phd in paper technology

Graduate Degree Programs M.S., M.P.S. or Ph.D. in Paper Science and Engineering

The PSE program offers these areas of study:

• Pulping and Bleaching Processes (M.S., Ph.D.)
• Colloidal Chemistry and Fiber Flocculation (M.S., Ph.D.)
• Fiber and Paper Physics (M.S., Ph.D.)
• Process and Environmental Systems Engineering (M.P.S., M.S., Ph.D.)
• Pulp and Paper Technology (M.P.S.)

Areas of Study

Colloidal chemistry and fiber flocculation.

• Paper sheet formation mechanisms
• Wet-end chemistry and physics
• Effects of additives in fiber networks

This study area deals with colloidal phenomena in the papermaking process, in particular the interaction among fibers, fine particles, polymeric additives, and electrolytes in stock preparation and sheet formation. Research topics fall into two categories: fundamental colloidal behavior of particles and behavior of paper stock on the paper machine. In the latter, extensive use is made of pilot plant facilities in Walters Hall. Current research projects include non-sulfur pulping, biopulping, chemicals and energy as byproducts, effects of wet pressing and press drying on sheet properties, pulping of tropical woods, and computer simulation and control of papermaking. Supporting this work is an experimental pulp and paper mill with two complete paper machines, a pressurized refiner and extensive auxiliary equipment.

Fiber and Paper Physics

• Fiber orientation and sheet properties
• Adsorption and transport of moisture in paper materials
• Mechano-sorptive phenomena

Mechanical behavior of fibers, paper and board, and other fiber networks and composites depends upon variables of material, process and structure at all levels, especially structural anisotropy. Recommended courses focus on mechanical and chemical engineering, mechanics of materials, physics, mathematics and statistics, microscopy, and wood and fiber properties. Research topics are basic in nature, designed to describe and model quantitatively the properties and behavior of fibers and fibrous structures. Current projects include studies of transient moisture sorption by paper materials, the effect of moisture on mechanical properties, influence of sheet structure on properties, use of image processing to characterize deformational behavior of paper, and determination of elastic constants of paper. 

Process and Environmental Systems Engineering

• Energy from biomass and other renewable sources
• Bioseparations of lignocellulosic materials into useful components
• Bioprocessing of renewable materials
• Creation of new bioproducts using ecologically sustainable processes

Process engineering links research with development, design, operation, and optimization of manufacturing methods and equipment, seeking improvement through technological innovation consistent with environmental and resource stewardship. Principles of engineering science and mathematics are applied to analysis and dynamic modeling of units and systems, with increasing use of computers in both research and professional practice. Research here includes process dynamics and control, studies of new pulping and bleaching processes, characterization and treatment of waste streams, byproduct recovery, and computer simulation of paper-processing systems. The extensive laboratories and pilot plant in Walters Hall are strongly supported by computing facilities and expertise on campus. Appropriate advanced courses in engineering, mathematics and computer science are available to suit individual student interests and needs.

Pulp and Paper Technology

• Pulping conditions and fiber properties
• Fungal and enzymatic treatments
• Chemicals and energy as byproducts
• Statistical analysis of paper structure
• Recycling of papermaking fibers

Studies in this area deal closely with processes involved in the manufacture of pulp and paper. Courses concerned with this subject are central to a student’s program, extended and enriched with selected courses in chemistry, polymers, chemical engineering, process control, applied mathematics, and computer applications. Current research projects include non-sulfur pulping, biopulping, chemicals and energy as byproducts, effects of wet pressing and press drying on sheet properties, pulping of tropical woods, and computer simulation and control of papermaking. Supporting this work is an experimental pulp and paper mill with two complete paper machines, a pressurized refiner and extensive auxiliary equipment.

Pulping and Bleaching Processes

• Reaction mechanisms and kinetics
• Applications of biotechnology
• Lignin and carbohydrate chemistry
• Chemicals from wood and pulping residues
• Energy from wood and pulping residues
• Chemical modification in mechanical pulping
• Catalytic and activation effects

This area of study focuses on chemical relationships and reactions basic to the manufacture and bleaching of pulp, as well as some papermaking operations. Courses in theoretical and applied chemistry are indicated, as well as specialized courses addressed directly to pulping and bleaching. Research centers on these same topics, currently stressing new and improved processes to increase energy efficiency and reduce environmental impact. These include studies on the pre-extraction of wood chips to produce acetic acid from acetyl groups, production of hydrogen and carbon monoxide from gasification of wood and pulping effluents, delignification and brightening with oxygen, hydrogen peroxide and ozone, enzyme treatment of effluent streams, mechanisms of carbohydrate reactions, and photosensitization of bleached pulps.

Participating Faculty

• Thomas E. Amidon ;   [email protected] biorefinery, fiber properties, paper properties, management, pulping, bleaching, de-inking
• Biljana Bujanovic ;   [email protected] chemistry of lignocellulosics and products, lignin structure and reactivity, pulping, bleaching
• Siddharth G. Chatterjee ;   [email protected] transport phenomena, design, simulation, pollution abatement
• Klaus Dölle ;   [email protected] pulp & paper and related environmental topics, design, constructed wetlands,subsurface bioreactors, fossil energy, bioenergy, hydropower, water and waste water treatment, paper recycling, paper development, filler materials, energy savings, renewable energy & processes, engineering, machine & process design.
• Raymond C. Francis ;   [email protected] bioenergy, chemical engineering, pulping
• Yuan-Zong Lai;   [email protected] chemistry of wood, pulping, bleaching, bioproduct development
• Shijie Liu ;   [email protected] bioengineering, fermentation, kinetics, separation, pulping, bleaching, fiber properties, sustainability, biofuel, renewable chemicals, biomaterials
• Bandaru V. Ramarao ;   [email protected] chemical engineering, separation processes, adsorption, chromatography, filtration, membrane, depth filtration, columns, cellulosic materials, lignocellulosics separations, hydrolysis, papermaking, paper physics.
• Ericka F. A. Redmond ;   [email protected] paper packaging, fiber and paper properties, pulping, bleaching, management, biorefinery
• Gary M. Scott ;   [email protected] biotechnology, bioprocess engineering, paper machine operations, recycling, modeling

Purdue Polytechnic Institute

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Ph.D. in Technology

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Conduct cutting edge research and teach at leading universities around the world with a Ph.D. in Technology from the Purdue Polytechnic Institute at Purdue University.

