biology phd programs in new york

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Doctoral Studies

QC Biology PhD student Sounak Ghosh Roy with fellow Zakeri lab student researchers Jessica Jimenez and Joss Montblanc

We offer programs of courses and research leading to the Ph.D in affiliation with the CUNY Graduate Center.  Aspiring biologists might be interested in the PhD Program in Biology (including Subprograms in Molecular, Cellular, and Developmental Biology; Evolution, Ecology, and Behavior; Neuroscience; and Plant Sciences); the PhD Program in Psychology (including biology-relevant Subprograms in Behavioral and Cognitive Neuroscience; and Cognition and Comparative Psychology); the PhD Program in Biochemistry; or the PhD Program in Earth and Environmental Sciences. Refer to the Bulletin of the Graduate Center for application, financial aid, and course information for the Ph.D. program.

The QC Biology Department has excellent research facilities, including the Core Facility for Imaging, Cellular and Molecular Biology , well-equipped research laboratories, a greenhouse, animal facilities, cold-room and environmental control units, marine and fresh-water aquaria, scanning and transmission electron microscopes, and computer access.  Our doctoral faculty engage in a diverse range of research .

Opportunities are enhanced by affiliation with other city institutions and cooperative efforts with other divisions of the City University of New York and the American Museum of Natural History. Graduate courses can be taken from colleges that are affiliated with relevant CUNY Ph.D. programs, including  Brooklyn College , City College , College of Staten Island , Hunter College , Lehman College , and Queens College . Four other institutions in the New York City area are associated with the CUNY Ph.D. program in Biology, including the American Museum of Natural History , Brooklyn Botanic Garden , the Institute for Basic Research in Developmental Disabilities , and The New York Botanical Garden . Our faculty and doctoral students collaborate and interact with researchers at other units such as those at NYU, Columbia, Rockefeller, Fordham, and several area hospitals. Queens College is close to many habitats, including a variety of field and forest types, ponds, streams, and salt marsh, marine and beach ecosystems.

Under the Biology PhD Program, the CUNY Graduate Center provides the first year of support for incoming students, after which the mentor and campus provide financial support. Incoming students are offered guaranteed 5-year financial support packages including a stipend and tuition paid. Consult other relevant PhD programs for their policies. Below are links to CUNY doctoral programs and subprograms relevant to biologists, and lists of participating QC faculty.

Biology PhD Program

Molecular/Cell/Developmental Biology Subprogram John Dennehy, Dept of Biology Karl Fath, Dept of Biology Nathalia Holtzman, Dept of Biology Alicia Meléndez, Dept of Biology Boojala Reddy, Dept of Computer Science Susan Rotenberg, Dept of Chemistry & Biochemistry Wilma Saffran, Dept of Chemistry & Biochemistry Cathy Savage-Dunn, Dept of Biology Timothy Short, Dept of Biology Daniel Weinstein, Dept of Biology Zahra Zakeri, Dept of Biology

Ecology/Evolution/Behavior Subprogram José Anadon, Dept of Biology Mitchell Baker, Dept of Biology Jeffrey Bird, SEES John Dennehy, Dept of Biology David Lahti, Dept of Biology Gillian Stewart, SEES Larissa Swedell, Dept of Anthropology John Waldman, Dept of Biology

Neuroscience Subprogram Richard Bodnar, Dept of Psychology Joshua Brumberg, Dept of Psychology Pokay Ma, Dept of Biology Carolyn Pytte, Dept of Psychology

Plant Science George Hendrey, SEES

Biochemistry PhD Program Robert Engel, Dept of Chemistry & Biochemistry Karl Fath, Dept of Biology Nathalia Holtzman, Dept of Biology Alicia Meléndez, Dept of Biology Susan Rotenberg, Dept of Chemistry & Biochemistry Wilma Saffran, Dept of Chemistry & Biochemistry Cathy Savage-Dunn, Dept of Biology Timothy Short, Dept of Biology Thomas Strekas, Dept of Chemistry & Biochemistry Daniel Weinstein, Dept of Biology Zahra Zakeri, Dept of Biology

Earth and Environmental Sciences PhD Program Jeffrey Bird, SEES William Blanford, SEES Jacquelyn Bracco, SEES Timothy Eaton, SEES Dianne Greenfield, SEES George R. Hendrey, SEES Marc-Antoine Longpre, SEES Allan Ludman, SEES Cecilia M. McHugh, SEES Steven Markowitz, SEES Greg O’Mullan, SEES Stephen Pekar, SEES Dax Soule, SEES Gillian Stewart, SEES Pedro Val, SEES John Waldman, Dept of Biology Chuixiang Yi, SEES

Psychology PhD Program

Cognitive and Comparative Psychology Training Area David Lahti, Dept of Biology Carolyn Pytte, Dept of Psychology Robert Ranaldi, Dept of Psychology

CUNY Neuroscience Collaborative Jeff Beeler, Dept of Psychology Rich Bodnar, Dept of Psychology Joshua Brumberg, Dept of Psychology Jin Fan, Dept of Psychology Nancy Foldi, Dept of Psychology Andrea Li, Dept of Psychology PoKay Ma, Dept of Biology Yoko Nomura, Dept of Psychology Carolyn Pytte, Dept of Psychology

Behavior Analysis Training Area Carolyn Pytte, Dept of Psychology Robert Ranaldi, Dept of Psychology

Prof. Dan Weinstein (foreground) with (left to right) recent Biology PhD graduate Ye Jin, undergraduate alumna Riddhi Chauhan, and recent Biology PhD graduate Sushma Teegala.

