i wanna be the math phd

Department of Mathematics

Requirements for the ph.d. degree.

In order to qualify for the Mathematics Ph.D., all students are required to:

• Complete eight term courses at the graduate level, at least two with Honors grades.
• Pass qualifying examinations on their general mathematical knowledge;
• Submit a dissertation prospectus;
• Participate in the instruction of undergraduates ;
• Be in residence for at least three years;
• Complete a dissertation that clearly advances understanding of the subject it considers.

All students must also complete any other  Graduate School of Arts and Sciences degree requirements  as they appear in the Programs and Policies bulletin.

The normal time for completion of the Ph.D. program is five to six years. Requirement (1) normally includes basic courses in algebra, analysis, and topology.  Students typically complete the eight-course requirement by the end of their third year.  The Honors grades of (1) must be achieved within the first two years.  A sequence of three qualifying examinations (algebra and number theory, real and complex analysis, topology) is offered each term.  All qualifying examinations must be passed by the end of the second year.  There is no limit to the number of times that students can take the exams, and so they are encouraged to take them as soon as possible.

The dissertation prospectus should be submitted during the third year. 

The thesis is expected to be independent work, done under the guidance of an adviser. This adviser should be contacted not long after the student passes the qualifying examinations. A student is admitted to candidacy after completing requirements (1)–(5) and obtaining an adviser.

In addition to all other requirements, students must successfully complete MATH 991a, Ethical Conduct of Research, prior to the end of their first year of study. This requirement must be met prior to registering for a second year of study.

Master’s Degrees :

The M.Phil. and M.S. degrees are conferred only en route to the Ph.D.; there is no separate master’s program in Mathematics.

M.Phil.   Please refer to the Graduate School Degree Requirements

M.S.   A student must complete six term courses with at least one Honors grade, perform adequately on the general qualifying examination, and be in residence at least one year.

Department of Mathematics

Mathematics phd program.

The Ph.D. program in the Department of Mathematics provides students with in-depth knowledge and rigorous training in all the subject areas of mathematics. A core feature is the first-year program, which helps bring students to the forefront of modern mathematics. Students work closely with faculty and each other and participate fully in both research and student-run seminars.

Questions? Email [email protected]

• The firm deadline for applications for Autumn 2024, is December 5, 2024.
• The (general and advanced) GRE tests are no longer accepted. Please do not submit these scores.

Ph.D. Program

Degree requirements.

In outline, to earn the PhD in either Mathematics or Applied Mathematics, the candidate must meet the following requirements.

• Take at least 4 courses, 2 or more of which are graduate courses offered by the Department of Mathematics
• Pass the six-hour written Preliminary Examination covering calculus, real analysis, complex analysis, linear algebra, and abstract algebra; students must pass the prelim before the start of their second year in the program (within three semesters of starting the program)
• Pass a three-hour, oral Qualifying Examination emphasizing, but not exclusively restricted to, the area of specialization. The Qualifying Examination must be attempted within two years of entering the program
• Complete a seminar, giving a talk of at least one-hour duration
• Write a dissertation embodying the results of original research and acceptable to a properly constituted dissertation committee
• Meet the University residence requirement of two years or four semesters

Detailed Regulations

The detailed regulations of the Ph.D. program are the following:

Course Requirements

During the first year of the Ph.D. program, the student must enroll in at least 4 courses. At least 2 of these must be graduate courses offered by the Department of Mathematics. Exceptions can be granted by the Vice-Chair for Graduate Studies.

Preliminary Examination

The Preliminary Examination consists of 6 hours (total) of written work given over a two-day period (3 hours/day). Exam questions are given in calculus, real analysis, complex analysis, linear algebra, and abstract algebra. The Preliminary Examination is offered twice a year during the first week of the fall and spring semesters.

Qualifying Examination

To arrange the Qualifying Examination, a student must first settle on an area of concentration, and a prospective Dissertation Advisor (Dissertation Chair), someone who agrees to supervise the dissertation if the examination is passed. With the aid of the prospective advisor, the student forms an examination committee of 4 members.  All committee members can be faculty in the Mathematics Department and the chair must be in the Mathematics Department. The QE chair and Dissertation Chair cannot be the same person; therefore, t he Math member least likely to serve as the dissertation advisor should be selected as chair of the qualifying exam committee . The syllabus of the examination is to be worked out jointly by the committee and the student, but before final approval, it is to be circulated to all faculty members of the appropriate research sections. The Qualifying Examination must cover material falling in at least 3 subject areas and these must be listed on the application to take the examination. Moreover, the material covered must fall within more than one section of the department. Sample syllabi can be reviewed online or in 910 Evans Hall. The student must attempt the Qualifying Examination within twenty-five months of entering the PhD program. If a student does not pass on the first attempt, then, on the recommendation of the student's examining committee, and subject to the approval of the Graduate Division, the student may repeat the examination once. The examining committee must be the same, and the re-examination must be held within thirty months of the student's entrance into the PhD program. For a student to pass the Qualifying Examination, at least one identified member of the subject area group must be willing to accept the candidate as a dissertation student.

PhD Program

More information and a full list of requirements for the PhD program in Mathematics can be found in the University Bulletin .

During their first year in the program, students typically engage in coursework and seminars which prepare them for the  Qualifying Examinations .  Currently, these two exams test the student’s breadth of knowledge in algebra and real analysis. 

Starting in Autumn 2023, students will choose 2 out of 4 qualifying exam topics: 

• real analysis
• geometry and topology
• applied mathematics

Course Requirements for students starting prior to Autumn 2023

To qualify for candidacy, the student must have successfully completed 27 units of Math graduate courses numbered between 200 and 297.

Within the 27 units, students must satisfactorily complete a course sequence. This can be fulfilled in one of the following ways:

• Math 215A, B, & C: Algebraic Topology, Differential Topology, and Differential Geometry
• Math 216A, B, & C: Introduction to Algebraic Geometry
• Math 230A, B, & C: Theory of Probability
• 3 quarter course sequence in a single subject approved in advance by the Director of Graduate Studies.

Course Requirements for students starting in Autumn 2023 and later

To qualify for candidacy, the student must have successfully completed 27 units of Math graduate courses numbered between 200 and 297. The course sequence requirement is discontinued for students starting in Autumn 2023 and later.

By the end of Spring Quarter of their second year in the program, students must have a dissertation advisor and apply for Candidacy.

During their third year, students will take their Area Examination , which must be completed by the end of Winter Quarter. This exam assesses the student’s breadth of knowledge in their particular area of research. The Area Examination is also used as an opportunity for the student to present their committee with a summary of research conducted to date as well as a detailed plan for the remaining research.

Years 4&5

Typically during the latter part of the fourth or early part of the fifth year of study, students are expected to finish their dissertation research. At this time, students defend their dissertation as they sit for their University Oral Examination. Following the dissertation defense, students take a short time to make final revisions to their actual papers and submit the dissertation to their reading committee for final approval.

Throughout the PhD Program

All students continue through each year of the program serving some form of Assistantship: Course, Teaching or Research, unless they have funding from outside the department.

Our graduate students are very active as both leaders and participants in seminars and colloquia in their chosen areas of interest.

PhD in Mathematics

The PhD in Mathematics consists of preliminary coursework and study, qualifying exams, a candidacy exam with an adviser, and creative research culminating in a written dissertation and defense. All doctoral students must also do some teaching on the way to the PhD. There are minimal course requirements, and detailed requirements and procedures for the PhD program are outlined in the  PhD Handbook .