Advanced technologies are redefining every facet of business and industry in a highly competitive, global environment.  This doctoral program addresses those needs by developing your skills in advanced interdisciplinary skills in research, as well as in product, service and process creation management for work in technology-dependent enterprises. The faculty recognizes a genuine responsibility to prepare you and other future scholar-practitioners for public (education, government and non-for profit research organizations) and private sector environments. The Ph.D. in Technology Program represents the Purdue Polytechnic Institute’s most advanced manifestation of this commitment.

Why a Ph.D. in Technology?

Your coursework draws from multiple departments that are at the frontier of research in a wide array of advanced technologies.  Whether you seek a future as an academic scholar or an advanced leader or researcher in the public and private sectors, this degree provides an ideal pathway to a career.  A Ph.D. is a clear symbol of capabilities in research and scholarship, deep knowledge of a discipline, and proficiency in analytical and communication skills. 

Successful Ph.D. candidates will demonstrate advanced ability to:

• Envision, plan and conduct research and development activities;
• Identify, comprehend, analyze, evaluate and synthesize research;
• Evaluate technologies and technology-related programs;
• Assess individual performance with, and understanding of, technology;
• Communicate effectively and employ constructive professional and interpersonal skills; and
• Function in one or more of the technology disciplines.

Supporting School and Departmental Disciplines

The Purdue Polytechnic Institute offers studies in a variety of academic disciplines that encourage collaboration with one another.  You may choose from advanced programs in six schools and departments specializing in:

• Aviation Technology & Management: Sustainability, Transportation Economics, Safety Management, Aircraft Capital Asset Management, Human Factors, Workforce Development, Data Analytics, and emerging multidisciplinary fields.
• Computer Graphics Technology: Computer Animation, Data Visualization, Game Studies, User Experience (UX) Design and Human-Computer Interaction, and Digital Enterprise Systems
• Computer and Information Technology: Automation, Intelligence, and Robotics, Cyberforensics, Cyberinfrastructure and Networking, Data Applications, Homeland Security Information Security, Project Management and Business Analysis, Societal Applications of IT
• Construction Management Technology: Many construction subsectors and technologies: Commercial; Civil Infrastructure; Electrical; Healthcare; Disaster Restoration & Reconstruction; Demolition; Mechanical; Residential; Automation, Digitalization, & BIM 
• Engineering Technology: Electrical, Computer and Mechanical Engineering Technologies. Industrial Engineering Technology and Supply Chain and Sales Engineering Technology, Engineering Technology Education and Alternative Energies
• Technology Leadership and Innovation: Organizational Leadership, Digital Innovation, and Engineering/Technology Teacher Education

The Ph.D. program is administered by the College and admission information can found by going to https://polytechnic.purdue.edu/degrees/phd-technology/admissions .

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This degree is offered by:

Combine coursework with research

Research assistantship support is available for this competitive program. The Polytechnic Research Office is developing interdisciplinary research efforts among the college’s five coordinated Strategic Research Impact Areas. Admitted Polytechnic Ph.D. students are invited to apply for up to two years of tuition remission and financial support.

At home, abroad, working, interning?  Wherever you are this summer, contact OCS or make an appointment for a virtual advising session. We are available all summer! 

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PhD Pathways in Education Technology

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Educational technology, commonly known as EdTech, refers to tools that facilitate active learning through collaboration, allowing educators to create interactive digital textbooks, gamify lessons, and more. Digital devices have increased education’s reach, enabling learning in remote areas and continuity through disruptions like pandemics.

Learn more about Ed Tech industry

• Check out EdSurge , the Ed Tech industry news source
• Overview of Education Technology
• Stanford Report: How technology is reinventing education?
• TED talks by Luis von Ahn (Duolingo’s CEO)

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• Career Development in Education Technology, ISTE
• Job Board -EdSurge

Get Involved and Gain Experience

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• Participate in Tsai CITY programs to learn skills in innovation and entrepreneurship
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• Go on information interviews with Yale alumni

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MASSACHUSETTS INSTITUTE OF TECHNOLOGY

The MIT Graduate Program in Science Writing (GPSW) is one of the world’s premier master’s programs in science journalism and communication.

Set within the Massachusetts Institute of Technology’s community of world-renowned scientists, cutting-edge facilities, and groundbreaking research, our one-year program focuses on introducing students to science communication in a broad range of media. During their year here, students learn fundamental research and reporting skills and produce publishable works of print, audio, video, and interactive journalism.  Our curriculum teaches students how to interpret and explain science to the wider public, to place research and researchers within their social and historical contexts, and to create pieces that balance hard analysis with creativity and style. We live on the border between art and science, and we recruit students from across that spectrum. Our cohorts include journalists, working scientists, artists, recent undergraduates from science or humanities majors, and others who have a passion for learning the delicate nuances of science writing. Those students are supported by our team of internationally distinguished faculty , guest speakers, program affiliates, and our alumni family .

