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Landscapes and Narratives of PhD by Publication pp 149–157 Cite as

Demystifying Retrospective PhDs by Publication: A Collective Approach

• Sally Brown 3  
• First Online: 28 September 2022

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The Retrospective PhD by Publication provides an attractive alternative doctoral route for colleagues wishing to gain a PhD through a largely self-directed route, usually by building up a body of publications over a period of time then uniting them through a connecting narrative showing the golden thread that provides the coherence, originality and contribution of the oeuvre in a way that is equivalent to or better than traditional doctoral study approaches. This chapter describes my original, un-funded and creative approach to supporting around a dozen candidates for Retrospective PhD by publication over a nine-year period, informally and collectively alongside my husband (and co-author) Prof Phil Race domestically.

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Questions used for the informal survey of participants:

What effect did coming for a 24 hour residential reasonably regularly have on your progress towards completion of your PhD?

What impact did it have on you that you were thereby meeting other people all working towards the same goal?

What impact did the weekends have on your motivation, confidence and belief that you could finish the task?

If you have not completed your PhD as a result of the weekends, what reasons would you give (e.g. deciding this was not a course of action you wanted to take right now)?

What has been the impact on you personally of achieving the PhD if indeed you have?

Any other comments on process?

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Brown, S. (2022). Demystifying Retrospective PhDs by Publication: A Collective Approach. In: Chong, S.W., Johnson, N. (eds) Landscapes and Narratives of PhD by Publication. Springer, Cham. https://doi.org/10.1007/978-3-031-04895-1_9

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Thank you. payment completed., you will receive an email from us to confirm your registration, please click the link in the email to activate your account., there was error during payment, orcid profile found in public registry, download history, understanding and preparing a ‘phd by publication’.

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• 12 April, 2022

Understanding and preparing a ‘PhD by Publication’

The importance of publication for the academic.

The reality is that to “survive” academia, publications are a must . Employers and funding bodies will review your publication history to factor into their decision-making. To better prepare for this reality, an increasing number of institutions are beginning to allow PhD students to submit their body of published literature that they have created during their PhD programme as the thesis that they would need to produce for earning their degree.

‘PhD by publication’ explained

A PhD by publication (also known as a paper-based thesis ) does what it says on the tin: it’s a mode of submission that allows the candidate to submit their body of published work created during their PhD as a thesis. The idea is to help graduates hit the ground running with a publication history that will help them on their next steps as researchers. While not universally accepted at the time of writing/publishing this article, it is an emerging model that has become more popular in certain disciplines and institutions.

Note: PhDs don’t typically focus on publications

During your PhD, while you are encouraged to actively engage with the publication process, it isn’t usually the focus. There will be a long and arduous learning curve , most likely for the first half of your PhD, where you improve your skills to take on the bulk of the PhD work. In fact, many PhD students report that the bulk of the content for their thesis was created in the final year of their degree.

Getting started with a PhD by publication

That said, if you are considering or have been advised to do a PhD by publication, then the best time to translate this into action is as early as possible. Here’s what you’ll need to think about:

• Find out i f your institution allows PhD by publication (if it’s something you’ve thought of rather than something you were advised to do).
• Identify the stage a publication needs to be at to qualify as submission for examination for your doctoral qualification. For example, some institutions do not require that the PhD candidates have actually had their papers accepted and published, but just that the papers are prepared to a sufficient standard that is ready for submission .

Considerations and challenges in preparing a PhD by publication

A. deciding on the number of papers.

While there is no set number of publications you’ll need to publish, you’ll want to think about how many papers you’ll need to prepare to adequately communicate the full extent of your research to your examiners, and think about timing accordingly . If you are in a STEM discipline, you’ll also want to factor in time for extra experimentation, if required.

b. Considering co-authorship

Make sure you also consider co-authorship as a reflection of your contribution to the research. Don’t feel the need to publish by yourself and do all of the work alone. It is not uncommon to co-author papers, particularly if you are doing your PhD as part of a larger research project and group, and so these collaboratively written papers may still be accepted as part of your submission. However, consider the contribution you made to the piece, and consult with your institution to make sure that whatever you plan to produce would be acceptable.

c. Undergoing peer review

Finally, a common thought to this mode of submission will likely be:

What if I don’t pass peer review?

While a valid concern, it’s important to remember that rejection is a part of the publication process , and d oes not necessarily reflect the quality of your work . Also bear in mind that you don’t usually need to decide on whether you would prefer to opt for a ‘PhD by publication’ at the commencement of your PhD programme. So, you will still be able to submit a more traditional thesis should your publication plans not pan out.

A thesis by publication can be a worthy undertaking to add additional challenge to your PhD journey. It will teach you to go through the motions of what researchers rely on for their next project: publications. So, if you feel up for the challenge and your institution allows it, then go for it! Just remember the key points discussed in this article and ensure that you prepare your submission according to the specific requirements of your institution .

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A PhD by publication or how I got my doctorate and kept my sanity

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Doing a PhD is a difficult business. Long hours, personal stress, institutional pressure to complete on time – and all this for what?

Increasingly a PhD alone does not guarantee an academic career. We are expected to publish, teach and contribute to professional development. Oh and did I mention you have to publish, publish, publish?

However there is a way to publish and do a PhD - hopefully without perishing.

I recently completed my PhD by publication, which for me was a way of getting a doctorate while keeping my sanity.

What is a PhD by publication?

A PhD by Publication is just what it sounds like, instead of producing one large monograph, you produce a series of articles to be published in peer reviewed journals or as book chapters.

The normal format is four to five research papers bookended by a substantial introductory chapter and a concluding chapter. The thesis must still read as a cohesive whole and therefore despite the articles being stand alone pieces, they must also relate to each other.

The aim is that when they are read together they become more than just the sum of their parts.

It is a relatively new concept within the social sciences and humanities but has been around for a while in the hard sciences here in Australia. It is much more common in European Universities where it is often the standard approach for doctoral studies.

The advantages

There are many advantages to doing a PhD this way. One of the more self-evident ones is that it allows you to publish and finish a PhD – academically hitting two birds with one stone.

There are many pressures of doing a PhD that are taken away from publishing. PhD by publication focused my writing on achieving output and helped to avoid the trap of always pushing the publications to the side.

A PhD by publication also helps you to develop practical skills. Through my own process, I learnt how to write to journal editors, deal with rejection and pitch articles – all skills that are important for professional academic life.

This method also divides the PhD up into more manageable chunks – sometimes the hardest thing about a PhD is the enormity of the task it presents. But dividing it up into five discrete papers allowed me to see a way ahead making the PhD seem more achievable.

Last but not least, you can get both expert feedback and it can provide that “tick” factor. PhD students were usually high achieving undergraduate students used to receiving recognition and reward for their work. Entering the land of doctoral studies, you don’t get the pay off from your work until the end of many years and lack of recognition can be deeply un-motivating.

But each time something is published is a chance to celebrate and take a deep breath before moving on to the next portion.

The expert feedback you get during this process is also very helpful even it’s not always pleasant (see below). By the time your PhD goes to examiners it has already gone through a rigorous peer review process.

In times of PhD panic, it was comforting to think that my work can’t be that bad if someone had already agreed to publish it.

The disadvantages

Of course, though, there are some disadvantages to electing to do a PhD in this way.

Chief among them is the pressure to start publishing immediately. Publishing is hardly a quick process; it can sometimes take up to two years from submission to a journal long periods of fieldwork may not be compatible.

Therefore candidates taking this route need to start straight away. Aim to have your first paper finished within the first 6 months.

It’s also worth recognising that this is not a format for the faint hearted. Rejections from journals can be brutal. You need to be prepared to take this on the chin and send it out again.

That said, this is a skill you need to develop for academia. Being exposed to it early helped me develop a thick skin and be humble about my work.

With the benefit of feedback, there’s also the downside of extra work. You may often need to rewrite work for journal editors.

After all, editors have their own agenda and interests and in some respect you are writing for them and not for you. However this taught me to stand my ground with editors and defend things I wished to keep as well as framing things for different audiences.

Another thing to be wary of when considering a PhD by publication is that you need to understand that it’s not a professional Doctorate. A Professional Doctorate recognises contribution to a profession and usually doesn’t include the same level of original contribution or indeed a thesis.

PhD by publication is still examined to the same standards as a traditional PhD. However countering this assumption that it is not a “real” PhD is sometimes hard.

Finally, because you’re likely to be treading new ground in your institution, there’s not always a clear path before you.

I did my PhD in a department which was still sorting out its policy towards this format. As a consequence I needed the strong support of your supervisor and head of department to make this work (which I was lucky enough to have). You shouldn’t expect a clear set of instructions here; guidelines and policies seem to vary between departments, disciplines and universities.

The up shot

The biggest advantage is that I have come out of my doctoral studies not only with a PhD but with a healthy publication record. This I hope will assist me when taking the next step in my career.

For me, PhD with publication provided a framework, a way forward from which I could see the path to submission. It provided me with a way to get my doctorate without worrying about the process. It allowed me the opportunity to contribute to debates while developing my ideas.

If academia is to expect Australian candidates to now finish their PhD and publish, then it should promote and encourage alternative formats such as this. It can only be good for both PhD candidates and the profession at large.

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30 Fully Funded Ph.D. Programs

These fully funded Ph.D. programs are in fields like business, computer science, education and nursing.

(Getty Images) |

Many Ph.D. programs are fully funded.

Students interested in graduate research in various fields, from public health and English to computer science and engineering, have numerous options for Ph.D. programs that offer full funding. These programs typically provide waived tuition and fees and an annual stipend. Some also offer health insurance and other benefits. Gaining admittance into these small cohorts can be highly competitive, and the programs can be time-consuming . Here are 30 fully funded Ph.D. programs at U.S. colleges and universities. Keep in mind this is not a comprehensive list – there are others out there.