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Ph.D. Program

The Department of Biology welcomes applications from individuals with strong undergraduate records and a desire to pursue further training in the life sciences. The program is administered by the CUNY Graduate Center, which also awards the Ph.D. degree. CUNY Biology Ph.D. website  

REQUIREMENTS

To enter the program, applicants must be accepted by one of the Biology Subprograms, which include Molecular, Cellular and Developmental Biology; Ecology, Evolution and Behavior; Neuroscience; and Plant Sciences. Admission is competitive, and only the strongest, most qualified students are admitted. Those admitted typically have outstanding undergraduate records in the sciences, highly positive letters of recommendations, and good GRE scores. Once a student is admitted to the program, specific requirements will depend on the chosen subprogram. All subprograms, however, require 60 credits (30 may be transferred for a previous Master's degree), a First Examination that is taken after one year, a Second Examination concerning, the thesis proposal, and a final Defense of Thesis. For Additional subprogram requirements, please see the Handbook for the Doctoral Program in Biology. All doctoral students must take the first exam in 1 of the four areas of the program. Exams from previous years are available through the Biology Program Office at the Graduate Center. As they are made available to us, we will also post them here as PDF downloadable files. To date, we have one of the exams in the Ecology Evolution and Behavior program available. 2000 exam  

APPLICATION

The Ph.D. Program in Biology is administered through the Graduate Center of the City University of New York (CUNY). Beginning in Fall 2008, students will be based at the Graduate Center for their first year and at individual college campuses thereafter. Currently, approximately 25 students are assigned to the City College campus. Applications are obtained from and returned to the CUNY Graduate School at this address:  

Office of Admissions

The Graduate Center 365 Fifth Avenue New York, New York 10016-4039  

Please note that sending your application directly to City College will only slow down the progress of your application.

A wide variety of doctoralcourses are offered through many of the senior colleges of the City University of New York, including City College. Students may take courses at any of these campuses. A list of courses may be viewed by examining the Handbook for the Doctoral Program in Biology. Courses are also available at Columbia University and New York University through a consortial arrangement.  

Central to any doctoral program is the opportunity to do research in an area of interest. We have a nucleus of faculty working in three Biology subprograms: Molecular, Cell and Developmental Biology; Ecology, Evolution and Behavior; and Neuroscience. Many research opportunities are offered by our faculty. In addition to working with faculty in the Biology Department at City College, some Ph.D. students from our campus work with mentors in the Sophie Davis Medical School and at the American Museum of Natural History.To get a better idea as to specific research areas that are available, please refer to our Faculty Bios.  

Doctoral students will receive financial support for five full years of study. The package includes a full tuition waiver, health insurance coverage, and a $26,000/year stipend. For more information, click here . [Back to Top]

Last Updated: 09/21/2017 16:43

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A doctorate is the pinnacle of an arts and science education. Founded in 1886, the Graduate School of Arts and Science at NYU is among the oldest schools offering doctoral programs in the United States. Today NYU’s doctoral programs span the humanities, sciences, and social sciences, and students pursue cutting-edge research with the close supervision of NYU’s internationally recognized research faculty. New York City resources complement and enhance our vibrant intellectual communities. Use the links below to explore Doctor of Philosophy and dual advanced degrees at New York University.

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Biology PhD Program

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NYU Shanghai, in partnership with the NYU Graduate School of Arts and Science and the NYU Department of Biology, invites applications from exceptional students for PhD study and research in Biology.   Participating students are enrolled in the NYU GSAS Biology PhD program, complete their coursework at the NYU Department of Biology in New York, and then transition to full-time residence at NYU Shanghai where they undertake their doctoral research under the supervision of NYU Shanghai faculty.

Highlights of the Program

• NYU degree upon graduation
• Graduate coursework at the NYU Department of Biology in New York
• Research opportunities with and close mentorship by NYU Shanghai faculty
• Access to the vast intellectual resources of NYU GSAS and NYU Department of Biology
• Cutting-edge research environment at NYU Shanghai, including a thriving community of PhD students, post-doctoral fellows, and research associates, activities such as a regular program of seminars and visiting academics, and links with other universities within and outside China
• Financial aid through the NYU Shanghai Doctoral Fellowship , including tuition, fees, and an annual stipend
• Additional benefits exclusive to the NYU Shanghai program, including international health insurance, housing assistance in New York, and travel funds

Genomics, Bioinformatics, Evolutionary Analysis of Large-Scale Genomics Data, Molecular Evolution, Computational Biology

Jungseog Kang

Chromosome Segregation, Mitosis, Antimitotic Cancer Drug Screen

Recent Publications by NYU Shanghai Faculty

• KBase: The United States Department of Energy Systems Biology Knowledgebase.Nature biotechnology 36 (7), 566, 2018
• Pangolin genomes and the evolution of mammalian scales and immunity Genome research 26(10):1312-1322, 2016
• Unknown unknowns: essential genes in quest for function. A Danchin, G Fang, Microbial biotechnology 9 (5), 530-540 2016
• Comparative analysis of the transcriptome across distant species Nature 512 (7515), 445 166 2014
• Transcriptomic and phylogenetic analysis of a bacterial cell cycle reveals strong associations between gene co-expression and evolution G Fang, KD Passalacqua, J Hocking, PM Llopis, M Gerstein, NH Bergman, BMC genomics 14 (1), 450, 2014

Jungseog Kang

• Improving drug discovery with high-content phenotypic screens by systematic selection of reporter cell lines. Kang J et. al. Nature Biotechnology (2016) 34:70-77.
• Mitotic centromeric targeting of HP1 and its binding to Sgo1 are dispensable for sister-chromatid cohesion in human cells. Kang J et. al. Mol. Biol. Cell (2011) 22:1181-1190.
• Kinase signaling in the spindle checkpoint. Kang J et. al. J. Biol. Chem. (2009) 284:15359-63.

Selected Faculty and Student Features

" Communicating Science: NYU Shanghai’s First Postdoctoral and Doctoral Research Assembly " (Xiaoai Lyu)

" A New Way to Screen Cancer Drugs " (Jungseog Kang)

" Professor Gang Fang Wins NYU GIPH Research Affinity Group Network Challenge " (Gang Fang)

Structure of Program

Participating students complete the PhD degree requirements set by the NYU Department of Biology and in accordance with the academic policies of NYU GSAS. Each student develops an individualized course and research plan in consultation with the Director of Graduate Study at the NYU Department of Biology and the student’s NYU Shanghai faculty advisor. A typical sequence follows:

Begin program with funded research rotation, up to 3 months preceding first Fall semester, to familiarize with NYU Shanghai and faculty as well as lay a foundation for future doctoral study.

