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COLLEGE OF LIBERAL ARTS AND SCIENCES

Department of Communication

Upcoming events, first day of fall 2024 semester.

Monday, August 26th, 2024

UConn Storrs

Michael Melnik Department of Communication (860) 486-6734

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We rebuilt our undergraduate curriculum into a more cohesive plan that can adapt to changing times. It went into effect Fall 2021. More>

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We're launching a new  FastTrack B.A. + M.A. program for Communication Majors!

Shardé M. Davis – New Book

Associate Professor Shardé M. Davis recently published "Being Black in the Ivory," an edited volume of more than 60 stories told by Black individuals in academia: current and former students, faculty, and administrators.

She reflects on her #BlackintheIvory hashtag and movement to expose anti-Black racism in academia in a recent article in UConn Today.

Stephen Stifano University Teaching Fellow Award

Steinke and Gilbert Examine Gender and Science

KQED published preliminary findings of a study conducted by Prof. Jocelyn Steinke , doctoral student Christine Gilbert , and colleagues.

Assistant Professor in-Residence Hiring Fall 2024

Check out Education Abroad at Ulster University in Belfast

The  Communication, Advertising, and Marketing at Ulster University program  aims to provide UConn undergraduates with a unique curricular experience that will allow them to engage foundations of communication theory in a contemporary and applied manner.

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College of Liberal Arts and Sciences

Department of English

Phd program in english, starting study in fall 2024 and later.

This page contains information only for students who are beginning their graduate study in Fall 2024 or later .

Our Ph.D. program in English provides students with interdisciplinary coursework in a range of research areas, mentorship from faculty at the forefront of their fields, teachi ng experience in First-Year Writing and beyond, and dedicated support for job searches in academia and beyond.   After completing required coursework, Ph.D. students work with their advisory committees to devise exam reading lists that will deepen their knowledge in their selected fields for both teaching and research purposes. Students then design a dissertation project that best suits their intellectual and professional goals – whether that project be a traditional textual dissertation, a born-digital project, or a creative or translation work with a critical introduction.     Students entering our Ph.D. program with a B.A. enjoy financial support through a teaching assistantship for six years. Students entering with an M.A. in English or Rhetoric and Composition are funded through a teaching assistantship for five years.  

Learn about Financial Support

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Program Requirements

Advisory committee.

All Ph.D. students are assigned a Major Advisor by the Director of Graduate Studies upon matriculation. Associate Advisors may be members of any University department. Students should discuss all courses and program policies with their Major Advisor.

Students may change Major or Associate advisors at any time (for example, when selecting an appropriate examination committee). Forms to change Advisory Committee members are available in the Graduate English Office and on the university's website for the Graduate School .

Plan of Study

The Plan of Study for the Ph.D. degree must be signed by all members of the Advisory Committee and submitted to the Graduate School when 18 credits of coursework have been completed. The Graduate School requires 15 credits of the mandatory research course GRAD 6950. These credits can be fulfilled within two to three semesters of continuous registration with a full Teaching Assistantship.

The Plan of Study must indicate which courses have been taken and are to be taken in fulfillment of requirements, how the language requirement has been or will be fulfilled, and what the dissertation topic will be. The Plan of Study must be on file with the Graduate School before the Dissertation Prospectus Colloquium takes place. Any changes–in courses submitted, language requirement plans–must be submitted to the Graduate School on a Request for Changes in Plan of Graduate Study form. All forms are available in the English Graduate Office and the Graduate School website .

Coursework Requirements and Policy on Incomplete Grades

Students entering with an MA are required to complete 25 credits of coursework and at least 15 credits of dissertation research. Students entering with a BA are required to complete 37 credits of coursework and at least 15 credits of dissertation research. Coursework credits include distribution requirements (described below) as well as two seminars taken in the first semester in support of the teaching assistantship: ENGL 5100, The Theory and Teaching of Writing (3 credits) and ENGL 5182, Practicum in the Teaching of Writing (1 credit).

Students who feel they have fulfilled any of the course requirements at another institution may petition the graduate program office to have those requirements waived at UConn.

MA/Ph.D. students who are continuing for the PhD have until the end of the third year of coursework to fulfill the distribution requirements.

Coursework is normally taken at Storrs. Transfer of up to six credits from another institution’s graduate program, or six credits from non-degree graduate coursework undertaken at UConn, may be accepted toward the MA or the Ph.D., provided that such credits are not used to earn a degree at another institution.

The Graduate Executive Committee recommends that students take no more than six credits of Independent Study. All Independent Studies must be requested through the Independent Study Form and approved by the Graduate Executive Committee.

Distribution Requirements

All graduate students (MA and PhD) are required to fulfill three distribution requirements:

• a course in pre-1800 texts,
• a course in post-1800 texts, and
• a course in theory.

For MA students, these requirements ensure breadth of study to support common pathways beyond that degree, including secondary education and doctoral work. For PhD students, these seminars provide vital context for the deeper investigations required by PhD exams and the dissertation.

The 1800 pivot date of the chronological distribution requirements is not meant to signal an important shift in literary or cultural history but instead establishes a midpoint in common areas of study; in asking students to take coursework on either side of 1800, these distribution requirements ensure that students in earlier periods look forward to later developments in the field and that students in later periods trace the field backward.

Students can fulfill these requirements in the following ways:

• Take a course that focuses entirely on the distribution requirement’s stated area of study. For example, a Milton seminar would fulfill the pre-1800 requirement, a twentieth-century literature course would fulfill the post-1800 requirement, and a lyric theory seminar would fulfill the theory seminar requirement. Often, these courses are offered under course designations (such as ENGL 5330: Restoration and Eighteenth Century Literature or ENGL 6500: Seminar in Literary Theory) that make clear their ability to fulfill distribution requirements. However, at times courses listed under more general course designations can fulfill these requirements. Consult with the instructor of record and the Director of Graduate Studies if a course’s eligibility to fulfill a distribution requirement is unclear.
• Take a transhistorical seminar or a seminar organized by a methodology or thematic concern and complete research and writing in the distribution requirement’s stated area of study. Seminars that span centuries (such as  Shakespeare on Screen) or those that focus on a methodology or theme (such as Disability Studies) can fulfill the pre- or post-1800 distribution requirement if the student completes the major writing assignment of the seminar focusing on texts or ideas from the relevant chronological period. For example, if a student enrolls in a Medical Humanities seminar, they can fulfill the pre-1800 requirement by focusing their work for the course on a pre-1800 text, such as Defoe’s Journal of the Plague Year , even if the bulk of that seminar’s reading is post-1800. If they enroll in a seminar on adaptation of Arthurian texts, they can fulfill the pre-1800 requirement by completing work that draws substantially on Malory’s Le Morte D’Arthur in theorizing modern retellings of that text. Please consult with the instructor of record to ensure that this type of work is possible if you plan on using a transhistorical, methodology-based, or thematic seminar to fulfill a distribution requirement.
• Complete a teaching mentorship in the distribution requirement’s stated area of study.
• Submit to the graduate office proof that you have completed a seminar in the distribution requirement’s stated area of study (unofficial transcripts and, if available, a syllabus) in the completion of a previous degree. Note that while coursework completed in the course of earning a previous degree can be used to fulfill English Department distribution requirements, those credits cannot count toward your UConn degree on your plan of study.

