university of arizona history phd

Departmental Faculty

John Bauschatz

William Beezley

Michelle Berry

• Environmental history
• Environmental Justice History
• Environmental/cultural history

Susan A. Crane

Gregory Cushman

Linda Darling

Richard Eaton

Alison Futrell

David Gibbs

Kevin Gosner

Katie M. Hemphill

Steven Johnstone

R. A. Kashanipour

Fabio Lanza

Benjamin N. Lawrance

Ute Lotz-Heumann

Paul Milliman

Katherine Morrissey

Carlos Parra

Erika Pérez

Jadwiga E. Pieper Mooney

David Pietz

Beth Plummer

Matthew Sakiestewa Gilbert

Alexander Schweig

John Senseney

Tyina Steptoe

Laura Tabili

Jeremy Vetter

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Dear Prospective and Incoming Graduate Students

The University of Arizona Genetics Graduate Interdisciplinary Program (GIDP) has a long and illustrious history, been highly ranked and well regarded by the Genetics field, and has trained many outstanding scientists. If you are considering a career in science in which genetics plays a central role in your intellectual life, you should look closely at this program and its many strengths. The Genetics GIDP will provide you many options in your career, and it will put you on a path for future success.

Interdisciplinary Values

GIDPs transcend departmental boundaries by facilitating cutting edge teaching and research where traditional disciplines interface. The fusion of ideas, techniques, and expertise from the traditional academic fields provides for the evolution of modern and imaginative methods of research. The Graduate Interdisciplinary Programs are an integral part of the mission of the University of Arizona, and student enthusiasm for the GIDPs programs is one of their strongest characteristics.  In 2017-2018, GIDPs produced 10% of all Ph.D. degrees at the University of Arizona.  Faculty participating in GIDPs develop strong partnerships with academic and research institutes campus-wide, state-wide and nationally.  Currently, 73 faculty from 6 colleges and 27 departments are actively involved in the Genetics GIDP at the University of Arizona.  This strong network of cooperative relationships signifies the intellectual fusion put into practice through The University of Arizona’s GIDPs.

History, Reputation, and Values

Since 1963, the University of Arizona Genetics GIDP has educated, cultivated, and encouraged the development of students in the field of genetics to be leaders in the scientific professions, in both the academic and industrial arenas, and contributors to the public good. Over 60 doctorates in Genetics precede you. These former students teach, lead research laboratories, advance applied research in biotechnology and pharmaceutical companies, and work in other science-related areas. Some have gone on to acquire degrees in medicine and law to expand their capabilities. Altogether, they have earned reputations of excellence. We celebrate their achievements, and their efforts serve as a strong foundation for you to build upon.

The faculty of the University of Arizona Genetics GIDP is distinguished, including nationally recognized teachers, scholars and researchers. We have included on this website a list of  Faculty  with whom you can study to pursue a degree in Genetics. Because we are an interdisciplinary program, these faculty members have appointments in many different departments, which are themselves in different colleges at the University of Arizona. This arrangement reflects the way in which genetics impacts many other scientific activities across campus. We are embedded across the entire biological sciences enterprise; the Genetics GIDP is a central facility for the coalescence of these faculty. At the University of Arizona, you will have the opportunity to study with these faculty, become involved in their research projects, and to develop intellectual partnerships that will foster your personal and professional development.

Leading the Program is Nathan Ellis, the current Chair having taken the post in 2018, and Keith Maggert, who is the Vice Chair as of January 2020. Victoria Klocko is the program administrator. She works with the Genetics students to ensure interactions with the Graduate College and their home departments go smoothly, and she helps organize events and classes for the program. Faculty and staff of all levels share a strong commitment to the University of Arizona and our students.

The Program continues to revise and update the genetics curriculum. One of the strengths of the Program is the flexibility it gives to its students to tailor their curriculum to their needs. Apart from the graduate seminar and research ethics, CMM 518 Fundamental Genetic Mechanisms is the only required course for students pursuing a degree in the program. This course provides a foundation of genetics concepts at the graduate level through analysis and discussion of the primary literature.

The students are asked to take additional courses distributed in the areas of genetics and genomics. Graduate-level courses in biochemistry is also an option. Please see the Curriculum Requirements  page for more information. In 2020, the Program is reinvigorating its MS Program in Genetics. Additionally, the Program is committed to building and organizing resources in bioinformatics, offering a certificate for a concentration of coursework in this area. 

Degree-seeking students take 8 semesters of the Graduate Seminar, GENE 670 Recent Advances in Genetics, which features internal and external seminar speakers, journal club presentations by the students, and work-in-progress sessions for students to present their on-going research investigations.

If a student enters the Genetics GIDP by direct admission, we ask the students to rotate through at least three laboratories to expand their experience in research and to identify a faculty member who matches best with their learning style and interests. If a student enters the Genetic GIDP through the  Arizona Biological and Biomedical Sciences  program, the student will have already rotated through three labs and she is not required to rotate any further. The Program also allows students to apply directly to conduct their dissertation work with a designated faculty member.

Arizona's research laboratories offer a rich array of opportunities. You can work on the genetics of virtually any model system, study the interplay between genetics and evolution, hone your skills in genomics and bioinformatics, tackle problems in human disease or agricultural genetics. Projects have implications for control of infectious disease, feeding a hungry world, understanding basic developmental processes, and understanding human genetic disease in animal models.

