mathematics, and organizational behavior.

Program Faculty

The most remarkable thing about the Ph.D. in Education is open access to faculty from all Harvard graduate and professional schools, including the Harvard Graduate School of Education, the Faculty of Arts and Sciences, the Harvard Kennedy School, the Harvard Law School, Harvard Medical School, and the Harvard School of Public Health. Learn about the full Ph.D. Faculty.

Jarvis R. Givens

Jarvis Givens studies the history of American education, African American history, and the relationship between race and power in schools.

Paul L. Harris

Paul Harris is interested in the early development of cognition, emotion, and imagination in children.

Meira Levinson

Meira Levinson is a normative political philosopher who works at the intersection of civic education, youth empowerment, racial justice, and educational ethics. 

Luke W. Miratrix

Luke Miratrix is a statistician who explores how to best use modern statistical methods in applied social science contexts.

Eric Taylor

Eric Taylor studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers — hiring and firing decisions, job design, training, and performance evaluation.

Paola Uccelli

Paola Ucelli studies socio-cultural and individual differences in the language development of multilingual and monolingual students.

View Ph.D. Faculty

Dissertations.

The following is a complete listing of successful Ph.D. in Education dissertations to-date. Dissertations from November 2014 onward are publicly available in the Digital Access to Scholarship at Harvard (DASH) , the online repository for Harvard scholarship.

• 2022 Graduate Dissertations (265 KB pdf)
• 2021 Graduate Dissertations (177 KB pdf)
• 2020 Graduate Dissertations (121 KB pdf)
• 2019 Graduate Dissertations (68.3 KB pdf)

Student Directory

An opt-in listing of current Ph.D. students with information about their interests, research, personal web pages, and contact information:

Doctor of Philosophy in Education Student Directory

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Philosophy in Education experience and the impact its community is making on the field:

Improving the Teacher Workforce

With her research work, doctoral marshal Mary Laski, Ph.D.'24, is trying to make teaching in K–12 schools more sustainable and attractive

Building The ‘Bridge’ Between Research and Practice

Marshal Doug Mosher, Ph.D.'24, reflects on his journey to the Ed. School and the lessons — musical and teaching — learned along the way

PhD in Population Health Sciences

Prepare for a high-impact career tackling public health problems from air pollution to obesity to global health equity to the social determinants of health.

The PhD in population health sciences is a multidisciplinary research degree that will prepare you for a career focused on challenges and solutions that affect the lives of millions around the globe. Collaborating with colleagues from diverse personal and professional backgrounds and conducting field and/or laboratory research projects of your own design, you will gain the deep expertise and powerful analytical and quantitative tools needed to tackle a wide range of complex, large-scale public health problems.

Focusing on one of five complementary fields of study at the Harvard T.H. Chan School of Public Health and drawing on courses, resources, and faculty from the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences, you will become well-versed in a wide variety of disciplines while gaining specialized knowledge in your chosen area of study.

As a population health sciences graduate, you will be prepared for a career in research, academics, or practice, tackling complex diseases and health problems that affect entire populations. Those interested in pursuing research may go on to work at a government agency or international organization, or in the private sector at a consulting, biotech, or pharmaceutical firm. Others may choose to pursue practice or on-the-ground interventions. Those interested in academics may become a faculty member in a college, university, medical school, research institute, or school of public health.

The PhD in population health sciences is a four-year program based at the Harvard T.H. Chan School of Public Health in the world-renowned Longwood Medical Area of Boston, Massachusetts. The degree will prepare you to apply diverse approaches to solving difficult public health research issues in your choice of one of five primary fields of study:

• Environmental health
• Epidemiology
• Social and behavioral sciences
• Global health and population

In your first semester, you and your faculty adviser will design a degree plan to guide you through the program’s interdisciplinary requirements and core courses, as well as those in your chosen field of study. After successfully completing the preliminary qualifying examination, usually at the end of your second year, you will finalize your general research topics and identify a dissertation adviser who will mentor you through the dissertation process and help you nominate a dissertation advisory committee.

All population health sciences students are trained in pedagogy and teaching and are required to work as a teaching fellow and/or research assistant to ensure they gain meaningful teaching and research experience before graduation. Students also attend a special weekly evening seminar that features prominent lecturers, grant-writing modules, feedback dinners, and training opportunities.

All students, including international students, who maintain satisfactory progress (B+ or above) receive a multiyear funding package, which includes tuition, fees , and a competitive stipend.

WHO SHOULD APPLY?

Anyone with a distinguished undergraduate record and a demonstrated enthusiasm for the rigorous pursuit of scientific public health knowledge is encouraged to apply. Although a previous graduate degree is not required, applicants should have successfully completed coursework in introductory statistics or quantitative methods. Preference will be given to applicants who have either some relevant work experience or graduate-level work in their desired primary field of study.

APPLICATION PROCESS

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

OUR COMMUNITY: COMMITTED, ACCOMPLISHED, COLLABORATIVE

As a PhD in population health sciences candidate, you will be part of a diverse and accomplished group of students with a broad range of research and other interests. The opportunity to learn from each other and to share ideas both inside and outside the classroom will be one of the most rewarding and productive parts of the program for any successful candidate. The program in population health sciences provides these opportunities by sponsoring an informal curriculum of seminars, a dedicated student gathering and study area, and events that will enhance your knowledge, foster interaction with your peers, and encourage you to cooperatively evaluate scientific literature, while providing a supportive, collaborative community within which to pursue your degree.