Machine Learning (Ph.D.)

The curriculum for the PhD in Machine Learning is truly multidisciplinary, containing courses taught in eight schools across three colleges at Georgia Tech: the Schools of Computational Science and Engineering, Computer Science, and Interactive Computing in the College of Computing; the Schools of Industrial and Systems Engineering, Electrical and Computer Engineering, and Biomedical Engineering in the College of Engineering; and the School of Mathematics in the College of Science.

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Ph.D. in Information Science and Technology

Graduate program request form, a human-centered approach to information and digital technologies..

Join a community founded on the idea that information is a manageable resource with a distinctively human component. The Ph.D. in Information Science and Technology provides an innovative and multidisciplinary program where you’ll gain the research skills and perspective to be a leader in academia and the information industries.

You’ll develop mastery at the intersection of human uses of information and digital technologies. Our faculty draw together scholars from management, communications, sociology, computing, psychology, policy studies, librarianship and other disciplines to provide a human-centered, rather than a computer-centered, approach to information.

We fund all admitted students and expect Ph.D. students to be dedicated to 4-5 years of intense, full-time, residential study to concentrate on your Ph.D. studies.

The program requires 78 credits post-baccalaureate. Up to 30 of these credits can be transferred in for Ph.D. students with a relevant master’s degree, so most Ph.D. students need to complete 48 credits while at Syracuse University.

View Curriculum in Course Catalog

Learning Outcomes

Conduct original information science and technology research

Summarize and synthesize topically-focused body of relevant literature

Explain foundational knowledge of information systems, services, and policies

Formulate and analyze information technology problems using appropriate analytical tools

Analyze and synthesize data

Develop skill in scholarly writing

Develop and deliver instruction

Interdisciplinary Approach

It for the real world..

Our program combines a flexible curriculum based on your individual research interests, and focus areas that allow you to pursue your personal areas of interest. Through a series of guided research experiences with faculty combined with courses on methods, theories of digital technologies, and theories of information, you’ll explore how the interactions between people and information technology can shape the world around us.

Explore Faculty

Steve Sawyer, named JASIST Editor, Seeks to Build More Inclusive Community

Prof. Steve Sawyer is excited to begin his term because the space of information science is expanding.

Delve deeper, explore farther.

Work closely with our esteemed faculty, join a research lab, and pursue investigation in your areas of expertise. Here, you’ll have the support of a close-knit group of professionals, and the resources of a major research university. You’ll gain mastery in your field, and the experience you need to take the next step in your career.

Using Technology to Empower Marginalized Communities

Through her Ph.D. studies, Isabel Munoz is researching ways technology can support marginalized communities.

Join our ranks.

You embrace interdisciplinary nature of the information field, and invite alternative views and approaches to research. As a lifelong learner, you aspire to a career in academia or are otherwise committed to research. We invite you to apply to our program.

How to Apply

Sikana Tanupabrungsun advances her data science career at Microsoft

Taking research in behavioral studies and social media data directly into one of today’s hottest careers.

Meet us in Syracuse, or online.

Join us for an upcoming event on campus or online and get to know us better. we’ll answer your questions, and show you around., get in touch., your future, starting now. get it touch to learn more. apply. and join us. we can’t wait to welcome you.  , application checklist.

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Technology & Operations Management

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Technology & Operations Management

Curriculum & coursework.

Our programs are full-time degree programs which officially begin in August. Students are expected to complete their program in five years. Students typically spend their first two years on course work, at the end of which they take a field exam, and then another three years on dissertation research and writing.

The program requires a minimum of 13 semester long doctoral courses. Students in the Technology & Operations Management program complete courses in the areas of business management theory, economic theory, quantitative research methods, academic field seminars, and two MBA elective curriculum courses. In addition to HBS courses, students may take courses at other Harvard Schools and MIT.

Research & Dissertation

Students in TOM often begin research in the summer preceding their first year by working with a TOM faculty member. Over the first two years in the program, students are encouraged to explore their research interests as they complete relevant coursework. During their third year, students begin working on their dissertation research, typically developing three publishable papers by the end of the program.

Examples of doctoral thesis topics include: Examining how employee non-compete agreements affect entrepreneurship and job mobility; Improving retailers' sales forecasting using cost-of-sales, inventory levels, and gross margins; How familiarity among team members fosters organizational capabilities among teams; The implications of operations management for investors; and How firms influence service quality, and how service quality affects performance.

Omar Olivarez

“ My professors are incredibly generous with their time, and the other members of my cohort are consistently engaged and curious. ”

Current HBS Faculty

• Elizabeth J. Altman
• Omar I. Asensio
• Iavor I. Bojinov
• Ryan W. Buell
• Prithwiraj Choudhury
• Thomas R. Eisenmann
• Chiara Farronato
• Kris Johnson Ferreira
• Frances X. Frei
• Carolyn J. Fu
• Shane M. Greenstein
• Janice H. Hammond
• Robert S. Huckman
• Marco Iansiti
• Rebecca A. Karp
• Michelle A. Kinch
• Karim R. Lakhani
• Himabindu Lakkaraju
• Jacqueline Ng Lane
• Josh Lerner
• Michael Lingzhi Li
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• Gary P. Pisano
• Ananth Raman
• Maria P. Roche
• William A. Sahlman
• Willy C. Shih
• Ariel D. Stern
• Stefan H. Thomke
• Michael W. Toffel
• Sara M. Torti
• Peter Tufano

Current Technology & Operations Management Students

• Maya Balakrishnan
• Justine Boudou
• Bonnie Cao
• Matthew DosSantos DiSorbo
• Natalie Epstein
• Jeffrey Fossett
• Paul Hamilton
• 'Leke Jegede
• Caleb Kwon
• Omar Olivarez
• Paige Tsai
• Daniel Yue
• Miaomiao Zhang

Current HBS Faculty & Students by Interest

Recent placement, ryan allen, 2023, raha imanirad, 2020, karthik balasubramanian, 2018, tommy pan fang, 2022, michelle shell, 2020, maria ibanez, 2018, grace gu, 2020, ohchan kwon, 2019.

