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2021 Carnegie Classifications of Higher Education Institutions released

In January, the Carnegie Classifications of Institutions of Higher Education released an updated 2021 classification list for universities. In this update, nine more universities have achieved the “Doctoral/Very High Research Activity” or “R1” category, the highest possible rank among research universities. Six additional universities were also added to the list following a six-week review period. To achieve the “R1” classification, a university must meet the following requirements : award at least 20 research/scholarship doctoral degrees in the update year; spend at least $5 million in total research (as reported through the National Science Foundation (NSF) Higher Education Research & Development Survey (HERD)); and, score high in a Research Activity Index calculation.

The Carnegie Classification list is updated every three years and provides a framework for administrators, policymakers, and researchers and impacts decisions on grant-making and federal and state funding for institutions. Overall, about 3,900 institutions were recognized in the 2021 classifications, down from 4,300 in 2018 and 4,600 in 2015. According to a press release from Indiana University — the current producer of the classification list — this appears to result from compressions in the higher education sector from mergers and closures.

More prominent research universities, like those classified as “R1” institutions, seem to be exempt from this compression. These “R1” institutions are the only division of the sector to show growth — by about 10 percent — in the number of classified institutions.

The 15 additional universities that met the requirements and received their official “R1” classification status at the end of January, following six weeks of public review, are:

Baylor University
Colorado School of Mines
Kent State University
North Dakota State University
Ohio University
Old Dominion University
The University of Alabama at Huntsville
University of Denver
University of Louisiana at Lafayette
The University of Maine
The University of Maryland-Baltimore County
University of Memphis
The University of Montana
Utah State University
University of Texas at San Antonio

Note: this story was updated Feb. 7 to reflect the final status.

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"R1" Research Institutions

"Ivy Plus" Institutions. The eight traditional "Ivy League" institutions (plus four others.)

Institutions listed as R1 in the Carnegie Classifications of Institutions of Higher Learning.

Institutions listed as R2 in the Carnegie Classifications of Institutions of Higher Learning.

The following institutions are listed as R1 in the Carnegie Classification * of Institutions of Higher Education:

** indicates institution also has "Ivy Plus" designation.

Arizona State University Campus Immersion Auburn University Baylor University Binghamton University Boston College Boston University Brandeis University Brown University** California Institute of Technology Carnegie Mellon University Case Western Reserve University Clemson University Colorado School of Mines Colorado State University-Fort Collins Columbia University in the City of New York** Cornell University** CUNY Graduate School and University Center Dartmouth College** Drexel University Duke University** Emory University Florida International University Florida State University George Mason University George Washington University Georgetown University Georgia Institute of Technology-Main Campus Georgia State University Harvard University** Indiana University-Bloomington Iowa State University Johns Hopkins University Kansas State University Kent State University at Kent Louisiana State University and Agricultural & Mechanical College Massachusetts Institute of Technology** Michigan State University Mississippi State University Montana State University New Jersey Institute of Technology New York University North Carolina State University at Raleigh North Dakota State University-Main Campus Northeastern University Northwestern University Ohio State University-Main Campus Ohio University-Main Campus Oklahoma State University-Main Campus Old Dominion University Oregon State University Princeton University** Purdue University-Main Campus Rensselaer Polytechnic Institute Rice University Rutgers University-New Brunswick Stanford University** Stony Brook University SUNY at Albany Syracuse University Temple University Texas A & M University-College Station Texas Tech University The Pennsylvania State University The University of Alabama The University of Montana The University of Tennessee-Knoxville The University of Texas at Arlington The University of Texas at Austin The University of Texas at Dallas The University of Texas at El Paso The University of Texas at San Antonio Tufts University Tulane University of Louisiana University at Buffalo University of Alabama at Birmingham University of Alabama in Huntsville University of Arizona University of Arkansas University of California-Berkeley University of California-Davis University of California-Irvine University of California-Los Angeles University of California-Riverside University of California-San Diego University of California-Santa Barbara University of California-Santa Cruz University of Central Florida University of Chicago** University of Cincinnati-Main Campus University of Colorado Boulder University of Colorado Denver/Anschutz Medical Campus University of Connecticut University of Delaware University of Denver University of Florida University of Georgia University of Hawaii at Manoa University of Houston University of Illinois Chicago University of Illinois Urbana-Champaign University of Iowa University of Kansas University of Kentucky University of Louisiana at Lafayette University of Louisville University of Maine University of Maryland-Baltimore County University of Maryland-College Park University of Massachusetts-Amherst University of Memphis University of Miami University of Michigan-Ann Arbor University of Minnesota-Twin Cities University of Mississippi University of Missouri-Columbia University of Nebraska-Lincoln University of Nevada-Las Vegas University of Nevada-Reno University of New Hampshire-Main Campus University of New Mexico-Main Campus University of North Carolina at Chapel Hill University of North Texas University of Notre Dame University of Oklahoma-Norman Campus University of Oregon University of Pennsylvania** University of Pittsburgh-Pittsburgh Campus University of Rochester University of South Carolina-Columbia University of South Florida University of Southern California University of Southern Mississippi University of Utah University of Virginia-Main Campus University of Washington-Seattle Campus University of Wisconsin-Madison University of Wisconsin-Milwaukee Utah State University Vanderbilt University Virginia Commonwealth University Virginia Polytechnic Institute and State University Washington State University Washington University in St Louis Wayne State University West Virginia University Yale University**

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*The Carnegie Classification of Institutions of Higher Education is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. For more information, see https://carnegieclassifications.acenet.edu/ .

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Ohio University achieves prestigious Carnegie R1 Classification, joins highest level of research institutions in the nation

Dr. Zach Meisel gives a time-of-flight tunnel tour at the Edwards Accelerator Lab

Ohio University has joined the highest level of research institutions in the country by earning the R1 Classification (very high research activity) in the latest Carnegie Classification of Institutions of Higher Education.

Institutions holding the Carnegie R1 designation constitute the top tier of research universities as measured by expenditures supporting research and development, conferral of research doctoral degrees, and employment of Ph.D.-level personnel engaged in research.

“This is a significant milestone for our great University. This Carnegie R1 classification amplifies OHIO’s ability to attract additional outstanding faculty and more research dollars, which will ultimately lead to innovation and discovery to the benefit of our global society,” Ohio University President Hugh Sherman said. “This distinction affirms OHIO’s status as a high-quality institution of higher learning and exemplifies our commitment to excellence in research and discovery as well as the broader student experience. I am proud of our students, faculty, and staff who have made significant impact through meaningful research.”

OHIO becomes one of just 141 total institutions of higher education with a R1 classification in the nation. This designation demonstrates Ohio University’s position as a leader in research and scholarship.

“Designation as an R1 institution is a major mark of distinction for Ohio University,” Executive Vice President and Provost Elizabeth Sayrs said. “ We are proud that OHIO’s long-standing commitment to excellence in advancing knowledge for the benefit of our students and society at large is now recognized through the Carnegie Classification.”

Ohio University is leading the way in various fields of research and innovation. The University is recognized internationally for research and scholarship in areas including avionics, biotechnology, communication, environmental studies, history, pipeline corrosion, physics, and psychology; and boasts world-class fine arts programs that include ceramics, film, and printmaking.

In recent history OHIO researchers have pioneered new interventions to help children with behavioral disorders succeed in school , revealed new insights into the origins of modern concepts of free speech , led major investigations into the responses of biological systems to spaceflight environments , and developed novel methods for using mining waste to generate innovative construction materials .

The University’s success in leveraging its expertise and research assets for broad benefit was recently acknowledged by the Association of Public and Land-Grant Universities, through conferral of its top Innovation & Economic Prosperity Connections award for excellence in programs supporting regional economic development.

Ohio University’s efforts to expand the frontiers of knowledge are deeply intertwined with the opportunities it provides to students at all levels through their academic programs, reflected in record-setting levels of participation by undergraduates in research experiences, and in graduates of masters and doctoral programs who have achieved international recognition that includes a Nobel Prize.