As members of both the Harvard T.H. Chan School of Public Health and the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences communities, students have access to the Cambridge and Longwood Medical Area campuses. Students also qualify for affordable transportation options, access to numerous lectures and academic seminars, and a wealth of services to support their academic and personal needs on both sides of the Charles River.

LEARN MORE Population Health Sciences Harvard T.H. Chan School of Public Health www.hsph.harvard.edu/phdphs

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• Camille R. Quinn, PhD, AM, LCSW
• Justine Wu, MD, MPH
• Kelly Aschbrenner, PhD
• Kim N. Danforth, ScD, MPH
• Loreto Leiva, PhD
• Marie Brault, PhD
• Mary E. Cooley, PhD, RN, FAAN
• Meganne K. Masko, PhD, MT-BC/L
• PhuongThao D. Le, PhD, MPH
• Rebecca Lobb, ScD, MPH
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• Caroline Silva, PhD
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• Hans Oh, PhD
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• Jammie Hopkins, DrPH, MS
• Joe Glass, PhD MSW
• Karen Whiteman, PhD MSW
• Katie Schultz, PhD MSW
• Rose Molina, MD
• Uriyoán Colón-Ramos, ScD MPA
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About the PhD in Biochemistry and Molecular Biology Program

In the Biochemistry and Molecular Biology PhD program, faculty, and students work together to increase knowledge of the biochemical and molecular bases of normal and abnormal cellular processes. Our program trains students to be successful independent scientists and gives them the knowledge, research training, and leadership skills to continue to provide new insights into the biomedical issues that have a profound impact on public health.

Students engage in a rigorous course curriculum and a range of structured and informal activities outside the classroom and lab to build their skills. They will pursue their thesis research in the lab of one of our over forty training faculty across the Johns Hopkins Bloomberg School of Public Health and the Johns Hopkins School of Medicine.

Visit our dedicated PhD program website to learn more about the diverse research training opportunities of the program.

PhD in Biochemistry and Molecular Biology Program Highlights

Our position within the School of Public Health provides a unique setting in which students learn how biochemistry, molecular biology, physical chemistry, cell biology, and genetics can be used to solve significant problems in public health and medicine. Our program offers:

• Training faculty from across the School of Public Health and the School of Medicine
• A strong grounding in the science of biomedical and public health research through a core curriculum that includes courses taught by leading experts from the Schools of Public Health and Medicine
• Training outside the lab and classroom in key skills such as communications and leadership
• Opportunities to build strong communications skills through a range of speaking venues including journal club, research colloquium, department retreats, and national meetings
• Access to the Johns Hopkins School of Medicine Professional Development and Career Office , offering excellent career services and professional development,  including the BMB-required OPTIONS program, a guided process of career exploration for paths from medicine to biotech to academia and beyond for careers paths from medicine to biotech to academia and beyond
• Opportunities to participate in community service and outreach, with a focus on our East Baltimore neighborhoods, through the Johns Hopkins University community engagement and service-learning center, SOURCE

Training faculty across the School of Public Health and the School of Medicine

Schools that students can take courses in: Public Health, Arts & Sciences, Medicine, and Engineering

Two-month rotations in the first year prior to selecting thesis lab

Average number of incoming students in the BMB PhD degree program each year

What Can You Do With a PhD In Biochemistry And Molecular Biology?

The Biochemistry and Molecular Biology PhD program prepares students for a range of biomedical and health sciences careers, including in academia, industry, policy, and beyond. Visit the Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Sample Careers

• Research Scientist
• Science Policy Adviser
• Biotech Executive
• Senior Scientist
• Patent Lawyer
• Science Policy Analyst/Advocate
• Science Writer/Journalist
• Biological Sciences Teacher

Topic Areas

The BMB PhD program faculty conduct research to gain new insights into the cellular and molecular mechanisms underlying normal and abnormal cellular processes, and their relevance as targets for improving health and treating disease. Our training program places particular emphasis on mechanistic approaches to research problems.

Common topic areas within our faculty's diverse research interests include:

• Biophysics and Structural Biology
• Cancer Biology
• Chemical Biology and Proteomics
• Cell Biology
• Cellular Stress and Cell Signaling
• Genetics, Genomics, and Gene Regulation
• Immunology and Infectious Diseases
• Translational Research

Curriculum for the PhD in Biochemistry and Molecular Biology

The BMB PhD offers students a rigorous course curriculum, including a set of common core classes from the Schools of Public Health and Medicine. A rich array of seminar programs and journal clubs are also available to all students.

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue  and explore all course offerings in the Bloomberg School  Course Directory .

Courses in core curriculum

Minimum elective credits

Seminars on current research presented by experts from across Johns Hopkins and other biomedical research institutions

Courses available across Johns Hopkins Schools of Public Health, Medicine, and Arts and Sciences

Admissions Requirements

For the general admissions requirements see our How to Apply page. The specific program also requires:

Prior Work Experience

Laboratory research experience (from academia, industry, etc.) is required

Prior Coursework

Strong background in the sciences, particularly in chemistry, biochemistry, or biology

Standardized Test Scores

Standardized test scores (GRE) are optional for this program. The admissions committee will make no assumptions if a standardized test score is omitted from an application, but will require evidence of quantitative/analytical ability through other application components such as academic transcripts and/or supplemental questions.  Applications will be reviewed holistically based on all application components.

