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NCA's Doctoral Program Guide

Cornell university, department of communication.

The graduate program in the Department of Communication at Cornell University is geared toward training and mentoring the next generation of Communication scholars. Students, all of whom are financially supported, have the opportunity to work closely with top faculty on cutting-edge research, take courses with world-class scholars across campus, and actively participate in a diverse community of innovators and ideas. Cornell's graduates have gone on to faculty positions at top universities and jobs at the forefront of industry research.

Areas of Study 

• Children, Adolescents, and the Media
• Cultural & Intercultural Communication
• Communication and Public Policy
• Communication of Science & Technology
• Groups, Organizations, & Communities
• Health Communication
• Interactive Media Design
• Media Psychology
• Media, Technology, & Society
• Risk & Environmental Communication
• Social Influence & Persuasion
• Social Networks
• Technology & Social Behavior

QS World University Rankings—Communication & Media Studies 

• #32 of 200 World Universities (tie for #32)

URAP University Rankings—Language, Communication, & Culture

• #47 of 300 World Universities 

Admission Requirements

• GPA and GRE Scores
• TOEFL examination - International students are required to take the TOEFL exam, and must score a minimum of 100 (Internet-based), or 250 (computer-based).
• Statement of Purpose - The statement of purpose should indicate your intellectual interests and any prior research training that you believe has prepared you for our program.
• Reference Letters - Strong letters of recommendation incorporating details of the applicant's educational and research background are preferred over generalizations about the applicant.
• Writing Sample - Applicants are required to submit form of scholarly writing such as a sample essay, article, or book chapter that you have written.

Graduate Faculty

• Professor Rosemary Avery, Ph.D., Ohio State University
• Associate Professor Natalie Bazarova, Ph.D., Cornell University
• Associate Professor Sahara Byrne, Ph.D., University of California
• Associate Professor Dan Cosley, Ph.D., University of Minnesota
• Assistant Professor Brooke Erin Duffy, Ph.D., University of Pennsylvania
• Professor Melissa J. Ferguson, Ph.D., New York University
• Professor Susan Fussell, Ph.D., Columbia University
• Professor Stephen Hilgartner, Ph.D., Cornell University
• Associate Professor Lee Humphreys, Ph.D., University of Pennsylvania 
• Associate Professor Steven Jackson, Ph.D., University of California, San Diego
• Assistant Professor Malte Jung, Ph.D., Stanford University
• Professor Bruce Lewenstein, Ph.D., University of Pennsylvania
• Professor Michael Macy, Ph.D., Harvard University
• Assistant Professor Drew Margolin, Ph.D., University of Southern California
• Professor Katherine McComas, Ph.D., Cornell University
• Professor Poppy McLeod, Ph.D., Harvard University
• Associate Professor Jeffrey Niederdeppe, Ph.D., University of Pennsylvania
• Associate Professor Dawn Schrader, Ed.D., Harvard University 
• Assistant Professor Jonathon Schuldt, Ph.D., University of Michigan
• Professor Michael Shapiro, Ph.D., University of Wisconsin
• Assistant Professor Andrea Stevenson Won, Ph.D., Stanford University
• Associate Professor Alex Susskind, Ph.D., Michigan State University
• Associate Professor Y. Connie Yuan, Ph.D., University of Southern California

Graduate Program

Introduction.

Established in 1991, Cornell’s Department and Graduate Field of Science & Technology Studies were formed from two previously independent Programs: “Science, Technology and Society” (STS) and “History and Philosophy of Science and Technology” (HPST). The department and graduate field brought together a group of scholars with convergent interests committed to the rigorous academic advancement of this new and exciting field.

Our aim is to bring together faculty and students with diverse backgrounds and interests in a shared effort to study science and technology with special tools for exploring distinctive questions. At the same time, these tools and questions are designed to facilitate conversations with colleagues in traditional disciplines. Our approach throughout is both descriptive (aimed at understanding how science and technology are done) and normative (for example, showing where actual practices and professed norms are in conflict).

Possible topics of investigation range from transformations in early-modern natural philosophy to the dynamics of contemporary environmental, biological, and technological change. The field transcends the boundaries of pre-existing disciplinary specialties. Such categories as “historian” or “sociologist,” are still relevant for guiding research design, but they fail increasingly to capture the transdisciplinary character of S&TS investigations.

Ph.D. Requirements

Special committees .

The Cornell graduate system requires students to assemble individually-tailored “special committees” to direct their programs of study. Graduate students must select at least two members of their three- (exceptionally four-) member committee from the S&TS field. The Chairperson must be a faculty member of the S&TS graduate field. The remaining members are chosen from Cornell’s graduate faculty as a whole. This system allows students to include faculty members from outside the field of S&TS on their committees, and thus introduces a degree of flexibility in the design of each student’s specific training and research program.

In addition, faculty members in the S&TS graduate field provide ties to other departments and programs through their own wider affiliations. Cemented through joint appointments and graduate field memberships, these include History, Communication, Philosophy, Government, Sociology, Anthropology, Information Science, Environmental Engineering, Peace Studies, Women’s Studies, Ecology and Evolutionary Biology, Human Development and Family Studies, and other areas of the social and natural sciences. Members of the field thus provide students with a considerable range of disciplinary expertise and perspectives.  

The core faculty members of the graduate field are particularly noted for their work in the following areas: history and historiography of science and technology; technology and society; social study of contemporary science and technology; engineering, environmental, and biomedical ethics; women in science; gender and technology; philosophy of science; politics of science and technology; and communication and popularization of science. Much of this work necessarily is historical, sociological, and political in the broadest sense, and it draws on the well-established traditions of expertise in such studies possessed by individual faculty members. 

In consultation with their faculty advisers, graduate students in S&TS take active responsibility for the development of their own academic programs within the overall disciplinary context of S&TS. Students are assigned a temporary chairperson, which is chosen by the Director of Graduate Studies (DGS) when they enter the S&TS graduate program. Before the end of the Fall semester of his or her first year, the student must form a temporary committee, consisting of a temporary advisor and two other members of the S&TS Field. The student will meet with this preliminary committee at the end of their first year, in an end-of-year progress meeting. After that meeting the student may reconstitute their committee, but must do so by the end of their third semester.

Course Requirements

Course requirements provide a foundation for students in S&TS, covering key questions and relevant research methods: 

Each student must successfully complete, prior to their A-exams, a one semester seminar, S&TS 7111, intended as an introduction to the field as a whole. Each student also must complete a one-semester seminar on methods, and at least four additional S&TS courses that broadly cover the field. A total of at least four of the courses taken during a student's first year should be designated as S&TS. 

All students will be expected to achieve a level of competence in one foreign language sufficient for reading the literature in the student's research area. It will be up to the special committee to decide how this competence should be demonstrated. Additional languages may be required at the discretion of the special committee.

Second Year Project

A central goal of the S&TS graduate curriculum is to prepare students for independent research. To achieve this goal, each student selects a topic related to some field of specialization within S&TS and explores it under the guidance of a faculty committee. This “Second Year Project” creates a context for students to increase their familiarity with research techniques and strategies such as ethnographic fieldwork, or primary source and archival work. Students are expected to present the results of their research in a departmental seminar and/or professional journal or meeting.

Admission to Ph.D. candidacy occurs after the student has 1) passed the A-exam (written and oral examinations in specific subject areas), 2) received committee approval of a dissertation proposal, and 3) completed any additional work required by the committee. The A-exam should be taken, at the latest, by the beginning of the seventh semester of study. Scheduling of A-exams also requires that no incomplete or failed courses appear on the student’s graduate transcript.

Admissions and Financial Aid

Applications for admission to the Graduate Field of Science & Technology Studies should be submitted on-line through the  Graduate School .

The following supporting documentation is required:

• Three letters of recommendation
• Transcripts from all institutions of higher education attended (admitted students are required to submit official transcripts prior to matriculation)
• Statement of purpose (for guidelines, see: https://gradschool.cornell.edu/admissions/prepare/statements-of-purpose/ )
• Writing sample (term paper or similar scope)

All international applicants must demonstrate proficiency in the English language. International students demonstrate proficiency by submitting official IELTS (International English Language Testing System) Academic or TOEFL (Test of English as a Foreign Language) exam scores. Scores must be sent electronically (e-delivery) to the Cornell University Graduate Admissions, Caldwell Hall e-download account. E-delivery may also be referred to as an e-TRF by your test center. A list of English language exemptions can be found on the Graduate School website .