Complete PhD coursework at Department of Biology alongside other NYU PhD students. 

Return to Shanghai for second funded research rotation to solidify relationships with NYU Shanghai faculty and make further progress in research.

Under supervision of NYU Shanghai faculty advisor, pursue dissertation research and continue coursework. Depending on each student’s individualized course of study, return visits to New York may also occur. Complete all required examinations and progress evaluations, both oral and written, leading up to submission and defense of doctoral thesis.

To learn more about the NYU Biology PhD program degree requirements, please visit this page .

Application Process and Dates

Applications are to be submitted through the NYU GSAS Application portal , within which students should select the Biology PhD as their program of interest, and then indicate their preference for NYU Shanghai by marking the appropriate checkbox when prompted. Applicants will be evaluated by a joint admissions committee of New York and Shanghai faculty. Application requirements are set by the NYU Department of Biology and are the same as those for all NYU PhD applicants, no matter their campus preference; however, candidates are recommended to elaborate in their application and personal statements about their specific interests in the NYU Shanghai program and faculty.

For admission in Fall 2024, the application deadline is December 1, 2023.

Interested students are welcome to contact Vivien Du , PhD Program Manager, at [email protected] with any inquiries or to request more information.

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Integrity post-baccalaureate program.

Integrating Transdisciplinary Research and Training to Eliminate Cancer Health Disparities (INTEGRITY) is a two-year post-baccalaureate program whose goal is to train a new generation of health disparities researchers, through an educational and training experience that will empower trainees to visualize and embrace their future studies with confidence, excitement, and purpose within a culture that fosters fearless scientific inquiry, communication, and belonging. Fellows will be taught and mentored by internationally recognized experts in the science of cancer health disparities research, community outreach, and community-based research participation.

Eligibility. Applicants must have a bachelor’s degree, in any STEM discipline or health profession, from an accredited college or university awarded before applying to the program, Applicants must be able to commit to full-time participation in the program for 2 years and cannot be simultaneously enrolled in a graduate degree program. Preference will be given to applicants who can be considered an under-represented minority in science (African American/Black, Hispanic/Latino, Native American, or Pacific Islander) and/or be students from economically or educationally disadvantaged backgrounds, such as economically low-income households, a person with a disability, or a first-generation college attendee, determined by self-report on the application. US Citizenship is not required for DICR Post-Baccalaureate Fellows. Students will be supported by a stipend for housing and meals.

T35 Training Grants

NIH-T35 institutional training grants at Columbia University Irving Medical Center from the National Heart, Lung, and Blood Institute (NHLBI), National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), and National Institute on Aging (NIA) provide funds to support up to 61 students in the summer between their 1st and 2nd years of medical school as they perform research projects guided by a Columbia faculty member. The three T35 Programs collectively comprise the NIH Summer Research Program at CUIMC, to which student apply through a common interface (see below). VP&S students have priority for traineeships, with additional traineeships annually awarded to selected students at other medical schools.

Each Institute prioritizes projects within their research mission, and many cancer-related projects qualify on this basis. A few traineeships are also available to students who apply with experienced investigators in other fields and whose projects are well-reviewed.

Resources for applicants and trainees are available on the NIH Summer Research Program Canvas site.

Genome and Epigenome Integrity in Cancer (GEIC) Training Program

This new university-wide training program, Genome and Epigenome Integrity in Cancer (GEIC), will prepare predoctoral students and postdoctoral fellows for productive careers in basic and translational cancer research on the roles of genomic and epigenomic instability in cancer. The educational goal of GEIC is to serve as a premier training site nationwide for emerging researchers who will elucidate the biological processes underlying genome and epigenome instability and translate these insights into cancer treatment. Another important goal is to increase the diversity of future scientists engaged in this kind of research. To achieve these goals, GEIC identifies and recruits a diverse pool of trainees, offering them a rigorous and individualized curriculum, and providing them with research experience in the laboratories of 25 investigators at Columbia University.

Graduate Training Program in Microbiology and Immunology

This NAID-funded training program provides funds for two years for selected predoctoral students who have attained dissertator status within the PhD program in Microbiology, Immunology, and Infection, which is based in the Department of Microbiology and Immunology. Our PhD granting program provides predoctoral trainees with a unique opportunity to obtain individualized training within a broad yet cohesive program of scientific inquiry into the immune system, host response to infection, pathogen biology, systems approaches to microbiology and immunology, cancer immunology, human immunology, transplantation, and processes of microbial and immune cell replication. Underrepresented minorities, who we actively seek to recruit, comprised 17% of our cohort.

Learn more about the Department's graduate programs

Human Nutrition Research Project

The PhD Program in Nutritional and Metabolic Biology is an inter-disciplinary and multi-departmental training program that is housed within the Institute of Human Nutrition of Columbia University. Research focuses on applying knowledge of the molecular and cellular events that lead to and promote cancer development to the design of cancer therapies and prevention strategies. Past projects of interest involve carcinogenesis of digestive organs.

Cellular, Molecular & Biomedical Studies

This training grant supports pre-doctoral students in the Integrated Program in Cellular, Molecular and Biomedical Studies (CMBS). The CMBS is a PhD granting interdisciplinary program that combines faculty from all the basic science departments. The CMBS Program is an umbrella program that presents students with a unique opportunity to obtain individualized training in basic cell and molecular biology, microbiology, structural biology, biophysics, genetics, immunology, neurobiology, structural biology, systems biology and computational biology, as well as translational biomedical disease-related research, such as cancer biology and neurodegenerative disease research.

Learn more about the program

Reducing Health Disparities Through Informatics

The NINR funded Reducing Health Disparities Thorough Informatics (RHeaDI) program provides training in informatics for pre- and post-doctoral students in the Columbia School of Nursing. The program provides trainees with research support, didactic courses, networking opportunities, and financial assistance to conduct interdisciplinary research using informatics and precision medicine approaches to advance health equity and facilitate evidence-based practice in underserved populations. Predoctoral trainees must be PhD students in nursing or biomedical informatics.