Program Faculty Spotlight

Ashani T. Weeraratna

Ashi Weeraratna, PhD, studies how cancer cells move to distant sites and how changes in the normal cells around a tumor contribute to their movement, especially as we age.

Michael J. Matunis

Michael Matunis, PhD, studies how protein modification by SUMO—the small ubiquitin-related modifier—drives changes in key cellular pathways from stress response to DNA repair.

Jennifer M. Kavran

Jennifer Kavran, PhD, MS, MPhil, is a biophysicist who investigates how cells communicate with each other and their environment.

Danfeng Cai

Danfeng Cai, PhD, combines advanced microscopy, genomics, and proteomics to tease out the functions of protein condensates in cells, with a focus on cancer.

Vivien Thomas PhD Scholars

The  Vivien Thomas Scholars Initiative (VTSI)  is an endowed fellowship program at Johns Hopkins for PhD students in STEM fields. It provides full tuition, stipend, and benefits while also providing targeted mentoring, networking, community, and professional development opportunities. Students who have attended a historically Black college and university (HBCU) or other minority serving institution (MSI) for undergraduate study are eligible to apply. To be considered for the VTSI, you will need to submit a SOPHAS application, VTSI supplementary materials, and all supporting documents (letters, transcripts, and test scores) by December 1 , 202 3 . VTSI applicants are eligible for an application fee waiver , but the fee waiver must be requested by November 15, 202 3 and prior to submission of the SOPHAS application.

All full-time PhD students receive the following support for all years of the program: full tuition and fees, individual health insurance, University Health Services fee, vision insurance, dental insurance, and a stipend for living expenses for students who remain in good academic standing. PhD students are required to serve as a teaching assistant for at least one term, in either their 2nd or 3rd year.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU starting in Fall 2023 or beyond can apply to receive a $1500 need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help.

Mike Matunis, PhD PhD Program Director

Roza Selimyan , PhD BMB Executive Director for Academic Affairs and Education Programs

Erika Vaitekunas Administrative Specialist

[email protected]

Compare Programs

• Check out similar programs at the Bloomberg School to find the best fit.
• Master of Science (ScM), Offered by BMB
• Master of Health Science (MHS), Offered by BMB
• Master of Health Science (MHS), Offered by MMI
• Doctor of Philosophy (PhD), Offered by MMI
• Master of Health Science (MHS) in Environmental Health
• Doctor of Philosophy (PhD) in Environmental Health

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UCLA Graduate Programs

Doctoral Studies

The doctoral experience.

We offer six types of doctoral degrees in over eighty fields of study. Most of our doctoral degrees are PhDs; we also offer a Doctor of Education, Doctor of Environmental Science and Engineering, Doctor of Public Health, Doctor of Musical Arts, and Doctor of Nursing Practice.

COMPLETE COURSEWORK AND OTHER REQUIREMENTS

Doctoral programs vary widely in the number of required courses as well as additional requirements. Most programs use the first year to prepare students for their chosen field. Some programs conduct an end-of-the-year exam for each first-year cohort, while others evaluate student by courses, papers, and projects completed in that first year. In addition to being assigned a Student Affairs Officer (SAO) by your program, you’ll also mutually choose your Faculty Advisor. Generally this is a natural process where a student’s and a faculty member’s interests and areas of specialization align. This relationship is an important one, which lasts well beyond a student’s tenure at UCLA. In your first year, you’ll take courses with a wide variety of faculty and make lasting friendships with your cohort.

• Registration & Enrollment

FIND FORMS FOR DOCTORAL STUDENTS

We’ve assembled all UCLA-wide forms that may be useful to a graduate student on a Master’s track in one place:  Forms for UCLA Doctoral Students . Your specific program may provide additional forms for your use. Here are some of the most common.

• Language Petition
• Nomination of Doctoral Committee
• Reconstitution of Doctoral Committee
• Graduate Degree Petition
• Leave of Absence
• In Absentia

KNOW YOUR PROGRAM REQUIREMENTS

To keep on track, a Doctoral student must meet specific requirements for a student’s program.

Type the name of your program to jump straight to its requirements:

Your Program Requirements cover most things a current student needs to know in order to graduate on time.  Our FAQs  answers a few common questions about program requirements. Any outstanding questions can be answered by your program through their website or from your Student Affairs Officer (SAO).

If your program offers a Master’s Degree along the path toward a Doctorate, you’ll be required to initiate a specialized process and meet criteria specific to your program.

NOMINATE YOUR DOCTORAL COMMITTEE

During your second or third year, you’ll begin assembling (nominating) your Doctoral Committee. Your committee is comprised of 4 or more faculty members (3 or more faculty members for professional (non-Ph.D.) doctoral committees) who are experts in your field who can guide you in your research. Some committee members will be on-campus while a few may be located at another academic institution. All committee members will be responsible for reviewing your work periodically, advising you on your direction and independent research, assessing your university oral qualifying exam, and approving your dissertation.

On occasion, your committee will fall out of compliance, in which case you’ll be required to  reconstitute your Doctoral committee . Common reasons include when one of your committee members leaves her or his post at UCLA or when you or a current committee member decides that you’ll benefit more by working with a different faculty member.

For more about your doctoral committee, see the Graduate Council’s guide  Graduate Student Academic Rights and Responsibilities  and  Standards and Procedures for Graduate Study at UCLA .