Please note that our department alternates recruiting in-coming classes that are focused on either applied or pure mathematics. For the Fall 2024 admissions (matriculation in September 2024), we are focusing on students interested in areas of applied mathematics.

All our professors are active in research, and are devoted to teaching and mentoring of students. Thus, there are many opportunities to be involved in cutting-edge research in pure and applied mathematics. Moreover, the seven other research universities in the Boston area are all within easy reach, providing access to many more classes, seminars and colloquia in diverse areas of mathematical research.

Teaching assistantships are available for incoming PhD students, as well as a limited number of University-wide fellowships. Tufts has on-campus housing for graduate students, but many choose to live off-campus instead.

In addition to the above, PhD students often:

• Mentor undergraduates as teaching assistants and course instructors, and through graduate-student run programs like the Directed Reading Program.
• Meet with advisors and fellow students to share research and collaborate with scholars across disciplines
• Attend professional development workshops and present research at conferences

Department of Mathematics

Phd requirements.

• Prospective Graduate Student FAQ
• Graduate Board Oral Exam
• Graduate Courses

Qualifying Exams

• Recent PhD Theses
• Graduate Awards

Course Requirements

Mathematics PhD candidates must show satisfactory work in Algebra (110.601-602), Real Variables (110.605), Complex Variables (110.607), and one additional non-seminar mathematics graduate course in their first year. The first-year algebra and analysis requirement can be satisfied by passing the corresponding written qualifying exam in September of the first year; these students must complete at least two courses each semester. In addition, PhD candidates must take Algebraic Topology (110.615) and Riemannian Geometry (110.645) by their second year. Students having sufficient background can substitute an advanced topology course for 110.615, or an advanced geometry course for 110.645 with the permission of the instructor.

Candidates must show satisfactory work in at least two mathematics graduate courses each semester of their second year, and if they have not passed their oral qualifying exam, in the first semester of their third year.

Teaching Seminar

Candidates must take, attend, participate in, and pass the course 110.771 (GTA Teaching Seminar). The seminar is an important part of the preparation for classroom teaching, and thus an essential part of mathematics graduate education. The seminar is generally required in a student’s first year at JHU. A student supported by an external fellowship may delay taking the seminar until the spring before they are required to TA (but may not postpone the seminar entirely).

Candidates must pass written qualifying exams by the beginning of their second year in Analysis (Real & Complex) and in Algebra. Exams are scheduled for September and May of each academic year, and the dates are announced well in advance. More information as well as old exams and syllabi can be found on the Qualifying Exams page .

Candidates must pass an oral qualifying examination in the student’s chosen area of research by April 10th of the third year. The topics of the exam are chosen in consultation with the faculty member who has agreed (provisionally) to be the student’s thesis advisor, who will also be involved in administering the exam.

PhD Dissertation

Candidates must produce a written dissertation based upon independent and original research. After completion of the thesis research, the student will defend the dissertation by means of the  Graduate Board Oral exam . The exam must be held at least three weeks before the Graduate Board deadline the candidate wishes to meet.

Our PhD program does not have a foreign language requirement.

The MA Degree

Although the Department of Mathematics does not admit students seeking a terminal MA degree, students in the PhD program may earn an MA degree.

MA candidates must complete:

• Four graduate courses given by the Hopkins Department of Mathematics
• Two additional courses at the graduate or 400 level, other than 110.401, 110.405 and 110.415, given by the Hopkins Department of Mathematics, or with the permission of the graduate program director, graduate mathematics courses given by other departments or universities.

All courses used to satisfy the requirements must be completed with a grade of B- or better. (Advanced graduate courses completed with a grade of P can also be used to satisfy the requirements.)

Overview of the PhD Program

For specific information on the Applied Mathematics PhD program, see the navigation links to the right. 

What follows on this page is an overview of all Ph.D. programs at the School; additional information and guidance can be found on the  Graduate Policies  pages. 

General Ph.D. Requirements

• 10 semester-long graduate courses, including at least 8 disciplinary.   At least 5 of the 10 should be graduate-level SEAS "technical" courses (or FAS graduate-level technical courses taught by SEAS faculty), not including seminar/reading/project courses.  Undergraduate-level courses cannot be used.  For details on course requirements, see the school's overall PhD course requirements  and the individual program pages linked therein.
• Program Plan (i.e., the set of courses to be used towards the degree) approval by the  Committee on Higher Degrees  (CHD).
• Minimum full-time academic residency of two years .
• Serve as a Teaching Fellow (TF) in one semester of the second year.
• Oral Qualifying Examination Preparation in the major field is evaluated in an oral examination by a qualifying committee. The examination has the dual purpose of verifying the adequacy of the student's preparation for undertaking research in a chosen field and of assessing the student's ability to synthesize knowledge already acquired. For details on arranging your Qualifying Exam, see the exam policies and the individual program pages linked therein.
• Committee Meetings : PhD students' research committees meet according to the guidelines in each area's "Committee Meetings" listing.  For details see the "G3+ Committee Meetings" section of the Policies of the CHD  and the individual program pages linked therein.
• Final Oral Examination (Defense) This public examination devoted to the field of the dissertation is conducted by the student's research committee. It includes, but is not restricted to, a defense of the dissertation itself.  For details of arranging your final oral exam see the  Ph.D. Timeline  page.
• Dissertation Upon successful completion of the qualifying examination, a committee chaired by the research supervisor is constituted to oversee the dissertation research. The dissertation must, in the judgment of the research committee, meet the standards of significant and original research.

Optional additions to the Ph.D. program

Harvard PhD students may choose to pursue these additional aspects:

• a Secondary Field (which is similar to a "minor" subject area).  SEAS offers PhD Secondary Field programs in  Data Science and in  Computational Science and Engineering .   GSAS  lists  secondary fields offered by other programs.
• a Master of Science (S.M.) degree conferred  en route to the Ph.D in one of several of SEAS's subject areas.  For details see here .
• a Teaching Certificate awarded by the Derek Bok Center for Teaching and Learning .

SEAS PhD students may apply to participate in the  Health Sciences and Technology graduate program  with Harvard Medical School and MIT.  Please check with the HST program for details on eligibility (e.g., only students in their G1 year may apply) and the application process.

In Applied Mathematics

• First-Year Exploration
• Areas of Application
• AM & Economics
• How to Declare
• Who are my Advisors?
• Secondary Field
• Senior Thesis
• Research for Course Credit (AM 91R & AM 99R)
• AB/SM Information
• Peer Concentration Advisors (PCA) Program
• Student Organizations
• How to Apply
• PhD Timeline
• PhD Model Program (Course Guidelines)
• Oral Qualifying Examination
• Committee Meetings
• Committee on Higher Degrees
• Research Interest Comparison
• Collaborations
• Cross-Harvard Engagement
• Clubs & Organizations
• Centers & Initiatives
• Alumni Stories

• Doing a PhD in Mathematics
• Doing a PhD

What Does a PhD in Maths Involve?

