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The School of Information is UC Berkeley’s newest professional school. Located in the center of campus, the I School is a graduate research and education community committed to expanding access to information and to improving its usability, reliability, and credibility while preserving security and privacy.

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The School of Information offers four degrees:

The Master of Information Management and Systems (MIMS) program educates information professionals to provide leadership for an information-driven world.

The Master of Information and Data Science (MIDS) is an online degree preparing data science professionals to solve real-world problems. The 5th Year MIDS program is a streamlined path to a MIDS degree for Cal undergraduates.

The Master of Information and Cybersecurity (MICS) is an online degree preparing cybersecurity leaders for complex cybersecurity challenges.

Our Ph.D. in Information Science is a research program for next-generation scholars of the information age.

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The School of Information's courses bridge the disciplines of information and computer science, design, social sciences, management, law, and policy. We welcome interest in our graduate-level Information classes from current UC Berkeley graduate and undergraduate students and community members.  More information about signing up for classes.

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Research by faculty members and doctoral students keeps the I School on the vanguard of contemporary information needs and solutions.

The I School is also home to several active centers and labs, including the Center for Long-Term Cybersecurity (CLTC) , the Center for Technology, Society & Policy , and the BioSENSE Lab .

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I School graduate students and alumni have expertise in data science, user experience design & research, product management, engineering, information policy, cybersecurity, and more — learn more about hiring I School students and alumni .

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Funding Your Ph.D. Education

At the I School, all our Ph.D. students receive funding packages with a minimum of six years of financial support through a combination of fellowships, research positions, and academic student employment. Details of individual funding packages may vary; in order to take full advantage of offered funding, students need to remain in good academic standing and advance to doctoral candidacy in normative time to degree, and may need to meet other funding conditions of specific fellowships or positions.

In the first year, I School Ph.D. students receive fellowship support to cover all tuition and fees, including Non-Resident Supplemental Tuition and the Student Health Insurance Fee, and a stipend for living expenses. For the academic year 2023–2024, the minimum first-year I School Ph.D. student 12-month stipend is $40,000.

After the first year, Ph.D. students are typically funded through graduate student academic appointments or research positions for up to four years (eight semesters). In addition to an hourly wage, students receive fee remission that offsets a portion or all of their tuition and fees. For more information, see Graduate Student Academic Appointments and Fee Remission .

Some students continue their research positions during the summer. The I School also offers limited summer grant opportunities for Ph.D. students who have no other summer funding sources secured.

After Ph.D. students pass their qualifying exam and advance to doctoral candidacy, the Berkeley Doctoral Completion Fellowship (DCF) provides eligible students with one year (two semesters) of tuition remission and a stipend for living expenses. Students are expected to make every effort to meet DCF eligibility conditions in order to take advantage of this funding opportunity.

The University also awards through competition a limited number of merit- and need-based fellowships each year. See University Fellowships for further details.

Tuition and fees listed reflect currently approved amounts; these figures may not be final. Actual tuition, fees, and charges are subject to change. Students should expect fees to increase moderately each fall term.

* Students may opt out of the UCGPC fee .

** Students have the option to waive the Student Health Insurance Plan (SHIP) if they have other major medical health insurance that meet the SHIP waiver criteria and don't wish to have dual coverage. For waiver qualifications, instructions, forms, and FAQs, please see Waiving SHIP .

*** The Document Management Fee is a one-time fee charged in the first term of enrollment.

For additional information on the cost of attendance, please visit: Financial Aid and Scholarships Office Cost of Attendance .

California residents, for purposes of registration, are those who have been legal residents of California for at least one year immediately before the opening day of the semester for which they register. Legal residence is a combination of physical presence and the intention of making the state one’s permanent home, coupled with the relinquishment of legal residence in any other state.

Eligible Ph.D. students are expected to establish California residency for tuition purposes by their second year of the program.

International students with F-1 visas cannot be classified as California residents for tuition purposes.

More Information:

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Financial Aid

Graduate students may apply for need-based loans and work-study through the Financial Aid Office. The programs are based on demonstrated financial need and require a Free Application for Federal Student Aid (FAFSA). Only U.S. citizens and eligible non-citizens (those holding permanent resident cards) may apply for funds administered by the Financial Aid Office. Financial aid can include work-study, loans, the Native American Opportunity Plan , and other sources of financial aid.

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If you are employed by a U.S. federal, state, local, or tribal government or not-for-profit organization, you may be eligible for the Public Service Loan Forgiveness Program. Learn more  here .

Additional Fellowships

In addition to the first-year fellowship and academic student employment, Ph.D. students may supplement their funding by applying for additional internal and external fellowships. Some university restrictions on combining funding opportunities apply; students are encouraged to consult our admissions staff with questions about specific conjunctions of funding.

Fellowships for I School Students

All admitted Ph.D. applicants will automatically be considered for the Hal Varian endowment .

The I School awards a variety of fellowships to I School students.

List of I School fellowship opportunities

External Fellowships

Students are encouraged to apply for external fellowship opportunities as relevant. Below are several examples of external fellowships that our I School Ph.D. students have successfully obtained:

• Facebook Fellowship
• Fulbright Study/Research Award
• Hertz Fellowship
• Marcus Foster Fellowship
• NSF Graduate Research Fellowship Program
• Peter Lyman Fellowship for New Media
• Soros Fellowships for New Americans
• UC Berkeley Mentored Research Award

Our Ph.D. students have also received grants from the following organizations and centers:

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• For Students

PhD in City & Regional Planning

The program

Berkeley's PhD in City & Regional Planning provides training in urban and planning theory, advanced research, and the practice of planning. Established in 1968, the program has granted more than 160 doctorates. Alums of the program have established national and international reputations as planning educators, social science researchers and theorists, policy makers, and practitioners. Today, the program is served by nearly 20 city and regional planning faculty with expertise in community and economic development, transportation planning, urban design, international development, environmental planning, and global urbanism. With close ties to numerous research centers and initiatives, the program encourages its students to develop specializations within the field of urban studies and planning and to expand their intellectual horizons through training in the related fields of architecture, landscape architecture and environmental planning, civil engineering, anthropology, geography, sociology, public policy, public health, and political science.

Completing a PhD in City & Regional Planning at UC Berkeley usually takes five years. The university requires all doctoral students to fulfill a minimum residency requirement of two years and 48 units of coursework. Full-time students are expected to take four courses, or 12 units, per semester. For the PhD in City & Regional Planning, students must complete various program requirements, including courses in planning and urban theory; research methods courses; and preparation and completion of two fields of specialization. They must also successfully complete an oral qualifying examination, which allows them to advance to candidacy and undertake dissertation research. A PhD is awarded upon completion of a written dissertation approved by the faculty supervisors of the dissertation.

The PhD program encourages its students to build intellectual community and to participate in national and international venues of scholarship. Doctoral candidates regularly present their research at the annual conferences of the Association of Collegiate Schools of Planning, Association of American Geographers, Association of European Schools of Planning, World Planning Schools Congress, Urban Affairs Association, and American Anthropological Association. They organize and participate in a weekly research colloquium and manage the Berkeley Planning Journal , a peer-reviewed academic publication. Such activities utilize the incredible intellectual resources available to doctoral students at UC Berkeley, both within their departments and programs and across the campus.

Financial Aid + Admissions

Admission to the PhD program is highly competitive. Applicants are required to have completed a master's degree in planning or a related field. They are expected to demonstrate capacity for advanced research and to present a compelling research topic as part of their application. Once admitted to the program, students are eligible to compete for various university fellowships, including the Berkeley Fellowship, Cota-Robles Fellowship, and the Foreign Language and Area Studies Fellowship. Students of the program have also been successful in securing funding for dissertation research from the National Science Foundation, Social Science Research Council, and the Fulbright scholarships.

The Department of City & Regional Planning and UC Berkeley offer multiple types of financial support to its graduate students.

Please note that admission decisions are not made by individual faculty, but rather an admissions committee. Our PhD admissions process begins with three initial reviews of your application: the two faculty members you list as preferred advisors and one member of the PhD admission committee. The admission committee then meets to review all applications as a cohort and make admission/denial decisions. More information can be found on the department admissions page .

The principal admission requirements to the doctoral program in City & Regional Planning are overall excellence in past academic work and research, demonstrated creativity and intellectual leadership in professional activity, and the strong promise of sustained intellectual achievement, originality, and scholarship. The emphasis in the doctoral program is upon scholarship and research. At the same time, because the doctorate is offered in the context of a professional school, doctoral students are challenged to undertake applied research relevant to city and regional planning and policy problems. If you do not want to teach in planning or a related field, or to do advanced research, please reconsider applying to this program. Most doctoral students enter the program with a master’s degree in planning or a related field. The Master of City Planning is regarded as a terminal professional degree, and is not comparable to mid-study Master of Arts or Master of Science degrees offered in anticipation of the doctorate.

Admission to the doctoral program is very competitive. Only six to eight students are admitted each year, sometimes from a pool of as many as 80 applicants. For all applicants to the doctoral program (even those required to take an English-language competency exam (TOEFL, TOEFL CBT, iBT TOEFL, or IELTS) the Graduate Record Examination (GRE) is optional; although prospective students who choose to take the GRE should do so before December to ensure timely receipt of scores. Applicants must also secure at least three letters of recommendation that can explicitly evaluate their intellectual capability and past research and academic work.

Please note that admission decisions are not made by individual faculty, but rather an admissions committee. DCRP’s PhD admissions process begins with three initial reviews of your application: the two faculty members you list as preferred advisors and one member of the PhD admission committee. The admission committee then meets to review all applications as a cohort and make admission/denial decisions.

Many PhD students choose to pursue one or more of the designated emphases (DEs) offered through programs across campus. These DEs are unrelated to the outside field required by the City & Regional Planning PhD, and can be thought of instead as elective “minors” which provide opportunities for focused interdisciplinary work, mentorship, conference funding, research fellowships and an extra credential along with the doctoral degree. Common DEs pursued by DCRP PhD students include:

• Global Metropolitan Studies (GMS)
• Science and Technology Studies (STS)
• Development Engineering (DevEng)
• Women, Gender, and Sexuality Studies (WGS)
• Political Economy
• Film & Media
• Critical Theory

For more information on the PhD in City & Regional Planning program, contact [email protected] .

• Current Students

DrPH - Doctor of Public Health

The Doctor of Public Health (DrPH) degree at Berkeley School of Public Health is conferred in recognition of a candidate’s command of a comprehensive body of knowledge in the field of public health and related disciplines, and of the candidate’s proven ability to initiate, organize and pursue the investigation of significant problems or interventions in public health. The focus of this degree is the development of transdisciplinary knowledge about the determinants of health and the scientific and professional leadership skills to translate this knowledge into effective health interventions.

Those who earn this degree are expected to occupy leadership positions that have major influence on public health research, policies, programs, systems and institutions. Such leadership may be in diverse traditional and nontraditional settings at the international, national, state, or local levels and in the public, private and academic sectors.

Applicants must hold a master’s or doctoral degree in the health sciences or in another related field or non-US equivalent degree. Applicants must also have a minimum of two years or more of professional public health experience post-master’s degree showing progressive responsibility and evidence of leadership potential.

The DrPH program is a full-time campus-based program of study designed to be completed in three or four years for those applicants with an MPH from a CEPH-accredited institution and at least two years of postgraduate professional public health leadership experience. Any students with deficiencies in coursework equivalent in content to the MPH at UC Berkeley must take prerequisite courses either before starting the program or during the first year of the program.

Students will participate in an integrative doctoral training program that incorporates knowledge and skills from all divisions of the School of Public Health as well as the Schools of Education, Public Policy, Social Welfare and the Haas School of Business. The required course work consists of 4 full-time semesters (48 units) and a minimum of 12 units of dissertation research credits. This course work encompasses a thorough grounding in leadership, research methods and the application of these methods to the analysis of public health and policy issues. Students must fulfill all the course requirements from the Council on Education for Public Health CEPH specific competencies listed in the student handbook. Due to the diverse experience each student brings to the program, it is expected that students will also select courses and independent studies that advance their knowledge and ultimately their proficiency in all of the core and breadth knowledge areas listed below.

• Health Politics and Policy Analysis
• Public Health Interventions
• Global Health Sciences
• Research Design and Methods
• Public Health Ethics

Each student is also required to complete a research and/or professional residency in a public health setting that will provide the opportunity to advance knowledge and skills, identify data for dissertation research, conduct analyses and participate in decision making. Examples include: positions with local, state, or national legislatures, international agencies, city, county and state departments of public health or health services, policy think-tanks, multi-hospital systems and large health maintenance organizations.

As part of the UC Berkeley School of Public Health, DrPH students are eligible to take elective classes at other schools within the University including the Haas School of Business, Goldman School of Public Policy, City Planning, Journalism and others.

The DrPH program is a full-time professional degree program with a residency requirement. For this reason, the program is not recommended for persons who want to continue to work full-time. Overall, the program averages 3-4 years in length. There are no online or night courses available. The first two years of the program are primarily devoted to required coursework.

UC Berkeley DrPH graduates are employed in leading universities, policy research centers and “think tanks” across the country and internationally.

The DrPH is a professional degree program designed primarily for students interested in occupying leadership positions in the field. However, the program includes coursework in research methods, academic mentorship and completion of a dissertation involving the conducting of original research on a problem of public health importance. A number of graduates of the DrPH have gone on to accept university teaching positions or positions as full time researchers in academic or other scholarly settings. Although there is no specific “academic track” within the DrPH, students interested in teaching and research should choose as electives additional coursework in theory and research methods and undertake a dissertation consistent with such a career choice.

DrPH Admissions

Applicants must hold a master’s or doctoral degree in the health sciences or in another related field or non-US equivalent degree and have a minimum of two years or more of professional public health experience post-master’s degree, showing progressive responsibility and evidence of leadership potential. Questions about the applicability of a prior master’s or doctoral degree towards this requirement should be directed to the program office.

A Statement of Purpose is required, that explains how the DrPH program would help build on prior experiences and contribute to his or her career goals. Identify possible topics and research areas you may want to focus on for the dissertation project.

DrPH applicants are also required to provide a writing sample. Writing samples should be no more than 7,000 words in length and examples can include: publications in peer-reviewed journals on which you were the sole or first author, papers written for a graduate course, media pieces, or reports written for public agencies.

We recommend submitting a GRE if you have no other evidence of quantitative, verbal, or analytical abilities in your application.

Note: The average entering student has a verbal score above the 86th percentile and a quantitative score above the 66th percentile.

Official transcripts from all institutions (including community college and graduate coursework) are also required, with a minimum B average (3.0) or equivalent (work completed in the last two years of a bachelor’s degree program and in all post-baccalaureate coursework.

We look at an application in its entirety to determine a person’s strengths and relative fit to our program; available advisors, areas of research interest and academic history are important considerations as is research work experience. Letters of recommendation are also carefully reviewed.

