part time phd programs in nyc

Requirements for the Doctor of Philosophy

Graduate students who have exhibited a high degree of scholastic proficiency and have given evidence of ability for conducting independent research may consider extending their goals toward the doctorate. The Ph.D. degree is awarded after completing the program of study and research described below, and upon preparation and defense of a dissertation representing an original and significant contribution deemed worthy of publication in a recognized scientific or engineering journal.

Admission to Program

Students entering the doctoral program with a Bachelor’s degree must meet the entrance requirements for the Master’s program in the appropriate area of concentration. Students entering at the Master’s level for the Ph.D. in Electrical Engineering program are normally expected to have a Master’s in Electrical Engineering. Generally, admission to these Ph.D. programs is conditional on a student achieving a 3.5 grade point average in prior B.S. and M.S. programs. GRE is required for all applicants.

Thesis Advisor and Academic Advisor

Many factors enter into a student’s choice of an advisor for his/her research. In addition to the scientific, intellectual and personality factors which influence the pairing of student and professor, financial aspects must also be considered. For most full-time students, the ideal situation is to find an advisor who has a research topic of mutual interest, as well as funds available from research grants and contracts which can support the student as a Research Assistant (RA). A prospective student is encouraged to contact faculty members in his/her research area regarding the possibility of advising before applying to the Ph.D. program. A student who joins the Ph.D. program without securing a thesis advisor will be assigned an academic advisor, who will guide the student in terms of course selection and research activities before the qualifying exam. A Ph.D. student candidate must obtain the commitment of a faculty member in the student’s chosen area of major research interest to be the student’s thesis advisor before taking the qualifying exam. Usually, the thesis advisor is a full-time faculty member in the Electrical and Computer Engineering Department and as such is considered chair of the student’s Guidance Committee. If a student wishes to have someone outside the ECE department to serve as his/her advisor, the student should submit the CV of the person and a letter of commitment from the person to serve as the advisor to the Ph.D. EE Program Director for approval. The thesis advisor must have a Ph.D. degree in the student’s proposed area of research.

Qualifying Examination

A Ph.D. student (referred to as the student below) must pass the Ph.D. qualifying examination before the deadline to continue in the Ph.D. program and register for Ph.D. Dissertation Credits ( ECE-GY 999X   ). The exam is an oral exam with content described below, but the student must have completed certain course and project requirements before taking the oral exam. Results of the exam will be recorded in the student’s transcript as RE-GY 9990.Detailed information about the requirements to be satisfied before taking the qualifying exam including both course requirement, project scope and application process can be found in ECE graduate student manual, available under the ECE department webpage. Results of the exam will be recorded in the student’s transcript as RE-GY 9990 Ph.D. Qualifying Exam   . A. Requirements to be satisfied before taking the oral exam 1) The student must have registered at NYU-Tandon for at least one semester and taken at least 3 graduate-level courses and the student’s cumulative GPA from formal courses (not including M.S. Thesis, independent projects and readings) should be 3.5 or above. 2) The student must have completed at least 2 core courses (See Section on Course Requirement), with GPA over the core courses being 3.5 or above, and each core course earning a grade of B or above. 3) The student must have completed a research project under the supervision of a project advisor. The advisor can be any faculty member associated with ECE department. Notice that an external researcher may serve in this role, subject to approval by the chair of the ECE Graduate Curriculum and Standards Committee (to be referred to as the Graduate Committee subsequently). Examples of the project include, but are not limited to, an in-depth literature review of a certain topic, demonstrating solid understanding of a certain set of papers, or implementation and validation of some algorithms in past literature, or a study based on ideas initiated by the advisor or the student. Publication is not a requirement, but is encouraged if the student and the advisor find the contributions by the student worthy of publication. The project advisor should ensure that the project topic is appropriate for evaluating the student’s potential for Ph.D. research. It is the student’s responsibility to identify and secure a project advisor. 4) The student should have secured an ECE faculty member (or an external member approved by the Chair of the Graduate Committee) prior to taking the qualify exam, who will serve as the student’s Ph.D. advisor if the student passes the oral exam. The project advisor does not have to be the Ph.D. advisor. The prospective Ph.D. advisor is not obligated to provide financial support for the candidate. The advisor’s letter of support must state a commitment of advising should the student pass the exam. It may also contain a narrative summarizing student’s progress in the program. B. Oral exam 1) The oral exam committee should include the prospective Ph.D. advisor, and three other faculty members chosen by the student in consultation with the Ph.D. advisor. The committee should have at least three Tandon ECE tenure or tenure track (T/TT) faculty (including advisor), the fourth one can be a faculty member or an industry/research professor (with Ph.D. in ECE. or a related area) from NYUAD, NYUSH, or any other NYU department. At most one member can attend the exam remotely if the member is at NYUAD or NYUSH. The student is responsible to secure the committee members to attend the oral exam and identify a time at which all committee members can attend. The exam should be scheduled for 1.5 hours to allow sufficient time for questions and answers and final discussion among the committee members. Once the schedule is fixed, the advisor should announce the exam to all ECE faculty and invite them to attend the exam. 2) A student must send in an official application, along with other required material, for taking the oral exam to the Ph.D. EE qualifying exam coordinator, at least two weeks before the target date of the oral exam. The application form can be downloaded from: http://engineering.nyu.edu/academics/departments/electrical/students/student-resources. The student must be registered for RE-GY 9990 at the time of the application. This zero-credit course is used for recording the exam results and follows the standard add/drop deadlines. A permission code for RE-GY should be requested from Prof. XK Chen with a copy to the student’s advisor. 3) The student must submit a written project report to the exam committee at least one week before the exam date. The written report should be self-contained, and follows the standard format of a conference paper. It is recommended that the report size is between 4 - 6 pages in double column, font size 11. 4) During the exam, the student should give a 30-minute project presentation, followed by questions from the committee members, which should cover both the topic areas of the project and the foundational knowledge in the student’s chosen research area. Each committee member (excluding the advisor) is expected to engage in about 15 minutes of questions and answers with the student, with a total of 45 minutes for questions and answers. The student may ask each committee member about from which area will the faculty member ask fundamental questions, although the faculty member is not obliged to provide a detailed answer. 5) The committee will provide a written evaluation of the student’s potential for Ph.D. research to the department. The committee members can seek input from the prospective Ph.D. advisor when making such evaluation, but the advisor is excluded from participating in voting and writing the evaluation report. The evaluation criteria can be found from the evaluation form posted here: http://engineering.nyu.edu/academics/departments/electrical/student-resources 6) The ECE department will make the final decision of pass or fail based on the exam committee’s recommendation. If the student and advisor intent is to take the dissertation credits ECE-GY 999X during the same term as the RE-GY 9990 qualifying exam, the exam committee’s recommendation must reach the Ph.D. qualifying exam coordinator at least a week in advance of the add/drop deadline for that term. 7) Result (Pass or fail) of the qualifying exam (RE-GY 9990) will be recorded in the student’s transcript. 8) The student should prepare the report and the presentation independently, without the help from his/her advisor. 9) If a student wants to present a work described in a published, accepted or submitted paper of which the student is not the sole author, the student should submit a short report (2 pages) that is an extensive summary of the work, or a literature survey of the area, and his/her future work, written by the student only, to be submitted along with the paper. 10) The student can present a work that has been presented at a conference, but the presentation should be modified as necessary to fit the qualifying exam oral presentation time limit and provide sufficient background material. The modification should be done by the student independently, without the help of the advisor. C. Time Limit and Timelines of the First and Repeat Oral Exams 1) Qualifying Exam Limit: It is important to note that students must pass the qualifying exam within 2 years of starting the Ph.D. program or they can be dismissed from the Ph.D. program. The 2 years is “academic years,” i.e., fall/spring, fall/spring. In other words, the summer after the 2nd year is not included. 2) First Exam: For students (both full-time and part-time) who started the Ph.D. program with prior M.S. degree in electrical engineering or a related area, the first oral exam should be taken no later than one year after starting in the Ph.D. program. For students (both full-time and part-time) who started the Ph.D. program without a prior M.S. degree, the first oral exam can be taken either in the first year or the second year but the max of 2 years to pass the qualify still applies. If a student does not meet the requirement for taking the exam by this deadline, the student might be disqualified from the program. 3) Repeat Oral Exam and Disqualification: Students who failed the first oral exam but otherwise successfully meet the requirement for taking the oral exam can repeat the exam at most once, which should be completed within one year after the first exam. Students who fail to pass the repeat exam will be disqualified from the program. 4) Scheduling of First Exam and Repeat Exam: The first or repeat oral exam should be scheduled before a semester starts so that the student will be informed of the exam result on time for his or her course planning. A student who needs to repeat the qualify exam cannot repeat the exam in the same semester and must wait at least three months from the time when the first exam was taken. 5) More on the Repeat Exam: When a student is found to be deficient only in one part of the exam (e.g. written report, presentation of the project, answering fundamental questions), the student may be asked to repeat just that part of the exam. The repeat of a portion of the exam is treated the same as the repeat of the qualifying exam and is subject to the same deadline.

Course Requirements

1) Core Courses: A student, in consultation with and upon approval by the Ph.D. advisor, should choose at least 4 ECE-GY courses (12 credits) among courses with numbers ECE-GY 6xxx, ECE-GY 7xxx, ECE-GY 8xxx, as their core courses. Transferred courses cannot be used to satisfy the core course requirement. To graduate, each course must have a grade of B or above and the average grade of the four courses must be 3.5 or above. The student must have completed at least 2 such courses with the average grade of taken courses being 3.5 or above, before taking the oral qualifying exam. The remaining core courses must be completed before graduation. The list of core courses a student (with a prior M.S. degree) will register for must be approved by his or her Ph.D. advisor. 2) ECE-GY courses: A student must choose at least 24 credits of ECE-GY courses, including the core courses. The robotics courses (ROB-GY) listed below may count as ECE-GY courses. This requirement can be satisfied by the 30 credits transferred from a prior M.S. degree in electrical engineering or computer engineering.

