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Biological Education

Doctor of Philosophy

Advance your career with a doctorate that combines research expertise with outstanding teaching ability and experience.

• Programs at the University of Northern Colorado
• Biological Sciences
• Biological Education PhD

Join a Pioneering Program for Biology Educators and Researchers

Recent graduates of UNC’s Biological Education Ph.D. program have a high job placement rate. Our program helps you stand out in the market by providing comprehensive training for positions in academia, government and the private and nonprofit sectors. In addition to offering strong opportunities for biological field and laboratory research and publication, our Ph.D. program provides extraordinary training in STEM education. You’ll graduate with an in-demand skill set that integrates research expertise with outstanding teaching ability and experience.

Established in the early 1990s, this pioneering program was among the first in the nation to emphasize the teaching of biology. You’ll get extensive hands-on experience as a teaching assistant and classroom leader, culminating in the opportunity to develop and teach your own college course. University biology and other employers place high value on this training. Many of our Ph.D. candidates have multiple job offers waiting for them at graduation.

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Ph.d. in biological education.

UNC’s Ph.D. in Biological Education offers options you won’t find in most doctoral programs. Focus your dissertation studies on biological research or on the teaching and learning of biology, and enrich your education by working side-by-side with UNC's biology faculty who excel in both types of research.

Take the next step! Explore courses, costs and admission requirements.

Degree Requirements

Learn more about the Ph.D. Program

"The biology graduate program at UNC was a great fit for me. The PhD program provides a nice blend of science and science education. My skills as both a biologist and an educator were strengthened through my experiences. That doesn't happen in all graduate programs. I think that having a solid background in biology as well as a track record of successful teaching really helped me to stand out in the job application process. I feel I was well prepared for my immediate future as an Assistant Professor of Biology at a liberal arts college."

Your Future in Biological Education

Because of its inclusion of training in Biological Education, UNC’s Ph.D. program equips you to contribute to the future of STEM education. A broad national consensus on the need to improve outcomes in STEM education creates a broad range of employment opportunities in colleges and universities, government agencies, nonprofit organizations and the private sector.

Consider a Ph.D. in Biological Education if you:

• Are committed to biological research
• Love to teach
• Seek to further the goals of national STEM education policy
• Have an interest in expanding the frontiers of biological research

You’ll learn:

• Research methods in the area of your choice
• How to design and teach a college biology course
• Scientific writing and publishing

Sample courses:

• Advanced Genetics
• Immunology and Disease
• Conservation Biology
• College Biology Course Development
• Species & Speciation

Beyond the Classroom

Our Ph.D. candidates work as teaching assistants and all eventually design and teach an original course. In addition, many of our Ph.D. candidates gain experience as research assistants, working in fields as diverse as molecular biology, evolutionary biology, human health and biomedical science, biological pedagogy and other sub-disciplines.

Where can your degree take you?

• Tenure-track faculty position in a university biology department
• Conservation nonprofit or government agency
• Educational policy think tank
• Medical research institute
• Postdoctoral positions
• Biotechnology careers

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Graduate Catalog 2024-2025

Graduate Catalog 2024-2025 > Graduate Programs > Doctoral Degrees > Biological Education Ph.D.

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Program Overview

College of Natural and Health Sciences

General Doctoral Degree Admission Requirements

View  delivery options, start terms and admission requirements .

Director: Mitchell E. McGlaughlin, Ph.D. Location: Ross Hall 2480 Telephone: 970.351.2921 Website: www.unco.edu/nhs/biology/ 

This program is designed for graduate students interested in specializing in either biology education or an area of the biological sciences that matches current faculty interests and expertise. Areas of emphasis in this program prepare students to conduct and supervise biological or pedagogical research and to instruct biology courses at the college or university level. 

Students are strongly encouraged to review the research areas of the Biology faculty on our website and contact faculty in whose research they are interested. The student must meet with a graduate advisor and graduate committee no later than the second semester of the program to determine a course of study.

Degree Requirements — 64 Credits

Pedagogical credits — 10 hours.

BIO 792 : Take 4 hours

Content Elective Credits — 26 hours

BIO 591 : Limit 2 hours

BIO 622 : Limit 6 hours

NOTE: A student can count a maximum of 8 credits from the following list of double numbered courses: BIO 530 , BIO 533 , BIO 534 , BIO 535 , BIO 537 , BIO 538 , BIO 554 , BIO 562 , BIO 566 , BIO 576

NOTE: Students can count no more than 9 credits of non-BIO content elective courses. Courses not on the list above may be used to fulfill this category with advisor approval.

Research Core — 12 hours

BIO 691 : Take 4 hours

Select one of the following courses:

Research Proposal/Dissertation — 16 hours

BIO 797 : Take 4 credits

BIO 799 : Take 12 credits

Program Notes

Students must complete a minimum of 50 semester hours in biological science of combined undergraduate and graduate courses.

SRM 502 and SRM 700 may be waived depending on course background of the student.

Students in this program are exempt from the 94 graduate credit hours to Ph.D. minimum policy.

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Biology Education Research

Cornell is a leader in the emerging field of Discipline-Based Education Research that explores teaching and learning from the perspective of a particular discipline, such as biology.  This interdisciplinary field draws on knowledge and methodologies from social science, psychology, education, and cognitive science research, with the goal of enhancing student learning and instructor teaching.

In EEB, current research focuses on developing assessment tools that explore student thinking in biology, enhancing the classroom experience for students of diverse backgrounds through active learning, evaluating the long-term impact of different kinds of teaching on student retention and professional development in STEM, and creating faculty communities to explore issues such as helping students transition from high school to college STEM courses.  These research areas are explored using classroom-based assessments, interviews, observation protocols, and surveys analyzed through quantitative and qualitative methods.

Cornell has a growing and enthusiastic community of scholars who are engaged in Discipline-Based Education Research. Our research programs engage undergraduate and graduate students, postdocs, K-12 teachers, and university faculty. We collaborate with Discipline-Based Education Research scholars in Physics , the Active Learning Initiative community, and the Center for Teaching Innovation . Members of our group participate in weekly journal clubs and research group meetings, and often sponsor events to engage the larger Cornell teaching community. We also collaborate with Discipline-Based Education Researchers at several other institutions, strengthening the questions we can ask and the generalizability of the results.

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Ph.D. Program

The philosophy of the PhD program, along with the Affiliated Ph.D.  Program with the Salk Institute for Biological Studies, is to provide world-class research training in the basic biological sciences to equip a diverse group of trainees for a variety of scientific careers ranging from academia and industry to education, communication, or policy. Core principles of the program are to be student centered and attuned to the goals of the trainee.

The core curriculum focuses on development of core competencies and transferable skills in critical thinking, communication, and leadership. The first year prepares students for the core of the PhD program, the development of intellectual independence and creativity through original thesis research, guided by a thesis advisor and committee. Students have a high degree of flexibility in choice of thesis advisor through the rotation program. Throughout the program, there is strong emphasis on engaged mentoring through regular committee meetings, annual reports and Individual Development Plans.

As a central hub of the thriving San Diego biosciences community, the program maintains strong partnerships with other campus units and programs through joint faculty appointments, organized research units, and research collaborations, enabling a wide range of interdisciplinary opportunities . The mission is to conduct leading edge research in the basic biological sciences. Major areas of emphasis currently include structural biology, cell biology, developmental biology, neurobiology, immunology, microbiology, virology, plant biology, ecology, and evolutionary biology. Research in the School has emphasized studies using model organisms or in vitro mechanistic approaches, with human studies and clinical research concentrated in other departments or in the Health Sciences. Current and future areas of growth include quantitative biology, data science, and the biological consequences of climate change.

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• Communication and outreach as key aspects of scientific training

As a doctoral program embedded in a large undergraduate instructional unit, our approach incorporates substantial training in teaching methodology and best practices. Our philosophy remains that teaching and research are interdependent facets of engaged scholarship.

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Doctor of Philosophy (PhD) in Biology

The PhD in Biology is a research degree requiring graduate-level coursework, completion of a dissertation, and two semesters of participation in teaching (usually as a teaching fellow in laboratory or discussion sections of lecture courses led by Biology faculty). For most students, obtaining this degree typically involves five or more years of full-time study.

A summary of Biology PhD student expectations by year can be found here . Full details can be found in the Graduate Program Guide .

The Biology Department guarantees support for five years for all PhD students, contingent on satisfactory performance in the program.

How to Apply    Frequently Asked Questions

Learning Outcomes

1. Demonstrate academic mastery in one of three areas of Biology: Ecology, Evolution, Behavior & Marine Biology; Neurobiology; or Cellular & Molecular Biology.

2. Attain research expertise , including grant writing experience, and complete original research that advances a specific field of study within one of three broad subject areas represented in the department: Ecology, Behavior, Evolution & Marine Biology; Neurobiology; or Cellular & Molecular Biology.

3. Attain teaching experience and expertise in one of three broad areas of Biology: Ecology, Behavior, Evolution & Marine Biology; Neurobiology; or Cellular & Molecular Biology.

4. Attain the skills and qualifications needed for employment in an academic, government, or private sector position related to the life sciences.

Coursework Requirements

Students must complete 64 credits with a minimum grade point average of 3.0; at least 32 of these credits must be accrued from lecture, laboratory, or seminar courses. Students with prior graduate work may be able to transfer course credits.  See the  Graduate School of Arts & Sciences (GRS) Transfer of Credits policy  for more details. 

• 2 semesters of Progress in Research Seminars (2 credits each):

Cell & Molecular Biology:  BI 583 & BI 584 (CM section)

Ecology, Behavior, Evolution & Marine Biology:  BI 579 & BI 580

Neurobiology:   BI 583 & BI 584 (NEURO section)

• 1 semester grant-writing course (2 credits):

Cell & Molecular Biology:  BI 581

Ecology, Behavior, Evolution & Marine Biology: BI 671

Neurobiology: BI 581

• 1 semester pedagogy course (1 credit): All Biology PhD students take  BI 697
• 1 quantitative course (3–4 credits): from a list of recommended courses .
• Additional courses vary by specific track below:

Cell & Molecular Biology

1. GRS BI 791/GRS BI 792 Graduate Rotation Credits (2 credits each/4 credits total)

2. GRS BI 753 Advanced Molecular Biology  (4 credits)

3. GRS MB 721 Graduate Biochemistry  (4 credits)

4. GRS BI 735 Advanced Cell Biology  (4 credits)

5. Two electives (8 credits, 500-level and above), see the Graduate Program Guide for recommendations

6. Research credits  (remaining credits)

Ecology, Behavior, Evolution & Marine Biology

1. Six electives  (24 credits, 500-level and above), see the Graduate Program Guide for recommendations

2. Research credits  (remaining credits)

Ecology, Behavior, Evolution & Marine Biology PhD candidate coursework is highly variable. Students, in consultation with advisors, develop a plan of coursework and research. Students are required to take a minimum of 32 credits of coursework. The remainder of the credits should be research.

Neurobiology

2. GRS BI 755 Cellular and Systems Neuroscience  (4 credits)

3. GRS BI 741 Neural Systems: Functional Circuit Analysis  (4 credits)

4. Four electives  (16 credits, 500-level and above), see the Graduate Program Guide for recommendations

5. Research credits  (remaining credits)

Teaching Requirement

The department requires a minimum of two semesters of teaching as part of the Doctor of Philosophy program. During the first semester of teaching, students are required to enroll in our first-year seminar course, GRS BI 697 A Bridge to Knowledge . The course provides guidance and training on pedagogy and other aspects of graduate school.