Go to the Berkeley Public Health Graduate Admissions Dates and Deadlines page for general application information and instructions. Some dates and deadlines are specific to the application process for the DrPH program:

December 1: Application deadline

January: Admission committee begins review of applications. Members of the committee may contact applicants during this review period to arrange for phone interviews. Interviews for admission are conducted on an ad hoc basis – not receiving a request for an interview is not indicative of an admissions decision and vice versa.

March (Early): First round of communication of offers are sent. Candidates are offered admission during this time are able to attend a Spring Visit Day in mid-March.

March (Late)—April (Late): Subsequent rounds of communication of offers and final decisions made during this period, after Spring Visit Day. The academic year begins in the fall; spring admission is not permitted.

The DrPH Program typically hosts a Spring Visit Day in mid-March for those candidates who have been offered admission during the first round of offers.

The UC Berkeley Graduate Division and the DrPH Program do not allow for deferred admission. We recommend that you update your CV, obtain at least one new letter of recommendation and reapply.

Some applicants who are not admitted are encouraged to reapply the ensuing year to allow for additional coursework and/or relevant research experiences.

Waitlisted candidates will receive information about their final status on or before June 1. Some of our best students were originally on the waitlist for admission before receiving their offer of admission. We regret the inconvenience and ask for your patience during this process.

The faculty listed here teach the DrPH seminars and provide mentoring and advising to all DrPH students. In addition, faculty throughout the School work with DrPH students as advisers, mentors and Qualifying Exam and dissertation committee members.

Sometimes faculty are unable to respond to prospective students’ queries about mentorship prior to admissions decisions because the admissions committee is responsible for making recommendations for admitted students’ assigned advisors. Applicants with an interest in working with a particular faculty member should indicate this in their applications.

Core Faculty

Drph student directory.

• 2024–2025 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Olumayowa Adebayo Christine Board Paulina Castro Nava Joyce Cheng Priya Gangolly Amy Garfinkel Pritika Khatri Frederick Mubiru Chinwe Obudulu Lucia J. Rodriguez Alvizo Pamela Williams

Olumayowa Adebayo is a first year DrPH student. Her formative years were marked by an acute awareness of the public health challenges in her community, particularly among women and children, which steered her away from an initial pursuit of a medical career towards a preventive and health-promoting approach. She holds a bachelor’s degree in physiology and completed her Master’s degree in Public Health with a concentration in reproductive and family health. Her career began as a program officer managing a project aimed at empowering women through financial literacy, gender socialization, and family planning. Most recently, she has worked as a research consultant, supporting the implementation and coordination of reproductive health research programs. Olumayowa is dedicated to tackling health disparities and improving service delivery, with a strong focus on maternal and child health. Her research interests also align with these areas, aiming to develop evidence-based strategies to enhance health outcomes for women and children.

A southern California native, Christine Board was drawn to public health from a young age through childhood experiences in her community and family. She received her BA in public health from UC Berkeley in 2015, and an MPH in Epidemiology from Berkeley in 2021. Her career in healthcare began working in healthcare administration, with a focus on health equity and reducing gaps in disparities through clinical quality improvement, education, and data equity. Currently, she works as a data analyst for a clinical research team looking at the health care delivery for type 2 diabetes patients and the impacts of social and clinical determinants on short and long-term health outcomes. She has a passion for applied social epidemiology that has been driven by her love for narrative, and she believes the ability to share our stories and have our voices valued, is an integral part of health equity and our health and healing. Her primary area of interest lies in illuminating the systemic inequities that have harmed communities, not only to reduce health disparities but to improve overall wellness and the quality of life these communities deserve. Understanding that historically data has not been collected to serve the communities it has been taken from, she hopes to join those pioneering a movement on the decolonization of data. In her free time, she enjoys dancing, being outdoors and gathering in community.

Paulina Castro Nava (she/her) is a first-year Doctor of Public Health student. She earned her Bachelor of Arts in Human Biology from Stanford University and her Master of Public Health and Certificate in Public Health Economics from the Johns Hopkins School of Public Health. Through years of conducting community-based participatory research in food justice and supporting a federally-qualified health center through a pandemic, she developed her commitment to co-create healthier communities to cultivate health equity. Most recently, she served her hometown of Ventura County, California as the first Climate Change and Health Equity Coordinator, developing multilingual health education, collaborating with community organizers, and implementing clinician trainings to bridge the public health, community-based, and medical to establish a foundation for addressing the climate crises as a health equity imperative. Diagnosed with multiple sclerosis in 2023, she understands the importance of and advocates for an accessible health system with investment in the socio-ecological determinants of health. She enjoys hosting reflective journaling sessions with friends and reading (especially Octavia Butler).

Joyce Cheng is a mother of three. Joyce started her career in the non-profit community health sector in 2006 and held a leadership role since 2020. She brings lived and in-field experience in serving communities of color. Joyce serves as the Executive Director and Community Researcher at the Chinese Community Health Resource Center to lead a mission to build a healthy community through culturally and linguistically appropriate preventive health, disease education and management, research, and advocacy. She serves as Co-Principal Investigator, Co-Investigator, Community Advisor for national- and state-funded research studies.

As the Director of Community Outreach at the Chinese Hospital, Joyce leads collaborative efforts within the integrated health system and among local partners. Amid the COVID pandemic, in collaboration with San Francisco City and community-based partners, Joyce oversaw the operations of the primary COVID-19 testing site in San Francisco Chinatown, where over 25,300 screenings were administered between January 2021–February 2023.

As Senior Community Advisor at the University of California, San Francisco, she advocates for community engagement and participation while ensuring scientific rigor. Moreover, as Board Member of local- and state-level committees, Joyce seeks opportunities to improve the ways communities are engaged through research.

Furthermore, as a Doctor of Public Health student, Joyce aims to strengthen her training in community engagement partnership and research, equitable health information delivery as well as to explore cross-sectoral partnership and innovative systems thinking. Joyce is passionate about mentoring youth and early professionals, leading collaborative efforts, and incorporating artistic expressions into her work.

Priya Gangolly is a first-year doctoral student. She has predominantly focused her career on the health technology industry, specializing in building trust and credibility for social networks and building online products to improve population health. As an early member of Facebook’s Health team, she collaborated with government agencies across Asia, South America, and the US on products addressing global health challenges, and developed campaigns with the CDC to counter online misinformation during the pandemic. At other tech companies, she established online communities for patients and physicians to interact and share evidence-based information and research, alongside initiatives addressing emerging public health issues like loneliness and burnout. Her previous professional experience includes Stanford Children’s Hospital, the United Nations Foundation, and the Department of Health & Human Services where she assessed ethical considerations of vaccine mandates. Priya’s research interests are network effects, online health information seeking behavior, algorithmic bias, digital wellbeing, human-centered design, and ethics of emerging health technologies. She holds a BA in Psychology and Healthcare-Social Issues from the University of California, San Diego, and an MPH in public health communication and marketing from George Washington University. She enjoys travel, tennis, and volunteering with rescue dogs.

Amy Garfinkel is a first-year DrPH student. She is passionate about developing, implementing, and evaluating programs that increase access to nutritious food, support community food systems, and engage communities in experiential learning opportunities about food and nutrition such as cooking and gardening. Her experience ranges from implementing farm to school programming at the school district level to supporting farm to school programs statewide at the California Department of Food and Agriculture. She received her BA in Social Welfare and MPH in Public Health Nutrition from UC Berkeley.

Pritika Khatri, a DrPH student at UC Berkeley, hails from the serene rural Himalayas of Nepal, bringing over 10 years of experience in health research, policy, and global health. With a background in MPH and Nursing, she currently manages multiple clinical trials on cardiovascular diseases in Virginia, collaborating closely with cardiologists and nephrologists. Her role includes site selection, protocol development, regulatory compliance, CRO management, and team coordination. Previously, as a Research Fellow for Southeast Asia at the World Health Organization, she worked at the intersections of gender and intersectionality in health policy, conducting comprehensive scoping reviews and developing study modules to address health disparities, working in Bengaluru, India. Additionally, as a Quality Assurance Officer for Save the Children International, she supervised Nepal’s first paperless tuberculosis survey, covering 57,000 people in 99 clusters.

Pritika’s roles reflect her broad impact on global health. As a Program Manager for the Harvard Lown Scholar Program, she played a pivotal role in establishing and managing a health center in Nigeria, providing health services to more than 60,000 people across nine communities.

Her research interests include utilizing data science and artificial intelligence to explore health disparities, particularly in sexual and reproductive health and rights in low- and middle-income settings. Beyond academia, she loves hiking, reading non-fiction, writing poetry, and is an avid dancer.

Frederick Mubiru will be joining the DrPH program at UC Berkeley in the Fall,2024. He is a Global Health professional with over 20 years of experience, holding a BSc and MSc in Population and Reproductive Health from Makerere University, Kampala. He is also a certified Project Management Professional (PMD Pro by Humentum) and has earned a Global Health Leadership certification from the University of Washington-Seattle.

Prior to UC Berkeley, Frederick served as a Technical Advisor at FHI 360’s Scientific and Technical Evidence Advancement Department, leading research utilization and knowledge management for projects such as USAID Research for Scalable Solutions (R4S), BMGF SMART HIPs, USAID MOSAIC, and Knowledge SUCCESS. His work also included advocacy for new family planning and HIV prevention technologies like Hormonal IUD, DMPA SC for Self-Injection and D-Ring and Ca-Prep, and exploring private sector distribution channels for reproductive health commodities. Earlier, as Director of the USAID-funded Uganda Family Planning project (APC), Frederick oversaw the scaling up of high-impact community-based family planning initiatives and implemented critical adolescent health programs across 25 districts of Uganda.

His leadership and membership extend to several global and local communities of practice, including the Implementing Best Practices Consortium, FP Insights, Scale-Up Community of Practice, and the East African FP/RH Community of Practice. Proficient in English and Luganda, and conversant in basic German and Swahili, Frederick’s career spans diverse international settings, including Uganda, Mozambique, Nigeria, Ethiopia, Nepal, Ghana, Kenya, and the USA. His pragmatic approach, dependability, passion for inclusive development programming, and logical decision-making make him a respected leader in public health.

Frederick enjoys networking and collaborating on charity and developmental activities through Rotary International, his neighborhood, and church communities. He also enjoys jogging in natural environments, following global news and events, and sports such as soccer and athletics.

Chinwe Obudulu is a registered dietitian with diverse experience working alongside medical and public health practitioners, researchers, entrepreneurs, and policy makers to implement nutrition and health initiatives. Struggles with childhood obesity drove her initial interest in dietetics, and she has since aligned her career with understanding the determinants that influence food choice and reducing health disparities. As the daughter of Nigerian immigrants, Chinwe is passionate about providing health education grounded in cultural understanding and in using food and nutrition to support physical, mental, and social wellbeing. She began her dietetics career working with communities under the Expanded Food and Nutrition Education, Head Start, and the Ryan White HIV/AIDS programs.

Chinwe was part of the inaugural class of Biden-Harris Administration White House interns within the Office of Science and Technology Policy where she gained an interdisciplinary perspective on public policy and health. Most recently, Chinwe has worked as a Nutritionist at the USDA facilitating the development and implementation of the Dietary Guidelines for Americans. She holds a Bachelor of Science in Nutritional Sciences from the University of Texas at Austin and a Master of Science from the University of Texas Medical Branch. She enjoys traveling, cooking, being active (running, weight lifting and Pilates), drawing portraits, writing, comedy shows, and trying to learn how to dance (so far, to no avail).

Lucia J. Rodriguez Alvizo is a public health professional driven by her lived experiences. Her work is deeply influenced by her roots in Arandas, Jalisco, where she aims to leave a lasting impact akin to the indelible mark of red dirt on white clothes. As an immigrant, Lucia draws inspiration from her mother’s resilience in navigating complex systems to achieve health and well-being. She honors the knowledge gained from her own experiences and those around her. Lucia works passionately to bring her full self into everything she does, including her experience navigating her mental health and grief. Her mission is to ensure that health systems are as diverse and dynamic as the populations they serve. Through her work, Lucia hopes to ensure everyone is able to achieve their highest level of health possible and thrive in a life they find fulfilling. Community, growth, and finding moments of joy are important to Lucia in navigating the cycles of life.

Pamela Williams was born and raised in the Bay Area and currently hails from South San Francisco. Following the completion of her undergraduate degree, she lived in Namibia as a Peace Corps HIV/AIDS Prevention and Community Health Volunteer. Since then she worked as research staff for UCSF, San Francisco General Hospital, and Stanford University. She also completed a MSc in Global Health from UCSF. Most recently she’s worked as a data analyst for a global health supply chain program that provides procurement support to strengthen local capacity in HIV supply chains in over 25 countries. In the DrPH program, Pamela plans to pursue the study of reproductive health, specifically, non-hormonal, reversible, male contraception.

• 2022–2023 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Larissa Benjamin Ravneet Gill Caleb Harrison Marisol De Ornelas Rouselinne Gómez Mounika Parimi Marlena Robbins Cara Schulte Morgan Vien Brian Villa Brian Wylie

Larissa Benjamin is a third year DrPH student. Larissa was born in Detroit, MI to parents from divergent socioeconomic and racial backgrounds who were brought together by their shared commitment to fighting social inequality. Larissa holds a BS in Evolutionary Anthropology and English from University of Michigan, and an MPH from UC Berkeley in Health and Social Behavior with a specialty in multicultural health. She is a proud former Kaiser Permanente Public Health Scholar, and a current APHA KP Community Health Scholar and Perez Research Fellow. She has 5 years of work experience in health and science communications, and 3 years of experience as a Project Policy Analyst at UC Berkeley School of Public Health on health equity-centered projects (PIs Herd and Mujahid). She is a Graduate Student Researcher with Dr. Mujahid’s social epidemiology group PLACE and works on the Social Determinants Core (PI Mujahid) of the newly NHLBI-funded RURAL cohort study in the Southeastern US. Larissa’s dissertation research uses mixed methods to explore how historical and structural factors drive neighborhood-level exposures to cardiovascular risk in rural communities in this region.

Ravneet Gill is a third year DrPH student at UC Berkeley. Her research focus is on breast cancer prevention among low income and geriatric women within the diverse Asian American subgroups in the United States. She is a proponent of preventive oncology and her professional pursuits are guided by the glaring need for reformation in health equity and the role of data disaggregation in addressing persistent cancer health disparities.

Ravneet holds a Bachelor’s degree in Biology and a Master’s in Public Health. Her professional experience includes over seven years of post-graduate work experience in the managed care industry, leading cancer prevention programs for Medicaid, Medicare, and ​​Dual-Eligible beneficiaries.

Ravneet loves traveling, visiting museums, and trying different cuisines from around the world. She loves to cook, write, hike, and spend time with family and friends.

Caleb Harrison is a third-year DrPH student. Prior to coming to Berkeley, he worked as the lead epidemiologist at a local health department, overseeing disease surveillance and program evaluation efforts. His research interests include evaluating policies that seek to reduce health inequities in rural settings. Caleb’s time outside of work and studies is usually spent cooking or engaging in outdoor recreation with his wife and two kids.