The deadline for applications and materials is December 15. All supporting documentation can be attached to the online application. All applicants will be informed of admission decisions by early April, at the latest.

Applications to the field have a variety of backgrounds, including the basic sciences, engineering, anthropology, history, philosophy, sociology, and politics. Familiarity with science and technology studies is desirable. Prospective students are welcome to visit Cornell.

Extensive financial resources are available to help defray the cost of graduate study at Cornell. The majority of our graduate students receive financial assistance, either from Cornell or from outside sources each year. Support in the field of Science & Technology Studies usually comes from a combination of fellowships and teaching assistantships. Among potential funding sources are: the Sage Graduate Fellowship; external fellowships from the National Science Foundation and the Javits Foundation; fellowships for minority students; and S&TS teaching assistantships.

Resources and Activities

The most important resource available to graduate students in S&TS is Cornell University itself. Home to dozens of laboratories and research institutes, Cornell is both a public and a private institution grappling with the turbulent politics of science and technology in a rapidly changing world. At the same time, the university is home to a world-class library system that encourages and fosters historical inquiry.

In addition to superb collections in the humanities and in the natural and social sciences, the system boasts a number of specialist libraries of interest to S&TS.  Mann Library  is at the forefront of efforts to improve information management and retrieval, especially in agriculture and the life sciences.  Kroch Library’s  holdings in the history of science and technology are among the most important collections of primary-source materials on science and medicine in the United States, with claims to History of Science being the largest in number of volumes. These range from the Renaissance through the nineteenth century, and are augmented by collections of more recent scientific literature in the dedicated subject libraries, which include engineering, law, industrial and labor relations, veterinary science, physical sciences and biological sciences. Archival resources cover the full range of sciences and engineering, and are explicitly oriented toward S&TS research. Of special interest are the unique archival collections on  science writing , the  cold fusion controversy ,  DNA testing in the law  (informally known as the “O.J. archive”),  public perceptions of the Y2K episode , and the  Voting Technology Archive  (a special archival collection on the technological issues raised by the year 2000 US presidential election).  

Additional activities hosted or oriented specifically towards S&TS include Professor Suman Seth's co-editorship of the History of Science Society's journal Osiris . There is an invited lecture series; the Nordlander Lecture on Science and Public Policy (given by such notable scholars as Yaron Ezrahi, David Hollinger, David Holloway, Albert Teich, Shirley Malcom, Thomas Hughes, Khotso Mokhele, Caldwell Esselstyn, Freeman Dyson, Kathy Hudson, David Healy , and Allison Macfarlane ); lectures by postdoctoral fellows in S&TS; and weekly informal lunchtime seminars for faculty and graduate students at which local scholars, including the S&TS graduate students, may present their work.  The S&TS Department is part of a  vibrant international community  of STS programs.

STS Graduate Field Handbook

The first point of reference for students to understand the requirements for successfully completing a doctoral degree in Science and Technology Studies at Cornell is the Graduate Field Handbook. The Graduate Field Handbook is a regularly updated document designed to help graduate students in Science and Technology Studies:

• Find essential information about core requirements for their degree completion,
• Differentiate among and understand requirements of the Graduate School, the field, and the Special Committee chair and committee,
• Understand the normative timeline for completing field and Graduate School milestones
• Identify academic and professional development opportunities to support students at different stages in the program

Click here to access the STS Graduate Field Handbook

Contacts and Field Faculty

Director of Graduate Studies: Stephen Hilgartner , Frederic J. Whiton Professor of Science & Technology Studies,  [email protected]

Graduate Field Faculty Click here to browse profiles of members of our graduate field.

In the College of Agriculture and Life Sciences   .

Course Offerings    

The Department of Communication begins from the premise that, to understand communication in its many forms and contexts, it should be understood as a fundamentally social phenomenon. Communication is a process engaged in by people, between people, and with the aim of influencing people. It happens inside of real social contexts, whether that be communities, organizations, teams, or cultures. It happens with the aid of technologies that are themselves a product of the social world. For us, this means the study of communication draws its theoretical strength and methodological rigor from the social sciences. We are therefore committed to engaging in grounded, empirical research, drawn from an array of social science traditions and a variety of research methodologies, and both developing and applying novel theoretical perspectives to the most pressing social and policy issues of the day. This includes a focus on the social dynamics and effects of media, the psychological workings and sociological implications of information technologies, the workings of persuasion and social influence, and the particular communication challenges around science, environment, and health. We are also convinced that students should have a fluency in statistics, have a chance to engage in research if they choose, and develop the professional acuity, particularly around writing and presentation, they will need to the conceptual questions they encounter here to the particular professions they will pursue.

Communication majors learn how

• communication influences attitudes, opinions, and behaviors
• mass media work in our society
• to design communication technologies and understand their effects
• to apply their understanding of communication to solving problems in science, the environment, government, industry, health, and education

The communication major is a program with a strong core of contemporary communication knowledge, theory, and practice.

K. A. McComas, chair; N. N. Bazarova, S. E. Byrne, J. Cohen, S. R. Fussell, G. K. Gay, D. A. Grossman, J. T. Hancock, L. M. Humphreys, L. C. Levitan, B. V. Lewenstein, D. Margolin, P. L. McLeod, J. D. Niederdeppe, C. W. Scherer, D. E. Schrader, J. P. Schuldt, M. A. Shapiro, L. P. Van Buskirk, Y. C. Yuan

Required freshman courses:

Fall semester:.

• COMM 1101 - Cases in Communication

Spring semester:

• COMM 1300 - Visual Communication

This set of courses provides students with a basic understanding of communication and communication processes.

Required sophomore courses:

• COMM 2010 - Oral Communication
• COMM 2310 - Writing about Communication
• COMM 2820 - Research Methods in Communication Studies

Two of the four Focus Area introductory courses:

• COMM 2200 - Media Communication
• COMM 2450 - Communication and Technology (crosslisted)
• COMM 2760 - Persuasion and Social Influence
• COMM 2850 - Communication, Environment, Science, and Health (crosslisted)

Additional Requirements:

After completing the courses in the core curriculum, all majors take an additional 18 credits in communication distributed among advanced writing and presentation courses, electives, and focus area requirements. Students must also complete 3 credits of college-level statistics and 12 credits of concentration in a subject area outside of the Communication Department. In consultation with their advisers, students concentrate in one of four defined focus areas within Communication appropriate to specific educational and career goals.

1. Communication, environment, science, and health (CESH):

Students focusing in CESH will investigate how communication influences public understanding of science, health, environmental, and risk-related issues. While exploring conceptual and theoretical issues, students will learn specific skills for communicating science, health, environmental, and risk information to a variety of audiences. Possible career paths include public information officer, science writer, environmental educator/outreach specialist, environmental or health-risk communicator, and business, legal, and other graduate study.

2. Communication media studies (CMS):

Students focusing in CMS will investigate the forces that shape media in contemporary society, investigating how what we see and hear comes to be. They will also analyze and understand the psychological, social, and cultural processes that are in turn affected by media, from politics to entertainment to news to the very question of what we understand as real about ourselves and true about the world around us. Students may pursue careers in the media industries, in designing the laws and policies regarding media, in business, legal, or other graduate study, or in the service of making media better; most of all, they will be more informed and astute citizens in a highly mediated world.

3. Communication and information technologies (CIT):

Students focusing in CIT will explore the social and psychological dimensions of the design, use, and evaluation of communication and information technologies, how people form and manage impressions and relate to each other in cyberspace, the uses of language in online interaction, and how people coordinate work in virtual teams, as well as people’s interface and information needs. Possible career paths include information systems designer, research analyst, user interface designer, software designer, usability specialist, technology writer, and business, legal, and other graduate study.