Note that some seminars can fulfill more than one distribution requirement. For example, a seminar in African American Literary Theory fulfills the theory distribution requirement and can, with relevant research writing, fulfill either the pre- or post-1800 requirement.

Students should email the graduate program administrator when they complete a distribution requirement to ensure that the graduate office keeps accurate records.

Policy on Incomplete Grades

The Graduate Executive Committee strongly discourages incompletes. However, the Committee recognizes that, at times, extenuating circumstances merit offering a student additional time beyond the semester to complete work for a seminar. In that case, the student should determine with the faculty member teaching the seminar a reasonable timeline for completing and submitting seminar work — ideally no more than one month. It is the student’s responsibility to remain in communication with their professor about outstanding work, especially if the student requires additional time.

According to the academic regulations of the Graduate School, if a student does not submit all work required to resolve an incomplete within 12 months following the end of the semester for which the grade was recorded, no credit will be allowed for the course. A limited extension of the incomplete beyond 12 months may be granted by the Graduate School upon the recommendation of the instructor, but the Graduate School is not obligated to approve an extension if the instructor of the course is no longer at UConn.

If a student accumulates more than three incompletes on their transcript, they will be placed on probationary status by the Graduate Executive Committee and may be required to resolve those incompletes before being allowed to register for additional coursework. A student whose transcript includes four or more grades of incomplete may not be eligible for a teaching assistantship.

Language Requirement

Overview. As part of their graduate work, PhD students in English study at least one language other than English. In fulfilling the language requirement, students are not expected to achieve spoken or written fluency in another language. Instead, the goal of this requirement is to acquire reading knowledge . This requirement is in place to:

• Enrich or expand students’ research and pedagogy in their area of specialization . Basic knowledge in another language enables and encourages students to seek out and explore primary texts and scholarship in languages other than English and thus to respond more fully to the critical conversations occurring in their areas of expertise.
• Provide students with linguistic tools they will find valuable in a range of careers . English PhDs pursue careers in a wide array of contexts, including academia, nonprofits, publishing, secondary education, government institutions, libraries and archives, and museums — all pathways that could benefit from the expanded worldview, human connection, and research expertise that experience in languages provides. Moreover, anyone working in a teaching capacity, and who therefore is likely to encounter students from diverse linguistic backgrounds, benefits from an insider knowledge of the experience of reading and learning as a non-native speaker.
• Challenge an anglocentric understanding of language in our discipline and culture at large. Our department values a diversity of voices and acknowledges that many languages and ways of speaking have been silenced through violence, both physical and cultural. We encourage our students to study languages other than English, in part, to resist a push for monolingualism in America and the cultural erasures that accompany it.

The methods students may use to fulfill this requirement are outlined below. While we require students engage only one language other than English, we recognize that those specializing in certain research areas might find acquiring additional language skills necessary for their research.

The Director of Graduate Studies recommends that all students, and especially those who are not entering the program with knowledge of a language other than English, discuss their plans regarding this requirement with their major advisor early in the program, preferably during their first semester. They should plan on fulfilling the requirement prior to completing coursework. At the latest, students should plan to complete the requirement before the submission of the dissertation prospectus. Please consult with the Director of Graduate Studies if any problem arises in completing this requirement according to that timeline.

Methods. In collaboration with their major advisor, students should determine which of the methods of fulfilling the language requirement described below best suits their course of study. For methods (1) through (3), students must have completed the courses or examination no more than five years prior to submitting their PhD plan of study for approval.

The options below are arranged from those that require no additional work to those that require the deepest investment. If a student anticipates that a language will be vital to their research, we encourage them to select a means for fulfilling the requirement that allows for substantial language study. Please note that students may choose to pursue the study of written languages (such as Spanish, German, Arabic, Mandarin, etc.), digital languages (such as Python), and gestural languages (ASL). The option to pursue any particular language will depend, in part, on resources (faculty, coursework) available at UConn and beyond.

• The student may establish evidence of competence in the language through an official transcript stating that the undergraduate or a higher degree was earned with that language as the major or minor area of study.
• The student may pass an examination set by a member of the university faculty (or, if approved by the advisory committee and the DGS, a faculty member at another college or university). The examiner may be a member of the English department — and the graduate office maintains a list of faculty qualified and willing to administer language exams — but may not be a member of the student’s advisory committee.The examination will include the translation into English of a passage approximately 400 to 500 words in length with the assistance of a dictionary. The examiner will choose the passage in collaboration with the student’s major advisor. The examination must be supervised and have a reasonable time limit. In the event that a student is studying a language not typically rendered in print/text form, such as American Sign Language (ASL), the examiner will provide an appropriate text that the student will translate into English. If the result is not successful, the exam may be repeated as many times as needed.Students pursuing this option can consult with their advisors and the graduate office for resources they can use to learn independently in preparation for the exam. To schedule a language exam, the student should consult with the Director of Graduate Studies. When the exam is finished, the examiner should send an email confirming the student’s successful completion of the exam to the graduate office, copying the student and their major advisor.
• A PhD or MA reading examination in a language other than English passed at another graduate school may be accepted in transfer (subject to the above five-year limitation). The student should provide the graduate office evidence that they passed such an exam.
• The student may pass both semesters of an approved one-year reading or beginning course in the language with grades equivalent to C or higher. The courses may be taken on a Pass/Fail basis, with a grade of Pass denoting a performance that meets the language requirement. Alternatively, the student may pass a course in a language other than English or in literature written in a language other than English at or above the 3000 level, provided that the reading for the course is required to be done in the language . Language courses taken concurrently with the graduate program at other institutions are eligible to fulfill the requirement as long as the student can provide evidence that they have taken the course and received a grade of C or higher.
• The student can complete UConn’s Graduate Certificate in Literary Translation .
• The student’s native language is a language other than English.

Ph.D. Exams

The Ph.D. Qualifying Examinations are based on two reading lists (details below), which are created in the final semester of coursework and must be approved by the Graduate Executive Committee. The Graduate Executive Committee recommends the following timeline for completing the Doctoral Examination and moving to the dissertation.

• In consultation with the Advisory Committee, create exam lists in the spring semester of the final coursework year. While creating exam lists, discuss the timing and formatting of the Ph.D. exam (details below).
• Submit exam lists and the PhD Exam List Approval Form  to the Graduate Office for approval by April 15.
• Submit Plan of Study to the Graduate School in summer or early fall semester in the third year.
• Take the Doctoral Examination no later than February 28th of the academic year following the completion of coursework. The Graduate Executive Committee recommends that students take exams in the late fall.
• Submit dissertation prospectus and schedule the Prospectus Colloquium no later than April 1st of the academic year following the completion of coursework.