Marisol De Ornelas (she/her) joined the UC Berkeley’s DrPH program Fall 2022 and is an American Public Health Association and Kaiser Permanente Community Health Scholar. Marisol attended Boston University where she received a Bachelor of Science in Health Sciences and a Master of Science in Public Health. She brings over eight years of experience in public health research and project management. Marisol’s research focuses on assessing interventions on perinatal and mental health outcomes among underserved populations. She is a Graduate Student Researcher at the UC Berkeley’s Wallace Center for Maternal, Child, and Adolescent Health. Outside of her scholarly work, you’ll likely find her cooking Venezuelan arepas, reading the “Ideas” section of the Atlantic , or outdoors on an adventure!

Rouselinne Gómez is a third-year student at UC Berkeley in the Doctor of Public Health program. He is a Medical Doctor who graduated from the Autonomous University of Nuevo León and earned his master’s degree in Public Health from the National Institute of Public Health (INSP) in Mexico. Prior to entering the DrPH program, he worked as a researcher in the Health Economics Unit at the INSP in Mexico. His research focused on influencers for health system navigation for the Mexican Public Healthcare system. During his time as a doctor he worked providing care for rural communities in Chiapas, Mexico. Rouselinne is currently interested in working on sexual and reproductive health issues.

Mounika Parimi is a Doctor of Public Health student at UC Berkeley. She was born and raised in Bengaluru, India, and immigrated to the US as a teenager. Mounika received her Bachelor of Arts in Music and Biology from the University of Redlands and a Master of Science in Public Health from the London School of Hygiene and Tropical Medicine. Mounika has previously worked as a researcher studying the immunology of type 1 diabetes at the City of Hope in Duarte, California, and as a Fulbright scholar at the Center for Regenerative Therapies in Dresden. During her Master’s, Mounika’s work focused on the association between diabetes during pregnancy and congenital abnormalities. Most recently, Mounika has worked as a consultant and project manager with the Real-World Insights department of IQVIA in the United Kingdom. In this role, she has co-designed and managed several retrospective cohort studies in the UK/EU setting for various non-communicable diseases (including cardiovascular disease, asthma, and cancer). Her current research interests include post-partum health and women’s health over the life course, especially among racial and ethnic minority communities. Mounika is a graduate student researcher at UC Berkeley’s Wallace Center for Maternal, Child, and Adolescent Health. In her personal life, Mounika is an avid cook, singer, and enjoys weekend hikes with her spouse and toddler.

Marlena Robbins is a third year doctoral student researching the cultural, social, and policy aspects of psilocybin use within Native communities, highlighting differences between urban and rural perspectives to inform educational frameworks, culturally informed psychedelic assisted therapy models and public health policy. Robbins is a graduate student researcher at the Berkeley Center for the Science of Psychedelics (BCSP), focusing on evaluations and data analyses to refine the program’s structure. Her collaboration with the Substance Abuse and Mental Health Services Administration (SAMHSA) led to the development of a tribal engagement toolkit, showcasing the significance of psychedelics in spiritual and recreational contexts among Native American communities. Recently, Robbins was invited to join the Federally Recognized American Tribes and Indigenous Community Working Group for the Natural Medicine Health Act with the Colorado Department of Regulatory Agencies. This role enables her to advocate for the protection of sacred plants against commercialization and cultural misappropriation.

Cara Schulte is a third-year doctoral candidate at UC Berkeley, where her research focuses on the intersection of climate change, global health, and human rights. She is a fellow with the Berkeley School of Law Human Rights Center and the Chowdhury Center for Bangladesh Studies. In addition to her full-time doctoral research, Cara currently works as a researcher for Climate Rights International and as a research assistant to the United Nations Special Rapporteur on Climate Change and Human Rights. She is also a graduate student instructor in Global Health Ethics and a guest lecturer in Human Rights Research and Practice. Cara earned her MHS in Environmental Health Science and BA in Public Health from Johns Hopkins University. She is a member of the Delta Omega Honorary Society in Public Health.

Morgan Vien joined the DrPH program at UC Berkeley School of Public Health in fall 2022. Her research is focused on the intersection of precision public health, public-private partnerships, and regulations and legal considerations to improve population health. Additionally, Morgan is a research associate and works on public health and healthcare projects with the team at Health Research for Action (HRA), a research center at Berkeley Public Health. Morgan received her MPH in Health and Social Behavior from UC Berkeley and her BS in Public Health Science with minors in Biology and Sociology from Santa Clara University. She enjoys spending time with family and friends, playing piano, traveling, and creating arts and crafts.

Brian Villa is a third-year DrPH student. He received his B.A. in South and Southeast Asian Studies, MPH in Health and Social Behavior, and MSW in Strengthening Organizations and Communities from UC Berkeley. He is currently the Research Projects Director for Professor Emily Ozer’s research lab and serves as a core member of the San Francisco Unified School District (SFUSD) and UC Berkeley Research-Practice Partnership. One of the projects he supports explores the impact of youth-led participatory action research (YPAR) on school decision-making processes. Prior to graduate school, he taught Ethnic Studies at a High School in San Francisco through the Pin@y Educational Partnerships. He also worked as the Community Health Program Manager at the RYSE Youth Center in Richmond, CA. Brian enters the DrPH program as a APHA/KP Community Health Scholarship recipient and is excited to continue his work on YPAR, adolescent mental health, racial justice, health equity, and healing-centered liberatory approaches. He enjoys cooking, playing sports, and writing music.

Brian Wylie completed his undergraduate degree at UC Berkeley, professional training in occupational therapy at USC, and his MPH in epidemiology at Harvard. During and since then, he completed a Fulbright in South Korea, developed health and wellness programs for the Los Angeles YMCA, and worked for the California Department of Public Health in infectious disease prevention and the San Francisco Department of Public Health in opioids and chronic pain management. When not working or studying, he’s usually out with his poodle Lucy, being active (running, lifting, cross country skiing), or listening to live music. Also, Go Bears!

• 2021–2022 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Juan Carlos Bordes Brittany Campbell Purba Chatterjee Renee Clarke Yao Doe Blake Erhardt-Ohren Olufunke Fasawe Bhavya Joshi Silvana Larrea Solange Madriz Wan Nurul Naszeerah Nadia Anahi Rojas Ida Wilson Emily Winer

Juan Carlos Bordes (he/him/any) is a fourth-year DrPH candidate. Their background as a clinician in occupational therapy has led them to work in various adult healthcare settings, including hospitals, skilled nursing facilities, and acute rehabilitation hospitals. Being an occupational therapist has allowed Juan Carlos to engage with individuals navigating the healthcare system, their support systems, and the multiple team members involved in patient care and collaborate with hospitals and healthcare professional organizations on various inclusion efforts. These experiences provided a foundation that led Juan Carlos to seek to make an impact through public health. Some of Juan Carlos’ goals during the DrPH program are to promote health equity and anti-racism within healthcare, with a particular interest in optimally addressing healthcare workers’ emotional health and well-being. In their spare time, Juan Carlos enjoys spending time with his niece and nephews, going on long walks around the Bay, engaging in mindfulness activities, and spending quality time with friends.

Brittany Campbell is a fourth-year DrPH student bringing 7 years of experience working on projects that center cancer health equity and community engagement at the UCSF Center for Vulnerable Populations and the Helen Diller Family Comprehensive Cancer Center. Prior to attending UC Berkeley, she was awarded a NCI Diversity Supplement to understand patients’ experience navigating care following a positive genetic test result in the safety-net setting. This project led to her current research interests at the intersection of cancer survivorship, mind-body wellbeing, and healing from racial trauma. She received her Master of Public Health from Saint Louis University and Bachelor of Arts in International Studies from the University of Missouri. She is a proud St. Louis, Missouri native who enjoys music, dancing, and bringing people together in the spirit of healing and connection.

Purba Chatterjee is a fourth year Dr PH student. Purba grew up in India; her formative years were spent in Chennai and Kolkata. Purba came to the US to pursue her undergraduate studies. She has a Bachelor’s in Economics from University of California Los Angeles and a Master’s in Public Health from the London School of Hygiene and Tropical Medicine. Purba has over 15 years of public health program management experience. She has worked on HIV/AIDS and other non-communicable diseases projects in Uganda, India, and now Kenya. After completion of the DrPH program, Purba plans to pivot to global mental health research with a focus on the impact of stigma on access to mental health care in low and middle-income countries. She is passionate about partnering with the community to build capacity, address stigma, and increase access to treatment for common mental health disorders. In her current role as the Associate Director of Global Equity, UCSF Dept. of Ob/Gyn, Bixby Center, she oversees operations and administration for HIV/AIDS affiliated research studies in Western Kenya and co-leads global health equity initiatives. Aside from work, Purba enjoys going on long hikes with her husband, daughter, and son. She is also an avid traveler, loves to cook, and enjoys practicing yoga!

Renee Clarke is a fourth year DrPH candidate with over 10 years of experience in the healthcare industry. Renee completed her Master of Public Health in Maternal and Child Health at the University of South Florida and holds two bachelor’s degrees in nursing and health sciences. Prior to University of California, Berkeley, she served in a variety of clinical settings including Emergency Management, Neonatal Intensive Care, Women’s Health as a Registered Nurse. Her passion has always been service leadership and eliminating health disparity gaps among women, infants, and children. Renee’s interest in improving health outcomes extends nationally and internationally. She has served in places such as Niger (Africa), Milot, Haiti and St. Thomas, Virgin Islands. Quality improvement, evaluation, implementation and decreasing health disparities has always been a cornerstone of her experiences. Renee was born in the twin island of Trinidad and Tobago and enjoys traveling, learning new cultures, outdoor activities and spending time with friends and family.

Yao Doe joins the DrPH program from fall 2021 at UC Berkeley. He was born and raised in Ghana. He Attended Kwame Nkrumah University of Science and Technology in Ghana where he completed his BSc. Chemistry. Upon completion, he worked as a laboratory chemist for a year and then moved to medical school in Ukraine. After graduating from medical school, he did his residency in the Department of Obstetrics and Gynecology in Kyiv, Ukraine. Following the completion of his residency, he returned home where he worked as head of the OB/GYN department of a hospital in Ghana and a medical director of a hospital in Togo.

Besides working as a medical doctor, he took active roles in community outreach programs such as screening for breast and cervical cancer, HIV prevention, vaccination programs, chronic-care home visits in underserved communities, and vesicovaginal and rectovaginal fistula repair in sub-regions of Ghana.He also introduced an innovative program that employed the use of prophylactic misoprostol (an inexpensive and easy to use medication that needs no refrigeration) for postpartum hemorrhage and he provided training for midwives and nursing assistants in various regions in rural Togo and this led to drastic reductions in postpartum hemorrhage and subsequent reductions in the evidence of maternal mortality and hospital referral rate in rural areas of Togo. Being thirsty for more knowledge, he moved to the United States to further his studies in Public Health at the University of New Haven, where he obtained his degree in Master of Public Health.

Yao’s primary interest is in maternal and child health, especially the prevention of maternal morbidity and mortality in developing countries. He likes playing soccer, going on road trips, and listening to classic country music.

Blake Erhardt-Ohren is a fourth year DrPH student. She is passionate about improved access to sexual and reproductive health (SRH) services, particularly abortion services, for forcibly displaced populations. Prior to joining the program, she spent three years at Pathfinder International, where she provided monitoring and evaluation support to SRH projects around the world. During her master’s program, she worked at CARE USA, assisting with the Supporting Access to Family Planning and Post-Abortion Care (SAFPAC) project in emergency settings. She holds a BA in History from UC San Diego and an MPH in Global Health from Emory University. In her free time, Blake enjoys hiking, cooking, and traveling.

Olufunke Fasawe is a fourth year DrPH candidate from Nigeria. She joined the program from the Clinton Health Access Initiative (CHAI) where she worked as a Senior Director, Primary Health Care (Global), Director of Programs (Nigeria) and Technical Lead for the Sexual, Reproductive, Maternal, Newborn and Child Health Program (Nigeria). She has over ten years’ experience in global health working on program design, implementation, monitoring, and evaluation cutting across HIV/AIDS, Routine Immunization, Sexual and Reproductive Health, Maternal and newborn health, Cervical Cancer, and health systems strengthening. Prior to starting her career with CHAI, she worked with the Joint United Nations Programme on HIV/AIDS in Geneva as a health economics consultant conducting economic modeling for HIV programs and. She also interned at the World Health Organization Headquarters in Geneva during her Masters program. Olufunke holds a Master’s degree in International Health Management, Economics and Policy from SDA Bocconi, Milan, Italy; she earned her Bachelor of Dental Surgery degree from the University of Lagos, Nigeria. She loves to play tennis and enjoys running outdoors. She is passionate about gender equity and promotion of universal health care in developing countries.

Bhavya Joshi, joined the DrPH in the fall of 2021. As a Global Public Health Fellow, Bixby Summer 2022 Fellow, and the Human Rights Center Fellow 2022, Bhavya’s research focuses on understanding reproductive needs of marginalized populations in countries affected by crises. As a women human rights advocate and educator, Bhavya supports women rights defenders from across the globe to build their capacity to use international human rights mechanisms for advocacy and activism at national, regional, and international levels. Before joining the program, she managed, implemented, and evaluated public health projects in South Asia for more than 5 years. Within India, she has worked in 18 out of 28 states. Bhavya received her MA in International Law and Human Rights from the United Nations mandated University for Peace, Costa Rica and is finishing her second MA in Peace, Security, Development and International Conflict Transformation from University of Innsbruck, Austria. Her bachelor is in Political Science from Delhi University, India. She is a travel enthusiast and is fond of outdoor sports, drinking coffee and experimenting with cuisines.

Silvana Larrea is a fourth-year DrPH candidate at UC Berkeley. She is a Medical Doctor from the National Autonomous University of Mexico and received her MPH in Epidemiology from the National Institute of Public Health (INSP) in Mexico. Prior to starting her graduate program in UC Berkeley, she was a Program Officer for the Poverty, Gender, and Youth department in the Population Council Mexico office. In the Population Council, she provided technical support for the Council’s research portfolio: design, implementation, and evaluation of interventions and developing new proposals, IRB protocols, briefs, donor reports, and manuscripts. She is also a co-investigator in diverse research projects related to migration and health, with a focus on sexual and reproductive health. Her research interests include sexual and reproductive health, migration and health, and inequalities in health. Her dissertation research focuses on the challenges and opportunities of accessing and using sexual and reproductive health services for in-transit migrant women in Mexico.