• Ph.D. in anthropology at the University of Chicago

Anthropology Ph.D. students at the University of Chicago can receive funding for up to eight years of study, assuming they are in good standing at the university. During that time, they will receive a full-tuition scholarship plus health insurance and a living stipend – which equated to $33,000 for the 2022-2023 school year – and can apply for external fellowships.

Ph.D. in biological sciences in public health at Harvard University (MA)

Harvard University's T.H. Chan School of Public Health in Boston offers a Ph.D. in biological sciences in public health that aims to provide students with expertise in disease prevention and treatment. This program includes tuition, a stipend and health insurance for five years as long as the student maintains satisfactory academic progress. International students receive the same benefits. Current research in the school's laboratories involves diseases like AIDS, cancer, diabetes, kidney disease, malaria and tuberculosis.

(Dominick Reuter) |

• Ph.D. in business at Massachusetts Institute of Technology

Students enrolled in the Sloan School of Management at the Massachusetts Institute of Technology can study a range of fields like organization studies, accounting and information technology. Those pursuing a Ph.D. will receive a full-tuition scholarship plus a monthly stipend of $4,267, capped at $51,204. They will also receive medical insurance, new laptops at the beginning of their first and fourth years of study and $4,500 over five years for conference travel expenses.

(Tommy Lavergne | Rice University)

Ph.D. in business at Rice University (TX)

At the Rice University Jones Graduate School of Business in Texas, students enjoy full financial assistance upon admission to the Ph.D. program. Aiming to prepare students to teach in fields like accounting, finance, organizational behavior and strategic management, the program provides students with a research or teaching assistantship. Students receive a tuition waiver and a $40,000 annual stipend contingent on making satisfactory academic progress and maintaining full-time student status.

Office of Strategic Communication | University of Iowa

• Ph.D. in business at the University of Iowa

The University of Iowa's Tippie College of Business offers Ph.D. degrees in fields such as accounting, economics, business analytics and marketing. The college says it provides full funding to "virtually all admitted students." This includes tuition and fees, a minimum nine-month stipend of about $20,000 with annual adjustments and comprehensive health insurance covered at 90%. Some departments offer funding for research presentations at major conferences, summer fellowships and paid time off for independent research.

Ph.D. in chemical engineering at Cornell University (NY)

According to Cornell University 's website, all students admitted to the chemical engineering Ph.D. program at the New York school receive a full tuition waiver, health insurance and a stipend. This funding can come from a teaching assistantship, research assistantship or fellowship, and full stipends are granted for nine months with the likelihood of additional aid in the summer.

Chris Taggart | Columbia University

Ph.D. in clinical psychology at Columbia University (NY)

Students enrolled in Columbia University 's Ph.D. program in clinical psychology at the Teachers College in New York receive fully funded tuition and a $25,000 stipend annually for three years. The stipend also carries into a student's fourth year. These doctoral fellows "may be expected to serve" as graduate teaching or research assistants. Students typically complete the mentor-matched program, which includes a full-year internship, in five to seven years.

Ph.D. in computer science at Brown University (RI)

Brown University 's Ph.D. students in computer science have access to "full financial support while completing the degree," plus the option to take classes at nearby schools without incurring additional costs, according to the school's website. In fact, doctoral students in any program at the Rhode Island university are guaranteed five years of financial support, which includes tuition remission, a stipend, health services fees and a subsidy for health insurance.

Georgetown University |

Ph.D. in computer science at Georgetown University (DC)

Georgetown University 's Ph.D. program in computer science provides scholarships and assistantships that cover full tuition at the Washington, D.C., school and include a stipend and health insurance for the first five years. Once enrolled in the program, students must complete the Apprenticeship in Teaching Program and ultimately write and defend a full research dissertation in a seminar open to the public.

Ph.D. in computer science at Washington University in St. Louis

Ph.D. students in the computer science or computer engineering program at Washington University in St. Louis receive full tuition support and health insurance. According to the university's website: "As a doctoral candidate, you will also receive a generous stipend to cover living expenses and a new, high-end Apple laptop computer. This support is guaranteed as you continue to make satisfactory progress towards your degree." Doctoral students may also qualify for one of three fellowships.

Jeff Miller | UW-Madison

• Ph.D. in counseling psychology at the University of Wisconsin—Madison

Incoming Ph.D. students at the School of Education at the University of Wisconsin—Madison are guaranteed full funding for the duration of the time that they are expected on campus, according to the university's department of counseling psychology website. Doctoral students also receive a benefits package that includes health insurance. Funding may come from financial aid, fellowships, assistantships and/or traineeships.

Emory University |

Ph.D. in economics at Emory University (GA)

Students enrolled in the economics Ph.D. program at Emory University typically receive full funding, according to the Georgia university's website. The stipend provided to students is $36,376 per year for five years, starting in fall 2023, and the full tuition scholarship is worth $70,200 per year. Funding for admitted students also includes a $4,370 annual subsidy that covers 100% of a student's cost of health insurance. First-year students have no stipend-related work requirements.

• Ph.D. in education at New York University

New York University's Steinhardt School of Culture, Education, and Human Development offers more than 30 degree programs. Many can be pursued on campus or online. Ph.D. degrees are offered in areas like developmental psychology, educational leadership and childhood education. Full-time NYU Steinhardt Ph.D. students are eligible for a funding package that includes an annual stipend – $32,000 for the 2022-2023 academic year – tuition coverage for required coursework and student health insurance for five years.

L.A. Cicero, Stanford News Service |

Ph.D. in education at Stanford University (CA)

Stanford University's Graduate School of Education allows students numerous fellowship and assistantship opportunities at the California school, along with a "five-year funding guarantee that provides tuition aid, fellowship stipend, and assistantship salary, and covers the standard cost of attendance," the program website reads. At the Graduate School of Education, doctoral students can choose from a range of academic areas like curriculum studies and teacher education, and developmental and psychological sciences.

• Ph.D. in education at the University of Pennsylvania

The University of Pennsylvania Graduate School of Education provides full funding to Ph.D. students as part of a fellowship and research apprenticeship package. This funding includes a living stipend, health insurance and coverage of tuition and fees for up to four years if the student maintains full-time enrollment. Some students may also qualify for additional summer funding.

• Ph.D. in engineering at the University of Michigan—Ann Arbor

Doctoral students in engineering at the University of Michigan—Ann Arbor can choose from numerous areas of specialization under umbrella categories like aerospace engineering, biomedical engineering, macromolecular science and engineering, and robotics. All engineering doctoral students are guaranteed full funding, a monthly living stipend and health insurance. The exact amount can vary, according to the program's website, and funding comes from a range of sources, including graduate student instructor positions and fellowships.

Boston University Photography |

• Ph.D. in English at Boston University

Annually, doctoral students studying English at Boston University receive a stipend plus full tuition, fees and basic health insurance. This funding is guaranteed for at least five years, with two of those years typically free from teaching requirements. Funding can sometimes be extended up to seven years, according to the university's website, but it's not guaranteed. Students may also apply for various prizes, fellowships and short-term research and travel grants.

(Stephanie Diani) |

• Ph.D. in English at the University of California—Los Angeles

Applicants to the Ph.D. in English program at the University of California—Los Angeles are automatically considered for various funding options. A six-year funding package includes "a minimum of two years of full fellowship, four years of summer stipend support and up to four years of teaching assistantships," according to the school website. Beyond tuition, fees and health insurance are also covered.

Jeff Watts |

Ph.D. in international relations at American University (DC)

American University offers doctoral students in its international relations program who do not have external funding a renewable four-year Dean's Fellowship that is contingent on making satisfactory academic progress. The fellowship includes the cost of tuition, fees and a stipend that must be earned via a part-time role as a teaching or research assistant. Students also must "demonstrate competency in a modern foreign language" before graduating.

Jonathan Cohen | Binghamton University

• Ph.D. in management at Binghamton University—SUNY

All students admitted to the interdisciplinary management Ph.D. program at the Binghamton University—SUNY School of Management in New York receive a combination of a full-tuition scholarship and a teaching or research assistantship for each academic year, up to four years. This STEM-designated business doctoral degree prepares students for careers in academia and work in the public and private sectors, and has a student-faculty ratio of 1-to-1, according to the university's website.

Duke University Communications |

Ph.D. in materials science and engineering at Duke University (NC)

Doctoral students at Duke University in North Carolina studying materials science and engineering generally receive full tuition, a stipend and fee support for the first five years. Students also receive up to six years of health insurance if they are on the university's student medical insurance plan. The doctoral program aims to help students publish with a faculty adviser and develop research skills, with the opportunity to present research at professional conferences.

Homewood Photography | JHU

Ph.D. in nursing at Johns Hopkins University (MD)

The School of Nursing at Johns Hopkins University in Maryland provides most doctoral students with three fully funded years of study. Available financial aid includes graduate assistantships, targeted fellowships and nursing-specific funding. The university aims to "advance the theoretical foundation of nursing practice and healthcare delivery" with the degree, its website reads. "By graduation, most Hopkins nurse scholars have been awarded grants that continue their research and set them well on their way to a successful career."

• Ph.D. in nursing at the University of Virginia

All students admitted to the University of Virginia 's Ph.D. in Nursing program are eligible for four years of scholarship funding to cover tuition, insurance and fees, as well as annual stipends. To receive certain aid, students must work 10 hours per week as a graduate teaching assistant. With a heavy research focus, students can expect courses in qualitative, quantitative and historical research, and will have to submit a research proposal for peer review.