Qualifying Examination

The qualifying examination must be completed no later than six semesters after matriculation. In most graduate curricula in the department, this consists of a research proposal—often in the form of a grant application—which the student submits to their committee and subsequently defends in an oral presentation. In the  Cell & Molecular Biology and Ecology, Behavior, Evolution & Marine Biology curricula , this is preceded by a comprehensive written examination testing the student’s general background from coursework.

Dissertation & Final Oral Examination

Candidates shall demonstrate their abilities for independent study in a dissertation representing original research or creative scholarship. A prospectus for the dissertation must be completed and approved by the readers, the Director of Graduate Studies, and the Biology Department Chair. Candidates must undergo a final oral examination in which they defend their dissertation as a valuable contribution to knowledge in their field and demonstrate a mastery of their field of specialization in relation to their dissertation. All portions of the dissertation and final oral examination must be completed as outlined in the  GRS General Requirements for the Doctor of Philosophy Degree . The results of the dissertation must be presented at a department colloquium.

Graduation Timeline

Forms and additional information about PhD graduation can be found on the GRS website .

9 – 12 months before proposed graduation date

• Dissertation Prospectus & approval form due to Graduate Program Specialist for departmental review and submission to GRS

Semester prior to your intended graduation cycle

• Intent to Graduate Form completed online

About 2 months before dissertation defense

• Meet with Graduate Program Specialist, Director of Graduate Studies, and Faculty Advisor to review requirements for defense
• Arrange for Special Service Appointments if committee members are not BU faculty
• Send first draft of dissertation to readers

Once defense date is confirmed with committee

• Reserve room(s) for public seminar and defense

At least three weeks prior to dissertation defense

• Schedule of Final Oral Exam with Abstract Approval due to GRS
• Properly formatted draft of dissertation submitted as PDF to [email protected]

At least two weeks prior to dissertation defense

• Send dissertation to all committee members

At least one week prior to dissertation defense

• Send program information to Graduate Program Specialist

See the Graduate Program Guide for final dates to submit dissertation to ETD

• Submit final dissertation to ETD (online submission)
• Complete electronic signature page and forward confirmation to Graduate Program Specialist along with a copy of your submitted dissertation

MS Degree (En Route to PhD)

Option one: A PhD student who has advanced to candidacy (as demonstrated by passing the PhD qualifying exam), and has completed 32 credits of graduate-level coursework (not including research) may apply to the Graduate School for an MS degree in Biology. This must be approved by the Director of Graduate Studies within the Biology Department. The student’s major professor will receive notification of this application process.

Option two: A PhD student who has taken, but has not advanced to candidacy based on the PhD qualifying examination, may still receive an MS degree. This student may receive a Coursework MS degree provided they have completed 32 credits of coursework (not including research credits). Alternatively, this student may receive a Scholarly Paper or Research Thesis MS degree if the written portion of the qualifying examination is adapted to ensure it is of sufficiently high quality for a MS degree, and approved by a majority of the qualifying exam committee and the Director of Graduate Studies.

Interdisciplinary Study Options

Biology PhD students have the option to participate in the Boston University Graduate Program in Urban Biogeoscience and Environmental Health (BU URBAN), the National Science Foundation Research Traineeship Program Understanding the Brain: Neurophotonics (NSF NRT UtB: Neurophotonics), and the Biogeoscience Advanced Graduate Certificate Program . These programs require separate applications in addition to the standard Biology PhD application; those interested in BU URBAN are encouraged pre-apply .

Time Limits

Officially, the PhD must be completed within seven years after the first registration for doctoral study. PhD degrees are conferred in either May, August, or January, as specified on the GRS website . In addition, the PhD candidacy expires after the fifth anniversary of passing the Qualifying Examination. Petitions to extend this deadline are possible at the discretion of the Director of Graduate Studies, the Department Chair, and the Dean of the Graduate School, and can be obtained from the Office of the Graduate School of Arts & Sciences.

The Biology Department guarantees support for five years for all PhD students, contingent on satisfactory performance in the program. PhD students are encouraged to apply for fellowships and grants at funding agencies. All domestic students should apply for NSF Graduate Research Fellowships in the Fall semester of their first or second year. 

Travel Grants may be available to assist students in their travel to professional scientific meetings; students presenting papers or posters on their research will receive first consideration.

Common Types of Funding:

Dean’s Fellowships: These are non-service fellowships allocated to first-year PhD students that do not have immediate teaching requirements.

Teaching Fellowships: These provide a stipend plus full tuition and fees for up to four full courses per semester plus a 2-credit teaching course. Teaching responsibilities usually require approximately 20 hours per week. Full or partial awards may be given.

Doctoral Research Fellowships: These awards are given to students who assist individual faculty with specific areas of research. These Research Fellowships provide a stipend and full tuition. The supervising faculty member determines the specific duties of the Research Fellow.

In addition to the above funding sources, several competitive Department awards and fellowships are available to graduate students in the Department of Biology.

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Graduate Admissions

Helpful guides for applying to the biology phd program, tips for applying to the cmob track, tips for applying to the eco/evo track.

The PhD program trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program offers informal but intensive instruction in laboratories and seminars, characterized by close contact between students and their faculty advisors. Biology is one of fourteen home programs  in the  Biosciences,  which span the School of Medicine and the School of Humanities and Sciences.

How to Apply

For the 2023-2024 PhD application season, application processes will be run through existing Biology (School of Humanities & Sciences)  and the Oceans Department(Stanford Doerr School of Sustainability). 

Previously part of the Biology Department , Hopkins Marine Station is now part of the Oceans Department within the Stanford Doerr School of Sustainability (SDSS).  Several faculty took appointments in Oceans, while others chose to stay in Biology; still others have joint appointments.  Additionally, several faculty members in Ecology/Evolutionary Biology now have joint appointments within Biology and SDSS. Based on these changes, the following information will provide further guidance for the application process. 

• Faculty with 100% appointments in Biology, will only recruit through Biology.  The Biology application will be used.
• Ecology/Evolutionary Biology faculty with 50/50 appointments in both Biology and SDSS will recruit students through either Biology or Earth Systems Science .  If you are interested in working with Ecology/Evolutionary faculty with joint Biology/SDSS appointments, you should reach out to them directly regarding the appropriate application track to choose. 
• 100% Oceans faculty will only be recruiting students through the Earth Systems Science application.
• Oceans faculty appointed 50/50 in Biology and SDSS (Oceans Department), will recruit students through either Biology or Earth Systems Science .  If you are interested in working with Oceans faculty with joint Biology/SDSS appointments, you should reach out to the individual faculty members you hope to work with regarding the appropriate application and track to choose. 

Faculty Affiliated with the Stanford Doerr School of Sustainability

Oceans Department:

Fio Micheli 100% 

Jeremy Goldbogen 100%

Giulio De Leo 100%

Larry Crowder 100%

Steve Palumbi 50% Oceans/50%Biology

Barbara Block 50% Oceans/50% Biology

*Note Chris Lowe will remain 100% in Biology

Ecology/Evolution

Liz Hadly 50% SDSS/50%Biology

Rodolfo Dirzo 50% SDSS/50%Biology

Tad Fukami 50% SDSS/50%Biology

Kabir Peay 50% SDSS/50%Biology

Chris Field 50% SDSS/50% Biology

Gretchen Daily 50% SDSS/50% Biology

Application and Deadline

Stanford Biology PhD Program applications are made through Graduate Admissions . The application deadline for Autumn Quarter 2024 matriculation is December 5, 2023 at 11:59pm pst.  The application for the Autumn 2024 cohort will be available in September 2023.  Please review the Graduate Admissions website prior to starting your application. Applications are considered for admission in Autumn Quarter only. 

Application Status

To check your application status,  click here to Visit Your Status Page .  

Requirements

• U.S. Bachelor's degree or its foreign equivalent
• Stanford Graduate application
• Non-refundable application fee of $125 (or fee waiver found here ) 
• Statement of Purpose
• Three Letters of Recommendation (a maximum of four letters will be accepted)
• Transcripts - Unofficial transcripts from all universities and colleges you've attended for one year or more must be uploaded to the online application.  Graduate Admissions only requires admitted applicants who accept the offer of admission to submit official transcripts that shows their degree conferral. Please do not send or have sent any official transcripts to us at this time.
• TOEFL Test of English as a Foreign Language (required for non-native English speakers)
• A current Curriculum Vitae/Resume

Knight-Hennessy Scholars

Join dozens of  Stanford School of Humanities and Sciences students  who gain valuable leadership skills in a multidisciplinary, multicultural community as  Knight-Hennessy Scholars  (KHS). KHS admits up to 100 select applicants each year from across Stanford’s seven graduate schools, and delivers engaging experiences that prepare them to be visionary, courageous, and collaborative leaders ready to address complex global challenges. As a scholar, you join a distinguished cohort, participate in up to three years of leadership programming, and receive full funding for up to three years of your PhD studies at Stanford. Candidates of any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years, and must apply to both a Stanford graduate program and to KHS. Stanford PhD students may also apply to KHS during their first year of PhD enrollment. If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is October 11, 2023. Learn more about  KHS admission .

Biology PhD Program General Information

Diversity, inclusion, equity, and belonging.

The Department of Biology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision. The Department of Biology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. Review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays in order to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.Please see the websites below for more resources.

• Diversity and Engagement in Biosciences PhD Programs
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• Inquiries about the PhD in Biology should be directed to  biologyadmissions [at] lists.stanford.edu (biologyadmissions[at]lists[dot]stanford[dot]edu)

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Biology, PhD

The Biology Graduate Program represents many areas of biology, and interactions with a diverse group of colleagues provide opportunities to broaden every student’s thinking and make connections between different fields and scientific approaches. Areas of research include microbiology, cell biology, development, physiology, neuroscience, animal behavior, plant biology, genetics, computational biology, evolution, ecology and biodiversity. 

Each entering graduate student has the freedom to pursue topics ranging from the behavior of molecules to that of cells, organisms, genomes, and ecosystems. We encourage students to get broad exposure through lab rotations with any faculty member in the Biology Graduate Group. As students focus on more specific research interests, they tailor their graduate education accordingly, choosing courses from different departments and schools at Penn as appropriate.

Students complete most of their course work and lab rotations in the first year and then start their thesis research in the second year while completing their teaching requirement and preparing for their candidacy exams.  Students are then fully focused on thesis research by the end of the second year.  Students still have the option of taking additional courses in advanced years in order to enhance their graduate research.

For more information: http://www.bio.upenn.edu/graduate/

View the University’s Academic Rules for PhD Programs .

Required Courses

The total course units for graduation in this program is 13.5.

See the website for a list of electives:  http://www.bio.upenn.edu/graduate/handbook/academic-topics/course-requirements

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2024 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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Phd program.

Graduate students in the Department of Biology at the University of Washington receive a commitment from the entire department to support their education and research.  Our students make excellent use of the many opportunities available to them, as evidenced by the extraordinary number of fellowships and awards received, the successful publication of high impact papers, and their regular contributions at national and international meetings.  Our students receive additional training by participating in departmental governance, curriculum development, faculty recruitment and other activities. Together these factors combine to promote an unusual degree of professionalism and community spirit.