4. Communication and social influence (CSI):

Students focusing in CSI will use communication principles to analyze issues and situations involving groups, organizations, and selected audiences to design, implement, and evaluate appropriate communication programs. Courses stress the positive, ethical, and effective uses of communication in human affairs. This focus area would be appropriate for students interested in using communication to bring about change at the individual and societal level. Possible career paths include public relations, marketing communications, polling, human resources, governmental affairs, and business, legal, and other graduate study.

Additional Information:

Detailed information on the distribution of courses is available from the department.

In designing the communication major, the faculty of the department has considered students’ need to understand contemporary research-based knowledge about communication as well as their need to be competent communicators in the workplace and in society at large.

Through the Department of Communication, CALS students may complete a minor program of study in communication or a minor program of study in information science or both .

The minor in communication consists of 21 credits. Students must complete COMM 1101    and one of the following focus area introduction courses: COMM 2200   , COMM 2450   , COMM 2760   , or COMM 2850   . Students must also choose two courses from the following list, only one of which can be a writing course: COMM 1300   , COMM 2010   , COMM 2310   , COMM 2820   , COMM 3010   ,   COMM 3030   ,  COMM 3040    or COMM 3060   . Students also complete three elective courses, at least two of which must be at the 3100–4000 level, totaling 9 credit hours, excluding COMM 4960    and COMM 4980   . One COMM 4970    or COMM 4990    can be used as an upper level course.

Students should contact the Department of Communication to enroll in the Communication minor.

/images/cornell/logo35pt_cornell_white.svg" alt="cornell communication phd students"> Cornell University --> Graduate School

Guidelines for graduate field academic handbooks, executive summary.

Graduate fields develop and disseminate academic handbooks to support their graduate students’ academic progress and to harmonize students’ and faculty expectations by providing clarity on core requirements. Online handbooks are effective recruiting tools, as they provide prospective students with information about the program’s degree requirements, funding, and resources available to support students once admitted.

The information below is designed to help fields develop a new – or update an existing – graduate field academic handbook, especially for doctoral students. These suggestions can be adapted as needed for research master’s degree students and professional degree students.

Accessibility

Per Cornell’s federal reporting requirements, field handbooks are required to be made available online. We encourage that fields present these as well-organized and accessible webpages or as an accessible, downloadable document.

Field handbooks help the graduate community…

• Identify and understand essential information about the core requirements for student degree completion,
• differentiate among and understand requirements of the Graduate School, the field, and the special committee and chair,
• understand the normative timeline for completing field and Graduate School milestones,
• identify academic and professional development and other opportunities to support students at different stages during their degree program, and, importantly,
• clearly identify all the academic expectations that the field and faculty have for students so that there are no unknown or unwritten expectations.

Additional Information

Any additional information (such as lab manuals, student life information, building security and keys, facilities, field trips, graduate student organizations, journal clubs, photocopying, supplies, etc.) should be included elsewhere or at the bottom of the handbook via links. Additionally, please link to the Graduate School policies page rather than copying and pasting text from the Code of Legislation.

Handbook Components

Academic field handbooks are most easily understood when presented to students in chronological order so that students can understand the progression of their program and the required milestones to achieve each stage.

Handbooks vary by field in content and scope; the checklist below includes components relevant to most degree programs. It includes suggested language and key questions that should be answered by each section.

Fields that offer multiple degrees should ensure that the handbook makes clear distinctions between the different degree types (e.g., professional master’s, research master’s, doctoral) and that the handbook is divided appropriately based on this. Each degree should provide learning outcomes, field exam information, milestones, etc. Alternatively, a separate handbook can be provided for each degree.

1. Program Overview

Include a general description of the graduate program, required registration, residency on campus, degrees, links to further information, and program recognitions or achievements, including program timeline and average time to degree.

2. Student Learning Outcomes

List the intended program-level learning outcomes identified by the field faculty (these should match what is posted for the degree on the Graduate School Fields of Study page ). The outcomes should articulate what students are expected to know, and be able to do, upon completion of the degree.

• Describe any core competencies, language requirements, or learning goals.
• Describe how students’ achievement of the intended outcomes will be assessed (e.g., milestone exams; major papers, presentations, and projects; evaluation by the special committee).

Include all required core courses and any required electives. Some fields have no required courses but, instead, allow the student’s special committee to advise the student on coursework. If that is the case, that should be explicitly described. Handbooks should describe the field’s policies on the following:

• Courses required by the department, if any. Are substitutions allowed? Is there a process for exempting students who have taken comparable courses at other institutions? What courses need to be taken and by when? What are the minimum number of credit hours required?
• Are required courses decided by the committee? Any process for how coursework requirements are decided should be clearly articulated.
• Minimum grades or GPA – Because Cornell’s Satisfactory Academic Progress policy stipulates that students in research degrees must maintain a minimum GPA of 2.25 to be in good academic standing or to be eligible for federal loans, it is required that a MINIMUM GPA of 2.25 be set.
• Incomplete (INC) grades – What are the expectations for students to complete INC grades? The Graduate School does not allow the grade to be changed after one year. Additionally, fields and instructors can set more strict deadlines if they wish. It’s often best to require INC grades to be resolved within a few weeks before students are busy with the following semester’s courses or research.
• Audits – Does the field have a policy on audited courses? What can be audited, taken as satisfactory/unsatisfactory (S/U), and what has to be taken for a grade?
• How are grades determined to be satisfactory? What happens to a student when they do not perform well in a class? Provide clarity as to what constitutes “good academic standing” and “satisfactory progress.”

4. Special Committees

Per the Code of Legislation , the Graduate Faculty requires both research master’s and doctoral students to have identified (or been assigned) a special committee chair or a temporary advisor no later than three weeks after the first registration in the Graduate School (submitted to the Graduate School via Student Center).

Additionally, per the Code, the Graduate Faculty requires research master’s students to have a full special committee no later than the end of the second semester and no later than the end of the third semester for doctoral students. The Code includes specific exceptions for graduate students in economics and physics (Code VI.B.6.).

In this section, describe the field’s requirements for special committees. Are the committee requirements explicit and clearly explained for your field?

• Do students already have an advisor identified at the time of admissions, are they assigned a temporary chair upon matriculation, or will they need to identify an advisor in their first weeks?
• Are rotations expected? If so, how are they structured?
• When should a student form a full committee?
• Do special committee members have to represent specific areas of expertise, required by the department or by the special committee?
• How many members are required by the field? (The Code of Legislation requires at least three.)
• What is the process if a student has difficulty identifying an advisor? Is funding linked to having an advisor by a certain deadline?
• Should the chair or a committee member resign, what is the replacement process for students? (This can be a link to relevant sources.) Specifically, what is the process for students to find a new chair/replace committee members, and what are the time constraints to still be in good standing?

5. Student Progress Review

The Student Progress Review (SPR) supports regular communication including written feedback between students and their advisors, requiring research degree students and their special committee to have at least one formal conversation each year about academic progress, accomplishments, and plans. Students complete a form describing milestones completed, accomplishments, challenges, and plans. The special committee chair responds in writing and indicates whether the student’s progress is excellent, satisfactory, needs improvement, or is unsatisfactory .

• Describe when students are generally expected to complete the SPR each year. Are first-year students asked to fill out a SPR?
• Reinforce that the SPR should identify the student and advisor’s plans for upcoming academic deliverables, milestones, expectations, and deadlines.

6. Field Exams

All required field exams, such as concentration, Q, A, and B exams, should be clearly articulated regarding timing, the exam requirements, deadlines for completing exams, exam outcomes, retakes, and consequences for each outcome, including pathways for dismissal from the program.

Some fields have a qualifying exam (Q exam), or concentration exams, required in the first or second year of doctoral study designed to determine students’ ability to pursue doctoral studies. Although requirements for Q exams vary widely by field, students who pass the Q exam continue in their doctoral studies (Code F.3.). The handbook should articulate how the exam is structured and what types of content may be included. Most importantly, there should be clear information conveyed on the possible outcomes of the exam. This section should answer:

• Who determines the outcome?
• Is a field-appointed member required?
• When and how will results be communicated?
• What happens if the exam is not passed? Can the exam be retaken?
• Are conditional passes possible?
• If a student may be dismissed for failing a Q exam are there any circumstances where the student may earn a master’s degree?
• What is the pathway for dismissal?