Genetics Approaches to Development and Disease

Genetic Approaches to Development and Disease (GADD) trains young scientists in the use of modern genetics to address major challenges in biomedical research. Students in the GADD program receive advanced training in genetic analyses using model organisms, current genetic and genomic techniques, biostatistics, history of genetics, and the ethics of modern genetics. A major goal of the GADD program is diversification of the biomedical workforce through effective recruitment, retention, and support: URM students represent 16% of current students.

Advanced training in environmental health and data science: molecules to populations

In collaboration with the Mailman School of Public Health, this training program represents the consolidation of three NIEHS T32 training grants at Columbia University (Interdisciplinary Training in Climate and Health, Graduate and Postdoctoral Training in Environmental Health Science and Toxicology, Training Program in Environmental Life Course Epidemiology) into a unified training program designed to address critical needs in the field of environmental health sciences. Our predoctoral trainees will participate in: 1) a core curriculum in environmental health sciences (using a life course approach to study molecular mechanisms of disease, epidemiologic methods, health effects of climate change, and the exposome) 2) a core curriculum in data sciences, 3) specialized coursework to support dissertation research, 4) research rotations, 5) small interdisciplinary training groups, and 6) dissertation research.

Medical Scientist Training Program

The goal of Columbia's Medical Scientist Training Program (MSTP) is to train the next generation of biomedical leaders. Our program emphasizes both clinical and scientific education. The academic environment at Columbia fosters innovative scholarship and nurtures the vision to translate scientific findings to clinical practice.

Hormones: Molecular Mechanism of Action and Functions

The Hormones: Molecular Mechanism of Action and Functions program provides support and training to highly motivated predoctoral and postdoctoral researchers in the field of endocrinology and related subjects dealing with all aspects of hormone biology at the organ, cellular, and molecular levels through modern genetic tools in various model organisms and in human subjects.

Training in Biomedical Informatics at Columbia University (DBMI)

The NLM-funded Biomedical informatics Training Program at Columbia University is run by the Department of Biomedical Informatics (DBMI), but is closely tied to New York-Presbyterian Hospital, the Columbia Data Science Institute, the Department of Systems Biology, and departments and schools throughout the university. The Program offers courses and research training for 1) pre-doctoral PhD trainees and 2) post-doctoral MA and PhD trainees, as well as for 3) post-doctoral non-degree trainees with previous informatics doctoral training.

F30/F31 Predoctoral Fellowships

F30 and F31 Awards are NIH-funded, individual, pre-doctoral training fellowships. These awards are part of the NIH Ruth L. Kirstein National Research Service Award (NRSA) Program. Eligibility for F30 awards require that the applicant be a U.S. citizen or permanent resident, enrolled in a dual degree program, such as a combined MD/PhD program.

Learn more about the F30 programs

F31 awards are open to U.S. citizens or permanent residents enrolled in a research doctoral program, who are from population groups that have been shown to be underrepresented in the biomedical, behavioral, or clinical research workforce.

Learn more about the F31 awards

TL1 Doctoral Student Program

The TL1 Training Programs are intended to provide trainees with additional research training to prepare for a research career that can contribute in some meaningful way to understanding risk of disease, improving diagnosis and prevention, and tailoring treatment based on an individual’s variation in genes, environment, and/or lifestyle.

The TL1 Doctoral Program provides doctoral students with one to two years of research training, which run simultaneously with students’ ongoing doctoral training. The program allows doctoral students to gain knowledge and skill-sets that may be outside of their primary academic or clinical discipline. The interdisciplinary education gained as a TL1 trainee will serve as an invaluable asset in conducting future research and collaborating with scientists and investigators from other clinical and academic fields of knowledge. Participation in this program will not necessitate extending an individual’s doctoral training program. Initially awarded for one year and renewed for a second year with satisfactory progress.

TL1 Summer Training Program

The TL1 Summer Training Program provides doctoral students who have completed their first (or in some cases, second) year of training with a summer stipend over the 12-week program. Students are expected to attend didactic training as well as participate in experiential learning. The program allows doctoral students to gain knowledge and skill-sets that may be outside of their primary academic or clinical discipline. The interdisciplinary education gained as a TL1 trainee will serve as an invaluable asset in conducting future research and collaborating with scientists and investigators from other clinical and academic fields of knowledge.

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Global PhD Student Fellowship in Biology

The NYU Abu Dhabi Global PhD Student Fellowship in Biology is offered in collaboration with the Graduate School of Arts and Science at NYU New York.

The program generally involves one to two years of classwork at NYU New York, followed by three to four years of research at NYU Abu Dhabi. If selected, the doctorate is fully funded under the NYU Abu Dhabi Global PhD Student Fellowship.

Key Features of the Fellowship

• New York University degree upon graduation
• Access to the extraordinary resources of the NYU Graduate School of Arts and Science
• Graduate coursework in New York
• Cutting-edge research opportunities in NYU Abu Dhabi’s labs
• Tuition, fees, and health insurance provided throughout the program
• Generous research assistantship and stipend provided by NYU Abu Dhabi throughout the program
• Assistance for degree-related travel between Abu Dhabi and New York
• Campus accommodation at no cost in Abu Dhabi
• A contribution toward accommodation costs in New York
• Career development assistance at both campuses

Interested in Applying?

Get in touch with us.

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The applications for Fall 2024 are now closed. Applications will re-open for Fall 2025 in September.

Our Research

See where you can do biology research at NYU Abu Dhabi.

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NYU New York Biology Doctoral Program

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"For a researcher, it's a dream come true"

Biology student Wael Abdrabou can quickly process data from his fieldwork in Burkina Faso because of NYU Abu Dhabi’s excellent lab facilities.

Finding the right research environment

PhD fellow Patrice Delaney grew up on an island, so she has always been interested in studying our natural world.

For more information about our programs, please contact  [email protected] .

The 10 Highest Paying College Majors (and 10 Lowest)

Engineering degrees took nine out of 10 spots on the list of the 10 highest paying college majors, five years after graduation.

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No surprise, majoring in engineering and finance yields the biggest paydays five years after graduating college, while majoring in liberal arts or performing arts pays the least. But which specific majors result in the highest and lowest paydays? A recent New York Federal Reserve survey takes a look.

