phd education stanford

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Ph.D. Program

The Stanford English department has a long tradition of training the next generation of scholars to become leaders in academia and related fields. Our Ph.D. program encourages the production of ambitious, groundbreaking dissertation work across the diverse field interests of our prestigious faculty.

Fusing deep attention to literary history with newer approaches to media, technology, and performance, our department carefully mentors students in both scholarship and pedagogy through close interaction with faculty. Our location on the edge of the Pacific and at the heart of Silicon Valley encourages expansive, entrepreneurial thinking about the interpenetration of arts and sciences.

Program Overview

The English Department seeks to teach and promote an understanding of both the significance and the history of British and American literature (broadly defined) and to foster an appreciation of the richness and variety of texts in the language. It offers rigorous training in interpretive thinking and precise expression. Our English graduate program features the study of what imaginative language, rhetoric, and narrative art has done, can do, and will do in life, and it focuses on the roles creative writing and representations play in almost every aspect of modern experience. Completing the Ph.D. program prepares a student for full participation as a scholar and literary critic in the profession.

Financial Support

We offer an identical five-year funding package to all admitted students with competitive funding available for a sixth year. Funding covers applicable tuition costs, Stanford Cardinal Care health insurance, and living expenses in the form of direct stipend, teaching assistantships or pre-doctoral research assistantships. The department, in conjunction with the School of Humanities and Sciences, is also committed to supporting students' involvement in professional activities and funds many of the expenses for research travel, summer language study, and participation in academic conferences. Student housing is not included in the funding package.

In addition to our standard doctoral funding package, the Office of the Vice Provost for Graduate Education (VPGE) provides competitive funding to support individual doctoral students, student groups, and department-based projects. VPGE funding opportunities promote innovation, diversity, and excellence in graduate education. Explore their doctoral  fellowship  and other student  funding  opportunities.

The  Knight-Hennessy Scholars  program cultivates and supports a highly-engaged, multidisciplinary and multicultural community of graduate students from across Stanford University, and delivers a diverse collection of educational experiences, preparing graduates to address complex challenges facing the world. Knight-Hennessy Scholars participate in an experiential leadership development program known as the King Global Leadership Program and receive funding for up to three years of graduate study at Stanford. Two applications must be submitted separately; one to Knight-Hennessy and one to the Stanford English graduate degree program by its deadline. Please refer to the Knight-Hennessy Scholars program page to learn more and apply.

Teaching Requirements

One pedagogical seminar and four quarters of supervised teaching. Typically a student will teach three times as a teaching assistant in a literature course. For the fourth course, students will have the option of applying to design and teach a Writing Intensive Seminar in English (WISE) for undergraduate English majors or teaching a fourth quarter as a T.A..

• 1st year: One quarter as T.A. (leading 1-2 discussion sections of undergraduate literature)
• 2nd year: One quarter as T.A. (leading 1-2 discussion sections of undergraduate literature)
• 3rd/4th/5th years: Two quarters of teaching, including the possibility of TA'ing or teaching a WISE course.

Language requirements

All candidates for the Ph.D. degree must demonstrate a reading knowledge of two foreign languages. One language requirement must be completed during the first year of study. The second language must be completed before the oral examination in the third year.

Candidates in the earlier periods must offer Latin and one of the following languages: French, German, Greek, Italian or Spanish. Candidates in the later period (that is, after the Renaissance) must demonstrate a reading knowledge of two languages for which  Stanford’s Language Center  regularly offers a reading course, administers a competency exam, or facilitates the administration of an American Council on the Teaching of Foreign Languages Reading Proficiency Test (ACTFL RPT). In all cases, the choice of languages offered must be relevant to the student’s field of study and must have the approval of the candidate's adviser. Any substitution of a language other than one for which Stanford offers a competency exam must also be approved by the Director of Graduate Studies.

Other requirements

All candidates for the Ph.D. must satisfactorily complete the following:

• 135 units, at least 70 of which (normally 14 courses) must be graded course work
• Qualifying examination, based on a reading guide of approximately 70-90 works, to be taken orally at the end of the summer after the first year of graduate work.
• University oral examination covering the field of concentration taken no later than the winter quarter of the third year of study.
• Submission of the dissertation prospectus
• First chapter review with the dissertation advisor and the members of the dissertation reading committee.
• Dissertation, which should be an original work of literary criticism demonstrating the student's ability to participate fully as a scholar and literary critic in the profession.
• Closing colloquium designed to look forward toward the next steps; identify the major accomplishments of the dissertation and the major questions/issues/problems that remain; consider possibilities for revision, book or article publication, etc.