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Our research covers a wide range of topics of this fast-evolving field, advancing how machines learn, predict, and control, while also making them secure, robust and trustworthy. Research covers both the theory and applications of ML. This broad area studies ML theory (algorithms, optimization, etc.); statistical learning (inference, graphical models, causal analysis, etc.); deep learning; reinforcement learning; symbolic reasoning ML systems; as well as diverse hardware implementations of ML.

Latest news in artificial intelligence and machine learning

Creating bespoke programming languages for efficient visual ai systems.

Associate Professor Jonathan Ragan-Kelley optimizes how computer graphics and images are processed for the hardware of today and tomorrow.

QS World University Rankings rates MIT No. 1 in 11 subjects for 2024

The Institute also ranks second in five subject areas.

Three from MIT awarded 2024 Guggenheim Fellowships

MIT professors Roger Levy, Tracy Slatyer, and Martin Wainwright appointed to the 2024 class of “trail-blazing fellows.”

To build a better AI helper, start by modeling the irrational behavior of humans

A new technique can be used to predict the actions of human or AI agents who behave suboptimally while working toward unknown goals.

Priya Donti named AI2050 Early Career Fellow

Assistant Professor Priya Donti has been named an AI2050 Early Career Fellow by Schmidt Sciences, a philanthropic initiative from Eric and Wendy Schmidt aimed at helping to solve hard problems in AI. 

Upcoming events

Doctoral thesis: interactive spin dynamics in magnon and quantum spin systems, doctoral thesis: guiding deep probabilistic models.

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• 21 May 2024

Pay researchers to spot errors in published papers

• Malte Elson 0

Malte Elson is an associate professor of the psychology of digitalization at the University of Bern, Switzerland.

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In 2023, Google awarded a total of US$10 million to researchers who found vulnerabilities in its products. Why? Because allowing errors to go undetected could be much costlier. Data breaches could lead to refund claims, reduced customer trust or legal liability.

It’s not just private technology companies that invest in such ‘bug bounty’ programmes. Between 2016 and 2021, the US Department of Defense awarded more than US$650,000 to people who found weaknesses in its networks .

Just as many industries devote hefty funding to incentivizing people to find and report bugs and glitches, so the science community should reward the detection and correction of errors in the scientific literature. In our industry, too, the costs of undetected errors are staggering.

Retractions are increasing, but not enough

That’s why I have joined with meta-scientist Ian Hussey at the University of Bern and psychologist Ruben Arslan at Leipzig University in Germany to pilot a bug-bounty programme for science, funded by the University of Bern. Our project, Estimating the Reliability and Robustness of Research (ERROR), pays specialists to check highly cited published papers, starting with the social and behavioural sciences (see go.nature.com/4bmlvkj ). Our reviewers are paid a base rate of up to 1,000 Swiss francs (around US$1,100) for each paper they check, and a bonus for any errors they find. The bigger the error, the greater the reward — up to a maximum of 2,500 francs.

Authors who let us scrutinize their papers are compensated, too: 250 francs to cover the work needed to prepare files or answer reviewer queries, and a bonus 250 francs if no errors (or only minor ones) are found in their work.

ERROR launched in February and will run for at least four years. So far, we have sent out almost 60 invitations, and 13 sets of authors have agreed to have their papers assessed. One review has been completed , revealing minor errors.

I hope that the project will demonstrate the value of systematic processes to detect errors in published research. I am convinced that such systems are needed, because current checks are insufficient.

Structure peer review to make it more robust

Unpaid peer reviewers are overburdened , and have little incentive to painstakingly examine survey responses, comb through lists of DNA sequences or cell lines, or go through computer code line by line. Mistakes frequently slip through. And researchers have little to gain personally from sifting through published papers looking for errors. There is no financial compensation for highlighting errors , and doing so can see people marked out as troublemakers.

Yet failing to keep abreast of this issue comes at a huge cost. Imagine a single PhD student building their work on an erroneous finding. In Switzerland, their cumulative salary alone will run to six figures. Flawed research that is translated into health care, policymaking or engineering can harm people. And there are opportunity costs — for every grant awarded to a project unknowingly building on errors, another project is not pursued.

Like technology companies, stakeholders in science must realize that making error detection and correction part of the scientific landscape is a sound investment.

Funders, for instance, have a vested interest in ensuring that the money that they distribute as grants is not wasted. Publishers stand to improve their reputations by ensuring that some of their resources are spent on quality management. And, by supporting these endeavours, scientific associations could help to foster a culture in which acknowledgement of errors is considered normal — or even commendable — and not a mark of shame.

How ‘research impact bonds’ could transform science funding

I know that ERROR is a bold experiment. Some researchers might have qualms. I’ve been asked whether reviewers might exaggerate the gravity of errors in pursuit of a large bug bounty, or attempt to smear a colleague they dislike. It’s possible, but hyperbole would be a gamble, given that all reviewer reports are published on our website and are not anonymized. And we guard against exaggeration. A ‘recommender’ from among ERROR’s staff and advisory board members — none of whom receive a bounty — acts as an intermediary, weighing up reviewer findings and author responses before deciding on the payout.