Member of the Team

By joining the Biology Department at the University of Washington, you will become a part of a world-class research institution.  Here, graduate students are treated as colleagues by a committed faculty who work to mentor students, to provide opportunities to develop research interests, to network both on and off campus, and to publish and present their own research.

You will find a collaborative environment at the University of Washington, with faculty engaging in research with the lab next door, researchers across campus, and teams halfway across the world.  Our graduate students are encouraged to collaborate similarly, seeking additional mentors and colleagues throughout the world who compliment their research interests.

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Doctor of Philosophy (PhD) in Science Education

Graduate Programs

The Ph.D. Program in Science Education at Purdue University is designed primarily for students who want to specialize in science teacher education and science education research. The program also serves students aiming to teach science in small liberal arts colleges or seeking supervisory posts in national, state, or local systems.

This residential program has rolling admission. Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “Admissions” section below.

July 1 is the deadline for Fall applications.

November 15 is the deadline for Spring applications.

March 15 is the deadline for Summer applications.

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

Application Instructions for the Science Education PhD program from the Office of Graduate Studies :

In addition to a submitted application (and any applicable application fees paid), the following materials are required for admission consideration, and all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

A completed master’s degree is required prior to admission.

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Earth/Space Science Education
• Biology Education
• Chemistry Education
• Geoenvironmental Education
• Physics Education
• If you are unsure about your concentration of interest, please select Science Education.
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

Program Requirements

This program is comprised of coursework and other experiences in four major areas:

• Science Education Studies
• Science Content
• Curriculum and Instruction Foundations Departmental Core

Educational Research Design

Science education requirements.

• EDCI 51700, Survey of Science Education (3cr.)
• EDCI 51800, The Nature of Science in Science Teaching (3cr.)
• EDCI 51000, Research Colloquium in Science Education (1 cr.)
• EDCI 69500, Internship in Science Education (3cr.)
• Science Education: Select two courses from: EDCI 56700, EDCI 60500, EDCI 61800, EDCI 61900, EDCI 62200

Science Education Elective Requirement

Science content requirement.

Depending on prior science coursework and professional experience, at least 9 credits science content

Curriculum and Instruction Foundations

• EDCI 62800, C&I Doctoral Seminar I
• EDCI 63800, C&I Doctoral Seminar II
• EDCI 58500, Multicultural Education
• C&I Elective (3cr.)
• EDPS 53300, Introduction to Research in Education or equivalent
• EDCI 61500, Qualitative Research I
• Introductory Statistics (STAT 50100 or STAT 51100)
• Advanced Elective (EDCI 61600 or quantitative method)
• EDPS 63000, Research Seminar

Science Education Research

• EDCI 69900, Research PhD Thesis
• Ackerman Center
• Serious Games
• CnI Online Fac
• Curriculum Studies
• Education for Work and Community
• Elementary Education
• English Education
• English Language Learning
• Learning Design and Technology
• Literacy and Language Education
• Mathematics Education
• Science Education
• Social Studies Education
• Applied Behavior Analysis
• Counseling and Development
• Educational Leadership and Policy Studies
• Educational Psychology and Research Methodology
• Gifted Education
• Special Education

Dean Ballotti

Virginia bolshakova, brenda capobianco, siddika selcen guzey, rebekah hammack, muhsin menekse, sanjay rebello, hui hui wang, application procedure.

Course Registration, payment, drops/withdraws, and removing holds: [email protected] Career accounts: ITaP (765) 494-4000

Stanford Cancer Institute

Search stanford cancer institute.

Cancer Biology PhD Program

Established in 1978, the interdisciplinary Cancer Biology PhD Program is designed to provide graduate and medical students with the education and training they need to make significant contributions to the field of cancer biology. The program is led by Laura Attardi, PhD, and Julien Sage, PhD, and currently has over 60 participating faculty members representing a variety of specialties.

Coursework during the first year equips students with a broad understanding of the molecular, genetic, cellular biological and pathobiological aspects of cancer. By the beginning of the second year, students have chosen a research advisor and begun work on their dissertation projects. An annual program conference provides students with an opportunity to present their research findings, receive feedback and forge collaborations with faculty and fellow students. 

The Cancer Biology program also sponsors a postdoctoral scholar track in which accepted MD and PhD scholars pursue research under the guidance of a faculty mentor. 

Program Directors

Laura Attardi

Catharine and howard avery professor of the school of medicine and professor of genetics.

Julien Sage

Elaine and john chambers professor of pediatric cancer and professor of genetics.

• Patient Care
• Clinical Trials
• Health Equity
• Shared Resources

Stanford Medicine

Health care.

©2024 Stanford Medicine

PhD in Biology

The PhD program in Biology is a research-intensive program that also has a strong focus on teaching, designed to produce top scientists and educators with a broad base of knowledge to tackle the most important biological problems of today. This is accomplished through research training, graduate-level courses, seminars, and teaching experience. Entering students are assigned an advisory committee of three faculty members who work with the student to plan a suitable program based on the student's experience and interests.

PhD students in Biology receive full tuition support for six years, a competitive stipend, health coverage, and receive extensive training in pedagogy, outreach, and communication that prepares them for careers in academia, biotechnology, education, and policy. Students are required to serve as teaching assistants for at least two semesters. Most students complete the requirement for teaching experience in the first year by assisting in the introductory undergraduate biology courses for two semesters.

During the first year, students become familiar with research opportunities in the department by doing short research rotations with various faculty members. This experience in expected to lead to the selection of a research focus for the PhD thesis, and it also sets the stage for cross-disciplinary approaches to the thesis topic that is pursued.

First- and second-year students usually take some graduate courses that are selected in consultation with the advisory committee, in addition to one required course: either Biology 243: Topics in Molecular and Cell Biology; Biology 244: Topics in Evolutionary Ecology; or Biology 246: Topics in Physiology and Animal Behavior.

The department faculty are educators as well as researchers, and the graduate students benefit from this expertise. Graduate students serving as teaching assistants have the opportunity to take a course on teaching and pedagogy to improve their skills, or to become involved with upper level courses in their area of expertise. In addition, we offer a one-month summer program for PhD students interested in contributing to course design and honing their teaching skills via GIFT, the Graduate Institute For Teaching .

Research Concentrations

Browse the six concentration areas below for recommended programs of study and relevant courses:

• Biology Education Research
• Ecology, Behavior and Evolution
• Global Change Biology
• Genetics and Molecular Biology
• Developmental Biology
• Physiology, Neurobiology and Animal Behavior

Graduate credit for a course requires a grade of B- (B minus) or better. A list of biology department undergraduate and graduate courses can be found by selecting the Courses button from the top bar.

Throughout the year, graduate students benefit from a variety of seminars on current research that are presented by faculty, fellow graduate students, and invited speakers.

Biology (Biology and Society), PHD

On this page:, at a glance: program details.

• Location: Tempe campus
• Second Language Requirement: No

Program Description

Degree Awarded: PHD Biology (Biology and Society)

In the biology and society concentration of the PhD program in biology, students examine topics with biological and social dimensions that are best understood together rather than in isolation. The concentration provides plans of study tailored to individual needs and interests. It encompasses a solid foundation in life sciences and related sciences and provides a rigorous analytical and interdisciplinary education. Students may further specialize in one of four tracks:

Bioethics, policy and law --- This track focuses on pressing moral, policy and legal issues raised by biosciences and biomedicine, as well as methods to address them.

History and philosophy of science --- This track focuses on the conceptual foundations of science, especially the epistemological and methodological assumptions that shape science and its progress.

Ecology, economics and ethics of the environment --- This track focuses on the theory and empirical methods for understanding, analyzing and shaping policy that steer society toward a more productive, equitable and sustainable ecological future.

Biology education research --- This track focuses on using education research to identify ways to broadly improve undergraduate biology education.

Program Faculty   PhD Students

Concentrations

Bioethics, policy and law.

This track focuses on pressing moral, policy and legal issues raised by biosciences and biomedicine, and on the methods needed to address them.

Biology education research

This track focuses on using education research to identify ways to broadly improve undergraduate biology education. 

Ecology, economics, and ethics of the environment

This track focuses on the theory and empirical methods used for understanding, analyzing, and shaping policy that steers us toward a more productive, equitable and sustainable ecological future.

History and philosophy of science

This track focuses on the conceptual foundations of science, including the epistemological and methodological assumptions that shape science.

Graduates of this program, in any of the four tracks, frequently begin careers in higher education, research and administration, science communication and other areas related to life sciences.

Application and admission information

How to apply.

Applications open September 1 for admission in Fall of the following year. The application deadline is December 1 . We accept applications for Fall semesters only. We cannot guarantee that applications received after the December 1 deadline will be considered for admission.

All applicants must apply by filling out ASU's Graduate Admissions application. All application materials must be submitted through the application or to Graduate Admissions directly. Please do not mail or email any documents to the School of Life Sciences. 

Required materials and information include the following:

• 1-2 page personal statement
• An up to date CV or resume
• Writing sample
• The names of relevant SOLS faculty you have been in touch with who you might be interested in being supervised by
• Unofficial transcripts and English proficiency test scores (if applicable)
• The names and emails of at least 3 recommenders to write you letters of recommendation

Application review process and timeline

Following the December 1 deadline, faculty will begin reviewing applications. Applicants should monitor their My ASU priority tasks to ensure there are no missing materials in their application.

Faculty will decide which applicants they would like to invite to our Graduate Recruitment Weekends (GRWs), typically held in February. Applicants will hear from the School of Life Sciences in January if they are invited to participate in the GRWs.

Admission decisions will begin after the GRWs, and applicants typically receive final decisions by April 1.

Requirements

Minimum requirements for admission include the following:

• Cumulative GPA of at least 3.0 on a 4.0 scale
• There are other ways to demonstrate English proficiency beyond the tests, so please refer to ASU's English proficiency webpage to review how you might satisfy requirements.

Desired qualifications typically seen in competitive candidates:

• Research experience and a letter of recommendation from a faculty research supervisor
• English proficiency scores that meet these teaching assistant language proficiency requirements

Please note that the GRE is not required.

Students offered admission to a PhD program in the School of Life Sciences will typically receive a funding offer as well. While individual funding offers may differ to some degree, they typically include teaching assistant and/or research assistant positions each semester (summer optional) for 5 years. These positions provide financial coverage through the following:

• A standard salary stipend paid biweekly
• Tuition remission covering enrollment in 6-18 credit hours for fall and spring semesters and 1-14 credit hours for summer semesters
• Health insurance coverage

To discover more, check out the ASU Graduate College's funding opportunities !

Degree Requirements

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Required Core (3 or 4 credit hours) BIO 514 Statistical Models for Biology (4) or BIO 620 Research Prospectus Writing (3)

Electives (68 or 69 credit hours)

Culminating Experience (12 credit hours) BIO 799 Dissertation (12)

Additional Curriculum Information An individual student program is developed in consultation with the student's advisor and committee.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree from a regionally accredited institution. Students are expected to have completed the equivalent of core requirements for an undergraduate major in biology or a related discipline, typically evolution, genetics and other courses appropriate to the student's particular interests. Students without an undergraduate-level competency in the sciences may be considered for conditional admission to the biology and society concentration.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• academic record form
• personal statement
• curriculum vitae or resume
• writing sample
• three letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, learning outcomes.