Ph.D. in nursing at Yale University (CT)

At Yale University in Connecticut, the School of Nursing offers full funding to its Ph.D. students. They receive a monthly stipend for four years in addition to paid tuition and health care. The program allows students to gain in-depth knowledge in a particular area of study. Every incoming Ph.D. student gets paired with a faculty adviser "whose area of expertise and active research most closely matches with the student’s scholarly interest," according to the school's website.

University of Minnesota |

• Ph.D. in psychology at the University of Minnesota—Twin Cities

Students admitted to the Ph.D. program to study psychology at the University of Minnesota—Twin Cities are guaranteed full funding for five years as long as they maintain satisfactory performance and degree progress. This funding includes full-time tuition, a nine-month stipend and subsidized health insurance. Funding comes from some combination of teaching assistantships, traineeships, research assistantships and fellowships. Students in the program can specialize in areas like cognitive and brain sciences, industrial-organizational psychology and social psychology.

Matt Cashore | University of Notre Dame

Ph.D. within the Romance languages and literatures department at the University of Notre Dame (IN)

University of Notre Dame doctoral students who focus on French and Francophone studies, Iberian and Latin American studies or Italian studies are guaranteed five years of funding. Funding includes a full scholarship, including tuition and fees, plus a stipend and health insurance. Anyone who completes the Ph.D. degree requirements at the Indiana university within five years will automatically receive a one-year postdoctoral fellowship via the university's 5+1 Program. Fellows will have a teaching load limited to one course per semester.

Ph.D. in social work at Bryn Mawr College (PA)

Students admitted to Bryn Mawr College 's Ph.D. program in social work receive full tuition waivers and "substantial stipends" toward living expenses. The Pennsylvania college's website says: "Consistent with our model, all Ph.D. students are funded equally, and do not compete for basic financial support during coursework." The program's cohorts typically include only three or four students each year. According to the college, it awarded the first Ph.D. degree in social work in the U.S. in 1920.

Vanderbilt University |

Ph.D. in special education at Vanderbilt University (TN)

Funding is guaranteed for all admitted doctoral students enrolled in the special education Ph.D. program at the Peabody College of Education and Human Development at Vanderbilt University in Tennessee. This includes full tuition, a "competitive" monthly stipend and health insurance for up to four years. Students may also be nominated for additional honor scholarships and fellowships. Areas of focus within the Ph.D. program include high-incidence disabilities and early childhood education.

Ph.D. in theatre and drama at Northwestern University (IL)

This interdisciplinary Ph.D. program at Northwestern University in Illinois combines coursework in humanities, social science and the visual arts. The program's students receive a five-year full-tuition scholarship plus an annual living stipend. Ph.D students enrolling at this program in fall 2022 will receive a living stipend of at least $36,960 during the 2023-2024 school year. Stipend amounts may change from year to year. Students can apply for subsidies to facilitate conference travel and summer language study.

(Photo by Sarah L. Voisin | The Washington Post via Getty Images)

• Ph.D. in women, gender and sexuality studies at University of Maryland

At the University of Maryland 's Harriet Tubman Department of Women, Gender and Sexuality Studies, Ph.D. students without a master's degree usually have five years of guaranteed funding. Those with a master's degree usually are funded four years, with awards stemming from a mix of departmental fellowships and graduate teaching assistantships. Since the program's establishment in 1999, the department has granted 36 Ph.Ds, according to UMD's website.

Learn more about paying for graduate school.

Finding a fully funded program isn't the only option to offset the costs of graduate school. See these seven strategies to pay for graduate school to learn more. Check out the latest Best Graduate Schools rankings to see the country's top business, medicine and law programs – and more. For additional grad school tips, follow U.S. News Education on Facebook , Twitter and LinkedIn .

Ph.D. programs that are fully funded

• Ph.D. in biological sciences in public health at Harvard University
• Ph.D. in business at Rice University
• Ph.D. in chemical engineering at Cornell University
• Ph.D. in clinical psychology at Columbia University
• Ph.D. in computer science at Brown University
• Ph.D. in computer science at Georgetown University
• Ph.D. in computer science at Washington University—St. Louis
• Ph.D. in economics at Emory University
• Ph.D. in education at Stanford University
• Ph.D. in international relations at American University
• Ph.D. in materials science and engineering at Duke University
• Ph.D. in nursing at Johns Hopkins University
• Ph.D. in nursing at Yale University
• Ph.D. within the romance languages and literatures department at the University of Notre Dame
• Ph.D. in social work at Bryn Mawr College
• Ph.D. in special education at Vanderbilt University
• Ph.D. in theatre and drama at Northwestern University

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• 12 March 2024

Bring PhD assessment into the twenty-first century

You have full access to this article via your institution.

Innovation in PhD education has not reached how doctoral degrees are assessed. Credit: Dan Dunkley/Science Photo Library

Research and teaching in today’s universities are unrecognizable compared with what they were in the early nineteenth century, when Germany and later France gave the world the modern research doctorate. And yet significant aspects of the process of acquiring and assessing a doctorate have remained remarkably constant. A minimum of three years of independent study mentored by a single individual culminates in the production of the doctoral thesis — often a magisterial, book-length piece of work that is assessed in an oral examination by a few senior academic researchers. In an age in which there is much research-informed innovation in teaching and learning, the assessment of the doctoral thesis represents a curious throwback that is seemingly impervious to meaningful reform.

But reform is needed. Some doctoral candidates perceive the current assessment system to lack transparency, and examiners report concerns of falling standards ( G. Houston A Study of the PhD Examination: Process, Attributes and Outcomes . PhD thesis, Oxford Univ.; 2018 ). Making the qualification more structured would help — and, equally importantly, would bring the assessment of PhD education in line with education across the board. PhD candidates with experience of modern assessment methods will become better researchers, wherever they work. Indeed, most will not be working in universities: the majority of PhD holders find employment outside academia.

Collection: Career resources for PhD students

It’s not that PhD training is completely stuck in the nineteenth century. Today’s doctoral candidates can choose from a range of pathways. Professional doctorates, often used in engineering, are jointly supervised by an employer and an academic, and are aimed at solving industry-based problems. Another innovation is PhD by publication, in which, instead of a final thesis on one or more research questions, the criterion for an award is a minimum number of papers published or accepted for publication. In some countries, doctoral students are increasingly being trained in cohorts, with the aim of providing a less isolating experience than that offered by the conventional supervisor–student relationship. PhD candidates are also encouraged to acquire transferable skills — for example, in data analysis, public engagement, project management or business, economics and finance. The value of such training would be even greater if these skills were to be formally assessed alongside a dissertation rather than seen as optional.

And yet, most PhDs are still assessed after the production of a final dissertation, according to a format that, at its core, has not changed for at least half a century, as speakers and delegates noted at an event in London last month on PhD assessment, organized by the Society for Research in Higher Educatio n. Innovations in assessment that are common at other levels of education are struggling to find their way into the conventional doctoral programme.

Take the concept of learning objectives. Intended to aid consistency, fairness and transparency, learning objectives are a summary of what a student is expected to know and how they will be assessed, and are given at the start of a course of study. Part of the ambition is also to help tutors to keep track of their students’ learning and take remedial action before it is too late.

PhD training is no longer fit for purpose — it needs reform now

Formative assessment is another practice that has yet to find its way into PhD assessment consistently. Here, a tutor evaluates a student’s progress at the mid-point of a course and gives feedback or guidance on what students need to do to improve ahead of their final, or summative, assessment. It is not that these methods are absent from modern PhDs; a conscientious supervisor will not leave candidates to sink or swim until the last day. But at many institutions, such approaches are not required of PhD supervisors.

Part of the difficulty is that PhD training is carried out in research departments by people who do not need to have teaching qualifications or awareness of innovations based on education research. Supervisors shouldn’t just be experts in their field, they should also know how best to convey that subject knowledge — along with knowledge of research methods — to their students.

It is probably not possible for universities to require all doctoral supervisors to have teaching qualifications. But there are smaller changes that can be made. At a minimum, doctoral supervisors should take the time to engage with the research that exists in the field of PhD education, and how it can apply to their interactions with students.

There can be no one-size-fits-all solution to improving how a PhD is assessed, because different subjects often have bespoke needs and practices ( P. Denicolo Qual. Assur. Educ. 11 , 84–91; 2003 ). But supervisors and representatives of individual subject communities must continue to discuss what is most appropriate for their disciplines.

All things considered, there is benefit to adopting a more structured approach to PhD assessment. It is high time that PhD education caught up with changes that are now mainstream at most other levels of education. That must start with a closer partnership between education researchers, PhD supervisors and organizers of doctoral-training programmes in universities. This partnership will benefit everyone — PhD supervisors and doctoral students coming into the research workforce, whether in universities or elsewhere.

Education and training in research has entered many secondary schools, along with undergraduate teaching, which is a good thing. In the spirit of mutual learning, research doctoral supervisors, too, will benefit by going back to school.

Nature 627 , 244 (2024)

doi: https://doi.org/10.1038/d41586-024-00718-0

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Do you need to have published papers to do a PhD?

• By Dr Harry Hothi
• March 20, 2021

It’s a natural question to ask when applying to a PhD program: “Do I need to already have publications before I apply?”. Simply put the answer is no, you do not need to have published papers to apply to a PhD. Having said that though, I do think there are clear advantages of having some publication experience in helping your application stand out from other candidates.

When entering into PhD research , you’re entering into an environment that’s built on a framework of disseminating new findings and making an original contribution to knowledge in your field. Key to this is the ability to write papers that stand up to peer-review and get published in the journals relevant to your research area. So, you can see why, as an applicant, being able to demonstrate real evidence of being able to do this through previously published papers is going to be a positive in your application and likely differentiate you from other candidates.