Another fair criticism is that ERROR’s paper selection will be biased. The ERROR team picks papers that are highly cited and checks them only if the authors agree to it. Authors who suspect their work might not withstand scrutiny could be less likely to opt in. But selecting papers at random would introduce a different bias, because we would be able to assess only those for which some minimal amount of data and code was freely available. And we’d spend precious resources checking some low-impact papers that only a few people build research on.

My goal is not to prove that a bug-bounty programme is the best mechanism for correcting errors, or that it is applicable to all science. Rather, I want to start a conversation about the need for dedicated investment in error detection and correction. There are alternatives to bug bounties — for instance, making error detection its own viable career path and hiring full-time scientific staff to check each institute’s papers. Of course, care would be needed to ensure that such schemes benefited researchers around the world equally.

Scholars can’t expect errors to go away by themselves. Science can be self-correcting — but only if we invest in making it so.

Nature 629 , 730 (2024)

doi: https://doi.org/10.1038/d41586-024-01465-y

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The author declares no competing interests.

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Collaborating with world-renowned faculty at Worcester Polytechnic Institute (WPI) significantly benefits students, especially in refining their research for publication in top finance journals. Working alongside leading academics offers students unparalleled access to advanced methodologies and insights into the finance field. This mentorship helps students navigate the complexities of research and publication, ensuring their work meets the high standards of prestigious journals. Such collaboration not only boosts students' academic profiles but also contributes valuable insights to the finance community.  

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Rob joins WPI from Fidelity Investments, where he spent 23 years in the finance industry, holding multiple executive leadership positions including VP of Strategy and Planning, VP Human Resource Systems, and VP Finance, Procurement, and Accounting Systems. Rob also previously held positions in both the public and private sectors for companies in the manufacturing and nonprofit industries.

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‘There are no jobs’: PhD graduates struggle to build careers in academia

For the first time in decades, Ian Corbin has dental insurance.

Over the past 15 years, Corbin has been a doctoral student, an adjunct professor, and a postdoctoral fellow. And trying to scrape together a living has been tough. “I was always hustling,” he says.

When Corbin — who holds a PhD in philosophy from Boston College and works at the intersection of ethics and medicine — was a postdoc at Brigham and Women’s Hospital in 2019, he earned about $50,000 a year and had kids to support. “So I was always teaching classes in the evening and publishing articles as fast as I could. Just taking on really anything that anyone would give me,” he says.

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Corbin’s story isn’t unusual. For many of those with doctorates, who typically spend between four and seven years in graduate school, the employment picture is increasingly bleak, especially for jobs in academia.

Maren Wood, who founded a firm that helps those with doctorates find jobs, says that the market for full-time professors has collapsed. Between 2007 and 2020, the number of openings in philosophy dropped by roughly half. The number of openings in English fell by about 60 percent .

Universities staffed up to accommodate millennials, she says, and now they’re trying to cope with declining enrollments, which are predicted to continue indefinitely . “There’s nothing wrong with a PhD,” says Wood, chief executive of Beyond the Professoriate, whose platform is currently used by Harvard and BC . “The problem is there are no jobs.”

Wood holds a PhD in history, and her breaking point was in 2011 when she came in second place for a job thousands of miles away. The gig was a one-year position. In Reno. And she was told the pay wouldn’t even be enough to live on.

The woman doing the hiring encouraged Wood. “You came in second place!” she exclaimed.

“For what?” Wood asked.

Wood had hoped to be a professor. She had been a top student and earned her PhD from the University of North Carolina. But it didn’t take long to realize: Despite the fact that she had a prestigious degree, there were virtually no decent jobs in universities.

Often, those with doctorates serve as adjunct professors — sometimes while they look for a more permanent gig. To students, adjuncts and tenure-track faculty may appear to be the same. They have PhDs. Students call them “professor.”

But when it comes to stability, they’re worlds apart. Adjuncts rarely get health care. They’re generally paid between $3,000 and $7,000 per class, and you might have to drive considerable distances to get from one job to another.

Over 30 percent of nontenure-track educators in higher education make under $25,000 a year, according to a 2019 survey by the American Federation of Teachers . Another 30 percent make between $25,000 and $50,000 a year. But over the past few decades, the number of adjuncts has grown much faster than the ranks of full-time faculty.

The dearth of jobs has been particularly tough on those in the social sciences, humanities, and some sciences, including biology. Richard Larson, a professor of data, systems, and society at MIT, has noted that many professors churn out lots of doctoral students over the course of their careers — and a good chunk of those students would like to be professors themselves.

But the math simply doesn’t work. Only a few of those grad students — fewer than 20 percent — can get the sort of job that their advisers have. (Though there are certainly disciplines — including chemical engineering and computer science — in which graduates can find jobs fairly easily, often in industry.)

Kristina Aikens, who earned her PhD in English from Tufts University, initially tried to piece together a living as an adjunct. For a year and a half, she says, she was teaching four or five classes in two or three locations, which is a common — though brutal — workload.

Aikens doesn’t believe that doctoral students — particularly in humanities — understand the real threat of finding themselves in an unstable position. “I think people think it won’t happen to them,” she says. “It’s not because they think that they’re better than anyone else. It’s just a denial that they’re in.”

But the threat of job instability is considerable. Massachusetts is not only the state with the highest percentage of people with undergraduate degrees; it also has the highest percentage of those with graduate degrees . And while many of those degree holders are thriving, too many live in precarious situations — situations made all the more precarious by the extraordinarily high cost of housing in the Boston area.

So if the supply of academic jobs has waned, why don’t doctoral programs simply slim down and admit fewer students?