Creation and Submission of Examination Lists

The Ph.D. Qualifying Examinations are based on two reading lists, which provide the materials for three discrete exams: one addressing the first reading list, one addressing the second reading list, and a third which combines materials from both lists. For the purposes of the exams, each list designates a clearly defined and professionally recognizable field or subfield of scholarship (e.g., a literary-historical period such as the Renaissance, a transtemporal genre such as Drama, a critical tradition such as Feminism, an established body of literature such as Children’s Literature). The relationship between the two reading lists is to be determined by the advisory committee, with the understanding that the fields identified by each list are to complement one another (in terms of history, discipline, method, genre, or otherwise). When appropriate, students should discuss with their advisors ways to handle the challenges of representing multiple subfields and/or disciplines within the two-list structure

Traditionally, each list comprises approximately 60-75 works, including 75% primary works and 25% secondary works. A “secondary” work may refer to a book, essay, or group of essays including literary criticism, historical, or theoretical texts. Lists from students in certain fields may look slightly different. For example, lists in Rhetoric and Composition may contain entirely secondary texts, including articles and book chapters alongside book-length texts. Lists in fields such as Digital Humanities or Film Studies may include texts in a variety of modalities. Students in these fields should discuss with their advisors the best way to proceed. All lists should include no fewer than 60-75 works overall, of any genre or modality. Because each field is different, a student’s list should reflect the kind of texts (e.g., theoretical, multimodal, visual) that are important in that field. How each text “counts” on the Ph.D. exam list will be determined at the discretion of the student and their advisory committee, as the graduate office recognizes that length and complexity are not equivalent.

Generally speaking, excerpts are not permissible, though standard excerpts of exceedingly long or multi-volume works may be permitted with the approval of the advisory committee. In assembling selections of poems, essays, excerpts, etc., students should not use undergraduate-oriented anthologies such as the Norton or Bedford anthologies; instead, students should research and choose an authoritative scholarly edition that surveys adequately — for a Ph.D.-level exam — each author’s writings. The student’s reading lists should reflect both breadth and depth of reading, as well as a sense of the history of criticism throughout the fields and contemporary critical and theoretical approaches. There should be no overlap of works between reading lists. Selections of works should take into consideration both coverage of the field and preparation for the anticipated dissertation.

Reading lists are to be drawn up by the student in consultation with their advisory committee, beginning at the end of the fall semester of the final year of coursework. Students are encouraged, though not required, to meet with the advisory committee as a whole to discuss the creation of the lists. All items in each list should be numbered clearly, and lists should be arranged chronologically or in some other systematic fashion.

Each list should be accompanied by a brief rationale (no longer than 500 words), that explains its content. The purpose of the rationales is the following: (1) to identify a body of texts and its legibility as part of a professionally recognizable field or subfield; (2) to justify inclusions or exclusions that might seem idiosyncratic or which are, at least, not self-explanatory (e.g., including more drama than prose or poetry on a Renaissance list); (3) to indicate a methodological, theoretical, or other type of emphasis (e.g., a high number of gender studies-oriented secondary works).

You can find a sample examination list with correct formatting and marginal notes explaining its elements here.

The student is responsible for making copies of their lists and rationales and depositing them, along with the completed PhD Exam List Approval Form , in the Graduate English Office no later than April 15th of the final year of coursework. All reading lists will then be referred to the Graduate Executive Committee for approval. The Graduate Executive Committee will not approve lists that fail to meet the basic guidelines recommended above. Students whose ideas about the exams continue to change during the reading period may update their lists with the approval of their advisory committees.

Scheduling the Examination

After examination lists are approved, students in consultation with their advisory committees need to agree upon the timing and format of the exams (details below) as well as specific dates on which their exam is to be administered. Please complete the PhD Exam Scheduling Form which will be automatically routed to the Graduate English Office. If the student requires a space on campus to take the exam, arrangements should be made at this time. The deadline by which all students must take their Examination (including the exam conference) is February 28th of the fourth year for MA/Ph.D.s or the same date of the third year for Ph.D.s.

Understanding Ph.D. Examination Deadline and Time Limits

The Ph.D. examination was devised in part to facilitate students’ timely completion of the doctoral degree, and so the Graduate Executive Committee requires that students meet all official deadlines. Students incapable of meeting an examination deadline, for whatever reason, must apply for a time extension from the Director of Graduate Studies by submitting a typed request, signed by the student and their major advisor, ideally at least one month in advance of the deadline. The letter must state the specific reasons for the time delay and also designate the specific amount of extra time requested.

The Director of Graduate Studies, in consultation with the Graduate Executive Committee, will determine an appropriate response to the request, which will be communicated to the candidate by the Director of Graduate Studies. The Committee’s response will specify new deadlines by which the exam should be taken.

Taking the Examination

The PhD exam consists of three parts. The first two exams (Field 1 and Field 2) test the student’s knowledge of works on each field list. The third exam (Synthesis) tests the student’s ability to combine material from both reading lists in the service of a comprehensive argument, ideally one informing future work on the dissertation.

The exam can take one of two formats:

• Written exam: The student writes three essays (Field One, Field Two, and Synthesis). Each exam should include two questions, of which the student selects and answers one. This format requires an exam conference, but the student will know if they have passed the exam before that meeting. The exam conference is described below. It is ungraded.
• Hybrid exam: The student writes two essays (Field One and Field Two). The Synthesis exam is a graded, two-hour oral examination, initiated by a 15- to 20-minute presentation from the student in which they outline three to four research questions that arose from their reading, dedicating approximately equal time to each. The remaining time is led by the student’s advisors as an oral synthesis exam; advisors might, for example, ask questions that lead a student to clarify, nuance, or expand upon the research questions outlined during their presentation. Note that this exam is separate from the field exams; the student’s presentation, and the advisory committee’s questions, should not replicate the inquiries from those previous exams. In addition to the two written exams and oral exam, this format requires an exam conference, but the student will know if they have passed the exam before that meeting. The exam conference is described below. It is ungraded.

Written exams should be allotted 24 hours for completion. The three exams can be spaced across any three dates within a period of one month, with approval of all members of the advisory committee. If a student is taking the exams on three consecutive days, they should receive all exam questions at once. If a student is taking the exams according to a more dispersed timeline, they should receive one set of questions at a time.

These formats are designed to provide graduate students and their advisory committees the flexibility to design a Ph.D. exam that is intellectually challenging and responsive to a student’s needs and goals. As students prepare reading lists for their exams, they should consult with their advisory committee to select a fitting exam format. In the course of these conversations, students and their committees should take into account matters of access (outlined below) as well as students’ caretaking responsibilities, their ability to secure a quiet space to take exams, and other relevant factors. If these factors require a change in the exam’s format not recognized above, or in the event of a disagreement, the student should consult with their major advisor and/or the Director of Graduate Studies.

Examination questions are to be drafted by the candidate’s committee and reviewed by the Director of Graduate Studies, but the major advisor is responsible for assembling the exam. Candidates are not permitted to view the questions prior to the examination. The Graduate Office asks the major advisor to distribute questions for written exams upon the schedule determined by the student and their committee. The Graduate Administrator will assist in scheduling a space for the oral exam, if applicable.

The Graduate Executive Committee strongly recommends that all candidates consult their entire Advisory Committee about their understanding of the examination process and expectations for each part of it — ideally throughout their preparations but certainly early in the process of assembling the lists and at a later stage just prior to scheduling the examination.

The Graduate Executive Committee assumes that answers to written exams will be approximately 10-15 pages of double-spaced prose (with limited block quoting); that each essay will answer the question asked by the advisory committee, however creatively; that each essay will establish a clear argument and seek to back it up with textual evidence; and that each essay will be clearly written and appropriately revised. Pre-written essays are strictly forbidden. The candidate should pay attention to the question’s instructions regarding the number of texts they should use in their response and not consider a text in detail in more than one essay.