The following robotics courses count as ECE-GY prefixed courses:

• ROB-GY 6003    Foundations of Robotics
• ROB-GY 6213    Robot Localization and Navigation
• ROB-GY 6323    Reinforcement Learning and Optimal Control for Robotics
• ROB-GY 6333    Swarm Robotics
• ROB-GY 6423    Interactive Medical Robotics

3) Non-ECE Courses: A student must choose at least 2 non-ECE graduate-level courses (6 credits or more) that are in either Science or Engineering discipline. These courses should be chosen from areas that are distinct and yet consonant with the student’s research area. Please note the courses in management cannot be counted towards this requirement. Courses taken at other schools of NYU will be counted towards this requirement provided that the Ph.D. advisor approves them. Transferred courses taken at other accredited graduate programs are subject to approval by the Ph.D. EE program director. 4) Other courses: The degree requires a total of 75 credits with at least 21 Ph.D. dissertation credits taken at Tandon. A student must take a minimum of 42 credits in formal courses (as distinct from “independent study” credits such as reading, project or thesis), with a minimum of 24 course credits in ECE-GY courses. The student has freedom in choosing courses, provided that he or she satisfies the requirements specified in 1), 2) and 3). The student should consult with his/her Ph.D. advisor or academic advisor in devising a course plan as early as possible so that the course work covers sufficient depth for the student’s chosen area of research and related field, as well as sufficient breadth. Note that credits from CS-GY 5000-level courses cannot be counted towards Ph.D. EE degree. 5) GPA requirement: As with all the graduate programs at NYU-Tandon, a student must maintain a GPA of 3.0 or above among all courses taken at NYU. A student with GPA below 3.0 has up to two semesters on probation. If at the end of the second semester on probation, the GPA is still below 3.0, the student will be disqualified from the program. The Ph.D. EE program further requires that a student must have a GPA of 3.5 or above among all formal courses (not including dissertation or other independent studies) taken at NYU to graduate, in addition to the GPA requirement for the core courses as specified in Item 1). 6) Internships: International students must register for an internship course to do an internship. Up to 6 credits of approved internships for Ph.D. ( CP-GY 9941   , CP-GY 9951   , CP-GY 9961   ,  CP-GY 9971   , 1.5 credits each) can be applied towards the 75 credits Ph.D. degree requirement, and in particular, the ECE-GY course requirement as specified in Item 2) above. These credits can be part of the 45 credits beyond the 30 credits of a prior M.S. degree, which may include up to 3 credits of approved internships for M.S. ( CP-GY 9911   , CP-GY 9921   ). For an internship to be approved for credits, the internship must provide training relevant to the student’s research area. All internship must be approved and supervised by the student’s Ph.D. advisor. The internship supervisor should submit a midterm and a final term evaluation report to the Ph.D. advisor. The student must submit a project report to the advisor upon completion of the internship for the evaluation and grading of the internship course.

Transfer Credits

For Ph.D. students with a prior M.S. degree, they are allowed to transfer up to 36 credits, of which 30 credits must be from their prior M.S. degree in ECE or a closely related field. For Ph.D. students admitted without a prior M.S. degree, they can transfer at most 6 credits. For the blanket transfer of 30 credits from a prior M.S. degree in ECE or a closely related field toward the Ph.D. degree in EE, the student must provide a copy of his or her prior M.S. degree and the official academic transcripts. For individual course transfer, the student must provide an official transcript in a sealed envelope as well as catalog descriptions of the courses to be transferred, for evaluation and approval by the department graduate advisor. The official transcript and/or diploma submitted during the student’s admission process can be used in place of new submission. Graduate courses taken at other schools of NYU or taken as an undergraduate student at NYU Tandon School of Engineering are exempt from this policy, but are subject to the general polity of the Tandon School of Engineering regarding such courses. This policy is effective for students entering in Spring 2018 and later.

Guidance Committee

On passing the qualifying examination, the student should consult with his or her thesis advisor to identify additional members and form a guidance committee. The committee should be composed of at least three members with the thesis advisor usually acting as Chairperson. If the dissertation advisor is not a tenured or tenure track (T/TT) Tandon faculty member of the Department, then a T/TT Tandon faculty member of the Department in the student’s research area must be invited to serve as the Committee Chair. The committee should include at least two ECE T/TT faculty (including the advisor, and the NYUAD and NYUSH T/TT faculty), and may include at most two external members from outside the Department who are in the student’s area of major research interest. The student must submit the names of the members of his or her Guidance Committee to the Office of Graduate Studies with a copy to the ECE Graduate Office within 6 months of passing the qualifying exam. The Guidance Committee conducts the area examination and thesis defense, and approves the final thesis. The Guidance Committee appointment form can be obtained from the Office of Graduate Studies.

Area Examination

In the area exam, the student reviews the prior research in the student’s chosen dissertation topic and presents preliminary research results and additional research plan. The area exam is conducted by the Guidance Committee, but may be open to other interested faculty and students. The Guidance Committee attends and evaluates the student’s performance and determines whether the student demonstrates the depth of knowledge and understanding necessary to carry out research in the chosen area. Results of the exam will be recorded in the student’s transcript as ECE-GY 9980. The student must submit a written report that summarizes prior research and the future plan at least one week before the scheduled exam time. The report should follow the Ph.D. dissertation template and be at least 25 pages long. The student must take and pass the area exam within 2 years after passing the Ph.D. qualifying exam. Students who fail to pass the exam by the deadline will be disqualified from the program. The area exam evaluation form provides further details on the evaluation criterion for passing, and can be downloaded from: http://engineering.nyu.edu/academics/departments/electrical/student-resources

Registration for Ph.D. Dissertation Credits

After passing the qualifying exams, and with the agreement of the Thesis Advisor, the Ph.D. candidate may begin registration for dissertation credits ECE-GY 999X. (The student’s failure to abide by this rule may result in loss of credit for the dissertation registration.) A student must register at least 3 credits for ECE-GY 999X each semester. A minimum of 21 credits is required for the Ph.D. degree. The student must register for thesis continuously, every Fall and Spring semester, unless a Leave of Absence has been granted by the Office of Graduate Studies.

Submission of the Thesis and Thesis Defense

Upon completion of the doctoral dissertation, the candidate undergoes an oral thesis defense. The defense is conducted by the Guidance Committee, but is open to all members of the ECE faculty and other invited people. The student must submit a complete draft of the dissertation to the Guidance Committee members at least one week before the scheduled defense. The student should consult the Office of Graduate Studies regarding how to submit, reproduce and bind the final manuscript.

Seminar Attendance Requirement

Ph.D. students are required to register for a 0-credit Research Seminar course (ECE-GY 9900) for at least 4 semesters. Satisfactory grade is given only if the student attends more than 2/3 of the seminars offered in a semester. Part-time students who have difficulty attending the seminar because of work conflict may be exempted from this requirement upon approval of the Ph.D. EE program director. The student should submit the approval note when applying for graduation.

Publication Requirement

To be granted the Ph.D. degree, a Ph.D. candidate must either have a peer-reviewed journal paper (accepted or published), or have at least one paper under review by a peer-reviewed journal on the thesis research subject. For the journal paper(s), a letter of acceptance by a journal, or a letter of submission to a peer-reviewed journal along with acknowledgment of its receipt by the journal, will constitute the required evidence. If there is no accepted/published journal paper, the student should have at least one accepted conference paper that appeared in the proceedings of a peer-reviewed conference.

Requirements for Students Entered Before Fall 2014

Students who entered before Fall 2014 can either follow the requirements described above, or the requirement effective at the time of matriculation. The requirements posted in the NYU-Tandon catalog as of Sept. 2013 differ from the new requirements in the following aspects. For a complete description, please consult the ECE Graduate Student Manual published in Spring 2013. Course and Thesis Requirements: A minimum of 75 credits of academic work beyond the bachelor’s degree, including a minimum of 21 credits of NYU-Tandon dissertation research, is required. A minimum of 42 credits in formal courses (as distinct from independent study credits such as reading, project or thesis) are required. A student entering with a M.S. from a reputable graduate program may transfer 30 credits. Ph.D. students are required to take a minimum of 9 credits of courses in a minor area outside of electrical engineering. The minor must be taken in an area that is both distinct from and yet consonant with the student’s major study area. Students work with thesis advisers to develop their major study program. The major program should constitute a coherent, in-depth study of the most advanced knowledge in the student’s area of concentration. Publication Requirement: To be granted the Ph.D. degree, a Ph.D. candidate must have at least one accepted or submitted journal paper on the thesis-research subject. Transfer credits: For Ph.D. students entered before Spring 2015, the following policy as stated in the NYU-Tandon catalog as of Sept. 2013 are applicable: Doctoral candidates may transfer a maximum of 48 credits, including a 30-credit blanket transfer from a prior M.S. degree in Electrical Engineering or a closely related field, and additional courses in Science and Engineering not included in the prior MS that are individually transferred. For the blanket 30-credit transfer, the prior M.S. need not be a 30-credit M.S., so long as an M.S. degree (or equivalent) was granted, and a copy of the degree and detailed transcripts are presented. Additional courses individually transferred cannot include project, thesis, dissertation, guided studies or readings, or special topics credits. Applications for transfer credits must be submitted for consideration before the end of the first semester of matriculation. The student’s major academic department evaluates graduate transfer credits, but no courses with grades less than B will be considered. Ph.D. Time Limits: The Ph.D. time clock begins at the time of enrollment in the Ph.D. program. Full-time Ph.D. students who have completed an M.S. degree or who transfer 24 or more graduate credits towards their Ph.D. degree must complete their Ph.D. degree requirements within six years from the beginning of their Ph.D. studies. Full-time Ph.D. students who transfer in or have completed fewer than 24 credits when they begin their Ph.D. studies have a maximum of seven years to complete their Ph.D. Part-time Ph.D. students must complete their Ph.D. degree requirements within nine years from the beginning of their Ph.D. studies. Approved leave of absence will stop the time clock.

Graduate Manual:

For further information, please refer to the graduate manual, which can be found on the student resources page:  https://engineering.nyu.edu/academics/departments/electrical-and-computer-engineering/student-resources

NYU Center for Data Science

Harnessing Data’s Potential for the World

PhD in Data Science

An NRT-sponsored program in Data Science

• Areas & Faculty
• Admission Requirements
• Medical School Track
• NRT FUTURE Program

Advances in computational speed and data availability, and the development of novel data analysis methods, have birthed a new field: data science. This new field requires a new type of researcher and actor: the rigorously trained, cross-disciplinary, and ethically responsible data scientist. Launched in Fall 2017, the pioneering CDS PhD Data Science program seeks to produce such researchers who are fluent in the emerging field of data science, and to develop a native environment for their education and training. The CDS PhD Data Science program has rapidly received widespread recognition and is considered among the top and most selective data science doctoral programs in the world. It has recently been recognized by the NSF through an NRT training grant.

The CDS PhD program model rigorously trains data scientists of the future who (1) develop methodology and harness statistical tools to find answers to questions that transcend the boundaries of traditional academic disciplines; (2) clearly communicate to extract crisp questions from big, heterogeneous, uncertain data; (3) effectively translate fundamental research insights into data science practice in the sciences, medicine, industry, and government; and (4) are aware of the ethical implications of their work.

Our programmatic mission is to nurture this new generation of data scientists, by designing and building a data science environment where methodological innovations are developed and translated successfully to domain applications, both scientific and social. Our vision is that combining fundamental research on the principles of data science with translational projects involving domain experts creates a virtuous cycle: Advances in data science methodology transform the process of discovery in the sciences, and enable effective data-driven governance in the public sector. At the same time, the demands of real-world translational projects will catalyze the creation of new data science methodologies. An essential ingredient of such methodologies is that they embed ethics and responsibility by design.

These objectives will be achieved by a combination of an innovative core curriculum, a novel data assistantship mechanism that provides training of skills transfer through rotations and internships, and communication and entrepreneurship modules. Students will be exposed to a wider range of fields than in more standard PhD programs while working with our interdisciplinary faculty. In particular, we are proud to offer a medical track for students eager to explore data science as applied to healthcare or to develop novel theoretical models stemming from medical questions.

In short, the CDS PhD Data Science program prepares students to become leaders in data science research and prepares them for outstanding careers in academia or industry. Successful candidates are guaranteed financial support in the form of tuition and a competitive stipend in the fall and spring semesters for up to five years.* We invite you to learn more through our webpage or by contacting  [email protected] .

*The Ph.D. program also offers students the opportunity to pursue their study and research with Data Science faculty based at NYU Shanghai. With this opportunity, students generally complete their coursework in New York City before moving full-time to Shanghai for their research. For more information, please visit the NYU Shanghai Ph.D. page .