To advance to doctoral candidacy, doctoral programs are required by the Graduate Faculty Code of Legislation to have an A exam, which can be completed after two semesters of registration and must be completed before the start of the seventh semester (Code F.1.c.). Some fields require completion sooner. This examination has varying formats (oral, written and oral, etc.) depending on whether its requirements are set by the field or by the special committee. The exam itself must be scheduled with the Graduate School, and announced to the field, no less than one week before the exam, though students should be aware they will need to schedule the date with their committee members far in advance of that deadline. The passing of this exam certifies that the student is eligible to present a dissertation to the Graduate Faculty. This section should answer:

• What are the requirements of the exam and format? Is there a field or public component?
• Are conditional passes possible, and if so, what are the explicit steps to reach a successful outcome? Articulate what happens if the outcome is not successful.
• If a student has failed the A exam, is there a pathway to earn a master’s degree (thesis or non-thesis) and what is the pathway for dismissal? These questions should also be considered in advance of the A exam if an unsuccessful outcome is anticipated.
• Consider offering links to examples of previous A exams.

In addition, all doctoral students take a final examination (the B exam, which is the oral defense of the dissertation) upon completion of all requirements for the degree, no earlier than one month before completion of the minimum registration requirement (Code F.1.d.). This section should remind students that a complete draft of their thesis or dissertation must be submitted to all members of their special committee six weeks prior to the B exam, and a final draft is due to all members five business days before the exam. The B exam should not be scheduled until the dissertation is complete and in final format. Further, the B exam must be scheduled with the Graduate School, and announced to the field, no less than one week before the exam. Please remind students they will need to schedule the date with their committee members far in advance of that deadline.

This section should further answer:

• When and how will results be communicated, including any required revisions?
• If a student has failed the B exam, is there a pathway to earn a master’s degree and what is the pathway for dismissal?

Additionally, the final thesis or dissertation must be submitted to the Graduate School no later than 60 days after the B exam. Enrollment in future terms is not permitted after a passed B exam.

Master’s Students

Per the Code of Legislation , the Graduate Faculty requires research master’s students writing a thesis to take a final examination upon completion of all degree requirements, no earlier than one month before completion of the minimum registration requirement (Code F.1.a.).

Per the Code of Legislation , the Graduate Faculty requires research master’s students doing a research project report (in lieu of a thesis) to take a final examination at an appropriate time determined by the degree program. The exam may be oral or written to assess individual accomplishment of degree objectives (Code F.1.b.).

• The field should clarify if they allow the exam to be oral or written or if they have a more standardized approach (combination)

For professional master’s students, please list any required final examinations in this section.

7. Dissertation and Thesis

In general, a thesis or dissertation is required in the student’s major area of study (though a minor area can be allowed with approval) and under the supervision of the chair of their special committee. Doctoral students are required to submit a dissertation that is deemed acceptable in the scholarship and literary quality of their field. M.A. and M.S. students are required to submit a thesis or research project report that is appropriate to their program (exceptions to this include doctoral students receiving a non-thesis master’s.) Acceptance of the thesis or dissertation requires the approval of all the special committee members. This section should also address:

• Whether the special committee or field allows a paper option. If so, are there any requirements or expectations for publishing?
• Any additional requirements about the length or number of chapters, format, or content.

8. Setting Mutual Expectations for Mentoring

Cornell supports the Faculty Advancing Inclusive Mentoring (FAIM) framework for faculty/student mentoring that draws upon a strengths-based and identity-informed approach to support mutual growth, development, and success ( NASEM, 2019 ;  Windchief, 2019 ).

The FAIM philosophy, key principles,  and core mutual expectation areas for inclusive mentorship provide a foundation for fulfilling mentoring relationships by:

• supporting mentors and mentees as they seek to develop an understanding of one another’s expectations, cultures, values, and sources of motivation;
• helping mentors and mentees develop a mentorship plan better aligned to a mentor’s and mentee’s strengths, needs, and goals; and
• providing resources and tools that can be adapted and adopted by mentors and mentees to be contextually relevant.

Please direct your students to the FAIM website , for resources and tools to support their mentoring relationships. Remind students to work with the graduate field administrator (GFA), who can serve as a liaison between faculty and students, and the director of graduate studies (DGS) in their department who can both provide advice and help navigate mentoring challenges.

9. Required Training

Some fields require training or courses related to safety and other topics in addition to university-required training on research with human subjects, animal care and use, etc. Describe these requirements relevant to the field’s students, including additional training required by the funding source and when and how students should complete the requirements.  

Per the Code of Legislation , the Graduate Faculty requires all research degree students, both master’s and doctoral, to complete responsible conduct of research (RCR) training . This includes training on authorship, peer review, and avoidance and consequences of research misconduct. This training is through the Cornell Office of Research Integrity and Assurance (ORIA) and must be completed before the end of the second semester (Code E.2.a.).

10. Field- or Program-Specific Requirements and Resources

In this section, please include any additional field-specific academic requirements that are part of the academic program in your field.

Examples of items that might be included:

• Is teaching or teaching assistant (TA) service an academic requirement?
• What are the minimum number of semesters of teaching required?
• Is it stated in academic terms and included in the field’s published learning outcomes?
• Manuscript submissions and any requirements or expectations for publishing
• Field awards and recognition
• Colloquia presentations, conference posters, or papers
• External fellowship applications
• Individual Development Plans (IDPs)
• Minors/concentrations available to students in the field
• Summer progress
• Table or figure of program timeline and schedule
• Any additional milestones or requirements for professional degrees that aren’t captured in the Graduate School milestones section

11. Field-based Professional Development

Some fields have a seminar, series, or workshop to help students with writing a fellowship application, developing and writing the dissertation proposal/prospectus, the job search, and other topics. If these are required or strongly suggested in your field, please describe them in sufficient detail here.

• If your field expects or requires students to write grant or fellowship applications as part of either the academic requirements or funding plan, describe the deadline, criteria, and sign-off process.

12. Funding

Describe methods for funding in the field, including fellowships, teaching assistantships, training grants, etc.; stipend payment schedule; requirements for receiving and maintaining specific types of funding; summer funding; expectations for writing and submitting external fellowship applications; and funding for travel, research, and conferences.

• Indicate that doctoral students will remain funded through the completion of the degree as long as they remain in good academic standing.
• For Sage fields, when is the Sage dissertation-writing fellowship typically used?
• Describe summer funding plans. If students are expected to secure external support, describe how funding is provided if they are unsuccessful.
• Are there field or departmental fellowships available? If so, is there an application process?
• How are teaching assistant assignments typically made?
• If students typically conduct field research while in absentia, describe how required funding is provided during this time. If the field limits the number of funded in absentia semesters, provide clear guidance to allow students to plan accordingly. Note that unfunded in absentia for field research is not permitted.

Sample Field Handbooks

These Cornell graduate fields have graduate student handbooks that are useful as examples for their content, scope, and format.

• Biomedical engineering
• Near Eastern studies
• Plant biology

Graduate School Contacts

For assistance updating field handbooks or creating new content, please contact the Associate Dean for Academics Josephine Martell ( [email protected]  or  [email protected] ). For all other student concerns, please direct students to the Graduate School staff directory, as well as to the Graduate School leadership .

Current Students

• Fred Asante
• Natasha Bernhardt
• Andrew Cooney
• Asabé Danpollo
• Lauren Frederick
• Jin Hee Lee
• Michael J. Lee
• Ashish Kishinchand Ochani
• Pietro Bini
• Jinning Hou
• Victoria Kim
• Kody Chinon Law
• SeungWha Lee
• Marharyta Shyian
• Artem Streltsov
• William W. Xiong

Management and Organizations

• Ji Sok Choi
• Andrew Foley
• Youchung Kwon
• Grady Raines
• Tejas Ramdas
• Shiying Wang
• Gaoyuan Zhu
• Sai Chand Chintala
• Yanqing Gui
• Jeffrey Kang
• Sepehr Khadem
• Mohammad Mosaffa
• Deepak Sirwani
• Ronghan Michelle Wang
• Y. Rin Yoon

Operations, Technology & Information Management

• Rakesh Allu
• Xiangyin Chen
• Anugna Reddy Gondi
• Xiaoyue Yan
• Lorraine Yuan

Strategy and Business Economics

• Victor Besse
• Luis Moyano Garcia

• Weill Cornell Medicine

PhD in Population Health Sciences

The PhD program in Population Health Sciences prepares students to be leading researchers in population health sciences: an emerging interdisciplinary scientific field that aims to improve population health by addressing the multiple determinants of health and health disparities across populations and seeks to improve healthcare delivery.