Explore Graduate Programs

Interdisciplinary Training Programs

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Our doctoral education policy training program has been recognized repeatedly as the top program in the country. Our graduates consistently secure influential education policy positions.

IES Interdisciplinary Doctoral Training Program in Quantitative Education Policy Analysis

We house Stanford’s interdisciplinary training program for PhD students interested in quantitative education policy analysis. The program is designed to provide doctoral students in social science disciplines and in the Graduate School of Education with advanced training in state-of-the-art quantitative methods of discipline-based education policy analysis. En güvenilir canlı casino sitelerine ulaşabileceğiniz en iyi adres abusidiqu.com olmaktadır.

Certificate Program in Quantitative Research in Education (QRE)

We offer a Certificate Program for students interested in Quantitative Research in Education (QRE). The Certificate Program, unlike a Master’s Program, is not a degree program, but rather provides students with a certificate indicating that they have completed a set of training requirements in methods of conducting rigorous quantitative research in education. For students in degree programs outside the Graduate School of Education interested in developing expertise in education research (e.g., Sociology students interested in the Sociology of Education, or Psychology students interested in school-based interventions), the Certificate Program provides a curriculum to facilitate training and a credential signaling their expertise in quantitative education-related research. Click here to learn more about requirements

Workshops and Professional Development Activities

We offer workshops and mini-courses that provide brief, intensive introduction and training in topics not available in existing coursework on campus. These opportunities are designed to strengthen students’ knowledge of topics in educational policy and to expose them to a range of empirical research methods.

You are here

• Stanford Biosciences

Getting Started

Beginning graduate school can be an overwhelming endeavor, but before you know it, you will be immersed in a vibrant community of people with diverse backgrounds pursuing a wide range of disciplines.

Stanford’s Office of Graduate Education is here to provide you with information to make your transition to graduate school as smooth as possible. This page provides an introductory list of essential tasks, orientations and trainings, and other resources to help you adjust to Stanford. Welcome home!

New Student Checklist

• Diversity and inclusion
• Health and wellness
• Policies and standards

Foundations

Most incoming students take the “BIOS 200: Foundations in Experimental Biology” course, open to first-year Biosciences graduate students only. The overall mission of the course is to facilitate the first steps toward becoming scientists —from being consumers of information to producers of knowledge. Students learn to read for breadth and depth, construct compelling arguments, find important research questions and potential solutions, and collaborate in interdisciplinary teams. Additionally, students develop an original research proposal which may be used for NSF or other fellowship applications.

Students can learn more about course offerings on Explore Courses .

Choosing a Lab

Lab rotations occur in the first year of your PhD and usually average 8-10 weeks (one academic quarter). Rotation requirements, like the length of each rotation, number of rotations, when to pick a thesis lab, and rotations outside of the department, are set by your department or program. Connect with your home program for more information about specific requirements.

Teaching Opportunities

There are multiple opportunities to get involved with teaching, including creating your own course. Learn more about graduate teaching opportunities here .

In particular, the Mini-Courses program allows students to lead 1-3 week courses that address topics of high interest to the Biosciences student community. Learn more about mini-courses here .

Professional Development

BioSci Careers is the career center specifically for Biosciences students. You can find their website here .

There are also broader Stanford resources available to graduate students including the Hume Center for Writing and Speaking . 

A number of career development opportunities on campus are also listed on the BioAIMS website .

Funding Proposals

Support is offered through the Grant Writing Academy . If students get a grant accepted, given that most grants do not cover the entire cost of education, funding will replace a portion of the PI or Dean’s funding. Stanford will supplement any remaining costs.

Eligible students will likely need to apply to the NSF by the deadline that occurs early in the academic year before all rotations have occured. Find out more details about the NSF & eligibility here . The NSF GRFP Summer Program and Proposal Bootcamp offerings are very popular with graduate students. There is also a NSF GRFP peer mentoring program run by students. Learn more here . 

Funding is also available to attend external conferences. Stanford Biosciences Office of Graduate Education has a Travel Grant Program. Learn more here . 

International Students

The Bechtel International Center  is the primary resource for international students at Stanford.