Access and Accommodations for Ph.D. Exams

The University of Connecticut is committed to achieving equal educational and employment opportunity and full participation for persons with disabilities. Graduate students who have questions about access or require further access measures in any element of the graduate program should contact the Center for Students with Disabilities (CSD), Wilbur Cross Building Room 204, (860) 486-2020, or visit the Center for Students with Disabilities website . Alternatively, students may register online with the CSD by logging into the student MyAccess portal .

The English Graduate Office advises students who would like to discuss matters related to access to consult with the Director of Graduate Studies, ideally during the creation of the exam lists. Access measures for Ph.D. exams may include, but are not limited to, extended time to complete the exam, the use of voice recognition programs and the extended time some programs require, or locating and scheduling space to take the exam.

The Examination Grade

Upon completion of the examination, students will receive a grade from their committee of “Pass,” or “Fail.” Major advisors should communicate this grade to their advisees as soon as possible and before the day set for the examination conference. Students who fail the examination will be required to meet with their advisory committee to determine an appropriate time and plan for retaking it. Students failing the examination twice will be dismissed from the program. Please Note: ABD status grants a salary increase and eligibility for a library study carrel.

The Examination Conference

Within two weeks of a student passing the Ph.D. examination, the advisory committee will meet with the student to discuss the examination. This examination conference is a mandatory, but not a graded, component of the examination. The purpose of the conference is twofold: to offer candidates a forum for a thorough discussion of their exam’s strengths and weaknesses and to help the student transition from the examination phase to the prospectus phase of the Ph.D.. To this end, the Graduate Executive Committee assumes that advisory committee members will divide time appropriately between offering feedback on each of the three exams and working collaboratively to establish a clear understanding of expectations, goals, deadlines for completion of the prospectus.

The Dissertation

In light of growing diversity in students’ motivations for attaining a PhD in English and professional opportunities available to humanities PhDs, the department supports and encourages dissertations in many forms. For example, the dissertation might take the form of a prototype for a book manuscript; a born-digital project or a project with some online or computational components; or a creative work or translation with a critical introduction.

​Students should consult with their advisory committee and, if necessary, the Director of Graduate Studies about the proposed format of their dissertation as early in their graduate career as is practical. During those conversations, students and their advisors should consider the format of the dissertation in relation to the students’ scholarly needs and professional goals, the expectations and standards of the profession or intellectual community the student plans to enter, and the resources the student will require to complete the proposed project, including time, funding, advising, and skills. The student, advisory committee, and Director of Graduate Studies will agree upon the form and scope of the dissertation through the submission, review, and approval of the prospectus.

Prospectus Colloquium

The Dissertation Prospectus Colloquium is an opportunity for the student to discuss the thesis topic in detail with the Advisory Committee. The colloquium should take place before the student begins writing the dissertation. The Advisory Committee expects to be presented with a Prospectus sufficiently far along in its development for a judgment to be made on its scholarly validity and potential as a fully developed dissertation. The student and Major Advisor should inform the Director of Graduate Studies at least one month in advance of the day and time of this event. Departmental Representatives need at least two weeks notice before the actual colloquium to read the prospectus. The readers are expected to attend the colloquium; however, it is not necessary that they do so. Comments from the readers can be given to the Major Advisor and student.

Dissertation Chapter Advisory Conference

The Dissertation Chapter Advisory Conference is a non-graded opportunity for students to discuss with their advisory committees the strengths and weaknesses of a complete draft of a dissertation chapter. The conference is designed to serve three basic purposes: 1) to facilitate the transition of ABDs into the process of researching and writing the doctoral dissertation; 2) to encourage early communication between students and their committee members, and between primary and secondary advisors; 3) to encourage discussion of a future plan for the completion of the other dissertation chapters/parts. The Graduate Executive Committee requires every Ph.D. student to submit a complete draft of a chapter to the advisory committee, within 3 months but no later than 6 months after the date of the Dissertation Prospectus Colloquium. By “complete,” the Committee wishes to emphasize that the intellectual integrity of the submitted chapter must not be compromised by any omitted material (such as notes, bibliography, etc.), by significant stylistic weaknesses, grammatical errors, etc. After the Conference, students must turn into the Graduate office a First Chapter Conference Form , which must be signed by all advisory committee members.

Dissertation Defense

A dissertation defense is required of every student by the Graduate School. The student’s Advisory Committee and 2 Departmental Representatives are required to attend; members of the department and the University community are invited to attend. The defense is both an examination and a forum for the candidate to comment on the scope and significance of the research. As a result of the dissertation defense, the student’s Advisory Committee may require revisions and corrections to the dissertation. The student initiates scheduling of the Defense by consulting first with members of the Advisory Committee and the Graduate Office. At least five members of the faculty (including the members of the student’s Advisory Committee) must attend the defense. Only members of the Advisory Committee, however, may actually recommend passing or failing the student.

According to the Graduate School catalog, the dissertation should represent a significant contribution to ongoing research in the candidate’s field. While the Graduate School does not stipulate a minimum length for dissertations, the Graduate Executive Committee strongly suggests a minimum length of 60,000 words inclusive for a traditional dissertation in English (not a creative dissertation or a “born-digital” DH dissertation). The committee suggests this length as representing approximately 2/3 of the standard length of an academic monograph according to current publication practices. Students who wish to complete a creative dissertation, a “born-digital” dissertation, or a project in a format other than a collection of textual chapters should consult with their advisory committee and the Director of Graduate Studies.

Students must schedule the dissertation defense with the Graduate Office and Advisory Committee at least three months ahead of time. Electronic copies of the dissertation should be distributed at least three weeks prior to the defense: to each Advisory Committee member and to department representatives. The student must also notify the UConn Events Calendar two weeks in advance. For further information, see this helpful guide from the Graduate School .

Annual Review of Progress toward Degree

Beginning in their first semester following the completion of coursework, Ph.D. students must annually report their progress by completing an Annual Review of Progress toward Degree , including a self-evaluation and a response from their major advisor. Neither evaluation need exceed 250 words. These evaluations are reviewed each spring semester by the Director of Graduate Studies (DGS) in consultation with the Associate Director of Graduate Studies (ADGS). In the preparation for the review, students and their major advisors should consult with one another about the students’ achievements, progress, and any potential delays over the previous academic year. The review is due to the Graduate Office no later than April 1. Please see the form for submission instructions.

For students in the first year following the completion of coursework, satisfactory progress is measured by the student and major advisor in terms of their preparation for and writing of their PhD examinations. Subsequent reviews focus on the remaining milestones in the program, including the language requirement, the dissertation prospectus and colloquium, and progress toward the dissertation defense. Note that students can consult with their major advisors and/or the DGS to request extensions on deadlines, which are designed to help students complete their degree within funding .

For students who are ABD, the Review of Progress toward Degree  should focus on the dissertation. The self-evaluation from the student should record milestones achieved and set forth research and writing accomplished since the last evaluation as well as research and writing plans for the next twelve months.

If the student’s review raises concerns about their progress, the DGS will arrange a meeting with the student to devise a plan for moving forward.

Job Training and Professional Development

In the semester prior to submitting applications for a job, contact the Director of Graduate Studies to announce your intentions to go on the job market. The department runs annual meetings on CV and cover letter writing, teaching portfolio workshops, MLA and campus interviewing, etc. The Executive Committee recommends that Ph.D. students attend all of them.