Looking at the broader jobs picture, over 275,000 jobs were added in February, according to the Bureau of Labor Statistics . The strongest growth was in healthcare, food service and local governments, but retail and e-commerce delivery got a boost from warmer weather. Some jobs require no college education, while others require a four-year degree or more.

If you are curious about analytical and technological concepts and enjoy math and science, then you might consider choosing a career in a STEM industry where you can earn some of the highest salaries after five years of graduating. On the other hand, if you prefer to pursue a major in performing and liberal arts or theology, you will likely earn some of the lowest salaries. That's according to the New York Federal Reserve analysis .

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Let's take a closer look at the ten highest and ten lowest paying college majors to see what to expect upon graduation.

College majors that pay the most five years after graduation

College majors that pay the least five years after graduation.

[Source: U.S. Census Bureau, American Community Survey-2022 data]

With a number of U.S. job seekers considering a career change in 2024, it makes sense to find out which jobs give you the best chance to make the highest wages and show the most or least potential for growth . No matter your passion, or if you plan to pursue a college degree or not, there is a job out there for you.

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For the past 18+ years, Kathryn has highlighted the humanity in personal finance by shaping stories that identify the opportunities and obstacles in managing a person's finances. All the same, she’ll jump on other equally important topics if needed. Kathryn graduated with a degree in Journalism and lives in Duluth, Minnesota. She joined Kiplinger in 2023 as a contributor.

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News from the Columbia Climate School

Summer 2024 Climate School Internship Opportunities

Yana Zeltser

Adrienne Day

The Climate School is offering internship opportunities for diverse administration and communications roles with sustainability-related projects. Current full-time Columbia and Barnard students (undergraduate, graduate, and PhD) are eligible to apply. 

Summer internships are paid at a rate of $22/hour. The maximum possible funding is for 260 hours (or 20 hours/week for 13 weeks) and the internship period runs June 1 – August 31. Students must be available to start on or about June 1st. Students hires are required to be within commuting distance during their summer employment at Columbia and must make their own housing arrangements.

The application deadline is Sunday, April 7 at 11:30 pm ET. Decisions will be made shortly after the deadline.

Read the full position descriptions below carefully for specific requirements for each position. To apply, visit the application here . While you may apply for more than one position, you must submit separate applications for each. To apply for multiple positions, return to the form after you submit it to select another position.

For each position application, you will need to submit your cover letter and resume combined into a single file.

Contact Yana Zeltser ([email protected]) with questions.

The Summer 2024 Internship positions include:

• Advancing Land Based Investment Governance (undergraduate, graduate)
• Climate School-WE ACT Thriving Community Technical Assistance Center Program (undergraduate, graduate, PhD)
• Communicating Climate Science and Impacts of Environmental Stressors on Vulnerable Ecosystems and Communities (graduate)
• Coordinating Indigenous and NGO participation in climate negotiations (undergraduate, graduate, PhD)
• DEI + Sustainability Summer Fellowship Project (graduate)
• Institutional Partnerships (undergraduate)

Internship Position Descriptions:

• Project Title: Advancing Land Based Investment Governance Student type desired: undergraduate, graduate Department/Program: Columbia Center on Sustainable Investment Project Objectives : Under the Advancing Land Based Investment Governance (ALIGN) consortium, CCSI and two partner organizations provide responsive technical support to governments, civil society, local communities and Indigenous Peoples in strengthening national policy on land-based investments. The project responds to concerns that land-based investments (including renewable energy investments) are often seen as critical to advancing sustainable development though may also contribute to dispossession, environmental degradation, and conflict. ALIGN activities are under way in multiple countries across Sub-Saharan African and the Asia-Pacific. Thematic foci include land rights, climate change, and energy transition policy. Anticipated Tasks :  1) Tracking web and social media content related to ALIGN activities to support responsiveness to dynamic legal and policy landscapes and inform ALIGN strategy development. 2) Developing twitter and website content on ALIGN projects; social media content has proved valuable in reaching target government and private sector stakeholders. 3) Supporting communication and efficiency across consortium and external partner organizations through developing and updating project tracking spreadsheets and note-taking in meetings. Proposed benefits of this project to the intern: The intern will have the opportunity to learn from external partners in Sub-Saharan Africa and Southeast Asia about the environmental and human rights concerns surrounding land-based investments, as well as about public sector efforts to improve investment governance. The intern will develop social media, written communication, stakeholder engagement and organizational skills as well as their attention to detail. They will learn about responsible land-based investment, investment governance, and community and Peoples’ rights in the context of resource investments, and cross-cutting areas including the just transition. Networking opportunities with CCSI staff and fellow interns will be available. Skills Required:   Strong attention to detail, excellent written communication skills, strong organizational and interpersonal skills, knowledge or experience of issues relating to land-based investment governance, community and Peoples’ rights, climate change, the energy transition and cross-cutting themes would be preferred but is not required. French is a plus. ~
• Project Title: Climate School-WE ACT Thriving Community Technical Assistance Center Program Student type desired: undergraduate, graduate, PhD Department/Program: Columbia Climate School

Project Objectives : Interns will support the Columbia Climate School-WE ACT Thriving Community Technical Assistance Center Program team. The Region 2: WE ACT TCTAC serves New York and New Jersey and aims to help underserved communities gain access to grant and funding opportunities so that they’re better positioned to advance and address environmental, climate, and energy justice issues. We (members of the TCTAC) offer training and technical assistance to build capacity for navigating grant application systems, writing strong grant proposals, effectively managing grants, and engaging in environmental and energy justice decision-making. As part of this team, the selected individual will support the following administrative efforts Anticipated Tasks :  1) Coordinating Technical Assistance requests; Track participant data; Collate data to provide program progress reports. 2) Identify and meet with potential technical assistance providers. 3) The intern will also support TCTAC Steering Committee Meetings and working groups including a) Set up meeting agendas, b) Note-taking, c) Coordinate follow up. 4) The intern will might also provide logistical support with a) In-person and virtual trainings, b) Community tours through our NY and NJ, c) WE ACT TCTAC cohort events Examples of key functions during placement may include: Supporting strategic partnership development, Assessing the impact of WE ACT TCTAC on disadvantaged communities, and Helping to develop content for internal and external outreach efforts. Benefits of this project to the intern: The intern will gain experience working with environmental justice and community-based organizations, strengthen data collection and organizational skills, and work collaboratively with a project team of members from diverse backgrounds (university staff, NGOs, CBOs, etc.) Skills Required:   Excellent organizational skills, good people skills, some knowledge of and interest in environmental or climate justice (preferably courses taken or previous work experience). Students who are passionate and interested in environmental justice. ~