Our students are trained to investigate the social, behavioral, and biological determinants of health through measurement, design and evaluation of research studies that address the critical issues in health outcomes and delivery of healthcare services across diverse populations. Students receive didactic interdisciplinary training in biostatistics, data science, epidemiology, health informatics, and health policy and economics, as well as principles of population health sciences. Students also receive hands-on training in state-of-the-art data science methodologies such as machine learning that prepare students with cutting-edge tools to solve complex population health challenges.

Featuring a partnership between Weill Cornell’s Department of Population Health Sciences and the Population Sciences Research Program of Memorial Sloan Kettering Cancer Center (MSK), our students have the opportunity to work with internationally renowned and federally funded faculty in multiple areas including biostatistics & data science, epidemiology, health informatics, health policy & economics, outcomes research, and behavioral sciences; addressing multiple determinants of health and health disparities across populations and improving healthcare delivery are cross-cutting themes within these disciplines.

Graduates of the program are positioned for research careers in population health sciences, including postdoctoral positions and tenure-track faculty positions in population health at schools of medicine, public health, and public policy across the country. Population health scientists are also actively recruited by industry, including pharmaceutical, technology and consulting firms, as well as by governmental agencies, such as the National Institutes of Health (NIH), Centers for Disease Control and Prevention (CDC) and the US Food and Drug Administration (FDA).

Applicants to the program are expected to have a minimum of a bachelor’s degree, strong academic record, demonstrated research interest aligning with faculty members, and prerequisite coursework in statistics, calculus, and at least one computer programming or statistical programming language such as R, Python, or SAS. Candidates must apply for admission online.

Successful applicants will likely have a background in one of the following data-driven disciplines:

• Public Health
• Statistics or biostatistics
• Epidemiology
• Health or biomedical informatics
• Health policy
• Computer science
• Industrial engineering or operations research
• Quantitative social sciences such as sociology
• Mathematics
• Medical, genetics or natural sciences

Application materials will include academic transcripts from all post-secondary education, three letters of recommendation, CV/resume, and statement of purpose. Applicants are not required to take the General Graduate Record Examination (GRE exam). International Students who have not completed an academic degree in an English-speaking institution are required to take an English language proficiency exam. Applicants can demonstrate English Language proficiency using IELTS Academic, TOEFL iBT scores.

Applications for Fall 2024 is now open. The application deadline is December 1, 2023.

Program Requirements

Becoming a doctoral candidate.

In years one and two, students are required to complete required core coursework, participate in a credit-bearing colloquium, complete elective courses, and prepare for and complete their admission to candidacy exam (ACE). Students with advanced degrees may be able to complete the ACE after one year. Students will complete at least one 3-credit-hour research rotation directed by a faculty member before beginning their dissertation research, and can take up to 3 research rotations (9-credit hours) as appropriate. These research rotations will provide students an opportunity to broaden their understanding of population health sciences by participating in ongoing faculty research projects or completing an independent project under the guidance of a faculty member.

Students in the program take core and elective courses in their first two years of program. The core coursework includes:

• Biostatistics I with R Lab
• Biostatistics II - Regression Analysis
• Data Science I
• Data Science II
• Principles of Population Health Sciences
• Advanced Epidemiological Methods
• Introduction to Health Services Research
• Introduction to Health Informatics
• Responsible Conduct of Research
• PHS Colloquium series

Students are also required to take 7 elective courses, selected from existing WCGS advanced graduate coursework in biostatistics and data science (including artificial intelligence), health informatics, health policy and economics (including comparative effectiveness), and in computational biology.

PhD Research and Degree

Before beginning their dissertation research, each student will form a dissertation committee with a primary dissertation advisor and at least 3 internal committee members. The dissertation committee will evaluate the student's progress towards their dissertation every year during the dissertation phase.

The culmination of the student's successful progression through the program is the final examination (the "defense") and certification by the dissertation committee that the dissertation satisfies the requirements of the Graduate School for a PhD degree. Students are expected to complete this degree within five years of entering the program.

Program Leadership

Bruce Schackman, PhD, MBA - Program Co-Chair Jonine Bernstein, PhD, MS - Program Co-Chair Samprit Banerjee, PhD, MS - Faculty Director Elisabeth Brodbeck, PhD, MPH - Executive Director

Program Faculty

To learn more about the program, please contact us at [email protected] .

Admissions Information

Academic Calendar

About Our Faculty

Request More Information

Admissions Events

Population Health Sciences 402 E. 67th St. New York, NY 10065 Phone: (646) 962-8001

Cornell Office of Undergraduate Admissions

Search cornell admissions, five great resources for cornell students.

Arriving at a college campus can be overwhelming for a plethora of reasons. At Cornell, we have many resources to guide you through your academic journey. Below is a list of five resources that may be useful for your time at school. 

Cornell’s Blue Light System 

Like many college campuses across the country, Cornell is no exception to having an assortment of blue lights around every campus street corner. The Blue Light system is part of Cornell’s student safety repertoire, which is especially useful for those unfamiliar with the Ithaca area who may feel uncomfortable walking around campus. Each light has a box underneath with a phone equipped, which, when called, will automatically dispatch to the Cornell police, and they will know where you are located to assist you.  

Additionally, the Cornell Blue Light services has a walking escort program, where students who may want to walk with someone else around campus can call preemptively for assistance. If you may be far from your dorm at night or need to learn your way around campus, utilizing the walking escort service allows a greater sense of comfort and safety around Cornell. 

Cornell Career Services 

Need assistance with preparing a resume, cover letter, or LinkedIn profile? Cornell Career Services, located in Barnes Hall, has a great expanse of resources to help aid you with your professional and career goals. This office provides an excellent set of career development tools in their Canvas course, which all Cornell students can enroll in. The office’s many staff members bring a range of critical insights to help prepare you for internships, post-graduate opportunities, and developing your professional network through one-on-one appointments and Cornell career fairs. Suppose you are curious about what Cornell students may pursue after graduation or during the summer. In that case, the career services office has collected many students and alumni surveys to reflect these diverse professional paths. Within their office at Barnes Hall, Cornell Career Service also has a profile picture kiosk to take free headshots and professional photos for Cornell students.  

Office of Academic Diversity Initiatives 

The Office of Academic Diversity Initiatives, also known as OADI, is located in the Computing and Communications Center, and hosts a significant number of programs and support for underrepresented and underserved students. OADI supports incredible programs such as the McNair Scholars (for students interested in research), EOP/HEOP, and an assortment of pre-professional programs (P3) for students thinking of pursuing licensed professions (e.g., medicine, law, veterinary medicine). In addition, OADI can help students with funding opportunities that may be useful in developing their careers. OADI’s office is excellent for its range of standardized test preparation material, staff advisors who wish to support you in both academic and professional endeavors, and computer printing services.  

The Tatkon Center for New Students & Learning Strategies Center 

Adjusting to Cornell may be a more complex process, and learning to manage study habits, class loads, and a new environment can be stressful to many. However, the Tatkon Center for New Students located in the Robert Purcell Community Center (RPCC), and the Learning Strategies Center (LSC) in the Computing and Communications Center are critical places to visit for academic assistance. Both the Tatkon Center and LSC have a wealth of resources available to students, including tips for studying, opportunities for peer tutoring or study-buddies, and open spaces for individuals to do work. 

Counseling and Psychological Services (CAPS) at Cornell Health 

Whether you’re transitioning into college life or need someone to talk to, Cornell’s Counseling and Psychological Services (CAPS) through Cornell Health has many resources to support you in the necessary capacity. CAPS has a diverse array of counselors to speak with in both individual and group settings, and if you need to chat with someone without a pre-set meeting, CAPS counselors run “Let’s Talk” drop-in hours during the week. CAPS is a great resource on campus to ensure a healthy and well-focused mind during the semester. 