• Minimum Standards for Doctoral Committee Constitution
• Professional (Non-Ph.D.) Doctoral Committee Policy
• Nomination of Doctoral Committee
• Reconstitution of the Doctoral Committee and/or Change in Final Oral Examination Requirement

ADVANCEMENT TO CANDIDACY

Becoming a doctoral degree candidate is not a given. The first phase of your doctoral program is supervised by a faculty advisor or guidance committee. Your program will administer the written, and in some cases the program’s oral qualifying, exam after you complete courses and other preparatory work recommended or required by your program

Your doctoral committee may also require additional written exams. Only upon satisfactory completion of the written and oral qualifying requirements may you advance to candidacy. A student must also have met language requirements for advancement. This accomplishment generally happens between your second and fourth year.

CONTINUE PROGRESS TOWARD YOUR DOCTORAL DEGREE

With the guidance of your Doctoral Committee, you’ll conduct fieldwork, research, writing, and independent study all the way up through your dissertation.

While you’re completing your degree, keep an eye on your future. Be sure to participate in the great career and professional development events and resources at UCLA.

DEFENDING YOUR DISSERTATION

Some programs require you to present your dissertation to your doctoral committee in a time-honored event called the final oral examination (or final defense). To find out if your program has this requirement, consult your program requirements for the year you were admitted (see KNOW YOUR PROGRAM REQUIREMENTS above).

FILE YOUR DISSERTATION

You will complete an approved doctoral dissertation that demonstrates your ability to perform original, independent research and constitutes a distinct contribution to knowledge in your principal field of study.

CELEBRATE YOUR GRADUATION

Doctoral Degrees are awarded four times a year, and are integrated into a single commencement—called the Doctoral Hooding Ceremony—held once each year at the beginning of June.  UCLA Graduate Commencement for Doctoral Students  is where you’ll find info about tickets, locations, schedule, parking, and dress code (including caps and gowns). For information on commencement ceremonies hosted by various graduate departments and programs, search for your program on this year’s schedule .

YOUR FUTURE

Once you graduate, our support continues. You’ll find great resources, guidance, career support, and opportunities to network with fellow graduates through  UCLA’s Alumni Association .

To network with fellow alumni and learn about meetups and events, like our UCLA Alumni Facebook page . and follow UCLA Alumni on Twitter .

Science Education PhD

Doctor of philosophy in science education.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

Doctor of Philosophy

• Points/Credits: 75
• Entry Terms: Fall

Application Deadlines

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the tc catalog (ay 2023-2024).

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

This degree program is designed to prepare students for leadership in science education. The program includes advanced preparation in science to develop both breadth and depth in science subject matter background. Preparation in research methods in science education, as well as study of recent developments in the broad field of professional education, is included in the program. Students should refer to the bulletin, Requirements for the Degree of Doctor of Philosophy, available from the Office of Doctoral Studies, for information on admission, residence, certification, examinations, and the dissertation.

The general requirement is for a minimum of 75 points of approved graduate credit, at least 45 points of which must be taken through Teachers College registration. In order that candidates become familiar with recent investigations in the broad fields of professional education, each program will include one or more courses in the nature of education and the nature of persons and the learning process.

In total, a minimum of 75 course points is required: A minimum of 15 points in breadth of science content courses, 15 points in core science education courses, 12 points in professional education courses, 12 points in research methodology courses, 3-6 points in technology courses, and 6 dissertation study points. This leaves a remaining 12-15 points of optional studies to be determined in consultation with the advisor.

Dissertation Requirements

In addition to all other guidelines, it should be noted that the dissertation must be a research thesis based on a theoretical rationale and must exhibit thorough and comprehensive mastery of a research discipline.

• View Other Degrees

Program Director : Dr. Felicia Mensah M.A. Advisors: Dr. Jessica Riccio & Dr. Denise Mahfood

Teachers College, Columbia University 412 Zankel Building

Phone: (212) 678-8174 Fax: (212) 678-8145

Email: tcscience@tc.edu

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• Entomology M.S & Ph.D.

Master of Science (M.S.)

Doctor of philosophy (ph.d.).

Apply Now Visit Campus

Form a deep understanding of the world of insects with a M.S. or Ph.D. in entomology

Interested in advanced studies of insects? Want to better understand the ecology, evolution, biology and classification of some of the world’s most interesting creatures? Furthermore, do you want to complete unprecedented research and fieldwork?

The University of Wyoming is here to facilitate those goals. Entomology graduate students have access to state-of-the-art equipment, notable faculty and impressive research opportunities.

Program Details

Tuition and Fees

Please visit our cost of attendance page

Department of Ecosystem Science and Management

Program Requirements

M.S. Curriculum & Courses Ph.D. Curriculum & Courses

Learn More About the Entomology Graduate Programs

Program overview, curriculum & courses, faculty spotlight.

The University of Wyoming’s entomology graduate programs are highly interdisciplinary, collaborative and field-based.

Throughout their degree programs, students are given opportunities to work with visiting scientists and other students to research different foci and collect data on insects across the world.

Entomological students at the University of Wyoming focus on biodiversity, integrated pest management, statistical analysis and more.

Courses in each of these areas help students understand the widespread effects insects have on agriculture, human health and the functioning of ecosystems.

Learn about each graduate program below.

M.S. Program:

Thesis Track: This track requires the university's minimum degree requirements and an oral examination.