I want to be clear however that how often and how quickly an academic publishes can vary quite considerably depending on the particular research field in question. Generally speaking, STEM fields tend to publish more often than non-STEM areas. There’s variability within STEM too, with factors such as the time taken to complete experiments having an impact on the rate of output. Many PhD students do not publish at all while earning their degree (although I personally believe that at least going through the process of acquiring publications should be part of every PhD experience).

Being able to list publications on your CV and application to PhD programs is a good bonus to have as a student but few potential supervisors or universities would see this as an expectation, let alone a requirement of applying. What he or she will expect to see in you however is the ability to develop your skills to become a researcher who can publish. You should understand at least the broad concepts of what peer-review is and how one may approach the process of writing a paper for journal submission.

Beyond having published work, there are several other ways in which you could demonstrate your research acumen potential. These may include an examples of where you have presented the results of undergraduate or masters projects at internal or external conferences or gained direct experience of working within a research lab alongside PhD students.

If you are someone who’s be able to acquire several publications along a single research theme and are considering PhD programs, I’d recommend you also consider the option of a PhD by Publication , as well as the traditional degree route. Some universities offer this PhD by Publication option as a way of earning a PhD degree by combining your previous papers into a document that demonstrates how these have made a contribution to knowledge within a single research field. The potential drawbacks however compared to traditional PhD programs is that you’re likely to miss out on some of the PhD student experiences that come along with a traditional program.

To conclude, universities will not expect a potential PhD student to have published when they come to fill in the application to their program. You as the potential student should however make sure you emphasise in your application all the different times or ways in which you demonstrated your ability to think like a researcher. This may even include a letter of recommendation from your undergraduate or master’s project supervisor which may attest to your qualities as a suitable applicant.

Learning how to effectively collaborate with others is an important skill for anyone in academia to develop.

There are various types of research that are classified by objective, depth of study, analysed data and the time required to study the phenomenon etc.

Learn 10 ways to impress a PhD supervisor for increasing your chances of securing a project, developing a great working relationship and more.

Join thousands of other students and stay up to date with the latest PhD programmes, funding opportunities and advice.

Browse PhDs Now

PhD stress is real. Learn how to combat it with these 5 tips.

The term rationale of research means the reason for performing the research study in question.

Bethany is a 1st year PhD student at the University of Bath, researching the adaptation of a self-help smartphone app (BlueIce) to prevent self-harm and improve the mood of University students.

Priya’s a 1st year PhD student University College Dublin. Her project involves investigating a novel seaweed-ensiling process as an alternative to drying to preserve seaweeds nutritional and monetary value.

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How to apply for your PhD

We welcome applications for PhD study at the University of Brighton, where you will enjoy a full programme of research support, training and advice designed for students working towards doctoral degrees (PhD/EdD).

Your applications will need to be based on an appropriately detailed research proposal . This may outline your suitability for an advertised or established research project, as detailed on our  Funding opportunities and studentships page . Alternatively, you may propose a personally developed project. 

For personally developed projects, we recommend an approach to a lead supervisor, following which you will have help and support with your application.

We look forward to applications for research degrees from all suitably qualified home, EU and international students. Please find information below on:

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Entry requirements and deadlines

Fees and funding, making your online application, frequently asked questions (faq).

Go to our online application portal for all disciplines

Before and after you apply for your PhD

Before you apply

We recommend you consider the following steps carefully.

1. Develop your idea 

If you are interested in applying for research study, you need to make sure you read around your subject area of interest so you can write an informed and clear application.

2. Check for appropriate expertise and supervision

We encourage applicants to examine the research currently taking place within the University of Brighton and to find a suitable supervisor to support the proposal and assist with the application.

• Visit our PhD discipline search tools including free search and A-Z  
• Visit our Centres of Research and Knowledge Exchange Excellence (COREs)
• Visit our research database of staff, projects and organisational units.

If you are in doubt about whether we can offer the appropriate supervision, please contact the  Doctoral College

Before you make your application, you will need to think about how you intend to  fund your research degree . 

The only funding streams available at the University of Brighton are those formally advertised on our website. We are unable to accept speculative applications. You should have funding secured, or an idea of where you will be applying to for funding, before submitting your application.

4. Research proposal

You need to submit a research proposal alongside your application. Within this you should take the opportunity to clearly outline your research idea; your research methodology and critical approaches; experience; and original contribution to knowledge and key themes, concepts and ideas. See our guidance on writing a research proposal .

5. Application

Your application is for admission to a named degree, most typically PhD. Some schools offer standalone MPhil degrees. We also offer an EdD (in the School of Education) and an MD (in Brighton and Sussex Medical School).

When you are ready to apply, your application will be through the online application portal, to which you will upload your proposal.

After you apply / your offer

Your application will be reviewed by senior members of our Doctoral College and wider university research leaders.

It will be considered in the context of the availability and suitability of supervision, taking into account your proposal and prior contact with our academic staff. 

It normally takes around four to six weeks to reach a decision on postgraduate research applications. If you have not had a decision on your application within eight weeks, please contact us via the application portal.

If your proposal is feasible for our supervision at the University of Brighton, we are likely to invite you to attend an online admissions interview. 

Types of offer

Conditional

If we have made you a conditional offer, the conditions will be stated in your offer letter. When you have met these conditions, you should provide this to the Doctoral College. When you have met all the conditions of your offer, we will provide you with a new offer letter.

Except where indicated in the offer letter, there are no specific deadlines for meeting the conditions of your offer. However, make sure you leave enough time after meeting the conditions to make arrangements to start your course, for example if you need to arrange accommodation or a visa.

Unconditional offers

An unconditional offer has no conditions. You just need to let us know whether or not you wish to accept or decline our offer of a study place and you do this by accepting/rejecting the offer via the new applicant area.

Deferring your offer

If you have been made an offer of study, and due to unforeseen circumstances you cannot attend at the start of your course, you may ask to defer your place to the next admission point.

To request a deferral, you should contact us through the portal's new applicant area. Please note that a change of start date is at the discretion of your supervisors and Director of Doctoral Studies. It is not automatically given and you may be asked to apply again.

Normally applicants are only permitted to defer their start date a maximum of two times.

Withdrawing your application

If you wish to withdraw your application, please notify your Research Student Administrator via the applicant area and they will update your application for you.

CAS number International students who require a student visa to study in the UK will need to apply for a CAS number. A CAS is a unique reference number that is 14 digits long that is given to you by the University of Brighton. It confirms to the Home Office that you have accepted an unconditional offer and met with the Home Office requirements regarding length of study in the UK and academic progression.

As part of your unconditional offer, you will be asked to complete a visa questionnaire. Our visa compliance team will then review your eligibility and issue a CAS number, as appropriate.

More information is available on our  international pages .

Tuition fee deposit

If you are self-funded we cannot issue you with a CAS until you have paid your tuition fee deposit. We would advise that you pay this as soon as possible so that you are able to make your visa application in plenty of time.

More information about the tuition fee deposit and how to pay it is available on the international student fees page .

If you are a funded student, you will need to provide proof of your sponsorship before the tuition fee deposit can be waived.

See more information on  visa applications .

ATAS statement

You will need to obtain an ATAS certificate every time you make a student visa application if you are studying or going to study one of the following research degree programmes:

• Biomedical Sciences
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• Mathematical and Information Sciences
• Information Technology.

Where an ATAS statement is required, the process of how to apply for this will be provided in your offer letter, so do read your offer letter carefully.

For details about the scheme and how to apply for your ATAS certificate, visit the Foreign and Commonwealth Office information about ATAS.

Academic requirements

You will apply for entry to a named disciplinary area. Your final award will not use this name, it is only for application.

The entry requirements for the PhD are:

• a recognised Masters degree with a significant research component, for example MPhil from another university, or similar qualification which is regarded by the University of Brighton as being equivalent and relevant
• or substantial appropriate research or professional experience at postgraduate level which resulted in published work, written reports or other appropriate evidence of accomplishment. An application made by someone with this experience will be considered on its merits and will normally require independent academic references
• or , unless a school exercises their right to specify more stringent entry requirements, we may consider a first or upper second honours degree or other qualification which is regarded by the University of Brighton as being equivalent and relevant.

The normal entry requirements for professional doctorates - EdD, MD - can be found on the appropriate programme page.

English language requirements

Applicants from outside the UK need to meet specific English language requirements in order to study for a PhD at the University of Brighton. 

The UK Visa and Immigration Authority (UKVI) has a defined list of Majority English-Speaking Countries . (N.B. this list is not generated by the University of Brighton and we are not able to adjust or deviate from its definitions.)

You may not need to prove your knowledge of English language if:

You are a national of one of the countries listed on the Government’s UKVI webpage

You have completed a Bachelor’s degree or higher in the last three years from one of the countries listed on the Government’s UKVI webpage*

*If you have a qualification from one of the listed countries but it was completed more than three years ago, it is a University of Brighton requirement that you provide further evidence of your English Language in the form of one of our accepted English tests.

For more information on the accepted tests, please see our  English language requirements . 

Please note that the results from the tests are valid for two years from the test date. The results must be valid on your course start date.

The minimum standard of English competence accepted is equivalent to the International English Languages Testing System (IELTS) scores in the table below.

TOEFL iBT, Pearson Academic or Kaplan Test of English results should be equivalent to the IELTS scores above.

If you are concerned that you might not reach the required level for the course, and therefore may need to take an English Language course, we recommend that you take the ‘IELTS for UKVI Academic’ at an approved test centre, details of which can be found on  the Government website .