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Communications, Marketing & Media

Careers in communications, media, and marketing are all related to the practice of promoting products, ideas, and services to a target audience. These roles involve creating, sharing, and promoting information through various channels and analyzing data to understand the impact of these activities on consumer behavior. Careers in this field require strong communication skills, creativity, strategic thinking, and the ability to adapt to new technologies and trends.

Common Job Titles

• Corporate Communications Manager
• Advertising Manager
• Art Director
• Brand Manager
• Creative Director
• Content Strategist
• Digital Analyst
• Digital Marketing Manager
• Graphic Designer
• Internal Communications Manager
• Market Research Analyst
• Media Relations Manager
• Media Technical Director
• Public Relations Manager
• Social Media Manager
• Technical Writer
• Video Production Manager
• Web Producer

**This is just a sampling of career titles, for more career titles explore:

• Occupational Outlook Handbook
• U.S. Bureau of Labor Statistics (bls.gov)
• O*NET OnLine (onetonline.org) Vault: Research Employers – UConn Center for Career Development

Preferred Skills

• Effective storytelling
• Graphic design
• Video production
• Audio production
• Web development
• Social media management
• Search engine optimization (SEO)
• Data analysis (Google Analytics, Excel, Tableau etc.)
• Email marketing
• Understanding of Content Management Systems (WordPress, Joomla, etc.)
• Understanding of Customer Relationship Management Systems (Salesforce, Zoho, Monday, etc.)
• Public speaking
• Project management
• Marketing automation (Marketo, HubSpot, etc.)
• Strong, adaptable writing

Applying and Interviewing

Applying for and interviewing for positions within this community can be a bit different than in other fields. Most of these positions require candidates to have a unique blend of creative, analytical, and communication skills, as well as an understanding of the media landscape and an ability to build relationships. Here are a few areas you may choose to focus on when creating your application materials and interviewing for positions within this community:

• Combination of creative and analytical skills: Communication, media, and marketing jobs often require a unique blend of creative and analytical skills. Candidates must be able to come up with compelling ideas and messages, but they also need to be able to analyze data and understand market trends. When applying to these types of jobs, it's important to showcase both your creativity and your analytical skills.
• Understanding of business principles: Even though many of these jobs are in creative fields, they still require a solid understanding of business principles. Your courses likely provided you with a solid foundation in business concepts such as marketing, finance, and strategy. However, these jobs also require creativity and the ability to think outside the box. Therefore, it is important to demonstrate how you have applied the concepts you have learned in academic projects, internships, or professional roles. During interviews, you may be asked questions about how you would manage a budget, allocate resources, or develop a business plan.
• Experience with digital tools and platforms: With the rise of digital media, candidates who have experience with social media, email marketing, and other digital tools are highly sought after. When applying to these types of jobs, it's important to highlight any experience you have with digital marketing and analytics.
• Strong communication skills: As the name suggests, communication is a key part of these jobs. Candidates must be able to communicate effectively with clients, colleagues, consumers, and the public. During interviews, you may be asked to give examples of how you've communicated complex ideas to non-experts or how you've handled difficult situations with clients.
• Focus on building relationships: Building relationships is a critical component of many communications, media, and marketing jobs. Candidates who can demonstrate an ability to build and maintain relationships with clients, media contacts, and other stakeholders are highly valued.

While these are common skills and strengths employers focus on within this community, this list is not all-encompassing. Be sure to pay attention to the job posting you are responding to, and tailor your application materials to fit.

Related Courses

• 5115. Marketing Management
• 5181. Customer Insights and Marketing Opportunity
• 5182. Managing and Delivering Customer Value
• 5220. Big Data and Strategic Marketing
• 5230. New Product and Service Innovation Management
• 5250. Marketing Research and Intelligence
• 5251. Marketing and Digital Analytics
• 5625. Marketing for Global Competitiveness
• 5640. Integrated Marketing Communications in the Digital Age
• 5650. Strategic Brand Management
• 5660. Customer Insights
• 5655. Pricing and Revenue Management
• 5665. Digital Marketing
• 6202. Introduction to Consumer Behavior
• 6203. Introduction to Quantitative Applications in Marketing
• 6209. Introduction to Research in Marketing
• 6210. Strategic Applications in Marketing
• 6211. Multivariate Analysis in Marketing
• 6212. Socio-cultural Aspects of Consumer Behavior

Getting Started

The Office of Graduate Career & Professional Development can assist graduate business students by providing tailored guidance on resume crafting, interview preparation, and networking strategies to enhance internship and post-graduation prospects. Additionally, the team organizes industry-specific events and workshops, connecting students with potential employers and fostering valuable professional relationships.

To explore opportunities in this career cluster, reach out to the team at [email protected] .

Contact the Team

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The Graduate School

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Academic Calendar

Upcoming Defenses

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Gant South Building

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Doctoral Dissertation Oral Defense of Brenda Milla

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Science 1 Research Center

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Members of The Graduate School are available by appointment but may be working remotely. Our office on the Storrs campus is open to visitors, but we highly encourage all visitors to make an appointment to ensure someone is available as needed. Contact us via email at [email protected] or contact a specific staff member . We will respond as quickly as possible and may be able to schedule phone and/or video meetings as needed during our general office hours of Monday-Friday 8:30am-4:30pm.

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College of Liberal Arts and Sciences

Department of Speech, Language, and Hearing Sciences

Graduate education.

The UConn Department of Speech, Language, and Hearing Sciences (SLHS) offers three distinct graduate programs.

Program Options

Doctorate of audiology (au.d.).

UConn is a premier university in New England to study the science and practice of audiology. Audiologists work with patients of all ages and their families as hearing and balance health care providers in a variety of settings. UConn audiology students obtain real working experience in our Speech and Hearing Clinic and are involved in interdisciplinary research alongside other academic units.

View program options and requirements.

View admissions requirements.

Master of Arts (MA) in Speech, Language, and Hearing Sciences

Our MA program focuses on the normal development of speech, language, and hearing, as well as the understanding and clinical management of disorders in these processes. Students who complete our MA program receive clinical certification. The program is accredited by the American Speech-Language-Hearing Association's (ASHA) Council on Academic Accreditation (CAA).

Ph.D. in Speech, Language, and Hearing Sciences

Our research-focused Ph.D. program gives students the opportunity to study the science behind normal and disordered communication in greater detail. Students become specialists within their area of expertise and contribute to interdisciplinary research projects alongside scholars from across the University.

Learn from the Best

UConn SLHS professors are experts in their field, and are dedicated to the education and mentorship of our graduate students.   Browse our faculty

Resources for Graduate Students

UConn is a nationally-ranked research 1 university and one of the top places for scholarship in the speech, language, and hearing sciences. Graduate students in the department work with professors and interdisciplinary scholars to conduct cutting-edge research that has a real impact on people’s lives.

Learn more about research in our department.

Financial Support

Our graduate students can pursue financial support though a variety of venues. Specific eligibility varies depending on your degree program and other factors, such as merit, availability, and financial need.

Learn more about options for financial support.

Facilities and Equipment

The department is housed in the 30,000-square-foot Phillips Communication Sciences Building. The UConn Speech and Hearing Clinic occupies the ground floor, along with six SLHS research labs and the UConn Brain Imaging Research Center (BIRC) . Each clinical room is equipped for observation and audio and video monitoring. Three audiological test suites are outfitted with up-to-date testing instruments for diagnostic and hearing aid applications. The second floor consists of office space, a graduate student room, a conference room, a learning lab, a clinical suite for remote observation, and additional research labs.