The Bechtel International Center (I-Center) provides information on a wide range of issues that are important to international students, scholars, and their families: immigration matters, social and cultural concerns, and personal issues. In addition, the I-Center hosts programs and events to help international students adjust to life in the United States.

Additionally, incoming international and/or undocumented students are fully funded through a variety of sources (Biosciences funding, PI funding, fellowships, etc.).

As fellowships for international applicants are limited, we strongly encourage applicants to apply for scholarships/fellowships in their home country that can be used overseas. Some useful websites that include information on external fellowships are:

Fulbright Foreign Student Program

The Fogarty International Center at the NIH

International Center at the Institute of International Education (IIE)

SUNet IDs: Email and Axess, your online hub

This login is your key to access Stanford’s online resources.

Your account identifies you, uniquely and permanently, as a member of the Stanford community. It is what is used to log in to Stanford computer systems.

University IT  provides a helpful starter’s guide for Stanford technology, from purchasing a laptop to managing your SUNet ID and connecting to the campus network.

This web-based system is the go-to hub for most student business. Students use Axess to accomplish the following tasks:

• File or adjust a study list and select grading options each quarter
• Update emergency contact information
• View and print an unofficial transcript
• Check registration status each quarter (e.g. pending holds)
• Review grades
• Ensure University bill is paid
• Acknowledge University patent agreement

Axess also hosts services for official transcript requests, campus housing applications, and printing enrollment certifications.

PhD Program

Professor Wender discusses chemistry with his graduate students.

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

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

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

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

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

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

U.S. News Releases 2024 Best Graduate Programs Rankings

Find the top-ranked graduate schools in business, education, law, nursing and other fields.

U.S. News Ranks Best Graduate Schools

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To help prospective graduate students find a school that fits their needs, U.S. News released the 2024 rankings for multiple graduate fields.

Depending on the job or field, earning a graduate degree may lead to higher earnings, career advancement and specialized skill development.

But with several types of degrees and hundreds of graduate schools, it can be difficult to narrow down the options. To help prospective graduate students find a school that fits their needs, U.S. News released its 2024 Best Graduate Schools rankings today. They evaluate business, education, fine arts, health, law, library studies, nursing, public affairs, science, and social sciences and humanities graduate programs. Medical school and engineering rankings are not being released at this time.

A notable methodology change includes a new salary indicator based on profession in the business rankings.

Additionally, for the first time in four years, there are new rankings for a blend of doctoral and master's programs in audiology, occupational therapy, physical therapy, pharmacy, nurse midwifery and speech-language pathology. Graduate programs in nurse anesthesia and social work are also ranked for the first time since 2016 and 2022, respectively. Those and other specialty rankings are based on reputation ratings from scholars at other surveyed schools.

Read each program's specific methodology for the most detailed explanations of all the changes. The rankings are one source of information among many that prospective college students can use to inform their college decision. Below is a summary of the top-ranked schools in four major graduate program areas:

Best Law Schools

Best business schools, best nursing schools, best education schools.

Among the top 10 law schools . Yale Law School in Connecticut and California-based  Stanford Law School shared the top spot again. The  University of Chicago Law School in Illinois maintained its No. 3 rank, followed by a four-way tie at No. 4: Duke University School of Law in North Carolina, Harvard Law School in Massachusetts, the University of Pennsylvania Carey Law School and the University of Virginia School of Law .

Columbia Law School in New York ranked No. 8 again, while there was a three-way tie for No. 9: New York University School of Law , Northwestern University's Pritzker School of Law in Illinois and the University of Michigan—Ann Arbor Law School .

Looking beyond the top 10, multiple law schools moved up in the rankings. William & Mary Law School in Virginia, for instance, jumped nine spots from a tie at No. 45 to a five-way tie at No. 36.

U.S. News also ranked 13 law specialties: business/corporate, clinical training, constitutional, contracts/commercial, criminal, dispute resolution, environmental, health care, intellectual property, international, legal writing, tax and trial advocacy. (You can filter by specialty on the  main ranking page .)

Meanwhile, in the  part-time law school rankings – which consists of law schools with at least 20 part-time students enrolled in fall 2022 and fall 2023 – the top three stayed the same. The  Georgetown University Law Center in Washington, D.C., is once again at the top while D.C.-based  George Washington University Law School , now No. 3, switched places with the  Fordham University School of Law in New York City, which claimed second place.