Non-thesis Track (not Ph.D. eligible): This track is a terminal degree program that requires 30 credit hours of graduate credit — including 9 credit hours of required courses, 11 credit hours of required electives, and 10 credit hours of other electives. Students completing this option will not qualify for a subsequent Ph.D. program at the University of Wyoming.

Regardless of track, the M.S. in entomology requires 30 credit hours (at least 12 from entomology) to be approved by the student’s graduate advisory committee and an approved research plan.

View complete M.S. in entomology curriculum details .

Ph.D. Program:

This program requires 72 credit hours (at least 12 from entomology) — including credits earned during a master’s degree — that are approved by the student’s graduate advisory committee and an approved research plan.

Candidates must complete the minimum requirements for the Doctor of Philosophy degree. They must additionally complete a preliminary examination (written and oral) covering knowledge related to the discipline and an oral final examination.

View complete Ph.D. in entomology curriculum details .

University of Wyoming entomologist Scott Shaw and colleague Eduardo Shimbori gained a moment of fame by naming several newly discovered South American insect species for celebrities — including a wasp for singer and musician Shakira (Aleiodes shakirae).

Learn about the Shakira wasp ’s naming process and its exhibition in Denmark.

What can you do with an entomology degree?

Entomological studies at the University of Wyoming focus on biodiversity, integrated pest management, statistical analysis and modeling, and more.  Understanding the biology, ecology and classification of insects is crucial to understanding the widespread effects insects have on agriculture, human health and the functioning of ecosystems.

Entomology Careers

Here are some of the job titles that UW entomology graduates have held:

• Plant Health Safeguarding Specialist
• Biological Control Specialist
• Aquatic Ecologist
• State Survey Coordinator
• Research Assistant
• Water Resource Planner
• Greenhouse Supervisor
• Plant Genetics Lab Technician
• Horticulture Program Coordinator
• Greenhouse Coordinator

Entomology Graduate Program Highlights

Entomology students have the opportunity to perform research, use state-of-the-art equipment and learn alongside notable faculty.

Here are a few of the things you can expect as part of the entomology graduate program:

Access to the Insect Museum

The University of Wyoming Insect Museum is the only research collection of insects in the state of Wyoming. Holdings are estimated at more than one million specimens.

The museum, collection and educational galleries are used as research tools for UW graduate students, faculty and visiting researchers.

Notable Faculty

Dr. Scott Shaw leads UW's entomology program. He is renowned for studying parasitic wasps throughout the world, including in South America.

Research Opportunities

Entomology students have the opportunity to participate in independent studies and perform research using state-of-the-art microscopes.

The research opportunities can lead to exciting and unprecedented discoveries. In 2022, students worked with Dr. Scott Shaw to identify and name a new wasp species.

LLoyd-Kumar Graduate Fellowship

Graduate students are eligible for the esteemed Lloyd-Kumar Graduate Fellowship in Entomology — named for John E. Lloyd, Ph.D ., an accomplished entomologist and professor at the University of Wyoming.

Related Programs

Interested in an entomology graduate program? These programs may also be of interest to you:

• Reclamation/Restoration Ecology Graduate Certificate
• Insect Biology/Entomology Graduate Study Minor
• M.S. in Entomology and Water Resources
• M.S. in Rangeland Ecology and Watershed Management
• M.S. in Soil Science
• Ph.D. in Ecosystem Science and Management/Applied Economics

We're Eager to Help!

Ecosystem Science and Management

Agriculture Building 2013

Department #3354

1000 E. University Ave.

Laramie, WY 82071

Phone: (307) 766-2263

Email: [email protected]

Master of Science in Nursing (MSN) Overview

NurseJournal.org is committed to delivering content that is objective and actionable. To that end, we have built a network of industry professionals across higher education to review our content and ensure we are providing the most helpful information to our readers.

Drawing on their firsthand industry expertise, our Integrity Network members serve as an additional step in our editing process, helping us confirm our content is accurate and up to date. These contributors:

• Suggest changes to inaccurate or misleading information.
• Provide specific, corrective feedback.
• Identify critical information that writers may have missed.

Integrity Network members typically work full time in their industry profession and review content for NurseJournal.org as a side project. All Integrity Network members are paid members of the Red Ventures Education Integrity Network.

Explore our full list of Integrity Network members.

• What Can I Do?

How to Get an MSN

• Admission Requirements
• Core Concepts
• What to Expect
• BSN vs. MSN

Are you ready to earn your online nursing degree?

Master of Science in Nursing (MSN) Degree at a Glance

• Average Program Length: 1-2 years
• Average Credits Required: 36 to 60
• Average Annual Salary: $103,000 (Payscale, February 2024)
• Offered Online? Partially
• Clinical Hours Required? Yes
• Program Traits: Advanced clinical skills, leadership and management, research, health policy, and ethical, legal, and communication skills

A master of science in nursing (MSN) is an advanced degree for registered nurses wanting to specialize in management, education, or clinical practice.

An MSN enhances your clinical skills, leadership capabilities, and research proficiency, helping you pursue higher-level positions and increased salaries.

Popular Online MSN Programs

Learn about start dates, transferring credits, availability of financial aid, and more by contacting the universities below.

What Can I Do With an MSN Degree?

With an MSN degree, you can work with various patient populations in different settings. An MSN degree opens the door to advanced roles and increased salary potential.