The University is investing in new programs and initiatives to ensure that the institution remains at the forefront of discovery and innovative academic programs. Examples include hiring new faculty across multiple colleges in focused areas related to diabetes, pain and aging, and health disparities, while also creating new interdisciplinary degree programs in environmental science and sustainability and in data science and analytics.

Ohio University is one of only five institutions of higher learning in the state of Ohio with an R1 designation.

Learn more about Ohio University’s research here .

Carnegie Classifications, College Tiers, and What They Mean

Key Takeaways

Graduate degree programs in science and engineering, humanities, social science, STEM, business, education, public policy, and social work are all included in the Carnegie scale for development and research expenditures.
Doctoral universities, master’s colleges and universities, baccalaureate colleges, baccalaureate/associate colleges, associate’s colleges, special emphasis institutions, and tribal colleges are the different types of institutions that Carnegie categorizes.
The so-called research designations (R-1, R-2, and R-3) only apply to institutions that are desigated as doctorate universities. The highest research activity is denoted by R-1, higher research activity by R-2, and moderate research activity by R-3.

As you search for the right college or university, be sure that you understand the meaning of commonly used classifications such as Tier 1 Universities, R1 Universities, and Top Tier Universities. Commonly referred to as the Carnegie Classifications, these classifications are an indication of both prestige and commitment to research among colleges and universities. But what do these classifications mean, and what do they mean for you? What impact will these classifications have on your search for the right school? Read on to find out how the Carnegie Classifications can help you zero in on the right school.

What does Carnegie Classification mean?

The Carnegie Classification of Institutions of Higher Education, or as it is more commonly known, the Carnegie Classification, is a framework for categorizing all accredited, degree-granting institutions in the United States. Originally formulated in 1970 by The Carnegie Foundation for the Advancement of Teaching, and administered through the University of Indiana’s Center for Postsecondary Research since 2014, the Carnegie Classification is “the leading framework for recognizing and describing institutional diversity in U.S. higher education.” (cite: https://carnegieclassifications.iu.edu/)

Every three years, the Foundation classifies every institution listed in the National Center for Education Statistics Integrated Postsecondary Education Data System (IPEDS). The institutions are first classified by type:

doctoral universities (R)
master’s degree colleges and universities (M)
baccalaureate colleges
baccalaureate/associate colleges
associate’s colleges
special focus institutions;
and tribal colleges

These categories are fairly straightforward indicators based on the level of degree offered. Carnegie subsequently ranks these schools on separate tiers. Tiers are determined based on a quantitative formula that, for doctoral programs, measures the number of degrees conferred versus research dollars spent, and for master’s programs, measures the number of degrees conferred versus the size of the student body.

See below for a chart listing all of the Carnegie Classifications, as well as their defining criteria.

What are college tier rankings based on?

Research institutions are ranked based on three indicators:

the number of research or practice doctorates awarded;
the amount of money spent on research; and
the number of research faculty.

This drives a formula for quantitative categorization that tells us how much money is raised and spent on research versus how many students and faculty the institution has.

What do these tiers mean to universities?

The Carnegie Classifications are very important to institutions, especially graduate schools with a focus on research. Colleges and universities care deeply about how they rank and make deliberate choices to improve and/or maintain their ranking. There is a lot of prestige that comes with a high ranking. For many colleges and universities, the Carnegie Classifications can contribute to reputation and standing in the academic community, and may figure prominently into the ability of schools to attract top students and faculty.

For instance, if Carnegie classifies a college or university as an R1 (or top-tier research institution), it is highly likely that this same institution will enjoy a high ranking from a noted college ranker such as U.S. News & World Report . In fact, most prominent college ranking services rely to some extent on the tiers dictated by the Carnegie Classification system.

Though unofficial, these tier-based labels are tied largely to each school’s investment in both research and faculty, and how favorably these investments match the size of a student body. These factors may correlate directly to an institution’s ability to attract top talent and generous endowments, and consequently, their capacity to leverage academic influence across a wide spectrum of disciplines.

What do Carnegie Classifications mean for students?

The Carnegie Classification won’t necessarily tell students which schools are best, and it really isn’t meant to. The Carnegie Classification is simply a system for categorization, intended to sort schools into categories by degree type and emphasis on research. In fact, while college ranking services will usually acknowledge the Carnegie Classifications, these tiers will be incorporated into a larger set of indicators before a service like U.S. News & World Report can arrive at a qualitative ranking.

Carnegie Classifications aren’t explicitly tied to the quality of education or the student experience. The Carnegie Classifications are not informed by student-focused metrics such as graduation rates, extracurriculars, after-graduation employment, student services, or campus facilities. In this regard, the Carnegie Classifications aren’t meant as a way to discern the overall quality of an institution.

Instead, the classifications are designed to group colleges and universities based on their research activities. For students and prospective students, Carnegie’s tiers offer basic groupings within which schools are comparable in terms of their size, research emphasis, and their student-to-faculty ratio.

This means that the Carnegie Classification may be one helpful starting point for students in search of the right school. It may be an especially good way to determine if your graduate school is more focused on research or teaching. Your preference for one experience or the other will play a major role in your grad school destination. The Carnegie Classification can help point you in the right direction.

From there, you must take into account the indicators that are most important from you, whether they relate to student experience, faculty influence, affordability, accessibility, geographical location, or the countless other factors that will enter into this important decision.

For help weighing these factors, find out what you should look for in a graduate school.

Or read on to learn more about the differences between teaching and research universities.

What About Carnegie Classifications?

Carnegie classifications have long been used to determine top-tier research universities. But despite all efforts, lots of academics noticed a great flaw in these rankings.

Rethinking Carnegie Classifications

While beneficial, the Carnegie classifications can also cause bigger problems in higher education. For example, universities tend to hire more staff and produce more doctorates than is necessary to shift from R-3 to R-2 or R-2 to R-1. This may cause a waste of taxpayer dollars.

From a pedagogical perspective, the high number of research doctorates awarded reduces spending on professoriate hiring and curriculum development per student. This will likely lead to low-quality education in humanities departments where student consumption drives the business model more than learning and teaching.

From an economic perspective, universities are creating an endowment market where they compete against each other to be the best at conferring these “research” initiatives while they build no productive infrastructure or faculty-hiring capacity within their institutions.

The Carnegie classifications are, unfortunately, based on aggregate numbers, which fail to account for the quality of scholarly research or actual faculty productivity. They do not account for the quantity of peer-reviewed papers published by department members, their worth, or their efficacy; instead, they measure aggregate amounts of people and investment.

Regardless of apparent faults, the Carnegie classifications are not at all useless today. Just that they are being misapplied and abused, which harms higher education as a whole economically.

In the past, the Carnegie classifications were used to identify the prestige of a university. However, these classifications have become less helpful for this purpose as research quality has risen dramatically over the years. At many universities today, experts are questioning the value of Carnegie classifications in determining the identity or quality of research performed at institutions.

In addition, the Carnegie classifications do not measure research activity. The Carnegie rankings are supposed to be a measure of the amount of research expenditure going on at each university. However, if a university spends money on R-1 and R-2 but does not yield research results, that would be a bad investment. It seems as though Carnegie may reward or penalize universities for spending more money on funding than actually producing results.

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What is the Difference Between R1 and R2 Universities?

Posted by Shelly Quance on 11/30/22 8:08 AM

At R1 institutions, research study spans the academic spectrum, engaging grad students with research opportunities from the creative arts and humanities to the social sciences and applied sciences.

R1 universities are at the forefront of research and innovation, and they receive federal and/or private funding specifically for their academic research.

The Carnegie Foundation for the Advancement of Higher Education has classified approximately 146 U.S. institutions as having R1 status. In other words, R1 institutions are recognized as the best research universities in the country — and West Virginia University is one of them (and the only R1 institution in the state of West Virginia).

But what is the difference between R1 and R2 universities? Are they really that much different? Is it really worth choosing an R1 institution over one with R2 status? Let's talk about it.