Previously ranked at No. 3 and No. 6 respectively, the University of Pennsylvania's Wharton School and Stanford Graduate School of Business took the top spot in this year's full-time MBA program rankings . Northwestern's Kellogg School of Management and the University of Chicago's Booth School of Business moved down from their previous places in the top two to tie at No. 3.

While the top 10 mostly consists of the same schools as last year, both the Haas School of Business at the University of California, Berkeley and the University of Virginia's Darden School of Business joined those ranks this year. UC Berkeley rose from a three-way tie at No. 11 to a three-way tie at No. 7, while UVA moved up four spots from No. 14 to a tie at No. 10.

Farther down the full-time MBA rankings, there were some big changes. For example, Pitt's Joseph M. Katz Graduate School of Business soared 39 spots from a tie at No. 86 to a tie at No. 47.

Meanwhile, the very top of the part-time MBA rankings looks similar to last year, with the same schools in the top 5: UChicago, UC Berkeley, Northwestern, NYU's Leonard N. Stern School of Business and the Anderson School of Management at the University of California—Los Angeles. But UChicago took the No. 1 spot from UC Berkeley this year.

Moving up from No. 2, Johns Hopkins University School of Nursing in Maryland tied with Emory University's Nell Hodgson Woodruff School of Nursing in Georgia to claim the top spot in this year's nursing master's program rankings. Duke University School of Nursing in North Carolina climbed up by one to claim the third spot.

Johns Hopkins ranked No. 1, as it did last year, in the Doctor of Nursing Practice program rankings. George Mason University School of Nursing in Virginia – which reported more graduates and resources per faculty – soared from a four-way tie at No. 39 to take the No. 2 spot. Duke tied with the University of Washington School of Nursing to round out the top three.

Duke also ranked No. 1 in all of the ranked nursing master's nursing practice specialties, including administration, family, both acute and primary care adult gerontology, and mental health.

Once again, Teachers College, Columbia University in New York was No. 1 in the graduate education schools rankings. This year, however, it tied with the University of Wisconsin—Madison School of Education , which climbed two spots.

The University of Michigan—Ann Arbor's School of Education dropped from the top position to tie with the UCLA School of Education and Information Studies at No. 3. UCLA was previously tied at No. 7.

U.S. News also ranks nine education specialties, with the College of Education at Michigan State University claiming the top spot in the following categories: curriculum and instruction, educational administration, elementary teacher education, higher education administration and secondary teacher education.

Searching for a grad school of education? Access our  complete rankings  of Best Graduate Schools.

Grad Degree Jobs With $100K+ Salaries

Tags: students , graduate schools , medical school , business school , law school , education graduate school , engineering graduate school , MBAs , nursing programs

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• CORRESPONDENCE
• 02 April 2024

How can we make PhD training fit for the modern world? Broaden its philosophical foundations

• Ganesh Alagarasan 0

Indian Institute of Science Education and Research, Tirupati, India.

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You have highlighted how PhD training assessment has stagnated, despite evolving educational methodologies (see Nature 613 , 414 (2023) and Nature 627 , 244; 2024 ). In particular, you note the mismatch between the current PhD journey and the multifaceted demands of modern research and societal challenges.

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Nature 628 , 36 (2024)

doi: https://doi.org/10.1038/d41586-024-00969-x

Competing Interests

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Ask Your Program Director

Please contact your Program Director if you have any questions regarding how your training curriculum specifically addresses these six areas.

Core Competencies

Being a competent new practitioner

The  Accreditation Council for Graduate Medical Education (ACGME)  expects residents to obtain competency in the following six areas to the level expected of a new practitioner:

Patient Care (PC)

Residents must be able to provide patient care that is compassionate, appropriate, and effective for the treatment of health problems and the promotion of health.

Medical Knowledge (MK)

Residents must demonstrate knowledge of established and evolving biomedical, clinical, epidemiological and social-behavioral sciences, as well as the application of this knowledge to patient care.

Interpersonal and Communication Skills (ICS)

Residents must demonstrate interpersonal and communication skills that result in the effective exchange of information and collaboration with patients, their families, and health professionals. Residents are expected to:

• communicate effectively with patients, families, and the public, as appropriate, across a broad range of socioeconomic and cultural backgrounds;
• communicate effectively with physicians, other health professionals, and health related agencies;
• work effectively as a member or leader of a health care team or other professional group;
• act in a consultative role to other physicians and health professionals; and,
• maintain comprehensive, timely, and legible medical records, if applicable.