Solange Madriz, MA, MS is a fourth-year doctoral student as well as an Academic Coordinator at the Institute of Global Health Sciences at University of California, San Francisco. She has designed, implemented and monitored global health programs in diverse settings including Mexico, Guatemala, Ecuador, Paraguay, India and the United States. Her research focuses on global health and professional development of health professionals in low-resource settings. In addition to her research activities, Ms. Madriz teaches graduate level courses on global health for public health practitioners and medical providers. From 2015 to 2018, Ms. Madriz led the implementation of a maternal and newborn health quality improvement project in all the secondary health facilities of the states of Huehuetenango and Alta Verapaz, Guatemala. During the COVID-19 pandemic Ms. Madriz led the educational program to train over 100 community-based organization members as case investigators and contact tracers working for the San Francisco and California Departments of Public Health. She lives with her husband and 2-year old daughter in the Mission District of San Francisco. Ms. Madriz obtained her undergraduate degree from the Central University of Venezuela and a MA in International Studies from the University of San Francisco followed by a MS in Global Health from the University of California, San Francisco.

Lt. Wan Nurul Naszeerah (she/her) is a fourth-year Doctor of Public Health (DrPH) student with Designated Emphases in New Media (Berkeley Center for New Media) and Development Engineering (Blum Center for Developing Economies) at the University of California-Berkeley. As a Digital Transformation of Development (DToD) Fellow, Wan is passionate in enhancing public health preparedness through infoveillance and infodemic management in Southeast Asia. Born and raised in Brunei, Wan is currently developing a human-centered digital intervention against vaccine misinformation for the Malay-speaking communities in Southeast Asia.

This professional endeavor stems from her personal experience as a native speaker of the Malay language, for which social media technologies have not been equitably developed to moderate the spread of vaccine misinformation and to sufficiently address the emerging issues of vaccine hesitancy in this region. Hence, she has been collaborating with data scientists as well as developing her computational skills, specifically in Artificial Intelligence and Natural Language Processing, both of which are increasingly integrated into today’s public health preparedness and research. She believes that global health equity can only be achieved when there is equity in public health technologies.

Prior to becoming a Cal student, Wan had served as an infantry-trained military officer in Brunei, where she was involved in training, operations, research, and communications in the context of military medicine and health. In 2015, Wan had also graduated from the Yale School of Public Health, where she was trained in infectious diseases epidemiology and global health as Yale’s Global Health Research Fellow. She identifies as a first-generation graduate in her Malay family. She currently lives in the Bay Area with her supportive husband and sweet toddler.

Nadia Rojas (she/her) is a fourth-year DrPH candidate and a proud Bay Area native. She received her MPH from UC Davis and BA from UC Berkeley with a double major in Ethnic Studies and Integrative Biology. Before attending the DrPH program, Nadia worked at ChangeLab Solutions, a national nonprofit in Oakland, CA, where she developed tools and resources for community-based organizations, policymakers, and public officials across subject matters on upstream policy interventions. Nadia also worked at the School of Public Health at Berkeley, where she led the data collection and management of various projects evaluating Berkeley’s soda tax. Nadia is a DACA recipient and a strong advocate for the undocumented community. She co-founded Graduates Reaching a Dream Deferred Northern California (GRADD NorCal), where she was instrumental in organizing conferences throughout California for undocumented youth interested in attending graduate school. Nadia’s dissertation focuses on the association between sleep, physical activity, and cognitive function among Latinas in California’s Central Valley. Her additional interests include research that will reduce health disparities and promote equity among communities that have been marginalized, including the undocumented population. Nadia enjoys eating lots of vegetables and loves salsa and bachata dancing.

Ida Wilson is an Oakland native and DrPH candidate. She received a Master of Arts in Applied Anthropology from San José State University and a Bachelor of Science in Anthropology from UC Riverside. Ida has served as a Project Manager for the Center for Critical Public Health at the Institute for Scientific Analysis for several NIH- and Tobacco Related Disease Research Program-funded projects that investigated substance use among young adults in the Bay Area and in rural counties in Northern California. In addition to her duties as Project Manager, she also served as the Coordinator for the Center’s Internship program. Ida’s current research focuses on framing police violence as a public health issue by examining the experiences of Black and Latina women. Her additional research interests include health inequities, as well as the use of critical perspectives in examining public health issues by exploring the ways in which socio-structural systems contribute to health inequities for marginalized populations.

Emily Winer (she/her) is a fourth year DrPH candidate. Emily’s doctoral work is focused on the impact of using participatory, arts-based methods when engaging youth in research. Her other research interests include youth mental, social, and emotional health, the built environment and health, and the role of the arts in public health research and practice. Before coming to UC Berkeley, Emily worked at the International WELL Building Institute as one of the developers for WELL, a global certification for advancing health and wellbeing in buildings and communities. Emily’s work focused on the promotion of mental health through design and policy strategies at the building, organizational, and urban scale. Emily holds a BA in Psychology from Carleton College and an MPH from Columbia University’s Mailman School of Public Health. Outside of the DrPH program, Emily enjoys baking, ceramics, yoga, and spending time outdoors.

• 2020–2021 Cohort div; cls: uk-animation-fade; delay: 18" uk-grid > Mikail Aliyu Samanta Anríquez Ifunanya Dibiaezue Amanda Mazur Julia Ryan

Mikail Aliyu is a fifth-year DrPH student at UC Berkeley. He graduated from the University of Lagos, Nigeria with a degree in pharmacology. He started his career in the pharma industry working with Sanofi, where he focused on increasing access to essential medicines at primary health care level in anglophone West and East African countries. Mikail later received his MPH from the University of Leeds, in the UK, and moved into management consulting as a Program Officer at The Palladium Group. Before UC, Mikail managed a Bill and Melinda Gates Foundation-funded investment called the Technical Support Unit (TSU) project. Through this grant, he provided technical support to the Federal Ministry of Health in Nigeria to create an enabling environment for women and girls to access better reproductive health and family planning (RH/FP) services. He worked closely with government officials and decision-makers to facilitate the creation of enabling structures and processes for accountability, priority setting, and coordination of RH/FP services—this involved strategy design, policy development, and implementation. Notably, he supported the development and execution of the Nigerian Family Planning Blueprint. Mikail is passionate about reducing barriers and addressing sociocultural norms that hinder access to reproductive, maternal, child and adolescent health, and nutrition using system thinking and context-based approaches. In his spare time, he enjoys traveling, sports and trying new food.

Samanta Anríquez (she/her/hers) is a fifth-year DrPH student, who came sponsored by the Fulbright commission in Chile (2020–2021). She served in Chilean public health services for 6 years, focusing in Primary Care and Family Practice in extreme zones, where she has been the director of a family health center in the Chilean Patagonia. She has a medical specialization in Public Health and a MSc of Epidemiology, both from the Universidad Católica of Chile, where she focused her research on Chronic Multimorbidity and Primary Care Models. She has advocated for Health and Human Rights as a volunteer in Amnesty International while being a medical student at the Universidad of Chile and later worked with Medical Residents Union in Chile. She is currently a fellow at the UC Berkeley Human Rights Center, where her work with Amnesty International Chile focuses on the reparation of Human Rights violations in the Chilean social outbreak in October 2019. She is the mother of two beautiful girls who joined her, and her husband in this adventure.

Ifunanya Dibiaezue is a fifth year DrPH student. She is a Public Health Professional with over 7 years of experience in maternal and child health, communicable and non-communicable disease prevention, nutritional awareness and training programs, and public health policy development. She holds a Bsc degree in Biomedicine from the University of East Anglia, Norwich, UK, and a Master of Public Health (MPH) from the University of York, York, UK. While working as an Assistant Program Officer in Africare under the Global Alliance for Clean Cookstoves Project, Ifunanya helped increase the earning capacity of over 1000 women cooks, reduce indoor air pollution and reduce the incidence of respiratory diseases by 65% in Lagos State, Nigeria. In addition, she has helped improve the health of people living with HIV/AIDS (PLWHA) in Southern Nigeria. She has coordinated over 25 HIV testing and counseling programs, and training campaigns with over 70 clinical staff to improve the overall quality of care for PLWHA. She is also very passionate about promoting healthy lifestyles among women. She is the founder of ActivEaters, an organization that focuses on improving the quality of health of women through diet, exercise, and behavior change.

Amanda Mazur is a fifth-year DrPH student at UC Berkeley. She received her MS in Global Health Sciences from UCSF and a BS in Biological Science and BA in International Relations from the University of Calgary. Before attending UC Berkeley, Amanda worked at UCSF on projects in adolescent sexual and reproductive health and coordinated international behavioral health research projects focusing on HIV adherence and stigma reduction, detection and treatment of common mental disorders in community rural health clinics, and understanding intersectional stigma related to HIV and cancer. Prior to starting graduate studies, she worked with the United Nations Development Programme in Zimbabwe to accelerate achievement on the UN Millennium Development Goals. Her research interests include global mental health, sexual and reproductive health, and understanding how systems level approaches can address health outcomes in low-resource settings.

Julia Ryan is a fifth year DrPH student with a passion for improving sexual and reproductive health in vulnerable communities globally. Over the past seven years, she has worked on a broad range of quantitative and qualitative research projects at academic institutions, non-profit organizations, and governmental agencies. Most recently, she spent three years as a qualitative research coordinator focused on HIV prevention in sub-Saharan Africa with the Women’s Global Health Imperative at RTI International. Prior to that, she worked on reproductive health research with UNC Project in Malawi, vertical HIV transmission with USAID, Ebola response with the WHO, and Zika response with the CDC. Julia received her BA in Health and Societies with a concentration in Public Health at the University of Pennsylvania, and her MSc in Reproductive and Sexual Health Research from the London School of Hygiene and Tropical Medicine (LSHTM). She grew up in Boston and Philadelphia and loves hiking with her dog, reading, and snowboarding.

PhD Program

Berkeley Haas Admissions

The Berkeley Haas PhD program is a fully-funded, five-year, full-time, in-residence program resulting in a PhD in Business Administration. Applicants must select from one of our fields to apply to our program.

Eligibility

To be eligible for admission, applicants must meet the basic requirements set by the UC Berkeley Graduate Division.

Some of the factors that are taken into account during our admissions process are:

• A high level of scholarly ability, involving both quantitative and qualitative skills
• The motivation to complete a challenging and strenuous academic program
• Career objectives consistent with the PhD degree
• A unique experience, perspective, or research interests
• Strong GRE or GMAT scores

We do not require:

• Previous graduate work or completion of an MBA degree
• A minimum GPA to apply
• A minimum score on your GMAT/GRE to apply
• A specific academic or professional background

Deadline & Decisions

The application for fall 2025 will open on September 12, 2024, and close on December 2, 2024.

Decisions are based on a comprehensive evaluation of all submitted application materials. We only guarantee the review of applications that are complete and submitted by the deadline. Applicants will be notified of our admission decision via email between February and June.

Attend a Recruiting Event

Please access the Haas PhD admissions schedule of events.

Next: Application Instructions

Notice of Availability

In compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, the University of California, Berkeley publishes an Annual Security and Fire Safety Report. This report includes current security policies plus crime and fire statistics for the previous three calendar years. The body of the report also contains contact information for various campus and community resources related to crime prevention and survivor assistance. A digital copy of the report can be accessed via the link below, or paper copies are available free of charge at 1 Sproul Hall.

Annual Security and Fire Safety Report (PDF)

Request Info

The Top 10 Most Popular Fully Funded PhD Programs of 2023

At ProFellow, we are committed to making funding opportunities more accessible to diverse audiences and sharing advice on the competitive application process. We curate hundreds of fully funded PhD programs in our free database and regularly publish information on how to fully fund your PhD , including tips and interviews written by fellows who have fully funded their PhD and aim to pay it forward and inspire the next generation of applicants. We also offer the Fully Funded Course and Mentorship Program , a paid group coaching program for graduate school applicants!

This year, we’re inaugurating our Top 10 Most Popular Fully Funded PhD Programs of 2023 list! We present the most sought-after programs based on the preferences of our dynamic community, which boasts over 260,000 fellowship seekers actively exploring opportunities in our free comprehensive funding database . The programs on this list were identified based on the number of times they’ve been bookmarked by our community in 2023 and include fully funded PhD programs in public health, psychology, international affairs, education, public policy, biomedical sciences, theoretical neuroscience, and social welfare.

Congratulations to the programs that made the list! The ProFellow community thanks you for providing fully funded PhD programs so individuals can pursue the careers they want without the burden of substantial student debt.

Would you like to receive the full list of more than 1000+ fully funded programs in 60 disciplines?  Download the FREE Directory of Fully Funded Graduate Programs and Full Funding Awards !

1. University of California Berkeley Fully Funded PhD in Public Health

The University of California – Berkeley presents a fully funded PhD program in Public Health. Within Berkeley Public Health, aspiring graduate students can chart their academic journeys and emerge as trailblazing leaders in public health across six distinctive divisions. Comprehensive PhD programs are available in biostatistics, environmental health sciences, epidemiology, health policy and management, and infectious diseases and vaccinology. Typically, doctoral candidates secure funding through soft-money grants, engaging in roles like Graduate Student Researcher (GSR) or serving as a Graduate Student Instructor (GSI). Both avenues include tuition remission and a monthly stipend.

2. Princeton University Fully Funded PhD in Public and International Affairs

Princeton University, in Princeton, New Jersey, offers a fully funded PhD program in Public and International Affairs. This program aims to cultivate exceptional researchers in pivotal areas of public policy. Princeton’s commitment to full funding assures comprehensive support for all PhD students throughout their regular program tenure. This encompasses tuition coverage and stipend assistance from fellowships, assistantships, and external funding sources. Teaching responsibilities are typically integral to most PhD programs during regular enrollment, often occurring in specific study years.

3. Fordham University Fully Funded PhD in Applied Developmental Psychology

Fordham University, located in New York City, NY, provides a fully funded PhD program in Applied Developmental Psychology (ADP). The program emphasizes the study of human development across the lifespan, with a dedicated commitment to social justice and a robust foundation in developmental theories and research methodologies. Concentrations are offered in 3 distinct areas: Health, Illness, and Well-Being across the lifespan; Development in the Context of Race, Ethnicity, and Culture; and Development within Family, School, and Neighborhood Contexts. Almost every doctoral student within this program benefits from financial assistance throughout their academic journey. Financial aid typically includes a complete tuition waiver and a stipend associated with work-related responsibilities, which may involve research, teaching, administrative support, or a combination of these roles.

4. Harvard University Fully Funded PhD in Education

In Cambridge, Massachusetts, Harvard University has a fully funded PhD program in Education. As PhD candidates at Harvard, individuals benefit from unrestricted access to collaborate with scholars across all graduate schools, engaging in original interdisciplinary research. The program aims to make transformative changes in education research, policy, and practice; graduates focus their independent study on diverse domains, encompassing human development, learning and teaching, policy analysis and evaluation, institutions and society, and instructional practice. Harvard extends a guarantee of complete financial support to PhD students, covering tuition, health fees, and basic living expenses, ensuring support for a minimum duration of five years.