• Able to contribute to original biology and society research in scholarly writing.
• Able to communicate biology and society research results in presentations.
• Able to articulate an understanding of current literature on scientific developments and their relevance to society in scholarly writing.

Career Opportunities

Those who have earned a doctorate in biology and society are prepared for academic careers at every level, from community colleges to research universities. Their skills and knowledge are also valuable for government careers in federal and state agencies responsible for management and conservation, and for careers in industry and nongovernmental organizations. Graduates often choose careers in higher education, research, administration, policy and science communication.

Career examples include:

• food, agriculture and health care scientists in academic, private and industrial labs
• principal investigators and policymakers in government labs and nonprofit organizations
• professors or instructors in universities and colleges
• science teachers in elementary and high schools
• wildlife, animal and conservation scientists

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-1768

• Graduate programs in BER

Graduate Programs in Biology Education Research (BER)

The following programs grant advanced degrees in biology education research. To find out more about any of the programs, please write to them directly at the provided contact information.

If you represent a degree-granting biology education research program which would like to be listed here, please fill out this form . (You can also use the same form if your program is listed but the information needs to be updated.)

For those interested in chemistry education research a link to those programs can be found here.   https://sites.google.com/miamioh.edu/bretzsl/cer-resources/cer-graduate-programs?authuser=0  

The link to geoscience education research programs can be found below.   https://geocognitionresearchlaboratory.com/graduate-study/geocognition-geoscience-education-research-programs/

(If you prefer, download an excel sheet with headers that allow you to filter results by degree type and state.) Excel sheet last update: Sept 1 2020. Listing last update: November 6, 2022.

Arizona State University Tempe, Arizona

Ph.D. in Biology

Ph.D. In Biology and Society

M.S. in Biology

Department: School of Life Sciences

BER Contact Person : Katelyn Cooper ([email protected]) and Sara Brownell ([email protected])

Applications due: December 15, 2020. Priority Deadline: December 1, 2020

Program details:

Non-BER experience: Not needed

Rotations: No, students should contact PI of interest first

Core Curriculum: Coursework is flexible.  For the Ph.D. program, there are a few required biology courses. Students' remaining coursework can be in other disciplines relevant to biology education (e.g. statistics, learning sciences, psychology).

Committee: ASU is home to a community of discipline-based education researchers as well as faculty in biology, statistics, learning sciences, and psychology who can serve on students’ committees.

Other Comments:   At ASU, students interested in studying undergraduate biology education have the opportunity to earn their MS or PhD through the School of Life Sciences.  The School of Life Sciences is home to Katelyn Cooper’s Biology Education Research Lab ( https://katelyncooper1.wixsite.com/bioedlab   ) and Sara Brownell’s Biology Education Research Lab ( https://sebbers.wixsite.com/biology-ed-lab   ). Both labs are broadly interested in research questions pertaining to equity and access in biology education and are part of a larger Research for Inclusive STEM Education (RISE) Center, that is an interdisciplinary research center focused on equity and inclusion. Specific research interests are outlined on the respective lab websites.

Auburn University Auburn, Alabama

Ph.D. in Biological Sciences

M.S. in Biological Sciences

Department: Department of Biological Sciences

URL:   ballenlab.com

BER Contact Person: Cissy Ballen ([email protected])

Program Details: Auburn supports a large community in our Department of Biological Sciences (DBS). Students can apply to join the Biology Education Research program at the M.Sc. and Ph.D. level, but admission requires an undergraduate degree in biology or closely related field. The application for admission to the DBS graduate program includes a CV, personal statement, official transcripts, and three letters of recommendation. Auburn University and the Ballen Lab are interested in candidates who are committed to high standards of scholarship and to fostering a climate that supports equality and diversity.

Type of Degree offered (Ph.D. in Biology, Ph.D. in Education, M.S. in Biological Science Education, etc.):  Ph.D. in Biological sciences; M.S. in Biological Sciences

Should applicants have non-BER (traditional bench-work) research experience?   Not needed

Do students need a non-BER chapter or publication (traditional bench-work) in their dissertation?  Dissertation chapters can be all BER or one can be non-BER

Do students have to be co-advised by a non-BER faculty member in Biology?

No, but a non-BER committee member is RECOMMENDED

Do students do rotations?   No, students should contact PI of interest first

Other Comments:  Auburn supports a large community in our Department of Biological Sciences (DBS). Students can apply to join the Biology Education Research program at the M.Sc. and Ph.D. level, but admission requires an undergraduate degree in biology or closely related field. The application for admission to the DBS graduate program includes a CV, personal statement, official transcripts, and three letters of recommendation. Auburn University and the Ballen Lab are interested in candidates who are committed to high standards of scholarship and fostering a climate that supports diversity, equity, and inclusion.

Bowling Green State University Bowling Green, Ohio

Link: https://www.bgsu.edu/arts-and-sciences/biological-sciences.html

BER Contact Person: Karen Sirum ([email protected])

Brigham Young University Provo, UT

M.S. in Biological Science Education

Department:  Department of Biology

Link: https://biology.byu.edu/ms-biological-science-education ; https://biology.byu.edu/phd-biology

BER Contact Person: Jamie Jensen ([email protected]); Liz Bailey ([email protected])

Administrative Contact Info: Gentri Glaittli ([email protected])

Program Details: MS program can be specialized to precede an education PhD, to prepare you for higher ed teaching, or to add to a licensure program. The PhD program is in Biology with a specialty in Science Education. It is a normal research dissertation program. Your advisor may or may not require you to complete non-education biology research.

California State University San Marcos San Diego, CA

Department:  Department of Biological Sciences

Link:   https://www.csusm.edu/biology/bioms/index.html

BER Contact Person:   Dr. Mallory Rice,  [email protected]  

Administrative Contact Person:  

This posting last updated:  Jan 31, 2022

Applications due:   March 1  

Non-BER experience:  Not needed   

Rotations:  No, students should contact PI of interest first

Do students have to be co-advised by non-BER faculty:  Yes  

Are requirements for BER different than non-BER students in the same department :   No  

Cornell University Ithaca, New York

Ph.D. in the Ecology and Evolutionary Biology Field

Department: Department of Ecology and Evolutionary Biology

Link: https://ecologyandevolution.cornell.edu/graduate

BER Contact Person: Michelle Smith ([email protected])       

Administrative Contact Info: Patty Jordan ([email protected])

Program Details: Students are admitted into a particular lab, so contacting potential advisors ahead of time and expressing interest is important. Student projects can be 100% BER or co-mentored by non-BER faculty. Faculty in physics education and other relevant fields can serve on committees. Graduate students in the EEB department are required to TA for two semesters. However, graduate students usually TA for multiple semesters and there is a supportive culture that values both teaching and research. Fostering diversity among students, researchers, and faculty is a priority for EEB. We work to create an inclusive environment and are committed to improving the representation of minority groups in our field. There are several graduate school recruitment fellowships in support of diversity for incoming students: https://gradschool.cornell.edu/diversity-inclusion/funding-and-resources/graduate-school-fellowships-in-support-of-diversity/

Colorado State    Fort Collins, Colorado

Department:   Microbiology, Immunology, and Pathology

Degree offered: Ph.D in Microbiology

Application deadline :   12-01-2022 (December 1st)  

Link :  https://graduateschool.colostate.edu/programs/microbiology-phd/  

BER Contact Person:   Justine Liepkalns ( [email protected] ) and Nicole Kelp ( nic [email protected] )

Administrative Contact Person:  Lesley Jones ( [email protected] )

This posting last updated:   Oct 17, 2022

Applications due:  

Non-BER experience:  It is RECOMMENDED

Rotations:  Yes, in BER labs AND non-BER labs

Do students have to be co-advised by a non-BER faculty member in Biology?   No, but a non-BER committee member is RECOMMENDED

Core Curriculum:   Students are required to take 16 credits of graduate level courses, 13 of these credits are from courses

within the Microbiology, Immunology and Pathology program. Additional course work may include classes in statistics,

social sciences, and courses best suited for preparing students for their project.  

Are there any BER specific requirements.   No, students will be part of the MIP graduate student cohort. MIP houses a group of DBER researchers who meet regularly to discuss projects, manuscripts, and grants. In addition, the student will choose a committee best suited for their project.

Do students need a non-BER chapter or publication (traditional bench-work) in their dissertation?  No, all chapters should be in BER

Other Comments:  Important note to applicants: Be sure to mention that you are interested in BER in your application's

Statement of Purpose.  

Danforth Plant Science Center St. Louis, Missouri

Department: Education Research and Outreach

BER Contact Person: Kristine Callis-Duehl  ( [email protected])

Program Details: In collaboration with St. Louis University (SLU), the Danforth Plant Science Center offers a unique opportunity for students interested in Biology Education Research with a plant science focus. Our major research programs include, but are not limited to: (1) engagement in science practice and examining identity, attitudes and productive failure through research experiences and citizen science projects, (2) improving access to and inclusion in STEM for underserved populations including homeless students or refugee student both in-person and through virtual education, and (3) examining "plant blindness" among various populations and developing interventions and activities to counter plant blindness.

East Carolina University Greenville, NC

Ph.D. in Interdisciplinary Biological Sciences

Department: Biology

Link : ecu.edu/biology

BER Contact Person: Heather Vance-Chalcraft ([email protected])

Administrative Contact Person: Xiaoping Pan ([email protected])

This posting last updated: May 29, 2020

Applications due: Rolling admissions

Non-BER experience: Recommended

Thesis/Dissertation: Can be all BER or not

Rotations: No, Students should contact PI of interest

Core Curriculum: Ethics, Statistics, Seminar

Committee : Can be all BER

Other Comments: Funding is available to support M.S. and Ph.D. students.

Eastern Washington University Cheney, Washington

Link: https://www.ewu.edu/cstem/biology/biology-ms/

BER Contact Person: Bo Idsardi ([email protected])

This posting last updated: December 25, 2019

Thesis/Dissertation: Non-BER chapter recommended in MS thesis

Committee: A non-BER committee member is not required, but recommended

Other Comments: EWU offers a thesis-based M.S. in Biology with the option to focus on biology education research (BER) or BER integrated with biology research. Students’ programs are tailored to their interest, with courses in biology, education, and research methods. Support is available through department teaching assistantships. Students interested should contact potential mentors prior to applying.

Florida International University Miami, Florida

Department: Department of Biological Sciences & STEM Transformation Institute

Link: https://biology.fiu.edu/academics/degrees-and-programs/phd-biology/index.html

BER Contact Person: Melissa McCartney ([email protected]); Sarah L. Eddy ([email protected])

Administrative Contact Info: Yookyung Song ([email protected])

Program Details: Although the program is based in biology, we work closely with the STEM Transformation Institute which is composed of 15+ education researchers from across the STEM fields. This network of support will provide a large community of DBER graduate students, access to training in methods and theories used across these fields, and collaborations within and across STEM disciplines. Student research projects will commonly use undergraduate biology education spaces as a context, but can expand to research topics encompassing additional educational spaces and levels. In addition, there is flexibility in the courses students can take to meet the PhD requirements including courses in education, psychology, and sociology.

