university of cambridge statistics phd

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Information for prospective students

Cambridge is a wonderful place to study mathematics at both undergraduate and postgraduate level.

Information for prospective students can be found on the following webpages:

• Undergraduate admissions
• MASt/MMath: Information for Prospective Part III Students  
• Postgraduate Study in Mathematics  
• Postgraduate Admissions
• Careers for Mathematicians

or for something much shorter:

• University of Cambridge Science Summer Programme

Information for Current Students

From the Mathematics Faculty website:

• Undergraduate Schedules
• Undergraduate Past Exam Papers
• Part III (Master of Mathematics / Master of Advance Study)
• Mathematics lecture lists
• Information for current research students  [linked to Information for Current PhD  Students / Postgraduate Study in Mathematics (cam.ac.uk) ]

Other resources:

• The Archimedeans ' students resources and lecture notes .

Example Sheets

Such material as is available for some specific DPMMS courses (example sheets, lecture notes and so on) has been gathered here. Some courses have more material, others less.

Example sheets (and other info) for courses offered by DAMTP appear on the DAMTP example sheet page .

To post example sheets on these pages please email pdf file to [email protected] giving course name and Tripos part in the subject line.

Courses in Part IA of the Mathematical Tripos  on the Faculty web site.

• Numbers and Sets
• Probability
• Vectors and Matrices
• Topics in the History of Mathematics  (non-examinable)

Courses in Part IB of the Mathematical Tripos  on the Faculty web site.

• *Analysis II
• Analysis and Topology
• Complex Analysis
• Computational Projects (CATAM)
• Groups, Rings and Modules
• Linear Algebra
• Markov Chains
• *Metric and Topological Spaces
• Optimization

*from 2019 courses combined to form Analysis and Topology.

Courses in Part II of the Mathematical Tripos  on the Faculty web site.

• Algebraic Geometry
• Algebraic Topology
• Analysis of Functions
• Applied Probability
• Automata and Formal Languages
• Coding and Cryptography
• Differential Geometry
• Galois Theory
• Geometry and Groups  - no longer offered
• Graph Theory
• Linear Analysis
• Logic and Set Theory
• Mathematics of Machine Learning
• Number Fields
• Number Theory
• Optimization and Control
• Principles of Statistics
• Probability and Measure
• Representation Theory
• Riemann Surfaces
• Statistical Modelling
• Stochastic Financial Models
• Topics in Analysis

Part III (MMath/MASt)

Not all DPMMS Part III courses have a page. The courses change significantly from year to year, so do not expect information from previous years to be relevant. 

Details about current lecture courses can be found in the  Guide to Courses in Part III of the Mathematical Tripos

Current students can also access information via the Part III Academic Support Moodle

Algebra  Algebraic Geometry  Algebraic Surfaces Algebraic Topology Analysis of PDEs Category Theory Commutative Algebra Differential Geometry Geometric Group Theory Introduction to Nonlinear Analysis Mapping Class Groups Symplectic Toplogy Symplectic Geometry Techniques in Combinatorics   Topics in Set Theory Toric Geometry

Related sites

• Statistical Laboratory
• Faculty of Mathematics
• Isaac Newton Institute for Mathematical Sciences

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Statistical Laboratory

• Postgraduate Study
• How the clinic works
• Testimonials
• Statistics Group
• Internal Info
• History of the Lab
• Gallery of Photographs
• Rollo Davidson Trust

The Statistical Laboratory is located in Pavilion D of the Centre for Mathematical Sciences. It is sub-department of the Department of Pure Mathematics and Mathematical Statistics , which in turn is part of the Faculty of Mathematics . We have about 35 members , made up of permanent staff, post-docs, and post-graduate students. Our interests cover a broad range of statistics, probability and operational research.

Congratulations to John Aston

elected as Fellow of the Royal Society

Rollo Davidson Award 2024

The Rollo Davidson Trustees announce the award of the 2024 Rollo Davidson Prize jointly to Pierre-Francois Rodriguez (Imperial College, London), Tianyi Zheng (University of California, San Diego) and Ilya Chevyrev (University of Edinburgh)

Congratulations to Jason Miller

awarded an ERC consolidator grant

Congratulations to Po-Ling-Loh

awarded Philip Leverhulme Prize, 2023

Senior Academic Promotions

Congratulations to Kaisey Mandel on his promotion to Professor (Grade 11) and to Roland Bauerschmidt and Rajen Shah on their promotion to Professor (Grade 12)

Frontpage talks

Tweets by DPMMS

Related sites

• Faculty of Mathematics

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We have 1 University of Cambridge Statistics PhD Projects, Programmes & Scholarships

Mathematics

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University of Cambridge Statistics PhD Projects, Programmes & Scholarships

Nose-to-tail emulation with nested sampling for online decision-making, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Competition Funded PhD Project (UK Students Only)

This research project is one of a number of projects at this institution. It is in competition for funding with one or more of these projects. Usually the project which receives the best applicant will be awarded the funding. The funding is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

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Your Programmes

University of cambridge, undergraduate  .

1 in 5 undergraduate applicants received an offer in 2021/22.

Postgraduate taught and research

1 in 3 postgraduate applicants received an offer in 2019/20.

Undergraduate Programs with at least 15 applications

Most competitive among programs with at least 5 offers.

Least Competitive  

Most Applications  

Fewest Applications  

Postgraduate Taught Programs with at least 15 applications

Postgraduate Research Programs with at least 15 applications

Data sources

• Graduate Admission Statistics . University of Cambridge.
• Undergraduate Admission Statistics . University of Cambridge.

The acceptance rate , or offer rate, represents the fraction of applicants who received an offer. Note that this will be generally lower the acceptances rates (acceptances divided by applicants) published by many other sources. This article explains it in more detail. The acceptances generally indicate the number of offer holders who accepted the offer and fulfilled its conditions. For some universities, however, it denotes the number of applicants who accepted the offer, regardless of whether they subsequently met its conditions.

Data Reliability

Unless otherwise noted, the data presented comes from the universities and is generally reliable. However, some of the differences between years and/or courses may be due to different counting methodologies or data gathering errors. This may especially be the case if there is a sharp difference from year to year. If the data does not look right, click the "Report" button located near the top of the page.

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Doctor of Education Leadership

Additional Information

• Download the Doctoral Viewbook
• Admissions & Aid

America needs transformative leaders in preK–12 education whose passion for education quality and equity is matched by a knowledge of learning and development, the organizational management skills to translate visionary ideas into practical success, and a firm grasp of the role of context and politics in shaping leadership. Graduates of the three-year, multidisciplinary Doctor of Education Leadership (Ed.L.D.) Program at the Harvard Graduate School of Education will be prepared to become those leaders.

The Ed.L.D Program — taught by faculty from the Harvard Graduate School of Education, the Harvard Business School, and the Harvard Kennedy School — will train you for system-level leadership positions in school systems, state and federal departments of education, and national nonprofit organizations. Ed.L.D. is a full-time, three-year program built on a cohort learning model. Cohorts consist of up to 25 students from diverse professional backgrounds (including district/charter management leaders, nonprofit directors, principals, teachers, and policy researchers) who progress through the program together.

All Ed.L.D. students receive a full tuition funding package plus stipends, work opportunities, and a paid third-year residency at a partner organization.

The Ed.L.D. Program prepares graduates to do work for the public good in the American public education sector, whether that be at the system or state level. Specifically, the program is designed to accelerate the progress graduates make toward achieving meaningful impact in influential roles and/or crossing boundaries in the following spaces in the public education sector:

• PreK–12 district or CMO leadership roles : superintendent of schools, chief academic officer, and/or deputy superintendent
• Foundation/philanthropy roles:  director, president and CEO, senior fellow
• Education nonprofit roles : president or executive director of backbone or collective impact organizations which support preK–12 schools. Ed.L.D. graduates will lead education nonprofits that explicitly focus on improving outcomes and opportunities for children, families, and communities.
• State or federal education leadership roles : commissioner or deputy commissioner roles. Could also include public education advocacy or education policy advisers to senior government officials.
• Social Entrepreneurship and Innovation roles:  Founder, CEO, president

Curriculum Information

The Ed.L.D. curriculum is a balance of multidisciplinary coursework and practice-based learning. Core courses and electives are taught by recognized leaders from across Harvard’s graduate programs in fields like data-based education reform, organizational change and innovation, and effective leadership strategies for urban schools. You will develop and test your leadership skills through team projects and an immersive third-year residency.