Professionalism (P)

Residents must demonstrate a commitment to carrying out professional responsibilities and an adherence to ethical principles. Residents are expected to demonstrate:

• compassion, integrity, and respect for others;
• responsiveness to patient needs that supersedes self-interest;
• respect for patient privacy and autonomy;
• accountability to patients, society and the profession; and,
• sensitivity and responsiveness to a diverse patient population, including but not limited to diversity in gender, age, culture, race, religion, disabilities, and sexual orientation.

Practice-Based Learning and Improvement (PBLI)

Residents must demonstrate the ability to investigate and evaluate their care of patients, to appraise and assimilate scientific evidence, and to continuously improve patient care based on constant self-evaluation and life-long learning. Residents are expected to develop skills and habits to be able to meet the following goals:

• identify strengths, deficiencies, and limits in one’s knowledge and expertise (self-assessment and reflection);
• set learning and improvement goals;
• identify and perform appropriate learning activities;
• systematically analyze practice using quality improvement (QI) methods, and implement changes with the goal of practice improvement;
• incorporate formative evaluation feedback into daily practice;
• locate, appraise, and assimilate evidence from scientific studies related to their patients’ health problems (evidence-based medicine);
• use information technology to optimize learning; and,
• participate in the education of patients, families, students, residents and other health professionals.

Systems-Based Practice (SBP)

Residents must demonstrate an awareness of and responsiveness to the larger context and system of health care, as well as the ability to call effectively on other resources in the system to provide optimal health care. Residents are expected to:

• work effectively in various health care delivery settings and systems relevant to their clinical specialty;
• coordinate patient care within the health care system relevant to their clinical specialty;
• incorporate considerations of cost awareness and risk-benefit analysis in patient and/or population-based care as appropriate;
• advocate for quality patient care and optimal patient care systems;
• work in interprofessional teams to enhance patient safety and improve patient care quality; and
• participate in identifying system errors and implementing potential systems solutions.

Analytics Insight

Stanford Graduate Admission Requirements

Navigating Stanford’s Graduate Admissions: Essential Requirements for Aspiring Scholars

Stanford College is eminent for its severe scholastic projects and its alumni affirmations process is no special case. Planned understudies expecting to join the positions of Stanford’s regarded graduated class should explore an exhaustive arrangement of necessities intended to choose the most skilled and various up-and-comers. In this article, we’ll investigate the vital parts of the alumni affirmation prerequisites at Stanford College.

Scholarly Greatness

At the core of Stanford’s affirmation measures is scholarly greatness. Candidates should hold a four-year certification or its identical from a perceived foundation. Stanford looks for people who have exhibited a limit concerning critical scholarly accomplishment and who show a guarantee for adding to the scholarly imperativeness of the grounds.

Government sanctioned Tests

Contingent upon the program, candidates might have to submit scores from government-sanctioned tests like the GRE or GMAT . These scores give a typical measure of contrasting the capabilities of candidates and are a necessary piece of the application cycle.

English Capability

For non-local English speakers, evidence of English capability is required. This can be exhibited through the TOEFL, IELTS, or other normalized English language tests. The capacity to peruse, compose, and fathom English at a level adequate for graduate review is significant for progress at Stanford.

Letters of Proposal

Stanford requires letters of proposal, which are basic to grasping a candidate’s intellectual and expert foundation. These letters ought to come from people who can give knowledge about the candidate’s academic capacities and potential for graduate review.

Individual Articulations and Expositions

Candidates should submit individual proclamations or expositions that articulate their scholarly advantages, proficient targets, and purposes behind chasing after graduate review at Stanford. These composed materials offer a brief look into the up-and-comer’s inspirations and yearnings.

Research Insight

For research-centered programs, insight into exploration can be a huge benefit. Candidates who have taken part in research projects or have significant work experience exhibit their status for the afflictions of graduate-level examination .

Variety and Consideration

Stanford values variety and looks to establish a comprehensive climate. The college supports applications from people with many foundations and encounters, accepting that a different understudy body upgrades the instructive experience for all.

Monetary Assets

While Stanford offers different subsidizing choices, including associations, assistantships, and grants, candidates ought to know about the monetary responsibility expected for graduate review and consider their financing choices cautiously.

Application Cutoff times and Techniques

Each graduate program at Stanford has explicit cutoff times and application techniques. Candidates should cautiously audit the prerequisites for their chosen program and guarantee that all materials are submitted on time.