The intellectual power and wide ranging experiences of your  fellow students  will elevate and inform your education. In the Graduate College of the University of Arizona, the students bring to the educational process outstanding intellectual abilities, impressive academic credentials and very diverse personal experiences. Your fellow students will inspire, motivate and befriend you.

We encourage students to share their various work, educational and cultural experiences with the genetics graduate program community. The demanding educational experience at the University of Arizona is characterized by a collegial rather than a competitive environment, and is highlighted by the informality and friendly atmosphere found in the Southwest. Students play an integral part in the governance of the Graduate College through the  Graduate and Professional Student Council , which promotes the academic, economic, and social aims of graduate and professional students of the University of Arizona and advocates on their behalf, as well as graduate student representation on  GIDPAC .

University and Tucson Environment

The Genetics GIDP derives great intellectual strength and interdisciplinary perspective from the diverse academic resources of the University of Arizona. In addition, excellent library facilities and computer resources, world class museums, good health services and insurance benefits, and a wealth of cultural activities -- from opera to basketball games -- are available to you as a member of the University of Arizona community. The life of a great university becomes part of your life as a graduate student at the University of Arizona, from lectures by Nobel Laureates to the thrills of national basketball and softball championships to stargazing on the University Mall with renown astronomers. Click  here  and choose from one of the many tours of the University.

Students are generally supported for their first year in the program and are thereafter supported by the lab Principal Investigator. Students are encouraged to apply for funding from the National Science Foundation, the National Institutes of Health, or appropriate philanthropic agencies to gain valuable experience in grant applications and to develop skills needed for a career in the sciences. Students can apply for additional support through fellowships offered by the Genetics Program or from other University of Arizona graduate education and research grants for predoctoral studies. Students that work with Principal Investigators that are part of NIH-funded training programs, such as the Cancer Biology T32, can apply competitively for this funding. The Graduate College can also arrange Teaching Assistantships to provide support for tuition and stipend costs. There are additional fellowship/scholarship opportunities available for specific purposes such as travel to scientific conferences, including the  Zukowski Travel Award , which is intended specifically for Genetic GIDP students, and the  Herbert E. Carter Travel Award  exclusively for students in GIDPs.

Expected Student Learning Outcomes for Genetics GIDP

Upon completion of a graduate degree in Genetics students will:

Learning outcome 1

The student develops a comprehensive knowledge of genetics. This knowledge includes technical methods; research approaches; analytic, bioinformatic, and statistical procedures; fundamental mechanisms; and philosophical principles relevant to genetics and to biology as a whole.

Learning outcome 2

The student can develop and carry out a research project. Some of the facilities that go into this outcome include (i) definition of a biological question and construction of testable hypotheses that constitute a productive research direction; (ii) development of a research plan that applies conventional and innovative methods, constituting rigorous investigational approaches; (iii) ability to critically evaluate data from the literature and from the lab, using applicable and appropriate theoretical genetic and biological concepts; and, (iv) systematic and comprehensive integration of knowledge.

Learning outcome 3

The student is able to communicate results and conclusions from research projects in oral presentations and in writing.

Learning outcome 4

The student learns to conduct research ethically.

Please feel free to contact the Genetics program chair,  Nathan Ellis . We welcome your interest, offer encouragement as you begin the admissions process and wish you success in your genetics graduate program career.

Email our  Graduate Coordinator

How to Apply

When you enroll in the School of Historical, Philosophical and Religious Studies’ history program, you are joining one of the largest and strongest undergraduate history programs in the country. 

There are many courses to choose from as a history major. Our faculty cover topics in North American, Asian, Latin American, European and African regions in topics such as gender, urban studies, politics and public history. With so many routes to explore in our program, students can take their degree into a number of history careers including government, teaching, law, business management, curating and so much more.

Our program is flexible and offered as both an on-ground and online history degree to help fit any student’s needs. Online research and internship opportunities are also available for students who want to explore those options and work closely with faculty, organizations or our affiliated centers including the Melikian Center: Russian, Eurasian, and East European Studies , the Center for Jewish Studies , the Center for the Study of Religion and Conflict , the Center for Asian Research  and the Arizona Center for Medieval and Renaissance Studies .

Our history degrees take you deeper into the context of our world and help you build a foundational humanities education that will carry you into your future career. Check out our concentrations and offered courses to find a path right for you.

Study history to change history. 

History Degree Programs

BA, History

Learn about the past while preparing for your future. In one of the largest undergraduate history programs in the country, you can explore a variety of time periods and regions, from Ancient Greece to modern Mexico, and topics such as sports, engineering and health.

BA, History (Secondary Education)

If you love history and have dreams of becoming a history teacher, this program is perfect for you. It combines education courses with a deep exploration into history and an emphasis on honing writing, reading comprehension and verbal skills to prepare you for a variety of careers in addition to education.

History, MA

The flexibility of choosing to study the geographic locations and time periods you are interested in allows you to acquire skills for whatever career you decide to pursue. The history MA program combines dynamic classes taught by distinguished faculty in online or on-ground modalities.

World War II Studies, MA

ASU faculty, historians of the National WWII Museum and unique archival resources provide you with an in-depth understanding of the effects of World War II on current and future world events. This first-of-its-kind program is a unique partnership between ASU and the National WWII Museum and is taught online.

History, PhD

Explore many thematic concentrations relevant to today's society, such as urban history, environment and sustainability studies, politics and policy, immigration, gender, race and ethnicity, and comparative history. Be prepared to enter the workforce with established skills in text analysis, research and writing.