All students in the cohort take the same classes in four foundational content areas: learning and teaching, leadership and organizational change, politics and policy, adult development, and leadership inside and out (including one-on-one executive coaching). Courses taken during the first-year focus on practice-based learning and serve as the framework of your first-year experience.

Sample HGSE Courses

• Leading Change
• How People Learn
• Ed.L.D. Proseminar
• Leadership, Entrepreneurship, and Learning
• Race, Equity, and Leadership
• Practicing Leadership Inside and Out
• Sector Change
• The Workplace Lab for System-Level Leaders

View  all courses  in the Academic Catalog.

Each cohort member works with program advisers to choose an individualized sequence of electives from any of the Harvard graduate schools. You will work closely with the program faculty and staff during your second year to determine the best match with a partner organization for your third-year residency. Matches are driven by mutual interest between the resident and the partner organization, and each student's career and learning goals and geographic preferences.

• Second Year Practicing Leadership Inside and Out
• Driving Change 
• Education Sector Nonprofits
• Negotiation Workshop
• Coaching with Equity in Mind
• Ethnic Studies and Education
• Deeper Learning for All:  Designing a 21st Century School System
• Institutional Change in School Organizations, Systems, and Sectors

You will take part in a 10-month paid residency at one of our partner organizations. There, you will work on a strategic project which synthesizes your experience and learning into a written Capstone project. You will stay connected to your Ed.L.D. cohort and HGSE through technology and by returning to Harvard periodically for intensive workshops.

Paid Residency 

Our partner organizations include school systems and departments of education, as well as some of the nation's most influential and dynamic nonprofit, mission-based for-profit, and philanthropic organizations.

You will be intentionally pushed out of your comfort zones and asked to work systemically and make a significant contribution to the partner organization. In addition, the residency will provide you with the professional mentoring, practical experiences, and network of connections they need to position themselves as future leaders in the education sector. 

Strategic Project 

You will define (with supervisors from your partner organization) a strategic project on which to focus. You will have the opportunity to lead one or two major efforts on behalf of the organization, such as the creation or implementation of current initiatives. The project allows you to practice and improve leadership skills, add important value to the mission and strategy of the partner organization, work systemically, and hold high-level accountability.

During the residency period, you will produce a written Capstone. The Capstone is a descriptive, analytic, and reflective account of your third-year leadership contributions to a strategic project within an Ed.L.D. partner organization. It is a demonstration of your ability to engage others, develop strategy to successfully address and diagnose challenges, work toward a vision and goals, and learn from the results.

Sample Topics

• Accountability, Coherence, and Improvement: Leadership Reflection and Growth in the Los Angeles Unified School District
• Leadership Development for Entrepreneurial Education Leaders Working to Build Public & Private Sector Support
• Disrupting Teacher Preparation: Lessons in Collaboration and Innovation Across the Learning to Teach Community of Practice
• Pursuing Educational Equality for English Language Learners

Sample Summaries 

• Breaking Down Silos in a School District: Findings from an Ed.L.D. Project in Montgomery County
• Expanding Students' Access to Meaningful STEM Learning Opportunities Through Strategic Community Partnerships
• Developing a New Teacher Leadership and Compensation System in Iowa: A Consensus-Based Process
• Finding Great Teachers for Blended-Learning Schools

GSE Theses and Dissertations from Digital Access to Scholarship at Harvard (DASH)

Program Faculty

Ed.L.D. students learn with renowned faculty from the Harvard Graduate School of Education, Harvard Business School, and Harvard Kennedy School. Faculty from the three schools share their individual expertise in the Ed.L.D. Program and work collaboratively to provide a challenging and coherent experience for students. Faculty who teach in the Ed.L.D. core curriculum and advise Ed.L.D. students include:

Faculty Director

Frank D. Barnes

Frank Barnes is faculty director of the Doctor of Education Leadership Program. He has over 30 years experience as an educator, researcher, and organizer. As a chief accountability officer, he led turnaround efforts for large public school districts, including Boston Public Schools and Charlotte-Mecklenburg Schools.

Kathryn Parker Boudett

Ebony N. Bridwell-Mitchell

Jennifer Perry Cheatham

Elizabeth City

Candice Crawford-Zakian

Marshall Ganz

Adria D. Goodson

Deborah helsing.

Monica C. Higgins

Deborah Jewell-Sherman

Lisa Laskow Lahey

Mary Grassa O'Neill

Irvin Leon Scott

Catherine Snow

Michael L. Tushman

Martin west.

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Doctor of Education Leadership experience and the impact its community is making on the field:

Do We Need Happiness Teachers?

After a trip to meet with the Dalai Lama, an Ed.L.D. student says we do

Combatting Chronic Absenteeism with Family Engagement 

As post-COVID absenteeism rates continue unabated, a look at how strong family-school engagement can help

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Various postgraduate courses of a mathematical nature are available at the University of Cambridge, including both taught courses and research degrees.

• a Mathematics Postgraduate Certificate in Education (PGCE) for those wishing to train as secondary-school teachers;
• specialised masters courses in mathematics education .

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Department of Statistics

Handbook for phd students in statistics.

TABLE OF CONTENTS

• Introduction
• Incoming Students
• Course Registration
• First Year Course Requirements and Preliminary Examinations
• Second Year Requirements
• Third Year Requirements
• Fourth Year Requirements
• Fifth Year and Beyond
• Dissertation Defense and Submission
• Consulting Program
• Academic Year Student Support and Teaching Duties
• Summer Support
• Off Campus Work
• Student Representatives
• Student Offices
• Reimbursements

INTRODUCTION

Dear Students,

We have compiled this manual summarizing all the rules, requirements and deadlines governing the PhD program in the Statistics Department. We intend this manual to be the primary repository of these rules and we encourage you to refer to it periodically as you progress through our program. If you have any questions regarding the content you are welcome to contact the Department Graduate Advisor (Yali Amit) or the Student Affairs Specialist (Keisha Prowoznik).

Good luck with your studies!

INCOMING STUDENTS

• New Graduate Student Information–UChicago Grad: Information regarding the University of Chicago campus, living in the neighborhood, security, health, and other resources for incoming graduate students can be found here: https://grad.uchicago.edu/life-at-uchicago/admitted-students-welcome/
• Diagnostic Exam: A diagnostic exam will be emailed to all students the week before orientation to be returned to their advisor by the end of that week in order to help determine which courses to take for the upcoming year.
• Orientation: This event will take place on the week before classes start where new students will attend meetings throughout campus and the Department to become acclimated with procedures and guidelines for the PhD program. This is also course registration week, where all students will have to meet with their advisor to determine which courses to take during Autumn quarter. Incoming students will meet with the Department Graduate Advisor (DGA) for course registration.

COURSE REGISTRATION

Course registration starts the Monday of the 8th week of every quarter when the Student Affairs Specialist sends out an email to all students with the attached registration form for each student to fill out, and gain consent from their advisor and return back to the Student Affairs Specialist. Students must register themselves and if they cannot, they can seek help from the Student Affairs Specialist. All course registration must be completed the Friday of 10th week by 12:00PM Central Standard Time in order to avoid a late fee.

Drop/add week will always take place the first week of every quarter and run for three weeks and end on the Friday of third week for all PhD students. This is a time where students are able to drop and/or add courses to their schedule if they do not wish to take the courses they registered for during course registration week. Courses can be changed upon the advisor and instructor’s approval.

FIRST YEAR COURSE REQUIREMENTS AND PRELIMINARY EXAMINATIONS

The program offers four core sequences:

• Probability (STAT 30400, 38100, 38300)
• Mathematical statistics (STAT 30400, 30100, 30210)
• Applied statistics (STAT 34300, 34700, 34800 and 34900)
• Computational sequence (STAT 30900, 31015/31020, 37710).

All students must take the Applied Statistics and Mathematical Statistics sequence. In addition, it is highly recommended that students take a third core sequence based on their interests and in consultation with the Department Graduate Advisor (DGA).

Preliminary exams: At the start of their second year, several weeks before the start of the Fall quarter , the students take two preliminary examinations. The students will be informed by June 1 of the precise dates. All students must take the Applied Statistics Prelim. The prelim is a take-home exam provided online to the students during  prelim week. Student written reports are handed in two days later. A few days later, after the faculty review the reports the students have a 30 minute oral interview about their report.

For the second prelim, students can choose to take either the Theoretical Statistics or the Probability prelim. Students planning to take the Probability prelim should take the Probability sequence as their third first year course sequence and must receive approval from the DGA to take 38300 in the Spring instead of 348.  

During six weeks leading up to the prelims, two advanced PhD students will assist the first year students in preparing for the exams, holding weekly meetings one for the Applied Statistics exam and one for the Theoretical Statistics exam.

Incoming first-year students may request the DGA to take one or both of their preliminary exams. This will only be considered if the students have had extensive training in statistics in their prior studies. If approved, and if the student passes one or more of these, then he/she may be excused from the requirement of taking the first-year courses in that subject.

First year summer reading courses: It is highly recommended for first year students to take a reading course with a faculty member during the summer. This does not require formal registration, only coordination with a faculty member. Such a reading course typically involves reading a number of papers recommended by the faculty member and presenting them during the meetings.

Incoming students are advised by the DGA until they find a faculty advisor for their PhD thesis work.

First year students also share responsibility for organizing lunches with faculty to hear about their research, lunches with visiting seminar speakers and weekly departmental tea time.

SECOND YEAR REQUIREMENTS

In their second year, PhD students typically take several advanced topics courses in statistics, probability, computation, and applications. These should be selected with the dual objective of (i) acquiring a broad overview of current research areas, and (ii) settling on a particular research topic and dissertation supervisor. It is recommended that the students take at least one regular class based course each quarter. In addition, students can ask to take reading courses with faculty to learn more in depth about their fields of research. Students have considerable latitude in selecting their second-year courses, but their programs must be approved by the Department Graduate Advisor.  Students are expected to find a dissertation/thesis advisor by the end of the second year. The thesis advisor does not need to be a faculty member of the Statistics Department, however the dissertation/thesis committee must include at least two members of the Statistics Department (see below.)

Mini-seminars: During the second half of Spring Quarter second year students are required to give a short 10-12 minute presentation on a paper/papers they have read, followed by a short Q & A period. This provides the students with their first experience giving a presentation and both faculty and other students can provide feedback. The students typically present papers they have read in one of the reading courses they have taken with a faculty member during the second year.

THIRD YEAR REQUIREMENTS

Thesis Advisor and Dissertation Committee

By the end of the third year, each PhD student, after consultation with his or her dissertation advisor, shall establish a committee of at least three members, at least two of whom should be from Statistics. The departmental form listing the committee members, with their signatures, must be filed in the Department office by the end of Spring Quarter of the third year. The composition of the committee may be changed at any time if the student or faculty so choose; however, it must always include the student's dissertation advisor and at least two of the committee members must be regular faculty members from the Department of Statistics. Any such change must be filed as a resubmitted and newly completed and signed form with the Department office. As long as a student has not found a thesis advisor the DGA will remain the student’s advisor.

Interdisciplinary Theses

Many of our students choose to pursue research combining statistics and computation with another area of scientific research, such as genetics, neuroscience, health studies, environmental science, or social science. Students who choose to write an interdisciplinary thesis can work with a thesis advisor from another department as long as the two other committee members are from the Statistics Department.

FOURTH YEAR REQUIREMENTS

Proposal Presentation and Admission to Candidacy

By the end of Autumn Quarter of the fourth year, students should have completed a proposal presentation to their committee. This consists of a written (typically 5-10 page) report on completed and planned research with relevant references and a meeting with the committee discussing the proposed research (format is flexible, but typically a 1.5 hour meeting, with 45 minutes for student presentation and 45 minutes for questions and discussion). The proposal meeting will be scheduled by the student and his or her committee and reported to the Department office. Acceptance of the proposal by the Dissertation Committee is a formal requirement of the Department's PhD program. After a successful proposal presentation, the student will be formally admitted to candidacy for the PhD degree. By University rules, the dissertation defense cannot occur earlier than 8 months after admission to candidacy, and the student should keep this in mind when scheduling both the proposal presentation and the defense.

Following the fourth year, during each year that the student remains, the student is required to have a meeting with the committee no later than November 30 th of Autumn Quarter or defend by that time.

FIFTH YEAR AND BEYOND

The Department goal is for the majority of students to complete and defend their thesis by the end of their 5th year. Foreign students will have their visas extended beyond the fifth year on a yearly basis depending on the decision of the committee.

In the first 4 weeks of the Fall quarter of the 5th year students should convene their Dissertation Committee for an update on their progress. Committee members will confirm satisfactory progress on a form provided by the Department office.

Students who have not completed their thesis by the end of Fifth year must petition their committee and the Department Chair in order to continue in the program into their Sixth year and maintain their stipend. If their petition is  approved and they are not supported as RA’s they  will be required to teach every quarter.

Students who continue to their 6th year should again  convene their Dissertation Committee in the first 4 weeks of the Fall quarter  of the 6th year and Committee members will confirm satisfactory progress on a form provided by the Department office.

Students who have not completed their dissertation and defense by the end of the sixth year will no longer receive stipends or be employed by the Department. These students are required to petition their committee and the Department Chair both in order to continue in the doctoral program and for any financial support (tuition, fees). The petition is to be made before the end of Spring Quarter of the sixth year.

DISSERTATION DEFENSE AND SUBMISSION

The PhD degree will be awarded following a successful defense and the electronic submission of the final version of the dissertation to the University's Dissertation Office. In this process, a number of University and Department deadlines have to be obeyed. Listed in reverse order, the steps are:

a) Submission of Final Version of Dissertation: The deadline is set by the University and is generally on a Friday in the 6th or 7th week of the quarter when the degree will be awarded. See:

• Information for PhD Students: https://www.lib.uchicago.edu/research/scholar/phd/students/
• Dissertation Deadlines: https://www.lib.uchicago.edu/research/scholar/phd/students/dissertation-deadlines/
• Information about dissertations: https://www.lib.uchicago.edu/research/scholar/phd/students/
• Latex template for dissertation: https://www.overleaf.com/latex/templates/university-of-chicago-phd-dissertation-template/syvxgkqhvqqt

for this deadline as well as guidelines for the formatting of dissertations.

b) Dissertation Defense: The thesis defense will be an open seminar announced to the Department. Following the regular question-and-answer session, the committee will remain, together with any interested faculty, and continue questioning the candidate. The decision on the thesis will then be reached in a closed meeting of the dissertation committee. The defense is to be scheduled at least two weeks before the University deadline indicated in point (a). A final draft of the dissertation must be made available to the entire faculty 8 days before the dissertation presentation.

c) Committee Approval of Scheduled Defense: A draft of the dissertation should be distributed to the members of the dissertation committee no later than five weeks before the dissertation defense. The committee then has two weeks to approve that the student can reasonably expect to defend the thesis, and three more weeks to fully assess.

These rules delineate the minimum level of involvement of the dissertation committee. We strongly recommend that students set up their committees early and that they interact regularly with the members of their committees once they are established. We strongly recommend that those students wishing to complete all degree requirements, including their defense, by the end of Summer quarter contact their committee to schedule their Summer defense date before Summer Quarter begins. Else unanticipated committee requirements may lead to the degree being delayed to the Winter Quarter.

CONSULTING PROGRAM

The Department runs a consulting for training purposes, at the same time providing a service for researchers in other departments in the University. Students serve as the consultants, working as the quantitative expert in statistics alongside the researchers. Two faculty members lead the consulting program. The consulting seminar meets once a week for an hour during academic quarters. In these meetings researchers may present a problem, the students may present their projects, or some interesting applied case study may be analyzed. The students rotate weekly through consulting `office hours', which are the times when researchers can approach with their requests. Typically, four to six graduate students work together as a team under the supervision of faculty members to address these requests.  The teams share their experience by presenting their analysis to the seminar. Students are required to register for the consulting program for two quarters each of years 1 through 3. Third year students can delay one of their consulting quarters to their fourth year.

ACADEMIC YEAR STUDENT SUPPORT AND TEACHING DUTIES

PhD students are guaranteed support for five years and in return are required to work as teaching assistants (TAs) for two quarters of each year and on one quarter they are off. Incoming first year students  are all off during the first quarter. TA assignments are determined 3-4 weeks prior to the start of the quarter, at which point the students are required to contact the faculty member teaching the course for instructions on their upcoming duties. Students may request the DGA to assign them to particular courses, or ask to have a particular quarter off. There is no guarantee that these requests will be satisfied, but the DGA does take them into account. Students are not allowed to work as TA's for any other University unit during their off quarter.

Research Assistants (RAs): Faculty members may decide to support their student  from a grant in one or more of their teaching quarters. In those quarters the students are not required to perform TA duties. Students can receive RA support from faculty advisors outside the Department.

Instructorship: Some students may be asked to be instructors in introductory Statistics courses, especially during the Spring quarter. These students receive a bonus in their summer support (at time of writing, July 2022, this is 2000 USD). The DGA determines which students are suitable for such positions.

Sixth year students and beyond: Students who have not completed their dissertation by the end of the fifth year must, by the end of Spring Quarter, obtain permission from their committee and the Department Chair to continue beyond the fifth year. If they are allowed to continue but are not hired as RA’s they will be funded by the Department, but  required to teach every quarter. Students who have not completed their dissertation and defense by the end of the sixth year will no longer receive stipends or be employed by the Department. These students are required to petition the Department both in order to continue in the doctoral program and for any financial support (tuition, fees). This petition is to be made to both their committee and the Department Chair before the end of Spring Quarter of the sixth year.

Quarterly Funding Letters: A few weeks before every quarter the Student Affairs Specialist will send out the quarterly funding letter which will list each students’ position (TA, Instructor, RA, OFF) for the upcoming quarter. This letter will also list stipend or paycheck dates depending on the students’ position and an itemized amount of costs for the quarter and who is responsible for the payment. This letter is very important in that it will tell the student if they will hold a position that quarter and what date/dates they will be paid.  

SUMMER SUPPORT

Students are provided with full 3 month summer support during their first 4 years. Support during the fifth summer is contingent on approval of the advisor and the Chair.

Internships: Students can choose to take on internships during the summer, in which case they forfeit the departmental summer support. The decision on whether to take an internship and which ones are appropriate are taken in consultation with the student's thesis advisor. It is not recommended to take internships before finding a thesis advisor.

OFF CAMPUS WORK

Students in a full-time registration status are expected to focus their attention and efforts principally on their academic work and additional employment is secondary to their student status. A domestic student wanting to take off-campus employment will typically need to take a leave of absence from the program. For international PhD students, OIA recently introduced a version of CPT (CPT RCOT) that may allow them to work off-campus outside of summer. [see https://internationalaffairs.uchicago.edu/page/curricular-practical-training-cpt ]. However, this requires approval by the PSD Dean of Students, and will involve careful consideration of a number of factors Moreover, the Dean of Students views this mechanism as intended for only very short-term off-campus work (eg 1 quarter) and not for long term. Repeated enrollment in CPT RCOT will generally not be approved by the Dean of Students. Students who have questions about CPT RCOT should direct them to the PSD Dean of Students.

Note: work at Argonne national labs is excepted from usual "off-campus" regulations due to an agreement between Argonne and UChicago.

STUDENT REPRESENTATIVES

During the first week of Fall quarter the PhD students gather to elect a student representative(s), who are responsible for communicating with the DGA and the Chair regarding any issues arising among the student body. They are also asked on occasion to coordinate student social activities such as the annual picnic. The Departmental Student Affairs Specialist assists the student representatives with any administrative tasks associated with their duties.

STUDENT OFFICES

All keys for student offices will be given during orientation week in the Student Affairs office. 1st year PhD students will always have desks in Jones 208, 2nd-4th year students will have desks in Jones 203/204, and 5th and 6th year students will have desks in Jones 209. Students will sign a key check-out form which states they will be responsible for their desk key of $20 and the office key of $30 and if they lose the key they must pay the Department either of the amounts in order to obtain a new key.

REIMBURSEMENTS

Students who wish to travel throughout the year for conferences that are sponsored on a grant or research funds from their advisor can be reimbursed by the Student Affairs Specialist with detailed receipts and confirmation that this trip has been approved and sponsored by the advisor/faculty member.

In case the advisor is unable to support the student travel but still approves it, the student may petition the Department Chair for up to $1000 of Departmental support.

Rankings released! QS World University Rankings 2025 

The QS World University Rankings 2025 are now live ! 

Being the first of its kind to incorporate both employability and sustainability factors into the methodology , the QS World University Rankings provides the higher education sector, governments and students a reliable rankings system that identifies the world’s leading universities in a range of performance metrics. 

This year’s ranking is the largest – featuring 1,500 universities from 106 countries and territories across the globe. For the thirteenth consecutive year Massachusetts Institute of Technology (MIT) in the US has placed first. 

Who are the top ten universities in the QS World University Rankings 2025? 

1. Massachusetts Institute of Technology (MIT), US 

2. Imperial College London, UK 

3. University of Oxford, UK 

4. Harvard University, US 

5. University of Cambridge, UK 

6. Stanford University, US 

7. ETH Zürich – Swiss Federal Institute of Technology, Switzerland 

8. National University of Singapore (NUS), Singapore 

9. University College London, UK 

10. California Institute of Technology (Caltech), US 

Notably, Imperial College London has moved up four places – the biggest improvement among the top ten.  Their progress is attributed to several factors, including their improvement in the ‘Sustainability’ category, (scoring 99.7 out of 100 overall) and in various research metrics including ‘Citations per faculty’, which they earned 86.5 last year, compared to a total of 93.9 this year, for example. 

New entrants  

There are 21 newly ranked institutions in the QS World University Rankings 2025, with the highest debutant being the American University of Ras Al Khaimah (AURAK) in the United Arab Emirates, with a ranking of 485th – the University scored 100 in indicators ‘International students’ and ‘International faculty’.  

Global highlights of the QS World University Rankings 2025 

China and India’s universities have seen the biggest upward movements for both the number of institutions increasing their ranking position and for the number of significant moves (defined as 10 places or more) in the QS World University Rankings 2025.

Other highlights in institutional performance globally are: 

The UK’s strongest performance is in the ‘International Student Ratio’ indicator. It achieves the world’s second-highest average score among countries with ten or more ranked universities, behind only Saudi Arabia – underscoring the global appeal of UK higher education institutions and their ability to attract a diverse student body. 

The US continues to boast one of the world’s most renowned higher education systems for their reputation, according to employers and academics – this is clear in the ranking as four of the top ten universities, Massachusetts Institute of Technology (MIT), Harvard University, Stanford University and University of California, Berkeley (UCB) earn 100 in the ‘Academic reputation’ indicator. 

Canada  

Canadian universities are performing exceptionally in ‘Sustainability’, with two universities among the world’s top five, including the world’s most sustainable institution, the University of Toronto . 

Australia  

Three Australian institutions are in the world’s top 20 – with the University of Melbourne and the University of Sydney each climbing one position to 13th and 18th respectively. Australia also dominates in ‘International research’ in the Asia-Pacific region, claiming nine of the top 10 positions. 

Africa  

South Africa holds the African continent’s top four positions in the rankings – with the University of Cape Town (ranked 171st) being the continent’s highest-ranked institution, an improvement of two places from the previous year. Cairo University (Egypt) completed the top five in Africa, ranking 350th globally. 

Latin America  

Latin America has four representatives in the top 100, one from each of its four largest economies: Universidad de Buenos Aires (UBA) in Argentina (71st); Universidade de São Paulo in Brazil (92nd); Pontificia Universidad Católica de Chile (UC) in Chile (93rd); and Universidad Nacional Autónoma de México (UNAM) in Mexico (94th). 

Related QS Insights

What to expect from the qs world university rankings 2025 .

Rankings released! QS International Trade Rankings 2024 

What to expect from the QS International Trade Rankings 2024

How university ratings helped Universidad Fidélitas develop new partnerships and recruit international students

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MASt in Mathematics (Mathematical Statistics)

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Course closed:

Mathematics (Mathematical Statistics) is no longer accepting new applications.

This course is an application stream for the Master of Advanced Study (MASt) in Mathematics; students should apply to only one of the application streams for this course.

This course, commonly referred to as Part III, is a nine-month taught masters course in mathematics. It is excellent preparation for mathematical research and it is also a valuable course in mathematics and its applications for those who want further training before taking posts in industry, teaching, or research establishments.

Students admitted from outside Cambridge to Part III study towards the Master of Advanced Study (MASt). Students continuing from the Cambridge Mathematical Tripos for a fourth-year study towards the Master of Mathematics (MMath). The requirements and course structure for Part III are the same for all students irrespective of whether they are studying for the MASt or MMath degree, or whether they applied through the Applied Mathematics (MASA), Pure Mathematics (MASP), Mathematical Statistics (MASS), or Theoretical Physics (MASTH) application stream.

There are around 280 Part III (MASt and MMath) students each year; almost all are in their fourth or fifth year of university studies. Each year the Faculty offers up to 80 lecture courses in Part III, covering an extensive range of pure mathematics, probability, statistics, applied mathematics and theoretical physics. They are designed to cover those advanced parts of the subjects that are not normally covered in a first-degree course, but which are an indispensable preliminary to independent study and research. Students have a wide choice of the combination of courses they take, though naturally, they tend to select groups of cognate courses. Examples classes and associated marking of (unassessed) example sheets are provided as complementary support to lectures.

As a taught masters course, the main emphasis is on lecture courses, and assessment is almost entirely based on written exams, which are normally taken at the end of the academic year starting in the last week of May, alongside a mathematical essay, normally due in early May. The standard graduation dates for successful candidates are usually in June and July.

Learning Outcomes

After completing Part III, students will be expected to have:

• studied advanced material in the mathematical sciences to a level not normally covered in a first degree;
• further developed the capacity for independent study of mathematics and problem-solving at a higher level; and
• undertaken an extended essay normally chosen from a list covering a wide range of topics.

Students are also expected to have acquired general transferable skills relevant to mathematics as outlined in the Faculty Transferable Skills Statement.

MASt students wishing to apply for a PhD at Cambridge must apply via the Postgraduate Admissions webpage for readmission by the relevant deadline. Details of entry requirements can be found in the relevant course listings on this site.

Applications to study in either of the Mathematics Departments will be considered on a case-by-case basis and offer of a place will usually include an academic condition based on Part III results.

The Postgraduate Virtual Open Day usually takes place at the end of October. It’s a great opportunity to ask questions to admissions staff and academics, explore the Colleges virtually, and to find out more about courses, the application process and funding opportunities. Visit the  Postgraduate Open Day  page for more details.

See further the  Postgraduate Admissions Events  pages for other events relating to Postgraduate study, including study fairs, visits and international events.

Departments

This course is advertised in the following departments:

• Faculty of Mathematics
• Department of Pure Mathematics and Mathematical Statistics

Key Information

9 months full-time, study mode : taught, master of advanced study, department of pure mathematics and mathematical statistics this course is advertised in multiple departments. please see the overview tab for more details., course - related enquiries, application - related enquiries, course on department website, dates and deadlines:, michaelmas 2024 (closed).

Some courses can close early. See the Deadlines page for guidance on when to apply.

Funding Deadlines

These deadlines apply to applications for courses starting in Michaelmas 2024, Lent 2025 and Easter 2025.

Similar Courses

• Mathematics (Applied Mathematics) MASt
• Mathematics (Pure Mathematics) MASt
• Mathematics (Theoretical Physics) MASt
• Mathematics MPhil
• Pure Mathematics and Mathematical Statistics PhD

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News & events, epidemiology, phd student profiles, natalie boychuk.

• [email protected]

Natalie Boychuk is interested in the social and structural determinants of postpartum complications and particularly the impact of social policies (such as paid family leave) on postpartum health outcomes. A secondary area of interest includes the influence of chronic gynecological conditions (PCOS, endometriosis, adenomyosis) on life course reproductive health. She received her MPH from Columbia Mailman, where she worked on a project revising WHO metrics for emergency obstetric and newborn care. She has spent the last two years working as a data analyst for Dr. Teresa Janevic , where she has worked on studies related to racism and postpartum cardiometabolic health, prediction modelling for postpartum hospital utilization, diabetes trajectories after gestational diabetes, and an evaluation of a community-based doula program. A proud Canadian, Natalie obtained her bachelor’s degree from the University of Toronto. In her free time, she loves to bake, explore the city with her partner Harry, and spend time with their cat, Shelby. 

Research Interests

• Reproductive, Maternal, and Child Health
• Social Epidemiology
• Health Services
• Epidemiologic Methods

Stanford Chihuri

• [email protected]

I am an epidemiologist with experience in patient and population-based research utilizing large database schemas. At Columbia University Medical Center, I helped design and conduct studies on substance use and injuries. My research focuses on the intersection of substance use, policies, and harm outcomes, such as injuries from motor vehicle crashes, falls, and self-harm, particularly among vulnerable populations like older adults, amputees, and pregnant women. I have guest-lectured on injury research methods at Columbia University and directed the Injury Lab at the Columbia University Center for Injury Science and Prevention.

Previously, I utilized statistical methods such as hierarchical modeling, longitudinal data analysis, and structural equation modeling to assist researchers investigating the health impacts of medication and product exposures. This includes studies on prenatal anesthesia exposure and neurodevelopmental outcomes, epidural use and maternal mortality and morbidity, and allogeneic blood transfusion and postoperative infections.

I hold an MPH in epidemiology with a certificate in advanced epidemiology from Columbia University Mailman School of Public Health. In my free time, I enjoy reading true-crime novels, cooking, playing soccer, and listening to podcasts.

• Substance Use and Substance Use Disorders
• Injury Prevention
• Research Methods 

Alexander Furuya

• [email protected]

I am a Columbia University graduate student pursuing a PhD in Epidemiology at the Mailman School of Public Health. I have an extensive background in data analysis, statistical programming, and public health research. My goal is to understand social determinants of health among those in the LGBTQ+ community and immigrant communities, and I hope to identify effective interventions to improve health.

I currently work with Dr. Dustin Duncan in analyzing data form the Trying to Understand Relationships, Networks and Neighborhoods in Trans women of color (TURNNT) Cohort. Specifically, I am looking into determinants of HIV prevention and treatment and identifying factors that affect them.

• LGBTQ+ Health
• Health of the Aging Community
• Intervention Science
• HIV Treatment and Prevention
• Biostatistical Methodologies
• Chronic Disease Epidemiology
• [email protected]

I am a first year doctoral student, first year fellow on the Global HIV Implementation Science Research Training Fellowship with ICAP, and an infectious disease epidemiologist. I received a BS in Biological Sciences from the University of Michigan-Dearborn in 2014, an MPH in Epidemiological Methods and Applications from the University of Michigan in 2016, and prior to coming to Columbia, spent about seven years at the San Francisco Department of Public Health in the HIV Epidemiology Section. My research interests are centered around infectious disease prevention and treatment interventions, and I have past work pertaining to HIV care navigation, hepatitis C treatment, mpox vaccination, and COVID-19 coinfection among people with HIV. Apart from my role as an analyst, as a database administrator and developer, I designed, carried out, and evaluated a surveillance system modernization project to increase the accuracy, timeliness, and accessibility of HIV test results for department case investigators and outreach staff. My current projects relate to PrEP demand creation among women in South Africa and HIV care retention patterns in Côte d'Ivoire.

• Infectious Disease
• Health Interventions
• Implementation Science
• Global Health

Hoisum Nguyen

• [email protected]

Inspired by the stories of immigrants and social justice movements in the United States, Hoisum's research centralizes psychiatric and mental health outcomes with a particular focus on trauma and violence as it relates to firearms, racial/ethnic populations, LGBQIA+ communities, and financial means. Equipped with a Master’s in Public Health (MPH, Class of 2020) from Boston University in Epidemiology and Biostatistics, prior training in causal theories from UCLA (2021-2023), and previous work in suicide outcomes and emergency preparedness during the COVID-19 pandemic for the county of Santa Clara, CA (2020-2022), Hoisum aims to create research of consequence for policy formulation.

Hoisum is currently a Doctoral Candidate in Epidemiology, a pre-doctoral fellow in Psychiatric Epidemiology Training Fellow (PET-T32), and also a Robert Wood Johnson Health Policy Research Scholar (HPRS) receiving health policy and leadership training from Johns Hopkins University (Class of 2026).

• Mental and Psychiatric Health
• Violence and Trauma Epidemiology
• Firearms Violence
• Health Equity and Social Disparities
• Racial/Ethnic Community Health
• Health Policy

Adam Whalen

• [email protected]

I am a first-year pre-doctoral candidate in Epidemiology and a pre-doctoral fellow in the Advanced Training in Environmental Health and Data Science Training Program, jointly managed through the Department of Epidemiology and the Environmental Health Sciences Department. I received my BS in Biology and Public Health Science in 2015 from Santa Clara University, and my MPH in Epidemiology with a Certificate in Applied Biostatistics and Public Health Data Science from the Columbia University Mailman School of Public Health in 2021. Previously, I worked as a data analyst at the Department of Epidemiology and Population Health at the Albert Einstein College of Medicine, working on research projects related to Hispanic/Latino health as well as women living with HIV. As a member of the Spatial Epidemiology Lab at Columbia, my current research investigates how discrimination against transgender women of color and sexual minority men affects health outcomes. I also examine activity space exposure to different features of the bult and social environment and how they influence criminal legal system involvement, sleep, access to gender-affirming health care, and other outcomes. My research interests include social and spatial epidemiology, novel spatiotemporal methods including GPS-based activity space analysis and geofencing applications, injury and violence outcomes such as transportation and police violence, and sexual and gender minority health.

• Spatial Methods
• Injury/Violence
• Transportation
• Police violence
• Sexual and Gender Minority Health

Erin M. Annunziato

• [email protected]

I am a pre-doctoral fellow in the Substance Abuse Epidemiology T32 Training Program. I am interested in structural-level determinants contributing to substance use-related harms, including racial and ethnic disparities in substance use treatment and drug-related legal outcomes. My current research examines relationships between 1) state policies, such as drug monitoring programs, and legal outcomes, and 2) racial and ethnic disparities in substance use treatment access through the criminal legal system. I have a BS in Biology from Boston College and an MPH in Epidemiology from the Mailman School of Public Health.

• Drug policy
• Drug criminalization
• Racial and ethnic disparities
• Social epidemiology
• [email protected]
• Google Scholar

I am a second year pre-doctoral candidate in Epidemiology and a second year pre-doctoral fellow in the Advanced Training in Environmental Health and Data Science Training Program, jointly managed through the Department of Epidemiology and the Environmental Health Sciences Department. I earned a BS in Biology from Brooklyn College (CUNY) in 2019, and an MPH in Epidemiology with an Advanced Certificate in Public Health and Humanitarian Action from the Columbia University Mailman School of Public Health in 2021. Previously, I served as a clinical research coordinator at the NYU Grossman School of Medicine, Department of Neurology, where I managed all aspects of research and administration for the Stroke Division. My previous research has focused on a range of mental, neurological, and substance use issues in humanitarian settings. As a doctoral student, my research efforts are focused on evaluating neurodevelopmental outcomes amidst the complex landscape of mental health and substance use among adolescents and their caregivers in diverse conflict-affected settings. My research interests include global mental health, substance use epidemiology, child development, and disability advocacy. 

• Global Mental Health
• Substance Use Epidemiology
• Child Development
• Disability Advocacy

Nicole Itzkowitz

• [email protected]

I am a 2nd year PhD student in the Department of Epidemiology and a pre-doctoral fellow in the Advanced Training in Environmental Health and Data Science T32 Training Program. I entered the program in 2022 with an MSc in epidemiology from The London School of Hygiene and Tropical Medicine and a BA in public health from the University of Rochester. My research interests are broadly concerned with quantifying urban environmental and built environment exposures and exploring their relationship with injury and other non-communicable disease outcomes. My previous work at Imperial College focused on examining the causal relationship between acute noise pollution exposure and cardiovascular disease hospitalizations and creating a composite metric to estimate smoking behavior at small spatial resolutions. I am currently working with Dr. Andrew Rundle and the Built Environment and Health research group on several projects related to pedestrian and micromobility injuries and fatalities in the context of the built environment and alcohol use.

• Environmental Exposures
• Built Environment
• Non-communicable Disease 

German Rivera-Castellar

• [email protected]

I started my PhD in Epidemiology in 2022 after finishing my MPH at New York University GPH. Before moving to NYC, I completed a MS in research and evaluation of health systems and a BS in industrial microbiology at the University of Puerto Rico. Previously, I have worked in evaluation of CDC funded public health programs at UPR Comprehensive Cancer Center, knowledge management at UNICEF HIV/AIDS section, and research regarding HIV/AIDS in Puerto Rico and vaccination hesitancy amongst PWID. Currently, I am a fellow in T32 Social Determinants of HIV and my research interest include disparities in HIV amongst racial and ethnic minorities as we as sexual and gender minorities. My current work also addresses changes in the gut microbiome and its effect in the body. 

• Racial and Ethnic Disparities
• Sexual and Gender Minorities
• Spatial Epidemiology

Michelle Smith

• [email protected]

I am a second-year PhD student specializing in Epidemiology at the Mailman School of Public Health. I am also a Lead Teaching Fellow at the Center for Teaching and Learning, and am a Trainee Associate Member of the Herbert Irving Comprehensive Cancer Center. I received my BS in Biology from Stony Brook University and my MPH in Epidemiology from SUNY Downstate Health Sciences University. My professional experience spans medical research in start-up companies, academic hospitals and research centers. Previously, I worked in start-up companies geared towards cancer outcomes and precision medicine where I focused on data abstraction and analysis of breast, colorectal and lung cancers using electronic medical records. I contributed to research at Memorial Sloan Kettering Cancer Center on integrative medicine techniques addressing chemo-induced neuropathy, and administratively managed multiple projects at the Feinstein Institutes for Medical Research, encompassing population health, neurosurgery, and Alzheimer’s disease research. At SUNY Downstate, I began research on adverse pregnancy outcomes and social determinants of health (SDOH) among predominantly Caribbean and African communities in Brooklyn. My current research focuses on examining the nuances of the breast cancer tumor microenvironment, particularly around pregnancy and hormonal shifts. This work involves spatial analysis, T-cell distribution, proteomics and traditional epidemiologic methods. 

• Breast Cancer
• Cancers of the Reproductive System
• Endocrine Disrupting Chemicals
• Machine Learning
• Digital and Computational Pathology
• Social Determinants of Health (SDOH)
• Health Disparities

Sara Wallach

• [email protected]

I am a second-year pre-doctoral candidate in Epidemiology and a second-year pre-doctoral fellow in the Global HIV Implementation Science Research Training Fellowship. I received my BA in Anthropology and Global Public Health from New York University and my MPH, with a focus on the evaluation of international health programs, from Johns Hopkins Bloomberg School of Public Health. In my work with the New Jersey Department of Health and the U.S. Centers for Disease Control and Prevention, Zimbabwe Office, I implemented, managed, and evaluated large-scale HIV programs. My research currently focuses on using novel epidemiologic methods to evaluate the impact of HIV programs using routinely collected data. I also perform research to determine drivers of HIV acquisition and opportunities for prevention in various contexts and populations using population-based HIV impact assessments and other data sources. My research interests include HIV, implementation science, health and human rights, LGBTQ+ health, and infectious diseases.

• Health and Human Rights
• Infectious Diseases

Dana Bezuidenhout

• [email protected]

I am a third-year pre-doctoral candidate in Epidemiology and a pre-doctoral fellow in the Global HIV Implementation Science Research Training Fellowship. I received my BA in Biology, Society, and the Environment from the University of Minnesota – Twin Cities in 2016 and my MPH, focusing on Epidemiology and Global Health, from Columbia University Mailman School of Public Health in 2018. Previously I worked as a project manager and epidemiologist at The Foundation for Professional Development in East London, South Africa, working on tuberculosis (TB) point-of-care diagnostics, TB stigma, and HIV prevention interventions for adolescent girls and young women. My research currently focuses on incorporating spatial and genomic data as an innovative way to understand community TB transmission and to inform active case-finding strategies in TB-endemic settings. I also perform research assessing the impact of diabetes on TB treatment outcomes. My research interests include TB transmission, spatial epidemiology, and implementation science.

• Tuberculosis Transmission

Sarah Forthal

• [email protected]

I am a PhD candidate and pre-doctoral fellow in the T32 Psychiatric Epidemiology Training Program at the Mailman School of Public Health. I am also a biostatistical analyst with the Global Psychiatric Epidemiology Group at the New York State Psychiatric Institute. I received an MPH in epidemiology from Mailman in 2019 and a BA in political science and statistics from Columbia’s undergraduate college in 2015. My core research interests include identifying mental health-protective factors following exposure to traumatic events, global mental health, intervention evaluation, and research with Multiracial populations. My current projects include investigating the role of parental social support in intergenerational trauma transmission, understanding depression risk in Multiracial American adults, developing an accessible guide to Single World Intervention Graphs, and co-authoring a book chapter on the health of Multiracial youth. Prior to entering the PhD program, I held research positions at the Partnership to End Addiction and Columbia-World Health Organization Center for Global Mental Health.

Catherine Gimbrone

• [email protected]

My research focuses on policy impacts and social disparities within psychiatric epidemiology. I'm passionate about exploring related areas and have been involved in a wide range of projects. These include studies on reproductive health policy, firearm legislation, naloxone access laws, adolescent political beliefs, and suicide trend forecasting. My goal is to identify emerging mental health trends among vulnerable populations, to help improve treatment efforts and inform policy decisions. I've co-authored several publications and enjoy using my skills in statistics to deepen my understanding of these complex issues. I graduated with an MPH from Columbia University in 2020 and, in a past life, worked in filmmaking and fashion.

• Psychiatric Epidemiology
• Policy Research
• Reproductive Health
• Adolescence

Anton Kociolek

• [email protected]

I am a third-year pre-doctoral candidate in Epidemiology and a graduate research assistant at the Taub Institute for Research on Alzheimer's Disease and the Aging Brain. In 2014, I received my BA in Anthropology from the City University of New York and in 2017 received my MA in Anthropology from the same institution, with a focus on historical anthropology of the Caribbean. I received my MS in Epidemiology from the Columbia Mailman School of Public Health in 2020. Prior to entering the Doctoral program in Epidemiology at Mailman, I worked as a study coordinator for Dr. Yaakov Stern at the Taub Institute, working on observational cohort studies of late-onset Alzheimer's Disease. My research focuses on investigating the relationships between underlying neuropathological processes and clinical signs in Alzheimer's Disease and the application of causal inference and machine learning methods to dementia research. My research interests include dementia and aging, neuroepidemiology, biomarker development and validation, causal inference, and machine learning. 

• Alzheimer's Disease
• Movement disorders
• Neuroepidemiology
• Causal Inference
• Machine Learning 

Megan Marziali

• [email protected]

I am a 3rd-year PhD Candidate in the Department of Epidemiology and a pre-doctoral fellow in the NIDA-funded T32 Substance Abuse Epidemiology Training Program (SAETP). I received my BSc in Microbiology and Immunology from the University of British Columbia in 2018 and my MPH in Epidemiology with a certificate in Advanced Epidemiology from the Columbia University Mailman School of Public Health in 2021. My research focuses on substance use, including polysubstance use, fatal and nonfatal overdose, social networks, and psychosocial factors (e.g., loneliness). My work is often situated at the intersection of substance use and HIV. In addition, I perform research exploring the impact of various social and substance use policies on substance use outcomes.

• Social Networks
• Social Determinants of Health
• Social Policies
• Substance Use Policies

Melissa Nguyen

Inspired by the stories of immigrants and social justice movements in the United States, Hoisum's research centralizes psychiatric and mental health outcomes with a particular focus on trauma and violence as it relates to firearms, racial/ethnic populations, LGBQIA+ communities, and financial means. Equipped with prior training in causal theories from UCLA (2021-2023), Hoisum hopes to create research of consequence for policy formulation. Hoisum is also a Robert Wood Johnson Health Policy Research Scholar receiving health policy and leadership training from Johns Hopkins University (Class of 2026).

• Mental Health
• LGBTQIA+ Populations
• Racial/Ethnic Populations

Navdep Kaur

• [email protected]

I am a fourth-year Epidemiology PhD candidate and predoctoral fellow in the Psychiatric Epidemiology Training Program (Director: Katherine M. Keyes ). I hold an Epidemiology MPH from Columbia University, and a Math BS and Biology BS from SUNY Binghamton University. As a Punjabi woman, I have both witnessed and experienced racialized inequities in US healthcare access. My family was uninsured for over ten years of my childhood, and we struggled to meet basic healthcare needs due to financial constraints and other structural barriers. Our collective struggle has inspired the work I do. My research is dedicated to improving mental healthcare access for BIPOC individuals. I have led studies to understand mental health and treatment utilization trends in BIPOC populations. My dissertation aims to improve mental health provider access for Medicaid recipients residing in low-income and racially segregated neighborhoods. I am also a social activist for the Punjabi community and volunteer at Sakhi, a South Asian survivor-led non-profit that serves gender-based violence survivors in the diaspora. Together, we are developing a psychoeducation program for South Asian caregivers that aims to reduce childrearing stressors and mitigate intergenerational trauma. I am also providing my epidemiologic expertise to develop a mixed-methods evaluation of the program. 

• Health Equity

Aleya Khalifa

• [email protected]

As a PhD Candidate in the Department of Epidemiology, my research aims to improve HIV programs and research methodologies for mobile populations, from truck drivers to cross-border migrants. My dissertation - Unpacking The HIV Epidemic Among People On The Move In Uganda - is funded by the National Institute of Mental Health under the Ruth L. Kirschstein National Research Service Award (F31). My research employs demographic, missing data, and spatial network methods to relate human movement to HIV outcomes. I have ten years of global experience at CDC, UNICEF, and ICAP designing HIV surveillance studies, modeling the epidemic for children and adolescents, and conducting implementation science to improve service delivery for vulnerable populations. I received my MPH in epidemiology from the Tulane University School of Public Health and Tropical Medicine with a concentration in infectious diseases.

• Infectious Disease Epidemiology
• Migrant Health
• Sexual and Reproductive Health and Rights

Christina Mehranbod

• [email protected]

Christina Mehranbod is a fifth-year doctoral candidate in the Department of Epidemiology at the Columbia University Mailman School of Public Health. Using geospatial techniques and built environment research, I am interested in examining how the places individuals frequent over time and various environmental characteristics influence health, particularly injury risk and substance use. My doctoral research explores the social determinants of injury and violence (i.e., firearm violence) with a particular focus on neighborhood definitions and spatial analyses relating environmental characteristics to alcohol related harms. I applied for and successfully received an NRSA F31 Award from the National Institute of Health National Institute on Alcohol Abuse and Alcoholism to create an innovative GPS-informed measure of alcohol outlet density. I have also received grant funding as a Principal Investigator to study alcohol consumption, environment, and norms in the context of traumatic events in Armenia from the Columbia University Global Mental Health Council. I completed my MPH in Epidemiology at the Mailman School of Public Health, Columbia University and my BA in Public Health at the University of California, Berkeley.

• Neighborhood Health
• Injury and Violence Prevention
• Substance Use

Sasinya Scott

• [email protected]

I am interested in translational epidemiology and reducing health disparities. I would like to bridge genomics and population research with implementation, specifically to expand precision prevention research and bring the benefits of personalized medicine to populations of color. I hope to promote collaborative and equitable research between communities, physicians, and scientists. I would also like to study how the levels of racism influence disparities and the utilization of research in minority populations.

• Health disparities, minority health, translational epidemiology, implementation science, health communication, data visualization

Stephen Uong

• [email protected]

I am a fourth-year pre-doctoral candidate in Epidemiology and a former pre-doctoral fellow in the Advanced Training in Environmental Health and Data Science Training Program. My current research interests are in spatial and environmental epidemiology, particularly in the built environment, social infrastructure, housing, and queer and immigrant populations. Methodologically, I am interested in GIS/spatial analyses, making R programming more accessible for public health practitioners, and machine learning applications in public health, particularly in natural language processing. 

I received a BS in Public Health and Microbiology from The University of Texas at Austin and an MPH in Global Epidemiology from Emory University. During my MPH studies, I interned for the Centers for Disease Control and Prevention and the Council for State and Territorial Epidemiologists for teams focusing on enteric zoonotic outbreak investigations, HIV, and substance use. Before I entered the PhD program, I was a Consulting Data Analyst at the Kaiser Permanente Northern California Division of Research focused on racial and ethnic & immigrant health disparities in breast cancer, air pollution and cardiovascular disease, and healthcare delivery science.

• Spatial and Environmental Epidemiology
• Built and Social Environment
• Social Capital and Infrastructure
• Urban Planning and Health
• Immigrant Health
• Natural Language Processing

Sumera Aziz

• [email protected]

I am a medical doctor and an epidemiologist by training. My area of research interest is maternal and child health with a specific focus on preconception nutrition and maternal anemia. I have worked as a PI and Co-PI for various projects to improve maternal and newborn health in rural areas of Pakistan. Examples of such projects include: 1) Bill and Melinda Gates Funded multi-country study- Women First Preconception Nutrition Trial 2) NIH-USA funded multi-country study- Antenatal Corticosteroid Trial; 3) WHO Funded Study-Third Party Evaluation of Measles Supplementary Immunization Activity in Sindh, Pakistan, 4) UNICEF funded study on stillbirths and quality of new born care in Pakistan, and 5) AKU-research council funded study on Out-of-pocket expenditure of vaginal delivery and cesarean section in Public and Private Hospitals of Karachi, Pakistan. I am a recipient of the Fulbright Scholarship, the Allen Rosenfield Award, and Alberta Innovates Postdoctoral Recruitment Fellowship. I also received funding from an NIH-sponsored capacity development project for my Masters in Epidemiology and Biostatistics. Through my research work over the last one decade, I have published 88 scientific papers (30 as the first author) in peer reviewed journals, and I am also an author of two books.

• Maternal and Child Health

Christopher Crowe

• [email protected]

My primary goal as an epidemiologist is to facilitate the healthy aging of our population by better understanding how exposure to psychological and social factors throughout the life course may influence health during older adulthood. Under the supervision of Dr. Sarah Tom , my current research aims to evaluate potential causal relationships between structural, functional, and quality aspects of social connection or the lack thereof (e.g., social isolation, perceived loneliness) and cognitive health outcomes (e.g., cognitive decline, dementia) among older adults. 

Outside of my research work, I also have a strong interest in teaching and have experience both designing and delivering course content for undergraduate and graduate students. Most recently, I have worked as a teaching assistant for Epidemiology II: Design and Conduct of Observational Epidemiology under the supervision of Dr. Sharon Schwartz and (Y)our Longer Life under the supervision of Dean Linda Fried and Dr. Dana March Palmer .

Neal Jawadekar

• [email protected]

I am a 5th year PhD candidate in Epidemiology and an NIH F31 predoctoral fellow. Prior to joining Columbia, I earned my BA and MPH degrees at Tufts University, and I also gained valuable experience in data engineering and predictive modeling as a Data Scientist in the healthcare industry. As a PhD student, I am currently employing causal inference methods to investigate the relationship between cardiovascular risk factors, cardioprotective drugs, and dementia. My dissertation focuses on using machine learning methods, notably Bayesian Additive Regression Trees, to estimate the heterogeneous treatment effects of statins on dementia. I am particularly interested in utilizing data-driven approaches to help understand how treatment effectiveness varies across subgroups.

I have also been recognized as a national finalist for the 2023 Epidemiology Tyroler Student Prize Paper Award. My nominated paper, “Practical Guide to Honest Causal Forests for Identifying Heterogeneous Treatment Effects,” highlights my dedication to advancing statistical methodologies within the field of public health. As I continue my academic journey, I remain committed to combining the powers of big data and advanced analytics to help propel medical advancements forward.

• Predictive Modeling
• Heterogeneous Treatment Effects
• Cognitive Aging

Sneha Kannoth

• [email protected]

I am a fifth-year PhD candidate in the Department of Epidemiology at Columbia University. I have completed pre-doctoral training in the NIEHS Environmental Health and Data Science T32 Fellowship Program, and I am currently supported by the NIAID Global HIV Implementation Science T32 Fellowship. I received a BS in Neuroscience in 2016 from Carnegie Mellon University and an MPH in Chronic Disease Epidemiology in 2018 from Yale University. I am interested in understanding the pathways by which social and physical environmental factors influence infectious and chronic disease morbidity. My dissertation focuses on defining the role of cardiovascular morbidity in the relationship between ambient air pollution exposure and adverse COVID-19 outcomes in New York City. My previous work examined the relationship between physical environmental stressors, specifically ambient air pollution exposure, neighborhood-level vulnerability to environmental exposures, and health outcomes, such as COVID-19 and pediatric asthma morbidity. I have further explored how social environmental stressors, such as ageism, amplifies the incidence and cost of health conditions among older adults. My primary research interest includes examining the relationship between environmental exposures, factors that contribute to greater vulnerability to environmental exposures, and the onset of infectious and chronic disease outcomes among pediatric and elderly populations.

• Environment
• Pediatric Populations
• Older Adult Populations
• mHealth Interventions

Shabnaz Siddiq

• [email protected]

I am a fifth-year doctoral candidate in Epidemiology. I received my BHSc in Health Sciences and MSc in Epidemiology from the University of Ottawa in Canada. I was a fellow in the Environmental Health and Data Science training program from 2020-2023 at MSPH. I currently receive the Kirschstein-NRSA predoctoral fellowship (F31) award under the National Institute of Environmental Health Sciences. My current research uses existing and novel epidemiologic methods to evaluate the impact of phthalate metabolites and their mixture on maternal-fetal outcomes such as maternal gestational weight gain and fetal growth.

Research Interests 

• Maternal Child Health
• Environmental Health

Brandi Vollmer

• [email protected]

I am in my fifth year in the doctoral program here at Columbia University. I received my BS in biochemistry with a minor in molecular biology in 2014 from Colorado State University, and my MPH in Epidemiology from the Colorado School of Public Health in 2016. Previously, I worked as a research assistant in the Department of Neurology at the University of Colorado conducting comparative effectiveness studies investigating therapeutics used in the treatment of Multiple Sclerosis. Since coming to Columbia University, I have utilized large claims-based data to examine the relationships of influenza-like illness and flu vaccination on stroke risk in young populations. Additionally, I have assisted in the exploration of healthcare utilization on cardiovascular outcomes. My current interests are in the relationship between inflammation throughout the lifetime and cognition or dementia risk. 

• Multiple Sclerosis

Autumn Clemons

• [email protected]

My name is Autumn Clemons, and I am a sixth-year doctoral candidate in Epidemiology. I have an MPH in International Health, where I conducted field research in Uganda, and an MS in Epidemiology. I also have extensive cardiovascular research experience. As a doctoral student, I worked on projects that use latent growth trajectory methods to assess how low-density lipoprotein (LDL) exposures throughout the life course contribute to cardiovascular disease burden and disparities later in life, leading to a manuscript published in JAMA Cardiology. I also worked on pilot projects that examined both chemical exposures and modifiable behaviors (e.g., breastfeeding) that increase breast cancer risk in Black and Hispanic women as an Initiative for Maximizing Student Development predoctoral fellow. My current research with Dr. Pam Factor-Litvak focuses on evaluating the socio-environmental (e.g., phthalate and psychosocial stress exposures) impact on adverse pregnancy outcomes in an ethnically diverse nulliparous pregnancy cohort in the United States. I began this research as a T32 Advanced training in environmental health and data science predoctoral fellow, where I contributed to peer-reviewed publications. During this fellowship, I was also awarded an F31 diversity grant to complete my dissertation to investigate psychosocial stress during pregnancy as a causal mechanism to explain the associations between maternal race and hypertensive disorders of pregnancy in the United States. 

• Cardiovascular Health
• Environmental Health 

Anna Krasnova

• [email protected]

I am a pre-doctoral candidate in Epidemiology and a graduate research assistant with the Global Psychiatric Epidemiology group at the New York State Psychiatric Institute. I received a BSc in Computer Science and Statistics from the University of British Columbia and a MHS in Mental Health from the Johns Hopkins Bloomberg School of Public Health. My research is currently focused on using novel causal inference methods, including causal mediation, to evaluate the pathways for the unintended consequences of Section 8 housing voucher receipt on adolescent mental health outcomes. In addition, I conduct research to determine the effect of neighborhood and family environments on sleep quality and the risk of obesity among high-risk adolescents. My research interests include epidemiological methods, adolescent mental health, and social determinants of health. 

• Epidemiological Methods
• Adolescent Mental Health

Kathleene Ulanday

• [email protected]

I am a doctoral candidate in Epidemiology. I received my BS in Biochemistry and Cell Biology from the UCSD and my MPH in Epidemiology from SDSU. I am interested in cancer control and prevention research, with a focus on health disparities. Previously, as a Cancer Research Training Fellow at the NCI’s Division of Cancer Control and Population Sciences, I managed a data harmonization project for trans-NIH health disparities and Native American health research programs, engaged in understudied and small populations research think tanks, and analyzed Department of Defense data examining psychosocial factors and tobacco use among military personnel. At Columbia University, my pre-doctoral research with Dr. Heather Greenlee (NCI-Diversity Supplement funded) gave me valuable experience in the implementation and analyses of a culturally based randomized controlled diet and physical activity intervention for Latina breast cancer survivors. Currently, as a Cancer Trainee Associate Member at the Herbert Irving Cancer Center, I work with Drs. Jasmine McDonald , Lauren Houghton , and Mary Beth Terry conducting cancer etiology research among high-risk groups via prospective cohort studies. My goal is to better understand the social, environmental, and biobehavioral factors, including the cultural and historical contexts, associated with cancer across the life course.

• Environmental Justice

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QS ranks MIT the world’s No. 1 university for 2024-25

Ranking at the top for the 13th year in a row, the Institute also places first in 11 subject areas.

MIT has again been named the world’s top university by the QS World University Rankings, which were announced today. This is the 13th year in a row MIT has received this distinction.

The full 2025 edition of the rankings — published by Quacquarelli Symonds, an organization specializing in education and study abroad — can be found at TopUniversities.com . The QS rankings are based on factors including academic reputation, employer reputation, citations per faculty, student-to-faculty ratio, proportion of international faculty, and proportion of international students.

MIT was also ranked the world’s top university in 11 of the subject areas ranked by QS , as announced in April of this year.

The Institute received a No. 1 ranking in the following QS subject areas: Chemical Engineering; Civil and Structural Engineering; Computer Science and Information Systems; Data Science and Artificial Intelligence; Electrical and Electronic Engineering; Linguistics; Materials Science; Mechanical, Aeronautical, and Manufacturing Engineering; Mathematics; Physics and Astronomy; and Statistics and Operational Research.

MIT also placed second in five subject areas: Accounting and Finance; Architecture/Built Environment; Biological Sciences; Chemistry; and Economics and Econometrics.

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