If you need further advice, please email  [email protected] .

Terms and deadlines 

It is common for PhD students to begin in the October following their application, fitting to normal academic term calendars. This also suits the funding cycle for a number of funding bodies. 

However, we operate a rolling intake so students can make applications at any time throughout the year. Start dates will always be on the first working day of the month and will normally be determined as follows:

UK/EU students:  Normally one month after an offer is made

International students:  Normally three months after an offer is made

Professional Doctorates and programmes with a taught component  usually have one intake a year in October or January.

 Funding

Undertaking research study will require university fees as well as support for your research activities and plans for subsistence during full or part-time study.

Funding sources include self-funding, funding by an employer or industrial partners; there are competitive funding opportunities available in most disciplines through, for example, our own university studentships or national (UK) research councils. International students may have options from either their home-based research funding organisations or may be eligible for some UK funds.

Learn more about the funding opportunities available to you.

Tuition fees academic year 2023–24

Standard fees are listed below, but may vary depending on subject area. Some subject areas may charge bench fees/consumables; this will be decided as part of any offer made. Fees for UK and international/EU students on full-time and part-time courses are likely to incur a small inflation rise each year of a research programme.

Learn more about funding for doctoral degrees at the University of Brighton

All applications are made online  via our online application portal . 

By the time you are making a formal application, you should have all of the following prepared and ready to upload:

• Your research proposal  - This should have been discussed with an established academic, ideally in consultation with your likely supervisor at the university. Please see our guidance on writing a research proposal .
• Your qualification certificate(s)  - You will need to provide copies of your degree certificates and transcripts. Official translations should be provided where appropriate. If your degree has not yet been awarded, please note this on your application form.
• Evidence of English language  (EU/International applicants) – this is normally an IELTS or Pearsons certificate. All language tests must have been obtained within the preceding two years of the course start date. If you cannot provide a language test certificate, please contact us for advice.
• References  - you need to provide two references; one of these must be an academic reference from someone who taught you during your most recent period of study. All references must have been written within the last 12 months and need to be signed, dated and stamped with the organisation's stamp or on headed paper. Alternatively, you can provide contact details for your referees as part of the application process and we will contact them on your behalf.
• Passport  – please provide a copy of the photo page and, where applicable, a copy of your current visa. These documents can be uploaded to the ‘Education’ tab.

We have brought all your FAQs together on two pages on the website, with sections specially devoted to applications.

Please visit:

• General FAQs for PhD applications
• FAQs for international PhD applications

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•       Resources       Publish or Perish: Graduate Students' Guide to Publishing

Publish or Perish: Graduate Students' Guide to Publishing

In addition to endless piles of reading, demanding expectations in the classroom, student teaching responsibilities, and the always-looming awareness that they need to research, write, and edit a high-quality dissertation before graduating, today’s Ph.D. students also commonly feel stress about another topic: publishing. As more prospective employers expect degree seekers to get their names in academic journals and conferences while still in school, many learners feel overwhelmed by the prospects of making the grade. The following guide answers some of their most pressing questions, provides guidance on the ins and outs of publishing while still in school, and offers expert advice from a professor who knows better than most what it takes to publish rather than perish.

Understanding Publishing in Graduate School

Getting published as a grad student can feel overwhelming at first, because there’s so much to learn about the process and expectations surrounding it. With a bit of research, however, students can familiarize themselves with the specific language surrounding publishing and make in-roads towards getting their first paper published.

What Does it Mean to Get Published?

Within the context of graduate school, publishing refers to getting essays, papers, and research findings published in one of the academic journals or related forms seen as a leader in the field. As jobs in academia continue to become more competitive, it isn’t enough for learners to simply do well in their coursework. The degree seeker who hopes to land an important post-doctoral fellowship or find a teaching position at a college or university must make themselves stand out in other ways.

When Should a Ph.D. Candidate Get Published?

Getting a paper published takes a lot of time and effort, and those students who wait until the final year or two of a doctoral program may fail to actually have any published materials by the time they graduate. According to the University of Nebraska-Lincoln’s Graduate Connections program , getting a paper published – especially if it’s your first – can take up to three years. In addition to the fact that most journals publish quarterly, the panel review process typically takes a significant amount of time and those submitting for the first or second time usually need to make a large number of edits and complete rewrites in order to reach a publishable standard.

How to Get Published

In order to get published, students submit their work to the journal or conference of their choosing. They frequently also provide a cover letter outlining their research interests. Most journals put out generic calls for submissions once or twice a year, while some may ask for papers addressing specific topics that have a much shorter turnaround time. Grad students may find it intimidating to go up against more seasoned academics, but another option revolves around partnering with their dissertation supervisor or another professor with whom they work closely with to co-author a paper. This not only helps ensure the validity of their findings, but alerts the academic world know that this other, more recognized faculty member believes in the research the student is doing.

Who Should Get Published?

Learners most anxious to get published are those who see their future careers in teaching and research. Because the world of academia is relatively small when divided into individual subjects, it’s important for students who want to break into these ambitious arenas to make a name for themselves early on and create a curriculum vitae that captures the attention of hiring committees.

Where Should Students Get Published?

When deciding which publications to pursue, students should consider the research aims of each and their likelihood of getting published. Newer journals tend to take more submissions as they are still working on building up their roster of contributors. While less venerated than other publications, getting printed in these can help build up name recognition and make it easier to break into the top-tier publications over time.

In terms of where work is published, the majority of students look to academic journals when sending out cover letters and examples of their work. But other options exist as well. Presenting papers at conferences is a popular avenue, as are chapters in books. The following sections takes a more in-depth look at how and where to publish.

Realities & Challenges of Getting Published

Getting published, especially while still in grad school, takes tenacity, focus, and a thick skin. Those who continue working on their craft, presenting at conferences, collaborating with others, and not taking no for an answer, however, frequently find success. Some of the challenges students may encounter include:

Lack of time

It’s no secret that doctoral students have busy schedules that seldom allow for outside – or sometimes, even related – interests to take up much of their days. Because publishing is not a degree requirement, carving out the time needed to research, write, and edit the type of paper required for publishing can feel impossible. With this in mind, student should look for ways to multitask. If presenting at a conference, think about how that paper could be transformed into a journal article.

Lack of confidence

Studies have shown that mental stress and illness frequently increase in grad school as students feel intense pressure to stand out from their peers. These feelings are often intensified when considering publishing, as learners are going up against academics and researchers who have been working in the field far longer than them. It’s important to remember that each of those renowned individuals had to start somewhere.

Lack of funding

Completing the research needed for a competitive paper doesn’t only take time – it requires money. Whether traveling to archives or printing all the necessary documentation, funding for outside research can be scarce while in school. Some programs provide competitive grants for research travel to help offset these costs.

Intense competition

As discussed earlier, competition for publishing is fierce. Academic journals and conferences only have space for so many authors and trying to get noticed can feel like a losing battle. In addition to seeking out newer publications and co-authoring with more notable figures, consider taking part in symposiums at the school you attend to get your foot in the door. While research on the average number of rejections is lacking, don’t feel discouraged if it takes a long time to be chosen for publication.

Finding the right publisher

While getting your name in print within an academic journal you greatly admire is the ultimate goal, it may take some years for it to come to fruition. One of the biggest mistakes students make is applying to ill-suited publications. Look for journals with editorial board members whose names you recognize. If a professor knows one of them, don’t be afraid to ask if they can help get your paper in front of them.

Adequately addressing feedback

Getting a paper published often requires intense editing and even completely restructuring and rewriting what you conceived in the initial abstract. If an academic journal shows interest in your essay but suggests rewrites, pay close attention to their requests and try to work with an advisor to ensure you meet all the stated requirements.

What do Graduate Students Publish?

Academic journals may receive the lion’s share of discussion in the publishing world, but graduate students can actually choose from numerous outlets and paths for getting their work to a larger audience. Students should review the options listed below and think about which format might showcase their work best.

Tips for Publishing

Despite the great amount of work required to publish, students who meet the challenges and persevere stand to position themselves favorably for future job opportunities. The following section addresses some of the most common questions about the process and alleviates general fears about how publishing (or not) reflects upon them.

How many papers should a Ph.D. student try to publish before graduating?

According to scholar-practitioner Dr. Deniece Dortch, no single answer exists. “There is no hard and fast rule as to the number of publications students should have prior to graduation,” she notes. “The reality is students in STEM disciplines and those who use quantitative methods are more likely to have publications prior to graduation because they often work in research teams and labs. This is not to say that qualitative scholars or those in other disciplines aren’t, but it’s a much more standardized practice in STEM for students to graduate with two or three publications. Personally, I had one sole-authored publication accepted prior to graduation, one first-authored piece, and one second-authored piece.”

How many journal articles is it possible to publish during a PhD?

“The answer varies and is determined by factors such as length of program, research team access, and faculty relationships,” says Dr. Dortch. “I’ve seen folks finish with as many as 10 publications, although this is extreme and doesn’t happen often.” She continues, “Imagine you are in a four-year program and you get your idea to write an article in year two. You submit that article in year three after getting approval, collecting data, analyzing it, and then writing your paper. Year three you submit that paper; it may be accepted in year four after months of revisions at the request of the editor. You finally have one published paper as you graduate.”

Are there PhD students who have no journal publications? Should they be worried about that?

“It depends on the type of employment the student is seeking upon graduation,” says Dr. Dortch, “Students applying to or wanting to work in institutions and organizations with the highest levels of research productivity who have no publications may want to consider post-doctoral positions so they have the time and space to work on increasing their publication record after graduation.” She continues, “Postdocs are a very common practice in many disciplines and are used as a way to gain additional training and expertise in research and teaching.”