Most of the people I spoke with noted that professors may be loath to give up their graduate students because they genuinely enjoy working with them. Grad students can talk about esoteric areas of scholarship, built on years of deep study.

“I think that faculty want to believe that they’re doing good,” says Wood. “I think that graduate deans generally believe that graduate education does good. And the fact that universities have paid so little attention to career outcomes means that they don’t actually have good data to work with.”

It’s also possible that schools’ reluctance to admit fewer graduate students is financially motivated. Universities often run on the work of grad students, as the Boston University strike has demonstrated . Grad students teach sections of large classes. They work in labs. They perform in-the-field research.

“The business model only works with a lot of cheap labor,” Corbin says. “I think it’s bad. I think it’s bad for students. I think it’s bad for the classroom. I think it’s bad for the grad students and the perennial adjuncts.” But, he believes, doctoral students represent an enormous pool of untapped talent.

Corbin is now a tenure-track researcher at Harvard Medical School’s Center for Bioethics. It’s a job he likes, and life feels much more stable. “It’s becoming less desperate,” he says.

Aikens — who now serves as the program director of writing support at Tufts — says she doesn’t regret getting a doctorate, and she doesn’t think we should preclude people from pursuing that sort of intense study.

Coming from a working-class background in West Virginia, she had wanted to see if she could do it. And the six years she spent getting a PhD were hard. But she knew that success wouldn’t necessarily lead to employment:

“At my graduation, literally at the ceremony, I turned to my friend and said: ‘Should I apply to law school? Because I don’t think this is going to work out.’”

Follow Kara Miller @karaemiller .

RIT graduate pursues Ph.D. across time zones

Nastaran Nagshineh, center, defended her Ph.D. thesis at RIT in April. Faculty from RIT’s Rochester and Dubai campuses served on her thesis committee and include, from left to right, Kathleen Lamkin-Kennard, Steven Weinstein, Nathaniel Barlow, and David Kofke (a professor at the University at Buffalo). Mohamed Samaha participated remotely and appears on the video screen behind the group and alongside Nagshineh’s picture.

Nastaran Nagshineh is one of the first Ph.D. candidates to bridge RIT’s Rochester and Dubai campuses. Her accomplishment creates a path for future students at the university’s international campuses.

Nagshineh completed her Ph.D. in mathematical modeling while working full time as a mathematics lecturer at RIT Dubai in the United Arab Emirates, teaching as many as five classes a semester. She described her Ph.D. journey as “an exercise in perseverance” due to competing demands and long days. Rochester is eight hours behind Dubai, and the time difference meant many late-night classes and meetings.

“I saw this collaboration as an opportunity, rather than as a challenge, because my primary adviser, Dr. Steven Weinstein (RIT professor of chemical engineering), and my co-adviser, Dr. Mohamed Samaha (RIT Dubai associate professor of mechanical engineering), both have the same area of research interest,” she said. “They both worked toward my success.”

Nagshineh is one of 67 RIT Ph.D. students who defended their thesis this academic year and who will earn their doctorate. RIT awarded 63 Ph.D. degrees in 2023.

In 2020-2021, RIT’s Graduate School met and surpassed the university’s goal of conferring 50 Ph.D. degrees during an academic year. That number will continue to grow as students cycle through the seven new Ph.D. programs that RIT has added since 2017, said Diane Slusarski , dean of RIT’s Graduate School.

Meeting these goals puts RIT on a path toward achieving an “R1,” or research-intensive designation, from the Carnegie Classification of Institutions of Higher Learning. RIT is currently ranked as an R2 institution . Many factors go into changing a university’s status, including research investment and maintaining a three-year average of 70 Ph.D. degrees awarded per year, according to Slusarski.

“We have met the goals of the strategic plan, and now we look forward to contributing to the research innovation in the future,” Slusarski said. “We want to help the new programs thrive and win national research awards.”

RIT’s emphasis on high-level research is seen in Nagshineh’s Ph.D. work. She applies mathematical modeling to the field of fluid dynamics. Her research has been published in top-tier journals and has gained notice, said Weinstein, her thesis adviser.

Weinstein describes Nagshineh’s accomplishments as “a testament to a fantastic work ethic and commitment” and is inspirational to younger students at Rochester and Dubai.

“The collaboration between RIT Dubai/Rochester has continued,” he said. “Another paper was submitted a few weeks ago with Mohamed Samaha and Nate Barlow (RIT associate professor in the School of Mathematics and Statistics) as co-authors, as well as Cade Reinberger, a younger Ph.D. student in my research group.”

Mathematical modeling is one of RIT’s newer Ph.D. degree programs, and Nagshineh is among its earliest graduates. The program has doubled in size since it began accepting students in 2017, Slusarski said. This past fall, the mathematical modeling program had 35 students, with two graduating this year.

Altogether, RIT has 13 Ph.D. degree programs currently enrolling 438 students, with computing and information sciences accounting for the largest with 117 students. RIT’s other Ph.D. programs include astrophysical sciences and technology , biomedical and chemical engineering , business administration , color science , electrical and computer engineering, imaging science , mechanical and industrial engineering , microsystems engineering , and sustainability .

New programs in cognitive science and physics will launch in the fall.

The growth in RIT graduate education—with more than 3,000 master’s and doctoral students—reflects a demographic change in the student population, Slusarski said. “We have a higher percentage of women in the graduate programs than we have for RIT undergraduate programs.”

RIT’s graduate programs enroll 42 percent women, according to Christie Leone , assistant dean for the Graduate School.

Nagshineh, who also holds an MS in electrical engineering from RIT Dubai, welcomes her role as a mentor to other women students on both campuses.