Graduates can pursue various careers specializing in family care, psychiatry, pediatrics, gerontology, policy, and research:

• Nurse Practitioner

Clinical Nurse Specialist

Nurse educator.

• Nurse Administrator
• Health Policy Expert
• Nurse Consultant
• Clinical Research Nurse

MSN graduates are prepared to lead, educate, and innovate within the healthcare sector. They can have a significant impact on patient outcomes and the nursing profession.

Specialized MSN Tracks

Specialized MSN programs enable candidates to focus on specific areas of care. These specializations prepare graduates for advanced practice registered nurse (APRN) roles addressing various patient needs and advancing healthcare delivery using specialized expertise and skills.

Certified Nurse Midwife

These APRNs specialize in childbirth, reproductive health, and gynecological care. They provide holistic and supportive care throughout pregnancy, labor, and postpartum.

Family Nurse Practitioner

Family nurse practitioners offer comprehensive healthcare across the lifespan. They diagnose and treat a variety of acute and chronic health conditions while emphasizing disease prevention and health management.

Nurse Anesthetist

Certified registered nurse anesthetists (CRNAs) provide care before, during, and after the administration of anesthesia and surgical procedures. They protect patient safety and comfort in a variety of healthcare settings. Note that a doctor of nursing practice is required to become a CRNA.

Nurse educators help shape the future of nursing by teaching and mentoring students. They collaborate with colleagues to develop curricula and promote evidence-based practice in academic and clinical settings.

Psychiatric Nurse Practitioner

These APRNs specialize in diagnosing and treating mental health disorders. They provide therapy, prescribe medications, and implement behavioral health therapies across the lifespan.

A CNS focuses on improving patient outcomes and health delivery within a specialized area of practice, such as pediatrics, oncology, geriatrics, and women’s health.

How Much Will I Make With a Master’s Degree in Nursing?

$8,580 Monthly

$103,000 Annually

Source: Payscale

• Step 1: Decide on the Type of MSN Program
• Step 2: Find an MSN Program
• Step 3: Apply to MSN Programs
• Step 4: Secure Funding for MSN Programs
• Step 5: Attend MSN Classes
• Step 6: Graduate with an MSN

Admission Requirements for a Master in Nursing Program

The length of an MSN varies depending on whether you attend full-time or part-time and the specialization you choose. Admission requirements to a program can vary by institution. However, there are several general requirements, including:

Undergraduate Credits

Most programs require a bachelor of science in nursing (BSN) degree from an accredited institution. However, some allow nurses with an ADN to obtain their BSN and MSN in the same program; others allow those with a bachelor’s degree in another field who meet specific coursework prerequisites.

Transcripts

Official transcripts from all undergraduate and postgraduate coursework.

Application Materials

These can include a completed application form, personal statement, letters of recommendation, and resume.

Minimum GPA

Most programs require a minimum GPA, but some will compromise when applicants meet other criteria.

Test Scores

Most programs no longer require test scores, but some require GRE or GMAT scores.

Core Concepts in a Master in Nursing Program

An MSN program covers the skills and competencies needed for advanced nursing practice, leadership, and specialized care. Graduates can pursue roles that demonstrate a deep understanding of the complexities of healthcare and the ability to improve patient and system outcomes. Core concepts of an MSN program often emphasize advanced clinical skills, patient care, healthcare policies, ethics, and evidence-based practice.

• Advanced Pharmacology: Understanding the use and effect of drugs in advanced practice.
• Pathophysiology: The study of physical and biological abnormalities in disease.
• Health Assessment: Advanced skills in assessment, including physical and psychological aspects.
• Nursing Ethics: Ethical issues and decision-making.
• Healthcare Policy: Analysis and implications of healthcare policy on practice and patient outcomes.
• Leadership: Strategies for leading teams and improving healthcare delivery systems.
• Research Methods: Techniques for conducting and applying research to improve patient care.

Clinical & Lab Components in an MSN Program

MSN programs require students to complete a certain amount of clinical hours to graduate. Online MSN programs have similar requirements. Clinical Hour practicum requirements vary greatly from specialty to specialty.

• Nurse Practitioner: 500-600 hours
• Clinical Nurse Specialist: 600+ hours
• Nurse Midwife: 1,000 hours
• Certified Registered Nurse Anesthetist Programs: 2,500 hours + administering of 800 anesthetics

What to Expect From an Online MSN Program

Traditional and online MSN programs often offer flexibility and accessibility for working professionals. However, students can expect more flexible scheduling in an online MSN format . The didactic component is typically all online and asynchronous, allowing candidates to absorb theoretical and knowledge-based content in self-paced study.

Most online MSN programs use a hybrid approach, including online learning and in-person labs and clinical rotations . Online MSN programs typically use an interactive learning platform to support discussion forums, video lectures, and virtual simulations.

Earning a BSN vs. an MSN

Earning a bsn.

• The BSN is designed to educate aspiring nurses. Students must commit to four years of rigorous study, and many find it difficult to work full time while in school.
• Coursework is designed to develop critical thinking. The study of natural and social sciences, public health, research techniques, and communication teaches nurses how to make informed decisions about patient care.
• Undergraduate programs focus on preparing nurses to work in a variety of clinical settings. Most practicums are designed to expose students to direct patient care, emphasizing general technique and nursing best practices.

Pros to Accelerated BSN

Cons to accelerated bsn, earning an msn.