️ Download WVU's Guide to Research-Based Graduate Programs.

Here's the difference between R1 and R2 universities.

There is a significant difference between the level of research and therefore, academic innovation that comes out of R1 universities as opposed to R2. Here are three specific (and significant) differences you should take note of.

R1 institutions graduate more doctoral students than R2 institutions.

Research conducted at the graduate level cultivates a more comprehensive and cutting-edge knowledge base. Graduate programs offered at R1 institutions also foster a community that focuses on experimental learning and expands upon research , rather than solely focusing on existing facts in the field. In this way, R1 status universities help graduate students engage in cutting-edge research typically associated with PhD candidates.

PhD candidates find that conducting research at an R1 institution greatly benefits their academic and professional path because they are actively engaged with the most recent findings coming out of their respective fields. For this reason, R1 institutions actually graduate more doctoral students than any other universities, including R2 status institutions.

R1 institutions receive significantly more funding than R2 institutions.

R1 institutions are awarded significantly larger amounts of funding in comparison to R2 institutions. R1 institutions are required to have minimum funding of $43.8 million per academic year. R2 institutions have a much lower minimum funding requirement.

And because R1 institutions also employ research-driven faculty who are passionate about research and who are dedicated to staying at the forefront of innovation, most R1 universities actually bring in significantly more than the minimum funding requirement.

For instance, by the end of 2020, WVU's total sponsored expenditures for research funding was $172 million , and by the end of 2021, WVU was granted $203 million in external funding for research and other sponsored programs.

R1 institutions produce more accomplished researchers than R2 institutions.

Graduate students at R1 institutions are investigating new frontiers — looking at what has been discovered and making their own new discoveries.

With a graduate degree from an R1 university, research-driven students can expect to go out and be a leading scholar in their area , and they will be on the forefront of the next generation of people who are discovering great new ideas and changing and shaping the world.

At WVU specifically, you will go through a huge transformation , where you’ll move from being the student to being the professional — and then you’ll be ready to make a mark on the world.

Learn more about WVU's R1 status — connect with us!

At West Virginia University, you have the valuable opportunity of joining one of the best research universities in the United States. At an internationally recognized R1 institution , you will learn with and from a community of driven, research-focused professionals who are making a positive impact across industries.

West Virginia University offers many excellent graduate programs designed to prepare you for a successful career. For a list of current programs, visit our graduate programs page .

As you consider your next academic venture, we invite you to take advantage of a few of our resources: read more stories , subscribe to our podcast , and visit our resource library to learn more.

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Learn more about obtaining a graduate degree at one of the best research universities in the U.S. — download WVU's Research Collaboration Guide!

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What Is a Research University?

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Research universities invest heavily in research and development.
These institutions rank among the best universities in the country.
Students benefit from research opportunities and distinguished faculty.
A research institution can help degree-seekers reach their goals.

Check out any list of the best colleges in the country and you'll find dozens of research universities . But what is a research university? And what are the benefits of attending one?

Research universities developed antibiotics, radio technology, search engine algorithms, surveying methods, and even barcodes. These institutions invest in new technologies and innovate in diverse fields. As drivers of discovery, research universities play a major role in the economy.

On top of an exceptional track record in research, these universities also stand out for their teaching. As a result, students benefit from attending research universities.

What Are Research Universities?

As you might guess, a research university prioritizes research. At these institutions, graduate students, postdocs, and professors conduct original research in diverse fields.

Research universities can be public or private institutions . By definition, research universities offer master's and doctoral degrees along with bachelor's degrees.

The concept of a research university dates back to the 19th century. In the U.S., Johns Hopkins University was the first research university . Johns Hopkins aimed to combine the undergraduate systems of Oxford and Cambridge with the emerging emphasis on research at German universities.

The model took off, and by the 20th century, the number of research universities exploded — with research budgets skyrocketing and a new emphasis on research-focused teaching. Unlike European universities, where undergraduates rarely participate in research, U.S. research universities encourage research throughout higher education.

Carnegie Classifications

In the U.S., the higher education system includes community colleges, technical schools, liberal arts institutions, regional colleges, and research universities. In 1970, the Carnegie Classifications began categorizing these diverse institutions.

The Carnegie Classifications recognize R1 universities as the most research-intensive institutions. These institutions offer at least 20 research or scholarship-based doctoral degrees and spend at least $5 million on research each year.

An R1 institution has very high research activity, according to the classification. Brandeis University provides a list of R1 research universities . Many of the best universities in the country fall into this category. In 2021, 137 institutions received an R1 classification.

Top-Ranked R1 Research Universities

Massachusetts Institute of Technology
University of California, Los Angeles
Princeton University
Johns Hopkins University
California Institute of Technology
Yale University
University of California, Berkeley
Columbia University
University of Michigan
University of Chicago

What Are the Benefits of Attending a Research University?

Research universities offer several benefits for students, even undergraduates in non-research fields. Compared to smaller institutions, R1 universities typically offer more majors, for example. And students at any level can benefit from the resources at a research university.

More Research Opportunities

At the undergraduate and graduate levels, research universities simply offer more research opportunities.

Undergrads can gain research experience through research programs or independent study opportunities . Grad students work in labs, build prototypes, and conduct archival research at R1 universities.

Distinguished Professors

Research universities attract exceptional faculty members, including experts in STEM , medicine , the social sciences , and law . Distinguished researchers often teach at R1 institutions.

These professors balance their research contributions with teaching undergrads and grad students. Learners benefit from studying with experts in their field.

Cutting-Edge Research Equipment

Top-ranked research institutions devote significant resources to their research budgets — R1 institutions have a minimum annual research budget of $5 million. And that number goes up for many top research universities.

In 2020, more than 20 R1 schools spent $1 billion or more on research and development . And Johns Hopkins topped $3 billion.

What does that mean for students? These schools have the most up-to-date research facilities. Students and faculty at R1 schools benefit from the best research tools in the field.

Strong Reputation

It's no surprise that research universities rank at the top of "best college" lists. R1 institutions have strong reputations for academic excellence.

And those reputations extend beyond applied research fields to include theoretical disciplines, scholarship-based fields, and more. Research universities have a long track record of contributing to society, both through innovations and by educating students.

Preparation for Grad School

Attending a research university for a bachelor's degree can set graduates up for success later on — from getting into top grad schools to becoming leaders in the field.

Consider the list of undergraduate alma maters for Nobel Prize winners — of the top seven schools, five are R1 institutions.

Should You Go to a Research University?

Is a research university the right fit for you? Here are some questions to ask when choosing a school for your undergraduate studies.

Are you unsure about your major? Research universities typically offer dozens or even hundreds of majors. If you aren't sure whether to major in biology or education, a research university will give you the most options.
Do you want to major in STEM? If you're considering a science, technology, engineering, or mathematics degree, a research university might be the best fit. But you don't need to attend a large R1 institution to major in STEM . In fact, STEM majors thrive in liberal arts colleges, too.
Are you planning to go to grad school? When it comes to grad school admissions , your undergraduate institution matters. And research universities bring a strong reputation for academic quality. Attending an R1 school and getting letters of recommendation from top faculty in the field can help your chances of getting into grad school.
Do you want to attend a big school? If you always pictured yourself in large lecture halls, a research university might be a good fit. While not all research universities are large — there are just over 5,000 undergrads at Princeton University, for example — R1 universities typically offer a big college experience.

Reasons to Go to a Research University

Who should attend a research university? An R1 school might not be the best fit for every student. Some students prefer a liberal arts college with smaller class sizes. However, a research university might be the right fit for some students' goals.

Undergrads interested in research-heavy majors should consider an R1 school. Attending a research university can also benefit undergrads who plan to earn a graduate degree and those undecided about their majors. Finally, the strong reputation of research universities benefits students in diverse fields.

At the graduate level, research universities offer the best preparation for academic careers and non-academic jobs. They have more resources for grad students and distinguished faculty who can connect graduates with job opportunities .