The College

• Mission, Vision & History
• Offices and Services
• Administration
• City College and CUNY Policies
• Campus Map & Directions
• Land Acknowledgement
• CCNY in the News
• Shuttle Bus Service
• Schedule a Tour

Schools & Divisions

• The Bernard and Anne Spitzer School of Architecture
• CUNY School of Medicine
• Colin Powell School for Civic and Global Leadership
• School of Education
• The Grove School of Engineering
• Division of Humanities and the Arts
• Division of Interdisciplinary Studies at Center for Worker Education (CWE)
• Division of Science

Lifetime & Experiential Learning

• Graduate Studies Overview
• Continuing & Professional Studies
• International Studies & Study Abroad

Academic Planning

• Areas of Study
• General Education Curriculum
• Academic Calendar
• Courses / Bulletins
• Academic Affairs

Information For

• Admissions Overview
• Undergraduate Students
• Freshman Students
• Transfer Students
• Graduate Students
• Returning to College
• Visiting Students/Non-Degree
• Continuing Education
• ACE Program
• MyCity VIP Portal
• SEEK Program
• Admissions Scholarships

Visit Our Campus

• Campus Tours
• Information Sessions

Related Links

• Financial Aid
• Tuition and Fees
• Campus Housing
• International Students
• Honors Programs
• Research Overview
• The Office of Research
• Research Compliance & Ethics
• College Research Council

Discoveries in Actions

• Centers and Institutes
• QC-ALERT Programs
• Undergraduate Research
• NSF ADVANCE

Faculty & Staff Experts

• By Area of Expertise
• View All Faculty & Staff

Campus Life

• Student Life
• Student Housing
• Benny's Campus Store

Student Services

• Student Affairs
• Health & Wellness
• The AccessAbility Center/Student Disability Services
• LGBTQ+ Student Center
• CCNY Navigate
• Immigrant Student Resource and Research Center

Support CCNY

• How to Make a Gift
• CCNY Giving: Make-A-Will
• Types of Gifts
• 2023-2024 NYS Charitable Tax Contributions Credit

CUNY Related Links

• CUNY Portal
• Loaner Devices
• Discrimination and Retaliation Reporting Portal

Faculty & Staff

• Faculty / Staff E-Mail (Legacy - Webmail)
• Faculty / Staff E-Mail (New Outlook 365)
• Password Reset
• Content Editor
• Grants Management System
• Visual Course Roster
• Work Orders
• Employee Timesheets
• Student E-Mail
• Degreeworks / FACTS
• City Central

The Division of Science

Ph.d. programs.

Ph.D. Degrees in STEM disciplines are granted by the Graduate Center of the City University of New York or jointly with The City College of New York for students conducting their dissertation research on our campus.

Research at CCNY

Dr. carnaval's research lab.

Student Highlight - Katherine Anderson

Total number of countries that CCNY students represent

Ph.D. faculty mentors

Student stipend in addition to other forms of tuition and financial assistance

Research Programs

The Ph.D. Program in Biology enables students to acquire a fundamental grounding in the current life sciences as well as mastery of the knowledge and investigative approaches in their chosen area of specialization, including Cell and Molecular Biology, Neurobiology, Ecology, Evolutionary Biology and Behavior, or Plant Sciences.

Read More...

The Ph.D. Program in Biochemistry draws from fundamental chemical theory and research techniques as the basis for explorations into problems of biology. Students participate in research early in their graduate careers and engage actively in a broadly based seminar and colloquium program.

The Ph.D. program in Chemistry offers specialization in analytical, inorganic, materials and nanotechnology, organic, physical, theoretical or polymer chemistry, and molecular biophysics.

The Ph.D. Program in Earth and Environmental Sciences promotes teaching and research in the study of the Earth.  With faculty in atmospheric sciences, environmental sciences, geography and geology, the Earth and Environmental Sciences Program spans a broad array of subjects focusing on the Earth, its environments, human activities, and the linkages among them.

EASGRAD website

The Mathematics program is designed to give students the background they will need to pursue careers as pure or applied mathematicians. Research areas include algebraic geometry, algorithms, combinatorics, complex analysis and Teichmuller theory, dynamics, group theory, Lie theory, logic, number theory, probability, Riemannian geometry and analysis, and topology.

The Ph.D. Program in Physics provides students with opportunities to pursue original research along with a sound background in the fundamentals of physics. Students may choose a research specialization from the principal areas of modern theoretical and experimental physics.

Training Opportunities/Grants

IDEALS was established in 2016 with a $5M grant from the CREST Program of the National Science Foundation, designed to enhance the research capabilities of minority-serving institutions through the establishment of centers that effectively integrate education and research. Its aim is to address the national need for "accelerating the pace of discovery and deployment of advanced material systems" as stated in the Materials Genome Initiative.

Program Website

In this project, a group of 30 faculty members at The City College of New York will build on the success of a prior RISE program to offer coordinated, innovative, and rigorous Ph.D. training in biochemistry, biophysics, bioorganic chemistry, (biomedical and chemical) engineering, and neuroscience.

 Program website

The Center’s research and training focus on all aspects of remote sensing including sensor development, satellite remote sensing, ground-based field measurements, data processing and analysis, modeling, and forecasting. The center is an outstanding example of collaboration among institutions to educate and train students in the field of environmental remote sensing by conducting research consistent with NOAA’s Science Goals and Missions. Recruitment and training focus on mentoring undergraduate, master's, and doctoral students into scientific and engineering disciplines in which they can specialize in remote sensing.

Last Updated: 11/14/2023 09:54

Ph.D. Program

Ph.d. program - gabelli school of business.

The Gabelli School of Business Ph.D. program offers highly qualified students a unique opportunity to study alongside leading scholars in the heart of Manhattan.

This full-time, research-intensive program provides the requisite empirical and theoretical skills necessary for students to become significant academic scholars and committed educators. A specialized curriculum and faculty mentorship position students to contribute to business scholarship at the highest level.

A Foundation for Scholarship

The Gabelli School Ph.D. is intended for individuals who envision themselves as researchers or faculty members at universities and other institutions around the world. Ph.D. students complete coursework, pass a series of exams and, of course, propose, write, and defend a dissertation.

Students will specialize in one of the Gabelli School’s traditional academic areas , such as finance or management. Upon admission, students select one of two interdisciplinary curriculum tracks:

• Capital Markets
• Strategy and Decision-Making

The Capital Markets track combines the traditional aspects of economic theory with the quantitative rigor of finance and accounting. The Strategy and Decision-Making track encompasses all aspects of the contemporary study of decision-making with theories of management, marketing, information systems, business ethics, business media, and operations.

Students in each track complete specialized coursework and receive relevant professional skills training. Program graduates can expect to research and teach in multiple fields in the discipline.

Faculty mentors

Hands-on mentoring from faculty is essential to developing a strong research and teaching practice. Students meet regularly with the Ph.D. program director to design a course of study to ensure satisfactory completion of the program. Students also work closely with faculty members on joint research projects and receive extensive pedagogical training. Dissertation committee members, external advisors, and course professors all provide additional mentorship throughout the program.

Funding and Post-Program Placement

Complete and partial funding is available to qualified candidates. A typical complete funding package includes tuition remission, a stipend, and healthcare. Funding decisions are competitive and are made as part of the admissions process.

Gabelli School Ph.D. students receive extensive preparation before entering the academic job market. Regular contact with visiting scholars via coursework and seminars provides them with professional networks long in advance of graduation. Students also receive real experience and supervised support for funded professional activities such as conference attendance, paper presentation, article publication, and teaching techniques.

The New York Advantage

Studying business in the economic capital of New York City offers unparalleled advantages, and Fordham, as one of the city’s oldest universities in New York, has extensive connections that benefit Ph.D. students.

In addition to longstanding partnerships with other leading New York-area universities, Fordham has a long history of intellectual exchange with New York financial institutions, many of which participate in Fordham Wall Street Council sessions.

Opportunities for Ph.D. students include the availability of data sets, management interviews, natural experiments, and other support from corporate research departments.

Admissions are now closed. To be placed on the notification list for the opening of the application period in Fall 2024, please send an email with the subject line “Business Ph.D. Application–Notification List” to  [email protected] .

• Jacobs Technion-Cornell Dual MS Degrees – Connective Media Concentration
• Jacobs Technion-Cornell Dual MS Degrees – Health Tech Concentration
• Jacobs Technion-Cornell Dual MS Degrees – Urban Tech Concentration
• Johnson Cornell Tech MBA
• Master of Engineering in Computer Science
• Master of Engineering in Computer Science (Part Time)
• Master of Engineering in Electrical and Computer Engineering
• Master of Engineering in Operations Research and Information Engineering
• Master of Laws (LLM) in Law, Technology, and Entrepreneurship
• Master of Science in Design Technology

PhD Studies

• Runway Startup Postdocs
• Faculty & Practitioners
• Real-World Access
• Plan your event
• Tour Campus

CONNECT WITH US

2 West Loop Road, New York, NY 10044

• Master's Curricula
• Jacobs Technion-Cornell Dual Master of Science Degrees with a Concentration in Connective Media
• Jacobs Technion-Cornell Dual Master of Science Degrees with a Concentration in Health Tech
• Jacobs Technion-Cornell Dual Master of Science Degrees with a Concentration in Urban Tech
• Master in Electrical and Computer Engineering
• Master in Operations Research and Information Engineering
• Intellectual Property
• Benefits & Perks
• Runway Application
• Degree Programs

Ready to Apply?

Same Cornell PhD program. Different location.

PhD students at Cornell Tech in New York City pursue the same degree programs as their peers in Ithaca. They belong to the same PhD programs, are members of the same graduate fields, follow the same application process, and have the same course and research requirements. They graduate with PhD degrees from Cornell University. The location of a student is determined by the location of their advisor; a Cornell PhD student whose advisor is located at Cornell Tech is located in New York City and, in addition to their degree affiliation, is considered a PhD student at Cornell Tech.

Why, then, do some PhD students pursue their degrees in NYC?

The PhD students in NYC are those who do their research with Cornell Tech faculty advisors. Cornell Tech faculty belong to the same departments and fields as their Ithaca counterparts, and their research similarly spans a rich range of topics from theory to applications. Students can spend time on both campuses, joining Ithaca-based classes, faculty, and graduate colleagues through a combination of remote and in-person means.

For PhD students, how does New York City compare with Ithaca?

New York City has long been a global economic and cultural hub; it is now a leading city for tech innovation. Just like other top universities located in tech hubs, such as Silicon Valley, the students at Cornell Tech are in a unique position to engage with the community and explore opportunities for impact outside academia. However, such engagement solely depends on the student’s interest, and is not part of the degree program or requirements, which are identical across campuses. The application requirements remain the same whether the student intends to finalize their research in Ithaca or NYC.

While other fields and departments are represented, the Cornell Tech campus mainly supports PhD students in five Cornell University PhD programs :

• Computer Science
• Electrical and Computer Engineering
• Information Science
• Operations Research
• Operations, Technology, and Information Management

Ready to apply?

PhD students at Cornell Tech are part of the Cornell PhD program, and are admitted through Cornell’s PhD admissions process . A PhD student is affiliated with Cornell Tech when their thesis advisor is a Cornell Tech faculty member.

Search NYU Steinhardt

Doctoral Studies

Doctoral study at the Steinhardt School of Culture, Education, and Human Development spans 10 departments and more than 30 different degree programs.

We take pride in the quality of our doctoral students and the educational and professional experience provided by our faculty.  Our PhD programs strive to provide coursework and individual supervision and mentorship to produce scholars and researchers of the highest quality: methodologically-sophisticated, research-savvy, and prepared for a lifetime of scholarly contribution to their field. Our EdD and other professional doctorates ensure that Steinhardt’s graduates will be leaders and innovators in their field of practice. In every case, Steinhardt’s doctoral programs embody the principles of evidence-based research and practice and a commitment to improving the human condition.

For Current Doctoral Students

Doctoral Policies

Doctoral policies for PhD and EdD students.

Proposal and Dissertation Policies and Guidelines

Proposal and Dissertation Policies - Policies and Guidelines for PhD and EdD Students

Doctoral Orientation, Events, and Deadlines

Information on Doctoral Studies orientation, upcoming events, and important filing deadlines.

Doctoral Funding, Awards, and Grants

Full-time NYU Steinhardt PhD students are eligible for a generous multi-year funding package that includes a stipend and full scholarship.

Forms and Checklists

Forms and checklists for NYU Steinhardt Phd and EdD students.

For Prospective Doctoral Students

For Graduate Students

Prepare for the next chapter in your personal and professional journey with graduate study at NYU Steinhardt.

Past Dissertations

Past winners of the Outstanding Dissertation Award from across NYU Steinhardt.

Online Doctoral Degrees

Explore NYU Steinhardt's online and on-campus doctoral degree options , spanning 10 departments and more than 30 different degree programs.

Nancy Hall, Associate Director Joseph and Violet Pless Hall 82 Washington Square East, 2nd Floor New York, NY 10003 Telephone: 212-998-5044 Fax: 212-995-4353 [email protected]

• University Home
• Parsons School of Design
• Eugene Lang College of Liberal Arts
• College of Performing Arts
• The New School for Social Research
• Schools of Public Engagement
• Parsons Paris
• Continuing and Professional Education

PhD Program in Clinical Psychology

Take the next step.

• How to Apply
• Request Information
• Admission Events
• Check Application Status

General Admission Contact The New School for Social Research Office of Admission 72 Fifth Avenue, 1st floor New York, NY 10011 212.229.5600 or 800.523.5411 [email protected]

Admissions Liaison [email protected]

Department of Psychology The New School for Social Research 80 Fifth Avenue, 7th floor New York, NY 10011 Tel: 212.229.5727 x3119 or x3223 (for Clinical Psychology) Fax: 212.989.0846

Department Co-chairs William Hirst (Cognitive, Social, and Developmental) Wendy D'Andrea (Clinical)

Department Secretary Janiera Warren

Clinical Secretary Nichelle Horlacher

Director of Clinical Training Sam Winer

Assistant Director of Clinical Training Lisa Rubin

Director of Clinical Student Affairs Trisha Toelstedt

Safran Center for Psychological Services Inga Blom , Director Donna Mulcahy , Manager

Student Advisors First-Year MA: Hong Nguyen Continuing MA: Olivia Cadwell Clinical PhD: Lindsay Siegel CSD PhD: Starlett Hartley

Psychology Departmental Handbook

Psychology Labs Handbook

Concentration in Substance Abuse and Mental Health Counseling Handbook

Admission Links

• Tuition and Fees
• Financial Aid
• Scholarships
• View Courses
• Read and Download Viewbook
• Download Catalog

The PhD in Clinical Psychology is accredited by the Commission on Accreditation of the American Psychological Association. It is one of the few clinical programs that combine a psychoanalytic emphasis with adherence to the scientist-practitioner model.

It also recognizes the importance of understanding the roles of culture and context in mediating healthy psychological development, psychopathology, and psychotherapeutic change.

• Degree Doctor of Philosophy (PhD)
• Credits 90 credits
• Format Full-time or part-time, on-campus
• Start Term Fall

View current tuition and fees View fellowship and funding opportunities

The mission of the Clinical Psychology doctoral program at The New School for Social Research is to train scientist-practitioners who:

• Are competent in clinical practice, including diagnostic assessment, case formulation, and intervention
• Are engaged in contributing to scholarship in all its forms 
• Are grounded in the broader field of scientific psychology and can integrate scientific knowledge with clinical research and practice 
• Can communicate about psychology effectively with a wide range of individuals
• Are respectful of the influence of context, culture, development, and individual differences
• Act ethically throughout their professional conduct

While introducing students to full range of evidence-based practice, we provide a foundation in psychodynamic theory and practice, whose core tenets we identify as 1) recognition of the importance of context and development for psychological trajectories; 2) acknowledgment of intrapsychic influences on behavior which may lay outside awareness; 3) appreciation of the fact that individuals attempt to manage difficult emotions through complex means; and 4) respect for the impact of relational factors on the amelioration of distress, including the therapist’s and client’s reactions to each other. It is expected that graduates will implement these skills in a variety of settings.

Consistent with The New School for Social Research’s institutional goals, we value progressive social thought, critical analysis, pluralism, diversity, and interdisciplinary dialogue and recognize the importance of pursuing and maintaining integration between scholarship and real-world concerns.

Approach to Training

Our overall ethos is a realistic take on the challenges to the scientist-practitioner model: Researchers sometimes fail to take into account the realities of clinical practice, and as surveys indicate, many practitioners are not interested in research findings. An important goal is thus to train students to think critically about the causes of the researcher-practitioner gap and to explore ways of reducing it. We attempt to create an atmosphere in which a critical spirit will flourish. Ongoing questioning and dialogue are encouraged, formally and informally, not only in classes and seminars but also at guest lectures, case conferences, research conferences, and various faculty and student meetings.

The program achieves mission through three primary modes of educational experiences: coursework, clinical placements, and research mentorship.

Coursework:  Students in the MA program undertake broad, foundational, and graduate-level study of psychological science, in the areas of affective, biological, cognitive, social, and developmental psychology, as well as research methods and statistics. As they move into the doctoral program, they integrate their acquired basic science learning into clinical skills coursework.

Clinical Placements and Supervision: In clinical placements, doctoral students participate in didactics on up-to-date clinical research, which their supervisors then help them incorporate into their interventions. An important element of the integration of science and practice is the clinical experience in the Safran Center for Psychological Services, in which students employ evidence-based interventions and actively participate in psychotherapy process and outcomes research.

Research Mentorship: Students are guided by mentors in their research labs in generating research that integrates the theoretical and clinical implications of their proposed research and its subsequent findings.  

For full details of the program curriculum, as well as all policies and procedures, please see the Psychology student handbook .

Program Ethos

Psychodynamic Roots: Many of our basic clinical skills courses have a broad-based psychodynamic emphasis. Others have a cognitive-behavioral emphasis. Students are also exposed to other therapeutic orientations, such as humanistic and existential approaches. They are encouraged to approach clinical practice with an open and inquiring mind and avoid a doctrinaire outlook.

In its clinical training, the program is pluralistic, with an emphasis on psychoanalytically informed practice. The psychoanalytic legacy of our program can be traced back to 1926, when Sándor Ferenczi, one of Freud's closest colleagues, taught a course at The New School. Other psychoanalytic pioneers who have taught at The New School include Alfred Adler, Ernst Kris, Karen Horney, and Erich Fromm. Our psychoanalytic legacy can also be traced to the World War II–era origins of The New School for Social Research, of which a number of founding faculty members were interested in the synthesis of social and political thought, psychoanalysis, and the humanities.

Critical Thinking: Critical inquiry and debate are encouraged, and students seek out training experiences in a range of different orientations during externship placements. Students are exposed to diverse orientations and taught to examine similarities, differences, and points of complementarity between them. They are taught to think critically about the strengths and weaknesses of different approaches and to explore different approaches to integrating both interventions and theories from different perspectives (e.g., technical eclecticism, theoretical integration, common factors approaches, assimilative integration).

Integration of Science and Practice: In accordance with the scientist-practitioner model of training for clinical psychology, we are committed to teaching our students to integrate research and practice in a meaningful way. We teach them to view the activities of conducting research and engaging in clinical practice as mutually enhancing—that is, to understand that clinical practice generates important questions and insights that can have a significant influence on the conceptualization and execution of research and that both research findings and the process of conducting research can have an important impact on clinical practice.

Consistent with the National Conference on Scientist-Practitioner Education and Training for the Professional Practice of Psychology, the emphasis in our training model is on the integration of science and practice in all activities a clinical psychologist undertakes. From this perspective, the hallmark of the scientist-practitioner model is not publishing in scientific journals but rather bringing the integrative perspective of the scientific-practitioner model to all professional activities.

Many of our graduates choose to work in clinical settings, and when they do, we expect them to approach their work with the critical sensibility that is the hallmark of science; to value and seek out up-to-date information, including expertise in both clinical techniques and empirical findings regarding assessment, psychopathology, and therapeutic methods; and to evaluate this information critically. When they do research, we expect them to be attuned to real-world clinical concerns and to use their clinical experience to generate meaningful hypotheses.

We also believe it is important for students to be aware from the outset that the practice of clinical psychology often falls short of the ideals of the scientist-practitioner model, and that there is an increasing recognition in the field of a gap between researchers and clinicians. Researchers sometimes fail to take into account the realities of clinical practice, and, as surveys indicate, many practitioners are not interested in research findings. An important goal is thus to train students to think critically about the causes of the researcher-practitioner gap and to explore ways of reducing it. We attempt to create an atmosphere in which a critical spirit will flourish. Ongoing questioning and dialogue are encouraged, formally and informally, not only in class and seminar rooms but also at guest lectures, case conferences, research conferences, and various faculty and student meetings.

A full account of degree requirements and procedures is contained in the Psychology student handbook .

PhD candidates must earn 60 credits in addition to the 30 credits taken in the General Psychology MA program, for a total of 90 credits. 

Once admitted to the Clinical Psychology doctoral program:

• Students are expected to take courses in clinical theory and technique, diagnostic testing, evidence-based practice, culture and ethnicity, ethics, and statistics, and others
• Students must also complete a practicum at the program's training site, the Safran Center for Psychological Services, in their first year, followed by two full years of externship and externship seminars
• The clinical component of training culminates in a paid, full-time, APA-accredited internship, procured through a national match process. 

Timeline to Completion:  It is possible to complete the PhD degree in four years (not including the two-year MA program). The program is structured so that students spend three years completing academic and practicum requirements and one year completing an APA-accredited pre-doctoral internship. It is not unusual for students to take longer than four years, given the many concurrent academic, clinical, and research experiences that the program affords, and given many students' desire to gain additional clinical experience in light of the current internship match imbalance.

Graduate Minors

Students can use elective courses toward completing one of the university’s  graduate minors . These structured pathways of study immerse master's and doctoral students in disciplines outside their primary field and expose them to alternative modes of research and practice. Completed graduate minors are officially recorded on students' transcript.

Dissertation

The dissertation itself consists of two separate but related portions:

• Literature Review: The first portion is a stand-alone literature review article that is submitted in a form that is potentially acceptable to a peer-reviewed journal. This article should be approximately 10,000 words or 25-30 double-spaced pages in length (including references), and will review theoretical and empirical research relevant to the topic on which the dissertation research focuses.
• Empirical Article: The second portion consists of a stand-alone empirical article written in a form that would be acceptable to a peer-reviewed journal. This article should be approximately 10,000 words or 25-30 pages double spaced in length (including references). Students should familiarize themselves with the types of articles that appear in quality journals relevant to their area of research, and use these as models when writing their dissertation.  

See Dissertation Requirements in the Psychology department handbook for complete information.

Assistantships

A limited number of research and teaching assistantships are available in the Psychology department. Teaching assistantships are usually restricted to doctoral candidates.

Faculty Research Interests

The following Clinical Psychology faculty members typically serve as the primary research supervisors for Clinical Psychology doctoral students. However, all Cognitive, Social, and Development Psychology faculty members may also serve as primary research supervisors.

The most recent American Psychological Association site visit, in December 2013, resulted in the PhD program's accreditation for a full seven years. The program continues to be accredited, with its next site visit scheduled to take place in 2021.

Site visitors commented on the excellence of the program's training in scholarship, research, and practice, and on our success in integrating the three realms. 

To quote the site visit report:

“The focus of the program is not only on present knowledge available but on understanding the value of developing a stance of lifelong scholarly inquiry and the basic value of science as an important part of clinical practice. There is an emphasis on the constant change in knowledge and ideas that occur in the field and on the importance of both being aware of these changes and of being involved in them. The advanced students appear to have developed a very strong attitude of lifelong learning and also assist in the development of this attitude by being models and passing on the attitude to the new students.

"The program excels in the area of clinical training. The New School Psychotherapy Research Program provides a strong beginning to the students' clinical experience. A wide range of agencies are used for advanced practica and all are required to provide adequate supervision and appropriate professional supervisors. The clinical training experience is integrated with all appropriate courses. The practica from the very first year New School Psychotherapy Research Program placement on throughout the program are designed to fit with and be part of developing competencies and to meet both immediate and long term training during each year of the program. Since practicum training is part of the training during each year in the program, the amount, intensity and breadth of experience is well beyond what is expected by most internship sites.

"The program tracks placements of its graduates and is justly proud of the excellent jobs its students regularly obtain. In our interviews with supervisors in sites that support student placements and internships we learned that most of them consider New School graduate students to be the best graduate students they see."

Questions related to the program's accredited status should be directed to:

Office of Program Consultation and Accreditation 750 First Street NE Washington, DC 20002-4242

202.336.5979 [email protected] apa.org/ed/accreditation

Detailed policies and procedures for admissions can be found in the Psychology student handbook .

Students begin their studies toward the PhD by obtaining an MA in General Psychology, which includes courses in cognition, social psychology, developmental psychology, neuroscience, psychopathology, and research methods and statistics, as well as three electives. For these electives, students may take the three-course module in Substance Abuse Counseling and Mental Health. In the middle of the second year of the MA, students with a GPA of 3.50 or higher, who are also pursuing research with faculty guidance, may apply for admission to the Clinical Psychology doctoral program. The Clinical program admits approximately 15 students per year. Successful completion of the MA in General Psychology does not guarantee admission to the PhD program.

Students with MA degrees in psychology from other universities  may be eligible for "Advanced Standing" status in the New School for Social Research MA program. Accepted students are informed of whether or not they will be admitted with Advanced Standing status prior to beginning the MA program. Once accepted, eligible students may apply to enter the Clinical Psychology PhD after at least one semester of study here at the MA level, depending on how many of their credits transfer and assuming they have successfully completed requisite courses to meet eligibility for doctoral application. Students in this situation should consult the "Advanced Standing" section in the department handbook for additional information.

Admission Data

Time to Completion for All Students Entering the Program

Also, please describe or provide a link to program admissions policies that allow students to enter with credit for prior graduate work, and the expected implications for time to completion. Please indicate NA if not applicable: N/A

Program Costs

  Internship Placement Table 1

Internship Placement Table 2

  Licensure

This program has been designed to meet educational requirements for professional licensure or certification in New York State. As such, a determination has not been made regarding whether this program will meet educational requirements for licensure or certification in other states or U.S. territories. Students who are considering enrolling in this program and who intend to pursue professional licensure or certification in a state other than New York should contact the appropriate agency to seek guidance and information confirming licensing or certification requirements before beginning the program. Students should be aware that licensure and certification requirements are subject to change periodically and may include educational or degree requirements, professional examinations, background checks, character and fitness qualifications, work experience, fingerprinting, and other requirements.

Disclaimer: The links below lead to websites created and maintained by other organizations. These links are provided for the user’s convenience. The New School does not control or guarantee the accuracy, relevance, timeliness, or completeness of this outside information. Furthermore, the inclusion of these links is not intended to reflect their importance or to endorse the organizations sponsoring the websites nor to endorse the views expressed or the products or services offered on the websites. Please note that privacy policies on these websites may differ from those of The New School. Psychology Licensure Information by Profession

New School for Social Research Psychology faculty members regularly discuss their research in the media and receive honors for their work. Examples include:

• New School press release on the appointment of Miriam Steele to the Alfred J. and Monette C. Marrow Professorship in Psychology
• New York Times article , "What Can Be Learned From Differing Rates of Suicide Among Groups," featuring Lillian Polanco-Roman, assistant professor of psychology
• USA Today article , "Hurricane Fiona, natural disasters expose mental health crisis in Puerto Rico," featuring Daniel Gaztambide, assistant professor of clinical practice
• VeryWell Health article , "People With Mental Health Conditions Should Be Screened for Heart Disease Earlier," featuring McWelling Todman, professor of clinical practice
• New School News article , "Trauma and Global Mental Health Psychology Lab Partners with Danish Red Cross to Provide Short-Term Mental Health Interventions to New Yorkers," featuring Adam Brown, associate professor of psychology and vice provost for Research
• New School News article , "Psychology Professors Miriam and Howard Steele Discuss How Families Can Cope with Grief and Stress During the Pandemic," featuring Miriam Steele, Alfred J. and Monette C. Marrow Professor of Psychology, and Howard Steele, professor of psychology
• Psychology research conversation  between Wendy D'Andrea, associate professor of psychology, and Nadia Nieves, PhD Clinical Psychology '20

Take The Next Step

• Request Info

Submit your application

Undergraduates.

To apply to any of our undergraduate programs (except the Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs) complete and submit the Common App online.

Undergraduate Adult Learners

To apply to any of our Bachelor's Program for Adults and Transfer Students and Parsons Associate of Applied Science programs, complete and submit the New School Online Application.

To apply to any of our Master's, Doctoral, Professional Studies Diploma, and Graduate Certificate programs, complete and submit the New School Online Application.

Doctor of Public Health (DrPH)

The DrPH program trains innovative leaders who will develop, implement, and disseminate evidence-based programs and policies to advance public health and health equity. GPH is committed to an interdisciplinary approach in its DrPH curriculum, with an emphasis on leadership development, health policy and management and implementation science and training in the areas of mixed-methods data collection and analysis; ethics organizational management and governance; education and workforce development and policy advocacy. 

Administration

Competencies

Student Forms

The DrPH is the highest professional degree in public health. The goal of our DrPH program is to develop transformative leaders in public health practice who can collaborate with diverse partners across settings and sectors, synthesize knowledge, and generate practice-based evidence to address global public health issues, with a commitment to health equity. Students work with an interdisciplinary faculty whose expertise in research and practice address critical global health challenges. Students benefit from NYU’s location in New York City with its world-class Department of Health and Mental Hygiene, highly diverse communities and expansive network of UN agencies, donor organizations, non-profit and business organizations.

A total of 42 credit hours is required for the DrPH, including 12 credits of electives. Students are expected to complete the degree within four to seven years, depending on previous academic coursework in public health, and whether the student is registered on a full-time or part-time basis. GPH strongly believes in the importance of faculty mentoring. Early in the first semester, each DrPH student will be assigned a faculty mentor, based on areas of common interest. The faculty mentor will support the DrPH student throughout their academic and professional development journey. This includes helping the student with course selection, developing a plan for their advanced applied practice experience, qualifying portfolio preparation, and their dissertation. Faculty mentors will also help students network with other NYU faculty and with health professionals working in the field locally, nationally and globally.

In addition to faculty mentors, the program will provide students with educational opportunities to work with experts in communication skills, negotiation and conflict management and networking with leaders in public health to explore their professional journeys and leadership styles. 

Meet Our Students

Applicants are expected to have earned an MPH or another relevant graduate degree and must have at least 3 years of full-time public health or other relevant work experience. Learn more about application requirements and deadlines.

For a complete list of application requirements and to apply for the DrPH, please complete the SOPHAS application!

Graduate Tuition & Fees

GRADUATE STUDENTS 2024–2025 NEW YORK CAMPUSES ONLY (DOES NOT INCLUDE STUDY ABROAD) FULL TIME ENROLLMENT IS 9 OR MORE CREDITS, PART TIME ENROLLMENT IS LESS THAN 9 CREDITS.

ONLINE CAMPUS (TUITION RATES ONLY DOES NOT INCLUDE MANDATORY FEES)* DOES NOT INCLUDE MANDATORY AND OR SPECIAL FEES. PLEASE SEE ADDITIONAL TABS FOR MORE INFORMATION.

COLLEGE FEES

MANDATORY GRADUATE FEE 2024–2025 FULL TIME (ENROLLED IN 9 OR MORE CREDITS) / PART TIME (ENROLLED IN LESS THAN 9 CREDITS)

MANDATORY HEALTH INSURANCE

SPECIAL FEES

SPECIAL FEES (NON-REFUNDABLE) 2024–2025

SUMMER 2024 GRADUATE RATES NEW YORK CAMPUSES ONLY (DOES NOT INCLUDE STUDY ABROAD) FULL TIME ENROLLMENT IS 9 OR MORE CREDITS, PART TIME ENROLLMENT IS LESS THAN 9 CREDITS.

ONLINE CAMPUS (TUITION RATES ONLY DOES NOT INCLUDE MANDATORY FEES)* FULL-TIME ENROLLMENT IS 9 OR MORE CREDITS; PART-TIME ENROLLMENT IS LESS THAN 9 CREDITS

MANDATORY GRADUATE FEE

Schedule of Payments

• For a schedule of payments and due dates, please visit  Payment Schedules.
• Need Immediate assistance?  Explore our self-help options and links to frequently requested information along with actions and services that you can perform fully online.
• For additional information on Making a Payment, please visit the  Bursar page .
• For payment plan options and information, please visit the  Tuition Payment Plan  page.

NEW YORK INSTITUTE OF TECHNOLOGY EXPRESSLY RESERVES THE RIGHT, WHENEVER IT DEEMS IT ADVISABLE IN ITS SOLE DISCRETION, TO (1) CHANGE OR MODIFY ITS SCHEDULE OF TUITION AND FEES, AND (2) WITHDRAW, CANCEL, RESCHEDULE, MODIFY, OR ALTER THE METHOD OF DELIVERY OF, ANY COURSE, PROGRAM OF STUDY OR DEGREE, OR ANY REQUIREMENT IN CONNECTION WITH ANY OF THE FOREGOING. FOR MORE INFORMATION, PLEASE CONTACT THE OFFICE OF THE BURSAR AT 516.686.7510.

NEW YORK TECH WILL NOT BE RESPONSIBLE FOR ANY COSTS OR DAMAGES—INCLUDING TUITION OR FEE REFUNDS—FOR ANY FAILURE OR DELAY OF PERFORMANCE RESULTING FROM A FORCE MAJEURE/ACT OF GOD OR ANY OTHER CONDITION BEYOND ITS REASONABLE CONTROL. FORCE MAJEURE EVENTS INCLUDE BUT ARE NOT LIMITED TO FIRE, FLOOD, NATURAL DISASTERS, EPIDEMICS, AND GOVERNMENT ACTION.

The Official Careers Website of the City of New York

Public Health Adviser I - Data Entry Unit (Part-Time), Bureau of School Health

• Agency: DEPT OF HEALTH/MENTAL HYGIENE
• Job type: Part-time
• Title Classification: Exam may be required

Job Description

Public Health Adviser I - Data Entry Unit (Part-Time) Division/Program Summary Description: The Division of Family and Child Health (DFCH) of the New York City Department of Health and Mental Health is charged with the creation and oversight of programs, policies, services, and environments that support physical and socio-emotional health, and promote primary and reproductive health services, health equity, social justice, safety and well-being for New York City families and children. The Division is comprised of the Bureau of Maternal Infant and Reproductive Health, the Bureau of Early Intervention, the Office of School Health, and the Bureau of Administration. The vision of the DFCH is that every child, woman, and family recognize their power and is given the opportunity to reach their full health and development potential. We encourage qualified applicants with demonstrated commitment to social justice, particularly racial, gender, and LGBTQI+ equity to apply. Position Summary: Under the direction of the Follow Up and Data Entry Unit Leads Job Duties and Responsibilities: - Identify appropriate methods for reaching parents and encouraging them to follow-up on child's failed screening - Obtain updated contact information from schools for students who fail vision screenings - Conduct necessary outreach to parents for students referred to ensure connection to community care - Conduct necessary outreach to community providers to confirm prescriptions and diagnosis and/or obtain return visits for amblyopic children Complete referral forms in a legible manner and ensures letters to the parents are attached to the forms - Enter priority E12S forms and returns any E12S forms needing information back to supervisor - Send copies of E12s forms to school nurses - Enter non-priority forms from assigned borough in correct order, after priority forms are completed - Enter data accurately and in a timely manner into Automated Student Health Record (ASHR) - Prepare paperwork for filing - Verify prescriptions for accuracy and ensure eyeglasses received match student records and Lensometer - Coordinate and support eyeglass delivery to schools

1. A baccalaureate degree from an accredited college or university, including or supplemented by twelve semester credits in health education or in health, social or biological sciences; or 2. A baccalaureate degree from an accredited college or university, and six months of full-time satisfactory experience in a health promotion or disease intervention/prevention program, performing one or more of the following: interviewing, conducting field investigations, assessing health risks, making referrals, or collecting and analyzing epidemiological data; or 3. A four-year high school diploma or its educational equivalent approved by a State's Department of Education or a recognized accrediting organization and four years of full-time satisfactory experience as described in “2” above; or 4. Education and/or experience equivalent to “1,” “2” or “3” above. Undergraduate college credit can be substituted for experience on the basis of 30 semester credits from an accredited college for one year of full-time experience. However, all candidates must have a four-year high school diploma or its educational equivalent, and either twelve semester credits as described in “1” above or six months of experience as described in “2” above. Additional Requirements A. To be assigned to Assignment Level II, candidates must have, in addition to meeting the minimum qualification requirements listed above, at least one year of experience as a Public Health Adviser (School Health), Assignment Level I, or at least one additional year of experience as described in Qualification Requirement 2 above.

The City of New York is an inclusive equal opportunity employer committed to recruiting and retaining a diverse workforce and providing a work environment that is free from discrimination and harassment based upon any legally protected status or protected characteristic, including but not limited to an individual's sex, race, color, ethnicity, national origin, age, religion, disability, sexual orientation, veteran status, gender identity, or pregnancy.

Civil service title

PUBLIC HEALTH ADVISER (SCHOOL

Title classification

Competitive-1

Business title

Posted until

• Experience level: Entry-Level

Number of positions

Work location

30-30 47TH AVE

• Category: Constituent Services & Community Programs

Yankton, South Dakota

Pittsburgh, Pennsylvania

Framingham, Massachusetts

San Marcos, Texas

Holland, Michigan

Carmichael, California

Brooklyn , New York

Parker, Colorado

San Antonio, Texas

Cambridge, MA

SAN JOSE, CA

Arlington, MA

Gastonia, North Carolina

CHELMSFORD, MA

Santa Fe, New Mexico

Durham, North Carolina

Orlando, Florida

Spokane, Washington, Washington

Saint Louis, Missouri

Gainesville, VA

Deland, Florida

Auburn, Washington

Longview, Texas

Captcha / Bot check:

Posted: 16-Aug-24

Location: Yankton, South Dakota

Type: Full Time

Salary: Up to $90,000 depend edu & exp

Categories:

Preferred Education:

Internal Number: 1028-1

MENTAL HEALTH PROFESSIONAL/QMHP

Lewis & Clark Behavioral Health Services (LCBHS) is recruiting for a licensed or licensed eligible mental health professional. The position will be responsible for providing mental health support for individuals receiving inpatient substance use treatment. The successful candidate will conduct mental health assessments and provide short term individual and group therapy for individuals on the inpatient unit. This professional will also serve as a mental health consultant in support of the inpatient treatment team. The individual will serve as the mental health lead on the inpatient treatment team. 

This is a full-time, benefit position working 8 to 5 pm Monday through Friday with no required on-call. Three weeks paid vacation per year, 10 paid holidays, paid sick leave, paid individual employee health insurance, life insurance, available vision and dental insurance, dependent care savings, health care savings, 401K with up to 6 percent employer match - 100% vested upon enrollment, potential student loan repayment and more!  Income potential up to $90,000 annually depending on education and experience.

Requirements:  License or license eligible as LPC-MH, MSW, Psychologist, or CNP required; Valid driver’s license.

. All rights reserved. | |
	University at Buffalo
	Aug 19, 2024   2024-2025 Graduate Catalog     2024-2025 Graduate Catalog We offer graduate training in a rigorous yet supportive environment. Research in the Department of Biological Sciences examines levels of biological complexity from molecules to populations, with three areas of focus in molecular biology of gene expression, signal transduction in sensory perception and development, and evolutionary genomics and population biology. The curriculum develops critical thinking as well as written and oral communication skills. Students receive personal attention from their advisors. Request More Information Required Core (22 credits) Formal courses including at least 11 credits in foundational courses: Foundational Courses BIO 500LLB - Bioinformatics/Genome Anal Credits: 4 BIO 501LEC - Adv Biological Chemistry Credits: 4 BIO 502LEC - Adv Cell & Dev Biology 1 Credits: 4 BIO 504LEC - Adv Molecular Genetics Credits: 4 BIO 506LEC - Signal Transduction Credits: 3 BIO 507LEC - Advanced Ecology Credits: 3 BIO 511LEC - Marine Ecology Credits: 3 BIO 517LEC - Neurobiology Credits: 3 BIO 517REC - Neurobiology Credits: 1 BIO 518LEC - Integrative Neuroscience Credits: 3 BIO 518REC - Integrative Neuroscience Credits: 1 BIO 525LEC - Special Topics in Mod Bio Credits: 1 - 4 BIO 549SEM - Comparative Genomics Credits: 3 BIO 556LEC - Evolutionary Genetics Credits: 3 Specialized Courses BIO 522LEC - Prot-Nucleic Acid Interac Credits: 3 BIO 526LEC - Special Topics Credits: 1 - 3 BIO 553SEM - Evolution Colloquium Credits: 1 - 3          (BIO 553 Fall only; Spring cannot count toward formal courses) BIO 608LEC - Topics in Macrmol Str. Credits: 1 - 3 BIO 611SEM - Scientific Writing Credits: 2 Electives, Research and Dissertation registration (50 credits) BIO 614SEM - Departmental Seminar Credits: 1 BIO 615SEM - Advanced Research Topics Credits: 1 - 6 BIO 680TUT - Graduate Research Credits: 1 - 12 BIO 700TUT - Thesis Credits: 1 - 6 BIO 599TUT - Supervised Teaching Credits: 1 - 4 BIO 600TUT - Problems in Biology Credits: 1 - 8 BIO 610SEM - Graduate Student Seminar Credits: 1 STB 700TUT - Graduate Research Credits: 1 - 12 Total Credit Hours: 72 3.0 Degree GPA required Instruction Method In Person ( 100 percent of courses offered in person ) Full/Part Time Options Credits required, time-to-degree, application fee, special requirements. Effective immediately, the Biological Sciences PhD program will not be requiring the submission of GRE scores as a part of the admissions process. However, prospective students are encouraged to consider submitting their test scores if they think it will strengthen their application.  SED Statement This program is officially registered with the New York State Education Department (SED). Online programs/courses may require students to come to campus on occasion. Time-to-degree and number of credit hours may vary based on full/part time status, degree, track and/or certification option chosen. Time-to-degree is based on calendar year(s). Contact the department for details. Official websites use .mil Secure .mil websites use HTTPS New York Sergeant is Army Guard’s Best Warrior Soldier By Eric Durr, New York National Guard JERICHO, Vt. - New York Army National Guard Sgt. Peter Fillion, a part-time architect and graduate student, is one of two Best Warriors in the 325,000-Soldier Army National Guard. Fillion, an infantryman in the 2nd Squadron, 101st Cavalry Regiment, who was a specialist when he first competed, beat six competitors from across the country in the junior enlisted Soldier category. These Soldiers won their unit, state and regional Best Warrior events before competing for the national award at Ethan Allen Firing Range in Jericho, Vermont, Aug. 4-8. Noncommissioned officers compete against other sergeants in their category. Fillion will now compete alongside other Best Warrior finishers in the Army’s Best Squad Competition from Sept. 29 to Oct. 10. Command Sgt. Maj. Edwin Garris, the New York Army National Guard’s top enlisted leader, said Fillion is the first New York Soldier to win this honor. Fillion said being best in the entire Army Guard “is kind of surreal.” “It’s an interesting feeling because you’ve had a major accomplishment in one area, but in your civilian life, you just go back to who you were before,” he said. “They’re happy for you, but they don’t really understand what it took to get there.” Fillion said it took a lot of exercise and brainwork. “These competitions are really good at testing you both physically and mentally,” Fillion said. He said his strong Christian faith helped sustain him through the tough parts. Best Warrior competitions include marksmanship, a physical fitness test, land navigation, military skills, boards where Soldiers are quizzed on their military knowledge, and several long marches. “Ruck marching is the most difficult because you are carrying weight and walking for a long time and everything kind of hurts, but you just keep going,” he said. Garris said Fillion’s edge in the competition was his military knowledge. “That’s where he shines,” Garris said.  At that level of competition, everybody is fit, or they wouldn’t have gotten that far, he said. “But the separation is the mental aspect of it,” Garris said. “You may be able to move, shoot and communicate, but can you think on your feet?” Fillion agreed. “A lot of units send their top dog physically, but they often overlook how many points can be earned on intellectual tasks,” he said. “There are many times I wasn’t the strongest person, but I was the one that knew the most about unified land operations.” His best event in the field was land navigation, which began at 4:30 a.m. Fillion navigated in the dark to find all the locations and finish first. Getting ready for the Best Warrior competition involved balancing the preparation with his job at Kideney Architects in Buffalo and a full course load at the University of Buffalo. His wife, Samantha, an intensive care nurse in Buffalo, was his study partner. His unit also helped him by putting him on orders in the weeks before the national competition so he could focus on preparing. “I made sure to spend a lot of time working on my physical ability, making sure my legs were super strong,” Fillion said. “That was my main focus, working out, because I had done a lot of the intellectual stuff.” The other big challenge during the competition was the lack of sleep. “Although the activities may not go into the late evening you are up late preparing for the event that is tomorrow. So, whether it be studying for a board or packing a ruck for the ruck march the next day, you are always up a little bit later than you want to be,” he said. He and the six Soldiers he competed against started out wary of each other, but by the end, they were great friends, he said. Fillion said that as he moves onto the Best Squad event, he will work to improve his endurance and shooting. He’s also looking at the different paths he could take in the Guard halfway through his six-year enlistment. “I have enjoyed my time in the Guard, so I am not in a hurry to get out. I’ve been giving it 110% and I will keep on giving it 110%,“ he said. US, Botswana Hold Women, Peace and Security Exchange Nevada Guard, Samoa complete 1st State Partnership Exchange Washington National Guard, Thai Airmen Strengthen Ties Washington Guard Shares Aviation Expertise with Thai Partners Maryland Air Guard Joins Cyber Defense Exercise in Estonia There are currently road test cancellations or DMV offices closed for in-person services. See our “ Cancellations, Closings and Delays ” page for more information. The Graduated License Law and Restrictions for Drivers Under 18 In order to allow young drivers time to gain experience, New York State requires young people under the age of 18 to progress through the phases of the State's Graduated Driver License Law (GDL). The GDL allows drivers in this at-risk age group to gain experience and gradually display their safe driving ability. Your driving privileges will vary depending on which of the following three geographic regions you will be driving in Upstate New York  (which is defined as any county north of the NYC border) New York City  (which is defined by the five Boroughs) Long Island  (which includes Nassau and Suffolk County) Next Section Upstate New York GDL Restrictions Daytime driving (5 am to 9 pm). If you have a  junior license  (Class DJ, MJ, or DJ/MJ), you may drive in upstate New York without a supervising driver between the hours of  5 AM and 9 PM there may be no more than one passenger under the age of 21 unless the passengers are members of your immediate family. You can have more than one passenger under age 21 only if your supervising driver is your licensed parent, guardian, person in a position of "in loco parentis," driver education teacher, or driving school instructor every passenger must wear a seat belt, one seat belt per person if the child is more than 40 pounds in weight, they must use a proper child restraint system such as a booster seat until their 8th birthday, children must use a proper child restraint system children more than four feet nine inches tall are allowed to use a seat belt and shoulder harness. Nighttime Driving (9 PM to 5 AM) Between the hours of  9 PM and 5 AM ,   you may drive without a supervising driver only directly between your home and your employment  (you must carry appropriate proof of employment): "Employment" means a place of business at which you are paid to work on a regularly scheduled basis. You may NOT drive during work or as part of your work duties, such as for deliveries. Driver must also have in their possession a filled-out  Certificate of Employment (PDF)  (MV-58A). a school course : "School course" means instruction, education or training that is licensed or approved by a state agency or department, or training conducted by the U.S. Armed Forces. The term "school course" does NOT include extracurricular activities, sports or social events for which no scholastic credits are given.   In any circumstance other than those described above, you may drive between the hours of  9 PM and 5 AM o nly under the direct supervision of your guardian : "Guardian" means a person who has, on a regular and extended basis, assumed the character of your parent and is discharging parental duties as the result of the death, disability, or absence of your natural parent. a person "in loco parentis" : "In loco parentis" means a person who has, on a regular and extended basis, assumed the character of your parent and is discharging parental duties as a result of the death, disability, or absence of your natural parent. driver education teacher or a driving school instructor For driving between  9 PM and 5 AM , it is also required that the person who supervises your driving be at least age 21 and have a license valid for the vehicle you are driving the only passenger in the front seat be your supervising driver there be no more than one passenger under age 21 unless the passengers are members of your immediate family. You can have more than one passenger under age 21 only if your supervising driver is your licensed parent, guardian, person in a position of "in loco parentis," driver education teacher or driving school instructor every passenger wear a seat belt, one seat belt per person children more than four feet nine inches tall are allowed to use a seat belt and shoulder harness New York City GDL Restrictions If you have a  Class DJ or MJ   junior license,  you  cannot drive  within the five boroughs of New York City  under any circumstances .  Junior permit holders who plan to drive a lot in New York City should delay their road test until their 18th birthday to allow for more practice driving with approved supervising drivers in vehicles with dual controls (dual brakes). This prohibition does not apply to 17-year-old drivers who have completed a State Education Department-approved Driver and Traffic Safety Education Course (and submitted to DMV their Student Certificate of Completion (MV-285)) and received their Class D, adult license. With a Class D license, a 17-year-old may drive unrestricted anywhere in New York State. Long Island GDL Restrictions Restrictions. Except in certain circumstances, if you have a junior license (Class DJ, MJ or DJ/MJ) you can drive in Nassau and Suffolk counties only under the direct supervision of your  guardian: "guardian" means a person who has, on a regular and extended basis, assumed the character of your parent and is discharging parental duties as the result of the death, disability, or absence of your natural parent. a person  "in loco parentis": "in loco parentis" means a person who has, on a regular and extended basis, assumed the character of your parent and is discharging parental duties as a result of the death, disability, or absence of your natural parent. person authorized by your parent, guardian or person in a position of "in loco parentis" to be your supervising driver in writing It is  also required  that the person who supervises your driving be at least age 21 and have a license valid for the vehicle you are driving the only passenger in the front seat be your supervising driver there be   no more than one passenger under age 21 unless the passengers are members of your immediate family. You can have more than one passenger under age 21 only if your supervising driver is your licensed parent, guardian, person in a position of "in loco parentis," driver education teacher or driving school instructor every passenger wear a seat belt (one seat belt per person) children more than four feet nine inches tall are allowed to use a seat belt and shoulder harness   Daytime Exceptions  (5 AM to 9 PM) If you have a  junior   license  (Class DJ, MJ or DJ/MJ), you may drive in Nassau and Suffolk counties between the hours of  5 AM and 9 PM  without a supervising driver only directly between your home and your employment (you must carry appropriate proof of employment): "Employment" means a place of business at which you are paid to work on a regularly scheduled basis. You may NOT drive during work or as part of your work duties, such as for deliveries. Driver must also have in their possession a filled-out  Certificate of Employment (PDF)  (MV-58A). a state-approved cooperative work-study educational program an approved program for credit in a post-secondary institution a state-approved registered evening high school while engaged in farm employment an approved driver education course Nighttime Exceptions  (9 PM to 5 AM) Between the hours of  9 PM and 5 AM ,  you may drive in Nassau and Suffolk counties without a supervising driver only  directly  between your home and Traffic Violations Your junior license privileges will be suspended for 60 days if you are convicted of 1 serious traffic violation or 2 other violations that were committed while you held a junior license. Your junior license privileges will be revoked for 60 days if you are convicted of 1 serious traffic violation or 2 other violations within the first 6 months after your license privileges are restored after a suspension or revocation. A "serious traffic violation" is normally a violation that carries three or more  driver violation points . Cell Phone Use or Texting The first conviction of a cell phone use or texting violation will result in a suspension of the driver license or permit for 120 days. A second conviction within six months of the restoration of the license or permit (after the 120-day suspension is terminated) will result in a revocation of at least one year of a probationary license, or a revocation of at least one year for a Class DJ or MJ driver license Frequently Asked Questions Can i drive outside of new york state with a junior driver license. You may drive outside New York State with your junior driver license if it is allowed by the laws of the other state. You must obey the license restrictions that apply in that state. Check with the police or motor vehicle authorities in the state you will visit. Can I drive in New York State with a junior driver license from another state? If you are  under the age of 16,   you cannot drive in New York State , even if you hold a permit or license issued by another state. If you are age 16 or older and hold a junior driver license from outside New York State, you must obey any restrictions imposed by the state that issued your permit or driver license, and the New York State  general learner permit restrictions  and, if you are under age 18,  the regional junior learner permit and junior driver license restrictions explained on these pages Make sure your learner permit or driver license is valid to drive outside your home state before you drive in New York. Can I get a class D or M license if I am under 18? If you are 17, you are eligible for a senior driver license (Class D or M) if you have a junior driver license or limited junior driver license and have completed a state-approved high school or college driver education course. To change your junior license to a senior license, bring your junior license and the Student Certificate of Completion (MV-285) that you received from your instructor to any DMV office. You must return your certificate and junior license to receive the senior license. If you do not change your junior license to a senior license, you are subject to the restrictions for junior drivers until you are age 18, even if you carry the completion certificate with you. You can also give your certificate with your junior permit to the license examiner at your road test. You will automatically receive a senior license when you become eligible. Related Documents Mv-58a: certificate of employment (pdf). Use to certify employment of junior driver. Completed by the employer of a junior driver. The junior driver carries the form when permitted to drive to and from work without a parent, guardian, driver education teacher or driving school instructor. See the Graduated License Law (Junior Drivers) for more information. Related Information Become an organ donor. Enroll in the Donate Life Registry to become an organ donor Translation Services This page is available in other languages Ottumwa, Iowa West Burlington, Iowa Highland, Kansas Colby, Kansas Snyder , Texas Dixon, Illinois Yuma , Arizona Liberal, Kansas Escanaba, Michigan Pocatello, Idaho Lawrenceville, New Jersey Gainesville, Florida Tucson, Arizona Tampa, Florida Chestnut Hill, Massachusetts New Orleans, Louisiana Rock Hill, South Carolina North Charleston, South Carolina Logan, Utah Galesburg, Illinois Shreveport, Louisiana Charlotte, North Carolina Bowling Green, Kentucky Captcha / Bot check: Posted: 15-Aug-24 Location: Ottumwa, Iowa Type: Full-time Salary: 47,828-58,456 Categories: Required Education: Job Summary: This position is responsible for all aspects of women’s softball including promotion, recruiting, directing, facility upkeep and coaching during practice and game play.  In addition, it is required that this individual direct a women’s softball camp during the off season and do other fund raising activities.  The head coach will also develop and monitor a plan to ensure academic, athletic and social progress of players. Vision:          Indian Hills Community College will transform the future through education and empowerment. Mission: Indian Hills Community College changes lives by inspiring learning, diversity, social enrichment, and regional economic advancement. Core Values: Indian Hills Community College is committed to excellence, success, service, integrity, community, innovation, diversity, and inclusion. Minimum Job Requirements: Bachelor’s degree required, Master’s degree preferred Successful coaching and recruiting experience at the collegiate level is preferred Strong communication and organizational skills, demonstrated ability to work effectively with students, colleagues and community, self-motivated, energetic and creative individual with proven leadership, planning, fund-raising, and public relations skills, ability to handle confidential matters with discretion and perform with a high level of personal and professional integrity and ethics. Work Performed: Evaluate players' performance and design plans/strategies for improvement. Provide individual and group instruction focused on the technical improvement of each student-athlete. Schedule, organize and oversee all practices and games. Develop a high quality recruitment program supported with a written, well defined plan including recruitment, scheduling, contacts and results. Be involved in and with booster club activities. Promote student body support for athletic events by planning activities that will appeal to students. Develop and monitor a plan to ensure academic, athletic and social progress of players. Assist Athletic Director with NJCAA eligibility process. Work diligently for placement of players at four year colleges and universities. Establish and maintain high behavioral standards and be responsible for general student discipline of players at all times including during the off-season. Maintain a monitoring system of class attendance and satisfactory progress toward each player's educational goal, including academic tracking and advising. Dress, act and represent Indian Hills Community College in the most positive manner at all times. Conduct other duties with equal diligence and effort as given to the athletic program. Monitor financial aid packages for all recruits to assure that educational costs, as well as room/board costs, are properly arranged for within established guidelines. Arrange for appropriate housing Organize and manage a softball camp. Supervise assistant coaches. Aid in facility maintenance. Keep inventory and maintain equipment. Initiate press releases and handle public relations associated with women’s softball including speaking engagements within the community. Report statistics to ICCAC and NJCAA. In cooperation with the Athletic Director, develop and maintain a budget for the women’s softball program Coordinate team travel. Maintain and communicate regular office hours as approved by the Athletic Director. Organize and promote fund raising events Work in conjunction with the Iowa Community College Athletic Office and its Umpire Assignor to ensure officials are scheduled for all home contests. Conduct game strategy Coordinate appointments with appropriate healthcare providers for team member’s physicals, treatments, etc. Other duties as may be assigned. Responsible To:   Director of Athletics Position Level:                              Coach – Exempt – Traditional Funding, at will employment on a letter of employment Employment Length:   4 Term, Full Time, Benefits  Schedule: Schedule varies  Salary Range: $47,828.00 - 58,456.00 260 IMAGES 25 Best Part Time PhD Programs [2024 Guide] Best Part-Time Ph.D. Programs for 2023 Best Part-Time Ph.D. Programs for 2024 Best Part-Time PhD and Doctoral Programs (Online/Campus) Pursue a Part-Time PhD: Know Everything Department of Finance COMMENTS Doctoral Programs Explore over thirty doctoral programs in the arts, humanities, social sciences, and natural sciences at the CUNY Graduate Center. Learn about the benefits, financial aid, and application process for full-time and part-time students. Ph.D. Programs Ph.D. Programs. A doctorate is the pinnacle of an arts and science education. Founded in 1886, the Graduate School of Arts and Science at NYU is among the oldest schools offering doctoral programs in the United States. Today NYU's doctoral programs span the humanities, sciences, and social sciences, and students pursue cutting-edge research ... Part-time Study Designed exclusively for busy professionals, part-time study options at the NYU Tandon School of Engineering offer an outstanding education. You'll learn from respected leaders in your field, including many responsible for game-changing inventions and innovations. Our preparation produces graduate students who are sought-after by the most ... 25 Best Part Time PhD Programs [2024 Guide] Explore part time PhD programs. Compare schools and see why you should consider earning your doctorate part time. ... New York. Nearly 32,000 students are enrolled in what is considered to be the largest public university in New York. UB offers bachelor's, master's, and doctoral degrees across 13 academic schools and colleges. ... PhD, Teaching and Learning Full-time or Part-time. Credits 48-60. Students entering without an MA may be required to take up to 72 credits. ... NYU faculty share information about the PhD programs in the department of Teaching & Learning, including the PhD in Teaching & Learning, PhD in English Education, PhD in Bilingual Education, and PhD in Teaching English to ... Best PhD and Doctoral Programs in New York: Online & Campus The total cost for full-time study (12 credits) for most on-campus PhD and doctoral programs is $7,194 per semester for New York residents and $13,089 for out-of-state residents. The total semester cost for full-time online students is $6,600 for New York residents and $7,730 for out-of-state residents. Different rates apply to some doctorates ... PhD in Epidemiology IN-PERSON | FULL-TIME, PART-TIME. The PhD program in epidemiology trains epidemiologists as researchers and public health practitioners in New York City and around the world. The program promotes lifelong learning in development and application of epidemiologic methods. The training includes rigorous coursework in epidemiology, biostatistics ... Management Stern's Ph.D. program in management prepares students to understand how organizations need to compete in challenging and volatile business environments and how managers must manage in complex and changing workplaces. The training is broad based and interdisciplinary, drawing on the fields of economics, psychology, and sociology. Doctor of Philosophy Doctor of Philosophy. 2023 Incoming PhD Cohort with Program Director Dr. Rohini Pahwa. NYU Silver School of Social Work's PhD program prepares students to become leading researchers and educators in the promotion of social justice and the health and well-being of marginalized communities nationally and globally. PhD Public Urban Policy Doctoral Program Study full-time or part-time on our campus in New York City, with many classes available in the evening. Funding and Scholarships. ... The Public and Urban Policy PhD program prepares students for careers in the academy and professional practice. Our graduates pursue academic careers in teaching and research, as well as research and senior ... Program: Electrical and Computer Engineering, Ph.D. 2) First Exam: For students (both full-time and part-time) who started the Ph.D. program with prior MS degree in electrical engineering or a related area, the first oral exam should be taken no later than one year after starting in the Ph.D. program. For students (both full-time and part-time) who started the Ph.D. program without a prior MS ... PhD Our Programs. Your experience at Stern will provide you with an opportunity to engage in rigorous collaborative and interdisciplinary research. The Stern Pre-Doctoral program seeks to promote a diverse, scholarly environment and encourage promising individuals from under-represented or non-typical backgrounds (personal, academic, or employment ... Program: Electrical Engineering, Ph.D. 2) First Exam: For students (both full-time and part-time) who started the Ph.D. program with prior M.S. degree in electrical engineering or a related area, the first oral exam should be taken no later than one year after starting in the Ph.D. program. For students (both full-time and part-time) who started the Ph.D. program without a prior M.S ... Computer Science, Ph.D. Curriculum. To receive a Ph.D. in Computer Science at the NYU Tandon School of Engineering, a student must: satisfy all School of Engineering requirements for the Ph.D. degree, as described in the NYU Tandon School of Engineering bulletin, including graduate study duration, credit points, GPA, and time-to-degree requirements. PhD Programs The departments and programs listed below offer courses of study leading to the Doctor of Philosophy (PhD) degree. To learn about PhD programs offered by Columbia's professional schools, please visit this page. A doctoral program in the Arts and Sciences is an immersive, full-time enterprise, in which students participate fully in the academic and intellectual life on campus, taking courses ... PhD in Data Science An NRT-sponsored program in Data Science Overview Overview Advances in computational speed and data availability, and the development of novel data analysis methods, have birthed a new field: data science. This new field requires a new type of researcher and actor: the rigorously trained, cross-disciplinary, and ethically responsible data scientist. Launched in Fall 2017, the … Ph.D. Programs In this project, a group of 30 faculty members at The City College of New York will build on the success of a prior RISE program to offer coordinated, innovative, and rigorous Ph.D. training in biochemistry, biophysics, bioorganic chemistry, (biomedical and chemical) engineering, and neuroscience. The Center's research and training focus on ... Ph.D. Program The Gabelli School of Business Ph.D. program offers highly qualified students a unique opportunity to study alongside leading scholars in the heart of Manhattan. This full-time, research-intensive program provides the requisite empirical and theoretical skills necessary for students to become significant academic scholars and committed educators. Political Science [email protected]. +1 212-817-8670 Room 5202. The essential function of the Political Science program at the Graduate Center is to educate professional political scientists, capable of independent research and qualified for careers in academic institutions, government agencies, non-profit organizations, and the private sector. PhD Studies PhD students at Cornell Tech are part of the Cornell PhD program, and are admitted through Cornell's PhD admissions process. A PhD student is affiliated with Cornell Tech when their thesis advisor is a Cornell Tech faculty member. New York City has long been a global economic and cultural hub; Cornell Tech PhD students are in a unique ... Doctoral Studies Nancy Hall, Associate Director. Joseph and Violet Pless Hall. 82 Washington Square East, 2nd Floor. New York, NY 10003. Telephone: 212-998-5044. Fax: 212-995-4353. [email protected]. Doctoral study at the Steinhardt School of Culture, Education, and Human Development spans 10 departments and more than 30 different degree programs. PhD Program in Clinical Psychology New York, NY 10011 212.229.5600 or 800.523.5411 [email protected] Admissions Liaison [email protected] Department of Psychology The New School for Social Research 80 Fifth Avenue, 7th floor New York, NY 10011 Tel: 212.229.5727 x3119 or x3223 (for Clinical Psychology) Fax: 212.989.0846. Department Co-chairs William Hirst (Cognitive, Social, and ... DOCTOR OF PUBLIC HEALTH (DrPH) A total of 42 credit hours is required for the DrPH, including 12 credits of electives. Students are expected to complete the degree within four to seven years, depending on previous academic coursework in public health, and whether the student is registered on a full-time or part-time basis. GPH strongly believes in the importance of faculty ... Graduate Tuition & Fees Graduate fee, part-time, per semester: $275: Graduate fee, M.S. Clinical Nutrition, full-time, per semester ... SUMMER 2024 GRADUATE RATES NEW YORK CAMPUSES ONLY (DOES NOT INCLUDE STUDY ABROAD) ... Per 6-credit, Education UFT or off-site graduate course: $3,600: Counseling Programs (School Counseling and Mental Health Counseling), per credit ... Public Health Adviser I Public Health Adviser I - Data Entry Unit (Part-Time) Division/Program Summary Description: The Division of Family and Child Health (DFCH) of the New York City Department of Health and Mental Health is charged with the creation and oversight of programs, policies, services, and environments that support physical and socio-emotional health, and promote primary and reproductive health services ... Mental Health Professional/QMHP in Yankton, SD for Lewis & Clark Substitute Assistant Professor - School Counseling Graduate Program. Brooklyn College Brooklyn , New York Therapist-LMHC, LCSW, LMFT, Licensed Psychologist. Goodman JFS of Broward County Tamarac, Florida Licensed Mental Health Therapist (LCSW, LMFT, LPCC) - 100% Remote! ... This is a full-time, benefit position working 8 to 5 pm Monday through ... Program: Biological Sciences PhD This program is officially registered with the New York State Education Department (SED). Online programs/courses may require students to come to campus on occasion. Time-to-degree and number of credit hours may vary based on full/part time status, degree, track and/or certification option chosen. Time-to-degree is based on calendar year(s). New York Sergeant is Army Guard's Best Warrior Soldier JERICHO, Vt. - New York Army National Guard Sgt. Peter Fillion, a part-time architect and graduate student, is one of two Best Warriors in the 325,000-Soldier Army National Guard.Fillion, an infantryman in the 2nd Squadron, 101st Cavalry Regiment, who was, The Graduated License Law In order to allow young drivers time to gain experience, New York State requires young people under the age of 18 to progress through the phases of the State's Graduated Driver License Law (GDL). ... Junior permit holders who plan to drive a lot in New York City should delay their road test until their 18th birthday to allow for more practice ... Head Coach, Softball in Ottumwa, IA for Indian Hills Community College Type: Full-time. Salary: 47,828-58,456. Categories: Coaching. Coaching - Softball. Sector: Jr. Collegiate Sports. Required Education: ... Conduct other duties with equal diligence and effort as given to the athletic program. Monitor financial aid packages for all recruits to assure that educational costs, as well as room/board costs, are ... essay homework paper phd project resume review study thesis