“As a young woman in an Arabic country, the power of women is often underestimated and undervalued, and I hope to serve as a role model to female students, especially those that question their path,” Nagshineh said.

She plans to continue in her career as a professor and a researcher. “I would like to pursue a research program where I can advise my own students and teach them more deeply.”

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May 20, 2024

2024 Graduate Student Paper Award Winners Announced

The Graduate Student Paper Award winners from the 2024 Annual Meeting have been chosen. This year, there are two First Prize winners— Abigail Bradford (University of Virginia ) and John Sigmier (University of Pennsylvania) . They will be honored at the Awards Ceremony in conjunction with the 2025 Annual Meeting.

First Prize: Abigail Bradford

The Archaeological Institute of America is pleased to bestow one of the two First Prizes for the 2024 Graduate Student Paper Award to Ms. Abigail Bradford (University of Virginia) for her paper, “Musical Instruments from the South Stoa at Corinth: Type, Function, and Chronology” presented at last year’s Annual Meeting.

This paper showed the fruitful and innovative results of a fresh look at archaeological material from old excavations. Using a body of material from the South Stoa at Corinth, the author revealed a number of previously unknown fragments of musical instruments that add a great deal to our understanding of such objects from antiquity. Not only were the results fascinating, they also opened new windows onto our understanding of the soundscapes of antiquity. This paper is commended for its meticulous study of archaeological fragments to produce new results and the engaging presentation of this material, as well as the author’s deft handling of questions from the audience

We are delighted to honor Ms. Bradford with one of the 2024 Graduate Student Paper Awards.

About Abigail : Abigail Bradford is a PhD candidate in the Program in Mediterranean Art and Archaeology at the University of Virginia, whose research focuses on the archaeology of ancient Greek music. She is writing a dissertation on the representation of musicians in 6th and 5th c. BCE Athenian vase-painting in order to trace the effects of “New Music” on musical and political ideologies in the ancient city. In addition to vase-painting, Abigail studies fragments of ancient musical instruments from archaeological excavations and has recently launched the  3D Ancient Instruments Project , a project dedicated to creating open-access, printable, and playable models of ancient Greek instruments. She has participated in the Molyvoti, Thrace Archaeological Project and will be joining the Lechaion Harbor and Settlement Land Project this summer. 

Fun Fact about Abigail : Abigail is a practitioner of both ancient and modern folk music — she plays the aulos, banjo, mandolin, and mountain dulcimer.

First Prize: John Sigmier

The Archaeological Institute of America is pleased to bestow one of the two First Prizes for the 2024 Graduate Student Paper Award to Dr. John Sigmier (University of Pennsylvania) for his paper, “Local Expertise and Architectural Innovation in the Earth-Built Theaters of Roman Gaul”  presented at last year’s Annual Meeting.  

This paper displayed excellent command of a range of archaeological contexts, from Roman Gaul to ancient North America. The author presented results from a study of the theaters of Roman Gaul focusing on the construction techniques used to support such large and complex buildings, drawing on technical knowledge from similar engineering projects in North American contexts. The author’s conclusions upend previous biases that assumed inferior technical skills by the builders in the Roman provinces by revealing the challenging and complex constructions used to support theaters in Gaul. He showed the local expertise at play in these structures by comparison to the technical features and innovative design of other structures in pre-Roman Gaul. This paper is commended for its original results, excellent organization, and clear argumentation. 

We are delighted to honor Dr. Sigmier with one the 2024 Graduate Student Paper Awards.  

About John Sigmier   John is from Cleveland, Ohio, and has an AB in Classics and Archaeology from Harvard, an MSt in Classical Archaeology from Oxford. He also just defended his PhD dissertation (“Architectural Knowledge Transmission in the Theater Buildings of the Roman Northwest”) in the Art and Archaeology of the Mediterranean World program at Penn! His research deals with Roman architecture and knowledge networks, especially in provincial contexts. In addition to his dissertation research, he also does fieldwork in Turkey as a member of the Archaeological Exploration of Sardis.

Fun Fact about John : He bakes pies every year for the Fourth of July when he is digging abroad!

The Graduate Student Paper Award

The Graduate Student Paper Award (GSPA) was established to recognize graduate students for their substantial contributions to the success of the Annual Meeting. If you are a graduate student planning to submit a paper for next year’s Annual Meeting, we encourage you to apply. The award is by self-nomination and submissions remain anonymous throughout the award selection process. In order to be eligible, you must check the box labeled “Graduate student paper award” on the Open Session Submission Form that reads, “I am a graduate student and sole author of this paper and wish to be considered for the Graduate Student Paper Award.” If you are presenting as part of a session, you need to remind your session chair to check this box for you when they submit all of the session materials. Only graduate students who have a paper accepted by the Program for the Annual Meeting Committee and have checked the box on the Open Submission Form will be eligible for the award.  Click here for   more information on how to apply for the Graduate Student Paper Award.  

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Information Technology

Why study information technology.

The Doctor of Philosopy (PhD) in Information Technology provides students with the necessary skills to provide applied research in evidence-based, human-centered, and secure information technology (IT) practice. The program prepares students to educate future IT professionals at the K12, undergraduate, and graduate levels. Graduates of our doctoral degree program in Information Technology are also prepared to become key leaders in organizations and enterprises to develop IT solutions for consumers or businesses.

Admission Requirements

Applicants must meet at least one of the following requirements:

• Completed a baccalaureate degree from an ABET-accredited Information Technology degree program with a GPA of 3.0 or higher. ABET is a nonprofit certified organization that accredits college and university programs in Applied and Natural Science, Engineering, and Engineering Technology.
• Completed an undergraduate degree and (a) completed a minimum of 18 graduate-level course work in Information Technology with a GPA of 3.5 or above, or (b) completed significant years of professional experience in information technology as determined by the graduate director.