5. Columbia University Fully Funded JD-PhD Program

Columbia University, New York, NY, offers a fully funded JD-PhD program, encompassing participation from select GSAS (Graduate School of Arts and Sciences) departments: Biological Sciences, Economics, English and Comparative Literature, History, Political Science, Psychology, Religion, and Sociology. The JD-PhD program welcomes applicants from diverse majors and concentrations. Throughout the GSAS segment of the JD/PhD program, students are recipients of funding as GSAS doctoral students, securing multi-year support outlined in the official admission letter from the Dean. This comprehensive support comprises a blend of fellowships and teaching or research assistant roles.

6. Yale University Fully Funded PhD in Clinical Psychology

Yale University in New Haven, Connecticut, provides a specialized, fully funded PhD program in Clinical Psychology to foster research skills and offer comprehensive training in clinical science. The program aims to cultivate future leaders in exploring psychopathology and its treatment. Graduate students who maintain good standing in the PhD program receive tuition coverage and a stipend, including summer funding, for up to five years. Fellowships, primarily sourced from University funds, represent the most common form of financial assistance for students in the program.

7. University of North Carolina Fully Funded PhD in Public Policy

The University of North Carolina at Charlotte provides a fully funded PhD program in Public Policy. This interdisciplinary initiative centers on examining policy development, implementation, and evaluation. The Public Policy program is dedicated to ensuring academic year funding for all full-time students, lasting up to five years, contingent on students maintaining good standing in the program. As part of this support, students are granted a Graduate Assistantship, typically offering compensation of $18,500 for the 9-month academic year.

8. University at Buffalo Fully Funded PhD in Biomedical Sciences

The University at Buffalo, in Buffalo, New York, offers a fully funded PhD program in Biomedical Sciences. This comprehensive program serves as an entry point, offering a shared first-year curriculum that provides foundational knowledge and concepts essential for pursuing a doctoral degree in one of the program’s diverse participating disciplines. Students transition into a specific program following the first year while collaborating across various research areas. Benefits include a complete tuition scholarship, a stipend of $31,000, and inclusive medical/dental insurance

9. University College London Fully Funded PhD in Theoretical Neuroscience and Machine Learning

University College London provides a fully funded PhD in Theoretical Neuroscience and Machine Learning. This four-year doctoral program incorporates intensive courses in its initial year, delivering a thorough introduction to theoretical and systems neuroscience and machine learning. Additionally, students have the opportunity for multidisciplinary training in various neuroscience domains. Full funding is accessible to all students, irrespective of nationality. The PhD studentships cover UCL tuition fees for both domestic and international students, encompassing an annual tax-free stipend of £26,500 and a designated travel budget for participating in conferences and workshops.

10. University of California Berkeley Fully Funded PhD in Social Welfare

Berkeley Social Welfare’s PhD program cultivates independent thinkers, shaping scholars who drive social work, policy, and administration advancements. With renowned faculty, students engage in cutting-edge research. The curriculum blends research-focused seminars with theoretical, statistics, and research methods coursework. A minimum of three years is required for the program, emphasizing research mastery and interdisciplinary collaboration. A competitive funding package covers tuition and fees and provides an annual living allowance, estimated at $28,000, fostering a thriving academic community.

If you enjoyed this list, you may also want to check out the Top 10 Most Popular Fully Funded Master’s Programs of 2023 . Are you seeking support to apply to competitive programs like these this coming year? Check out ProFellow’s Fully Funded Course and Mentorship Program for graduate school applicants!

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The Top 9 Fully Funded PhD Programs

If you’re concerned about grad school costs, you’re not alone. Even with financial aid, many students find themselves taking on large amounts of debt. However, there are a number of options that can cover most – if not all – of your doctorate costs.

Table of Contents

What Is a Fully Funded PhD Program?

“Fully funded” means that the university offers sufficient funding to cover tuition fees and even a stipend to cover other grad school expenses . To cover gaps, many institutions offer additional support in the form of grants, scholarships, loans, and employment opportunities.

Though rare, some PhD programs offer full funding for all accepted students. Understandably, the admission process is highly competitive for fully funded PhD programs.

Students who don’t meet strict criteria – and aren’t offered full funding – will be expected to pay for their tuition and other study expenses. Most take some form of government funding to do so.

The Top 9 Fully Funded PhD Programs in the US

1. the university of chicago, the department of anthropology, phd in anthropology.

• Courses : Development of Social/Cultural Theory, Archeological Theory & method, and archeological data sets.
• Credits : 18 courses
• Delivery : On-campus
• Full funding : Full tuition, health insurance, and stipend (up to 9 years).
• Other support : Grants, fellowships, and teaching opportunities.
• Acceptance rate : 2.5%
• Location : Chicago, Illinois

With a culture that encourages independent thinking, the University of Chicago has produced more than 90 Nobel Prize winners and produced defining research in several fields. In this interdisciplinary PhD in Anthropology program, students can study with many of the university’s other departments, including: Political Science, History, and Comparative Human Development.

2. Harvard University, T. H. Chan School of Public Health

Phd program in biological sciences in public health  (bph).

• Courses : Biological sciences communications, principles of biostatistics & epidemiology, and computing environments for biology.
• Duration : Approximately 6 years
• Full funding : Stipend, tuition, and health insurance.
• Other support: Fellowships, awards, and grants.
• Acceptance rate: 6%
• Location:  Boston, Massachusetts

As the third-best university in the US , Harvard’s T. H. Chan School of Public Health has incredible prestige. With several specialized public health departments (e.g., Environmental Health, Health & Population, Epidemiology), this program also offers incredible flexibility. Students can courses from the Department of Public Health, Harvard Integrated Life Sciences (HILS), and even MIT.

3. Stanford University, Graduate School of Education

Phd in curriculum studies and teacher education  (cte).

• Courses: Introduction to statistical methods in education, research in curriculum & teacher education, and statistical analysis in education.
• Credits:  135 units
• Duration: 4-5 years
• Delivery:  On-campus
• Full funding : Tuition aid, assistantship salary, and fellowship stipend (for 5 years).
• Other support : Grants, travel fellowships, and emergency funds.
• Location: Stanford, California

Stanford University tops the list  of the best universities for Education Policy Studies, making this one of the best options if you want to earn a PhD in Education. This doctorate is one of the top fully funded PhD programs in education and offers six specializations, including elementary education, teacher education, and science & environmental education.

Note : In addition to this on-campus PhD program, many recognized institutions also offer free online PhD programs in education .

4. Duke University, Trinity College of Arts and Sciences

Phd in literature.

• Courses: Wide range of literary topics, including African American Studies, modern European short fiction, gender studies, and more.
• Duration: 6-7 years
• Delivery: On-campus
• Full funding  includes: Tuition, fees, stipend, and health insurance.
• Other support: Grants, loans, childcare subsidies, and financial hardship aid.
• Location:  Durham, North Carolina

As one of the country’s most renowned private research institutions, Duke University has ten Nobel Laureates under its belt. Their PhD in Literature program encourages students to pursue both independent studies and inter-institutional courses from other affiliated universities. Students are able to take as many programs outside literature as they wish. Typically, all PhD students receive a “stipend, tuition, and fees support, plus six years of full coverage for health and dental insurance premiums.”

5. Rice University, Jones Graduate School of Business

Phd in business.

• Courses:  Microeconomics, econometrics, theory, and dynamic optimization.
• Duration:  4 years +
• Full funding : Tuition waiver and $40,000 yearly stipend (earned as a research/teaching assistant).
• Other support:  Scholarships, grants, loans, and student employment.
• Location: Houston, Texas

Rice University is a well-known institution and is regularly recognized as one of the best business schools in the country. As part of its PhD in Business program, students can choose between one of four different concentrations: accounting, finance, organizational behavior, and strategic management.

Northwestern University, McCormick School of Engineering

Phd in biomedical engineering.

• Courses:  Experimental design & measurement, biological performance of materials, and advanced physical & applied optics.
• Duration: 5-6 years
• Full funding : Tuition scholarship and stipend.
• Other support: Fellowships, grants, assistantships, loans, and veteran benefits.
• Acceptance rate: 15%
• Location: Evanston, Illinois

Northwestern University is renowned for excellence across numerous disciplines, and its biomedical engineering (BME) program was among the first of its kind. The school offers a wide range of courses, from cell and molecular engineering, medical devices and instrumental, neural engineering, and more.

7. Columbia University, Teachers College

Phd in clinical psychology.

• Courses:  Brain & behavior, social problems for clinical psychologists, and personality & behavior change.
• Credits: 95
• Duration: 5 years (at least four years of residency)
• Full funding : Tuition, stipend, and health fees (up to 4 years).
• Other support:  Scholarships, grants, fellowships, federal work-study, assistantships, and loans.
• Acceptance rate:  7%
• Location:  New York City, New York

Columbia University offers a leading clinical psychology PhD program that focuses on the intersection between education, psychology, and health. Their fully funded, need-blind “Doctoral Fellowship” is given to incoming students for three years, in addition to financial aid in the fourth year (i.e., a $25,000 stipend). PhD students who receive this scholarship may be asked to work as research assistants or graduate teachers.

8. California Institute of Technology, Division of Engineering & Applied Science

Graduate degree in computer science.

• Courses:  Functional programming, computability theory, and advanced digital systems design.
• Credits: 54 units
• Duration: 3+ years of residence
• Full funding : Tuition charges and stipends.
• Other support: Grants, scholarships, loans, and work-study.
• Acceptance rate: 7%
• Location: Pasadena, California

Caltech is a huge name in technology education, with over fifty cutting-edge research centers and laboratories. This includes NASA’s Jet Propulsion Laboratory and astronomical observatories around the globe. To manage their rigorous course load, graduate students of the computer science program receive full tuition and a stipend of $45,000 .

9. Emory University, College of Arts and Sciences

Ph.D. in Economics

• Courses: Microeconomic theory, health economics, and market structure & imperfect competition.
• Credits: 55
• Duration: 4-6 years
• Full funding : Tuition, stipend, health insurance subsidy, and professional development support.
• Other support:  Grants, scholarships, loans, and student employment.
• Acceptance rate: 19%
• Location: Atlanta, Georgia

Emory University provides a liberal arts college’s atmosphere and opportunities combined with an urban research university’s facilities. This cross-registration program allows students to take classes at the university’s partner institutions, including Georgia Tech and Georgia State University, alongside their in-house courses.

Can I Earn a Free PhD Degree Online?

If you aren’t eligible for a fully funded program, that’s okay! We’ve written an article outlining the most affordable online PhD programs , the benefits, and how to apply to them!

Key Takeaways

Many US universities – including some of the country’s top institution – offer fully funded PhD programs and tuition-free online programs across various disciplines. You’ll just need to demonstrate that you’re eligible for the program through your academic performance and merit.

Once you qualify for full PhD funding, congratulate yourself on a job well done!

If you’re still weighing your options, did you know there are 1-year PhD programs online ?

Frequently Asked Questions

Can a phd be free.

Yes. Eligible students can obtain a doctorate for free if a university offers fully funded PhD programs.

How Do I Get a Fully Funded PhD?

To qualify for a fully funded PhD, you’ll be required to meet certain criteria and put together a strong application. You’ll also need to have an excellent undergraduate academic record, recommendation letters, persuasive personal essay, and graduate school entry exam scores .

Fully funded PhDs are incredibly competitive, so it’s important to plan ahead. As an undergraduate student, identify your dream school, and be sure to check the requirements and eligibility criteria. Next, work hard to meet these requirements – and set yourself apart – throughout your undergraduate studies.

Can I Study a PhD in the USA for Free?

Yes. Many US universities offer opportunities to obtain a PhD for free. For example, fully funded doctoral programs will cover your tuition and expenses. Free PhD programs don’t have tuition fees but students are responsible for covering their own expenses.

However, if you aren’t successful in securing a fully funded PhD and don’t like the free options, there are plenty of other ways to pay for grad school .

Lisa Marlin

Lisa is a full-time writer specializing in career advice, further education, and personal development. She works from all over the world, and when not writing you'll find her hiking, practicing yoga, or enjoying a glass of Malbec.

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Fully Funded PhD in Education at University of California San Diego

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The University of California, San Diego, is proud to offer an exceptional and fully funded Doctor of Philosophy (Ph.D.) program in Education, with a specialized focus on “Transforming Education in a Diverse Society.”

This program is meticulously designed to prepare students for impactful careers in academia, the non-profit sector, or governmental agencies. The overarching goal is to equip graduates with the knowledge and skills necessary to drive positive changes in educational practices and policies, ultimately fostering social equity and progress.

PhD Program Requirements

A bachelor’s or master’s degree from an accredited institution with a strong academic record.

PhD Funding Coverage

At UC San Diego, we are committed to providing financial support to all Ph.D. students throughout their academic journey. Our funding packages are designed to ease the financial burden of graduate education and ensure students can focus on their research and studies. Key points regarding financial support in the Ph.D. in Education program include:

Guaranteed Funding: All Ph.D. students are guaranteed funding for up to five years, equivalent to the amount allocated for a 50% Teaching Assistant (TA) position.

Funding Sources: Financial support may come in the form of instructional assistantships, Graduate Student Researcher (GSR) positions, university or external fellowships, and stipends.

Minimum Support Package: Ph.D. students can expect a minimum financial support package of $20,000 for the first year, which may increase in subsequent years.

Tuition and Health Insurance: In addition to stipends, funding often covers tuition and health insurance costs.

Application Requirement

Applicants to UC San Diego’s Ph.D. in Education program are required to submit a complete application package, which typically includes:

Online Application: Submission of an online application through the university’s admissions portal.

Transcripts: Official transcripts from all educational institutions attended.

Statement of Purpose: A carefully written statement outlining research interests and career aspirations.

Letters of Recommendation: Typically, three letters of recommendation are required.

Resume/CV: A detailed summary of academic and professional achievements.

Application Deadline

December 6, 2024

Application Fee

The UCSD Graduate Application fee is $135 ($155 for international applicants).

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Clinical Psychology

Mission statement.

Our mission is to advance knowledge that promotes psychological well-being and reduces the burden of mental illness and problems in living and to develop leading clinical scientists whose skills and knowledge will have a substantial impact on the field of psychology and the lives of those in need. Our faculty and graduate students promote critical thinking, innovation, and discovery, and strive to be leaders in their field, engaging in and influencing research, practice, policy, and education. Our pursuit of these goals is guided by the values of collaboration, mutual respect, and fairness, our commitment to diversity, and the highest ethical standards.

Information about the Clinical Psychology Graduate Major

UCLA’s Clinical Psychology program is one of the largest, most selective, and most highly regarded in the country and aims to produce future faculty, researchers, and leaders in clinical science, who influence research, policy development, and practice. Clinical science is a field of psychology that strives to generate and disseminate the best possible knowledge, whether basic or applied, to reduce suffering and to advance public health and wellness. Rather than viewing research and intervention as separable, clinical science construes these activities as part of a single, broad domain of expertise and action. Students in the program are immersed in an empirical, research-based approach to clinical training. This, in turn, informs their research endeavors with a strong understanding of associated psychological phenomena. The UCLA Clinical Science Training Programs employs rigorous methods and theories from multiple perspectives, in the context of human diversity. Our goal is to develop the next generation of clinical scientists who will advance and share knowledge related to the origins, development, assessment, treatment, and prevention of mental health problems.