Apply now for an undergraduate program

Apply now for a graduate program

History Faculty  

David N. Gibbs

Professor of History University of Arizona PhD in Political Science, 1989, Massachusetts Institute of Technology

**   4-minute video synopsis of my work  **

Email: [email protected] Contact Information

Debate on Intervention at Oxford Union:  D. Gibbs debates Michael Chertoff, former US Secretary of Homeland Security "Humanitarian Intervention: A Contradiction in Terms?" Oxford Union Society, Oxford University, March 4, 2019. For a debate transcript,  click here . For the full video,  click here .

Revolt of the Rich: How the Politics of the 1970s Widened America's Class Divide. Columbia University Press, forthcoming May or June 2024. See Amazon listing .

First Do No Harm: Humanitarian Intervention and the Destruction of Yugoslavia.   Vanderbilt University Press, 2009. See  Amazon listing . Translated into Serbo-Croatian.

The Political Economy of Third World Intervention: Mines, Money, and US Policy in the Congo Crisis. University of Chicago Press, 1991. See  Amazon listing .

My Curriculum Vitae

Courses Offered

Publications on Afghanistan

Debate on the CIA and Academe

Debate on Political Bias in International Relations Research

Guide To Using Declassified Documents

See an attack article against David Gibbs from Breitbart News .  

Recent Articles/Interviews/Lectures :

D. Gibbs intervew on Ukraine conflict at KMUD Radio, California March 2, 2023. For audio of interview,  click here (Gibbs segment begins at 30:00).

D. Gibbs, in "Ukraine Crisis: Urgent Action Gathering," panel discussion  with Katrina Vanden Heuvel, former  Nation  editor; Anna Kashgarian, Institute for Policy Studies; and Normon Solomon, Roots Action, February 11, 2022. For video, click here .

D. Gibbs, "Claims over Broken Promises about NATO Simmer at the Heart of  Ukraine Crisis,"  Truthout ,   February 6, 2022. Full full text, click here .

D. Gibbs, "U.S. Broken NATO Promises Fires Conflict In Ukraine," WORT, Madison, Wisconsin, February 16, 2022. For audio, click here .

D. Gibbs, "The Deadly Policy towards Afghanistan that Lead to Today's Bombing," KPFA Radio, Berkeley, CA,  August 26, 2021. For audio, click here .

D. Gibbs, "Afghanistan: A Historical Context," Interview with Radio 786, Cape Town, August 23, 2021. For audio, click here .

D. Gibbs, "Expel the Koch-Sponsored Freedom Center from the University of Arizona," Talk before Democrats of Greater Tucson, January 26, 2021. For video, click here .

D. Gibbs, Interview on NATO, with KMUD, California, January 12, 2020. For audio, click here .

D. Gibbs, "Do We Still Need NATO?" Real News Network, December 4, 2019. For full video and interview transcript, click here .

D. Gibbs, "Student Demands at Sarah Lawrence Will Have Negative Impact," letter to the editor,  Chronicle of Higher Education , March 18, 2019. For full text, click here .

D. Gibbs, "Is NATO the Bad Guy in Europe?"  Interview with WORT, Madison, WI, July 11, 2018. For audio, click here .

D. Gibbs, "Does NATO Confront Threats or Create Them? Professor David Gibbs of the University of Arizona argues that the alliance creates threats that previously didn't exist," The Real News, May 27, 2017, For video, click here ,

D. Gibbs, "Interview with Noam Chomsky:Why Donald Trump is Pushing the Doomsday Clock to the Brink of Midnight,"  Salon , April 3, 2017.  Also appeared in  Afrique-Asie ,  Canadian Dimension ,  Sri Lankan Guardian , and Counterpunch . For full text, click here . For French translation, click here . For Japanese translation, click here .

D. Gibbs, Interview with Joan Brunwasser, "Trump Might Actually Be Right about NATO?" OpedNews, July 23, 2016. For full text click here .

D. Gibbs, "Why the Srebrenica Massacre Should not be Used as an Excuse for Intervention," History News Network, December 27, 2015. For full text, click here .

D. Gibbs, "How the Srebrenica Massacre Redefined US Foreign Policy," Class, Race, and Corporate Power 3, no. 2, 2015. For full text click here . Responses by John Theis, Scott Laderman, Jean Bricmont, Latha Varadarajan, Kees van der Pijl, and John Feffer, click here . Response by D. Gibbs, click here .

D. Gibbs, "The Srebrenica Precedent: The Srebrenica Massacre was a Tragic Event, but for the Last Twenty Years, It's been Used to Justify more War and US Intervention," Jacobin , July 6, 2015. For full text, click here .

D. Gibbs, "Not so Open and Shut [concerning JFK assassination]," letter to the editor,  Economist , November 30, 2013. For full text, click here .

D. Gibbs, "Celebrating French Intervention in Mali: Media Overlooked Role of 'War on Terror' in Sparking Crisis,"  Extra , April 1, 2013. For full text,  click here .

D. Gibbs, "The Balkan Wars,"  Economist , January 19, 2013. Published as lead letter to the editor. For full text click here . The  Economist  ran a response to my letter, in a subsequent edition ( click here for full text of response).

D. Gibbs, "Welcome to the Balkan Propaganda Machine," Antiwar.com, June 11, 2012. For full text, click here . For German translation, click here . For Czech translation, click here .