Link: https://cosm.georgiasouthern.edu/biology/graduate-program-2/

BER Contact Person: Sue Ellen DeChenne-Peters ([email protected])

Program Details: Students can pursue a M.S. in Biology and conduct biology education research. The program is tailored to each student’s interests and includes coursework in biology, statistics, and education. The biology department has a vibrant teaching and learning community. Georgia Southern has a unique three campus system in Southeast GA, providing research and teaching opportunities with diverse student populations. Dr. DeChenne-Peters is located on the Armstrong campus in Savannah, GA.

Idaho State University Pocatello, Idaho

D.A. (Doctor of Arts) in Biology

Department: Biological Sciences Department

Link: https://www.isu.edu/biology/degree-programs/graduate-degrees/dainformation/#d.en.62387

BER Contact Person: Anna Strimaitis Grinath ([email protected])

Program Details: The D.A. in Biology Education is a highly individualized degree that can be tailored to each student's career goals in biology education research and teaching. D.A. Students may work directly with Anna Grinath's research group or with any other biology faculty member. The student may choose to include biology coursework and research in non-education labs in their program of study and research proposal if it supports their career goals (see Timelines & Benchmarks). A completed Master's degree which included a thesis of original biological research is strongly preferred for entry to the program. The department is currently allotted 8 D.A. fellowships, which include a stipend and tuition and fee waivers.

Timelines & Benchmarks: https://www.isu.edu/biology/forms-=guidelines/graduate-program-timeline/

Idaho State University, Pocatello, Idaho

Department: Biological Sciences

Link: https://www.isu.edu/biology/

Applications due: Priority Deadline: January 15

Compare BER and non-BER graduate experience : For the Ph.D. and M.S. in Biology, BER students fulfill the same requirements as non-BER students. BER students will tailor their graduate course work towards the BER graduate courses offered by Biology. Students doing the Ph.D. in Biology may also declare a minor in Biology Education. The Biology Education minor involves a series of Biology Education Research seminar courses, completing a series of structured teaching internships partnered with a biology faculty member, and Biology Education minors are also eligible for fellowship funding. ISU also has a D.A. degree in Biology which differs from the Ph.D. (see separate description). Anna is happy to talk with you about the distinction between the Ph.D. and the D.A. degrees.

Thesis/Dissertation: All chapters should be in BER

Core Curriculum: Careers in Life Sciences (applies to BER); Proposal Seminar (applies to BER); Biometry (applies to BER); Seminars in Biology Education (BER)

Committee: All advisors and committee members can be in BER

Other Comments:   BER Ph.D. and M.S. students will work with Anna Grinath's research group and complete all regular requirements for the Ph.D. or M.S. in Biology and engage in biology education research for their thesis or dissertation research. BER graduate students are expected to take both biology and education-related courses that support their goals. The graduate student will be housed in the biology department, which supports all graduate students and faculty to think deeply about biology teaching and learning.

Michigan State University   East Lansing, Michigan  

Department: Physiology

Degrees offered:  Ph.D. in Molecular, Cellular, and Integrative Physiology

Link:  https://physiology.natsci.msu.edu/academics/graduate/molecular-cellular-and-integrative-physiology-ph-d-program/

BER Contact Person:  Shahnaz Masani ( [email protected] ), Jennifer Doherty ( [email protected] ), Douglas Luckie ( [email protected] )

Administrative Contact Person:  Jasmine Jackson ( [email protected] )

Should applicants have non-BER (traditional bench-work) research experience?   Not Needed

Do students need a non-BER chapter or publication (traditional bench-work) in their dissertation?

No, all chapters should be in BER

Do students do rotations?  Yes, in BER labs AND non-BER labs

Core Classes:  PSL 829: Cellular and Integrative Phys II (Non-BER), PSL 828: Cellular and Integrative Phys I (Non-BER), PSL 950: Topics in Physiology (BER or NON-BER)

Do students have to be co-advised by a non-BER faculty member in Biology?  No, but a non-BER committee member is RECOMMENDED

Specific BER Requirements: None  

Program Details:  Please see the LIPHE Research Group website for information on BER projects:  https://liphe.psl.msu.edu/

Middle Tennessee State University Murfreesboro, Tennessee

Ph.D. in Biology Education

Department: Department of Biology, Mathematics & Science Education Ph.D. Program

Link: https://www.mtsu.edu/programs/math-science-education-phd/

BER Contact Person: Grant Gardner, BER Faculty Advisor ([email protected])

Administrative Contact Info: Jennifer Kaplan, Program Director ([email protected])

Program Details: The Biology Education Ph.D. is a focal area in MTSU's Interdisciplinary Mathematics and Science Education (MSE) Ph.D. program that resides in the College of Basic and Applied Sciences. Student coursework includes biology content as well as education research theory and methods. Students are part of a cohort in the larger MSE program that includes students studying in other focal areas: Chemistry Education, Mathematics Education, and Interdisciplinary STEM Education. There are currently 4 faculty that serve the Biology Education focal area at various levels. Students are admitted into the program and not a particular research team, but it is recommended that interested students review Biology Education faculty research https://www.mtsu.edu/biology/research.php before applying. Assistantships are available for qualified students.

North Dakota State University Fargo, North Dakota

Dual Ph.D. in DBER, Biology 

Link: https://www.ndsu.edu/dber/

BER Contact Persons: Jenni Momsen ([email protected])

Administrative Contact Info:  Jenni Momsen ( [email protected] )

When are graduate applications due?   Rolling admissions

Location:  Fargo, ND  

Name of Department:  Biological Sciences & Others

Program Details:   Students at NDSU are part of an exciting interdisciplinary program, and regularly work with faculty and graduate students in Physics Education, Chemistry Education, Psychology, and beyond. Many students earn a College Teaching Certificate. Find out why Fargo is "North of Normal"!  

Non-BER experience:   Not necessary

Do students need a non-BER chapter or publication (traditional bench-work) in their dissertation?: No, all chapters can be in BER

Do students do rotations?:  No, students should contact PI of interest first

Core classes:  BER Courses: Introduction to College Science Teaching; Curriculum & Assessment; Research Methods; STEM Journal Club

Do students have to be co-advised by a non-BER faculty member in Biology?  No, all advisors and comittee members can be in BER

Northern Illinois University DeKalb, Illinois

Link: https://www.niu.edu/biology/academics/graduate-studies/biology-education.shtml

BER Contact Person: Heather Bergan-Roller ([email protected])

Program Details: NIU offers flexible graduate programs in biology education research such that students may focus solely on BER or integrate BER along with research in biology. Student would construct their own experience to potentially include coursework in biology, education, and/or psychology and have teaching opportunities. Students would join a DBER community that includes Anatomy, Geology, Chemistry, Physics, and Math.

Portland State University Portland, Oregon

Department: Department of Biology

This posting last updated:  November 6, 2022

Link:   https://www.shortlidgegroup.org/  

When are graduate applications due?    February

BER Contact Person: Erin Shortlidge ([email protected])

Administrative Contact Person:  Erin Shortlidge ([email protected])

Program Details: Students pursuing graduate work will work directly with Dr. Shortlidge's group but will have the opportunity to engage with a broader DBER group on campus. Students will conduct research in biology/STEM education and will be expected to participate in biology, education, and quantitative and qualitative methods coursework. Graduate students typically work as teaching assistants, and will have the opportunity to participate in a Teaching Certificate program. Prior experience in basic biology research is preferred.

Should applicants have non-BER (traditional bench-work) research experience?  It is RECOMMENDED

Do students do rotations?  No, students should contact PI of interest first

Do students have to be co-advised by a non-BER faculty member in Biology?  No, but a non-BER committee member is REQUIRED

Purdue University West Lafayette, Indiana

Link: https://www.bio.purdue.edu/Academic/graduate/pdf/BioEdAreaGradOpportunities.pdf

BER Contact Person: Nancy Pelaez ([email protected])

Administrative Contact Info: Gina Rupp, Graduate Program Coordinator ([email protected], 765-494-8142)

Program Details: If a faculty position that involves great teaching is your hope or ambition, Purdue's Biology Education Area (BEA) will help grad students achieve a competitive edge. BEA is for everyone who is interested in teaching, in teaching-related research, or in understanding the importance of community, a sense of belonging, and cultural relevancy for educating the next generation. We are committed to helping all students develop the advanced reasoning and problem-solving abilities that are so critical to new discoveries in the life sciences and to society.

S an Francisco State University San Francisco, CA

M.S. Biology

Department:   Biology

Link:   http://www.sfsusepal.org/

BER Contact Person:   Kimberly Tanner,  [email protected]

Administrative Contact Info:  Kimberly Tanner,  [email protected]

Should applicants have non-BER (traditional bench-work) research experience? Not needed

Do students need a non-BER chapter or publication (traditional bench-work) in their dissertation? Not required

Do students have to be co-advised by a non-BER faculty member in Biology? NA

Do BER graduate students have to fulfill different requirements than non-BER graduate student in this department?   No

Core Curriculum: NA

Additional Information: We welcome individuals from a wide range of professional and personal backgrounds who are interested in biology education research.

Southern Illinois University Edwardsville Edwardsville, IL

M.A. or M.S. in Biology

M.S. in Education

Link: http://www.siue.edu/artsandsciences/biologicalsciences/graduate/index.shtml

BER Contact Person: Maurina Aranda ([email protected])

Administrative Contact Info: Peter Minchin ([email protected])

Program Details: Students can complete a non-thesis or thesis plan, where they participate in biology and education coursework and do graduate-level research in biology education. No prior biology or education research needed to apply.

Syracuse University Syracuse, New York

Link: http://biology.syr.edu/graduate/programs.html

BER Contact Person: Jason R. Wiles ([email protected])

Program Details: BER Ph.D. students complete all regular requirements for the Ph.D. (or M.S.) in Biology and engage in biology education research in post-secondary contexts for their thesis or dissertation research. Their degree is in Biology. Apply to the Biology Graduate program and indicate interest in the Wiles lab.

Ph.D. in College Science Teaching

Department: Department of Science Teaching (College of Arts and Sciences)

Link: http://sciteach.syr.edu/

Administrative Contact Info: John Tillotson, Department Chair ([email protected])

Program Details: The doctoral degree program in College Science Teaching serves those who aspire to teach STEM content courses (Biology, Chemistry, Earth Sciences, Physics, Engineering and/or Mathematics) at the collegiate level and who desire to conduct discipline-based STEM education research focused on teaching and learning in undergraduate and graduate environments. The doctoral program centers on deepening student’s STEM content-area knowledge, as well as their understanding of evidence-based STEM teaching and learning in collegiate classrooms. Applicants are expected to either hold a Master's in their content discipline or earn one concurrently.

This posting last updated:   May 29, 2020

Applications due:   Rolling admissions

Non-BER experience:   Recommended

Thesis/Dissertation:   Can be all BER or not

Rotations:  No, Students should contact PI of interest

Core Curriculum:   Ethics, Statistics, Seminar Committee : Can be all BER

Other Comments:  Funding is available to support M.S. and Ph.D. students.