Top Enrollment Resources

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Still need help? Look at the Frequently Asked Questions , or contact us .

Discover CALS

See how our current work and research is bringing new thinking and new solutions to some of today's biggest challenges.

• Agriculture
• Applied Economics
• Climate Change
• Communication
• Environment
• Global Development
• Health + Nutrition

Lidia Komondy lauded as ‘future leader’ in agricultural science

• Cornell AgriTech

Lidia Komondy is a Ph.D. candidate working in the lab of Brian Nault, professor of entomology at Cornell AgriTech . Komondy has so excelled in vegetable entomology research, she was one of only five graduate students in the U.S. selected for the 2024 USDA Future Leaders in Agriculture Program. The program is aimed at undergraduates and graduate students majoring in agriculture-related subjects, including business, economics, communications, nutrition, food science and pre-veterinary studies. As a program winner, Komondy traveled to Washington, D.C., in February to tour the nation’s capital and attend USDA’s premier annual event, the Agricultural Outlook Forum. She also participated in several briefings, gaining numerous opportunities for career development with leaders at USDA. We recently sat down with Komondy to ask about her path to this exciting achievement.

Explain your research in a few sentences in layman’s terms. What crops do you research? What questions are you trying to answer?

My research focuses on the pest and disease management of onions in western New York. Specifically, I am looking to answer questions about onion thrips, a feeding pest of onion and transmitter of iris yellow spot virus (IYSV), which is an economically devastating tospovirus that is decimating the region. I am particularly passionate about using precision agricultural tools where possible to improve efficiency and sustainability in agricultural systems.

What’s one fascinating thing that most people wouldn’t know about the crop you research and/or the tools you use to research?

Interestingly enough, onion thrips reproduce parthenogenetically (asexually), with thelytoky being the most common reproductive mode, which produces females from unfertilized eggs. Depending on the location, landscape factors and population dynamics, nearly all thrips are female. This poses pest management challenges, because thrips are able to reproduce much quicker with this reproductive mode. Additionally, they are typically less genetically diverse and may even have higher rates of resistance to pesticides compared with their close sexual relatives.

What challenges affecting this crop does your research address? What approaches are you using?

My research addresses challenges of management and surveillance in onion production. One chapter of my dissertation seeks to minimize the amount of thrips sampling by scouts required to make insecticide spray decisions. This involved developing a sequential sampling plan that uses probabilities of distribution to predict thrips densities within each field sampled, providing statistically sound predictions based on the degree of thrips aggregation. Another challenge that my research has sought to address is the basic epidemiology of IYSV. More information about IYSV transmission, biology and ecology is essential to formulating effective disease management programs. A few of my research chapters have involved tracking the movement of IYSV between onion field types both spatially and temporally throughout the onion production season in multiple years to see if we could identify factors that lead to severe IYSV epidemics. These projects would not have been successful without a lot of thrips sampling and testing for IYSV using DAS-ELISA, as well as spatial statistics and modeling approaches.

How has Cornell AgriTech supported your achievements, including your nomination as a 2024 Future Leader in Agriculture?

Cornell AgriTech has supported my progress and growth in my research program by providing an incredible amount of resources that were essential to carrying out quality research. From the research farm, greenhouse facilities and support staff to the molecular labs, AgriTech provides infrastructure and expertise from individuals deeply committed to agricultural research, which is invaluable to graduate students.

What have you enjoyed most about working on the AgriTech campus?

I have really enjoyed getting to know all the brilliant and interesting people at AgriTech. I have really grown to appreciate the culture and comradery, because I started my program in the midst of COVID-19 restrictions when there were no opportunities to socialize or interact. Since then, I have been fortunate enough to see collaboration and coffee breaks come back to life from an almost two-year hiatus!

Keep Exploring

• Department of Entomology
• Department of Global Development
• School of Integrative Plant Science

On March 14 and 15, a series of free public events at Mann Library will celebrate Russian novelist and former Cornell professor Vladimir Nabokov's lesser-known but impactful contributions to the science of collecting, classifying and...

• Ecology and Evolutionary Biology

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• Weill Cornell Medicine

Psychology Fellowship - Manhattan

Student mental health fellowship.

The Department of Psychiatry at Weill Cornell Medicine New York, New York is accepting applications for a one-year postdoctoral psychology fellowship position available in our Student Mental Health Program.   The fellowship position in Student Mental Health offers an opportunity for postdoctoral level clinicians to increase their expertise in providing evidence-based psychotherapy with a population of diverse emerging adults. Clinicians in Student Mental Health provide time-limited therapy to medical, doctoral, and master’s level students at Weill Cornell Medicine who present with a wide range of diagnoses and presenting problems. Student Mental Health is comprised of a multi-disciplinary team of psychologists, psychiatrists, nurse practioners and social workers. Fellows will conduct diagnostic evaluations and provide evidenced-based interventions, including both individual and group therapy, in an outpatient setting. Past group interventions include: Executive Functioning Skills, Anxiety Skills, Mindfulness, and CBT for Insomnia. Fellows will have the opportunity to provide comprehensive DBT (i.e. individual therapy, co-leading DBT skills group, phone coaching and weekly consultation team), as well as, CBT, and dynamic approaches. Fellows in Student Mental Health are offered a variety of didactics, case conferences, and workshops to enhance their training experience and advance their professional development. We aim to train ethical and culturally sensitive future clinicians and fellows are encouraged to attend multicultural workshops and diversity, equity, and inclusion discussion groups available through the WCM Department of Psychiatry. If interested, fellows are welcomed to participate in ongoing research projects within Student Mental Health, as well as, consider their own projects. The fellowship is based in Manhattan, NY and services are conducted both virtually and in person. Services are primarily conducted via telehealth in order to increase access and utilization of therapeutic services among students. Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information. Requirements : Applicants must have a doctorate in Clinical Psychology from an APA-accredited program and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date.   Application Deadline :  December 12, 2023   Start Date :  September 1, 2024 (pending limited permit)   Fellowship Duration : One year   Salary Minimum Stipend: $58,500 Maximum Stipend: $58,500   Weill Cornell Medicine provides the above salary range in compliance with the New York City law on Salary Transparency in Job Advertisements. The salary range listed is for full‐time employment not including bonuses, clinical incentive compensation, or benefits. Actual salaries depend on a variety of factors including but not limited to internal equity, specialty, training, and hospital/community needs.   The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting. Application : Applicants should submit a current curriculum vitae, three letters of recommendation, and a letter of intent. In the letter of intent, applicants should specify their career goals, status of your dissertation, and their clinical training goals for the fellowship.   Applicants : please compile the application materials into a single PDF document labeled with your last name, first initial (e.g., "Doe J”) and then submit the PDF file by emailing Gina Ortiz at [email protected] . Please note: If your mentors prefer to submit their letters separately, please request that they indicate your name in their email. Address your letter of intent to:   Patricia Marino

PhD Associate Professor of Clinical Psychiatry at Weill Cornell Medicine Director of the Student Mental Health Program and Alyssa DePasquale, PhD Assistant Professor of Clinical Psychiatry at Weill Cornell Medicine

Lifespan Neuropsychology Fellowship

The Department of Psychiatry at Weill Cornell Medicine offers a two-year postdoctoral fellowship position in pediatric neuropsychology. WCM/NYPH offers training in the scientist/clinician model for neuropsychologists who are interested in becoming academic leaders. 

The fellowship is designed to provide advanced training in Clinical Neuropsychology following the guidelines of the Houston Conference so as to prepare the fellow to become certified in Clinical Neuropsychology by the American Board of Professional Psychology/American Board of Clinical Neuropsychology (ABPP/ABCN) and to complete the Subspecialty Certification in Pediatric Neuropsychology.