D. Gibbs, "Libya and the New Warmongering," Foreign Policy in Focus , January 12, 2012. For full text, click here . For German translation, click here . For Spanish translation, click here . Published with reply by Michael Bérubé; for debate and exchange, click here

D. Gibbs, "The 'Decent Left' and the Libya Intervention," Counterpunch , November 25-27, 2011. Reprinted in Afrique-Asie (online edition). For full text, click here . For French translation, click here .

D. Gibbs, "Pompous Rhetoric and Realpolitik: Power Politics, NATO, and the Libyan Intervention," Counterpunch , September 15, 2011. Reprinted in  Cafrande Kültür Sanat ve Hayat . For full text, click here . For Turkish translation, click here .

D. Gibbs, "Kosovo, a Template for Disaster: The Idea that Kosovo is a Model for Humanitarian Intervention in Libya is Based on a Series of Myths," London Guardian , March 21, 2011. Reprinted in the Qatar Tribune, The Daily Star (Bangladesh), and De Staandard (Belgium). For full text click here . For Russian translation, click here . For Flemish translation, click here . 

D. Gibbs, "Are Humanitarian Interventions really Humanitarian?", lecture in Sedona, Arizona, December 17, 2009. For a Youtube video, click here .

D. Gibbs, televised lecture on his 2009 book,  First Do No Harm , CSPAN  Book TV, September 8, 2009. For video, click here .

PhD Students

Meet the students of the university of arizona phd in information, a diverse mix of interdisciplinary, research-focused scholars..

Salena Ashton

• Machine learning
• Artificial intelligence
• Knowledge Representation

Jaclynn Clark

Zixuan Deng

Josh dunlap.

Rami El Ali

• Virtual reality
• Ethics of technology
• Sensory perception

Aems Emswiler

• Archives and social protest movements
• Black feminist and decolonial anarchism
• Intersection of carceral studies and digital humanities

• Human-AI Teaming
• Talent Management
• Workforce Development

Ayesha Khatun

• Natural language processing
• Deep Learning and AI driven language Technologies
• Transformer models

• Curation and management of sensitive and novel data types
• Analysis of Social Media data related to minorities

Yea Eun Kwon

Casandra Laskowski

• Ethical implications of artificial intelligence
• Privacy, censorship, and A2J
• The intersection of national security and individual liberty

• Educational technology
• Learning management systems
• Data literacy

Bulut Ozler

Nicole Pagowsky

• Information literacy
• Critical pedagogy
• Library instruction

Mezbaur Rahman

Loren Rieffer-Champlin

• Symbolic Artificial Intelligence
• Bayesian Statistics and Modeling

Liliana Salas

Deepsana Shahi

Gaurav Sharma

Gabriella Shriner

• Online Communities
• Information Embodiment
• Visual Analysis

Sarah Stueve

• Deep learning sentiment
• Emotion analysis

Farzaneh Talebhaghighi

• Audio-Visual Archive
• Digital record curation
• Archivist and new technologies

Ruoyao Wang

Laura Werthmann

• Network analysis theory
• Behavioral economics

Jiacheng Zhang

SUBMIT A STORY IDEA

Understanding the History and Traditions of Día de los Muertos

A scene from a Día de los Muertos parade in Mexico City in 2018.

marketa1982 / Shutterstock.com

Anyone who's spent a few autumns in Tucson will know the signs of the changing season, especially the cooler temperatures and the increase in drivers on the road as snowbirds return.

But the appearance of some other, more unique, symbols also mark the occasion. Calaveras, or skulls – often in the form of edible, decorative sugar skulls – and papel picado , pieces of colorful paper with intricately cut-out designs, are ubiquitous in southern Arizona come October, but what do they mean? They're icons of Día de los Muertos, or Day of the Dead – a holiday with roots in Mexico that is now celebrated all over the world.

Michelle Téllez

Observed over two days – Nov. 1 and 2 – Día de los Muertos is a time for people to mourn the loss of family members and friends, and to ensure they're never forgotten, said Michelle Téllez , an associate professor in the Department of Mexican American Studies in the University of Arizona's College of Social and Behavioral Sciences . Téllez's research focuses on transnational community formations, Chicana mothering, gendered migration and more.

Téllez, who is also the department's director of graduate studies, discussed the history, traditions and imagery of Día de los Muertos, how the holiday has changed over millennia, and how those interested can participate.

Q: What is Día de los Muertos, and how and when did its traditions and rituals originate?

A: Día de los Muertos, the way we celebrate it here in the United States, emerged in Mexico, and it has had many evolutions over the course of 3,000 years in terms of what we understand it to be today. The holiday on Nov. 1 and 2 is a moment in time to honor your ancestors and those in your family and community who have gone into the spirit world. It emerged from an Aztec ritual known as Miccaihuitl , and Miccaihuitl was an honoring of the dead, but it was also the time for harvesting. It was this moment for recognizing a seasonal change from light to dark as we're transitioning into the fall.

Then you have the Spanish arrival to the Americas, bringing with them Christianity and Catholicism. They had their own celebrations that they tried to syncretize with traditional Indigenous ceremonies. So, Día de los Muertos today is the bringing together of All Saints' Day and All Souls' Day with this traditional honoring of our ancestors.

Q: What traditions do Día de los Muertos observers practice?