Maths is a vast subject, both in breadth and in depth. As such, there’s a significant number of different areas you can research as a math student. These areas usually fall into one of three categories: pure mathematics, applied mathematics or statistics. Some examples of topics you can research are:

• Number theory
• Numerical analysis
• String theory
• Random matrix theory
• Graph theory
• Quantum mechanics
• Statistical forecasting
• Matroid theory
• Control theory

Besides this, because maths focuses on addressing interdisciplinary real-world problems, you may work and collaborate with other STEM researchers. For example, your research topic may relate to:

• Biomechanics and transport processes
• Evidence-based medicine
• Fluid dynamics
• Financial mathematics
• Machine learning
• Theoretical and Computational Optimisation

What you do day-to-day will largely depend on your specific research topic. However, you’ll likely:

• Continually read literature – This will be to help develop your knowledge and identify current gaps in the overall body of knowledge surrounding your research topic.
• Undertake research specific to your topic – This can include defining ideas, proving theorems and identifying relationships between models.
• Collect and analyse data – This could comprise developing computational models, running simulations and interpreting forecasts etc.
• Liaise with others – This could take many forms. For example, you may work shoulder-to-shoulder with individuals from different disciplines supporting your research, e.g. Computer scientists for machine learning-based projects. Alternatively, you may need frequent input from those who supplied the data for your research, e.g. Financial institutions or biological research colleagues.
• Attend a wide range of lectures, seminars and events.

Browse PhD Opportunities in Mathematics

Application of artificial intelligence to multiphysics problems in materials design, study of the human-vehicle interactions by a high-end dynamic driving simulator, physical layer algorithm design in 6g non-terrestrial communications, machine learning for autonomous robot exploration, detecting subtle but clinically significant cognitive change in an ageing population, how long does it take to get a phd in maths.

The average programme duration for a mathematics PhD in the UK is 3 to 4 years for a full-time studying. Although not all universities offer part-time maths PhD programmes, those that do have a typical programme duration of 5 to 7 years.

Again, although the exact arrangement will depend on the university, most maths doctorates will require you to first register for an MPhil . At the end of your first year, your supervisor will assess your progress to decide whether you should be registered for a PhD.

Additional Learning Modules

Some Mathematics departments will require you to enrol on to taught modules as part of your programme. These are to help improve your knowledge and understanding of broader subjects within your field, for example, Fourier Analysis, Differential Geometry and Riemann Surfaces. Even if taught modules aren’t compulsory in several universities, your supervisor will still encourage you to attend them for your development.

Most UK universities will also have access to specialised mathematical training courses. The most common of these include Pure Mathematics courses hosted by Mathematics Access Grid Conferencing ( MAGIC ) and London Taught Course Centre ( LTCC ) and Statistics courses hosted by Academy for PhD Training in Statistics ( APTS ).

What Are the Typical Entry Requirements for A PhD in Maths?

In the UK, the typical entry requirements for a Maths PhD is an upper second-class (2:1) Master’s degree (or international equivalent) in Mathematics or Statistics [1] .

However, there is some variation on this. From writing, the lowest entry requirement is an upper second-class (2:1) Bachelor’s degree in any math-related subject. The highest entry requirement is a first-class (1st) honours Master’s degree in a Mathematics or Statistics degree only.

It’s worth noting if you’re applying to a position which comes with funding provided directly by the Department, the entry requirements will usually be on the higher side because of their competitiveness.

In terms of English Language requirements, most mathematics departments require at least an overall IELTS (International English Language Testing System) score of 6.5, with no less than 6.0 in each individual subtest.

Tips to Consider when Making Your Application

When applying to any mathematics PhD, you’ll be expected to have a good understanding of both your subject field and the specific research topic you are applying to. To help show this, it’s advisable that you demonstrate recent engagement in your research topic. This could be by describing the significance of a research paper you recently read and outlining which parts interested you the most, and why. Additionally, you can discuss a recent mathematics event you attended and suggest ways in how what you learnt might apply to your research topic.

As with most STEM PhDs, most maths PhD professors prefer you to discuss your application with them directly before putting in a formal application. The benefits of this is two folds. First, you’ll get more information on what their department has to offer. Second, the supervisor can better discover your interest in the project and gauge whether you’d be a suitable candidate. Therefore, we encourage you to contact potential supervisors for positions you’re interested in before making any formal applications.

How Much Does a Maths PhD Typically Cost?

The typical tuition fee for a PhD in Maths in the UK is £4,407 per year for UK/EU students and £20,230 per year for international students. This, alongside the range in tuition fees you can expect, is summarised below:

Note: The above tuition fees are based on 12 UK Universities [1]  for 2020/21 Mathematic PhD positions. The typical fee has been taken as the median value.

In addition to the above, it’s not unheard of for research students to be charged a bench fee. In case you’re unfamiliar with a bench fee, it’s an annual fee additional to your tuition, which covers the cost of specialist equipment or resources associated with your research. This can include the upkeep of supercomputers you may use, training in specialist analysis software, or travelling to conferences. The exact fee will depend on your specific research topic; however, it should be minimal for most mathematic projects.

What Specific Funding Opportunities Are There for A PhD in Mathematics?

Alongside the usual funding opportunities available to all PhD Research students such as doctoral loans, departmental scholarships, there are a few other sources of funding available to math PhD students. Examples of these include:

You can find more information on these funding sources here: DiscoverPhDs funding guide .

What Specific Skills Do You Gain from Doing a PhD in Mathematics?

A doctorate in Mathematics not only demonstrates your commitment to continuous learning, but it also provides you with highly marketable skills. Besides subject-specific skills, you’ll also gain many transferable skills which will prove useful in almost all industries. A sample of these skills is listed below.

• Logical ability to consider and analyse complex issues,
• Commitment and persistence towards reaching research goals,
• Outstanding verbal and written skills,
• Strong attention to detail,
• The ability to liaise with others from unique disciple backgrounds and work as part of a team
• Holistic deduction and reasoning skills,
• Forming and explaining mathematical and logical solutions to a wide range of real-world problems,
• Exceptional numeracy skills.

What Jobs Can You Get with A Maths PhD?

One of the greatest benefits maths PostDocs will have is the ability to pursue a wide range of career paths. This is because all sciences are built on core principles which, to varying extents, are supported by the core principles of mathematics. As a result, it’s not uncommon to ask students what path they intend to follow after completing their degree and receive entirely different answers. Although not extensive by any means, the most common career paths Math PostDocs take are listed below:

• Academia – Many individuals teach undergraduate students at the university they studied at or ones they gained ties to during their research. This path is usually the preferred among students who want to continue focusing on mathematical theories and concepts as part of their career.
• Postdoctoral Researcher – Others continue researching with their University or with an independent organisation. This can be a popular path because of the opportunities it provides in collaborative working, supervising others, undertaking research and attending conferences etc.
• Finance – Because of their deepened analytical skills, it’s no surprise that many PostDocs choose a career in finance. This involves working for some of the most significant players in the financial district in prime locations including London, Frankfurt and Hong Kong. Specific job titles can include Actuarial, Investment Analyst or Risk Modeller.
• Computer Programming – Some students whose research involves computational mathematics launch their career as a computer programmer. Due to their background, they’ll typically work on specialised projects which require high levels of understanding on the problem at hand. For example, they may work with physicists and biomedical engineers to develop a software package that supports their more complex research.
• Data Analyst – Those who enjoy number crunching and developing complex models often go into data analytics. This can involve various niches such as forecasting or optimisation, across various fields such as marketing and weather.

What Are Some of The Typical Employers Who Hire Maths PostDocs?

As mentioned above, there’s a high demand for skilled mathematicians and statisticians across a broad range of sectors. Some typical employers are:

• Education – All UK and international universities
• Governments – STFC and Department for Transport
• Healthcare & Pharmaceuticals – NHS, GSK, Pfizer
• Finance & Banking – e.g. Barclays Capital, PwC and J. P. Morgan
• Computing – IBM, Microsoft and Facebook
• Engineering – Boeing, Shell and Dyson

The above is only a small selection of employers. In reality, mathematic PostDocs can work in almost any industry, assuming the role is numerical-based or data-driven.

How Much Can You Earn with A PhD in Maths?

As a mathematics PhD PostDoc, your earning potential will mostly depend on your chosen career path. Due to the wide range of options, it’s impossible to provide an arbitrary value for the typical salary you can expect.

However, if you pursue one of the below paths or enter their respective industry, you can roughly expect to earn [3] :

Academic Lecturer

• Approximately £30,000 – £35,000 starting salary
• Approximately £40,000 with a few years experience
• Approximately £45,000 – £55,000 with 10 years experience
• Approximately £60,000 and over with significant experience and a leadership role. Certain academic positions can earn over £80,000 depending on the management duties.

Actuary or Finance

• Approximately £35,000 starting salary
• Approximately £45,000 – £55,000 with a few years experience
• Approximately £70,000 and over with 10 years experience
• Approximately £180,000 and above with significant experience and a leadership role.

Aerospace or Mechanical Engineering

• Approximately £28,000 starting salary
• Approximately £35,000 – £40,000 with a few years experience
• Approximately £60,000 and over with 10 years experience

Data Analyst

• Approximately £45,000 – £50,000 with a few years experience
• Approximately £90,000 and above with significant experience and a leadership role.

Again, we stress that the above are indicative values only. Actual salaries will depend on the specific organisation and position and responsibilities of the individual.

Facts and Statistics About Maths PhD Holders

The below chart provides useful insight into the destination of Math PostDocs after completing their PhD. The most popular career paths from other of highest to lowest is education, information and communication, finance and scientific research, manufacturing and government.

Note: The above chart is based on ‘UK Higher Education Leavers’ data [2] between 2012/13 and 2016/17 and contains a data size of 200 PostDocs. The data was obtained from the Higher Education Statistics Agency ( HESA ).

Which Noteworthy People Hold a PhD in Maths?

Alan turing.

Alan Turing was a British Mathematician, WW2 code-breaker and arguably the father of computer science. Alongside his lengthy list of achievements, Turning achieved a PhD in Mathematics at Princeton University, New Jersey. His thesis titled ‘Systems of Logic Based on Ordinals’ focused on the concepts of ordinal logic and relative computing; you can read it online here . To this day, Turning pioneering works continues to play a fundamental role in shaping the development of artificial intelligence (AI).

Ruth Lawrence

Ruth Lawrence is a famous British–Israeli Mathematician well known within the academic community. Lawrence earned her PhD in Mathematics from Oxford University at the young age of 17! Her work focused on algebraic topology and knot theory; you can read her interesting collection of research papers here . Among her many contributions to Maths, her most notable include the representation of the braid groups, more formally known as Lawrence–Krammer representations.

Emmy Noether

Emmy Noether was a German mathematician who received her PhD from the University of Erlangen, Germany. Her research has significantly contributed to both abstract algebra and theoretical physics. Additionally, she proved a groundbreaking theorem important to Albert Einstein’s general theory of relativity. In doing so, her theorem, Noether’s theorem , is regarded as one of the most influential developments in physics.

Other Useful Resources

Institute of Mathematics and its Applications (IMA) – IMA is the UK’s professional body for mathematicians. It contains a wide range of useful information, from the benefits of further education in Maths to details on grants and upcoming events.

Maths Careers – Math Careers is a site associated with IMA that provides a wide range of advice to mathematicians of all ages. It has a section dedicated to undergraduates and graduates and contains a handful of information about progressing into research.

Resources for Graduate Students – Produced by Dr Mak Tomford, this webpage contains an extensive collection of detailed advice for Mathematic PhD students. Although the site uses US terminology in places, don’t let that put you off as this resource will prove incredibly helpful in both applying to and undertaking your PhD.

Student Interviews – Still wondering whether a PhD is for you? If so, our collection of PhD interviews would be a great place to get an insider perspective. We’ve interviewed a wide range of PhD students across the UK to find out what doing a PhD is like, how it’s helped them and what advice they have for other prospective students who may be thinking of applying to one. You can read our insightful collection of interviews here .

[1] Universities used to determine the typical (median) and range of entry requirements and tuition fees for 2020/21 Mathematics PhD positions.

• http://www.lse.ac.uk/study-at-lse/Graduate/Degree-programmes-2020/MPhilPhD-Mathematics
• https://www.ox.ac.uk/admissions/graduate/courses/dphil-mathematics?wssl=1
• https://www.graduate.study.cam.ac.uk/courses/directory/mapmpdpms
• https://www.ucl.ac.uk/prospective-students/graduate/research-degrees/mathematics-mphil-phd
• http://www.bristol.ac.uk/study/postgraduate/2020/sci/phd-mathematics/
• https://www.surrey.ac.uk/postgraduate/mathematics-phd
• https://www.maths.ed.ac.uk/school-of-mathematics/studying-here/pgr/phd-application
• https://www.lancaster.ac.uk/study/postgraduate/postgraduate-courses/mathematics-phd/
• https://www.sussex.ac.uk/study/phd/degrees/mathematics-phd
• https://www.manchester.ac.uk/study/postgraduate-research/programmes/list/05325/phd-pure-mathematics/
• https://warwick.ac.uk/study/postgraduate/research/courses-2020/mathematicsphd/
• https://www.exeter.ac.uk/pg-research/degrees/mathematics/

[2] Higher Education Leavers Statistics: UK, 2016/17 – Outcomes by subject studied – https://www.hesa.ac.uk/news/28-06-2018/sfr250-higher-education-leaver-statistics-subjects

[3] Typical salaries have been extracted from a combination of the below resources. It should be noted that although every effort has been made to keep the reported salaries as relevant to Math PostDocs as possible (i.e. filtering for positions which specify a PhD qualification as one of their requirements/preferences), small inaccuracies may exist due to data availability.

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Mathematics Education PhD

Doctor of philosophy.

The Doctor of Philosophy (Ph.D.) degree emphasizes research competencies. The degree requires a scholarly dissertation of intellectual merit and sound research methodology. Dissertation research may include analytical studies of the process of teaching or experimental studies of the teaching-learning process, including studies of verbal learning and laboratory practice or historical studies.

Admissions Information

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

• Points/Credits: 75
• Entry Terms: Spring/Summer/Fall

Application Deadlines

For details about rolling deadlines , visit our admission deadlines page.

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

Application Requirements

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

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

View Full Catalog Listing

Doctoral Degrees

All candidates for the Ed.D., Ed.D.C.T., or Ph.D. degrees are expected to demonstrate both mathematics and mathematics education competencies through a series of certification examinations taken upon the completion of 60 graduate points. Certification examinations test the student’s knowledge of current research and theory in mathematics education and mathematics content. Examinations are offered once in the fall, spring, and summer terms. Courses recommended as preparation for the examinations in mathematics education include MSTM 6037,  MSTM 4019, and other mathematics education courses; Courses recommended as preparation for the examinations in mathematics are 6000- level mathematics content courses.

Students must demonstrate acceptable proficiency in at least three of the following six mathematics content areas: algebra, analysis, discrete mathematics, foundations of mathematics, geometry and topology, and probability and statistics. Students may sit for the examination in mathematics content during the regular certification examination times. Alternatively, they may register for advanced content courses and, with permission of the program, sit for the content area certification examination upon completion of the course. Incoming doctoral candidates should register for MSTM 6037 Professional Seminar in Mathematics during the first year of doctoral studies.

Doctoral students whose dissertations require statistical analysis should include appropriate statistics courses in their programs. These points can be included either in the mathematics/mathematics education requirement or can be taken as research electives.

Doctor of Philosophy in Mathematics Education

The Doctor of Philosophy (Ph.D.) degree emphasizes research competencies. The degree program requires a scholarly dissertation of intellectual merit and sound research methodology. Dissertation research may include analytical studies of the process of teaching or experimental studies of the teaching-learning process, including studies of verbal learning and laboratory practice or historical studies.

Candidates are encouraged to develop an association with a faculty member early in their studies to identify a problem area of mutual interest to plan a course of studies that leads to the competencies needed to complete dissertation research and prepare for a professional role. Further details are available in the brochures on doctoral studies and in the general descriptions of doctoral programs available from the Office of Doctoral Studies (ODS).

A program of study for the Doctor of Philosophy degree must include at least 45 points taken under Teachers College registration. In order to permit the acquisition of broad and basic scholarship, each program of study should include at least 60 points in mathematics, mathematics education, statistics, and computing. At least 35 points should be in advanced courses – including research courses (MSTM 6500 or 6501 and MSTM 7500). (Any Teachers College course at the 6000 level or above, any Columbia University Graduate School of Arts and Sciences course with a “G” prefix, any “W” course numbered above 4000, or any transferred course with a graduate-level prerequisite will be considered an advanced course.) Further, 15 points in the philosophical, psychological, and curricular foundations of education must be included in every Ph.D. degree program. Students whose dissertations require statistical analysis should include appropriate statistics courses in their programs. These points can be included either in the mathematics/mathematics education requirement or can be taken as research electives.

Candidates for the Ph.D. degree are required to demonstrate competency in two languages chosen from among French, German, and Russian. Students who require other languages for the preparation of their dissertation may petition the program to request one substitution. Students in mathematics may not use computer languages or statistics to satisfy the language requirement.

The Ph.D. dissertation is a scholarly study contributing new theoretical knowledge to the field and should be planned early in the program when sufficient advanced courses have been completed to permit the candidate to enroll in relevant research courses. Ph.D. dissertations in mathematics education should be (1) experimental studies in learning, (2) analytical studies in policy theory in mathematics education, or (3) other scholarly investigations of problems and issues of broad significance in the field.

The website of the Program offers a list of Topic study groups which doctoral students are recommended to join.

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Program Director : Professor Alexander Karp

Teachers College, Columbia University 323 Thompson

Phone: (212) 678-3381 Fax: (212) 678-8319

Email: tcmath@tc.edu

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How challenging experiences led me to pursue a PhD in Mathematics by Shanise Walker

As a student graduating high school, I was convinced of one thing: I was going to be a high school mathematics teacher. Everything I had done in high school and the inspiration and encouragement I received from teachers, family, and friends helped me feel reassured that my decision was the right one. As a high school student, I excelled in every subject, but doing mathematics was a passion. My love for mathematics led me to tutoring both middle school and high school students in mathematics, participating in mathematics competitions, and learning about other areas of mathematics outside of the curriculum. I had even earned the highest achievement award every year for mathematics in my grade level, so being a high school mathematics teacher seemed like the perfect choice for me.

As an undergraduate student, I immediately declared that I wanted to be a mathematics education major. Although I would have to be accepted into the program, I was sure of my choice in major. Completing the requirements to get into the program were easy because I was eager to be a math teacher. For the first few years of undergrad, things were going well. I added the mathematics major to my degree program and became a double major in mathematics and mathematics education. I was accepted into the mathematics education program and was set on my goals; everything was going well.

Fast forward to the spring semester of junior year, something changed. While taking a math education course focused on technology in the classroom, I found myself in a situation that I could not explain and one that could not be explained to me at the time. One of the first assignments in the course was to write an argumentative essay on technology in the classroom and its benefits or hindrances. When I wrote my essay, I focused my attention on the hindrances and how too much technology could lead students to rely heavily on devices and not enough on understanding the concepts. In the end, I received a low score on this assignment and when I inquired about the low score, the teaching assistant responded, “It’s just wrong.” This was just the beginning of a long battle of receiving low grades because “it’s just wrong.” Those words haunted me, so I stopped inquiring and just accepted the grades. I received lower grades than my peers, even on assignments where we had the same answers. I really disliked going to that class, but I knew I needed to finish the course because it was a requirement for my mathematics education degree. The real test came during the group final project. The project consisted of a group paper and a class demonstration on teaching a math topic to students. For the group paper, my group scored near perfect, but on the class demonstration, I scored significantly lower than my classmates. My group members and I did not understand it since I had written over half of the group paper and the project idea was one that I had brought to the group. I spent countless hours working on this project only to get near perfect or perfect grades on the group graded portion of the project but a low grade on my individual portion.

After receiving the group project grade, I had had enough. I decided to meet with the instructor of the course about my grades and my displeasure with the course. During our meeting, I asked the instructor to explain to me why my grades were much lower than classmates, especially on assignments where we had the same answers. It was then that I learned that this was not about my work, but about who I am. The professor outright admitted that the teaching assistant had given me lower scores because I was Black. The professor was already aware of the situation and had been for semesters before I became a student in his course. It had happened to other Black students who had taken the course before me. I was given assurance that while my grades were low, my final grade would not be. When I left that meeting, I cried. I was angry. While I knew that the particular teaching assistant would not be a grader for any other courses I would take in the major, I felt that I no longer had a place of belonging in that major. Despite feeling like I didn’t belong, I still had a passion for teaching high school mathematics, so I was determined to complete the degree.

The determination to continue with my mathematics education degree would change while I was a participant in an 8-week summer REU mathematics program. When I arrived at the REU program, I had no knowledge of how to conduct mathematics research and I was also unsure of what exactly I would be researching. However, with good mentorship from my research mentor and a postdoctoral student (now a tenured faculty member), I found myself interested in mathematics beyond teaching it. I was interested in solving math problems and I found that sense of community during the REU program that was lacking in my home department. Within the first few weeks of the REU program, I had decided that I wanted to get a PhD in mathematics–a thought I had not had before. My research mentor gave me advice on preparing and applying to graduate school. I took the advice and applied for PhD mathematics programs.

When I returned to my university the fall after the REU program, I was still pursuing a double major in mathematics and mathematics education. I knew that I had only one semester of coursework before I would be student teaching, but there was some unrest in me in continuing my mathematics education degree. I had just come from spending an entire summer doing math research, and I had this motivation in me to pursue a PhD. A week before classes started, I dropped my remaining mathematics education courses. After dropping the courses, I found myself in the position of being able to graduate at the end of the semester since I needed only one mathematics course and one elective course in a certain area to graduate. However, I decided I wanted to stay the entire senior year, so I enrolled in two mathematics courses and other electives.

While I dropped my mathematics education courses, I did not immediately drop my mathematics education major because I was still a bit torn about the idea of perhaps not being able to teach high school mathematics. However, before the fall semester ended, I went for it. I dropped the major and pursued my newfound interest of getting a PhD in mathematics. I started on a research project with a faculty member in the mathematics department and began submitting applications for graduate school. I submitted a number of applications for PhD in mathematics programs before the Thanksgiving break, so everything was going well.

In the spring of my senior year, I had another incident that solidified my pursuit of a mathematics PhD. I attended a graduate school fair at my institution to learn about other graduate programs at other institutions. While doing so, I stumbled upon a master’s program in mathematics education and thought to myself: “Well, maybe I could get my teaching certification while in this program because after all, I still had a passion to teach high school mathematics.” The program was at an institution close to my hometown, so that also meant that I would be able to spend more time with my family. The deadline to apply to the master’s program had not yet passed, so I thought to myself I would give it a shot. I spoke with the program’s representative, and we discussed the program and my GRE scores. She told me that I would likely get into the program with probationary status due to my GRE composite score. When I told her I had already been accepted into PhD programs in mathematics, there was a bit of shock on her face (and I am sure on mine as well). What I knew to be true was that my GRE Verbal Reasoning score was not as high, but I had done well on the GRE Mathematics portion. The composite score missed the mark for their institution to be granted full admission, so with this information in mind, I did not apply to the program. I continued with my plan to get a PhD in mathematics and finally decided that teaching high school mathematics was not the best fit for me. The following fall, I went off to graduate school, pursuing a mathematics PhD program at the same institution I had done the REU. Six years later, I completed the program and earned a PhD in mathematics.

Now, as I write about this experience almost ten years later, for the first time I ask myself, “How can eight weeks change the whole course of your life?” This is exactly what the REU program did for me. It changed the course of my life. It gave me a mathematical experience that I had not encountered before. It provided me with the mentorship I needed to succeed and gave me a sense of belonging in the mathematics community that I had not felt before. It also provided me with motivation to pursue something different–a doctoral degree. For this, I am grateful.

Two years ago, I had an opportunity to fulfill my passion of teaching high school mathematics. I taught calculus to a group of underrepresented minority students at a STEM summer program for high school students. This experience was just as joyful as I thought it would be, and I will always cherish it.

1 Response to How challenging experiences led me to pursue a PhD in Mathematics by Shanise Walker

Hi, I’m really inspired by your passion ,persistence and clarity to stick on to take up mathematics at research level. Currently I’m doing my ph. D program in management in India. But having graduated in bachelor’s degree in maths, I now have ardent desire to continue my masters and then proceed to do ph. d in maths. Though it’s 30 years since I lost touch, your life story is still furthering my passion. Thanks and a nice flow of narrative. Regards, Soundra

Comments are closed.

Opinions expressed on these pages were the views of the writers and did not necessarily reflect the views and opinions of the American Mathematical Society.

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Mathematical Sciences Institute ANU College of Science

PhD & MPhil

Join our community of over 200 members, PhD students and associates, conducting internationally recognised mathematical sciences research.

• Doctor of Philosophy

Are you considering undertaking a PhD in the Mathematical Sciences? We have many interesting projects for talented postgraduate researchers. This page provides useful information and links discover more about our PhD Program and the application process.

Master of Philosophy

The Master of Philosophy in Mathematical Sciences is a higher degree by research, and may be taken as a full-time course (one to two years) or as a part-time course (two to four years).

More information

Find a supervisor ».

Find a MSI supervisor for your research degree.

Summer research »

A Summer Research Scholarship at ANU is an exceptional opportunity for undergraduate students, providing insight into what studying for an Honours or a graduate research degree is all about.

MSI 'Kick-start' Postdoctoral Fellowship »

Read more about this  short-term employment opportunity  for high achieving early career mathematicians.

Research areas

• Algebra & topology
• Analysis & geometry
• Applied & nonlinear analysis
• Bioinformation science
• Computational mathematics
• Fusion plasma theory and modelling
• Mathematical physics
• Stochastic analysis & risk modelling
• Theoretical astrophysics

Prerequisites

Applicants should be of a high scholastic calibre and should have a capacity for research.

Applicants for research degree scholarships must hold a bachelor degree with at least upper second class Honours, although competition is such that applicants usually have to hold a first class Honours degree to be competitive (and for some scholarships, this is mandatory), or a Master by coursework or a Graduate Diploma (which must be completed at a level equivalent to first or upper second-class Honours) degree from a recognised University. In special cases, applicants with other qualifications and/or research experience may be considered.

English language requirements

You are required to meet our English Language Requirements before you can be accepted for admission. Unless your previous tertiary-level studies were undertaken in English in (for example) Australia, Canada, New Zealand, the United Kingdom or the United States of America, you will normally have to sit for either the International English Language Testing System (IELTS - overall 6.5 with no band less than 6.0) or the Test of English as a Foreign Language (TOEFL - 570 with TWE 4.5). Some programs may require higher scores.

If you have any questions about your application for admission and where it is up to, you can contact  ANU Admissions Office .

Research program applications are accepted at any time of the year, however there may be deadlines associated with scholarships that should be considered. For this reason, applicants are strongly recommended to apply for both admission and scholarship, before the following deadlines:

• Overseas students: by the 31st of August to be admitted in the following year.
• Australia and New Zealand students: by the 31st of October to be admitted in the following year.

See here for more information on how to apply:

• Domestic applicants
• International applicants

How long does it take?

A PhD program takes at least 2 years and at most 4 years to complete full time. All ANU scholarships end after 3.5 years without any substitute at the RSC.

What scholarships are available?

ANU offers a variety of scholarships to eligible students studying a research degree program. Scholarships are provided to assist students with the cost of their studies.

Domestic students are enrolled into research programs under the  Australian Government Research Training Program (AGRTP) Fee Offset Scholarship . Under the AGRTP, the Australian Government pays 100% of domestic research students' tuition fees.

Scholarships differ in value and may be offered to cover some or all of the costs associated with tuition, accommodation, materials, relocation, cost of living and other expenses.

The Conditions of Award for each scholarship stipulates what the scholarship may be used for.

Two of the most sought after scholarships available are the  Australian Government Research Training Program (AGRTP) Stipend Scholarship  for domestic research students, and the  Australian Government Research Training Program (AGRTP) International Fee Offset Scholarship  for international research students.

Different scholarships are available depending on whether you are a domestic or international student.

Scholarships available to domestic research students

• AGRTP Stipend Scholarship , applications close 31 October each year
• ANU University Research Scholarship , applications close 31 October each year
• ANU PhD Scholarships , applications can be made throughout the year

The Mathematical Sciences Institute also offers supplementary scholarships to attract talented Australian and New Zealand students of high calibre to pursue postgraduate research within the MSI. The scholarship provides for payment of a supplementary stipend to an outstanding holder of an AGRTP or similar stipend scholarship for the duration of that scholarship. The value of this scholarship is $5,000 per annum.

The maximum duration of this scholarship is three years full-time, with a possible six month extension.

Eligibility: Candidates who have completed a four year undergraduate degree or equivalent at H1 level and who wish to undertake a PhD at the School, are eligible. Domestic students include Australian citizens, Australian permanent residents, and New Zealand citizens.

It is not necessary to complete a separate application form as all eligible candidates will be considered.

Scholarships available to international research students

• AGRTP International Fee Offset Scholarship  - covers tuition fees for 3 years and provides Overseas Student Health Cover
• ANU Tuition Scholarships
• ANU PhD scholarships

International applicants are also encouraged to explore the  Endeavour Awards  offered by the Australian Government. Closing date for applications is usually 30 June each year.

How do I apply?

You need to apply online – one application covers both admission and scholarships. You will be automatically considered for all scholarships available to you. For more information please see the Apply tab.

Do I have to pay tuition fees?

Yes, unless you are a citizen or permanent resident of Australia or a citizen of New Zealand. International students can be considered for a HDR Fee Remission Merit Scholarship – where Tuition fees will be waived. This will be considered automatically and does not require additional paperwork.

How do I apply for a visa?

Prospective international students need to provide: (i) CV, (ii) academic transcript (colour scans), (iii) TOEFL or IELTS scores, (iv) 3 references of academics, (v) research proposal / project description by ANU supervisor. Once your application has been accepted you will receive a letter of offer for admission – once all conditions have been met (e.g. proof of health cover) and you have signed the paperwork, the ANU will provide an electronic certificate of enrolment (eCOE). You need the eCOE to apply to the Department of Immigration for a student visa.

Do I need Health Cover and how much does it cost?

Yes, International Students need to pay Overseas Student Health Cover (OSHC) in advance for 52 months as part of the visa requirements. You can either arrange your own OSHC, or ask the ANU to arrange it for you. Details will be outlined in your letter of offer for admission. The cost of OSHC for 2017 from the ANU preferred provider (Allianz) is $3,240 for single cover.

Where will I live?

The cost of living in any city obviously depends on needs, lifestyle choices and spending habits. For accommodation on-campus please refer to the following website:  http://www.anu.edu.au/study/accommodation . 

More questions?

For any questions about undertaking a PhD within the Mathematical Sciences Institute, applying for admission and/or scholarships, or general questions about Canberra – please contact our friendly MSI HDR Student Administrator at  [email protected] .

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Deadline to Submit Summer 2024 Application to Graduate

Students completing their degree requirements during any summer 2024 session must apply to graduate by Saturday, June 16, in MyPNW on the Graduation tab. This application is required whether or not you plan to participate in a Commencement ceremony. Information from the application is used to order your diploma.

Summer graduates may participate in the December 2024 Commencement ceremony.

For more information regarding Graduation requirements and Commencement participation, visit the Pre-Graduation Guide for critical deadlines and valuable resources.

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PhD graduate combines geological sciences and civic engagement

By Gabrielle Sangervasi

Editor’s note:  This story is part of a series of profiles of  notable spring 2024 graduates .

If Mara Karageozian were given $40 million to solve one problem on Earth, she would bridge the gap between scientists, funding agencies and the public with STEM engagement and literacy programs.

“I think that there is often a disconnect between the work that scientists do in the lab and the general public who may not engage with STEM in their daily lives,” she laments.

While she may still be looking for someone to write that check, Karageozian may bridge this science communication gap on her own. This spring she will graduate with a doctoral degree in geological sciences from Arizona State University’s School of Earth and Space Exploration  (SESE), and with a graduate certificate in responsible innovation in science, egineering and society (RISES) from the School for the Future of Innovation in Society .

By adding the RISES certificate to her academic program she was able to add a science-policy focus to her dissertation work. According to her faculty advisor and SESE Professor Thomas Sharp , this was a unique combination for a PhD program.

“Most people who end up out in science policy don’t start there,” he explains. “They usually start as scientists and then get there over time. (Karageozian’s) desire was to get there by a more direct route, right after her PhD.”  

For the RISES chapter of her dissertation, Karageozian developed a program for NASA called “NASA Democratic Engagement of Citizens in Decadal Evaluation Surveys”. She created this program by combining forum-style civic engagement programs with NASA’s Decadal Surveys , which are used widely by the scientific community to guide the science and technology of the next decade.

“The program I’ve developed is targeted for NASA’s use but can be a model used by other science agencies, like the National Science Foundation  or the National Academies of Science, Engineering and Medicine  to inform future science and mission decisions with perspectives of everyday citizens,” Karageozian says. “I hope this project and similar programs will help bridge the gap between everyday citizens, scientists and government agencies that drive our science and technology futures.”

While working towards her geological sciences PhD, Karageozian received the Vivian Forde Graduate Fellowship  and the competitive ASU Graduate College Completion Fellowship . 

“Mara is an excellent PhD student,” Sharp says warmly, “who not only worked in the meteoritics field with me, but also with Associate Professor Christy Till in exoplanet petrology and science policy.” 

When asked, Till confirmed Karageozian’s excellent work on the exoplanet project and the valuable nature of her dissertation.

“Not only has Mara conducted outstanding cutting-edge research on the geochronologic dating of impacts, her dissertation also includes substantial and important work on how we can democratize scientific strategic planning at a national level,” Till says. 

In addition to the time she devoted to her academics, Karageozian also spent time on many ASU department committees and service groups, including the SESE Graduate Council and SESE Inclusive Community Committee . 

After graduation, she aspires to move into leadership roles as a civil servant and use her technical and scientific background in ways that serve U.S. citizens and the government.  

Question: Why did you choose ASU?

Answer: When looking for graduate programs, I set my sights on departments with robust space researchers, like planetary geologists, meteoriticists, etc. ASU, specifically the School of Earth and Space Exploration, has many researchers focused on studying space! It seemed like a perfect fit and an inspiring department to join.

Q: Which professor taught you the most important lesson while at ASU?

A: I learned a great deal from my faculty advisor, Professor Tom Sharp, who taught me how to develop strong hypotheses about new and novel research questions. I also learned a great deal from Professor Christy Till about the importance of strong science communication skills.

Q: Any influences from past teachers, friends or family?

A: There are so many influences, and it would be hard to mention them all here! My undergraduate advisor, Professor Sarah Brownlee , inspired me to become a researcher and pursue academia. She set such a great example of an inspiring and supportive faculty member. In general, the role models of women in my life have shaped me to be confident and strong. 

Q: How do you balance the demands of graduate studies with personal life and self-care?

A: Honestly, I think I’ve needed to consistently reevaluate what is healthiest for me throughout my graduate experience to have a good work-life balance. I try to look at balance as something like a tide that rises and lowers, where sometimes my balance is skewed more towards work (maybe I have an upcoming proposal or paper deadline) or more towards personal life (holidays, vacations, evenings after 5 p.m.). In general, I try to keep my work schedule to a 9-5 maximum, not working past 5 p.m. and not working during the weekends. However, I made room to give myself grace when I had to work outside of my regular hours, and I built a support system of friends and family that kept me accountable to take rest and breaks but also recognized my hard work when I needed to work extra hours.

Q: What advice would you give to incoming graduate students to help them make the most out of their ASU experience? 

A: Set reasonable goals and expectations for yourself. Be kind to yourself and the people around you. Build a healthy support system of friends, family and faculty. Protect your time to relax and decompress. Be proud of your accomplishments and hard work.

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2024-2025 GSS Senate Executive Committee

Want to get to know your 2024-2025 GSS SEC members? Take a look below.

Elected Officers

David M. Fisher (PhD, Higher Education Administration)

• Position: President

David is a third year PhD student within the School of Counseling, Higher Education, and Leadership Foundations and has previously earned a Bachelor of Music and Master of Music in Music Composition. David works as a graduate assistant for the National Student Affairs Archives in the Center for Archival Collections on the fifth and sixth floor of the library and has previously held a position as adjunct faculty in music.

Syeda Zainab Akbar (PhD, Media and Communication)

• Position: Vice President

Syeda Zainab Akbar is a second-year PhD student in the School of Media and Communication. She holds a Master's degree in Digital Humanities and a Bachelor's degree in Psychology, Sociology, and English. Her previous work experience spans diverse sectors, including industry, non-profits, and for-profits with a focus on the intersection of technology and social impact. Currently, her research is centered on examining the authenticity of communication on social media platforms, delving into the implications of digital interactions on societal perceptions and trust.

Madison N. Altieri (Master's, Biological Sciences)

• Position: Academic Affairs Representative

Madison Altieri is a third year PhD student in Biology and received her master's in biology from BGSU in '22. Her master's research was with canine mobile genetic elements and uncovering their molecular mechanism, while also dabbling with endogenous retroviruses research. Currently, Madison is focusing her PhD research on bacteriophages-viruses that infect bacteria. This research leads into potential avenues such as treating bacterial infections, biocontrol, and potential discovery of bacteriophage dynamics. Madison is currently a teaching assistant in the Department of Biological Sciences teaching the SEA-PHAGES course directed by the Howard Hughes Medical Center. This course is an opportunity for undergraduates to get to experience research in a classroom setting. She has also been a TA for general genetics, general microbiology, microbiology for health professionals, introduction to cellular biology, and has held a faculty position in microbiology at Lorain County Community College. 

Mmaduabuchi Godsgrant Akujuobi (EdD, Leadership Studies)

• Position: Student Affairs Representative

Sarah Olesky (Master's of English)

• Position: Treasurer

Sarah Olesky is pursuing a Masters in English – Professional Writing and Rhetoric as well as a Certificate in Instructional Design. Her hobbies include writing, crocheting, and taking her kids on long walks in the park. She currently serves as the Development Coordinator at Rabata, and lives in Toledo with her husband, three kids, and cat.

• Position: Secretary
• Position: Representative-at-Large

Samantha P. Imrie (Master's in Art History)

• Position: Graduate Outreach and Marketing Representative
• Position: Graduate Student Professional Development Representative

Adwowa Osei (EdD, Leadership Studies)

• Position: International Graduate Student Affairs Representative

Adwowa A. P. Osei is a Ph.D. student in the School of Counseling, Higher Education, Leadership, and Foundations in her fourth year. She earned a Master of Fine Art in Jewelry Design, Enameling, and Metalsmithing. Adwowa is passionate about enhancing graduate students' educational experiences. Her role allows her to advocate for students, assisting them in navigating administrative processes and resolving concerns that may arise during their educational journey. She is also passionate about fostering an inclusive and welcoming campus climate for students of diverse backgrounds. Adwowa is a people person who consistently exudes positive energy around the people she interacts with. She cherishes her family and her heritage.

Nancy Ransom (Master's Biology)

• Position: Environmental Affairs Representative

My name is Nancy Ransom and I am biology major with an ecology specialization in Vern Bingman's lab. I'm interested in studying molt of some select neotropical migrants that travel here to breed. I've been bird banding for seven years and have lived in Ecuador, Costa Rica, the American Samoan Islands, Massachusetts, Colorado, and a few other places in hopes of forwarding my career as an ornithologist. After my recent trip to Peru, the amount of birds I have seen in my lifetime is 917 species total around the world. Since I'm so passionate about birds, I hope to have a career as an ornithologist or work for a permanent migration banding station. Being so passionate about birds and wildlife in general, I care very deeply about preserving and protecting our planet's wildlife. I hope that this position will give me even more opportunities to make a small impact on the local community, as stirring passion in others to make small adjustments to their lives to reverse global climate change can be challenging.

Tara Gerhart (Master's Business Administration)

• Position: Online Graduate Student Affairs Representative

Tara Gerhart is a first-year online graduate student, working on an MBA in Supply Chain. She has an undergraduate degree in Management with a minor in Accounting. She currently works at QSCC in Dublin, which provides supply chain services for the Wendy's Corporation. She looks forward to representing and serving her fellow online students at BGSU. 

Ex Officio Officers

To be determined.

• Position: Graduate Student Trustee, BGSU Board of Trustees; Board of Trustees Graduate Student Representative (ex officio)
• Position: To Be Determined

Appointed Officers

Individuals to be determined.

• Position: Positions To Be Determined

Are you interested in joining GSS, we have elected positions currently vacant. Additionally, we will select a few students for various appointed positions. If you are interested or have position suggestions please let us know at [email protected]

Graduate Student Senate Office

120 McFall Center Bowling Green State University Bowling Green, Ohio 43403 [email protected]

Updated: 05/06/2024 10:21AM

Watch CBS News

Sacramento neighbors, activists want change after Grant High student shot and killed

By Esteban Reynoso

Updated on: May 6, 2024 / 11:19 PM PDT / CBS Sacramento

SACRAMENTO - A Sacramento high school senior was getting ready to graduate, but instead of measuring his cap and gown, his family is measuring his casket.

Jeremiah Walker, 18, was shot and killed Sunday morning by what family says is a stray bullet after a house party in Natomas.

Walker's grandfather, Mervin Brookins, Sr., is a prominent community activist in Sacramento. Brookins is the CEO of Brother 2 Brother Mentoring. His mission, and something he's worked extremely hard toward, is to prevent shootings like this.

Now, he is with his family living through this tragedy.

"Broken-hearted man. There's no—just broken-hearted," Brookins said.

Brookins spoke with CBS13 Sunday night just hours after his grandson was shot. Their bond was thicker than blood.

"I just adopted him as my grandson and was just there for him," he said.

Brother 2 Brother Mentoring aims to transform and empower the lives of at-risk youth.

"It was created not for the Jeremiahs," Brookins said, "but the person that shot Jeremiah. That is our goal. Those are the men we are trying to reach to get them to understand that once you pick up a gun, your life changes forever."

"The bigger issue is guns in the hands of kids," Berry Accius said. "How do we continue to see young kids have guns before they have opportunities?"

Accius has worked with Brookins before and is the Founder of Voice of the Youth.

We interviewed him alongside a neighbor in this Natomas community, both of whom want to see justice for Jeremiah and accountability.

"I was on the scene with his mother for 13 hours. What I seen her go through, it changed my life," the neighbor, Obreaya Barber, said.

She's lived in Natomas for 17 years.

"The ball is being dropped from the top and it's going all the way down to the bottom, and that's why we are here today," she said.

Barber and Accius wonder how teenagers got into the home on Buchman Street and threw a party.

In a statement, the homeowner, who did not want to be identified, said:

"I was out of town with family when I received a phone call from Sacramento police... The people at my home were unauthorized to be there. I hope the community works together to help catch the person who did this. It's sad to see such senseless violence in the community I grew up in. My heart goes out to the family."

Some neighbors want to see policy change so renters or partiers can't come back into this neighborhood, and so something like this never happens again.

"I hate to break their summer parties or what might significantly happen," Accius said. "Unless we want more of these moments, someone has to do something about it."

Jeremiah's mother and auntie sent a statement, saying: "Thank you for all of the outpouring support that has ripped our family apart> We are deeply saddened by this loss of Jeremiah who was a beautiful soul and so much more life to live."

We are told there could be a vigil for Walker sometime this week.

Sacramento Mayor Darrell Steinberg on Monday released a statement on Walker's killing, saying:

"I am deeply saddened by the loss of life and the great suffering that has occurred in our Grant Union High School community once again. My thoughts are with the family and friends of Jeremiah Walker. Grant Union High School is a great place, a great community, and there is so much good that happens every single day there. Please do not lose hope as we mourn this tragedy. You are not alone."

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