Is it absolutely essential to have publications to apply for a PhD program?

In a word, no. Individuals working toward doctoral degrees have many reasons for doing so, not all of which require them to publish. Admissions panels also recognize that students focus their efforts on many different goals (e.g. jobs, internships, presenting at symposiums) throughout bachelor’s and master’s programs. As long as learners can demonstrate an ongoing commitment to scholarship, publishing is not an absolute requirement.

Does publish or perish begin before starting a PhD program?

It’s true that many students begin worrying about publishing before starting a Ph.D. program, but the reality is that they have ample time during and after completing a doctorate to make their mark on the world of scholarship. According to a recent article by Inside Higher Ed , some individuals in the academy now wonder if too much emphasis is being placed on grad students publishing. Learners unsure about this should speak to a trusted advisor or mentor to figure out when to focus on getting published.

What is the difference between a published article and a Ph.D. thesis?

While a Ph.D. thesis is required for satisfactory completion of a degree, a published article is not. A Ph.D. also takes a much longer form than a published article, averaging approximately 90,000 words. Academic journal entries, conversely, are usually between 4,000 and 7,000 words.

Should I first write my Ph.D. thesis or publish journal articles?

Though publishing at the doctoral level is increasingly seen as a requirement in the job market, it is not part of degree requirements. With this in mind, students should prioritize the research and writing of their thesis above all else. If they have the time and mental clarity needed to publish journal articles, this can be a secondary focus.

From the Expert

Dr. Deniece Dortch is a scholar-practitioner known for her commitment to diversity, social justice and activism. Dr. Dortch holds a Ph.D. in Educational Leadership & Policy Analysis from the University of Wisconsin-Madison, an Ed.M. in Higher & Postsecondary Education from Columbia University, an M.A. in Intercultural Service, Diversity Leadership & Management from the School for International Training and a B.A. in Spanish from Eastern Michigan University. Hailed a graduate school expert by NPR, she has published numerous articles on the experiences of historically underrepresented undergraduate and graduate students. She is the creator of the African American Doctoral Scholars Initiative at the University of Utah and currently a Visiting Assistant Professor of Higher Education at The George Washington University .

Publishing as a student can feel intimidating. Why is this process important for learners to go through?

Long gone are the days of getting a good job by just having a solid dissertation or an award-winning thesis. Publishing your work while in school demonstrates a commitment to answering and understanding our world’s most complex problems. Further, institutions want to know that you have the capacity to publish. Now, publishing doesn’t mean you have to be first author or that you must publish sole-authored pieces only. Collaboration is also sufficient and often encouraged. The publishing process is intimidating for folks because it involves critique and, most often, rejection.

Receiving and giving critical feedback is part of the learning process and students should not shy away from it because it will only serve them well in the end as they learn to cope with disappointment and reward. But more importantly, there is no point spending months and years conducting research if you are just going to keep your findings to yourself. What you learn is meant to be shared.

What are some common mistakes these learners make when preparing their first papers?

Common mistakes that individuals make include not adhering to the guidelines outlined in the submission process. Examples of this can include ignoring formatting requirements (e.g. APA, MLA, etc.), going over the stated word count, inadequately proofreading, and not submitting a cover letter. This is probably the most important one.

What specific advice do you have for them in terms of finding the right outlet, preparing their work, and submitting to journals?

Students should have multiple individuals read over their work before submission. Writing is a process and even after it is submitted, it will need to be revised many more times before you will read it in print. It is part of the process. To find a good outlet for your work, pay attention to where other scholars are submitting their work. If you’re subject is aligned with theirs, you have a shot. Make a list of at least three outlets that fit your article. Also look out for special calls. A special call for submissions usually goes a lot faster than the regular submission process, so if you’re a student who is about to go on the job market, submit to those first. Also, the more competitive the academic, the longer the process, so keep that in mind. If you are rejected, just re-submit to the the next journal on your list.

In addition to publishing in journals, how else might a student go about getting recognition in their field while still in school?

Apply for all fellowships, grants, and awards that are specific to you and what you do. People in the academy love an award winner and they especially love people whose work has been recognized and/or funded by outside groups. A great way to increase a student’s visibility is to publish outside academic journals and publish in other media outlets. Also attend conferences in your field. Try to get on the program as a presenter or facilitator so that people in your field will start to know who you are and your research interests.

Apply now for spring 2024 Lacy-Fischer grants

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Graduate students are encouraged to apply for the Lacy-Fischer Interdisciplinary Research Grants by March 31. Grant funds are intended for creative advancement of collaborative research that makes an impact on the community and the world.

These grants were established to encourage graduate student-led research collaborations among students and faculty across campus. The goal of these grants is to enable interdisciplinary research teams working across at least two disciplines to seed the collection of preliminary data, add substantively to a project or area in which the student is already engaged and provide other information that can help develop a strong external outside grant proposal.

The Lacy-Fischer grants create unique opportunities for students, including travel and professional development, to broaden their perspectives and enhance their research.

The deadline to apply for spring 2024 funding is  March 31 . Selected proposals will be announced in late April. More information on application requirements, including submission materials and application deadlines is on the Graduate School website.

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Explore story topics.

• Graduate School
• graduate students
• Lacy-Fischer Interdisciplinary Research Grants
• The Graduate School

• Publication and funding

There are two publishing options, depending on the type of journal you choose.

Open access

If you want your research to be freely available to everyone immediately on publication, or your funder or institution requires this, then you should choose a journal that offers open access. If you select this method, you or your funders will be responsible for paying an article processing charge (APC).

To find out more about funder and institutional open access requirements and getting help with APCs, see our Guide to open access funding .

Subscription

Under this model, the cost of publishing is covered through journal subscription fees and you won’t need to pay an APC. Your research will only be seen by those subscribing to the journal.

Essential reading

• Guide to open access funding
• Benefits of open research
• What editors look for
• Choosing a journal

Your manuscript

• Submission guidelines
• Language editing
• Structure and layout
• Figures and tables
• Editorial policies

Holly Samuelson Awarded Starter Grant Funding from the National Science Foundation

Holly Samuelson , Associate Professor of Architecture at the Harvard Graduate School of Design, is part of a multidisciplinary team that has been awarded a major grant by the United States National Science Foundation (NSF). The team’s project, titled “Intelligent Nature-inspired Olfactory Sensors Engineered to Sniff (iNOSES),” addresses the urgent need to “acquire real-time information about the air we breathe,” according to their proposal. The portable chemical gas sensor they are developing relies on artificial intelligence (AI) to accurately identify volatile compounds in the air.

Samuelson is a Co-Principal Investigator alongside Alexander Tropsha , Professor of Chemical Biology and Medicinal Chemistry at the University of North Carolina at Chapel Hill. The Principal Investigator is Joanna Aizenberg, Amy Smith Berylson Professor of Material Sciences at the Harvard John A. Paulson School of Engineering and Applied Sciences and associate faculty at Harvard’s Wyss Institute.

The NSF recently announced investing $10.4 million to “develop innovative technologies and solutions to address a wide range of challenges related to chemical and biological sensing.”  The Phase 1 grant that Samuelson’s team received is worth approximately $650,000.

According to the team’s proposal: “The real-time chemical sensing data will pave the way to standardization in detection and reporting across sectors, a documented challenge leading to poor accountability in emission monitoring, inefficiently timed ventilation and air purification processes, and unnecessary food waste, all of which are responsible for immense climate, health, and socio-economic impacts.”

The team is working toward the Phase 2 grant submission, which is focused on bridging basic science and market deployment. Six teams be funded in Phase 2 for up to $5,000,000 each.

The grant is part of the NSF “Convergence Accelerator Track” program. According to an NSF press release, the program “builds upon a wealth of foundational knowledge and recent advances in chemical sensing, sensor technology, robotics, biomanufacturing, computational modeling and olfaction to address challenges related to environmental quality, industrial agriculture, food safety, disease detection and diagnostics, personal care, substance use or misuse and possible adversarial threats.”

The NSF is an independent federal agency that supports science and engineering in all 50 states and US territories. Established in 1950 by Congress, the agency’s investments account for 25 percent of federal support to America’s colleges and universities for basic research.

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April 2024 announcements for graduate students

Mark your calendars for important spring graduation deadlines, funding opportunities, events and professional development workshops.

Graduation Deadlines

Graduate students who plan to have their degrees awarded in August but would like to be listed in the commencement program must apply online to graduate through buff portal on the “apply for graduation” card. PhD students must also enter their dissertation title as part of the graduation application. Though you plan to participate in a May ceremony, please select August as the semester of graduation if that is when your degree will be awarded.

Doctoral students must complete the PhD dissertation defense or doctoral final examination by this date. Notice of the examination must be provided to the Graduate School using the doctoral final examination form two weeks before the exam.

PhD students must submit the dissertation with Thesis Approval Form to ProQuest by this deadline. The dissertation must be submitted electronically for review and approval by Graduate School staff by the end of the business day. The single page Thesis Approval Form (TAF) must be uploaded as a supplemental file with the dissertation in order for the submission to be complete. Students whose dissertations are received after this deadline, or those not submitted with the TAF, must apply to graduate at the following semester's commencement.

PhD and DMA students must fill out the Survey of Earned Doctorates (SED) online by this deadline. Learn more about the survey .

Master's students must complete the thesis defense or final examination by this date. Notice of the examination must be provided to the Graduate School using the master's final examination form two weeks before the exam. Certain units do not require an exam for non-thesis students. Please contact your department with any questions.

Doctoral grade changes must be submitted for incomplete courses taken during previous or current semesters.