A: Día de los Muertos is an opportunity for families to create altars for their loved ones. Many argue that if you remember them, they never cease to exist. The altars can be made in so many ways, but some of the core elements would be a photo of the deceased, their favorite foods, flowers. You can also include a representation of the four elements, so a candle or copal – incense – for fire, a cup of water, and then the wind and earth might be represented by papel picado . Some people, depending on where you are in the world, go to the cemetery to build their altars. But, because of migration, sometimes we're not in the places where our loved ones are buried, so you make the altars in your home.

But many people do it differently: Some people have full-on parties, and some people have a velación , or observance, which means you just honor your loved ones not necessarily with prayer, but in a solemn space.

In those two days, you spend time with those memories. And you don't leave the altar up for days, because it's sacred. You take the time to close the ceremony or that moment of engagement with your memories and those ancestors who are no longer with us.

Q: Día de los Muertos is often conflated with Halloween, despite having no connection to that holiday. Why do you think that happens, and why can it be problematic to associate the two?

A: I think it's just because of the time of year – they're both in the fall. I started seeing people dress up and they would say, "I'm Día de los Muertos for Halloween," and it would be so clear to me that they had no idea what they were talking about. It would be different to dress up as a catrin or a catrina , which is an embodiment of a calaca , or a skeleton. But because they start conflating the two, you see people not only dressing up as "Día de los Muertos" for Halloween, but you also see Halloween parties with altars. They should be different things.

Q: The calaveras , or skulls, and calacas , or skeletons, have become icons of Día de los Muertos. How did that originate, and what do the symbols mean?

A: I couldn't tell you exactly when people started using these, but I'm assuming it has to do with the early 20th-century political artist José Posada, who started making these calacas that we're familiar with now, drawing from his sort of play on life and death and war and poverty and culture. Drawing on that tradition, people started using face-painting as an example of life and death, so you'll see that.

At the most basic level, the skulls represent a departed spirit. While we're drawing from an ancestral tradition, it's not like the sugar skulls were there when these traditions, practices and rituals started. But culture and traditions evolve. This imagery is one of the most obvious ways to convey this notion of life and death, our mortality as humans, and our constant dance with life and death.

Q: How can people learn more about the traditions or even participate?

A: There are some really great books out there. I would recommend Juanita Garciagodoy's "Digging the Days of the Dead: A Reading of Mexico's Dias de Muertos" for adults. And for kids, "The Remembering Day/El día de los muertos," by Pat Mora.

It's not wrong to want to honor your loved ones, and if you do that with that intention, I think that's a beautiful thing. I would find ways to participate in a community celebration where they're actually honoring that tradition. In Tucson, we have the All Souls Procession, but from what I understand, the organizers see that as something very different ; it's related, but it's not a Día de los Muertos event. But that is one way for people to really connect with others. Mourning can be a very isolating thing, and some people want to be in community to connect with others going through a similar experience.

Or, you can make your own altar and it can just be very simple – a candle and a photo. I think that's a beautiful way to keep those people we love present and to teach our families about them. I have a daughter, and she might not have known my father but because I bring him into my home every year, she feels connected to him.

Q: As someone who has a personal connection to these traditions, who will you be thinking about during Día de los Muertos?

A: This is personally one of my favorite times of the year. My family is from a little town called Tomatlán, Jalisco, and the tradition is to go to the cemetery to honor our relatives. We have an area of the cemetery where at least three generations of our family are buried. However, when my mom migrated, she didn't bring that tradition here because we were so far. So, I didn't necessarily grow up with it.

My father passed away suddenly when I was 20, and it was just such a life-changing experience that I needed to find a way to remain connected to him. Around that time is when I also started learning more about this tradition and learning more about how to create the altar and what it signifies. For me, it was a tradition that I started to do that then expanded to my immediate family. And now it's something that my daughter can say she was raised with because I've been making altars with her for her entire life.

This year, I'll be thinking about all of the families who have lost loved ones to COVID, and I'll be thinking about my own personal losses this year. I always honor my parents on my altar; they're the center of the altar. My mom loved Almond Roca, so we always include it. And my daughter sometimes will tease me by saying, "When I have to put you on an altar, Mami, I'm going to put Double Stuf Oreos!"

It's a way for us to sort of normalize this cycle of life that we live. It's not easy – it's one of the worst things to lose someone you love. But I know that long after I'm not present, I will have a place in this ceremony with my daughter for the rest of her life.

Resources for the Media

Kyle Mittan News Writer, University Communications [email protected] 520-626-4407

Michelle Téllez Department of Mexican American Studies [email protected] 520-626-0409

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Johns Hopkins University Applied Physics Laboratory

2024 phd graduate – intelligent autonomous systems and artificial intelligence engineer.

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Are you passionate about innovating new technologies to influence and shape our Nation’s future security and preeminence?

Are you excited about working on multi-disciplinary teams to innovate the state-of-the-art in autonomous systems, artificial intelligence, software design, embedded systems, virtual reality, simulation and/or uncrewed air platforms?

Are you interested in applying your skills to conceive, design, prototype and test new capabilities in intelligent autonomous systems that will save US warfighter’s lives?

If you are graduating with a PhD in Science, Technology, Engineering, or Mathematics (STEM) related area and you answered “yes” to any of these questions, we are looking for someone like you to join our team in the Intelligent Combat Platforms Group at APL! All candidates with a strong technical background, high initiative, and the ability to think creatively are encouraged to apply with or without AI experience.

Who are we?