Texas State University , San Marcos, TX

M.S. in Biology, Aquatic Resources, Population & Conservation Biology, Wildlife Ecology; Ph.D. in Aquatic Resources & Integrative Biology

Link:  https://txstbiologyeducationresearch.wp.txstate.edu/  and  https://www.bio.txst.edu/programs-offered/graduate-programs.html

BER Contact Person:   Kristy L Daniel ( [email protected] ) OR Carrie J. Bucklin ( [email protected] )

This posting last updated:  Sept 12, 2023

Applications due:   Doctoral - August 15; Masters - June/October/April 15th  

Non-BER experience:   Not needed  

Thesis/Dissertation:   Varies based on PI  

Rotations:   No, students should contact PI of interest first

Core Curriculum:   Varies by degree  

Committee:    A ll advisors and comittee members can be in BER  

Do BER graduate students have to fulfill different requirements than non-BER graduate student in this department?  No

Texas Tech University   Lubbock, TX

M.S. in Biology, Ph.D. in Biology

Link:     https://depts.ttu.edu/biology/academics/graduate/programs/   

BER Contact Person:   Lisa Limeri; [email protected] 

Administrative Contact Info:   Lou Densmore; [email protected]

This posting last updated:   Sept. 15, 2021

Non-BER experience:   Not needed

Thesis/Dissertation:   All chapters should be in BER

Rotations:  No, Students should contact PI of interest first

Core Curriculum:   TBD Committee : There is no departmental preference, but will likely be BER and non-BER faculty on committee 

Tufts University   Medford, MA

Ph.D. in STEM Education, M.S. in STEM Education

Department:  Department of Education or Department of Biology

Link:   STEM Ed program:  https://as.tufts.edu/education/prospective/graduate/STEM-education ; PhD in Biology:  https://as.tufts.edu/biology/current-students/graduate-programs/phd-biology

Administrative Contact Person:   STEM Education contact: Michelle Pare ( [email protected] ); Biology contact: Douglas Purdy ( [email protected] )  

This posting last updated:  November 16, 2021

Applications due:  Ph.D in Biology (Dec.1): Ph.D in STEM Ed (Dec. 15)

Non-BER experience:  Not needed

Thesis/Dissertation:   Both models are possible depending on program and individual interest  

Rotations:   Students do rotations in BER and non-BER in Biology program only  

Core Curriculum:   Candidates in both programs take both Biology and Education courses.  

Committee:  A  non-BER committee member is REQUIRED  

Do BER graduate students have to fulfill different requirements than non-BER graduate student in this department? Please describe the differences, if any, between BER and non-BER students in your department.  BER students in the Biology department must take at least 2 classes in Education

Other Comments:  Tufts has two ways to do BER. One pathway is through the STEM Education program in the Education Department and the other is through a concentration in Biology Education Research in the Biology Department. Candidates should contact Julia Gouvea to discuss which option is the best fit.

University of Colorado Boulder, CO

Ph.D. in Molecular Cellular and Developmental Biology

Department: Molecular Cellular and Developmental Biology (MCDB)

Link: https://www.colorado.edu/mcdb/graduate-program

BER Contact Person: Jenny Knight ([email protected])

Administrative Contact Info: [email protected]

Program Details: Students are admitted into the program, not into a particular lab. All students are required to do 4 rotations in the department; one of these can be with a BER researcher. Students choose a lab at the end of the first year, and can then take additional education courses and become part of the CU DBER community as they work to establish a research project and take their comprehensive exams (1st semester, 2nd year). Students who already have a masters in biology or significant laboratory research (not education research) experience are more likely to be admitted. Best course of action if interested is to directly contact Jenny Knight.

Department: Ecology and Evolutionary Biology

Link: https://www.colorado.edu/lab/corwin-reach/

BER Contact Person: Lisa Corwin ([email protected])

Administrative Contact Info:  Cora Fagan ([email protected])

Program Details: All students are welcome to apply. A masters in biology, and specifically in an ecology or evolution related topic, is strongly preferred for applicants to the PhD program.

Ph.D. in Ecology and Evolutionary Biology

BER Contact Person: Andrew Martin ([email protected]) and Lisa Corwin ([email protected])

Program Details: Training program is flexible but we encourage students to engage in education research focused on issues in ecology and evolution. Graduate student cohorts will be mostly biological (rather than education) research focused. Many of the faculty and graduate students in the program pursue scholarship of teaching and learning and a few have federally-funded biological education research programs.

University of Colorado Denver   Denver, Colorado

Ph.D. in Integrative Biology

M.S. in Integrative Biology

Department:  Department of Integrative Biology

Link:   https://clas.ucdenver.edu/integrative-biology/academics/graduate-programs#admissions-79

BER Contact Person:  Laurel Hartley ([email protected])

Administrative Contact Info:  Ginny Ware ([email protected])

This posting last updated:  November 6, 2019

Applications due:  December 1 + off cycle applications

Thesis/Dissertation:  Can be all BER or not

Committee:  Can be all BER

Other Comments:  This department considers BER to be a subdiscipline of Biology.

University of Georgia Athens, Georgia

Ph.D. in a field of life sciences (e.g. biochemistry, cell biology)

Department: Integrated Life Sciences

Link: https://ils.uga.edu/ and https://ils.uga.edu/faculty/by-interdisciplinary-groups/biology-education-research/

Applications due:  12/1

BER Contact Person:  Julie Stanton  ( [email protected] )  

Administrative Contact Info:   Julie Simmons ( [email protected] )  

This posting last updated:  November 16, 2023

Should applicants have non-BER (traditional bench-work) research experience?

Do students need a non-BER chapter or publication (traditional bench-work) in their dissertation?  Not required or recommended, but students may choose to do so

Do students do rotations?  Rotating in BER labs only is an option (currently 8 possible labs), but students could choose to include non-BER rotations

If students have to take core classes, please list and indicate which if any are BER and which are non-BER. If no requirements, type "NA". Depends on the department chosen

Do BER graduate students have to fulfill different requirements than non-BER graduate student in this department?  No required differences, but BER students will likely choose to include elective courses in education.

Program Details:  The purpose of Biology Education Research at UGA is to promote research that requires integrated thinking about biology and university education and to develop interdisciplinary scientists to address cutting-edge questions in our field. Graduate students in the ILS program may choose to rotate with multiple faculty whose research focuses on Biology Education. Students who select Biology Education Research may choose to focus their thesis solely in this area or to include a dual-focus in life science research. The student and advisors will collaborate to develop a mentoring arrangement, training plan, and research objectives that will best prepare each student for their career goals. Note: We suggest reaching out to potential mentors prior to applying to the ILS program.

University of Massachusetts Lowell Lowell, Massachusetts

M.S. in Biology: Education, Communication and Outreach Option

BER Contact Person: Naomi Wernick ([email protected])

Program Details: Graduates of the Master of Science in Biological Sciences: Education, Communication and Outreach option will gain expertise in the biological sciences, while also taking appropriate coursework in education, psychology, and business that is tailored to their desired career. This program would be a great fit for students with career interests in education, curriculum development, as well as life science and sustainability training. Students selecting from this option would have a choice of completing coursework only, or coursework with a project or thesis; a project or thesis could be in biology or biology education depending on future career plans. This is a relatively new program and the website is still being updated. Please contact Naomi Wernick with any questions.

University of Mississippi University, MS

Department:  Biology

Link:   https://biology.olemiss.edu/programs/graduate/  

Type of Degree offered:   Ph.D. in Biology, M.S. in Biology  

Applications due:  January 15

BER Contact Person:   Dr. Sharday Ewell ( [email protected] ); Dr. Mariel Pfeifer ( [email protected] )

Administrative Contact Info:  Dr. Jason Hoeksema;  [email protected]

This posting last updated:  4/03/2024

Do students do rotations?  Rotations are an option, but not required.

If students have to take core classes, please list and indicate which if any are BER and which are non-BER. If no requirements, type "NA".  NA

Do BER graduate students have to fulfill different requirements than non-BER graduate student in this department?  There are no formal differences in degree requirements for BER and non-BER graduate students. However, BER students do have options to pursue additional coursework in a content area and bench research experience.

Program Details:  Applicants are encouraged to contact Dr. Ewell and/or Dr. Pfeifer before submitting a formal application to discuss the program and process in more detail.

University of Nebraska-Lincoln Lincoln, Nebraska

M.S. in Biochemistry, Biological Sciences, Entomology, or Natural Resources with Specialization in STEM Education Research

Ph.D. in Biochemistry, Biological Sciences, Entomology, or Natural Resources with Specialization in STEM Education Research

Department: Biochemistry, Biological Sciences, Entomology, or Natural Resources

Link: https://biochem.unl.edu/graduate-program-overview https://biosci.unl.edu/prospective-graduate-students https://entomology.unl.edu/grad https://snr.unl.edu/gradstudent/

BER Contact Person: Biochemistry: Tom Helikar ([email protected]); Biological Sciences: Brian Couch ([email protected]); Entomology: Doug Golick ([email protected]); Natural Resources: Jenny Dauer ([email protected]), Joe Dauer ([email protected])

Applications due: Varies by department

Program details: UNL hosts a robust cross-disciplinary community of STEM education scholars. Graduate students pursuing biology education research obtain a degree from their respective life sciences department and can obtain an additional Specialization in STEM Education Research. Students have flexibility in the balance of biology versus education coursework/research they pursue based on their individual backgrounds and career interests.

Link: https://colsa.unh.edu/biological-sciences or https://mypages.unh.edu/mla1011

BER Contact Person: Melissa Aikens ([email protected])

Program Details: Students can pursue an MS or a Ph.D. in Biology under the Integrative and Organismal Biology option, though students applying for the PhD program are strongly encouraged to have a Master’s degree in a life science discipline. Students apply to work in specific labs, so it is important to contact potential advisors early in the application process. Projects can be entirely based within biology education research, or students can be co-mentored on projects that involve both biology education and basic science research. Biology education graduate students at UNH have the opportunity to interact with a supportive community of discipline-based education researchers in chemistry, physics, and mathematics.

University of Northern Colorado Greeley, Colorado

Ph.D. in Biological Education

Link: https://www.unco.edu/nhs/biology/

BER Contact Person: Emily Holt ([email protected])

Administrative Contact Info: Cindy Budde ([email protected])

Program Details: All students in our doctorate program have two pedagogical requirements regardless of the topic of their research: (1) take a biology-specific graduate course in pedagogical practice at the collegiate-level and a biology-specific graduate course in learning theories; and (2) do a supervised teaching experience where the student serves as the primary instructor of a semester-long course, under direct supervision of the usual course instructor. Within this degree program, the research topic of the dissertation may be bench, field, or education research (or a blend of several, as appropriate). For the master’s program, biology education-focused students are encouraged to take both of the graduate courses listed above and the research topic of the thesis is biology education-focused. Students are admitted directly into faculty labs, thus advised to reach out to faculty who share common biology education research interests.

University of Rhode Island Kinston, RI

Department:  Biological Sciences

BER Contact Person:  Angela Google ,  [email protected]  

Should applicants have non-BER (traditional bench-work) research experience?  

Not needed.

Do students need a non-BER chapter or publication (traditional bench-work) in their dissertation?  

No, all chapters should be in BER.