The Division of Neuropsychology within the Department of Psychiatry consists of six neuropsychologists, two of whom work with individuals across the lifespan and will serve as the fellow’s primary supervisors. One of those supervisors is an ABPP certified neuropsychologist and pediatric subspecialist and the other supervisor is in the process of attaining board certification. Both neuropsychologists bring to supervision a variety of developmental models and theoretical orientations. The fellow will receive training and experience working with individuals ranging in age from toddlerhood through young adulthood - in both inpatient and outpatient settings.  Clinical cases primarily involve patients who present with a variety of psychiatric illnesses with accompanying cognitive symptoms and/or comorbid medical illnesses (e.g., autism spectrum disorders, ADHD, learning disorders, mood disorders, seizure disorders, traumatic brain injury, substance abuse). Training is based on an apprenticeship model in which the fellows work closely with clinical neuropsychologists. Extensive experience in report writing that integrates demographic, historical, medical, and psychological information is emphasized. The fellow will also gain considerable experience in providing oral feedback to patients, family members, treatment team members, and school personnel. Additionally, the fellow will assist in teaching practicum students methods of assessment, scoring, interpretation, and report writing. These exams, as well as the fellow’s supervision techniques, will be supervised by an attending.

The primary focus of our postdoctoral program is clinical training, with clinical activities comprising approximately 60% of the fellow’s time. The remaining time will be devoted to education and to research. A broad range of didactics are offered including neuropsychology case conferences, neuropsychology seminars, psychiatry grand rounds, and psychology rounds. The fellow will also work closely with a research mentor. Areas of research may include using cognitive and affective neuroscience techniques (MRI, EEG) to investigate the neurobiology of developmental disorders, the development of the social brain, the development of novel treatment approaches (e.g., transcranial magnetic stimulation, cognitive remediation approaches, behavioral interventions) for psychiatric and/or cognitive symptoms, and a longitudinal study evaluating cognitive and psychiatric outcomes after COVID-19. The goal will be to submit a scholarly work to relevant conferences (e.g., INS, AACN) and to peer-reviewed journals.

Please note that we are not currently recruiting for this position.

Fellowship in Pediatric Psychology & Integrated Care

Weill cornell medicine fellowship in pediatric psychology & integrated care.

The Division of Child Psychiatry in the Department of Psychiatry at Weill Cornell Medicine p is accepting applications for a one-year postdoctoral clinical psychology fellowship with a focus on pediatric integrated care services within the Center for Youth Mental Health.

The Pediatric Psychology & Integrated Care fellowship provides an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children, adolescents, and young adults in medical settings. The fellow will provide behavioral health care to youth with acute and chronic medical illness within pediatric primary care, outpatient sub-specialty care, and the inpatient medical service, under the supervision of licensed clinical psychologists and in collaboration with a multi-disciplinary team. The fellow will participate in training in the assessment and triage of mental health concerns presented by youth in primary care and pediatric care settings. Consultation and teaching to Pediatric residents and attendings on the recognition and treatment of behavioral health concerns are core components of the fellowship. A variety of didactics, case conferences, and grand rounds complement the fellow’s clinical training and support their professional development. The fellow will contribute to ongoing clinical and translational research studies focused on the development of integrated care models within Pediatrics and increasing access to evidence based treatments for anxiety and related disorders via these approaches. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged. Opportunities for a second year and transitioning to faculty following the fellowship period may be available but are not guaranteed.

Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information.

Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. One year experience in a pediatric integrated care setting is required.

Minimum Stipend: $58,500

Maximum Stipend: $58,500

Weill Cornell Medicine provides the above salary range in compliance with the New York City law on Salary Transparency in Job Advertisements. The salary range listed is for full‐time employment not including bonuses, clinical incentive compensation, or benefits. Actual salaries depend on a variety of factors including but not limited to internal equity, specialty, training, and hospital/community needs.

The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting.

Application deadline: December 12, 2023

Interviews held in January

Start Date: September 1, 2024

Fellowship Duration: One year

Salary: Salary is competitive with full health benefits and vacation package included. Application: Applicants should send current curriculum vitae and three letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Corinne Catarozoli, Ph.D. Assistant Professor of Psychology in Clinical Psychiatry and Pediatrics Weill Cornell Medicine, New York-Presbyterian Hospital 525 East 68th street, New York, NY 10065 [email protected]

Fellowship in the Pediatric OCD, Anxiety, and Tic Disorders Program (POCAT)

Weill Cornell Medicine Postdoctoral Fellowship in Pediatric OCD, Anxiety and Tic Disorders. We are currently accepting applications for a two-year postdoctoral clinical psychology fellowship with a focus on children and adolescents struggling with OCD, anxiety, and/or tic disorders through the Pediatric OCD, Anxiety, and Tic Disorders (POCAT) Program.

The POCAT fellowship aims to provide an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children and adolescents with OCD, anxiety, and related disorders. In the first year, the fellow will be actively involved in program development and clinical care to increase programming for OCD and related disorders in the outpatient and adolescent partial hospital program at NewYork-Presbyterian Hospital, under the supervision of a licensed clinical psychologist and in collaboration with a multi-disciplinary team of psychology, psychiatry, social work, and other specialized care providers. In the second year, the fellow will continue engaging in program development, research and clinical care in another branch of POCAT and will work within Weill Cornell Medicine’s Intensive Treatment Program for OCD and Anxiety.

A variety of didactics, case conferences, and grand rounds are offered to fellows to enhance their training and engage in professional development. The fellow will contribute to ongoing clinical and translational research studies focused on the development of novel interventions and the effective dissemination and implementation of existing evidence based treatments for OCD, anxiety, and related disorders. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged.

Opportunities for transitioning to faculty following the fellowship period may be available.

Diversity is one of Weill Cornell Medicine’s core values and is essential to achieving excellence in patient care, research, and education. We welcome applications from candidates who share our commitment to fostering a culture of fairness, equity, and belonging. Weill Cornell Medicine is an Equal Employment Opportunity Employer, providing equal employment opportunities to all qualified applicants without regard to race, sex, sexual orientation, gender identity, national origin, color, age, religion, protected veteran or disability status, or genetic information.

Requirements: Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. Experience in applying evidence-based treatments across a range of clinical settings is encouraged.

Application Deadline: December 12, 2023. Interviews are offered on a rolling basis upon receipt of application.

Fellowship Duration: Two years

Full health benefits, professional development and vacation package included. Second year bonus eligible.

Application: Applicants should send current curriculum vitae and two letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Avital Falk, Ph.D. Assistant Professor of Psychology in Clinical Psychiatry Director, Pediatric OCD, Anxiety, and Tic Disorders (POCAT) Program Program Director, Intensive Treatment Program (ITP) for OCD and Anxiety [email protected]

Fellowship in the Program for Anxiety and Traumatic Stress Studies (PATSS)

Weill Cornell Medicine and the Program for Anxiety and Traumatic Stress Studies (PATSS) is seeking a fulltime postdoctoral fellow to start immediately. Postdoctoral fellows will participate in clinical and research endeavors targeting survivors of trauma, which may include populations such as healthcare workers caring for COVID-19 patients, MST survivors, active-duty service members, veterans and their family members, and other trauma populations, including burn and World Trade Center survivors.

Training will be provided in state-of-the art-clinical assessment and treatment of trauma-related diagnoses distance technologies for the provision of treatment and virtual reality simulations in the treatment of trauma. Responsibilities include conducting assessments, providing evidence-based treatments, serving as project coordinator, aiding in recruitment, and other clinical and administrative roles. The individual will be an integral member of a vibrant trauma program.

Applicants should have the following qualifications : 1) doctorate from an APA-accredited doctoral program; 2) completion of an APA-accredited internship; 3) eligible for a New York State limited permit or have a New York State psychology license; 4) demonstrated interest in trauma. Interest in CBT, PTSD, and trauma treatment is preferred, as is a strong background in clinical research (scientist-practitioner). We anticipate hiring 1-2 postdoctoral fellows.

Interested parties should:

Apply by emailing the following materials to Research Coordinator Olivia Baryluk: [email protected] . • Cover letter • CV (with references) • Two (2) letters of recommendation Applications are reviewed on a rolling basis. Start date is immediate.

JoAnn Difede, PhD Director, Program for Anxiety and Traumatic Stress Studies Weill Cornell Medicine 525 East 68th Street, Box 200 New York, NY 10065

Fellowship in the Cognitive Therapy Clinic

Weill Cornell Medicine's Department of Psychiatry offers a one-year post-doctoral clinical fellowship for a psychologist, starting September 1, 2024 .  The fellowship offers intensive training in individual cognitive-behavior psychotherapy.  The patient population consists of adults with a wide variety of acute emotional and behavioral disorders.  There are many opportunities to participate in, and to develop clinical research studies. Candidates must have Doctorate by start date.