We are the Intelligent Combat Platforms Group and our mission focus is ensure our Nation maintains the operational advantage on the future battlefield through foundational advances in artificial intelligence, autonomy, manned-unmanned teaming and novel aircraft design and testing. Our objective is to advance the technologies needed to enable machine precision decisions at machine speeds for future unpiloted systems and warfighters aided with intelligent assistants. Whether it is developing the intelligence that drives AI wingmen behaviors, sophisticated real-time collaboration architectures, or novel AI assessment tools and software, the Intelligent Combat Platforms Group is at the forefront. Three of our monumental and impactful projects have been DARPA Air Combat Evolution, AFRL Golden Horde, and Air Force SkyBorg.

We are seeking inquisitive and creative team members who like to take on difficult problems to help us build the first generation of AI enabled combat systems and shape the future of warfare. Our team is an entrepreneurial and multidisciplinary team committed to developing technical talent and fostering a culture of innovation and collaboration while having fun.

As a member of our team, you will…

• Work on collaborative teams in one or more areas: intelligent control and decision-making, human-machine collaboration, networked and teamed systems, software/hardware design, multi-faceted algorithm development, complex battlefield management, and next generation autonomous air platforms.
• Prototype and simulate AI systems by writing code, developing software (simulation and visualization), creating algorithms, interfacing software/hardware, and supporting real-time demonstrations of autonomy in live, virtual, and simulation test environments.
• Contribute to all facets of the data-to-deployment lifecycle of machine learning models
• Collaborate with the nation’s leading experts in AI and work with a diverse team of engineers, scientists, and software developers to deliver powerful capabilities to the warfighter.

You meet our minimum qualifications for the job if you…

• Have a PhD Degree in a STEM area.
• Are skilled in C++ and/or Python and have knowledge of software design patterns.
• Are able to obtain an interim Secret security clearance by your start date, and ultimately a Secret clearance. If selected, you will be subject to a government security clearance investigation and must meet the requirements for access to classified information. Eligibility requirements include U.S. citizenship.

You’ll go above and beyond our minimum requirements if you…

• Have classroom or professional experience working with any of our core skills: autonomous systems, artificial intelligence, deep/reinforcement/machine learning, robotics, dynamics and controls, flight test and evaluation, modeling and simulation, aerodynamics, air combat platform design, data science, and statistical analysis.
• Have experience developing in a modern software development environment that includes automated testing, continuous integration and deployment, and “DevSecOps” environments.
• Have proficiency in additional programming languages (C, C#, Java, MATLAB), cloud computing, and configuration management.
• Have completed any certifications or internships.

Why work at APL?

The Johns Hopkins University Applied Physics Laboratory (APL) brings world-class expertise to our nation’s most critical defense, security, space and science challenges. While we are dedicated to solving complex challenges and pioneering new technologies, what makes us truly outstanding is our culture.

We offer a vibrant, welcoming atmosphere where you can bring your authentic self to work, continue to grow, and build strong connections with inspiring teammates.

At APL, we celebrate our differences and encourage creativity and bold, new ideas. Our employees enjoy generous benefits, including a robust education assistance program, unparalleled retirement contributions, and a healthy work/life balance. APL’s campus is located in the Baltimore-Washington metro area. Learn more about our career opportunities at http://www.jhuapl.edu/careers.

APL is an Equal Opportunity/Affirmative Action employer. All qualified applicants will receive consideration for employment without regard to race, creed, color, religion, sex, gender identity or expression, sexual orientation, national origin, age, physical or mental disability, genetic information, veteran status, occupation, marital or familial status, political opinion, personal appearance, or any other characteristic protected by applicable law.

APL is committed to promoting an innovative environment that embraces diversity, encourages creativity, and supports inclusion of new ideas. In doing so, we are committed to providing reasonable accommodation to individuals of all abilities, including those with disabilities. If you require a reasonable accommodation to participate in any part of the hiring process, please contact [email protected]. Only by ensuring that everyone’s voice is heard are we empowered to be bold, do great things, and make the world a better place.

eywords: Artificial intelligence, intelligent decision-making, autonomous systems, deep reinforcement learning, neural networks, collaborative teaming, next generation platforms, drones, cutting-edge sensors, robotics, Python, Java, Javascript, Typescript, C++, C#, C, Linux, Terminal, Bash, Matlab, Pytorch, tensorflow, Unity, UI development, simulation development, full stack development, front end development, physics, aerospace, data science, computer science, statistical analysis, mathematics, aerial combat, battle management, command and control, future warfare concepts, hardware

We respectfully acknowledge the University of Arizona is on the land and territories of Indigenous peoples. Today, Arizona is home to 22 federally recognized tribes, with Tucson being home to the O'odham and the Yaqui. Committed to diversity and inclusion, the University strives to build sustainable relationships with sovereign Native Nations and Indigenous communities through education offerings, partnerships, and community service.

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“These inequities are grounded in our history, and we need to do something about it,” says Alyssa Ryan, assistant professor of civil and architectural engineering and mechanics.

Civil Engineering Researcher Looks to Remedy Inequities in Traffic Safety

Alyssa Ryan, an assistant professor of civil and architectural engineering and mechanics  in the University of Arizona College of Engineering, is leading a national study to identify disparities in traffic safety for all transportation users, including drivers, bicyclists and walkers.

"Transportation engineering is very focused on people and impacting society and how people interact with the world," said Ryan. "If you don't have transportation, you can't do anything."

With a $467,000 award from the AAA Foundation for Traffic Safety and building on Ryan's previous research, the project aims to identify populations most at risk for crash injuries given factors such as location, race, sex, ethnicity and socioeconomic status.