Admissions decisions are based on applicants’ research interests and experiences, formal coursework in psychology and associated fields, academic performance, letters of recommendation, dedication to and suitability for a career as a clinical scientist, program fit, and contributions to an intellectually rich, diverse class. Once admitted, students engage with faculty in research activities addressing critical issues that impact psychological well-being and the burden of mental illness, using a wide range of approaches and at varying levels of analysis. Their integrated training is facilitated by on-campus resources including the departmental Psychology Clinic, the Semel Institute for Neuroscience and Human Behavior, and the David Geffen School of Medicine.

Our program philosophy is embodied in, and our goals are achieved through, a series of training activities that prepare students for increasingly complex, demanding, and independent roles as clinical scientists. These training activities expose students to the reciprocal relationship between scientific research and provision of clinical services, and to various systems and methods of intervention, assessment, and other clinical services with demographically and clinically diverse populations. The curriculum is designed to produce scientifically-minded scholars who are well-trained in research and practice, who use data to develop and refine the knowledge base in their field, and who bring a reasoned empirical perspective to positions of leadership in research and service delivery.

The program’s individualized supervision of each student in integrated research and practice roles provides considerable flexibility. Within the parameters set by faculty interests and practicum resources, there are specializations in child psychopathology and treatment, cognitive-behavior therapy, clinical assessment, adult psychopathology and treatment, family processes, assessment and intervention with distressed couples, community psychology, stress and coping, cognitive and affective neuroscience, minority mental health, and health psychology and behavioral medicine. The faculty and other research resources of the Department make possible an intensive concentration in particular areas of clinical psychology, while at the same time ensuring breadth of training.

Clinical psychology at UCLA is a six-year program including a full-time one-year internship, at least four years of which must be completed in residence at UCLA. The curriculum in clinical psychology is based on a twelve-month academic year. The program includes a mixture of coursework, clinical practicum training, teaching, and continuous involvement in research. Many of the twenty clinical area faculty, along with numerous clinical psychologists from other campus departments, community clinics, and hospitals settings, contribute to clinical supervision.  Clinical training experiences typically include four and a half years of part-time practicum placements in the Psychology Clinic and local agencies. The required one-year full-time internship is undertaken after the student has passed the clinical qualifying examinations and the dissertation preliminary orals. The student receives the Ph.D. degree when both the dissertation and an approved internship are completed.

Accreditation

PCSAS – Psychological Clinical Science Accreditation System

The Graduate Program in Clinical Psychology at UCLA was accredited in 2012 by the Psychological Clinical Science Accreditation System (PCSAS). PCSAS was created to promote science-centered education and training in clinical psychology, to increase the quality and quantity of clinical scientists contributing to the advancement of public health, and to enhance the scientific knowledge base for mental and behavioral health care. The UCLA program is deeply committed to these goals and proud to be a member of the PCSAS Founder’s Circle and one of the group of programs accredited by PCSAS.  (Psychological Clinical Science Accreditation System, 1800 Massachusetts Avenue NW, Suite 402, Washington, DC 20036-1218. Telephone: 301-455-8046). Website:  https://www.pcsas.org

APA CoA – American Psychological Association Commission on Accreditation

The Graduate Program in Clinical Psychology at UCLA has been accredited by the American Psychological Association Commission on Accreditation since 1949. (Office of Program Consultation and Accreditation, American Psychological Association, 750 First Street NE. Washington, DC 20002-4242. Telephone:  202-336-5979 .) Website:  http://www.apa.org/ed/accreditation/

Future Accreditation Plans:  

Against the backdrop of distressing evidence that mental health problems are increasingly prevalent and burdensome, the field of psychological clinical science must think innovatively to address the unmet mental health needs of vulnerable populations. UCLA’s clinical psychology program remains committed to training clinical psychological scientists who will become leaders in research, dissemination, and implementation of knowledge, policy development, and evidence-based clinical practice. This commitment is firmly rooted in our overall mission of promoting equity and inclusion, adhering to ethical standards, and developing collaborations in all aspects of clinical psychology.

Increasingly, we believe that significant aspects of the academic and clinical-service requirements of accreditation by the American Psychological Association (APA) obstruct our training mission. Too often, APA requirements limit our ability to flexibly adapt our program to evolving scientific evidence, student needs, and global trends in mental health. Like many other top clinical science doctoral programs, we see our longstanding accreditation by the Psychological Clinical Science Accreditation System (PCSAS) as better aligned with our core values, including advancement of scientifically-based training.

Accordingly, we are unlikely to seek renewal of our program’s accreditation by APA, which is set to expire in 2028. The ultimate decision about re-accreditation will be made with the best interests and well-being of current and future students in our program in mind. To that end, we will continue to monitor important criteria that will determine the career prospects of students completing a doctoral degree in clinical psychology from programs accredited only by PCSAS. For example, we are working to understand the potential implications for securing excellent predoctoral internships and eligibility for professional licensure across jurisdictions in North America. Although the UCLA clinical psychology program has no direct influence over these external organizations, we are excited to continue to work to shape this evolving training landscape with the Academy of Psychological Clinical Science (APCS) and leaders from other clinical science programs.

Our ongoing monitoring of trends in clinical psychology training is encouraging for PCSAS-accredited programs. However, evolving circumstances could result in our program changing its opinion with respect to seeking APA re-accreditation in the future. In the spirit of transparency and empowering potential applicants to make informed choices for their own professional development, we are pleased to share our thinking on these important issues.

Notice to Students re: Professional Licensure and Certification

University of California programs for professions that require licensure or certification are intended to prepare the student for California licensure and certification requirements. Admission into programs for professions that require licensure and certification does not guarantee that students will obtain a license or certificate. Licensure and certification requirements are set by agencies that are not controlled by or affiliated with the University of California and licensure and certification requirements can change at any time.

The University of California has not determined whether its programs meet other states’ educational or professional requirements for licensure and certification. Students planning to pursue licensure or certification in other states are responsible for determining whether, if they complete a University of California program, they will meet their state’s requirements for licensure or certification. This disclosure is made pursuant to 34 CFR §668.43(a)(5)(v)(C).

NOTE:  Although the UCLA Clinical Psychology Program is not designed to ensure license eligibility, the majority of our graduates do go on to become professionally licensed.  For more information, please see  https://www.ucop.edu/institutional-research-academic-planning/content-analysis/academic-planning/licensure-and-certification-disclosures.html .

Clinical Program Policy on Diversity-Related Training 

In light of our guiding values of collaboration, respect, and fairness, this statement is to inform prospective and current trainees, faculty, and supervisors, as well as the public, that our trainees are required to (a) attain an understanding of cultural and individual diversity as related to both the science and practice of psychology and (b) provide competent and ethical services to diverse individuals.  Our primary consideration is always the welfare of the client.  Should such a conflict arise in which the trainee’s beliefs, values, worldview, or culture limits their ability to meet this requirement, as determined by either the student or the supervisor, it should be reported to the Clinic and Placements Committee, either directly or through a supervisor or clinical area faculty member.  The Committee will take a developmental view, such that if the competency to deliver services cannot be sufficiently developed in time to protect and serve a potentially impacted client, the committee will (a) consider a reassignment of the client so as to protect the client’s immediate interests, and (b) request from the student a plan to reach the above-stated competencies, to be developed and implemented in consultation with both the trainee’s supervisor and the Clinic Director.  There should be no reasonable expectation of a trainee being exempted from having clients with any particular background or characteristics assigned to them for the duration of their training.

Clinical Program Grievance Policies & Procedures

Unfortunately, conflicts between students and faculty or with other students will occur, and the following policies and procedures are provided in an effort to achieve the best solution. The first step in addressing these conflicts is for the student to consult with their academic advisor. If this option is not feasible (e.g. the conflict is with the advisor) or the conflict is not resolved to their satisfaction, then the issue should be brought to the attention of the Director of Clinical Training. If in the unlikely event that an effective solution is not achieved at this level, then the student has the option of consulting with the Department’s Vice Chair for Graduate Studies. Students also have the option of seeking assistance from the campus Office of Ombuds Services and the Office of the Dean of Students. It is expected that all such conflicts are to be addressed first within the program, then within the Department, before seeking a resolution outside of the department.

More Clinical Psychology Information

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Graduate Program

We are committed to supporting our students, both academically and financially. It is the policy of our department to ensure that all of our students are fully funded for at least five years as long as they are making satisfactory academic progress. Full funding includes student fees , nonresident tuition, and a stipend.

Please note that U.S. citizens are expected to establish California residency after their first year in California. International students do not acquire California residency, but the department provides out-of-state tuition coverage throughout their studies, provided they advance to Ph.D. candidacy before the beginning of their 7th semester, which is defined as normal progress.

During your years here, you will be supported through a combination of fellowship money, research assistantships, and teaching assignments. Funding can look a bit different from student to student depending on several factors, but most students have arrangements that look like this:

First Year: The ARE department provides tuition, fees, and stipend for the first year of study. As a GSR, you will be assigned to a faculty member who will supervise your progress in coursework and may demand some research assistance consistent with your study load.

Second and Third Years: During these two years, most students serve as a Graduate Student Instructors or receive support through a Graduate Student Researcher (GSR) appointment. We believe that teaching is an important and valuable component of the learning experience for Ph.D. students that will be valuable for their future careers. Therefore, we expect our students to serve as a Graduate Student Instructor (GSI) for at least two semesters in their second or third year of study.

Fourth and Fifth Years: Your faculty dissertation research advisor will help you secure financial support for your final one or two years in the program through fellowship opportunities, grants, or additional teaching. If necessary, funding arrangements for additional years will be made on a by-agreement basis between you and your advisor.

• Funding & Residency

Thank you for your interest in the Department of Psychology's Ph.D.  program.

To learn about the  different  types of funding our Department offers to graduate students, please click on the tabs below. 

We guarantee 10 semesters of funding through a combination of fellowships and teaching or research appointments. The appointments are for one semester or one year, provide a monthly stipend, tuition remission, and payment of all registration fees excluding the Nonresident Supplemental Tuition fee (NRST). Fellowships also provide a monthly stipend, tuition and fees.

The department guarantees to pay the Nonresident Supplemental Tuition for U.S. citizens and U.S. permanent residents in their first year. By the start of the second year, U.S. citizens and permanent residents must establish California residency for tuition purposes or pay the NRST themselves.

We provide application fee waivers for AB540 students and can refund payments if applicants meet the eligibility criteria.

University funding available to undocumented graduate students depends upon whether they have work authorization (i.e., through DACA (Deferred Action for Childhood Arrivals), Temporary Protected Status (TPS)) and Assembly Bill 540 (AB 540) status, as summarized in the attached grid, which also has links to additional information about the various eligibility categories. If a student has work authorization, they are eligible for campus employment, including Graduate Student Instructor (GSI) and Graduate Student Researcher (GSR) positions.

We guarantee 10 semesters of funding through a combination of fellowships and teaching or research appointments. The appointments are for one semester or one year, provide a monthly stipend, tuition remission, and payment of all registration fees excluding the Nonresident Supplemental Tuition fee (NRST) . Fellowships also provide a monthly stipend, tuition and fees.

International students are subject to paying Nonresident Supplemental Tuition (NRST) every semester.  However, arrangements will be made among faculty sponsors and the department to cover NRST for the first four semesters (2 years) of the program. International students who have advanced to candidacy for the Ph.D. degree before the start of their third year are then eligible to receive a NRST waiver for the next three years from our Graduate Division. After these three years, faculty sponsors and/or the student will be responsible for paying NRST.

Most financial aid from the University is only available to U.S. citizens and permanent residents. However, International students are eligible to hold teaching and research positions. 

For information on funding resources available to International students: Berkeley International Office Financial Aid and Graduate Division's Extramural Fellowships.

Students must meet a number of requirements before the University will classify students as California residents for tuition purposes. The Residence Deputy in the Office of the Registrar reviews requests to establish California residency for tuition purposes and makes the official determination of a student's residency. Establishing residency must begin as soon as a student arrives in California.

For residency process information and specific residency requirements visit The Office of the Registrar's Residency webpage.

Student parents make up about 10% of Berkeley's graduate population. Information about policies, grants, childbirth accommodation funding, family and childbearing leaves, and more: Support for Student Parents .

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A tier one research university, UC Santa Barbara is renowned for impact across the disciplines. Same goes for our faculty, who are as accessible as they are distinguished. See for yourself. Come make your mark in one of our 50-plus master’s degree or Ph.D. programs.

Graduate Degrees

UCSB offers master’s degree and Ph.D. tracks in diverse disciplines, with top programs in engineering, the sciences, social sciences, humanities, education and the arts. Many of them are inherently interdisciplinary, such as Materials Science, Global and International Studies, and Media Arts and Technology.

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A world-class education and the opportunities, resources, and support for career attainment — that’s what we provide our graduate students. We strive to cultivate individual strengths and talents and welcome every student as our partner. We value collaboration and discovery across disciplines and recognize the critical role of diversity in realizing our potential for excellence and innovation. 

Bren School of Environmental Science & Management

Striving to solve environmental problems by integrating science, management, law, economics, and policy — a unique and celebrated interdisciplinary approach. Meet the Bren School.

Bren School of Environmental Studies & Management

The Gevirtz Graduate School of Education

Getting smart about educational issues. Innovating new educational models. Developing future leaders of public education. Ensuring high-quality education for children. We are The Gevirtz School. 

Technology Management Program

Offering master’s and doctoral degrees in technology management, TMP is training future global leaders of technology and business, fostering a new generation of scholars and cultivating cutting-edge research.

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Graduate Program

If you are considering applying to a PhD program, you'll have many options. We humbly believe that your best option is UC San Diego Psychology. In fact, there are 17 reasons that support this belief. But in the interest of space, we'll focus on the Top 5 here. If you want to know the other 12, you'll have to come to UC San Diego.

1. Five years fully funded, with TA duties

All of our graduate students, including international students, are fully funded . This means that all tuition and fees are covered and graduate students receive $30,000 in additional support per year. This base level of support is provided by the Department, not individual faculty or student grants, which means that our graduate students can work across labs to collaborate, dabble, and experiment. 

As part of this support package graduate students serve as a teaching assistant (TA) for undergraduate courses during the academic year. Teaching Assistantships  provide students with opportunities to work across research areas, grow their teaching expertise, and build relationships with department faculty and lecturers.

There are other sources of funding from the Department as well, such as a large departmental fund, created by UC San Diego’s own Norman H. Anderson, that supports annual travel to conferences for all graduate students, the McGill Research account, which provides $2,000 in your first year for research-related expenses, and the McGill Post-Advancement Research account which provides $1,000 for additional research-related expenses. 