• Project Title: Communicating Climate Science and Impacts of Environmental Stressors on Vulnerable Ecosystems and Communities Student type desired: graduate Department/Program: Lamont Doherty Earth Observatory Project Objectives : 1) Improve understanding on how climate change stressors (sea level rise, increasing temperature, eutrophication, hypoxia) impact ecological processes in vulnerable coastal environments, and communicate results to coastal communities, including underserved populations. 2)  Improve understanding on impacts of extreme events (intense storms, floods, droughts) on coastal ecosystems, habitat, and communities. 3) Improve understanding on why climate change is an environmental justice issue. 4) Capture and integrate input from local communities into our research. 5) Bridge and translate science to policy, decision makers, and the public. 6) Examine human-ecosystem interactions in urban coastal systems. Anticipated Tasks :  1) Develop web content relevant to this project 2) Develop social media content 3) Write blogs and essays 4) Interview project participants, collaborators and stakeholders involved in this project 5) Assist with development of short videos/recordings Benefits of this project to the intern:

Through this project, the intern will learn about the impact of climate change and extreme events on coastal ecological processes and ecosystem stressors. Through involvement in all phases of the project, the intern will have the opportunity to broaden the knowledge obtained in courses, become familiar with current literature on climate change and impacts on coastal ecology, biodiversity, coastal communities and water resources, and develop skills in communication of findings. They will also gain experience in working both independently and cooperatively with a diverse group of people, and understanding and applying writing/communications methods, ethics and conduct rules. Skills Required:  

Creativity; Critical thinking and problem-solving; Initiative; Organizational Skills; Strong background and interest in climate change, environmental sciences and social science; Effective oral and written communication skills (e.g., essays, blogs, interviews); Experience with various social media and communication platforms (e.g., YouTube, Instagram); Experience with web content development (e.g., story maps); Teamwork and collaboration skills ~

• Project Title: Coordinating Indigenous and NGO participation in climate negotiations Student type desired: undergraduate, graduate, PhD Department/Program : Columbia Climate School Project Objectives : This project seeks to expand the participation of Indigenous Peoples with two groups involved in the UNFCCC negotiations: an NGO, the International Cryosphere Climate Initiative (iccinet.org), and a high-level group of nations, Ambition on Melting Ice (ambitionmeltingice.org), which includes a number of countries (Nepal, Chile, Peru, Tanzania) with substantial Indigenous populations. These two organizations press for climate action to address ice loss and sea level rise; though there is some Indigenous involvement through the Inuit Circumpolar Council (inuitcircumpolar.org) around sea ice, Indigenous engagement could be greatly expanded in regions of mountain glaciers and permafrost. Anticipated Tasks : 

1) The intern will coordinate with Indigenous organizations, such as the Local Communities and Indigenous Peoples Platform (lcipp.unfccc.int) and national organizations, as well as with the two groups above.

2) They will track activities around cryosphere, mountain and permafrost issues within the UNFCCC processes and Indigenous Peoples organizations.

3) They will assemble case studies of effective adaptation and mitigation activities that involve full just partnerships between Indigenous Peoples and other organizations.

4) They will assist in preparing notes and documents leading up to COP29 in Azerbaijan, and support the development of the International Year of Glacier Protextion (2025) announced by UNESCO, and will prepare posts on this efforts for the GlacierHub within the Climate School website State of the Planet (news.climate.columbia.edu/features/GlacierHub).

Benefits of this project to the intern: The intern will gain knowledge and experience of international climate negotiations, learn the challenges and opportunities of promoting engagement of marginalized communities, and develop skills in locating and analyzing assessment and policy documents. The intern will also produce posts for State of the Planet which will have their byline and permanent URLs. Skills Required:   Familiarity with climate policy, climate science and impacts, and climate justice; Strong skills in managing documents and references; Writing skills for drafting documents and reports; Experience in related areas of climate justice preferred; International experience preferred. ~

• Project Title: DEI + Sustainability Summer Fellowship Project Student type desired: graduate Department/Program: SUMA & Columbia Climate School Project Objectives : This project aims to strengthen DEI efforts and initiatives within the Sustainability graduate programs and Climate School partner programs. Students will engage in a variety of activities and work that highlights the close connectivity of DEI and Sustainability. This project will involve developing curriculum and programming that bring equity-centered perspectives on sustainability, integrate environmental justice knowledge, and enable students to deeply engage with social justice issues. In conjunction with offices and people throughout the network, this project will provide fellows with a high-level overview of strategy, planning, and development in DEI + Sustainability spaces. Anticipated Tasks :  This project aims to center DEI advancements with student feedback and development, EMPHASIS ON STUDENTS. Students will help develop workshops, skills seminars, course curriculum, and future DEI Initiatives for the Sustainability Programs, partner programs, and beyond. Students will brainstorm and build relationships with program administrations, Climate School & SPS leaders, and entities across the Columbia network. Students will also engage in the broadness of DEI + Sustainability, working individually and collectively, to craft presentations and resources to aid in marketing and recruitment for the programs. Students will also contribute to website and social media updates. Benefits of this project to the intern: Student will gain skills and competencies in DEI planning. Student will partner with SUMA administrators, faculty, and other campus leaders on their DEI efforts. Students will gain a better understanding of the strategy and development behind DEI Programming. Students will also gain valuable experience in working in higher education administration and leadership. Students will develop transferable skills that will be valuable, no matter the desired career path. Students will provide support for projects of the Sustainability Graduate Programs and on broader equity efforts at Columbia and in the surrounding community. Skills Required:   Interest in DEI work; Interest in Higher Education Administration; Sustainability Emphasis; Computer Skills; Public Speaking and Presentation Skills; Community Engagement; Be Available for In-Person & Virtual. ~
• Project Title: Institutional Partnerships Student type desired: undergraduate Department/Program: Columbia Climate School, Office of Development Project Objectives : The Summer Intern will contribute to the following summer projects: 1) Continue to develop and refine the Climate School’s first development database of institutional funders and prospects. 2) Prepare Materials for Strategy Sessions and Pipeline Meetings 3) Prospect Research Anticipated Tasks :  Picking up where our previous intern left off, the new summer intern will continue to build and refine the development database. They will source and compile publicly available contact information on prospects and funders to the School to support the creation of an actionable database. The intern will also work closely to support the team in the preparation of presentation materials (slide decks, summary documents, agendas); take meeting notes and then synthesize and distribute them to meeting participants. Lastly, they will contribute to the development of prospect briefings for Climate School. Benefits of this project to the intern: The student will get an inside view of how the Climate School raises funding from the climate philanthropy sector, primarily foundations and corporations. The student will learn about key global funding priorities for the climate sector and how the Columbia Climate School’s education, research, and impact objectives match to these areas of giving. The student will uplevel their ability to use AI to efficiently and effectively accomplish routine tasks such as prospect briefings and create compelling PPTs. Skills Required:   Intern should have strong English language writing and project management skills; facility with Microsoft 365 platform, Google workspace, and LinkedIn. A familiarity with customer relationship management (CRM) databases is preferred, but not essential. Prior experience using ChatGPT, BardAI, or other generative AI models is most welcome. The intern should possess a curiosity for what drives philanthropic engagement in the climate sector, specifically towards an academic institution like the Columbia Climate School.

Related Posts

Student Spotlight: Exploring the Impact of Sustainable Development on Study Abroad Experiences

Repairing Tectonic GNSS in Bangladesh’s Tea Region

For This Graduating Senior, Climate, Culture and Community Go Hand in Hand

Get the Columbia Climate School Newsletter →

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UB distributes over 12,000 NSF eclipse glasses to local students

The National Science Foundation provided University at Buffalo chemistry professor Steven Ray with over 12,000 eclipse glasses, like these, to distribute to local schools and community centers. Photo: Steven Ray

Eyewear protection, provided at no cost to schools, will allow thousands of kids to safely view April 8 event

By Tom Dinki

Release Date: March 26, 2024

BUFFALO, N.Y. — Thousands of Western New York kids will safely view next month’s total solar eclipse thanks to a collaboration between the University at Buffalo and the National Science Foundation. 

Steven Ray, PhD, associate professor of chemistry in the UB College of Arts and Sciences, has helped distribute 12,500 pairs of eclipse glasses to local school districts and community centers ahead of the April 8 eclipse. The glasses were provided by the NSF for free and come with safety instructions.

“It’s a great opportunity to help kids enjoy a once-in-a-lifetime experience of being in the path of totality,” Ray says. “Being able to provide this at no cost to schools and parents is a big plus.”

The effort is part of the NSF’s plan to make 1 million eclipse glasses available to the public prior to April 8. In partnership with the National Oceanic and Atmospheric Administration and NASA, the foundation is distributing glasses nationwide, as well as at the National Mall in Washington, D.C. on the day of the eclipse.

Ray, who is currently the principal investigator on two NSF grants related to plasma physics and mass spectrometry, applied for a small grant to distribute 12,000 of those glasses. 

“UB is at the center of research and scholarship in Western New York, so we were a natural partner for the NSF on this kind of outreach effort,” he says.

Ray worked with the Western Region of the New York State Parent Teacher Association, as well as the Buffalo Community PTA , to get the glasses into the hands of school officials. The glasses have been distributed to the Lackawanna, Orchard Park, Pembroke and Sweet Home school districts; Erie 1 BOCES; CHC Learning Center; as well as the Elmwood Village, Enterprise, Global Concepts, Persistence Preparatory Academy, Reach Academy, Buffalo Commons, West Buffalo, King Center, Buffalo United, and Tapestry charter schools. Glasses have also been given to Delavan Grider Community Center and Resource Council of Western New York. 

With many school districts canceling classes on the day of the eclipse, it’s likely students will be sent home with the glasses. 

“I hope students get a sense of wonder from the eclipse and appreciate that science can predict exactly when it’s going to happen and explain why it’s happening,” Ray says. “This event is a great opportunity to instill a love of science in the next generation. Students sometimes view science as something of a dry subject, but here we can show them that it has real implications on their everyday lives.”

Specialized glasses, like those provided by the NSF, are required to safely view the eclipse. Glasses can be removed only during totality, the brief period when the moon completely blocks the sun.

Western New York will experience totality for over three minutes, from 3:18 to 3:21 p.m., but UB ophthalmologists suggest only removing your glasses during the two minutes of peak totality, which will last from about 3:19 to 3:21 p.m.

Media Contact Information

Tom Dinki News Content Manager Physical sciences, economic development Tel: 716-645-4584 [email protected]

2024 Best Colleges with Marine Biology and Oceanography Degrees in New York

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Stony Brook University, SUNY

Stony Brook, NY •

• • Rating 3.54 out of 5   2,882 reviews

Freshman: Freshman year at Stony Brook University is an exhilarating journey marked by academic exploration and personal growth. Engaging lectures and vibrant discussions characterize classes, offering a diverse learning experience. The campus fosters a sense of community, with numerous clubs and events enabling students to connect and build lasting friendships. Navigating the picturesque campus, freshmen discover state-of-the-art facilities and resources that enhance their educational pursuits. The cultural diversity enriches perspectives, creating a dynamic environment. Challenges and triumphs shape this transformative year, laying the foundation for a fulfilling college experience. Stony Brook University's freshman experience is a blend of academic rigor, social connections, and self-discovery. ... Read 2,882 reviews

• grade  A minus Overall Niche Grade

Acceptance rate 48%

Net price $16,445

SAT range 1300-1480

#17 Best Colleges in New York .

Blue checkmark.

STONY BROOK, NY ,

2882 Niche users give it an average review of 3.5 stars.

Featured Review: Freshman says Freshman year at Stony Brook University is an exhilarating journey marked by academic exploration and personal growth. Engaging lectures and vibrant discussions characterize classes, offering a... .

Read 2882 reviews.

Overall Niche Grade : A minus ,

Acceptance Rate : 48% ,

Net Price : $16,445 ,

SAT Range : 1300-1480 ,

SUNY College of Environmental Science & Forestry

Syracuse, NY •

• • Rating 3.66 out of 5   348 reviews

Sophomore: The most perfect college I could have gone to, as a hippy-dippy nature freak but it isn't for everyone. ESF is a school for any kind of nature freak, climate activist, environmentalist, or outdoorsman. But if you don't fit that mold, it probably isn't the school for you. The professors are brilliant, but expect a high level of interest and engagement in content. The party scene is unbeatable (thanks Syracuse). And the resources are also great (thanks Syracuse). Student engagement is very big and pretty much everyone you know is engaged in at least one club or student run organization. If you are very passionate about the environment, this is the perfect school for you, if you aren't, look elsewhere. ... Read 348 reviews

• grade  B+ Overall Niche Grade

Acceptance rate 65%

Net price $22,159

SAT range 1130-1300

#21 Best Colleges in New York .

SYRACUSE, NY ,

348 Niche users give it an average review of 3.7 stars.

Featured Review: Sophomore says The most perfect college I could have gone to, as a hippy-dippy nature freak but it isn't for everyone. ESF is a school for any kind of nature freak, climate activist, environmentalist, or... .

Read 348 reviews.

Overall Niche Grade : B+ ,

Acceptance Rate : 65% ,

Net Price : $22,159 ,

SAT Range : 1130-1300 ,

Long Island University

Brookville, NY •

• • Rating 3.43 out of 5   1,847 reviews

Graduate Student: The campus is beautiful and the veterinary medicine program (which I am currently enrolled in) is excellent and continuously developing. I like that they offer on-campus housing for graduate students and not just undergraduate students. The location and tuition is expensive, but you expect that when you come here. Overall, my experience at Long Island University has been positive. ... Read 1,847 reviews

• grade  C+ Overall Niche Grade

Acceptance rate 93%

Net price $22,620

SAT range 1100-1320

BROOKVILLE, NY ,

1847 Niche users give it an average review of 3.4 stars.

Featured Review: Graduate Student says The campus is beautiful and the veterinary medicine program (which I am currently enrolled in) is excellent and continuously developing. I like that they offer on-campus housing for graduate students... .

Read 1847 reviews.

Overall Niche Grade : C+ ,

Acceptance Rate : 93% ,

Net Price : $22,620 ,

SAT Range : 1100-1320 ,

New York Film Academy - New York

NEW YORK, NY

• • Rating 4.03 out of 5   95

Fairleigh Dickinson University - Metropolitan Campus

TEANECK, NJ

• • Rating 3.51 out of 5   1,009

Hamilton College

CLINTON, NY

• • Rating 3.71 out of 5   486

Russell Sage College

• • Rating 3.5 out of 5   564

Franklin University Switzerland

• • Rating 4.13 out of 5   23

Dominican University New York

ORANGEBURG, NY

• • Rating 3.46 out of 5   386

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UB distributes over 12,000 NSF eclipse glasses to local students

The National Science Foundation provided University at Buffalo chemistry professor Steven Ray with over 12,000 eclipse glasses, like these, to distribute to local schools and community centers. Photo: Steven Ray

Eyewear protection, provided at no cost to schools, will allow thousands of kids to safely view April 8 event

By Tom Dinki

Release Date: March 26, 2024

BUFFALO, N.Y. — Thousands of Western New York kids will safely view next month’s total solar eclipse thanks to a collaboration between the University at Buffalo and the National Science Foundation. 

Steven Ray, PhD, associate professor of chemistry in the UB College of Arts and Sciences, has helped distribute 12,500 pairs of eclipse glasses to local school districts and community centers ahead of the April 8 eclipse. The glasses were provided by the NSF for free and come with safety instructions.

“It’s a great opportunity to help kids enjoy a once-in-a-lifetime experience of being in the path of totality,” Ray says. “Being able to provide this at no cost to schools and parents is a big plus.”

The effort is part of the NSF’s plan to make 1 million eclipse glasses available to the public prior to April 8. In partnership with the National Oceanic and Atmospheric Administration and NASA, the foundation is distributing glasses nationwide, as well as at the National Mall in Washington, D.C. on the day of the eclipse.

Ray, who is currently the principal investigator on two NSF grants related to plasma physics and mass spectrometry, applied for a small grant to distribute 12,000 of those glasses. 

“UB is at the center of research and scholarship in Western New York, so we were a natural partner for the NSF on this kind of outreach effort,” he says.

Ray worked with the Western Region of the New York State Parent Teacher Association, as well as the Buffalo Community PTA , to get the glasses into the hands of school officials. The glasses have been distributed to the Lackawanna, Orchard Park, Pembroke and Sweet Home school districts; Erie 1 BOCES; CHC Learning Center; as well as the Elmwood Village, Enterprise, Global Concepts, Persistence Preparatory Academy, Reach Academy, Buffalo Commons, West Buffalo, King Center, Buffalo United, and Tapestry charter schools. Glasses have also been given to Delavan Grider Community Center and Resource Council of Western New York. 

With many school districts canceling classes on the day of the eclipse, it’s likely students will be sent home with the glasses. 

“I hope students get a sense of wonder from the eclipse and appreciate that science can predict exactly when it’s going to happen and explain why it’s happening,” Ray says. “This event is a great opportunity to instill a love of science in the next generation. Students sometimes view science as something of a dry subject, but here we can show them that it has real implications on their everyday lives.”

Specialized glasses, like those provided by the NSF, are required to safely view the eclipse. Glasses can be removed only during totality, the brief period when the moon completely blocks the sun.

Western New York will experience totality for over three minutes, from 3:18 to 3:21 p.m., but UB ophthalmologists suggest only removing your glasses during the two minutes of peak totality, which will last from about 3:19 to 3:21 p.m.

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