"In our quest to ensure safe mobility for all communities," said Rebecca Steinbach, senior researcher at the AAA Foundation for Traffic Safety, "we need a better understanding of the extent of disparities, contributing factors and countermeasures to mitigate disparities where they exist. The rigorous approach of this project will help identify meaningful solutions that can be applied by a variety of professionals to improve equity in traffic safety."

National resources, such as the Infrastructure Investment and Jobs Act passed in 2021, are providing billions of dollars to states for equitable transportation improvements, and the researchers plan to take their findings and recommendations to officials in every state.

"We're really looking for trends, what is happening across the United States and who is getting into these crashes," said Ryan, also assistant director at the Center for Applied Transportation Sciences in the College of Engineering .

Ryan, in collaboration with Oregon State University professor David Hurwitz, will analyze massive datasets from the U.S. Census Bureau, National Emergency Medical Services Information System, Federal Highway Administration Highway Statistics and the Fatal Accident Reporting Systems to identify crash trends among different groups. This is the first time that data of such magnitude has been used to research traffic inequity on a national scale.

"This is an issue in society, but it presents itself in transportation in really compelling ways," said Hurwitz , the co-principal investigator who is a professor of transportation engineering and director of the Kiewit Center for Infrastructure and Transportation Research at OSU. 

Hurwitz and Ryan, fellow University of Massachusetts Amherst alums, will split the data collection and analysis of four demographically diverse states, including Arizona and Oregon.

Historically, fatal crashes have been the preferred data source, said Ryan, and studies typically compared fatalities to race. In 2021, a Harvard study found that Black and Latino Americans were more likely to be killed in traffic than other racial or ethnic groups per mile traveled. 

"But it's not enough data to really dive into what's happening," said Ryan. "In reality, the number of crashes we have every year in the U.S. alone is in the millions, so we're looking at the crashes themselves. It'll give us a much better perspective." 

To help broaden the scope, this study combines layered national and state demographic data from sources such as the Census with injury and fatality data from Emergency Medical Services. 

Tackling Tough History

Disparities have existed since the inception of the U.S. transportation system.

"These inequities are grounded in our history, and we need to do something about it," said Ryan.

"The interstate system that runs across the United States primarily went through neighborhoods and homes of people who were Black, people who were poor, Indigenous populations – destroying their communities and displacing them." 

Further, regions with fewer resources for transportation infrastructure, including low-density, rural areas, often experience higher rates of serious crashes per capita. For instance, communities with less to spend on sidewalks next to roads tend to see more pedestrian-related crashes.

Ryan's previous crash data analysis also uncovered gender disparities.

"Female drivers were more likely to get injured in a crash, and they were more likely to walk away with certain injuries," she said.

Her  2020 study  showed that no crash dummies with proportions characteristic of females had been used to date and concluded that women drivers' safety is overlooked in vehicle design and testing. The study found that female drivers are more likely than male drivers to experience a primary injury to the abdomen, chest and extremities.

Equity ≠ Equality

University of Arizona civil and architectural engineering and mechanics doctoral student  Saquib Haroon , who is helping build machine learning models to distill the mountains of data and identify patterns, said the project makes an important distinction between social equity and equality.

Equality means everyone is treated similarly, he explained, whereas equity accepts that some individuals need to be provided with additional or different resources to be successful.

"We all need to understand that not everything in this world is going to be equal and focus on ensuring those who are disadvantaged receive adequate resources," he stressed.

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ASU awarded $3.75M grant to explore AI-enabled learning experiences

Photo courtesy iStock/Getty Images

On-demand tutors, creative companions and virtual lab assistants — these are a few examples of how generative artificial intelligence (AI) can enhance the learning experience. 

And a new grant from the Institute of Education Sciences (IES) will support the development of one such idea led by the Learning Engineering Institute at Arizona State University. 

“We’re honored to have been selected by IES to advance the use of generative AI in academics,” said Danielle McNamara, executive director of the Learning Engineering Institute, part of ASU’s University Office of the Provost. “The $3.75 million grant will go a long way in helping us build out AI-enhanced applications that support proven teaching strategies,” continued McNamara, the primary investigator for the grant.

The announcement was made by IES earlier this year, noting that applications were invited to submit ideas involving “partnerships between researchers, product developers and education agencies to propose transformative solutions to major education problems that leverage advances in technology combined with research insights from the learning sciences.”

AI-enabled app for the modern, mobile learner

Under the grant, McNamara will partner with the team behind INFLO , an audio-based learning application. The app offers audio recordings of course content — think an audiobook for education — that includes lectures, discussions and summaries. The app allows a learner to listen, take notes and highlight topics on the go, better aligning with today’s increasingly mobile learner and world.

INFLO is part of ASU ScaleU , a functional higher education technology accelerator that integrates, tests, and validates innovative technologies at ASU. It provides early-stage education technology startups focused on improving student outcomes and institutional effectiveness with the opportunity to test their digital learning products in a complex and dynamic university environment.

McNamara and her team plan to build off of the app’s foundation to include additional features that encourage active learning strategies. AI — specifically generative AI — is key to delivering these new offerings.

“Combining sound pedagogical principles with AI-enhanced applications, this team of learning engineers and educational innovators are uniquely positioned to pursue what we are constantly striving to achieve at ASU — improved learning outcomes for our students, at scale, and delivered in new ways that fit their lives,” said Nancy Gonzales, executive vice president and university provost at ASU.