Because research universities are among the most prestigious colleges , many offer selective admissions . When considering a research university, check the academic profile of recently admitted classes and the admission rate. And consider visiting a research university to see what an innovative campus can offer students.

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Unlocking Opportunities: Why Research 1 Universities Matter

March 15, 2024 - Megan Borders

The University of New Mexico is our state’s only institution with this prestigious designation, and we are in your backyard!

This means that our faculty members not only take teaching and community engagement service seriously but also produce research and publish more than most doctoral programs nationwide. Anderson faculty collaborate, research, investigate, study, and then write, edit and rewrite numerous research articles per year to help UNM maintain this designation. More so, Anderson students, at both undergraduate and graduate levels, have access to cutting-edge research projects for real-world, hands-on experience.

This designation also helps attract top faculty members, researchers and students who strengthen Anderson’s academic reputation and the public’s perception of our programs. It highlights our faculty’s advancements in their industries and their capability to add to the national and international discourse on best practices in their areas of specialization.

Additionally, having an R1 university provides numerous advantages to New Mexico. It positively impacts the state’s economic growth and helps our officials tackle the biggest concerns through research and implementation recommendations, such as sustainable space research, child health and transitioning to green energy.

Being rated as an R1 university signifies excellence in research, a high-caliber student experience, and the ability to help lead New Mexico into the future. Understanding the importance of this designation as an active and caring community member is important, so that we can identify ways to partner and help our state in ways meaningful to all of us.

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About the carnegie classification ®.

The Carnegie Classification® is the leading framework for recognizing and describing institutional diversity in U.S. higher education. The Carnegie Commission on Higher Education developed the classification in 1973 to support its program of research and policy analysis. Derived from empirical data on colleges and universities, the Carnegie Classification was updated in 1976, 1987, 1994, 2000, 2005, 2010, 2015, 2018, and 2021 to reflect changes among colleges and universities.

The framework is used in the study of higher education and is intended to be an objective, degree-based lens through which researchers can group and study similar institutions. Carnegie Classifications are used in research study design to ensure adequate representation of sampled institutions, students, or faculty, among other uses.

In 2021, the Carnegie Foundation for the Advancement of Teaching and the American Council on Education (ACE) began a partnership to reimagine the Carnegie Classifications. For the first time, the Universal and Elective Classifications have been brought together in a single organizational home at ACE. The two organizations are now working together to develop new and refined versions of the Classifications to better reflect the public purpose, mission, focus, and impact of higher education.

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The Center for Catastrophe Modeling and Resilience was recently named a University Research Center. Illustration by Ana Kova.

Lehigh's First University Research Center to Focus on Catastrophe Modeling

The first of three new University Research Centers, The Center for Catastrophe Modeling and Resilience aims to explore how hurricanes, pandemics and other large-scale events impact communities.

Christina Tatu

University Research Center
Interdisciplinary Research

In 2005, Hurricane Katrina caused catastrophic flooding in Louisiana, killing more than 1,800 people and leading to $108 billion in property damage, including the destruction of fiber optic cables and microwave antennas essential for transmitting and receiving signals for cellular, radio and television broadcasts.

In 2017, Hurricane Harvey slammed into the Texas coast, killing more than 70 people and damaging more than 850 power transmission structures and more than 745 miles of transmission and distribution conductors. More than 200,000 people, including many in the Houston area, were without power for days.

Authorities rescue those stranded during Hurricane Katrina which made landfall as a category four hurricane along the Gulf Coast of Louisiana in 2005.

In 2018, a massive wildfire in Northern California, ignited by a fault in a power line and fueled by strong winds, burned through more than 153,000 acres, destroyed 18,804 buildings and killed 85 people. The Camp Fire was California’s deadliest wildfire to date.

What these disasters have in common is that they force a closer examination of the resilience of the country’s infrastructure and utility systems. As such disasters become more frequent, they raise questions about what can be done to ensure communities can withstand catastrophes and quickly rebuild.

Catastrophe modeling and resilience, the focus of Lehigh’s first University Research Center—announced earlier this year as part of Lehigh’s strategic plan, Inspiring the Future Makers —attempts to assess the risk of these kinds of events and plan for them.

The Center for Catastrophe Modeling and Resilience , led by Paolo Bocchini , professor of civil and environmental engineering, brings together a team of faculty from across disciplines, leveraging a wealth of experience and expertise in their respective fields who attempt to predict catastrophes and assess their associated risks.

Lehigh has had teams of researchers studying disaster resilience for years. Over time, they have developed relationships with collaborators in government, industry and academia and secured funding for a variety of projects.

“We at Lehigh created an area of strength in community and infrastructure resilience,” Bocchini said. “We started about 15 years ago to work on this. We have reached critical mass, and I think we’ve established ourselves as relevant players in the field.”

Lehigh’s leaders hope the University Research Center designation and investment will help Bocchini and his team secure more research funding to expand efforts and crystallize Lehigh’s status as a leader in the field of catastrophe modeling and resilience.

“The goal of these centers is to achieve national and international prominence in a specific area of work so that when people who are interested in a particular topic ask, ‘Where is the best or most interesting research being done on the issue,’ Lehigh comes to mind as a great place where that work is being done,” said Dominic Packer, associate vice provost for research.

The goal of these centers is to achieve national and international prominence in a specific area of work so that when people [...]ask, 'Where is the best or most interesting research being done on the issue,' Lehigh comes to mind as a great place where that work is being done.

Dominic Packer, Associate Vice Provost for Reserach

The Center for Catastrophe Modeling and Resilience will also help advance Lehigh’s goal of doubling its research over the next 10 years.

Being named a University Research Center means that the Lehigh faculty involved will invest at least 50% of their research efforts there, Packer said. For some faculty, all of their research could revolve around the center. The backing also will make Lehigh’s researchers more competitive with other institutions vying for large-scale funding. Such grants often require interdisciplinarity with a strong sense of institutional commitment, Packer said.

Several projects have already been carried out or are underway .

Research led by Bocchini explores wildfire risk assessment . Under strong wind and dry weather, California power companies can enact public safety power shutoffs, but the shutoffs cause blackouts affecting millions of people. Bocchini’s team has explored ignition probability, which is increased when conductor cables oscillate in such a way that they encroach on surrounding vegetation. Bocchini’s research provided a methodology for predicting at what point during a high wind storm powerline ignition becomes likely.

In May 2014, San Diego County was hit with unprecedented wildfires fueled by drought.

Ethan Yang , associate professor of civil and environmental engineering, is collaborating with Florida Atlantic University, and the University of Tokyo and Kyoto University, both in Japan, to develop an inclusive human-centered methodology comparing similarities and differences in how the United States and Japan deal with disasters and mitigate them. Funded by the National Science Foundation, the project will mainly look at flooding, which often causes the most extensive damage to communities, Yang said.

David Casagrande , an anthropology professor, is studying U.S. Census data from 2000 and 2010 to examine how neighborhoods in New Orleans changed as a result of Hurricane Katrina in 2005. The data helps illustrate “social vulnerability,” that is, which members of a population may be more vulnerable and have less resilience to recover after a disaster, he said. That could be influenced by factors such as race, age, income and whether the person is a homeowner or renter.

“You can’t just treat the population as homogenous if you really want to understand,” said Casagrande, who is assisted by a graduate researcher. “You have pockets of poverty, and other issues that are going to affect a community’s ability to recover after a disaster.”

The catastrophe modeling team was a clear frontrunner among proposals for the designation as a University Research Center because, in addition to their exciting work, they were among the most established teams to submit a proposal, Packer said.

“Paolo is very impressive as a leader and he has a vision, and he and his team have been working toward this for quite a few years now,” he said. “This is not something that happened overnight. They’ve really been working toward creating a center-like structure.”

What is Catastrophe Modeling?