Master's thesis plan students must submit the thesis and Thesis Approval Form to ProQuest by this deadline. The thesis must be submitted electronically for review and approval by Graduate School staff by the end of the business day. The single page Thesis Approval Form (TAF) must be uploaded as a supplemental file with the dissertation in order for the submission to be complete. Students whose dissertations are received after this deadline, or those not submitted with the TAF, must apply to graduate at the following semester's commencement.

Doctoral students must update diploma name or address in Buff Portal by this date if necessary.

Master’s grade changes must be submitted for incomplete courses taken during previous semesters.

Funding Opportunities

• Due April 12 :  Graduate Fellowship in Community-Based Research
• Due April 14 :  Graduate School Student Travel Grant

Professional Development Opportunities

Graduate student appreciation week.

The first week of every April, the Graduate School at the University of Colorado Boulder celebrates what makes it great: its students. Part of a broad national effort, these events recognize graduate students and the outstanding work that they do.

Breakfast Burritos with the Dean

 April 2, 8 to 9:30 a.m.   Rec Center, Ice Rink Overlook 

Join Dean Adler and the Graduate School staff for breakfast burritos and coffee for Graduate Student Appreciation Week! Food & beverage available while supplies last.

Register Here

GradCO: Identifying Alternative Career Paths to Academia

 April 3, 12 to 1:30 p.m.   Zoom

In this virtual session Amy Cailene from the Career Center returns to guide participants through methods to translate academic skills to suit careers and jobs outside the university. If you are curious about how to find jobs in industry or other agencies where you can use your advanced degree, you will benefit from Cailene’s keen career insights. 

This workshop is hosted by Colorado State University and is being shared with other institutions across Colorado as part of the GradCO Consortium's Professional Development Series.

Negotiating Salary & Startup Packages for Academia & Industry

 April 18, 12 to 1 p.m.   Zoom

In this information session, we will cover negotiating salary and startup packages for both academic and industry positions. We will hear from Assistant Professors Nuris Figueroa (Physics) and Katya Arquilla (Aerospace Engineering), and Program Director and Career Advisor Cat Diebel-Wilson (Career Services), who will offer strategies to help you effectively navigate salary discussions. Questions may be submitted in advance to [email protected] .

• Announcements
• Spring 2024

Initiatives

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Ohio State celebrates successful medical residency match day at the Ohio Union

Author: Kelli Trinoskey

• College Updates
• Internship and Residency

For most medical students, the culmination of four years of medical school — hours of study, clinical rotations and tough exams — is Match Day, the celebratory announcement of their residency position placement. In advance of Match Day, M4 students from around the country rank the residency programs they hope to join in their order of preference, while the programs simultaneously rank the learners. The National Resident Matching Program then runs this data through an algorithm, which works to maximize the preferences of all parties.

“Match Day is medicine’s own version of March Madness,” said Carmine A. Grieco, MD , associate dean for Student Life at The Ohio State University College of Medicine.

Dr. Grieco, along with Carol R. Bradford, MD, MS, FACS , dean of the Ohio State College of Medicine, and other leaders shared a few words of encouragement before students opened their official match envelopes at this crucial point of their journey.

“It is a day that you will remember for the rest of your lives,” Dr. Bradford said. “As you embark on this new chapter, you hold the key to your success. Regardless of what program you match into, you will be continuing on your journey of lifelong learning.”

On March 15, nearly 200 medical students at the college gathered with faculty, staff, family and friends at the Ohio Union to discover where they — these soon-to-be physicians — would begin the next chapter of their medical careers.

Dr. Grieco kicked off the ceremony, acknowledging the excitement of this momentous day, when future doctors learn the location and specialty of their residency. Jennifer McCallister, MD , associate dean of Medical Education, congratulated students on their years of hard work and dedication that led to this day.

“You have stepped up and stepped together as leaders and advocates of change at our medical center and in our profession,” said Dr. McCallister. ”Today is the day to pause and catch your breath and reflect on all of your hard work.”

Daniel Clinchot, MD , vice dean for Education, put the significance of these accomplishments into perspective by sharing that this year, 193 medical students at the College of Medicine matched in more than 24 specialties. Nationwide, there were 44,000 applicants for just 41,000 positions. It was the largest Match Day in the history of the National Resident Matching Program.

“35% of our medical students matched in Ohio,” said Dr. Clinchot. “The most popular specialties were  internal medicine, pediatrics, emergency medicine and orthopedic surgery.” An amazing 68 learners chose a primary care specialty.

One M4, Alyssa Thompson, learned that she will be staying in Ohio, but heading south to Cincinnati for a pediatrics residency in the extensive program at Cincinnati Children's Hospital Medical Center .

“It was my first choice,” said Thompson. “I will take a lot with me. At Ohio State, I learned so much about how to be a better doctor, be more empathetic and understand the way decisions are made in medicine.”

Aaron Craft, former Ohio State Buckeye basketball star and fourth-year medical student, found out he matched in otolaryngology at The Ohio State University Wexner Medical Center. He and his wife opened his envelope together and immediately hugged with joy and relief.

“We have a lot of specialists here in the field and I’ve learned a lot from them already,” said Craft. “I am really excited to learn more.”

Craft, his wife and their two small children will stay in Columbus as he undergoes five years of residency, expanding his training in diagnosing and treating conditions of the head and neck and learning both nonsurgical and surgical treatments.

Congratulations to The Ohio State University College of Medicine Class of 2024!

2024 Match Day

More from Ohio State

Kristy Townsend, PhD, receives prestigious research award from W.M. Keck Foundation to study brain and adipose tissue connections

Understanding impact of traumatic situations key to providing trauma-informed care

Historic growth for College of Medicine research funding surpasses $400 million

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Dear Colleague Letter: Research Internships for Graduate Students at U.S. Army Combat Capabilities Development Command Army Research Laboratory (DEVCOM ARL) or Ground Vehicle Systems Center (DEVCOM GVSC) Supplemental Funding Opportunity (NSF-DEVCOM INTERN)

March 21, 2024

Dear Colleagues:

Fostering the growth of a globally competitive and diverse research workforce and advancing the scientific and innovation skills of the Nation is a strategic objective of the National Science Foundation (NSF). The NSF and U.S. Army Combat Capabilities Development Command Army Research Laboratory (DEVCOM ARL) and Ground Vehicle Systems Center (DEVCOM GVSC) have entered into a partnership to support the development of graduate students to meet both the NSF's strategic workforce development objectives as well as DEVCOM ARL’s and DEVCOM GVSC’s mission to advance cutting-edge scientific discovery, technological innovation and transition of knowledge products to empowering U.S. Army capabilities today and in the future.

This Dear Colleague Letter (DCL) describes this unique partnership with DEVCOM ARL or DEVCOM GVSC and is aligned with and conforms with the NSF INTERN opportunity described in the Dear Colleague Letter: Non-Academic Research Internships for Graduate Students (INTERN) Supplemental Funding Opportunity . This DCL is referred to as the NSF - DEVCOM INTERN DCL.

SUPPLEMENTAL FUNDING OPPORTUNITY

NSF and DEVCOM ARL and DEVCOM GVSC will consider supplemental funding requests that enable PIs (or co-PIs) to request up to six months of additional support for graduate students supported on active NSF grants with the following goals:

• To provide graduate students with the opportunity to augment their research assistantships or NSF Graduate Research Fellowship Program (GRFP) fellowships with DEVCOM ARL or DEVCOM GVSC research internship activities and development opportunities that will complement their academic research development;
• To allow graduate students to pursue new activities aimed at acquiring professional development experience that will enhance their preparation for multiple career pathways after graduation; and
• To encourage the participation of the full spectrum of diverse talent in science, technology, engineering, and mathematics (STEM) in the programs and activities of the Department of Defense.

DESCRIPTION OF THE ACTIVITIES SUPPORTED

The Principal Investigator (PI) or co-PI of an active NSF award may request supplemental funding for one or more graduate students to gain knowledge, skills and experiences that will augment their preparation for a successful long-term career through an internship at the DEVCOM ARL or DEVCOM GVSC.

PIs and co-PIs are encouraged to discuss with the cognizant NSF program directors and the DEVCOM ARL or DEVCOM GVSC point of contact to identify potential Army collaborators and ensure activities are aligned with Army mission priorities and within the NSF grant project scope. It is expected that the graduate student and the PI on the NSF grant will work together to identify innovative experiences that add the most educational value for the graduate student. Further, it is expected that the internship will be on-site at DEVCOM ARL (Adelphi, MD, Aberdeen Proving Ground, MD or White Sands, NM) or DEVCOM GVSC (Warren, MI) and will be research-focused within a relevant STEM field.

DEVCOM ARL RESEARCH FOCUS AREAS

DEVCOM ARL research initiatives are aligned to eleven (11) research competencies (Figure 1). These provide the Army foundational expertise to accelerate the delivery of knowledge products aimed to solve the most Army-relevant research questions. Opportunities for NSF-supported graduate student internships provide ample research stimulation as the competencies span a wide spectrum of NSF supported science and engineering basic research fields.