McNamara explained a few of the active learning strategies they plan to add to the INFLO app:

• Self-explanation prompts that ask a learner to explain what they’ve learned, building connections between what they know, other topics they are currently learning in various classes, as well as the new information being delivered. 
• Summarization tasks that ask students to reiterate the main points of what they are listening to as they are on the go. 
• Question-answering challenges that assess the information a student has retained by asking a series of open-ended questions. 

“We know that active learning works to improve how students engage with content in different ways and contexts, and according to their needs and their goals,” McNamara said. “We’re using those strategies and thinking about ways to deliver these on the go for the increasingly mobile student.”

The team has set out to explore the use of AI-driven models to prompt learners with tasks and assignments that combine one or more of the learning strategies. For example, AI-enabled algorithms are being designed to provide feedback in real time. 

Collaboration is key

The grant — which requires cross-industry collaboration — aligns with ASU’s approach to partnerships, helping fuel innovation. 

McNamara and the team at the Learning Engineering Institute will work with industry partner INFLO, as well as leverage talent and teams from across the ASU enterprise: “So much of the work at ASU is collaborative in nature, so that’s something that is already built in our DNA,” McNamara said. 

For example, EdPlus at ASU will be instrumental in supporting best practices for online learning at scale. Meanwhile, ASU Enterprise Technology will help build the technical infrastructure required to offer the app as part of ASU’s course delivery. This team will also support the underlying research tools that will capture and demonstrate the efficacy of the project. 

The grant is supported by the Institute of Education Science, providing $3.75 million in funding over the course of three years, with a continuation option available after.  

“We’re excited for this opportunity to design and develop tools that use AI-driven solutions to offer learning at scale,” McNamara said. “We hope this work will add to ASU’s growing suite of tools and services that aim to meet learners wherever they are, using learning strategies proven to work.”

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ASU 2024 spring graduation: When is it, what can I bring and where should I park?

Graduation day is less than a month away for students across Arizona. Arizona State University students will celebrate among thousands of their peers this May at the university’s spring commencement ceremonies.

Many who are set to graduate started their college careers in the midst of a global pandemic.

Last year, ASU celebrated 19,700 graduating students. Of them, 15% were international students, roughly 70% attended in-person and nearly half were Arizona residents. ASU, with campuses in Tempe and Phoenix, is one of the largest universities in the country with more than 140,000 students enrolled in total.

Here’s what to know before celebration day for the Sun Devils.

When is ASU graduation?

This year, spring commencement will be on May 6 for both graduate and undergraduate ASU students. The ceremonies will be at different times of day, allowing guests to attend both. The undergraduate ceremony will last around 90 minutes and no tickets are required for either ceremony.

ASU graduate commencement will be at 9 a.m. at Desert Financial Arena. Doors are set to open at 7:30 a.m.

Undergraduate commencement will be at 7:30 p.m. at Frank Kush Field at Mountain America Stadium. Doors are set to open at 6 p.m.

More than 30 school-specific convocations are scheduled throughout graduation week. For a full list, including locations and times, visit ASU’s site .

What can I bring to ASU's graduation?

Guests for graduation will have to adhere to ASU’s clear bag policy . All clutch bags larger than 4.5 by 6.5 inches will need to be transparent, such as a gallon-sized plastic bag. Seat cushions without pockets or zippers are allowed.

Other prohibited items:

• Outside beverages
• Tobacco or e-cigarette products
• Selfie sticks and tripods
• Full-size strollers
• Noisemakers
• All weapons

All guests with non-compliant bags will need to return items to their car.

Where should I park at ASU's graduation?

ASU’s campus includes multiple parking locations detailed on its site . General parking is free and on a first-come, first-serve basis.

Parking near Mountain America Stadium:

• Packard Drive Structure

Parking near Desert Financial Arena :

• Packard Drive South Garage
• Novus Parking Structure

A courtesy shuttle is available for guests with a disability or accessibility license plate who are parked at Lot 59. More information is online or by calling 480-965-6407.

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

Nevada Today

Graduate program in speech-language pathology receives national ranking, unr med is recognized by u.s. news & world report as one of the top graduate programs in the country.

A speech-pathology student working with a young patient as part of her training. Photo by Brin Reynolds.

The University of Nevada, Reno School of Medicine (UNR Med) received recognition from The U.S. News & World Report as offering one of the country’s top graduate programs in Speech-Language Pathology. The program was ranked at #136 of 261 graduate programs nationwide.

“Our undergraduate, master's and Ph.D. programs are supported by dedicated faculty and staff,” shares interim chair Tami Brancamp, Ph.D. “We are proud to serve our communities by providing comprehensive course content and evidence-based clinical education opportunities for our students.”

The U.S. News & World Report 2024 Best Graduate Schools ranks UNR Med’s Speech-Language Pathology program at #136 of 261 programs in the country. The 2024 rankings are scored using survey-based rankings that are based solely on surveys of peer academic leaders. The last ranking of the program was in 2020, when the Speech-Language Pathology program was ranked at #146.

“The need for speech-language pathologists and audiologists continues to grow,” shares Brancamp. “The department and University of Nevada, Reno School of Medicine are excited to support the students who are ready for a great career.”

According to U.S. News, highly ranked programs have strong traditional academic foundations based on the excellence of entering students, graduation rates and instructor credentials. The scores reflect the average rating on a scale from 1-5.

The Speech Pathology and Audiology program at UNR Med celebrated 50 years of graduate education in September of 2023.

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