In addition to our own research and clinical facilities, UConn SLHS graduate students also take advantage of partnerships with several centers and institutes on and off campus.

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College of Liberal Arts and Sciences

Department of Linguistics

Doctoral program.

The Department of Linguistics at the University of Connecticut is a leading center for theoretical research in generative grammar, as well as for experimental research on child language acquisition, and is recognized as a ‘Program of National Distinction’ in the University.

The Department offers graduate training leading to the degree of Doctor of Philosophy in Linguistics, and is noted both for its high standards in graduate teaching, and for considerable success in job placement. UConn alumni have been hired at Harvard University, University of Maryland, Cornell University, Yale University, University of Michigan, Northwestern University, University of Toronto, University College London, University of London (SOAS), and the Centre for Advanced Study in Theoretical Linguistics in Tromsø (among others).

Currently the Department comprises eleven regular faculty members, three professors emeriti, and thirteen additional faculty members involved in our teaching and research activities. We have approximately 35 doctoral students and numerous visiting scholars from around the world.

Doctoral students at UConn engage in original research throughout their graduate program, and are well represented both as co-authors and as sole authors, at major national and international conferences and in publications in professional journals. The faculty’s strong record of obtaining research grants also provides significant research opportunities for our doctoral students. Opportunities for interdisciplinary projects are available, including a Graduate Certificate  in Cognitive Science . Resources for experimental research in child language acquisition include the excellent facilities at the University’s Child Development Laboratories, as well as the department’s own laboratories.

The Ph.D. program consists of the following components:

• Coursework (see the UConn Graduate Course Catalog )
• General examination (two papers with oral examinations)
• Dissertation prospectus
• Dissertation and final examination (defense)

Student progress is monitored by an advisory committee, selected by the student. Most students in the department hold Graduate Assistantships, either Teaching Assistantships or Research Assistantships or both. Graduate Assistants at UConn are represented by the Graduate Employee Union .

For detailed degree requirements see the Grad Handbook .

Academic Catalog

Communication (ba).

The Communication major leads to a bachelor of arts degree. The major examines communication at multiple levels of society and in different settings, including interpersonal, nonverbal, organizational, intercultural, and international communication, while also considering the roles of media and technology in communication processes. Training in the basic theories, principles, best practices, and current research methods of communication can qualify students for a variety of communications and media industry positions in business, advertising, public relations, marketing, digital media production, government/politics, and promotion.

The department of Communication offers courses that span the discipline, enabling students to acquire breadth and depth in their education and training. A variety of focal areas are identified in the COMM curriculum, and students may focus their coursework in one or more of these areas to further their academic and professional goals. Across the curriculum, courses are numbered to reflect these focal areas:

• X100: Professional Communication (e.g. COMM 2100 Professional Communication ,  COMM 3110 Organizational Communication , COMM 3120W Small Group Communication )
• X200: Interpersonal Communication (e.g. COMM 2200 Interpersonal Communication , COMM 3222 People of Color and Interpersonal Communication , COMM 4200 Advanced Interpersonal Communication )
• X300: Media Effects and Audiences (e.g. COMM 2300 Effects of Mass Media , COMM 3310W Media Literacy and Criticism , COMM 4300 Advanced Media Effects )
• X400: Communication in Context (e.g. COMM 3410 Political Communication , COMM 3420 Health Communication , COMM 3430 Science Communication )
• X500: Persuasion and Promotion (e.g. COMM 2500 Persuasion , COMM 3510 Marketing Communication , COMM 4530W Public Relations Writing )
• X600: Communication Technology (e.g. COMM 2600 Media in the Information Age , COMM 3600 New Communication Technologies , COMM 4640 Social Media: Research and Practice )
• X700: Multimedia Production (e.g. COMM 2700 Fundamentals of Digital Production , COMM 3700 Visual Communications , COMM 4710 Narrative Digital Video Production )

Requirements

Students majoring in Communication must complete the following:

• Introductory courses: COMM 1000 The Process of Communication and COMM 1100 Principles of Public Speaking . These courses should be completed by the end of sophomore year, if possible.
• Research methods in Communication: COMM 2000Q Research Methods in Communication or COMM 2010Q Applied Communication Research Methods . Most students complete this requirement by taking COMM 2000Q Research Methods in Communication . Students double majoring in Psychological Sciences and Communication may substitute PSYC 2100WQ Principles of Research in Psychology for this requirement but will need to complete an additional elective course in Communication to meet the minimum of 30 credits of upper-level Communication courses required for the major.
• Writing-intensive course: At least one “W” course in Communication.
• Electives: Three more communication courses at a minimum, in order to complete the minimum of 30 credits in communication.
• Related Group Requirement: Students must complete an additional 12 credits of coursework outside of Communication at the 2000 level or above. The department maintains a list of courses pre-approved as satisfying the related requirement (see the department website). Courses that do not appear on the list must be approved by a Communication advisor.

All students are encouraged to do at least one internship ( COMM 4981 Internship in Communication ). Internships can be taken during the academic year or summer, and suffice the Immersion course requirement for the major. Students must have completed 12 credits in Communication courses at the 2000-level or above to be eligible to register for the course and receive internship credit.

Undergraduate Research

The Department encourages students to participate in its research activities:

• The research practicum ( COMM 4982 Research Practicum in Communication ) is designed to allow students to participate in ongoing departmental research and learn about conducting research in the discipline.  
• Students who wish to design and conduct their own projects can enroll in Undergraduate Research ( COMM 4996 Undergraduate Research in Communication ) with the supervision of a faculty member.
• Honors students may complete a Senior Thesis ( COMM 4997W Senior Thesis ) on a topic of their choosing with the support of their honors thesis advisor.

Each research course is particularly helpful preparation for graduate work in the field of Communication.  

Writing Courses

To satisfy the writing in the major requirement, students must pass at least one 3000-level or above “W” course approved for this major. A number of “W” courses are available to meet this requirement. For students interested in media and public relations careers, journalism courses are recommended for additional writing competency.

Information Literacy

To satisfy the information literacy competency, all students must pass COMM 1000 The Process of Communication , COMM 1100 Principles of Public Speaking , and COMM 2000Q Research Methods in Communication  or COMM 2010Q Applied Communication Research Methods . An education in communication is inextricably linked to information literacy, so students exploring further coursework within the major will continue to develop their information literacy competency.

A minor in Communication is described in the “Minors” section.

Double Majors and Dual/Multiple Degrees

Students are encouraged to meet with a Communication advisor to discuss ways to integrate a major in Communication with other majors and degrees.

FastTrack Accelerated B . A . /M . A . Program  

The department offers a FastTrack Program whereby eligible students can enroll in up to 12 credits of graduate-level coursework in Communication while completing their undergraduate degree; these credits count toward the Bachelor of Arts degree requirements and can also count toward the Communication Master of Arts, allowing students to complete a master's degree in as little as one additional year. The department encourages students interested in this program to begin planning for the program by completing COMM 2000Q Research Methods in Communication and two core courses by the end of their sophomore year. Information about the program and application process can be found at www. comm.uconn.edu/fasttrack .  