• Many working nurses complete the master’s degree in nursing in two years without leaving their full-time jobs.
• Master’s degree in nursing candidates can choose study tracks focusing on specialized nursing topics like gerontology, anesthesia, or sports medicine. Nurses interested in nonclinical roles can focus on management, informatics, or nursing education.
• In a master’s degree in nursing program, candidates are exposed to a workplace environment that correlates with their chosen specialization. Hands-on experience allows candidates to put their knowledge of advanced theory into practice.

Pros to Accelerated MSN

Cons to accelerated msn.

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11 Knights Earn NSF Graduate Research Fellowship Recognitions for 2024

The U.S. National Science Foundation Fellowship helps students continue research-based master’s and doctoral degrees at accredited U.S. institutions.

By Ryan Randall | May 23, 2024

Five Knights have earned the most prestigious STEM research fellowship in the United States. Another six have earned honorable mentions for the award.

Five UCF alums have received U.S. National Science Foundation (NSF) Graduate Research Fellowships (GRF), which supports outstanding graduate students in STEM disciplines who are pursuing research-based master’s and doctoral degrees at accredited U.S. institutions. The five-year fellowship includes three years of financial support with an annual stipend of $37,000 and a cost of education allowance of $16,000 to the institution. Each award is valued up to $159,000.

“This is a campuswide achievement that could not be possible without the support of faculty like [Associate Professor of Writing and Rhetoric] Laurie Pinkert, and other academic support offices such as Honors Research and Academic Advancement Programs,” says Morgan Bauer, director of the Office of Prestigious Awards in UCF’s Burnett Honors College.

The Knights who are named fellows are:

Laurie Agosto ’19 Applied sciences alum with a biology minor College of Undergraduate Studies College of Sciences

Saoulkie Bertin ’23 Interdisciplinary studies alum with a medical anthropology minor and anthropology of global health certificate Burnett Honors College College of Undergraduate Studies College of Sciences

Stephen Staklinski ’20 Biomedical sciences alum Burnett Honors College College of Medicine

Andres Torres ’08 Aerospace engineering alum College of Engineering and Computer Science

Stephanie Washburn ’24 Psychology alum with a statistics minor Burnett Honors College College of Sciences

Those who received honorable mentions are:

Rachel Cooper Psychology doctoral student College of Sciences

Michael Kwara ’22 Mechanical engin eering alum; mechanical engineering master’s student Burnett Honors College College of Engineering and Computer Science

Andrea Mullin Psychology student Burnett Honors College College of Sciences

Fahad Nabid ’23 Aerospace engineering alum Burnett Honors College College of Engineering and Computer Science

Sachin Shah ’22 Computer science alum Burnett Honors College College of Engineering and Computer Science

Nyle Siddiqui Computer science doctoral student College of Engineering and Computer Science

For some graduates, such as Bertin and Washburn, the journey to the fellowship was assisted through their involvement with the Ronald E. McNair Scholars Program, a U.S. Department of Education program that aims to increase the attainment of doctoral degrees by students from underrepresented segments of society.

Through the McNair Scholars Program, Bertin conducted summer research at John Hopkins University and participated in a global health internship in Puerto Rico while she earned a degree in interdisciplinary studies at UCF.

In 2021, Bertin led a point-of-sale task force in promoting a healthier and tobacco-free county through a collaboration between UCF and the Florida Department of Health (FDOH) in Orange County. For her work, she received the FDOH Health Equity Hero Award, which recognizes public health individuals in the community. The work also led to a thesis in 2023 examining the culture of local activist groups in Central Florida and their influence nicotine-related policy change, using data collected through participant observation and semi-structured interviews with activist group members, key actors, and nicotine users in Volusia County and Orange counties.

As an incoming global and sociocultural sciences doctoral student at with Florida International University, she will further her research interests at the intersection of climate change and the intricate interplay of government and industry policies concerning food, tobacco/nicotine, and their health implications.

“I like community-engaged research, so [I] definitely [have done] a lot of volunteering in the community [and] I know that can help inform my research in the long term,” Bertin says.

While at UCF, Washburn, a psychology major with a specialization in neuroscience, mainly investigated identity research, which examines how one’s characteristics can ultimately shape resiliency and adaptation in the face of trauma. In particular, her work explored identity’s impact on executive functions, which are dominated by the prefrontal cortex and consist of planning and time organization.

Her research led her to studying at MIT, as well as a TEDx talk, titled The Kaleideoscope of You . As part of the GRF, she has been accepted to the University of Florida, where she’ll be a doctoral candidate in psychology and will focus on furthering her research on Alzheimer’s disease.

“As populations get older, we’re striving for keeping them independent and we don’t really know how. That drove me more toward the aging side of things,” Washburn says. “My grandmother also passed away with Alzheimer’s disease, so there’s a personal motivation as well, in addition to the fascination with neuroscience.”

The McNair Scholars Program not only provided students like Bertin and Washburn with research opportunities, but also support and guidance to apply for the NSF fellowship, ultimately taking their studies even further.

“For me, I needed something outside to push me and empower me to apply, and that was my mentor, [Associate Professor of Anthropology] Shana Harris,” Bertin says. “She and the director of the McNair program, [Michael Aldarondo-Jeffries], told me ‘I think you’d be a good fit.’ Now, if there’s an opportunity and I don’t think I fit, I shrug it off and apply because the worst thing they can say is ‘no.’ Not applying is an automatic no.”