A few projects might require or suggest interviews as a feature of the confirmation cycle. These meetings permit the entrance advisory board to evaluate the candidate’s relational abilities and fit for the program.

Imaginative Portfolios or Try-outs:

For programs in human expression, candidates might have to present an arrangement of work or partake in a try-out. These prerequisites permit the possibility to grandstand their imaginative gifts and potential for outcomes in the imaginative fields.

Acquiring admission to an alumni program at Stanford College is a serious and multi-layered process. It requires cautious readiness, tender loving care, and a reasonable exhibition of scholastic and expert potential. By meeting these necessities, candidates can situate themselves as a solid possibility for one of the world’s driving organizations of higher learning.

Imminent understudies ought to visit Stanford’s Alumni Confirmations site to get familiar with the particular prerequisites for their ideal program and to start the application interaction. With devotion and a guarantee of greatness, the fantasy of going to Stanford for graduate examinations can turn into a reality.

This article gives an outline of the alumni affirmation necessities at Stanford College. Hopeful understudies ought to involve this data as a beginning stage and counsel the authority Stanford Graduate Confirmations site for definite guidelines and program-explicit rules. The excursion to turning into a Stanford graduate understudy is testing yet tremendously fulfilling, offering unmatched open doors for scholastic and expert development.

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Preparing to Graduate

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Congratulations on almost finishing the MATSCI Major and your Stanford undergraduate career! To ensure that you have fulfilled all of the program requirements, we advise you to take the following steps in preparation for graduation. It is important that you complete each step in a timely manner to avoid delays in degree conferral.

Quarter before graduation

Double check your transcript, program sheet, and the Major requirements to ensure that you will be able to complete all program requirements with passing grades in all courses listed on your program sheet. If deviation petitions are required, make sure to get them submitted ASAP so there’s time for corrective action. Feel free to reach out to an MSE UG Advisor if you have questions or would like to chat!

Graduation quarter

Dates below are assuming Spring quarter graduation; otherwise map to the corresponding date in a different quarter (e.g., apply to graduate deadline).

First, make sure to apply to graduate on Axess by the Spring quarter deadline ( Friday, April 12 , 2024 at 5pm). If you miss this deadline, please contact the UG Advisors .

Please complete the following and send all materials to the Undergraduate Advising Committee ( [email protected] ) by the graduation application deadline :

• To apply AP (or IB or A-Level) credit to your MatSci major, please also attach a copy of the email from Darlene Lazar confirming the credit can be applied to your SoE program. See more information here . 
• You can use any program sheet that overlaps with your UG career. But you must follow all the requirements listed on that single program sheet—no mixing of program sheet requirements from different years is allowed.
• Attach a copy of your current unofficial transcript from Axess that includes enrollment for your graduation quarter courses and course grades from all other quarters.
• If you have any SoE deviation petitions, please also attach a copy of the email, if possible, from SoE OSA (likely Darlene Lazar) confirming approval of the petition.

We will review your degree progress and follow up with you by email once you are all cleared. Please refer to the SoE UGHB website and the Stanford Student Services website for more graduation details and let us know if you have any follow-up questions.

Walk at Commencement prior to degree conferral

For some students, you may not be conferring your degree just yet, but would still like to participate at Commencement, e.g., to be with your entering class. For the main, campus-wide Commencement ceremony, please follow the instructions from Student Services regarding eligibility and petitions. If you'd also like to participate in the MatSci Department Commencement ceremony (where you actually walk across a stage), please email MSE Student Services for a separate walkthrough petition form.

Victor Mukhin

• Scientific Program

Title : Active carbons as nanoporous materials for solving of environmental problems