University General Education Requirements

Every student must meet a set of core requirements to earn a baccalaureate degree, in addition to those required by the student's major course of study and other requirements set by the student's school or college. For more information about these requirements, please see General Education Requirements .

College of Liberal Arts and Sciences Degree Requirements

Students must meet a set of requirements established by the college in addition to the University's General Education requirements. For more information, see the College of Liberal Arts and Sciences section of this catalog.

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Communication

Accessing the following courses and trainings will expand your knowledge and skills in a variety of topics related to communication including business communication skills, communicating with those inside and outside of an organization and writing clearly and effectively.

Business Communications Online Course

This course offers an overview of business communication strategies and skills.

Professional Writing Online Course

This course provides instruction on professional writing, including memos, electronic communication, proposals, and presentations.

Crisis Communication Online Course

This online course provides an overview of communication during a crisis, how to prepare for a crisis and develop a crisis communication plan, and how to develop strategic messages.

Communicating Strategically

This online course provides strategies geared toward scientists, engineers, and technical professionals to help them communicate with individuals outside of their field.

Digital Branding and Engagement

This online course offers strategies to engage with others via social media and other digital means, specifically in creating a digital brand.

Interested in learning more about communication?

While there are many opportunities presented on this website, it is by no means an exhaustive list. Several websites, including edX , Coursera , Class Central , and Saylor Academy offer many additional opportunities.

Office Hours: 8AM – 5PM Career Coaching Hours: 8AM – 5PM * Evening appointments vary by semester. * If you require an accommodation to utilize any resource or to participate in any event, please contact our office.

(860) 486-3013 career@uconn.edu

Center for Career Development Wilbur Cross Building, Rm 202 233 Glenbrook Road U-4051 Storrs, CT 06269

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College of Liberal Arts and Sciences

Department of Psychological Sciences

Post-doctoral senior expert in data analysis.

Application Deadline: September 1, 2024

The Autism, Bilingualism, Cognitive and Communicative Development (ABCCD) group in Fribourg, Switzerland, is looking for a post-doctoral senior expert in data analysis to join their team for 2 years (starting in September 2024), preferably at 50%, although this is open to discussion (42,260 chf per year salary for 50%). This member of our team will bring expertise in statistics and will be instrumental in the discussion and support of ongoing data analyses, training/ advice in the use of specific analysis techniques and interpretation of the results along with the team members. The candidate will also be comfortable in academic writing in English as s/he will play an integral role in preparing/co-authoring manuscripts for publication, thus a solid track-record attesting to academic writing skills is required.

Our collaborator will have the necessary background to fully grasp our research questions on bilingualism and the methods applied to address them. Most studies underway in our group are concerned with elucidating the impact of bilingualism on various aspects of development (cognition, communication) in both typically developing children as well as those with autism. We are seeking someone to help us decide on the most suitable statistical techniques to analyze these very complex relations, capable of incorporating both cross-sectional and longitudinal data to evaluate the relevance of bilingualism as a predictor of our dependent variables, integrating both continuous and categorical predictors at all levels of measurement (i.e., subject- and time-varying), and handling missing data (e.g., due to some children not completing all tasks in the protocol, dropout, etc). Ideally, s/he would be comfortable with an array of techniques (linear mixed effect regression, Bayesian Analysis, Structural Equation Modeling, cluster analyses, Latent Class Analysis, Deviation Sum Coding…).

Our post will thus bring expertise in statistics and be instrumental in the discussion and support of ongoing data analyses, training in the use of specific analysis techniques and interpretation of the results along with the team members. S/he will play an integral role in preparing/co-authoring manuscripts for publication, and conducting analyses of both cross-sectional and longitudinal data, integrating both continuous and categorical predictors at different levels of measurement (i.e., subject- and time-varying), and handling missing data (e.g., due to some children not completing all tasks in the protocol, dropout, etc). This member of our team will also help to conceptualize future projects with the PI that can be developments of the current work, and potentially assist with grant writing related to this.

Interested candidates should send a CV (including 2 potential references) and letter of motivation to [email protected]

Other Courses

Department of Anthropology (Graduate)

Doctor of Philosophy

• •  Anthropology, PHD
• •  Anthropology/ Gerontology, PHD

Master of Science

• •  Anthropology, MS

Brian Lamb School of Communication (Graduate)

Concentration

• •  Management Communication and Leadership Concentration for Communication (Graduate) (OL)
• •  Communication, PHD
• •  Communication/Gerontology, PHD

Master of Arts

• •  Communication, MA
• •  Communication, MS

Post-Baccalaureate Certificate

• •  Communication and Leadership, Post Baccalaureate Certificate
• •  Communication and Leadership, Post Baccalaureate Certificate (OL)
• •  Strategic Communication Management, Post Baccalaureate Certificate
• •  Strategic Communication Management, Post Baccalaureate Certificate (OL)

Department of English (Graduate)

• •  English, PHD
• •  English, MA

Master of Fine Arts

• •  English, MFA
• •  History of the English Language, Post Baccalaureate Certificate
• •  Medical & Healthcare Writing, Post Baccalaureate Certificate
• •  Medical & Healthcare Writing, Post Baccalaureate Certificate (OL)
• •  Natural Language Process, Post Baccalaureate Certificate
• •  Second Language Studies/ESL, Post Baccalaureate Certificate

Department of History (Graduate)

• •  History, PHD
• •  History, MA

School of Interdisciplinary Studies (Graduate)

Concentration (Graduate)

• •  Women’s, Gender, and Sexuality Studies, Concentration, (Graduate)
• •  American Studies, PHD (Graduate)
• •  Linguistics, PHD
• •  American Studies, MA (Graduate)
• •  Linguistics, MA
• •  Interdisciplinary Engineering, MS (OL)
• •  Microelectronics and Semiconductors MS, (OL/HY)
• •  African American Studies, Post Baccalaureate Certificate

School of Languages and Cultures (Graduate)

• •  Comparative Literature, PHD
• •  Languages & Cultures, PHD
• •  Comparative Literature, MA
• •  Languages & Cultures, MA

Department of Philosophy (Graduate)

• •  Philosophy, PHD
• •  Philosophy, MA

Department of Political Science (Graduate)

• •  Political Science, PHD
• •  Political Science, MA
• •  Environmental Policy, Post Baccalaureate Certificate
• •  Social Policy, Post Baccalaureate Certificate

Department of Sociology (Graduate)

• •  Sociology, PHD
• •  Sociology/Gerontology, PHD
• •  Sociology, MS

Patti and Rusty Rueff School of Design, Art, and Performance - Art and Design (Graduate)

• •  Visual and Performing Arts, MA
• •  Art - Visual & Performing Arts, MFA
• •  Design-Visual and Performing Arts, MFA
• •  Theatre-Visual & Performing Arts, MFA

Patti and Rusty Rueff School of Design, Art, and Performance - Theatre (Graduate)

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UW Communication Disorders Graduate Student Creates 3D Human Larynx Model

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Institutional Communications Bureau of Mines Building, Room 137 Laramie, WY 82071 Phone: (307) 766-2929 Email:   [email protected]

Published June 05, 2024

A University of Wyoming graduate student in the Division of Communication Disorders has used innovative technology to create a three-dimensional physical model of a human larynx to aid in the study of vocal anatomy and physiology.