Please send C.V. and letter of interest by December 12, 2023  to:

Susan Evans, Ph.D. Director of Education in Psychology 425 East 61st Street, PH Floor New York, NY 10065

or e-mail to:  [email protected]

Fellowship in Child, Adolescent & Young Adult Anxiety Disorders

The Division of Child Psychiatry in the Department of Psychiatry at Weill Cornell Medicine is accepting applications for a two-year postdoctoral clinical psychology fellowship with a focus on adolescent and young adults services within the Center for Youth Mental Health. 

The Center for Youth Mental Health fellowship aims to provide an opportunity for an exceptional clinical scientist to contribute to clinical and research programs benefiting children, adolescents, and young adults with anxiety and related disorders. The fellow will provide clinical care in the outpatient and partial hospital programs at New York Presbyterian Hospital, under the supervision of a licensed clinical psychologist and in collaboration with a multidisciplinary team of psychology, psychiatry, social work, and other specialized care providers. A variety of didactics, case conferences, and grand rounds are offered to fellows to enhance their training and engage in professional development. The fellow will also participate in supervising graduate student externs. The fellow will contribute to ongoing clinical and translational research studies focused on the development of novel interventions, the neurobiology of anxiety disorders, and the effective dissemination and implementation of existing evidence based treatments for anxiety and related disorders. Opportunities for developing independent research interests, writing and/or contributing to manuscripts and grants are encouraged. Opportunities for transitioning to faculty following the fellowship period may be available but are not guaranteed.

Requirements:  Applicants must have a doctorate in Clinical Psychology from an APA-accredited program, evidence potential to participate in collaborative research, and be able to submit materials required to obtain the limited permit issued by the New York State Department of Education before their start date. Experience in applying evidence-based treatments (e.g. CBT, DBT) across a range of clinical settings is encouraged.

Application Deadline:  December 1, 2023. Interviews held in January. Start Date:  September 1, 2024 Fellowship Duration:  Two years

Full health benefits and vacation package included.

 The above salary range for New York City based roles represents WCM’s good faith and reasonable estimate of possible compensation at the time of posting.

Application:  Applicants should send current curriculum vitae and three letters of recommendation, along with a letter of interest describing research, clinical, teaching, and program development experiences that may be a match for this fellowship, training goals for the fellowship, & future career goals. Please send applications electronically to:

Shannon M. Bennett, Ph.D. Clinical Director, Center for Youth Mental Health at Weill Cornell Medicine Weill Cornell Medicine, New York Presbyterian Hospital 525 East 68th street, New York, NY 10065 [email protected]

Fellowship in Rehabilitation and Psychiatric Neuropsychology

The Department of Psychiatry at Weill Cornell Medicine is offers a two-year postdoctoral fellowship position in clinical neuropsychology. The fellowship provides advanced training in clinical neuropsychology in physical medicine & rehabilitation and psychiatry settings that are consistent with the Houston Conference guidelines. The goal is to prepare the fellow for a career as a clinical neuropsychologist and for board certification by the American Board of Professional Psychology/American Board of Clinical Neuropsychology.

The position is located at NewYork-Presbyterian/Weill Cornell Medical Center on Manhattan’s Upper East Side.  Clinical cases involve: (1) neuropsychological assessment of inpatients undergoing acute rehabilitation; (2) neuropsychological assessment of psychiatric inpatients; and (3) outpatient neuropsychological evaluations of patients across the lifespan. Presenting concerns on the acute rehabilitation unit commonly include stroke, brain tumor, traumatic brain injury, and cognitive dysfunction in the context of medical illness. Referral questions in psychiatry include diagnostic clarification for neurodegenerative diseases such as Alzheimer’s disease, frontotemporal dementia, and Lewy Body dementia; neuropsychological assessment in first-episode psychosis and prodromal schizophrenia; and evaluation of cognitive function in neurodevelopmental disorders such as ADHD and autism spectrum disorder. The fellow will also learn and implement cutting-edge, evidence-based cognitive rehabilitation approaches. Training is based on an apprenticeship model in which the fellow works closely with clinical neuropsychologists and is integrated within interdisciplinary treatment teams. The fellow will also have opportunities to supervise junior trainees.

A broad range of didactic opportunities are available that include biweekly neuropsychology didactics focused on topical presentations, case conferences, and journal club; weekly Department of Psychiatry grand rounds; monthly Psychology grand rounds; and monthly Department of Rehabilitation Medicine grand rounds.

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NRE 5150 PhD Seminar in Behavior Marketing

Course description.

Course information provided by the Courses of Study 2023-2024 . Courses of Study 2024-2025 is scheduled to publish mid-June.

In this special topics course, we will delve into several literatures involving the self and the buying, consuming, or producing of products and services. Some topics we will touch upon are Belk's concept of products as extended self, consumption and social status, dehumanization and objectification of consumers and producers, identity salience, moral identity, the influence of advertising and social media on consumer self-esteem, the influence of self-esteem on consumer behavior, gender relationships in consumer households, and the self in one's native versus a non-native language. In addition to the content of the articles and as opportunities arise, time discussing methodological and general research issues, such as how to triage ideas, how to do ethical and replicable research, and other topics related to becoming a productive experimental researcher. During this course, we will discuss a number of articles. Some articles will be chosen by the instructor. Others will be selected by the students. Students will be assigned to lead the discussion of specific papers.

When Offered Fall, Spring.

Permission Note Enrollment limited to: graduate students.

View Enrollment Information

  Seven Week - Second.  

Credits and Grading Basis

1.5 Credits GradeNoAud (Letter grades only (no audit))

Class Number & Section Details

13039 NRE 5150   LEC 001

Meeting Pattern

• M 5:30pm - 7:30pm To Be Assigned
• Oct 21 - Dec 9, 2024

Instructors

To be determined. There are currently no textbooks/materials listed, or no textbooks/materials required, for this section. Additional information may be found on the syllabus provided by your professor.

For the most current information about textbooks, including the timing and options for purchase, see the Cornell Store .

Additional Information

Instruction Mode: In Person Enrollment restricted to: Doctoral Students only! Add/Drop Dates: August 19th at 9:00 am - September 9th at 11:59 pm with an additional second half Add/Drop period October 16th at 8:00 am - October 23rd, at 11:59 pm. After October 23rd, permission of the instructor is required to add/drop and a late fee of $100.00 will be charged. If you drop after November 6th, you will also receive a "W" on your transcript in addition to the late fees.

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The schedule of classes is maintained by the Office of the University Registrar . Current and future academic terms are updated daily . Additional detail on Cornell University's diverse academic programs and resources can be found in the Courses of Study . Visit The Cornell Store for textbook information .

Please contact [email protected] with questions or feedback.

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The focus of the Information Science Ph.D. program is on technological systems and their use - the ways that people use technology and how that use affects us.

Digital technologies have become pervasive in culture, economy, law, government, and research, dramatically changing the way people work and live. The proliferation and significance of these complex technological systems of information demand a new focus in academic scholarship - one committed to cross-disciplinary study, astute about both the technical and the social, and devoted to integrating theory, investigation, design, and practice.

At Cornell, graduate work is organized as fields, each with a Director of Graduate Studies. The field of Information Science studies the design and use of information systems in a social context: it studies the creation, representation, organization, application, and analysis of information in digital form. The Field of Information Science spans both the Ithaca and Cornell Tech campuses, with faculty and students in both locations. 

The focus of the Information Science Ph.D. program is on systems and their use as well as the computing and communication technologies that underlie and sustain them. Moreover, Information Science examines the social, cultural, economic, historical, legal, and political contexts in which information systems are employed, both to inform the design of such systems and to understand their impact on individuals, social groups, and institutions. The field's interdisciplinary research combines multiple methodologies, including mathematical analysis, computer modeling, hardware and software system design, experimental studies, and critical social evaluations, from such traditional disciplines as computer science, cognitive psychology, social science, cultural studies, and history.

You can also direct questions to Assistant Director of the PhD program, Barbara Woske, by  email .