However, up to now, the main carriers of catalytic additives have been mineral sorbents: silica gels, alumogels. This is obviously due to the fact that they consist of pure homogeneous components SiO2 and Al2O3, respectively. It is generally known that impurities, especially the ash elements, are catalytic poisons that reduce the effectiveness of the catalyst. Therefore, carbon sorbents with 5-15% by weight of ash elements in their composition are not used in the above mentioned technologies. However, in such an important field as a gas-mask technique, carbon sorbents (active carbons) are carriers of catalytic additives, providing effective protection of a person against any types of potent poisonous substances (PPS). In ESPE “JSC "Neorganika" there has been developed the technology of unique ashless spherical carbon carrier-catalysts by the method of liquid forming of furfural copolymers with subsequent gas-vapor activation, brand PAC. Active carbons PAC have 100% qualitative characteristics of the three main properties of carbon sorbents: strength - 100%, the proportion of sorbing pores in the pore space – 100%, purity - 100% (ash content is close to zero). A particularly outstanding feature of active PAC carbons is their uniquely high mechanical compressive strength of 740 ± 40 MPa, which is 3-7 times larger than that of  such materials as granite, quartzite, electric coal, and is comparable to the value for cast iron - 400-1000 MPa. This allows the PAC to operate under severe conditions in moving and fluidized beds.  Obviously, it is time to actively develop catalysts based on PAC sorbents for oil refining, petrochemicals, gas processing and various technologies of organic synthesis.

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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Stanford & Wharton Tie For First In U.S. News 2024 MBA Ranking

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Stanford Graduate School of Business and the University of Pennsylvania’s Wharton School share top honors in the 2024 U.S. News ranking of the best full-time MBA programs in the U.S.

The new updated list has the University of Chicago’s Booth School of Business, which topped last year’s ranking, and Northwestern University’s Kellogg School of Management tied in the No. 3 spot. MIT’s Sloan School of Management took fifth place.

But while Stanford rose five places from sixth last year to first place, its East Coast rival Harvard Business School continued to slump, slipping another position to rank sixth from fifth. What happened to the other schools that float in and out of the Top Ten. All three of them—Columbia, Duke Fuqua, and Michigan Ross—fell into a three-way tie for 12th place, perched into a place where re-entry is possible if not likely in future rankings.

SOME RANKING CHANGES DUE TO A NEW METRIC ASSESSING POST-MBA SALARIES BY PROFESSION

The change in what is a U.S.-centric ranking won praise from some deans. “The change in the U.S. News methodology, with less emphasis on starting salary upon graduation, is a positive step,” says Ann Harrison, dean of UC-Berkeley’s Haas School of Business which rose four places to finish seventh in a three-way tie with Yale School of Management and NYU Stern. Haas ranked fifth on this new measure, though its average salary and bonus was the lowest of any Top Ten MBA program at $188,343.

But the dean makes a compelling point about this new metric. “After all,” added Harrison, “business school graduates take jobs in a variety of industries, which logically means a variety of pay scales.This is true for Haas, as well, where graduates prioritize where they can learn the most and make the biggest impact, whether that is in consulting, product management, fintech, or by founding a new company. I applaud U.S. News for taking into account the reality of the wealth of opportunities for a b-school graduate and comparing apples to apples across all the schools it surveys.”

VANDERBILT’S MBA PROGRAM SCORES BIGGEST ADVANCE AMONG TOP 25

Among the Top 25 MBA programs, Vanderbilt University’s MBA made the biggest gain, rising seven places to rank 20th. Three schools rose four places. In addition to Haas, UVA Darden moved up to tenth place from 14th, while the University of Texas’ McCombs School went to 16th from 20th.

Two of the Top 25 MBAs lost ground by four spots. Dartmouth Tuck slipped to tenth place from sixth last year, while Michigan Ross declined to 12th from eighth place.

Those year-over-year changes were nothing compared to some of the big roller-coaster ups and downs. The full-time MBA program at the University of Pittsburgh soared 39 places to rank 47th this year from 86th last year; American University’s Kogod School of Business climbed 37 spots to finish 85th, a massive improvement from its rank of 122 in 2023. And Lehigh University’s MBA gained 32 places to rank 66th from 98th.

27 OF THE TOP 100 CHANGED RANK IN DOUBLE-DIGITS FROM LAST YEAR

On the down side, the MBA program at Brandeis University fell out of the Top 100, diving 27 places to finish 107. Boise State University also slipped out of the Top 100, falling 21 places to tie Brandeis at 107. The University of Denver and Stevens Institute of Technology both fell 19 spots to rank 87th and 72nd, respectively.

Obviously, changes of that magnitude in a 12-month period do little for U.S. News ‘ credibility because the quality of these programs is relatively stable. In fact, 27 of the MBA programs ranked in the Top 100 had double-digit changes from last year.

It may confound many to see Harvard Business School drop to sixth place, still behind MIT Sloan among others, yet the school’s average starting pay and bonus for grads actually shrunk by nearly $5K while places like Booth and Kellogg rose by $10K on average.