Other requirements:

• While it is not a requirement, applicants may include Graduate Record Examination (GRE) scores to demonstrate their potential for success in the doctoral program. This is highly recommended for applicants who have not yet completed a Master's degree. 
• For international applicants: Submission of a transcript evaluation by a  NACES member  is required in place of the unofficial transcript(s) to reflect both a converted GPA (on a 4.0 scale) as well as the US equivalence of the degree earned.
• References should be from credible sources who speak to relevant IT experience and/or work ethic; two or more reference letters should be on letterhead.
• A resume or curriculum vita (CV). Include any prior research or teaching experience and a list of publications with full citations, if applicable
• Applicants are encouraged to share a copy of a Master's thesis and/or academic publication(s) to further demonstrate aptitude for doctoral level research and writing skills. This documentation can be uploaded in the "Additional Materials" section of the application.
• English Profiency Scores (if applicable)

Graduates of the program will be prepared to hold positions in academia as assistant professors of Information Technology or other related computing disciplines. In the industry, graduates of the program will be able to hold positions in research and development in a variety of IT-related organizations, medical research organizations, financial organizations, social media organizations, government, among many others.

For question regarding advising, please contact Nicole Cochran , Associate Director of Graduate Education.  

The following exams and minimum scores are accepted as proof of English proficiency:

• TOEFL: minimum score of 80 iBT
• IELTS: minimum score of 6.5 overall band 
• Duolingo (DET): minimum score of 110 
• PTE: minimum score of 54
• Guide: IT PhD 2019-2020 post-master's
• Guide: IT PhD 2019-2020 post-baccalaureate

Application Deadlines

Early Admission

General Admission

Prospective students are admitted once per year in the Fall semester: the application deadline is January 31. 

Contact Information

Find related programs in the following interest areas:.

• Computers & Technology

Program Code: 18DOC-IT-PHD

Stamford High student killed in motorcycle crash identified: 'He made friends everywhere he went'

S TAMFORD — A roadside tribute has sprung up on Lockwood Avenue for a 17-year-old Stamford High School student who was killed in a motorcycle crash on Friday .

Pictures of Connor Wilcox, a high school junior, adorned a utility pole on Monday at the intersection of Lockwood Avenue and William Street, where the crash occurred. Next to the photos was a white sheet of paper taped to the pole filled with messages for Wilcox, as well as a makeshift pen holder. Around the pole were candles, flowers, balloons and stuffed animals.

Wilcox's name is written in big letters on one sheet of paper under the words "rest in peace."

Wilcox died of blunt impact injuries to his head, torso and extremities, according to the Office of the Chief Medical Examiner.

In a news release, Stamford police reported a teenager had been killed in a motorcycle crash that occurred around 9:13 p.m. Friday. Police spokesperson Sgt. Jeffrey Booth said the 17-year-old, who was driving a 2020 Kawasaki motorcycle, crashed into the front end of a 2011 Toyota Corolla as the car tried to make a left turn and "entered into the motorcycle's path of travel," Booth said. 

The teen was taken to Stamford Hospital, while the Toyota Corolla driver, a 58-year-old Stamford resident, stayed at the scene and cooperated with police, according to Booth.

Wilcox attended Stamford High School and his mother works as a technology integration support specialist at Strawberry Hill School. 

An online obituary for Wilcox describes him as a "doting brother" to his two siblings.

"He will always be remembered for his beautiful blue eyes, sweet smile, and loving nature," reads the obituary.

Wilcox is survived by his parents, William and Tara Wilcox, and two brothers, Liam and Eamon Wilcox.

"His passing leaves a gaping hole in the fabric of our family, Connor's charm and ability to make us smile with his comedic personality is irreplaceable," reads the obituary. "He made friends everywhere he went. Connor's friends meant the world to him, especially the friendships he created in his neighborhood, at (Rogers International School), and Stamford High. The effect he had on the people around him will never be forgotten."

In 2022,  Wilcox spoke to The Stamford Advocate about the introduction of a new block schedule to Stamford High, a highly contentious issue that resulted in multiple protests from teachers and students.

In the early days of the schedule, Wilcox was not a fan. 

"I think it makes it harder to learn the subject," he said, adding that having four classes one day followed by four different classes the next made it more difficult to retain information. "If I miss one day, you really are missing two days of work."

Stamford Public Schools Superintendent Tamu Lucero wrote in an emailed statement that "everyone associated with Stamford Public Schools is devastated by this tragedy."

"Losing a child is every family's worst nightmare, and we are heartbroken for this student's parents, siblings, extended family, and friends," she wrote.

Lucero said the district's crisis response team will visit the "affected schools" starting Monday to provide support to staff and students.

"On behalf of the Stamford Board of Education and everyone who works in Stamford Public Schools, we extend our deepest condolences to the family and promise to do everything we can to help our school community cope with this devastating news," Lucero said.

Matt Forker, Stamford High School's principal, said in a statement that the student's death would have a "profound effect" on the school community in the coming days and weeks.

"When available, we will share information about any services that are planned to celebrate this young person’s life," Forker said. "Our school community is strong, and I know that we will be able to support one another as we grieve this unimaginable loss together."

Mayor Caroline Simmons also reacted to the fatal crash.

“Our Stamford community is heartbroken by the tragic loss of one of our Stamford High School students,” she said, in a press release Monday. “My thoughts and prayers are with the student’s family and friends during this time of unimaginable grief. My office will continue to work closely with the superintendent’s office to ensure grief and crisis response resources are available to support students and faculty as they navigate this challenging news.”