Those interested in the NSF Graduate Research Fellowship program and other opportunities, please reach out to the Office of Prestigious Awards at [email protected] .

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Osamah Dehwah: BOLD service from tutor to PhD graduate

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“When I started my PhD at CU Boulder in 2018, I was looking for a place where I could teach and hone in those skills,” said Dehwah, “and was introduced to BOLD. The diversity and welcoming manner of the Center impressed me from the beginning.” 

That environment immediately drew Dehwah and felt a strong affinity to give back to aspiring engineers through their learning. 

“Osamah has been an instrumental member of the BOLD community and supported hundreds of undergraduate engineering students in academic tutoring,” said Chantal Baca, Academic Services Program Manager. 

“His joy, passionate teaching and engineering intelligence has served the student and staff community greatly,” said Baca.  

Since 2019, he has tutored numerous courses in physics, calculus, differential equations, fluid mechanics, statics, structural analysis, construction management and more. 

“Osamah is such an important example of a student leader in BOLD and the commitment to our community,” said Amy Moreno-Sherwood, director of the BOLD Center.

Moreno-Sherwood added how pivotal Dehwah has been in ensuring high-quality tutoring for a number of years and sought new opportunities for undergraduate students. 

“We’re very grateful Osamah has been willing to lead exam preparation and study sessions for the BOLD community,” said Moreno-Sherwood. 

Dehwah earned his PhD this spring coming full circle with his academic journey. Later this year, he will work at NIST and while pursuing a postdoc in civil engineering at John Hopkins University regarding durability of concrete materials.

We sat down with Dehwah to reflect on his CU Engineering experience and service with the BOLD Center. 

How did your academic journey begin? My interest in science and knowledge was nurtured by my family. My father is a professor and I have three siblings with PhDs. I was raised in the esteemed scientific and research environment of King Fahd University of Petroleum and Minerals in Saudi Arabia, where I completed both my bachelor’s and master’s degrees. I enjoyed the privilege of interacting with many world-class researchers throughout my life and this has played a major role in shaping my interests in research and academia.

How did you first get involved at the BOLD Center? I asked my colleagues about programs or departments where I could share my experience and knowledge for STEM. So, I began my journey at the BOLD Center in January 2019, and more than five years later, I’ve been so grateful for the experience!

What aspects of the BOLD Center are meaningful to you? Tutoring is the most important aspect for me, as I believe teaching is a noble profession. Despite the wealth of knowledge available online, the need for teachers and in-person instruction remains crucial. The experiences and outcomes of in-person teaching differ significantly from online methods and this varies across different fields. As a result of my passion for education, I served as a lead tutor for the Center and as a teaching assistant for a scholarship program. I was involved in the tutors’ hiring process, particularly in advancing interview processes to ensure high-quality tutoring. 

Moreover, the competitive scholarships provided for underrepresented students in engineering are both encouraging and greatly assist students in need. These scholarships open doors for students offering them opportunities in higher education and career advancement they might not have had otherwise.

What about civil engineering fascinates you? Everywhere you go, you’re in the hands of civil engineers. From the houses we live in to the hospitals we rely on and the roads we travel to the bridges that connect our cities — civil engineering is an omnipresent and fascinating field. It demands critical thinking and a deep understanding of engineering principles. 

In your opinion, what is an important aspect with civil engineering?  One of the most pressing global challenges in this field is the durability of concrete. Inadequate concrete rehabilitation can lead to severe issues like cracking and, consequently, structural failure. This significant problem sparked my interest in specializing in structures and materials with a particular focus on concrete durability. My goal is to contribute to longer-lasting structures that can withstand the test of time.

What are your research interests within civil engineering?  My research interests lie at the intersection of science and engineering with a particular focus on concrete materials and computational mechanics. One of the primary objectives of my research is CO2 sequestration, an area where I have already made contributions through a published paper in the American Society of Civil Engineers’ Journal of Engineering Mechanics. This work examines the long-term performance of cementitious materials in the context of CO2 sequestration, where a new approach was introduced to rehabilitate concrete by injecting nanoparticles using electric currents.

I am committed to advancing the development of durable construction materials. My research delves into understanding the long-term performance of concrete and the intricate interplay between humidity, temperature and transport properties. By identifying and implementing mitigation techniques, I aim to enhance the durability of concrete structures. In addition, I have authored scholarly articles in this field — concrete durability — and its implications for sustainable infrastructure.   How do you hope your research in concrete durability can impact society?  The impact of my research extends beyond academia to society at large. Concrete is among the most widely used materials in construction and enhancing its durability can contribute significantly to environmental sustainability. By reducing the need for frequent repair and rehabilitation, durable concrete not only conserves Earth’s resources, but also minimizes costs associated with infrastructure upkeep. My research endeavors strive to address critical challenges in construction materials and contribute to a safer, more sustainable built environment.

Who are some individuals who have supported you along the way? My father, Professor Hamoud Dehwah, has always been my role model and source of inspiration. Following in his footsteps, I chose a career in the same field. Now, as I finished my PhD in civil engineering, I am profoundly grateful for this path. My gratitude also extends to my mother and siblings, who have always been encouraging, providing emotional support that buoyed me through challenging times. I owe thanks to my advisor, Professor Yunping Xi and the Department of Civil, Architectural & Environmental Engineering for their consistent assistance. I am also grateful to my brother, Dr. Ammar Dehwah, my companion on this journey, as we pursued our PhDs together in the same department at CU Boulder. 

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