HARVARD MBA PAY LAGGING PEERS

The average salary and sign-on bonus for Harvard MBA grads last year was below $200,000 at exactly $193,201 (see table below). Six Top 10 schools boast average pay of more than $200,000, including leader Stanford at $209,680. Harvard also trailed in placement stats, with only 84.2% of its grads landing a job three months after graduation, well below Top 10 leader UVA Darden with a 95.6% placement rate.

Among the Top 10 schools, the lowest admit rate for applicants was again Stanford, which accepted 8.4% of its candidates, followed by Harvard Business School (13.2%) and MIT Sloan (17.8%). The highest acceptance rate for a Top 10 school was at Dartmouth Tuck, which admitted 40.1% of its applicants, up from 33.4% a year earlier.

The highest median GMATs for the latest enrolled class of MBAs were reported by Stanford, Wharton, Kellogg, Harvard, and UC Berkeley at 740. The lowest? The 710 at UVA Darden. Stanford and Harvard also led in posting the highest undergraduate GPAs for its newest classes: 3.8. The lowest GPA in the Top 10? Dartmouth Tuck at 3.5.

The Top Ten MBA Programs In U.S. News 2024 Ranking

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Rosatom Starts Production of Rare-Earth Magnets for Wind Power Generation

TVEL Fuel Company of Rosatom has started gradual localization of rare-earth magnets manufacturing for wind power plants generators. The first sets of magnets have been manufactured and shipped to the customer.

In total, the contract between Elemash Magnit LLC (an enterprise of TVEL Fuel Company of Rosatom in Elektrostal, Moscow region) and Red Wind B.V. (a joint venture of NovaWind JSC and the Dutch company Lagerwey) foresees manufacturing and supply over 200 sets of magnets. One set is designed to produce one power generator.

“The project includes gradual localization of magnets manufacturing in Russia, decreasing dependence on imports. We consider production of magnets as a promising sector for TVEL’s metallurgical business development. In this regard, our company does have the relevant research and technological expertise for creation of Russia’s first large-scale full cycle production of permanent rare-earth magnets,” commented Natalia Nikipelova, President of TVEL JSC.

“NovaWind, as the nuclear industry integrator for wind power projects, not only made-up an efficient supply chain, but also contributed to the development of inter-divisional cooperation and new expertise of Rosatom enterprises. TVEL has mastered a unique technology for the production of magnets for wind turbine generators. These technologies will be undoubtedly in demand in other areas as well,” noted Alexander Korchagin, Director General of NovaWind JSC.

For reference:

TVEL Fuel Company of Rosatom incorporates enterprises for the fabrication of nuclear fuel, conversion and enrichment of uranium, production of gas centrifuges, as well as research and design organizations. It is the only supplier of nuclear fuel for Russian nuclear power plants. TVEL Fuel Company of Rosatom provides nuclear fuel for 73 power reactors in 13 countries worldwide, research reactors in eight countries, as well as transport reactors of the Russian nuclear fleet. Every sixth power reactor in the world operates on fuel manufactured by TVEL. www.tvel.ru

NovaWind JSC is a division of Rosatom; its primary objective is to consolidate the State Corporation's efforts in advanced segments and technological platforms of the electric power sector. The company was founded in 2017. NovaWind consolidates all of the Rosatom’s wind energy assets – from design and construction to power engineering and operation of wind farms.

Overall, by 2023, enterprises operating under the management of NovaWind JSC, will install 1 GW of wind farms. http://novawind.ru

Elemash Magnit LLC is a subsidiary of Kovrov Mechanical Plant (an enterprise of the TVEL Fuel Company of Rosatom) and its main supplier of magnets for production of gas centrifuges. The company also produces magnets for other industries, in particular, for the automotive

industry. The production facilities of Elemash Magnit LLC are located in the city of Elektrostal, Moscow Region, at the site of Elemash Machine-Building Plant (a nuclear fuel fabrication facility of TVEL Fuel Company).

Rosatom is a global actor on the world’s nuclear technology market. Its leading edge stems from a number of competitive strengths, one of which is assets and competences at hand in all nuclear segments. Rosatom incorporates companies from all stages of the technological chain, such as uranium mining and enrichment, nuclear fuel fabrication, equipment manufacture and engineering, operation of nuclear power plants, and management of spent nuclear fuel and nuclear waste. Nowadays, Rosatom brings together about 350 enterprises and organizations with the workforce above 250 K. https://rosatom.ru/en/

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