2. A large campus-wide community

Psychologists at UC San Diego interact with researchers in Human Development, Philosophy, Linguistics, Cognitive Science, and Neuroscience. In Psychology, students in each research area - Cognitive, Social, Developmental, and Cognitive Behavioral Neuroscience  (see below) - get together weekly at Brown Bag meetings to discuss their research with other students and faculty. Although we don't train Clinical Psychology graduate students , researchers with an interest in interacting with clinicians can find colleagues and friends in the UC San Diego Medical School. Upshot: We interact with each other a lot. 

3. Holistic review

We care about your research interests and experience - not just your grades and GRE scores . If you have an undergraduate degree and a strong track record of research experience , we want to hear from you ( no previous master’s training is required ) . Sure, we'll look at the numbers, but we're much more interested in your research training and your match to our program. Reach out to us individually and we'll help you figure out whether UC San Diego is the right place for you. 

4. New faces

This year all of our labs are accepting students, but we're especially excited to consider graduate student applicants for our newest labs. New faculty members accepting students include Chujun Lin ,  Dhananjay Bambah-Mukku , and Nadia Brashier . These faculty study topics including social cognition, person perception, computational modeling, neurobiology of social behavior, molecular analysis of neural circuits, and memory and misinformation across the adult lifespan. These, and other faculty, can be checked out on our faculty directory.

5. We're happier

UC San Diego isn't just a productive place to do a PhD. It's a happy place, too. Year-round outdoor meetings. A 5 minute walk to the beach. Cycling, hiking, surfing, and just feeling the warm sun on your face all year round.

To apply to our program, please visit our admissions page for details. The application deadline for Fall 2025 admission is December 4th, 2024.   

Please contact any of us for details on our labs, the application process, or life in San Diego; contact information can be found on our Department website as well as individual lab websites. If you apply, we'll connect you to current PhD students to talk about their experience, who can help you decide which lab is best for you and your interests.

Program Emphases

The Department of Psychology at the UC San Diego, provides advanced training in research in core subfields of Experimental Psychology. Having modern laboratories, an attractive physical setting, and distinguished faculty, both within the Department of Psychology and in supporting disciplines, provides research opportunities and training at the frontiers of psychological science. Our graduate training program emphasizes and supports individual research, starting with the first year of study.

The Department offers the following emphases:

• Cognitive & Behavioral Neuroscience

Graduate students in the psychology doctoral program may also expand their degree and apply to enroll in interdisciplinary PhD programs after being accepted into our program.

• Financial Support

PhD Program

The Marshall PhD Program is one of the premier Business PhD programs in the world. With a diverse and outstanding faculty and a student-centered culture, we have achieved stellar success in placing our graduates in faculty positions at the top business schools in the U.S. and abroad.

Accounting PhD Program

The Accounting PhD program includes research focused on several accounting disciplines, including Financial, Managerial, and Auditing and Corporate Governance Accounting.

Data Sciences + Operations PhD Program

Operations Management studies how firms organize their resources and recurring activities in order to be competitive in cost, price, responsiveness and quality. The field stresses quantitative techniques ranging from applied probability to optimization and game theory.

Finance PhD Program

The finance Ph.D. program is designed to prepare students for academic careers in financial economics. Financial economics is the study of how individuals and firms raise and invest resources, and how financial assets are priced. Specific topics in asset pricing include the determinants of asset returns, pricing of risk, behavior of investors, and trading mechanisms. Specific topics in corporate finance include capital structure, payout policy, financial intermediation, internal capital markets, venture capital, mergers and acquisitions, and corporate governance.

Management + Organization PhD Program

MOR research includes the study of human behavior in organizational settings, the design of organizational structures and the relationship of organizations to their environments. MOR research draws on the basic disciplines of psychology, sociology and economics to investigate research questions in three general areas: organizational behavior, organizational theory and strategic management.

Marketing PhD Program

Marketing is an interdisciplinary field that examines the interactions of consumers and businesses in the marketplace. Academic research in marketing draws upon theories and methodology from a wide variety of fields, including psychology, sociology, mathematics, statistics, and economics. Faculty members in Marshall’s marketing department represent numerous theoretical backgrounds and substantive interests. As mentors, they encourage students to identify their own interests and develop the analytic and methodological skills to pursue their own research questions.

Marshall PhD Program

Maya Cratsley is a PhD Candidate in the Management and Organization department at USC Marshall.

PhD Program Benefits

Why pursue a Ph.D. at Marshall?

Because Marshall offers a distinct set of advantages that is rarely available at other schools.

World-Renowned Faculty

Marshall faculty are top-tier professionals with a passion for academia and research. Currently, Marshall Faculty rank 8th in the world in terms of publication output in the top business journals. Many of our faculty are thought leaders in their profession, conducting innovative and influential research, serving as editors at top journals, and taking leadership roles in research bodies and associations. During the past few years, Marshall has engaged in an aggressive and successful strategy to recruit some of the top researchers in various areas of business.

Student-Centered Culture

- Our student-centered program is based on flexibility, a collegial environment, free inquiry, informed risk taking and exposes students to top quality research early in the program.

- We employ a “learner-centered” approach, fostering intellectual partnerships between faculty and students as students hone their skills in identifying interesting research topics, conducting rigorous research, and presenting their research to academic and non-academic audiences.

- We maintain a high faculty-to-student ratio, allowing students to receive quality mentoring and to develop research and teaching skills under the apprenticeship of renowned faculty members.

- We strive for students to have ample co-authorship opportunities with faculty; most of our graduates produce multiple papers with faculty before graduation.

- Students have unmatched exposure to global cultures as USC is home to more international students than any other university in the United States.

- Graduates join two powerful networks with unsurpassed reach: the Trojan Family, with more than 375,000 USC alumni worldwide, and the Marshall Trojan Family, with 80,000 graduates in 123 countries.

Abundant Research Opportunities

At Marshall, we believe in exposing students to research early in the program and providing all the necessary support to prepare students for conducting top quality research. This includes providing resources such as state of the art computers/information systems support, innumerable research databases, behavioral labs, research grants and industry access. It also includes working with faculty on research projects, and receiving the necessary training, guidance and mentorship from a top-flight researcher.

Many of our Ph.D. students will publish at least one top journal paper along with faculty prior to graduation.

Cutting-Edge Curriculum

The Marshall Ph.D. program offers you the opportunity to explore your research interests and take advantage of the classes, centers and programs offered both within and outside of Marshall.

- Our curriculum includes numerous electives that can be taken within Marshall, at USC schools outside of Marshall and at other universities.

- USC offers more than 400 highly regarded graduate and professional programs that prepare students for leadership positions in research, education and professional practice.

- Our interdisciplinary approach to research includes productive collaborations with other USC professional schools and access to USC’s 100-plus research centers and institutes.

Competitive Financial Assistance

Fellowship & Graduate Assistantships

Accepted students receive a competitive fellowship and/or graduate assistantship package. The package includes full tuition, a generous stipend, health and dental insurance, and coverage of mandatory student health center fees. The combination of fellowship and graduate assistantship is guaranteed for five years for those who maintain satisfactory degree progress.

Outside Funding

Occasionally a student brings outside funding to replace or supplement the funding from the USC Marshall School of Business. Examples of outside funding sources include the Ph.D. Project, foreign governments, and the Accounting Doctoral Scholars program. Such funding is acceptable, but applicants should understand that funding source is not considered in the evaluation process. We accept only the top applicants regardless of the source of funding.

Research Support & Awards

Marshall Ph.D. students are provided with a discretionary account for teaching and research activities. The annual funding increases as the student progresses in the program into more research activities in the later years.

After advancing to candidacy, students become eligible for competitive research awards open exclusively to USC Marshall Ph.D. students. Past awards have been sponsored by the USC Graduate School, the Ford Foundation, the USC Marshall Lloyd Greif Center for Entrepreneurship and the USC Marshall James S. Ford Award.

Location Advantage

Marshall is located at the heart of Los Angeles and Southern California, giving students access to the people and places that make the region a global force. As one of the world’s most dynamic, diverse and successful business centers, Los Angeles is equal parts international trendsetter and cultural crossroads. Students at Marshall are immersed in a vibrant international city that is a major player in emerging economies across the Pacific Rim.The University of Southern California, one of the world’s leading private research universities, offers a global outlook as well as close ties with the local community, providing opportunities to gain real-world experience while making a lasting impact.

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• INFO SESSIONS

Our students have had job offers from top business schools including Stanford, MIT, Harvard, University of Chicago, Columbia, Cornell, UT Austin, Duke, NYU, Cambridge, London Business School, University of Michigan, Rochester, Nanyang, North Carolina, Emory, and others.

Shuping Chen, PhD '03

Current Position: Wilton E. and Catherine A. Thomas Professor in Accounting, University of Texas at Austin

Initial Placement: Foster School of Business, University of Washington, Seattle

Shuping is a highly published researcher in accounting with an emphasis in voluntary disclosure, who no holds an endowed chair in accounting at UT Austin. She is on the editorial board of The Accounting Review .

Ran Duchin, PhD '08

Current Position: William A. Fowler Endowed Professor at University of Washington (Seattle)

Initial Placement: University of Michigan, Stephen M. Ross School of Business

Ran has published extensively in the top finance journals in areas as disparate as corporate finance and behavioral economics. He was recently awarded an endowed professorship at the University of Washington in record time. He also serves as Associate Editor of the Review of Financial Studies .

Negin Golrezaei, PhD '17

Current Position: Assistant Professor of Operations, Sloan School of Management MIT

Initial Placement: MIT, Sloan School of Management

Prior to graduation, Negin won the University of Southern California Graduate School PhD Achievement Award. This prestigious award is granted to a select few graduating PhD students across the entire university. Negin's dissertation has also won two prestigious awards: the INFORMS Revenue Management and Pricing Section Dissertation Prize, and the Dantzig Dissertation Award.

FACULTY + RESEARCH

Select phd faculty, patricia dechow.

• Robert R. Dockson Professor of Business Administration
• Professor of Accounting, Finance and Business Economics

Professor Dechow's research focuses on accounting accruals, the quality and reliability of earnings, the use of earnings information in predicting stock returns, and the effect of analysts' forecasts on investors’ perceptions of firm value.

Mark DeFond

• A. N. Mosich Chair in Accounting
• Professor of Accounting

Professor DeFond is the A. N. Mosich Chair of Accounting, Leventhal School, University of Southern California. His research investigates issues in auditing, international accounting, and earnings management.

Nathanael Fast

• Associate Professor of Management and Organization
• Director of the Neely Center for Ethical Leadership and Decision Making
• Co-Director of the Psychology of Technology Institute

Nathanael Fast studies the psychological underpinnings of power, leadership, and technology adoption. His research examines how power and status hierarchies shape decision making, how people’s identities shape their professional networks, and how AI is shaping the future.

Fast is Director of the Neely Center for Ethical Leadership and Decision Making and Co-Director of the Psychology of Technology Institute.

He received his PhD in Organizational Behavior from Stanford University and has been recognized for both teaching and research, including USC’s Golden Apple Teaching Award, the Dean’s Award for Excellence in Research, and Poets & Quants "best 40 B-school profs under the age of 40.

Peer C. Fiss

• Jill and Frank Fertitta Chair in Business Administration
• Professor of Management and Organization, and Sociology (by courtesy)
• Associate Vice Dean for Research

Peer is broadly interested in how meaning structures shape organizational actions. His work has been published in journals such as the Academy of Management Journal, Academy of Management Review, Administrative Science Quarterly, American Sociological Review, Journal of Management, Journal of Management Studies, Organizations Science, Organization Studies, MISQuarterly, and the Strategic Management Journal, among others. Peer has also been working for almost two decades on the use of set-analytic methods in the social sciences, specifically on the use of fuzzy set Qualitative Comparative Analysis (QCA) in management and related fields. Most recently he has been working on applying set-analytic methods to policy analysis, specifically the intersectionality of poverty. His recent book with Charles Ragin (UCI) is entitled “Intersectional Inequality: Race, Class, Test Scores, and Poverty” (University of Chicago Press, 2017).

• ALL PhD FACULTY

SELECT RESEARCH

"how do accounting practices spread an examination of law firm networks and stock option backdating".

Patty Dechow, Samuel Tan (2021)

The Accounting Review 96, 431-464

"Implied Equity Duration: A Measure of Pandemic Shutdown Risk"

Patty Dechow, Ryan Erhard, Richard Sloan, Mark Soliman (2021)

Journal of Accounting Research 59, 243-281

"Is It a Home Run? Measuring Relative Citation Rates in Accounting Research"

Patty Dechow, Richard Sloan, Jean (Jieyin) Zeng (2020)

Accounting Horizons 34, 67-91

"Understanding the Determinants of Analyst Target Price Implied Returns"

Patty Dechow, Haifeng You (2020)

Accounting Review 95, 125-149

"Virtual (freedom from) reality: Evaluation apprehension and leaders’ preference for communicating through avatars."

Roshni Raveendhran, Nate Fast, Peter Carnevale (2020)

"“Theorizing the Multiplicity of Digital Phenomena: The Ecology of Configurations, Causal Recipes, and Guidelines for Applying QCA"

YoungKi Park, Peer Fiss, Omar El Sawy (2020)

MIS Quarterly

"Director Networks and Innovation Herding"

Felipe Cabezon, Gerard Hoberg (2021)

"Product Life Cycles in Corporate Finance"

Gerard Hoberg, Vojislav Maksimovic (2021)

Review of Financial Studies Accepted

NEWS + EVENTS

Dso professor receives usc mentoring award.

The USC Provost awards Yingying Fan for her extraordinary mentorship.

K.R. Subramanyam Earns Prestigious 2024 Provost’s Mentoring Award

The Associate Dean of Marshall’s PhD program and accounting professor was recognized for his significant impact on mentees.

Marshall Educators Honored with 2023 USC Mentorship Awards

Abby Fifer Mandell, K.R. Subramanyam, and Paat Rusmevichientong receive accolades for exceptional commitment.

Marshall Faculty Publications, Awards, and Honors: May 2023 and Year-End Roundup

We are thrilled to congratulate our faculty on recently accepted and published research, 2022-2023 teaching and research awards, and new chair appointments.

Marshall Faculty Publications, Awards, and Honors: April 2023

We are proud to highlight the amazing Marshall faculty who have received awards this month for their groundbreaking work!

STAY CONNECTED

Ph.D. Program Marshall School of Business University of Southern California 3670 Trousdale Parkway, BRI 306 Los Angeles, California 90089-0809

Social Sciences PhD Program

The HSS PhD program in the social sciences offers the opportunity for highly motivated and quantitatively oriented students to pursue interdisciplinary research in areas common to economics , political science , political economy , history , psychology, anthropology, law, and public policy.

A foundational belief of the program is that a wide variety of social phenomena are best understood as the consequence of intelligent decisions by individuals pursuing their own ends. Caltech social scientists have established that such decisions can be modeled and that conclusions concerning social events should be based on observable and measurable parameters of those theories.