Figure 1. DEVCOM ARL Research Competencies

• Biological and Biotechnology Sciences: biological-related disciplines, including synthetic biology, biological materials, biological / abiological interfaces and biological effect.
• Electromagnetic Spectrum Sciences: novel approaches to sensing and operating across the entire electromagnetic (EM) environment; counter-sensing across the EM spectrum; protection from EM effects; emerging concepts for RF, radars, and electronic warfare (EW).
• Energy Sciences: science of mechanical and electrical power generation, storage, conditioning, and distribution; energy conversion; and emerging concepts for lasers, directed energy (DE), and DE protection and propagation.
• Humans in Complex Systems: multi-disciplinary non-medical approaches to understand and modify the potential of humans situated in and interacting within complex social, technological, and socio-technical systems.
• Mechanical Sciences: science of novel mechanics, mechanisms, and control to enable manned/unmanned ground and air vehicle concepts.
• Military Information Sciences: underpinning sciences, physical autonomy, and enablers required to provide timely, mission-aware information to humans and systems at speed and scale for all-domain and coalition operations.
• Network, Cyber, and Computational Sciences: sciences to enable and ensure secure resilient communication networks for distributed analytics in Multi-Domain Operations.
• Photonics, Electronics, and Quantum Sciences: materials (and related manufacturing methods) and devices intended for achieving photonic, electronic, and quantum-based effects.
• Sciences of Extreme Materials: materials and related manufacturing methods focusing on mechanical response and performance extremes, including active, adaptive, and flexible/soft materials; novel manufacturing science for energetic materials.
• Terminal Effects: sciences and applied research of weapon–target interactions.
• Weapons Sciences: internal, transitional, and external ballistics; launch, flight, control, and navigation of guided weapons and aerial systems; development of novel weapon concepts.

DEVCOM GVSC RESEARCH FOCUS AREAS

DEVCOM GVSC research initiatives are aligned to five (5) research competencies (Figure 2). These provide the Army applied science and technology expertise to accelerate the delivery of knowledge products aimed to solve the most Army-relevant research questions focused on the ground vehicle mission. Opportunities for NSF-supported graduate student internships provide ample ground vehicle research stimulation as the competencies focuses on the physical sciences and related disciplines critical to the ground vehicle mission.

Figure 2. DEVCOM GVSC Research Competencies

• Propulsion and Mobility: Development, control and integration of vehicle powertrains, including electrical. Track and suspension development. Energy storage including fuel cells to effectively maneuver over greater percentages of terrain than current systems.
• Fuels and Lubricants: Development and improvement of existing and future ground and aviation fuels, fuel additives, interactions with propulsion systems and distribution to include renewable diesel fuel, alternative/sustainable fuel and fuel additives to include the needs of electronic platforms. Computational materials science and materials engineering approaches for lubricants coatings, batteries, and fuel cells.
• Electrical and Power Management: Vehicle electrical power, including high voltage systems, system design, electromagnetic environment effects, thermal and safety concerns and component development. Vehicle embedded system architectures, firmware and software design and development to include cybersecurity issues.
• Survivability and Protection: Protection consists of the capabilities and technologies to mitigate the effects of threats employed against ground vehicles on the occupants and individuals in their proximity. Materials science, glass, composites and ceramic production, joining technologies, structural design optimization, signature management, occupant protection, special components, physical protection and modular architecture are critical enablers to achieving optimized layered survivability and protection.
• Autonomy & Robotics: mobility functions of robotic, automated and autonomous systems to include executive decision making, human robot interactions, development of autonomous behaviors utilizing the robotic technology kernel, robotic data modeling and curation and the development of modeling and simulation and testing methods and capabilities.

ELIGIBILITY

To be eligible, graduate students must: be a U.S. citizen, have completed at least one academic year in their graduate programs (master's or doctoral), be in good academic standing and demonstrate satisfactory progress towards completion of their degrees. This opportunity is open to PIs or co-PIs who are supporting graduate students through any active NSF award, including institutional GRFP awards. The PI for an active GRFP fellowship (not the GRFP fellow) should contact GRFP ([email protected]) regarding specific requirements before submitting a supplemental funding request on behalf of a GRFP fellow.

Graduate students selected for the NSF-DEVCOM INTERN Program must be U.S. citizens in order to access the Government research facilities needed to conduct research, attend visits, and participate in meetings. Proof of citizenship, which will require two (2) forms of identification, must be provided for the selected graduate students when requested by DEVCOM ARL or DEVCOM GVSC. One form of identification must include a picture, such as a current driver’s license or passport. The second form of identification does not require a picture, such as a Social Security Number (SSN) card or a birth certificate. Additionally, the selected graduate students must be willing to submit to a National Crime Information Center (NCIC) check. Proof of citizenship is NOT required as part of the supplemental funding request submitted to NSF.

SUPPLEMENTAL FUNDING REQUEST PREPARATION INSTRUCTIONS

Information about requesting supplemental support is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG), Chapter VI.E.5. In addition to the PAPPG requirements for supplemental support, the following materials must be included.

• The first line of the Summary of Proposed Work must include the NSF-DEVCOM INTERN DCL title and NSF publication number and include these components:
• Under supplementary documents provide the following:

(A) A resume of the graduate student (up to 2 pages) that contains (but not limited to) the following information:

• Research summary to include contribution(s) to research discipline
• Educational Preparation
• Institution(s)
• Year of study (1st year, 2nd year, etc.)
• Completed coursework
• Employment and volunteer/outreach history
• Publications (accepted only)
• Other information relevant to the proposed internship
• If the Host organization is DEVCOM GVSC, then the NSF recipient and DEVCOM GVSC must agree in advance as to how intellectual property (IP) rights will be handled. A signed agreement on IP (including publication and patent rights) must be submitted either as a supplementary document or, via email to the cognizant Program Director after submission of the supplementary funding request and prior to the award of the supplemental funding. NSF is responsible neither for the agreement reached nor the IP information exchanged between the NSF recipient and GVSC. Note: No IP Agreement is required if the Host organization is DEVCOM ARL.
• A budget and budget justification.

SUPPLEMENTAL FUNDING AMOUNT

The total amount of funding requested must not exceed $55,000 per student per six-month period. NSF plans to fund approximately 10 supplements in each fiscal year starting with FY 2024, depending on the availability of funds.

ALLOWABLE COSTS UNDER THIS DCL

Funds may be used to support travel, tuition and fees, health insurance, additional stipend, and temporary relocation costs for the graduate student. Additional stipends are not allowed for GRFP fellows “on tenure” (currently receiving a GRFP stipend), but a stipend will be considered for fellows “on reserve” (not currently receiving a GRFP stipend) equal to the monthly rate of the GRFP stipend. Up to $2,500 may be used for the PI or the graduate research fellow’s advisor to travel to work with the host organization in co-mentoring the student during the internship. Up to $2,500 may be used for materials and supplies to support the student during the internship. The recipient is permitted to request indirect costs in accordance with their approved/negotiated indirect cost rate. The total requested budget cannot exceed the limits listed under the “Supplement funding amount” section above. Note: Spousal and dependent travel are not supported.

PERIOD OF SUPPORT

The supplement funding will provide up to six months of support for an internship. Up to two supplemental funding requests may be submitted per student supported by the award. This would allow the student up to two internship periods up to six months each (i.e., a maximum of 12 months per student).

Supplemental funding requests may be submitted at any time with a target date of June 15 for Fiscal Year 2024 and April 15 for future Fiscal Years.

SUBMISSION & REVIEW

Requests for supplemental funding must be submitted electronically via Research.gov. A PI or co-PI on an NSF award must contact his/her cognizant program director prior to submission. GRFP INTERN supplement requests are submitted by the GRFP PI, not by the GRFP fellow or the fellow’s research advisor. Requests for supplemental funding submitted in response to this DCL will be reviewed internally by NSF Program Officers. All supplements are subject to (a) the availability of funds, and (b) merit review of the supplemental funding request.

For further information, please contact: Dr. Prakash G. Balan, [email protected] DEVCOM ARL Point of Contact: Dr. Pablo E. Guzmán, [email protected] DEVCOM GVSC Point of Contact: Ms. Andrea Simon, [email protected]

SPECIAL AWARD CONDITION

Intellectual Property Rights: Internships under this DCL are considered equivalent to traineeships. The National Science Foundation and DEVCOM ARL claim no rights to any inventions or writings that might result from its traineeship awards. However, trainees should be aware that NSF, another Federal agency, or some private party may acquire such rights through other support for particular research. Also, trainees should note their obligation to include an Acknowledgment and Disclaimer in any publication.

Note: If the Host organization is DEVCOM GVSC, an IP agreement between the NSF recipient and DEVCOM GVSC is required per the guidance under the section on Supplemental Funding Request Preparation Instructions.

POLICY OR CODE ADDRESSING HARASSMENT

Recipients are required to have a policy or code of conduct that addresses sexual harassment, other forms of harassment, and sexual assault. The recipient should coordinate with DEVCOM ARL or DEVCOM GVSC to provide orientation to graduate students to cover expectations of behavior to ensure a safe and respectful environment, and to review the recipient and DEVCOM ARL's or DEVCOM GVSC’s policy or code of conduct addressing sexual harassment, other forms of harassment, and sexual assault, including reporting and complaint procedures. For additional information, see the NSF policies at https://new.nsf.gov/stopping-harassment .

Sincerely, Susan Marqusee, Assistant Director Directorate for Biological Sciences (BIO) Dilma Da Silva, Acting Assistant Director Directorate for Computer and Information Science and Engineering (CISE) James Luther Moore, Assistant Director Directorate for Education and Human Resources (EHR) Susan Margulies, Assistant Director Directorate for Engineering (ENG) Alexandra Isern, Assistant Director Directorate for Geosciences (GEO) Denise Caldwell, Acting Assistant Director Directorate for Mathematical and Physical Sciences (MPS) Sylvia M. Butterfield, Acting Assistant Director Directorate for Social, Behavioral and Economic Sciences (SBE) Erwin Gianchandani, Assistant Director Directorate for Technology, Innovation and Partnership (TIP) Alicia Knoedler, Office Head Office of Integrative Activities (OIA) Kendra Sharp, Office Head Office of International Science and Engineering (OISE)