Do students do rotations? No, students should contact PI of interest

Core Classes: BER co urses: Educational Research Methods, Qualitative Methods, Quantitative Methods, Learning Theories, & Theoretical Frameworks in STEM education. Non-BER courses can be selected based on the Biological and Environmental Science specialization the students choose.

Do students have to be co-advised by a non-BER faculty member in Biology? No, all advisors and comittee members can be in BER

Do BER students fill different requirements than non-BER?  BER graduate students will have to take BER core courses to support their research project. The amount of program credits required are the same as non-BER.

Other details:  Angela Googleam, the BER contact, is advertising for a graduate student in her research lab specifically for a grant funded project.

Western Michigan University, Kalamazoo, MI

Ph.D. in Science Education: Biology

Ph.D. in Science Education

Department: Mallinson Institute for Science Education

Link: https://wmich.edu/science/doctoral

BER Contact Person: Charles Henderson ([email protected])

Administrative Contact Person: Kathleen Drzewiecki ([email protected])

This posting last updated: January 28, 2020

Rotations: There are multiple science education faculty that students can work with. Selection is usually done after 1-2 years in the program.

Core Curriculum: Required core classes in science education and research methodology (qualitative and quantitative)

Other Comments:   Please see web site for program details. Contact me with any questions

Society for the Advancement of Biology Education Research is a registered 501(c)(3) nonprofit organization. Website by Nicasio LLC

The PhD program in Biology provides both a broad background knowledge base and an in-depth study of a specialized area of biology. Students can choose to pursue a concentration in Cell and Molecular Biology or Molecular Microbiology.

The PhD program in Biology emphasizes close interaction between graduate students and faculty in developing the intellectual and experimental skills required for creative independent research. To be considered for admission to the doctoral program, a student must have a bachelor’s or master’s degree, preferably in a biological science. Individuals with degrees in other natural sciences may be considered, depending on their interests and background.

A minimum GPA of 3.000 for all graduate work is required for the award of the PhD degree. All regulations of the Graduate School regarding maintenance of academic standing apply.

The Cell, Developmental, and Regenerative Biology Group studies questions related to organismal development, aging, regeneration and repair. Our unifying theme is an interest in discovering how organisms build and rebuild tissues during development, after injury, and during aging. Studies in worm, fish, axolotl, mouse, and human tissue culture are providing insights into the development, function, and aging of multiple organ systems. We use genomic and proteomic analyses, and biological imaging approaches, to understand the roles and regulatory networks underlying tissue development and repair.

Biomechanics, Neurobiology, and Behavior Group pursues distinct interests, with a special emphasis on motor learning and control, biomechanics, circadian rhythms, neurogenesis and neural regeneration. Animal models run the gamut from jellyfish and termites to fish and human subjects. Research threads include the social behavior of insects, the neural architectures underlying rhythms, movement and goal-directed behaviors in humans and model organisms, and adult neurogenesis and neuronal regeneration in teleost fish.

Molecular Microbiology Group is interested in understanding the rise of multidrug resistant pathogens. Hence the focus of this group intersects strongly with that of the University in the areas of health and security. The Molecular Microbiology group investigates the bases of dormant persister cells, uncultured bacteria, composition and function of the human and environmental microbiomes, mechanisms underlying mutagenesis, regulation of the DNA damage response, and bacterial development including biofilm formation. Further strengths include the development of platforms for the discovery of new antimicrobials.

• Concentrations in Cell and Molecular Biology or Molecular Microbiology
• Bachelor’s and Advanced-degree entry are possible
• Boston residence requirement of one year of full-time graduate work on campus

Our graduates pursue careers within academia and beyond.

• Booz Allen Hamilton
• Albert Einstein College of Medicine
• Agios Pharmaceuticals
• Masschusetts General Hospital

Application Materials

Application.

• Application fee – US $100
• Unofficial transcripts for all institutions attended (Official transcripts required upon acceptance of admission offer)
• Personal statement
• Three letters of recommendation
• GRE General – recommended, but not required
• Proof of English Proficiency for all applicants

Our priority deadline is December 1 with rolling admissions until March 15, based on space available.

We only admit degree program students for fall semesters.

• Program Website

Request Information for PhD in Biology

• Student/Faculty Portal
• Learning Hub (Brightspace)
• Continuous Professional Development
• Admissions and Application Process

Prerequisites and Requirements

• Financial Support
• Curriculum Overview
• Initiative for Maximizing Student Development (IMSD)
• Career Development Internships
• Tracks Overview
• Biochemistry and Molecular Biology
• Biomedical Engineering and Physiology
• Clinical and Translational Science
• Molecular Pharmacology and Experimental Therapeutics
• Neuroscience
• Regenerative Sciences
• Virology and Gene Therapy
• Find a Mentor
• Student Life Overview
• Student Organizations
• Graduate Student Workspaces
• Events and Programs
• Alumni Perspectives

Before applying to the Ph.D. Program at Mayo Clinic Graduate School of Biomedical Sciences, review our full list of prerequisite information and complete admission requirements. The admissions committee reviews all completed applications through a holistic review process to select candidates for interviews.

Prerequisites

Candidates for the Ph.D. Program must meet the following eligibility requirements:

• Completion of a bachelor's degree, preferably in the biological or physical sciences, from an accredited institution. 
• A minimum cumulative undergraduate GPA of 3.0 on a 4.0 scale. 
• Degree conferral before the program begins (program begins in July).

Suggested undergraduate coursework:

• Applicants to our Ph.D. program are encouraged to have completed coursework with demonstrated proficiency (B average or above) in their math and science courses. Additionally, advanced courses in biology, chemistry, and physiology are encouraged.
• Applicants interested in applying to the Biomedical Engineering and Physiology Track are advised to take courses in quantitative science and engineering, such as signal processing, computer science, and instrumentation.

Holistic review

Our Ph.D. program prepares students to translate scientific discoveries into applications that improve patient care. This requires a wide range of skills, aptitudes, and characteristics. Along with the basic set of prerequisites, the track admissions committees take a holistic approach to admissions; meaning, they take into consideration the many factors that make up an applicant. These acceptance factors include:

• Academic performance
• Letters of recommendation
• Personal statement
• Research experience

Transfer student policy

The only pathway to matriculation at Mayo Clinic Graduate School of Biomedical Sciences is through application during the annual application window, September 1 - December 4.

The Ph.D. program does not accept transfer students; however, transfer credits for graduate courses taken at another institution may be considered if appointed to our Ph.D. program.

Application window

Apply between Sept. 1 and Dec. 4 for the following academic year.

To get in touch with the Ph.D. Program, fill out the form on the Contact Us page .

Undergraduate

The Bachelor of Liberal Arts degree is designed for industry professionals with years of work experience who wish to complete their degrees part time, both on campus and online, without disruption to their employment. Our typical student is over 30, has previously completed one or two years of college, and works full time.

Students enrolled in the Master of Liberal Arts program in Biology will learn how to apply critical thinking to real-world scenarios in the life sciences while exploring cutting-edge research and theory. Students gain deeper insight into a range of biological fields, such as molecular biology, genetics, genomics, cell biology, neurobiology and behavior, and ecology.

Carnegie Mellon University School of Computer Science

School of computer science launches cmu techbridge coding bootcamp.

Aaron Aupperlee Tuesday, June 25, 2024 Print this page.

The School of Computer Science at Carnegie Mellon University has launched the CMU TechBridge Coding Bootcamp to provide access to computer science education and career opportunities for high school (or equivalent) graduates.

The bootcamp will extend the reach of CMU's computer science education offerings beyond its traditional undergraduate and graduate programs. CMU has partnered with TalentSprint to implement the program to help aspiring professionals build the skills required for launching and advancing their tech careers.

"CMU is dedicated to making a meaningful impact on society by extending its expertise to those who need it most," said Ram Konduru , director of executive and professional education at SCS. "CMU TechBridge is tailored to meet the increasing demand for high-trust, high-impact coding bootcamps for entry-level tech professionals. We are partnering with leading ed tech firm TalentSprint to offer this program, which will impart skills necessary for participants to secure and succeed in tech jobs."

There are more than 377,000 job openings for software and tech roles annually, and these careers attract premium salaries, according to data from the U.S. Bureau of Labor Statistics. Further, the tech industry is moving toward skill-based hiring in addition to hiring traditional computer science degree holders.

This coding bootcamp will give participants industry-relevant skills for entry-level tech jobs without requiring a traditional computer science degree, removing barriers for people who might not otherwise have the time or resources. The program covers introductory computer science concepts with an emphasis on problem solving. Participants will learn to write code, build front-end interfaces and deploy programs using tools currently used in the industry.

This full-time, hands-on learning program will be delivered over four months. A hybrid program, CMU TechBridge Coding Bootcamp will include online classes led by instructors and mentors and two optional visits to CMU's Pittsburgh campus. The program will be delivered by SCS faculty, TalentSprint and industry practitioners. Upon successful completion, participants will receive a certificate from SCS.

"We are delighted to partner with Carnegie Mellon's School of Computer Science, a global leader in computer science education, to launch this coding bootcamp," said Santanu Paul , co-founder and CEO of TalentSprint. "This program will build on the success of TalentSprint's coding bootcamps around the world. For participants, it will open the doors to highly differentiated skills and premium careers in tech. For employers, it will provide access to a larger pool of software developer talent trained by CMU faculty."

Applications for the CMU TechBridge Coding Bootcamp program are open. To learn more, visit the program page .

About Carnegie Mellon University — School of Computer Science Executive & Professional Education: The Executive and Professional Education program at Carnegie Mellon University's School of Computer Science connects organizations and individuals to our computer scientists and educators who are pioneers in their fields. We accomplish this through a combination of custom courses , online courses, certificate programs and bootcamps . Our custom courses are personalized to meet the upskilling needs of an enterprise with one or more of our academic courses serving as the technical underpinning. Our online courses, certificate programs and bootcamps are open enrollment and are suited for individuals desiring to upskill in specific areas.

About TalentSprint: Established in 2010, TalentSprint is a part of the NSE group and a global ed tech company that brings transformational bootcamps and cutting-edge learning programs to modern-day professionals who aspire to future-proof themselves with deep expertise. TalentSprint partners with top-tier academic institutions and big tech global corporations to create futuristic programs and deliver remarkable outcomes. Its patent-pending, AI-powered platform, ipearl.ai , seamlessly blends world-class academic rigor with industry-leading practitioner experience. The company's learner engagement rates and high customer delight scores make it a leading player in the industry. For more information, visit talentsprint.com .

What Exactly Is the Science of Reading?

• Posted June 25, 2024
• By Elizabeth M. Ross
• Language and Literacy Development

Last summer Nonie Lesaux , a professor at the Harvard Graduate School of Education who leads a research program that seeks to improve literacy outcomes for children and youth, was approached with a problem. The New York State Education Department (NYSED) needed to help the 600-plus school districts that the state agency serves better understand what scientific research had to say about how children learn strong reading and writing skills. Their query came at a time when powerful public advocacy for bringing the science of reading to classrooms, which had been steadily gaining momentum, had reached a fever pitch.

Over roughly the past decade, 38 states and the District of Columbia have passed laws or introduced policies that aim to bring literacy instruction in line with decades of interdisciplinary research on the science of reading. In New York, in fact, Governor Kathy Hochul introduced a plan earlier this year to have schools in the state adopt science-based methods to improve reading instruction by September 2025.