Caltech was one of the first research institutions to use laboratory experimentation in the study of economics and political science, and HSS remains one of the top departments—if not the top—in the world in this field. Under faculty supervision, graduate students conduct experiments in HSS research centers, including the Social Science Experimental Laboratory (SSEL) and the Caltech Brain Imaging Center (CBIC) .

Graduate students in the social sciences PhD program are encouraged to begin largely independent research early in their graduate career. Many of the research projects involve direct collaboration between members of the faculty and graduate students. Graduate students are expected to participate actively in the intellectual life of the division, including attendance and participation in seminars and workshops. Seminars occur at least weekly and usually feature colleagues from other universities who have been invited to formally present their work. Workshops are more informal gatherings where students, faculty, and visitors present their work in progress.

Expected learning outcomes for a graduate student completing the social sciences PhD program include:

• a strong background in economics, political science, and econometrics;
• a solid understanding of the technical tools—which themselves require an understanding of different theoretical and empirical approaches—needed to carry out research at the frontier of the social sciences;
• a demonstrated record of independent and high-quality research; and
• an ability to collaborate and communicate across different fields in the social sciences.

Caltech conferred its first PhD in social science in 1978. Graduates of the program have been eagerly sought after and have found positions in leading university departments of economics, political science, and law, as well as jobs in government and industry. Additional information about graduates of the program is available on the alumni listings page .

Social Sciences Graduate Courses

The first-year graduate curriculum consists of courses in modern statistical and econometric methods; game theory, social choice, and decision theory; microeconomics; and American political institutions. These required courses give Caltech students the unique perspective and background that faculty believe yield special insights into economic and political interactions. This rigorous first-year training also provides students with the foundation and skills needed to conduct independent research early in their careers at Caltech.

The second-year curriculum is built around a series of course sequences that are used to set students on the road to active, independent research. Emphasis in these second-year courses is on areas of the faculty's current research interest, offering students a unique opportunity to work closely with individual faculty members in identifying and tackling research problems.

During their third year, graduate students in the social sciences are expected to complete the transition from coursework to independent research.

To learn more about the research currently underway in the social sciences at Caltech, visit the research areas page.

For questions regarding the social sciences PhD program, please contact the option manager.

Ph.D. in Clinical Psychology Program

• Program Overview
• UC San Diego
• JDP Justice, Equity, Diversity, and Inclusion (JEDI) Committee
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• Student Council
• SDSU Psychology Clinic
• Program Administration
• Program Faculty
• Practicum Supervisors
• Doctoral Students
• Degree Learning Outcomes

Major Areas of Study

• Clinical Practicum
• Course Catalog
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• Research and Clinical Training
• Student First-Authored Publications
• Selection Process
• What We Consider for a Competitive Application
• How to Apply
• Faculty Mentorship
• Financial Support
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• Basic Needs Resources
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• Cognitive Psychology Requirement
• Statistics and Research Design
• Emphasis in Child and Adolescent Psychopathology
• Emphasis in Quantitative Methods
• Master of Science in Clinical Psychology
• Master of Public Health
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• Clinical Comprehensive Exam
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• Experimental Psychopathology Comprehensive Exam
• Neuropsychology Comprehensive Exam
• Dissertation
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• After Graduation
• Student Funding
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• Representation of Your Affiliation
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• Membership in APA
• Outside Employment
• Requests to Spend Time Off-Site
• Research Experience
• Human Subjects/IRB

Practicum Placements

• Accruing Clinical Hours in the Context of Research Activities
• Supervision
• Tracking Clinical Hours
• Integrated Reports
• Practicum Grades
• Policy on Working with Diverse Clients/Patients
• Prerequisites
• JDP Student Awards
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• Campus ID Cards
• E-Mail Accounts
• Change of Address
• Leave of Absence
• Second Year Project Cover Sheet
• Dissertation Proposal Defense Announcement
• Final Dissertation Defense Announcement
• Spring Student Evaluation
• Individual Development Plan (IDP)
• MPH Interest Form
• JDP SharePoint

JDP Co-Director Earns Award for Equity and Inclusion

Taylor clark awarded editor’s choice paper by the apa, nicholas morelli named 2023 volunteer of the year, dr. lisa eyler recognized with 2023 twin award.

Emma Parrish Awarded Early Career Award by the Schizophrenia International Research Society

Junye Ma Receives the Kendall Family Memorial Scholarship from PFLAG San Diego

McKenna Williams wins Student Poster Award at Alzheimer’s Association International Conference

Consistently ranked among the best in the nation, this clinical science program emphasizes the integration of research and practice in training, activities and experience, bringing together the rich scholarly resources and offerings of a Department of Psychology located in a College of Sciences (SDSU) and a Department of Psychiatry located in a School of Medicine (UC San Diego).

Students are actively involved in clinical research activities throughout their stay in the program. We regard the development of research skills and attitudes as a basic feature in the training of clinical psychologists who will have duties encompassing teaching, research, diagnosis, treatment, consultation, and program evaluation and design, and who will need to apply research skills and knowledge to varied content areas and settings.

The SDSU/UC San Diego Joint Doctoral Program in Clinical Psychology has been consistently accredited by the American Psychological Association (APA) since 1990. See Student Admissions, Outcome, and Other Data .

Behavioral Medicine

Study the effectiveness of interventions for chronic health conditions like cancer, HIV and diabetes.

Experimental Psychopathology

Inform treatment of anxiety, PTSD, schizophrenia and affective disorders in children and adults.

Neuropsychology

Collect and analyze spatiotemporal data to better understand alcoholism, autism, fibromyalgia and more.

Research Excellence

Our doctoral students regularly publish articles as first-authors in prestigious journals. Here are some recent publications:

• Ozturk, E. D. , Zhang, Y., Lai, M. H. C., Sakamoto, M. S., Chanfreau-Coffinier, C., & Merritt, V. C. (2023). Measurement Invariance of the Neurobehavioral Symptom Inventory in Male and Female Million Veteran Program Enrollees Completing the Comprehensive Traumatic Brain Injury Evaluation. Assessment , 0(0).
• Caudle, M. M., Spadoni, A. D., Schiehser, D. M., Simmons, A. N., & Bomyea, J. (2023). Neural activity and network analysis for understanding reasoning using the matrix reasoning task. Cognitive processing , 24(4), 585–594.
• Edwards, L. , Thomas, K. R., Weigand, A. J., Edmonds, E. C., Clark, A. L., Walker, K. S., Brenner, E. K., Nation, D. A., Maillard, P., Bondi, M. W., & Bangen, K. J., for the Alzheimer’s Disease Neuroimaging Initiative (2023). White matter hyperintensity volume and amyloid-PET synergistically impact memory independent of tau-PET in older adults without dementia. Journal of Alzheimer’s Disease: JAD , 94(2), 695–707.
• Parrish, E. M. , Quynh, A., Scott, V., Chalker, S. A., Chang, C., Kamarsu, S., Twamley, E. W., & Depp, C. A. (2023). Suicide Safety Plan Self-knowledge in Serious Mental Illness: Psychiatric Symptom Correlates and Effects of Brief Intervention. Community mental health journal , 59(8), 1639–1646.
• Clark, T. L. , Savin, K. L., Perez-Ramirez, P., Valdez, T., Toba, G., & Gallo, L. C. (2023). eHealth weight loss interventions for adults with low income: A systematic review. Health psychology : official journal of the Division of Health Psychology, American Psychological Association, 42(6), 353–367.

All students complete their first clinical practicum at the SDSU Psychology Clinic. After the first practicum year at SDSU, students move to work within the broad array of practicum sites and diverse patient populations available to us through both universities and the affiliated VA San Diego Healthcare System and Rady Children’s Hospital. Clinical activities, integrated with more formal instruction at all levels, increase in responsibility and independence in the later years of the program as students acquire greater clinical proficiency.

Veterans Affairs San Diego Health Care

Rady Children's Hospital

UC San Diego Health Centers

Commitment to diversity & inclusion.

San Diego State University is designated as an Hispanic-Serving Institution and Asian American and Native American Pacific Islander-Serving Institution. Research projects and clinical practicum sites for the doctoral program provide opportunities to work with and on behalf of diverse populations .

The program's Justice, Equity, Diversity, and Inclusion (JEDI) Committee was initiated in 2019 as a student-led collaborative committee focused on diversifying the field of clinical psychology, improving culture-specific student training, and developing community outreach programs. For the JEDI Committee, diversity is broadly defined and includes identification by race, ethnicity, sexual orientation, gender, gender identity, ability/disability, religion, language, socioeconomic status, immigration status and age.

Announcements

The ihott lab receives recognition from the city of san diego, 2022-2023 core fellowship awarded to lexie convertino and mentor, dr. aaron blashill, 2023 timothy a. cudd award for best abstract given to jdp student, jackie soja, robert wood johnson foundation’s leadership program selects jdp student elizabeth rangel, chelsea rapoport awarded the apags/psi chi junior scientist fellowship.

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• Ph.D in Public Policy and Management

Ph.D. in Public Policy and Management

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The Ph.D. in Public Policy and Management prepares students to shape the direction of public affairs research. Our curriculum combines interdisciplinary training in public policy and management; rigorous methodological training; and specialization in a policy area or field such as economics, sociology, political science, or organizational theory.

Ph.D. students engage with world-renowned research centers, receive expert faculty mentoring, and collaborate with faculty in research. Teaching and research seminars along with faculty-student workshops support professional development and prepare students for employment at  leading universities or research institute.

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Application Deadlines

John Romley , Ph.D.

Associate Professor of Public Policy and Pharmaceutical & Health Economics Faculty Director, PhD Programs

For admissions information, please email [email protected]

Fields of S tudy

Working closely with faculty mentors, Ph.D. in Public Policy and Management students focus on and develop substantive expertise in core areas that leverage the Price School’s renowned research strengths in:

• Homeland Security
• International Development
• Nonprofits and Philanthropy
• Social Policy & Justice
• Sustainability and the Environment

All Ph.D. students are supported for four years through a combination of fellowships and graduate assistantships that provides year-round full tuition, a competitive stipend, and health and dental insurance. Students beyond their fourth year obtain support through teaching or research assistantships, or funding from USC and/or outside sources. Ph.D. students have access to stipends for conference travel.

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Research in a Supportive E nvironment

Price School faculty mentor Ph.D. students to contribute to the scholarly foundations of their chosen field. Many Ph.D. students publish and present their work at conferences, often co-authoring papers with faculty.

Recent Ph.D. Student Publications

Arthur Acolin , J. Bricker, P.S. Calem, and S.M. Wachter (2016). A Renter or Homeowner Nation?  Cityscape , 18.1: 145-157.

Cynthia Barboza-Wilkes , Bill Resh, and Carmen Mooradian (2020). Unpaid Work? Emotional Labor Assessments and Episodic Recall Bias in Public Engagement, Journal of Behavioral Public Administration , Vol. 3(2), 1-11.

Yi Chen , Bryan Tysinger, Eileen Crimmins, and Julie Zissimopoulos (2019). Analysis of Dementia in the US Population Using Medicare Claims: Insights from Linked Survey and Administrative Claims Data, Alzheimer’s & Dementia: Translational Research & Clinical Interventions , Vol 5(1), 197-207.

Andy Hong  with Lisa Schweitzer, L. Marr, and W. Yang (2015). Impact of Temporary Freeway Closure on Regional Air Quality: A Lesson from Carmageddon in Los Angeles.  Environmental Science and Technology , 49(5): 3211-3218.

Sushant Joshi , Teryl Nuckols, and Jose Escarce (2019). Regression to the Mean in the Medicare Hospital Readmissions Reduction Program, JAMA Internal Medicine , 179(9), 1167-1173.

Hui Li  with Shui-Yan Tang and Carlos Lo (2016). Nonprofit Policy Advocacy under Authoritarianism.  Public Administration Review .

Matthew Miller  (2015). Social Finance in Black Geographies: A Statistical Analysis of Locations in Los Angeles County.  Harvard Journal of African American Public Policy , 21: 78-91.

Noah Miller , Adam Rose, Dan Wei, Toon Vandyck and Christian Flachsland (2018). Achieving Paris Climate Agreement Pledges: Alternative Designs for Linking Emissions Trading, Review of Environmental Economics and Policy , Vol. 12, No. 1: 170-182.

Maria Francesca Piazzoni (2018). The Real Fake: Authenticity and the Production of Space , Fordham University Press.

Vincent Reina  with Raphael Bostic and H. Schwartz, R.K. Green, L.M. Davis, and C.H. Augustine (2015). The Preservation of Affordable Rental Housing: An Evaluation of the MacArthur Foundation’s Window of Opportunity Initiative.  RAND Corporation report .

Jovanna Rosen  (2016). Climate, Environmental Health Vulnerability, and Physical Planning: A Review of the Forecasting Literature.  Journal of Planning Literature , 1-20.

Eun Jin Shin (2017). Ethnic Neighborhoods, Social Networks, and Inter-household Carpooling: A Comparison Across Ethnic Minority Groups, Journal of TransportGeography , Vol. 59, pp. 14–26.

Xize Wang  with  Marlon Boarnet  and D. Houston (2016). Can New Light Rail Reduce Personal Vehicle Carbon Emissions? A before-after, experimental-control evaluation in Los Angeles,  Journal of Regional Science .

Featured Research Centers

Bedrosian Center on Governance

The Judith and John Bedrosian Center on Governance and the Public Enterprise, an applied research center at the USC Sol Price School of Public Policy, is dedicated to understanding and fostering effective democratic governance as an essential component in ensuring the betterment of communities. The Bedrosian Center fosters effective governance by building the capacity of public and nonprofit institutions; shaping public dialogue across public, private and nonprofit sectors; and promoting and supporting innovative scholarship.

Sol Price Center for Social Innovation

The Sol Price Center for Social Innovation was established with the recent gift to name the USC Sol Price School of Public Policy. This new center aims to advance ideas, strategies, and practices that enhance the quality of life for people in urban communities. The center will provide opportunities for direct student engagement across all of the Price School’s primary disciplines.

Center on Philanthropy and Public Policy

Established in 2000, the Center on Philanthropy and Public Policy promotes more effective philanthropy and strengthens the nonprofit sector to advance public problem solving. Its research focuses on trends and patterns in philanthropy and the nonprofit sector, philanthropic strategies for social impact, and challenges in philanthropic stewardship and leadership.

Center for Inclusive Democracy

Center for Inclusive Democracy (CID), is a nonpartisan research center serving the U.S. Founded and directed by Dr. Mindy S. Romero, CID moved to the USC Price School, Sacramento in 2018. CID conducts a range of national and multi-state research initiatives exploring voting behavior, civic engagement, electoral and economic research, the intersection of social justice and democracy, and more.

Schaeffer Center for Health Policy and Economics

The Schaeffer Center for Health Policy and Economics at USC aims to promote health and value in healthcare delivery through innovative research and policy in the US and internationally. The center brings together policy experts and health economists from the USC Price School and the School of Pharmacy. It uses a novel approach to advance economic, health services and to train a new generation of global health policy leaders.