Catastrophe Modeling, or CatModeling, attempts to predict the likelihood of potentially catastrophic events, such as natural disasters, pandemics, financial crises, as well as political unrest and the associated risks that include financial losses, damage to buildings and other infrastructure.

CatModeling is particularly important for insurance companies who often cover the cost of disasters. The speed with which insurers can make payments can impact the long-term recovery of a region. Despite the importance of CatModeling, the field has not previously been treated as a traditional discipline explored systematically in academia.

While the private sector has moved forward research in CatModeling, it can benefit from stronger collaborations with the fundamental and interdisciplinary research done in academia, Bocchini says. The Center for Catastrophe Modeling and Resilience envisions a thriving University Research Center that expands the role of academia in CatModeling and interacts with major stakeholders in industry, government and researchers at other universities to address the most relevant problems in the field.

Some of these problems are related to the influence of climate change on catmodels, rapid response and recovery after disasters, as well as climate, environmental and social justice applied to disaster resilience.

Resilience refers to a community’s ability to withstand and recover from a disaster. The role insurance companies play in resilience is critical, Bocchini said.

“Insurance companies are really fueling the recovery effort,” he said. “Making sure that they are still in the black after these events, and they can provide resources, is important. In the past, we had examples where some insurance companies went bankrupt before catastrophe modeling became a science.”

Center researchers have decided to continue their efforts from a public sector perspective, but also add new focus on the private sector, specifically the insurance industry, he said.

Bocchini’s background is in probabilistic modeling applied to civil engineering. Since his early research years, Bocchini has applied probabilistic modeling to natural disasters.

“I saw students get immediately excited when I pitched this type of application, because we are dealing with the biggest threats to our society,” Bocchini said. He and his colleagues realized such models could be applied to other events as well. They began trying to predict epidemics before the COVID pandemic hit.

A worker sanitizes a theater in New Delhi, India, on Oct. 14, 2020.

I saw students get immediately excited when I pitched this type of application, because we are dealing with the biggest threats to our society.

Paolo Bocchini, Associate Professor of Civil and Environmental Engineering

“These are measures of threats our society faces, and in some cases they are existential threats,” Bocchini said. “Trying to do something about it, for me as an engineer, is very fascinating. I’m not trying to cure diseases, but I think this is the best approximation of trying to help our society defend against its threats.”

An Interdisciplinary Team

The catastrophe modeling group at Lehigh have also catalyzed a broader catastrophe modeling coordination network, for which Lehigh’s University Research Center will serve as hub. It includes founding members from Rice University in Houston, Stanford University in Palo Alto and Florida Atlantic University in Boca Raton. There are additional members from Washington State, Missouri University of Science and Technology and Columbia University in New York.

Lehigh currently has eight core faculty members involved in the center from across various disciplines, including engineering, mathematics, science and social sciences. They include Bocchini, Casagrande and Yang, as well as:

– Daniel Conus , associate professor and associate chair of the Department of Mathematics – Brian Davison , professor and chair of the Department of Computer Science and Engineering – Benjamin Felzer , associate professor of Earth and environmental sciences – Thomas McAndrew , assistant professor with the College of Health – Maryam Rahnemoonfar , an associate professor with the Department of Computer Science and Engineering, and the Department of Civil and Environmental Engineering

Bocchini hopes to at least double the number of center-affiliated researchers in the next few years. The center is also in the process of hiring an industry liaison to work with those in the insurance sector. A master’s degree program in catastrophe modeling and resilience has been introduced along with a certificate program. The first students in those programs are starting in the Fall 2024 semester.

“This problem requires multiple kinds of expertise to answer it well,” said Davison, who is also one of the founding members of the center.

“The insurance industry and finance industry have their areas of expertise, but they might not know how to plan for and repair certain kinds of infrastructure,” Davison said. “I would argue it’s necessary for catastrophe modeling to be interdisciplinary because we’re going to miss something pretty significant if we are not considering the human aspects.”

[...] It's necessary for catastrophic modeling to be interdisciplinary because otherwise we're going to miss something pretty significant if we are not considering the human aspects.

Brian Davison, Professor and Chair of the Department of Computer Science and Engineering

Davison and his colleagues at the center say they are in a unique position to bring government and private industry together.

Yang said government agencies have their attention divided by issues such as inflation and housing prices, while the insurance companies are for-profit corporations and need to worry about their finances and their competitive edge. Those in academia don’t have such constraints.“We are in a good spot and can serve as a neutral venue that brings everyone together,” he said.

Lehigh Launches its University Research Centers

The development of University Research Centers marks an important milestone in Lehigh’s strategic plan to invest in interdisciplinary research. University leaders have been seeking and developing ideas for the formation of research centers. The goal is to create multiple centers of national and international prominence in the next five to 10 years.

The process began with the strategic planning effort during fall 2022 when the “Research for Impact” working group solicited creative ideas from across campus, which helped inform and create the notion of interdisciplinary research centers in three areas: assessing and improving health by working outside of healthcare settings; interdisciplinary research and creative work to understand conflict and change; innovation for sustainable and resilient infrastructure and communities.

In August 2023, university leaders solicited proposals for University Research Centers. They received 17 letters of intent and 12 white papers, each of which presented ideas with potential for further development.

Each proposal was reviewed by experts, including Lehigh faculty, staff, deans, content experts from academia and industry, and experts in federal research priorities. Lehigh hopes to designate more University Research Centers in the near future, including in the areas of assessing and improving health by working outside of healthcare settings, and interdisciplinary research and creative work to understand conflict and change.

“We identified a set of themes, areas where it seems like we have existing strengths and it would be good to grow,” Packer said.

A location for the Center for Catastrophe Modeling and Resilience is still being determined, though Packer believes it will most likely be on the Mountaintop Campus.

“I think our perspective is that this is a really important and exciting area of research that is only going to grow in importance,” Packer said.

Nursing Home Industry May Obscure Some of its Profits, Lehigh Researcher Finds

Andrew Olenski, assistant professor of economics, publishes finding in a National Bureau of Economic Research working paper.

Research Promotes Equitable Reclassification for Multilingual Learners with Disabilities

Sara Kangas, associate professor of special education, presents policy brief to special education state agency leaders from across the U.S.

Lehigh’s Center for Catastrophe Modeling and Resilience Receives NSF Planning Grant to Pursue Industry-University Cooperative Research Center

Grant will strengthen Lehigh’s Center for Catastrophe Modeling and Resilience as a nationally recognized research center.

ASU, UA rank in top 1% of global universities, per a recent study. Here’s why

Both Arizona State University and the University of Arizona ranked among the top 1% of schools across the world in this year’s Center for World University rankings , putting them ahead of schools like the University of Connecticut and Georgetown University.

The group compiled data from more than 20,000 institutions internationally, studying graduate employability and academics. Among the U.S. rankings, UA landed in 48th, ASU in 67th and NAU in 185th. All three schools were credited for their research influence.

That was key in developing the overall rankings according to the organization. Faculty citations and research made up 40% of the scores given.

In fiscal year 2022, ASU spent $797.2 million on research, growing by 18% from the year prior. In fiscal year 2023, UA spent even more with $954 million in investments. Both schools are in the top 4% nationally for research spending. A large portion of research funding in the state is from federal investments.

While NAU spent less at around $77.5 million in fiscal year 2023, the school has continued to expand its research budget. NAU is also likely to reach R1 status next year after the new criteria goes into effect . An R1 institution is a school recognized within the highest tier of research universities.

The Arizona Board of Regents, the body overseeing the state's public university system, sets research spending targets for each year to support what the board said is "essential to our state’s economic future" in a 2023 report . The system has surpassed those benchmarks.

This year’s rankings come at a critical point for UA, which is working to recover from a multimillion-dollar budget shortfall discovered last fall. Through a hiring freeze and several other budget cuts, school officials now expect to bring a deficit that was once $117 million down to $52 million by next year.

The fiscal headaches were blamed on a variety of issues including a decentralized budgeting model and inflation. But in the fall, UA President Robert Robbins acknowledged large investments on merit scholarships for out-of-state students and research initiatives also made an impact.

"We made a bet on spending money," Robbins said in a November meeting. "We just overshot."

In February, Robbins told The Arizona Republic the school would grow its research spending to $1 billion in the coming years. He said he didn’t regret the move but admitted the school had been using money from its reserves to fund it.

UA searching for its next president Here's what students, faculty want to see

UA was ranked among the top 0.5% of schools internationally this year, compared to ASU in the top 1% and NAU in the top 4%. The study placed UA faculty highly, at 69th globally, making it one of the school’s standout characteristics in the rankings.

Throughout ongoing budget discussions, faculty have long called on university leaders to protect its academic staff, citing it as the “engine” of the R1 land-grant university. While the school’s president and interim chief financial officers have said they too are committed to protecting UA’s academic mission, many faculty are uneasy, saying cuts on the horizon would go on to hurt students.

Hundreds of people attended a general faculty meeting last month to go over the school’s deficit. The group later passed a resolution asking the administration to stop ongoing layoffs until “detailed, transparent, and clear financial data and guidance on financial rules” is available.

Helen Rummel covers higher education for The Arizona Republic. Reach her at [email protected] . Follow her on X, formerly Twitter: @helenrummel .

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May 23, 2024

Purdue and Elanco Animal Health announce One Health Innovation District in Indianapolis

The newly created One Health Innovation District in downtown Indianapolis will solve pressing issues impacting animal, human and environmental health. (Photo courtesy of Elanco)

Purdue joins Elanco in a shared vision of a research park dedicated to solving pressing issues impacting animal, plant, human and environmental health

INDIANAPOLIS — Purdue University will partner with Elanco Animal Health Inc. and become part of Indiana’s new One Health Innovation District. The announcement was made Thursday (May 23) at Indiana’s 2024 Global Economic Summit after Purdue President Mung Chiang and Elanco President and CEO Jeff Simmons signed a shared memorandum of understanding with the Indiana Economic Development Corp. to establish a globally recognized research innovation district dedicated to optimizing the health of people, animals, plants and the planet.

Purdue and Elanco have committed to develop a new shared-use facility on 3 acres in the One Health Innovation District near the future Elanco global headquarters on the western edge of the White River in Indianapolis. The facility is designed to deliver and scale up innovation where industry and academia can collaborate including office, wet lab and incubator space. This is in addition to the nearly complete 220,000-square-foot corporate headquarters of Elanco Animal Health, with an expected opening date in the second quarter of 2025. Elanco also announced its commitment to purchase an additional 12 acres to the north of its existing footprint for future expansion and the development of the Epicenter for Animal Health.

“Totality of Purdue to the totality of Indianapolis — that’s our pledge as the Indianapolis part of Purdue’s main campus officially launches on July 1,” Chiang said. “In the coming years, all programs at Purdue will find homes throughout our state’s capital city. Today’s announcement carries a special excitement for the partnership and the location. Purdue is excited to partner with Elanco and other collaborators to build out the ecosystem of One Health Innovation District, starting from the building announced and expanding to an entire district. Human health, animal health, plant health will be jointly advanced by the nation’s leading companies and our state’s top-ranked university.”

The facility will help extend Purdue’s substantial research arm into the heart of Indianapolis, coinciding with the launch of the university’s urban extension, Purdue University in Indianapolis, on July 1. Research interests will include understanding of the microbiome, antimicrobial resistance, computational biology, comparative genomics and livestock sustainability, among others. Indianapolis is home to the biotech companies that are on the cutting edge of the revolution in animal health (Elanco), human health ( Eli Lilly and Company ) and plant health ( Corteva Agriscience ). The One Health Innovation District will be less than 1 mile from Lilly’s world headquarters, creating a unique and direct link between the two entities.

“The One Health Innovation District will propel the state’s vision for our regional technology hub aimed at accelerating collaborative innovation in our life sciences,” Indiana Gov. Eric Holcomb said. “The partnership marks a rare and noteworthy move wherein a global health company, a university and a government come together with a shared vision. The district will create an ecosystem that is focused on talent, applied research and innovation that can be sustained for generations to come.”

Developing the One Health Innovation District surrounding the new Elanco global headquarters presents a unique opportunity to enable a coordinated partnership among public, private, government, university and community that will attract and retain top talent and drive growth and development for downtown Indianapolis. One Health is recognized by scientific institutions including the World Health Organization and the Centers for Disease Control and Prevention as being a preferred approach where the interconnection among human, animal and plant science can help solve complex global health problems.

“For life-changing innovations to move from idea to reality, they must grow in the right environment,” Simmons said. “The many partners in the Indianapolis One Health Innovation District will set Indianapolis apart as an area where innovators will find a vast ecosystem of support — including one of the world’s leading universities, funding, lab space, collaboration with many other innovators and companies — and most significantly, shared technical development and pilot plant facilities to manufacture and scale innovations. We believe connecting innovators with access to world-class, state-of-the-art resources will help bring solutions to some of the world’s most pressing issues facing people, animals and the environment. This is a key milestone in bringing to life our goal of creating an animal health epicenter to reach the world’s animals from our new global headquarters in the heart of Indianapolis.”

The unique partnership is designed to increase the ability to prevent, predict, detect and respond to health threats. One Health integrated approaches are widely recognized as the new frontier in biosciences. Purdue and Elanco, in collaboration with Applied Research Institute, AgriNovus, BiomEdit and others, are planning a One Health Summit for fall to showcase the ecosystem of capabilities and draw the first era of innovators to the One Health District.

This new announcement is yet another step forward to bring to fruition Gov. Holcomb’s goal of developing a regional technology hub in Indiana. Following the passage of the CHIPS and Science Act, through the newly constituted Applied Research Institute (ARI), Indiana stood up Heartland BioWorks and was designated as one of 31 Tech Hubs in October of last year by the Economic Development Administration (EDA). Purdue University was part of a consortium of Indiana stakeholders successful in securing that Regional Technology and Innovation Hub (Tech Hub) designation, which recognizes regions poised to ensure the U.S. is globally competitive in areas that are key to national security. The One Health Innovation District is part of that consortium, and any implementation funding from the EDA would support and greatly accelerate the district’s capability to translate innovative ideas into real-world products and job opportunities. With awards expected this summer, Heartland BioWorks now awaits word on whether it will be chosen for the next phase of funding that will invest another $50 million to $75 million in five to 10 designated hubs around the country. This Regional Tech Hub Program was authorized by the CHIPS and Science Act, of which U.S. Sen. Todd Young, R-Ind., was a co-sponsor.

About Purdue University

Purdue University is a public research institution demonstrating excellence at scale. Ranked among top 10 public universities and with two colleges in the top four in the United States, Purdue discovers and disseminates knowledge with a quality and at a scale second to none. More than 105,000 students study at Purdue across modalities and locations, including nearly 50,000 in person on the West Lafayette campus. Committed to affordability and accessibility, Purdue’s main campus has frozen tuition for 13 years in a row. See how Purdue never stops in the persistent pursuit of the next giant leap — including its first comprehensive urban campus in Indianapolis, the new Mitchell E. Daniels, Jr. School of Business, and Purdue Computes — at https://www.purdue.edu/president/strategic-initiatives .

About Elanco

Elanco Animal Health Incorporated (NYSE: ELAN) is a global leader in animal health dedicated to innovating and delivering products and services to prevent and treat disease in farm animals and pets, creating value for farmers, pet owners, veterinarians, stakeholders, and society as a whole. With nearly 70 years of animal health heritage, we are committed to helping our customers improve the health of animals in their care, while also making a meaningful impact on our local and global communities. At Elanco, we are driven by our vision of Food and Companionship Enriching Life and our Elanco Healthy Purpose™ Sustainability/ESG Initiatives — all to advance the health of animals, people and the planet. Learn more at www.elanco.com .

Writer/Media contact: Derek Schultz, [email protected]

Sources: Mung Chiang, Eric Holcomb, Jeff Simmons

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Life Science Research Professional 1

🔍 school of medicine, stanford, california, united states.

Stanford University is seeking a Life Science Research Professional 1 in the Institute for Stem Cell Biology & Regenerative Medicine Ang Lab ( https://anglab.stanford.edu/ ) to perform basic functions and activities involved in defined research projects, and to independently conduct and analyze experiments. The Research Professional will independently lead a project to differentiate human embryonic stem cells into therapeutically-valuable cell-types, such as vascular or liver cells, and their work will provide a foundation for the future use of these cells in regenerative medicine. The Research Professional will read the scientific literature and use this knowledge to independently plan, execute and analyze stem-cell differentiation experiments, and these results will be communicated with other group members during weekly meetings. Finally, the Research Professional will also be expected to help mentor new trainees in the laboratory and will assist the faculty member (PI) in preparing scientific manuscripts and grant applications.

DUTIES INCLUDE*:

Plan approach to experiments in support of research projects in lab and/or field based on knowledge of scientific theory.
Independently conduct experiments; maintain detailed records of experiments and outcomes.
Apply the theories and methods of a life science discipline to interpret and perform analyses of experiment results; offer suggestions regarding modifications to procedures and protocols in collaboration with senior researcher.
Review literature on an ongoing basis to remain current with new procedures and apply learnings to related research.
Contribute to publication of findings as needed. Participate in the preparation of written documents, including procedures, presentations, and proposals.
Help with general lab maintenance as needed; maintain lab stock, manage chemical inventory and safety records, and provide general lab support as needed.
Assist with orientation and training of new staff or students on lab procedures or techniques.

*- Other duties may also be assigned

DESIRED QUALIFICATIONS: Ideally, the Research Professional should have at least 1 year of experience with culturing mammalian cell lines. The Research Professional’s day-to-day experiments will largely revolve around the culture and differentiation of human embryonic stem cells; therefore, substantial prior experience with mammalian cell culture is desired, as embryonic stem cells require specialized skills to handle. Experience handling, and conducting research with mice would also be preferred.

EDUCATION & EXPERIENCE (REQUIRED): Bachelor's degree in related scientific field.

KNOWLEDGE, SKILLS AND ABILITIES (REQUIRED):

General understanding of scientific principles. Demonstrated performance to use knowledge and skills when needed.
Demonstrated ability to apply theoretical knowledge of science principals to problem solve work.
Ability to maintain detailed records of experiments and outcomes.
General computer skills and ability to quickly learn and master computer programs, databases, and scientific applications.
Ability to work under deadlines with general guidance.
Excellent organizational skills and demonstrated ability to accurately complete detailed work.

PHYSICAL REQUIREMENTS*:

Frequently stand, walk, twist, bend, stoop, squat, grasp lightly, use fine manipulation, grasp forcefully, perform desk-based computer tasks, use telephone, write by hand, lift, carry, push and pull objects weighing over 40 pounds.
Occasionally sit, kneel, crawl, reach and work above shoulders, sort and file paperwork or parts.
Rarely climb, scrub, sweep, mop, chop and mix or operate hand and foot controls.
Must have correctible vision to perform duties of the job.
Ability to bend, squat, kneel, stand, reach above shoulder level, and move on hard surfaces for up to eight hours.
Ability to lift heavy objects weighing up to 50 pounds.
Ability to work in a dusty, dirty, and odorous environment.
Position may require repetitive motion.

*- Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.

WORKING CONDITIONS:

May require working in close proximity to blood borne pathogens.
May require work in an environment where animals are used for teaching and research.
Position may at times require the employee to work with or be in areas where hazardous materials and/or infectious diseases are present.
Employee must perform tasks that require the use of personal protective equipment, such as safety glasses and shoes, protective clothing and gloves, and possibly a respirator.
May require extended or unusual work hours based on research requirements and business needs.

WORK STANDARDS:

Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors bases on training and lessons learned.
Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide, http://adminguide.stanford.edu .

Why Stanford is for You Imagine a world without search engines or social platforms. Consider lives saved through first-ever organ transplants and research to cure illnesses. Stanford University has revolutionized the way we live and enrich the world. Supporting this mission is our diverse and dedicated 17,000 staff. We seek talent driven to impact the future of our legacy. Our culture and unique perks empower you with:

Freedom to grow: We offer career development programs, tuition reimbursement, or audit a course. Join a TedTalk, film screening, or listen to a renowned author or global leader speak.
A caring culture: We provide superb retirement plans, generous time-off, and family care resources.
A healthier you: Climb our rock wall, or choose from hundreds of health or fitness classes at our world-class exercise facilities. We also provide excellent health care benefits.
Discovery and fun: Stroll through historic sculptures, trails, and museums.
Enviable resources: Enjoy free commuter programs, ridesharing incentives, discounts and more.

The expected pay range for this position is $26.44 to $36.54 per hour.

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources by submitting a contact form .

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.

Schedule: Full-time
Job Code: 4943
Employee Status: Regular
Requisition ID: 103347
Work Arrangement : On Site

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The massive surge in the number of people working from home may be the largest change to the U.S. economy since World War II, says Stanford scholar Nicholas Bloom .

And the shift to working from home, catalyzed by the pandemic, is here to stay, with further growth expected in the long run through improvements in technology.

Looking at data going back to 1965, when less than 1% of people worked from home, the number of people working from home had been rising continuously up to the pandemic, doubling roughly every 15 years, said Bloom, the William D. Eberle Professor in Economics in the School of Humanities and Sciences and professor, by courtesy, at Stanford Graduate School of Business.

Before the pandemic, only around 5% of the typical U.S. workforce worked from home; at the pandemic’s onset, it skyrocketed to 61.5%. Currently, about 30% of employees work from home.

“In some ways, one of the biggest lasting legacies of the pandemic will be the shift to work from home,” said Bloom.

Bloom shared his research on working from home at the Stanford Distinguished Careers Institute ’s “The Future of Work” Winter 2023 Colloquium, which focused on how the ways we work are changing.

DCI Director Richard Saller moderated the event , which featured scholars from Stanford and beyond discussing working arrangements and attitudes, challenges to office real estate, learned lessons about the power of proximity, and more.

Below are seven takeaways from Bloom’s discussion:

The employees. About 58% of people in the U.S. can’t work from home at all, and they are typically frontline workers with lower pay. Those who work entirely from home are primarily professionals, managers, and in higher-paying fields such as IT support, payroll, and call centers. The highest paid group includes the 30% of people working from home in a hybrid capacity, and these include professionals and managers.
The move. Almost 1 million people left city centers like New York and San Francisco during the pandemic. Those who used to go to the office five days a week are now willing to commute farther because they are only in the office a couple days a week, and they want larger homes to accommodate needs such as a home office. This has changed property markets substantially with rents and home values in the suburbs surging, Bloom said. Home values in city centers have risen but not by much.
The commute. Public transit journeys have plummeted and are currently down by a third compared to pre-pandemic levels. This sharp reduction is threatening the survival of mass transit, Bloom said. These are systems that have relatively fixed costs because the hardware and labor, which is largely unionized, are relatively hard to adjust. A lot of the revenues come from ticket sales, and these agencies are losing a lot of money.
The office. Offices are changing, with cubicles becoming less popular and meeting rooms more desirable. As some companies incorporate an organized hybrid schedule in which everyone comes in on certain days, they are redesigning spaces to support more meetings, presentations, trainings, lunches, and social time.
The startups. Startup rates are surging, up by 20% from pre-pandemic numbers. The reasons: working from home provides a cheaper way to start a new company by saving a lot on initial capital and rent. Also, people can more easily work on a startup on the side when their regular job offers the option to work from home.
The downtime. The number of people playing golf mid-week has more than doubled since 2019. People used to go before or after work, or on the weekends, but now the mid-day, mid-week golf game is becoming more common. The same is probably true for things like gyms, tennis courts, retail hairdressers, ski resorts, and anything else that consumers used to pack into the weekends.
The organization. More and more, firms are outsourcing or offshoring their information technology, human resources, and finance to access talent, save costs, and free up space. There has been a big increase in part-time employees, independent contractors, and outsourcing. “After seeing how well it worked with remote work at the beginning of the pandemic, companies may not see a need to have employees in the country,” Bloom said.

Interested in hearing more about the future of work? Stanford Continuing Studies will feature Bloom as he discusses “The Future of and Impact of Working from Home” on May 1 as part of the Stanford Monday University web seminar series .

Bloom is also co-director of the Productivity, Innovation, and Entrepreneurship program at the National Bureau of Economic Research, a fellow at the Centre for Economic Performance, and a senior fellow at the Stanford Institute for Economic Policy Research .

IU’s cloud computing resource receives $4.9M to expand AI access for research

Jetsteam2 awarded supplemental NSF grant to join National AI Research Resource Pilot

Indiana University’s Jetsteam2 cloud computing resource will be one of the first of the National Science Foundation’s advanced computing platforms to support projects enabled by the National Artificial Intelligence Research Resource Pilot program .

As part of this program, the Jetstream2 project will receive nearly $4.9 million to expand the resource. The grant, which was awarded as a supplement to IU’s Jetstream2 funding , brings the total award value for the project to nearly $29.4 million.

David Hancock. Photo by Emily Sterneman, Indiana University

The NAIRR Pilot program — the result of President Joe Biden’s Executive Order on the Safe, Secure and Trustworthy Development and Use of AI — aims to provide AI researchers and students access to key AI resources and data. The first 35 projects of the NAIRR Pilot program will be supported with computational time and mark a significant milestone in fostering responsible AI research across the nation.

“The NAIRR Pilot, fueled by the need to advance responsible AI research and broaden access to cutting-edge resources needed for AI research, symbolizes a firm stride towards democratizing access to vital AI tools across the talented communities in all corners of our country,” NSF Director Sethuraman Panchanathan said. “While this is only the first step in our NAIRR efforts, we plan to rapidly expand our partnerships and secure the level of investments needed to realize the NAIRR vision and unlock the full potential of AI for the benefit of humanity and society.”

David Hancock, director of advanced cyberinfrastructure at IU, said this pilot program presents a unique opportunity to gain new experiences with researchers and create lasting relationships.

“We all benefit and learn from this kind of experience,” he said. “We hope to provide meaningful resources that positively impact researchers and educators, highlighting the scientific and educational uses of AI and supercomputers down the road.”

Since 2016, the Jetstream system has given thousands of U.S. researchers access to a powerful cloud-based environment that complements other NSF systems — all from a laptop or tablet — allowing them to explore and understand immense amounts of data. Supporting computation, experimentation and teaching, Jetstream has benefited researchers from a wide range of fields by focusing on usability and support.

The Jetstream2 project is led by Research Technologies, a division of University Information Technology Services and a center in the Pervasive Technology Institute at IU.

Jetstream2’s primary cloud is at IU Bloomington, with regional clouds at Arizona State University, the Cornell University Center for Advanced Computing, University of Hawaiʻi and the Texas Advanced Computing Center in Austin, Texas. Jetstream2 also has partnerships with the University of Arizona, Johns Hopkins University and University Corporation for Atmospheric Research.

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Your chance of acceptance, your chancing factors, extracurriculars, what defines a research 1 university.

Hey, I'm a bit confused about the concept of a Research 1 university. Can someone please explain what it is and what makes it different from other types of universities? I'm trying to figure out if I should be narrowing down my college search to these types of institutions. Thanks!

Hello! I'm glad you asked about Research 1 universities, as they can offer some unique experiences compared to other types of institutions. A Research 1 university, also commonly referred to as an R1, is a classification that signifies the highest level of research activity performed by a university. It's a term used by the Carnegie Classification of Institutions of Higher Education.

These universities typically have a strong emphasis on research, and they often receive more funding for research projects than other institutions. This can lead to more resources being available to students, like state-of-the-art labs and equipment, as well as opportunities for undergraduate research. They also tend to have faculty that are actively engaged in research, which can translate to networking and mentorship opportunities.

However, it's important to consider your overall fit with a school when selecting colleges. While R1 universities offer many benefits, you might find other types of institutions to offer a more desirable student experience, depending on your personal preferences. Good luck!

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Search for Arboretum Director Narrows

The search for the next director of the Arboretum is underway.

A pair of sandhill cranes stand in front of the Arboretum Visitor Center at the University of Wisconsin–Madison on June 17, 2022. (Photo by Althea Dotzour / UW–Madison)SOMEONE DOES SOMETHING at the University of Wisconsin–Madison on June 17, 2022. (Photo by Althea Dotzour / UW–Madison)

A pair of sandhill cranes stand in front of the Arboretum Visitor Center. (Photo by Althea Dotzour / UW–Madison)

The search and screen committee, led by Florence Hsia, UW–Madison associate vice chancellor for research in the arts and humanities, has selected four finalists. The PVL for the position is here: UW–Madison Arboretum Director PVL

The Arboretum is a global source of knowledge of and a model for restoring ecologically sustainable relationships between people and the land through integrative, innovative, and collaborative approaches in science, stewardship, education, and public engagement.

Finalist Public Presentations

Finalists will give their public presentations on the dates and times listed below. The presentations will be hybrid with an in person option to attend, as well as a Zoom option . The presentations will be video-recorded and made available here after the presentations for review and feedback. If you have trouble viewing the recordings, we recommend trying a different browser.

To provide feedback on one or more of the candidates, please complete this Form by June 24, 2024.

Candidate 1: Teresa Schueller, associate professor of biology, ecology and environmental science, UW–Milwaukee, and director, Waukesha Field Station

9-10 a.m. Thursday, May 30 at Union South (see Today in the Union listing at the union for the room. Please note that this event might be moved to the Memorial Union. Watch this site for updates and check to confirm the location before the presentation.)

Link to Zoom option

Teresa Schueller Bio

Teresa Schueller CV

Candidate 2: Bradley Herrick, ecologist and research program manager, UW–Madison Arboretum

10-11 a.m. Tuesday, June 11 at the Biotechnology Center Auditorium

Brad Herrick Bio

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Candidate 3: Patrick Bohlen, professor of biology, University of Central Florida

9-10 a.m. Friday, June 14 at the Biotechnology Center Auditorium

Patrick Bohlen Bio

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Candidate 4: Andrew Hipp, director of the herbarium and senior scientist, The Morton Arboretum, and lecturer, The University of Chicago

1:30-2:30 p.m. Monday, June 17 at Union South (see Today in the Union listing at the union for the room. Please note that this event might be moved to the Memorial Union. Watch this site for updates and check to confirm the location before the presentation.)

Andrew Hipp Bio

Andrew Hipp CV

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What defines a Research 1 university?
Hello! I'm glad you asked about Research 1 universities, as they can offer some unique experiences compared to other types of institutions. A Research 1 university, also commonly referred to as an R1, is a classification that signifies the highest level of research activity performed by a university. It's a term used by the Carnegie Classification of Institutions of Higher Education.
Search for Arboretum Director Narrows
Candidate 4: Andrew Hipp, director of the herbarium and senior scientist, The Morton Arboretum, and lecturer, The University of Chicago. Presentation Title: "Research, Community, and The Land Ethic: Creating Common Ground at The Arboretum". 1:30-2:30 p.m. Monday, June 17 at Union South (see Today in the Union listing at the union for the room.

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Here's the difference between R1 and R2 universities.

R1 institutions graduate more doctoral students than R2 institutions.

R1 institutions receive significantly more funding than R2 institutions.

R1 institutions produce more accomplished researchers than R2 institutions.

Learn more about WVU's R1 status — connect with us!

Learn more about obtaining a graduate degree at one of the best research universities in the U.S. — download WVU's Research Collaboration Guide!

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IU’s cloud computing resource receives $4.9M to expand AI access for research

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