When they approached her last summer, administrators at NYSED told Lesaux that many school district leaders and educators across the state felt “angst, confusion, and worry about the science of reading.” They weren’t sure what the term meant exactly — they had lots of questions, and they needed clarity and resources, she says, to help them “cut through a lot of noise,” including some misconceptions. 

So Lesaux produced a series of seven briefs to help the educators better understand the research, as well as the work that is needed. The briefs explore key ideas and myths about the science of reading, and leadership strategies for those in New York’s preK–12 systems who are working to improve literacy and provide professional learning supports.

Lesaux recently discussed the briefs, as well as how they have been received.

You worked with NYSED on a series of literacy briefs back in 2017. How did you build on that previous work with this new set of briefs?

Literacy is still the multifaceted, complex construct that it always has been, and the demands on the learner and the citizen today, in this global knowledge-based economy, are significant. You have to develop literacy skills to a level that is much higher than might have been necessary even 25 years ago, for entry into the workforce and for a good wage and income and lifestyle — that hasn't changed. … There is some overlap [in the briefs] because the knowledge base didn't change much. I think what changed, which was super important for the field, is the public became much clearer that there are effective and ineffective ways to teach early word reading.

In your first brief, you say that the science of reading reflects more than 50 years of research across multiple disciplines about how children successfully learn to read and write. If there is so much research and evidence, why has there been so much confusion about effective literacy instruction?

I think what has created some of the confusion is that there are a couple curricula and approaches that took hold at large scale — this kind of “leveled reader” approach, “balanced literacy” —  and the field took that up and the research was not there. In fact, it's deleterious for some kids because it's not the right approach. It's true that phonics instruction should be very explicit and direct, and that is not the same as teaching language and comprehension. And we need the language and comprehension teaching, but we can't confuse the two. And I think for far too long there was sort of this text-based approach to teaching phonics that wasn't actually the explicit direct instruction that a very significant number of children both need and respond so well to. But I think the danger is that we then swing the pendulum and pit the two ideas against each other, ideologically, and create this thing called “the reading wars,” when in fact we know we need a strong plan for phonics, and we need a strong plan for language and comprehension. It sounds so basic, and yet the politics and some of the ideologies of what it feels like to educate in developmentally appropriate ways got in the way of all of this. You know, rote explicit phonics instruction only needs to be about 20 minutes a day, but if you overdo it and it becomes synonymous with your reading instruction, you don't have a very engaging academic environment. When you do it really well and in the short burst that every first and second grader needs, it becomes very reinforcing and exciting because kids see their growth.

In one of your briefs, you set out to debunk common myths about the science of reading and you point out that learning to read and reading to learn should not be two distinct stages. You say effective teaching aims to teach all skills simultaneously from the earliest years?

Yeah, we need to stop pitting the two and we need to do both really well…. [and be] honest about the fact that there are lots of kids who don't have a vulnerability in the phonics area and don’t need more than the standard foundational instruction in this area, but who have very underdeveloped vocabulary and comprehension skills, you know, à la achievement opportunity gaps, and need a lot of content building knowledge. So, if we turn around and only do structured rote phonics programs, ad nauseum, they’re no better off for the long run.

What you mentioned about building up students’ background knowledge, to assist with reading comprehension, makes me think about the work of HGSE’s Jimmy Kim , correct?

Definitely. Jimmy’s portfolio of research has shed light on the effective strategies and the complexity of building up knowledge and comprehension skills. The same is true for Meredith Rowe's vocabulary work . There are others at HGSE, like Nadine Gaab with her [dyslexia] screening work , whose research is equally important. We’re all in the same fight together, contributing in specific ways for the same outcomes, but we're all looking at different pieces.

Regardless of which pieces we’re each focused on, some of the feedback that I get repeatedly [from school districts] is that it's so helpful that we step back and look at the policy and practice landscape and look at what the research really tells us about where we are, and then craft guidance in the form of resources and tools.

Additional resources

• American Public Radio's Sold a Story podcast

Separating Fact from Fiction About the Science of Reading

• The Science of Reading Literacy Briefs, NYSED
• Harvard Ed. magazine explores the next phase of the Reach Every Reader initiative
• Professor Catherine Snow puts the "literacy crisis" in context on the Harvard EdCast

Usable Knowledge

Connecting education research to practice — with timely insights for educators, families, and communities

Related Articles

Phase Two: The Reach

Reach Every Reader on its impact and the project’s next phase

New literacy briefs correct common myths and misconceptions 

Literature Circles

Information for Prospective M.S. Students

Ms in computer science.

Our Master of Science program is designed for individuals considering a career in computer science that requires research skills and rigorous training, but who are unsure if they are ready to commit to a Ph.D. program. The coursework is identical to that offered to our Ph.D. students. 

MS Degree Requirements

The Graduate Policy Manual details all of the information on degree requirements, but in summary,our graduate students receive the training and are expected to develop a mastery of their field and gain a broad familiarity with their discipline by the time they graduate. Admission criteria are similar to those of the Ph.D. program. 

Coursework: 30 credit hours of qualifying courses covering four out of the eight areas.

Research: Research is expected, but students can choose between two options:

• Non-thesis: Requires a scholarly paper of journal or conference quality, under computer science faculty supervision. Students may optionally replace up to six credits with CMSC 798 (Master’s Non-thesis Research).
• Thesis: Requires six hours of CMSC 799 (Master's Thesis Research) and write a thesis advised by a computer science faculty member. The thesis must demonstrate an independent accomplishment in a research, development, or application area of computer science. An oral examination (Thesis Defense) is required to graduate. 

The thesis option requires finding an advisor and a research topic within the specified time frame. The non-thesis option is the default option due to its more flexible requirements. 

Program Duration

The MS program typically takes two years. However, UMD Computer Science undergraduates eligible for our Combined BS/MS program may finish the program in one year. 

Note: Students eligible for the Combined BS/MS program should list their degree intent as the Combined BS/MS program when applying.

Financial Information

While the MS program does not guarantee funding as part of the admission offer. MS students may apply for hourly CMSC TA opportunities, RA opportunities with faculty members, or other jobs on campus.

• Hourly TA Positions: MS students can apply for hourly CMSC TA opportunities with no graduate assistantship benefits, tuition remission or health insurance.
• Campus Employment Opportunities: Beyond Computer Science (CMSC) RA roles, MS students can pursue RA, TA, or Administrative Assistant (AA) opportunities across different programs. These opportunities are listed on ejobs.umd or Handshake .
• Research Assistants (RA): All M.S. students, including first-year students, are eligible for graduate assistantship appointments. Faculty members may appoint them as Research Assistants (RAs) depending on their research needs and available funding. 

Tuition and Fees

For detailed information about tuition rates and related expenses, please visit the Office of Extended Studies website .

Fellowships

Fellowships can be sourced both from within the University of Maryland and through external organizations:

• Internal Fellowships: Offered directly by UMD or specific departments within the university. For details on these opportunities, you can check out UMD's Fellowship & Awards website .
• External Fellowships: Examples include prestigious awards like the National Science Foundation Graduate Fellowships and Fulbright Fellowships . To apply for these, students should directly contact the administering agencies or seek assistance from the financial aid office at their current or UMD’s Fellowship Office .

To apply for these fellowships, you should contact the agency which administers them, check with the financial aid office in your current university, or contact UMD's Fellowship Office .

• Andy & Barbara Gessner College of Nursing
• Graduate Programs

MSN Program Requirements

The University of Houston offers a Master of Science in Nursing degree. The Master of Science in Nursing program (Education, Administration, and FNP) is designed to build upon the BSN degree and is offered at the University of Houston at Katy and online. Students in this program are prepared to function at advanced levels with an expanded knowledge of theory, research and clinical application. Graduates are prepared to provide evidenced based health care and to work on collaborative teams. Lab and/or clinical course requirements will be in a face-to-face learning environment for practice and demonstration to meet course objectives and accreditation requirements. Each graduate will be able to function in an advanced practice role as a Nurse Administrator, Nurse Educator, or Family Nurse Practitioner. Nurses who have a master’s degree in nursing may be eligible to earn a Post Master’s Certificate as a nurse educator or nurse administrator.

The number of MSN students admitted each year is determined by availability of appropriate qualified faculty and/or clinical resources. Applicants are reviewed on an individual basis. Applicants to the graduate nursing programs must meet all requirements for graduate admission as described in the admissions section of the university catalog. International students must have a minimum score of 89 on the TOEFL.

Criteria for Admission

Criteria have been established by the faculty against which each applicant is evaluated for admission. The purpose is to predict individual potential to succeed at the MSN level. It is the responsibility of the applicant to submit all necessary documentation to NursingCAS by the published deadline for admission consideration to the MSN program. Categories of admission are determined by the degree of criteria met.

1. Apply for graduate admission through NursingCAS .

2. Completion of Bachelor of Science in Nursing (BSN) degree from an institution accredited professionally and by one of the six recognized regional accrediting associations as described in the ADMISSIONS section of the university catalog.

3. Evidence of current, unencumbered, valid licensure as a registered nurse in the State of Texas. This may be printed from the Board of Nursing website and uploaded into the NursingCAS application.

4. Official transcripts from each institution attended reflecting a grade point average of 3.0 or above on a 4.0 point scale on coursework completed, and the baccalaureate (or higher) degree conferred, sent directly from each institution to NursingCAS.

Mail Documents to:

NursingCAS P.O. Box 9201 Watertown, MA 02471

5. Applicants to the MSN program must provide a one page personal statement. The personal statement should include information about your education and experience as a professional nurse to date, why you are interested in graduate education, your career goals are for the next five (5) years, why you choose UH for your graduate education, and what contributions you plan to make to our mission at Gessner College of Nursing and to advanced nursing practice. This document will be uploaded into the NursingCAS application. Include a resume.

6. An interview will be required.

7. Official score(s) of the Miller Analogies Test (MAT) or Graduate Record Examination (GRE) is not required for applicants with a GPA of at least 3.0 on a 4.0 scale. A GRE or MAT score will be required for applicants with a GPA between 2.75 – 2.9 for conditional admission. Scores may not be more than 5 years old.

8. Two letters of recommendation: one from a university faculty and one from an employer. Applicants will follow the NursingCAS References process.

9. Professional work experience as defined by individual tracks. It is preferred all FNP applicants have a minimum one (1) year of experience as a baccalaureate prepared registered nurse.

10. Applicants must satisfy the College of Nursing Policy for Clinical Readiness Requirements .

MSN REQUIRED CORE COURSES - Nurse Administration and Nurse Education (18 hours)

ACADEMIC CONCENTRATION Nurse Administration (18 hours)

Total Program Requirements

ACADEMIC CONCENTRATION – Nurse Education (24 hours)

MSN REQUIRED CORE COURSES - Family Nurse Practitioner (15 hours)

ACADEMIC CONCENTRATION – Family Nurse Practitioner (32 hours)

Post Master's Certificate in Nursing Education (9 hours) †

Students who desire this additional certificate are required to complete the Master of Scinece in Nursing Family Nursing Practitioner or Education requirements, in addition to the courses listed below:

Post Master's Certificate in Nursing Administration (9 hours) †

Students who desire this additional certificate are required to complete the Master of Science in Nursing FNP or Administration requirements, in addition to the courses listed below: