ucla chemistry phd program

General Catalog

Chemistry ms, cphil, phd.

Awards and Fellowships

The Department of Chemistry and Biochemistry fully supports all graduate students with appointments as teaching assistants or graduate student researchers.  The Department funds tuition, student fees, health insurance, and an annual stipend for living expenses for students enrolled in the program.  As a part of the doctoral program, graduate students are required to serve as a Teaching Assistant for a minimum of three academic quarters. For current Academic Apprentice Scales, visit:  Academic Apprentice Scales Listing .

Graduate Awards

The annual Department of Chemistry and Biochemistry Awards Ceremony recognizes the efforts of our fantastic students and faculty, ands showcases our department as a center for excellence in teaching and research.

• Commencement – Held in the Court of Sciences; Fall, Winter, Spring and Summer candidates are encouraged to participate in the annual departmental ceremony.

Fellowships

This four-year fellowship program, funded by the University of California Office of the President, the UCLA Graduate Division, and the home department, supports a limited number of students who are entering PhD programs and are interested in a career in college or university teaching and research. Applicants must complete both the Fellowship Application for Entering Graduate Students and the Diversity Fellowships – Supplemental Application. These forms will be reviewed as part of your fellowship application.

This program is intended to support students in their final year of graduate school, at the dissertation writing stage. Award recipients should complete all degree requirements within 12 months of beginning their dissertation fellowships and will be asked to submit a report of their progress at the midpoint. Awards are $20,000 stipend plus standard tuition and fees (excluding nonresident supplemental tuition and professional supplemental tuition).

If you are interested in receiving more information about this fellowship, please contact [email protected]. Please note that this fellowship is only open to Organic chemistry graduate students in the Department of Chemistry and Biochemistry.

The international scholarship program opens opportunities for 155 countries around the globe. The program offers opportunities for diverse foreign students to study in the US and for diverse US students to travel and study abroad. The Scholarships help increase global leadership for international cooperation.

This innovative program awards 35 fellowships of $27,500 to support dissertations that can bring fresh perspectives to formal or informal education anywhere in the world. The goal is to inspire a wide range of scholars and disciplines to undertake educational improvement research.

The Gates Scholarship will assist 300 applicants from at least one of the following ethnicities: African-American, American Indian/Alaska Native*, Asian & Pacific Islander American, and Hispanic American. The funds can fill the gap between Pell grants and all other aid to cover the entire costs of education.

Hispanic scholarship fund awards $500 to $5,000 based on need. Eligible applicants are high school and college students of Hispanic heritage that meet academic achievement levels for GPA, enrolled in accredited institutions, and eligible resident of US.

The program ensures some classroom visible, diverse PhD CPAs in the nation’s classrooms. The program awards $12,000 to support Minority CPAs that serve as role models for minority students in classroom and other settings that demonstrate a potential to become accounting educators.

The program awarded funds to students to support research and writing of a supervised doctoral thesis at an accredited school or college. The program supports representatives of historically underrepresented groups including African Americans, American Indians, Asians, Hispanics, Latinos, and Pacific Islanders.

The Ford Foundation fellowship supports applicants that have legal US status including expressly those with protection under the DACA program. The program awards funds to Ph.D. candidates at accredited schools excluding for-profit institutions.

This program for American Indian or Alaska Native tribal members provides up to $20,000 for undergrad and $30,000 for graduate study in STEM fields. The program supports associate degrees through Ph.D. level studies.

The Congressional Hispanic Caucus Institute offers a graduate fellowship for pre-doctoral students looking to learn about and make an impact in public policy. Recipients will receive a gross stipend of $27,500 for a 9-month fellowship in Washington, D.C.

The AAUW among the world’s most significant sources of funding for graduate women. In the 2018-19 academic year, the organization will award $3.9 million to 250 outstanding women and nonprofits. The funds support research to

Funding Opportunities

The GRAPES database catalogs extramural funding opportunities of interest to prospective and current graduate students, students working on a master’s thesis or doctoral dissertation, and postdoctoral scholars. It contains information on over 500 private and publicly funded awards, fellowships, and internships. Advanced search options allow users to refine their search by field, academic level, award type, award amount, and other criteria. GRAPES is maintained by the Graduate Outreach, Diversity and Fellowships Office.

The COS database of funding opportunities contains information from federal and regional governments, foundations, professional societies, associations, and corporations. The COS database is updated daily.

Cazoodle, Inc. and the University of Illinois at Urbana-Champaign have entered into a licensing agreement regarding the Illinois Researcher Information Service (IRIS). Cazoodle will takeover the IRIS grant search service and utilize its experience in building vertical search engines to strengthen IRISs features by increasing the coverage of grant opportunities and by improving the way researchers seek new opportunities.

Grants.gov was established as a governmental resource named the E-Grants Initiative, part of the President’s 2002 Fiscal Year Management Agenda to improve government services to the public.

The National Science Foundation (NSF) is an independent federal agency created by Congress in 1950 “to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense…” With an annual budget of about $6.9 billion (FY 2010), we are the funding source for approximately 20 percent of all federally supported basic research conducted by America’s colleges and universities. In many fields such as mathematics, computer science and the social sciences, NSF is the major source of federal backing (NSF website).

More Scholarships

• Open Education Database of PhD Scholarships

• Research Programs

A great place to start learning about research opportunities at UCLA is the Undergraduate Research Center–Sciences . Visit their website and reach out (in person or via email) to make an appointment to learn about research opportunities, funding and other programs that enhance undergraduate education.

Lower-Division Research Programs & Resources

Student Research Program , SRP , is a program that gives course-credit to lower-level undergraduates and transfer students who participate in research under the direction of a faculty mentor.

Biomedical Science Enrichment Program , BISEP , is a summer program that prepares highly-motivated freshmen from under-represented groups in science to begin an independent research project early in their academic careers.

CARE Fellows Program & Scholars Program provides professional development and funding for students from underrepresented groups that are currently conducting research with a faculty mentor.

Undergraduate Research Fellows Program , URFP , provides professional development and financial support, starting as early as sophomore year, to conduct an independent research project under the mentorship of a UCLA faculty member.

COMPASS Life Sciences,   is a resource that provides Life Sciences’ undergraduates with opportunities for research and funding that will pay students to get involved with research.

Transfer Student Research Programs & Resources

Student Research Program , SRP , is a for-credit program that prepares lower-level undergraduate and transfer students to excel in research

COMPASS Life Sciences provides Life Sciences’ undergraduates with opportunities and funding for research.

Upper-Division Research & Resources

Undergraduate Research Fellows Program , URFP , provides professional development and financial support for students conducting an independent research project under the mentorship of a UCLA faculty.

Undergraduate Research Scholars Program , URSP , provides upper-level undergraduates with financial support to continue further with independent research under the mentorship of UCLA faculty.

Beckman Research Scholarship  provides research funding for Microbiology, Immunology and Molecular Genetics (MIMG) or Molecular, Cell and Developmental Biology (MCDB) majors

Howard Hughes Undergraduate Research Program  is a capstone program, which provides the opportunity and funding to work closely with faculty on biomedical research topics.

Maximizing Access to Research Careers, MARC  is a capstone program, which provides funding for undergraduate students from underrepresented backgrounds in the biomedical and behavioral sciences.

Amgen Scholars Program  is a nationwide paid residential summer research program that provides extensive preparation for those interested in attaining a PhD or MD/PhD.

CARE SEM Summer Research Program  provides funding for highly-motivated students, from under-represented groups in science and/or from life-challenged backgrounds, to undertake summer research with a UCLA faculty.

COMPASS Life Sciences provides Life Sciences undergraduates with opportunities and funding for research.

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Chemistry Early Path

** Students should meet with departmental Student Affairs Officers, to help pick the right courses and curricular pathway.**

Second Year

Fourth year.

* Only required for select Life Science majors.

Biology Exploration Path

* Only required for select Life Sciences majors.

Physics Early Path

*Physics does not require Physics 5B as a pre-requisite for Physics 5C

Biology First Path

* Only required for select Life Science Majors.

• 2024 National Science Foundation Graduate Research Awards & Honorable Mentions

Posted on April 12, 2024

Congratulations to our current graduate and undergraduate students and alumni who have received prestigious 2024 National Science Foundation (NSF) Graduate Research Fellowships (GRFP) and Honorable Mentions.

The National Science Foundation (NSF) Graduate Research Fellowship Program (GRFP) recognizes and supports outstanding graduate students in NSF-supported STEM disciplines who are pursuing research-based master’s and doctoral degrees at accredited U.S. institutions. The five-year fellowship includes three years of financial support including an annual stipend and a cost of education allowance to the institution.

2024 NSF Graduate Research Fellowships (GRFP) were awarded to 2 nd year graduate students  AJ Addae  (P. Weiss),  Allison Hands (Garg), Kevin Liu (Nava) and Antonio Macias (Garcia-Garibay) and to current and former undergraduate researchers Jeff Qu (Rodriguez); Nathalie Co (’22, Diaconescu), now a graduate student at UC Berkeley; Chris La (’22, Paulson), now a graduate student at UC Berkeley; Amanda Nguyen (Schwartz), headed to Northwestern for graduate school in the fall.

2024 Honorable Mentions by NSF, also a significant national academic achievement, were accorded to 2 nd year graduate students  Pujan Ajmera (Alexandrova), Tucker Allen (Neuhauser), Elijah Biletch (Backus), Shawn Chiu (Alexandrova), Devon Stuart (Sletten), Dani Turner (Garg) and Zachary Walters (Garg) and current and former undergraduate researchers Hannah Hunter (R. Tripati); Sophia Westerkamp (E.D. Young Laboratory); Lianne Alson (Caram), headed to Stanford for graduate school in the fall; Kyle Anderson (’24, C. Clarke), headed to UC Berkeley for graduate school in the fall; Brock Hosier (Maynard), headed to Princeton for graduate school next year.

Penny Jennings, UCLA Department of Chemistry & Biochemistry, [email protected] .

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Inglewood Unified School District

Middle school science teacher 2024-2025.

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DEFINITION Under direction, teach and instruct pupils in Grades 7 and 8, or a combination of these grade levels in academic, social, behavioral, and other educational skill areas; plan, develop, organize, and conduct a comprehensive educational program for upper-elementary level pupils; assist upper elementary level pupils in making appropriate lifestyle adjustments and in the determination of career and vocational choices; and to do other related functions as required.

EXAMPLES OF DUTIES

The outcome of the Teacher’s job performance will be as follows:

• Teach and instruct in subject matter areas commonly found in an upper elementary education program, including reading, language arts, social science, physical and life science, fine arts, physical education, and mathematics.
• Utilizes an adopted course of study, program instruction guidelines, and other materials in developing lesson planning and teaching outlines.
• Utilizes a variety of methodologies in teaching and instructing pupils, including lectures, instruction, demonstrations, and activity participation.
• Utilizes various educational equipment, materials, books, and other learning aids.
• Instructs students in citizenship and other basic subject matter specified by legal mandates, District policy, and administrative regulations.
• Prepares, develops, and utilizes a variety of instructional materials and aids appropriate to the instructional level of pupils with a wide range of mental, physical, and emotional maturity.
• Reviews, analyzes, and evaluates the history, background, and assessment of pupils in designing an educational program to meet individual educational needs.
• Individualizes instructional processes and adapts the curriculum to enhance educational opportunities.
• Provides both individual and group instruction in order to properly motivate pupils, and to effectively utilize the time available for instruction.
• Establishes and maintains standards of student behavior utilizing a variety of behavior management strategies and techniques, including behavior modification, reinforcement, and other positive behavior shaping processes.
• Reviews, analyzes, and evaluates academic and social growth.
• Records and reports appropriate analyses and perceptions of pupil progress
• Prepares, administers, scores, and records the results of criterion referenced and group standardized tests in evaluating pupil growth and progress.
• Counsels, confers, and communicates with parents, school and District personnel regarding pupil progress, and in the interpretation of the educational program.
• Works cooperatively with school and District personnel in assessing pupil needs, and learning deficiencies, and develops alternative solutions to remediate pupil learning problems.
• Plans, creates, and maintains an effective learning environment through the utilization of functional and aesthetically conceived displays, exhibits, bulletin boards, interest, learning and activity centers.
• Selects and requisitions appropriate educational supplies, materials, books, equipment and learning aids.
• Establishes and maintains a suitable room environment through the control of heating, lighting, and ventilation.
• Performs a variety of non-instructional duties, including curriculum and instructional development activities, student supervision, and advisory and consultation activities.

QUALIFICATIONS

Knowledge of: Principles, theories, methods, techniques, and strategies pertaining to teaching and instruction of middle school pupils; academic, social, and behavioral characteristics of upper elementary level pupils; educational curriculum and instructional goals and objectives; and educational trends and research findings pertaining to upper elementary programming; behavior management and behavior shaping strategies, techniques and methods, and conflict resolution procedures; socio-economic and cultural background differences of the school population.

Ability to: Plan, organize, develop, and conduct a comprehensive teaching and instruction program for pupils at the upper elementary level; provide appropriate and effective learning experiences for pupils from a wide range of socio-economic levels and cultural backgrounds; effectively assess the instructional and educational needs of pupils, and design, develop, and implement sound instructional and educational programs; provide a motivating and stimulating learning environment; perform research and development activities pertaining to curriculum and instructional programs and innovative and creative pilot projects designed to enhance pupil educational opportunities and experiences.

Certification Requirement:

Possess a valid California Single Subject Teaching Credential authorizing service in Middle School level Science (Biological Sciences, Physics, Chemistry, etc.).

Experience: Successful completion of student teaching at a recognized college or university or two years of regular full-time classroom teaching experience.

Education: Possess a Baccalaureate or higher degree in a Science field or with an emphasis in education, including instructional technology.

PERSONAL QUALIFICATIONS

Character, personality, and proper social capability to relate effectively with staff, students, and community. Evidence of continuing professional growth is desirable.

UCLA’s Online Engineering Master’s Program Again Ranked No. 1 in the U.S.

Apr 25, 2024

By UCLA Samueli Newsroom

T he UCLA Samueli School of Engineering’s online master’s degree program has earned the No. 1 ranking in U.S. News & World Report’s 2024 survey of the nation’s best online graduate engineering programs . This is the second year in a row — and the sixth time in 10 years — that the program has held the top spot.

The Master of Science in Engineering Online program , or MSOL, which is delivered entirely online by the same UCLA Samueli engineering and computer science faculty who teach on campus, allows professionals to earn a master’s degree in two years and a quarter while holding a full-time job. Since its inception in 2007, the program has awarded more than 1,500 degrees, including 182 in 2023.

“This top ranking is a testament to our faculty’s commitment to providing the highest standards of instruction across disciplines, as well as the hard work of our excellent students, who are motivated to expand their knowledge base and skill sets,” said Ah-Hyung “Alissa” Park , the Ronald and Valerie Sugar Dean of UCLA Samueli.

“We have continuously refined our online curriculum to ensure its relevance to industry while maintaining the same rigor of our traditionally delivered master’s programs,” said Jenn-Ming Yang, MSOL faculty director and UCLA Samueli’s associate dean for international initiatives and online programs.

With 16 specialized areas of study, the program offers a robust curriculum in high-demand areas, such as data science engineering, engineering management, manufacturing and design, and sustainable water engineering. UCLA Samueli also offers online non-degree certificate programs in power systems, cybersecurity, engineering entrepreneurship and other areas.

“We have continuously refined our online curriculum to ensure its relevance to industry while maintaining the same rigor of our traditionally delivered master’s programs,” said Jenn-Ming Yang , MSOL faculty director and UCLA Samueli’s associate dean for international initiatives and online programs. “Meeting those standards, providing the very best experience and incorporating student feedback have been the guiding principles in how we design and teach our courses.”

U.S. News based its 2024 online engineering program rankings on five categories: engagement, faculty credentials and training, peer assessments by senior academic officials at engineering schools, services and technologies, and student excellence.

Article origin: Link

Home / Graduate Student Advisory Board

Graduate Student Advisory Board

Juniper Bahr

Mathematics.

I’m June, a disabled genderqueer weirdo and a seventh year PhD student in Mathematics. I’m working in operator algebras (more specifically planar algebras) with Dimitri Shlyakhtenko.  I run the Math Queer Tea, a regular meeting for LGBTQIA+ and allied grads and postdocs in the Math department.  I’m happy to be meeting other folks interested in improving the sometimes uncomfortable atmosphere here at UCLA.

Cameron Brown

Earth planetary and space sciences.

Growing up in Acworth, Georgia, my love for science developed from watching my parents work in healthcare, and participating in STEM events such as Science Olympiad. Throughout my higher education, my interests in STEM have evolved into improving the sustainability of renewable energy resources. Currently, I am a second year Ph.D. Geochemistry student in the department of Earth, Planetary and Space Sciences (EPSS), working under the guidance of Dr. Aradhna Tripati.  The research I am conducting involves improving the accessibility of geothermal energy. This will be achieved by modeling the thermal evolution of geothermal systems to provide an analysis of how current geothermal operations, in addition to environmental factors, influence energy production. As a result, this will assist with addressing environmental injustices associated with energy equity in Los Angeles. 

Outside of research, I am the Vice President of Student Affairs, as well as the Faculty Meeting Committee Representative in the Earth, Planetary, and Space Sciences Student Organization (EPSSSO). I am excited to represent EPSS on the board, and look forward to having a productive year that will improve student life for graduates in Physical Sciences.

Elizabeth Croll

She/her/hers, chemistry and biochemistry.

I am a second-year Organic Chemistry PhD student working in the lab of Dr. Ohyun Kwon doing asymmetric phosphine catalysis for methods development.  I’ve had the opportunity to mentor both an undergraduate mentee and several rotation students in the lab which has been a very rewarding experience in a lot of ways.  Outside of lab, I’m a part of Peer Advising for New Graduate Students (PANGS) which is a new organization in the Chemistry department to help support incoming grad students.  As a part of the SAB I’m excited to help positively impact the Physical Sciences departments and improve the graduate student experience. 

Richard Liu

Hello! I am a fourth-year Chemistry PhD student doing research in Dr. Justin Caram’s lab on self-assembling dye molecules. Having to switch labs my second-year and start my research anew, I have a keen interest in guiding incoming graduate students to well-fitting labs and towards resources allowing them to succeed as graduate students. Having mentored multiple undergraduate students and rotation students within our lab, I have learned to appreciate the diverse backgrounds, experiences, and perspectives of each student and seek to help incoming Physical Sciences graduate students find their stride in UCLA.

Philipp Abraham Meléndez

I am a third year Biochemistry PhD student in the Department of Chemistry and Biochemistry. I am working with Professor Amjad Askary elucidating the Bone Morphogenetic Protein (BMP) pathway through transcription factor activation in mammalian cells. I have volunteered as a mentor for local community organizations and online platforms where I have supported elementary school students from underrepresented backgrounds who are interested in STEM fields. I provided guidance, advice, and encouragement to help them pursue their STEM aspirations through the Avalon Carver Community Center.

I have been involved in organizing and participating in STEM outreach programs aimed at reaching underrepresented communities, particularly in schools with limited access to STEM resources through the California NanoSystems Institute (CNSI) Outreach Program at UCLA. These programs have the goal of inspiring young individuals to pursue STEM education and careers. I have engaged and organized initiatives that promote diversity in STEM, such as facilitating workshops, seminars, and social events focused on inclusivity and equity in STEM education and careers as an External Affairs Officer through the Society for the Advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS) Student Chapter at UCLA. I am eager to continue and expand my efforts to work with and advocate for underrepresented groups in the Physical Sciences.

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I am a third-year PhD student in the Atmospheric and Oceanic Sciences (AOS) department. I am working with Dr. Jonathan Mitchell to understand the favorability of tropical cyclogenesis between Earth and Saturn’s largest moon, Titan. I am president of the XEP graduate student organization. I am also president of the Atmospheric Forecasting Society of Los Angeles (AFSLA). I am truly excited to get started on making my department and the broader UCLA campus a welcoming and comfortable space for all students.

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Dominick Harris is newest member of UCLA’s transfer class: The Quick Fix Six

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Rather than develop young players in his bid for a rapid turnaround, Mick Cronin has rebuilt his UCLA men’s basketball roster with proven talent, one transfer after another arriving as part of what could be dubbed the Quick Fix Six.

The large cast of newcomers appears to address all of the team’s needs and could vault the Bruins from a losing record in their final Pac-12 season to a place among the favorites during their first season in the Big Ten.

William Kyle III brings elite rim protection. Kobe Johnson brings sturdy defense. Tyler Bilodeau brings offensive punch. Skyy Clark brings a variety of skills on the perimeter. Eric Dailey Jr. brings a versatile inside-out approach.

Dominick Harris , the newest member of the transfer class who announced his commitment on social media Saturday, should address one of the Bruins’ biggest weaknesses: shooting.

In his only season at Loyola Marymount after transferring from Gonzaga, Harris ranked third in the nation by making 44.8% of his three-pointers while averaging a team-leading 14.3 points and 3.3 rebounds. Though he will be a graduate transfer, Harris has two years of remaining eligibility, including the extra one provided by the pandemic.

Harris could be considered the player to be named later in a trade with LMU given that former Bruins freshman guard Jan Vide earlier committed to the Lions.

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UCLA adds major offensive firepower with addition of Oregon State’s Tyler Bilodeau

Tyler Bilodeau, a gifted scorer who flourished last season for Oregon State, announced on social media he was committed to the Bruins.

April 20, 2024

A native of Murrieta, Harris starred at Rancho Christian High in Temecula before becoming part of Gonzaga’s ballyhooed 2020 recruiting class that also included Jalen Suggs and Julian Strawther. But Harris played sparingly in his first college season and sat out his second after undergoing foot surgery.

In his final season with the Bulldogs, Harris played only 57 minutes before entering the transfer portal in search of a bigger role that he found at LMU. Now he could compete with Clark for a starting spot alongside Bruins point guard Dylan Andrews.

UCLA’s transfers should transform the Bruins from one of the youngest teams in college basketball to a savvy, veteran bunch. A year after heavily featuring seven freshmen and three sophomores, UCLA will have a graduate transfer, two seniors and three juniors as part of its primary rotation.

Perhaps the best gauge of how much talent the Bruins have imported is that guard Sebastian Mack, who started 30 games last season and ranked third on the team in scoring, could now be fighting for minutes as a reserve. Forwards Lazar Stefanovic and Brandon Williams also could go from starters to coming off the bench.

Five of the Bruins’ six transfers averaged double figures in scoring at their most recent college stops, adding a total of 75.1 points per game. Two, Harris and Clark, led their teams in scoring.

The big question facing a roster in flux is how quickly roles can be defined and chemistry developed. Andrews could be the only starter from last season to hold on to that designation considering the robust battles at every other position and the ability of several players to play multiple positions.

Harris and Clark are likely to fight for the starting shooting guard spot. Johnson could unseat Stefanovic as the starting small forward. Bilodeau and Dailey give Cronin a pair of enticing options at power forward and even could start together as part of a smaller lineup. Kyle could be the starting big man unless Aday Mara makes a massive offseason leap.

UCLA did not have an open scholarship at the time of Harris’ commitment, meaning someone will have to leave for him to join the roster. As currently constructed, the roster is rounded out by freshman guard Eric Freeny and returning forwards Williams, Berke Buyuktuncel and Devin Williams.

A year after lamenting that some players were in the rotation only because he had no other options, Cronin might be pressed to find enough playing time for all his luxury imports.

More to Read

UCLA may have found its replacement for Adem Bona in transfer William Kyle III

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UCLA might have found a starting forward in Oklahoma State transfer Eric Dailey Jr.

April 16, 2024

UCLA coach’s lengthy transfer portal shopping list gets longer with tight end injury

April 13, 2024

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Ben Bolch has been a Los Angeles Times staff writer since 1999. He is serving his second stint as the UCLA beat writer, which seems fitting since he has covered almost every sports beat except hockey and horse racing. Bolch is also the author of the recently released book “100 Things UCLA Fans Should Know & Do Before They Die.” He previously covered UCLA basketball from 2010-11 before going on to cover the NBA and the Clippers for five years. He happily traded in gobs of hotel points and airline miles to return to cover UCLA basketball and football in the summer of 2016. Bolch was once selected by NBA TV’s “The Starters” as the “Worst of the Week” after questioning their celebrity journalism-style questions at an NBA All-Star game and considers it one of his finer moments.

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Graduate Program: Chemistry – Master of Applied Chemical Sciences

UCLA's Graduate Program in Chemistry – Master of Applied Chemical Sciences offers the following degree(s):

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MAJOR CODE: CHEMISTRY – MASTER OF APPLIED CHEMICAL SCIENCES