Kimberly Quincy, a first-year graduate student from Willow, Alaska, used Tinkercad, an online software program, to conceptualize and craft the manipulable 3D human larynx. She recently was featured as a presenter at UW’s PokeBot V6.02, an interdisciplinary event sponsored by the Make-IT Makerspace in the UW Information Technology Center that showcases creative and innovative students doing “the unexpected with technology.”

The larynx, commonly referred to as a person’s voice box, is located in the neck and performs several important functions. This organ is involved in breathing, swallowing and the ability to talk and make sounds. When the larynx isn’t working properly or has been injured, this can greatly impact quality of life. Such disorders are a focus of research conducted by UW’s Division of Communication Disorders, part of the College of Health Sciences.

Quincy’s advanced model demonstrates the dynamic movement of vocal folds in response to the manipulation of other structures within the larynx. By seeing a tangible representation of this movement, students learning about voice disorders can gain a clear visualization of the mechanisms at play and actively engage in manipulating vocal pitch, thereby enhancing their understanding of the physiological process.

“Initially, I greatly lacked knowledge in the 3D world. However, every hurdle I faced throughout this project became an opportunity for learning,” Quincy says. “Ultimately, this project enriched my understanding of human anatomy and the mechanics of vocal fold movement.”

Quincy’s faculty mentor, Assistant Professor Zoe Kriegel, plans to develop an open educational resource based on this newly conceptualized model to benefit future students studying vocal anatomy and physiology.

Kriegel’s research investigates the effects of competing demands on speech for people with and without Parkinson’s disease. Her work uses challenging speaking contexts, including dual-tasking, mental manipulation and cognitive-linguistic interference, to examine changes in speech production during complex tasks. Ongoing work aims to characterize speech acoustics, kinematics and facial muscle activity patterns for people with and without Parkinson’s disease to inform clinical assessment and treatment decisions. Additionally, she teaches graduate students in the areas of motor speech and voice disorders.

“It can be challenging for graduate students to understand the relationships between the moving parts in the larynx,” Kriegel says. “Kimberly’s work has created the first 3D printed, movable laryngeal model to support instruction on pitch control with the voice. In the future, this model will be developed into an open educational resource so that anyone can freely access and print this model to use it in their own classrooms.”

Professor Mark Guiberson, director of the Division of Communication Disorders, expresses a similar view on the innovations in education provided to students in the division -- and the positive outcomes for clients they will interact with.

“Kimberly’s 3D larynx model is an example of the innovative teaching and learning that we strive for in the Division of Communication Disorders,” Guiberson says. “This project exemplifies the spirit of creativity in approaching our work with individuals with communication and other challenges. It’s also just cool.”

Learn more about the Division of Communication Disorders by visiting www.uwyo.edu/comdis/index.html .

About the University of Wyoming College of Health Sciences

UW’s College of Health Sciences trains health and wellness professionals and researchers in a wide variety of disciplines, including medicine, nursing, pharmacy, speech-language pathology, social work, kinesiology, public health, health administration and disability studies. The college also oversees residency and fellowship programs in Casper and Cheyenne, as well as operating a speech/hearing clinic in Laramie and primary care clinics in Laramie, Casper and Cheyenne.

With more than 1,600 undergraduate, graduate and professional students, the college is dedicated to training the health and wellness workforce of Wyoming and conducting high-quality research and community engagement, with a particular focus on rural and frontier populations.

Union Ordered to End University of California Campus Strikes (1)

By Maia Spoto and Laura D. Francis

The union representing 48,000 of the University of California’s graduate student workers must halt a series of rolling strikes at several campuses over the university’s handling of pro-Palestinian protests after a state judge ordered them to stop.

The school system’s lawyers showed “good cause” for the court to grant a temporary restraining order against United Auto Workers Local 4811, Judge Randall J. Sherman of the California Superior Court in Orange County ruled Friday.

The union and its affiliates can’t strike while the no-strike clauses in the collective bargaining agreements are in effect and until the court holds a show cause hearing, Sherman wrote.

UAW Local 4811 is one of several unions representing academic workers nationwide that have pushed universities to divest from companies tied to the Israeli government, and sought accountability over their handling of protests related to the Israel-Hamas war.

Unions at Brown University, the University of Southern California, and Harvard University have filed unfair labor practice charges with the National Labor Relations Board, which oversees labor issues in the private sector.

UC filed its lawsuit Monday , saying UAW Local 4811 broke its contract with the school system by calling tens of thousands of workers to strike, delaying end-of-year grades, blocking facilities, and jeopardizing “life-saving research in hundreds of laboratories.”

California’s Public Employees Relations Board denied UC’s request to stop the strikes earlier this week. The union said UC broke state labor law by calling police to break up encampments and changing workplace rules without bargaining because of the protests.

“We are extremely grateful for a pause in this strike so our students can complete their academic studies. The strike would have caused irreversible setbacks to students’ academic achievements and may have stalled critical research projects in the final quarter,” Melissa Matella, UC’s associate vice president for Systemwide Labor Relations, said in a statement.

“From the beginning, we have stated this strike was illegal and a violation of our contracts’ mutually agreed upon no-strike clauses,” she said.

Strike Legality Undetermined

Sherman’s TRO Friday doesn’t reach the merits of whether the strike is illegal under state law.

Labor observers say an ultimate decision on the legitimacy of the strike will come down to whether UC broke the law by calling in police to break up pro-Palestinian encampments and whether the university made material changes to workplace rules without bargaining.

Unions can strike in response to employers’ unfair labor practices even if the parties have a no-strike clause in an existing collective bargaining agreement.

“The temporary restraining order does not mean that the strike has been ruled ‘illegal.’ Decades of labor law establishing the right of unions to strike over serious unfair labor practices is on our side,” the union said in a statement Friday.

UAW Local 4811 also noted that PERB filed its own motion in the case to assert that the board is the appropriate authority to make determinations about California’s labor law, but that Sherman refused to consider the motion at this time.

“It is nearly unheard-of for public employers to try and sidestep PERB’s jurisdiction when faced with an unfavorable decision,” the union said. “The university’s actions notwithstanding, PERB will retain jurisdiction and set the unfair labor practices for trial.”

The case is Regents of the Univ. of Cal. v. United Auto Workers Local 4811 , Cal. Super. Ct., No. 30-2024-01403666-CU-MC-CXC, 6/7/24.

To contact the reporters on this story: Maia Spoto in Los Angeles at [email protected] ; Laura D. Francis in Washington at [email protected]

To contact the editors responsible for this story: Stephanie Gleason at [email protected] ; Jay-Anne B. Casuga at [email protected]

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The UConn Geriatric Psychiatry Fellowship Program is committed to actively fostering well-being for our trainees as well as our faculty. We do this by providing a culture of support, cultivating growth, recognizing that we all make mistakes, and supporting each other during difficult periods.

Our fellowship wellness activities include:

• A program sponsored wellness day/activity
• Fitness Challenge
• Annual holiday party
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• Instagram: @uconngeripsych
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• GME benefits including parental leave, health benefits, Employee Assistance Program, Education funds, and discounts
• Our trainees and faculty truly enjoy each other’s company. We often find well-being outside of work, and participate in activities together such as picnics, walks and hikes, celebrating each other’s special moments, and frequently sharing funny texts and memes!

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