phd scholarship in mathematics

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PhD position in mathematics or mathematical statistics, with focus on geometric deep learning

The Department of Mathematics and Mathematical Statistics is opening a PhD position in mathematics or mathematical statistics, focusing on geometric deep learning. The position covers four years

17 May 2024 Job Information Organisation/Company Umeå universitet Department Umeå University, Faculty of Science and Technology Research Field Mathematics Researcher Profile First Stage Researcher

PhD Scholarships in Applied Mathematics – DTU Compute

Skip to main content. Profile Sign Out View More Jobs PhD Scholarships in Applied Mathematics – DTU Compute Kgs. Lyngby, Denmark Job Description If you are interested in gaining the qualifications

IdiPAZ seeks PhD in Mathematics , Statistics or Biostatistics for a replacement contract.

21 May 2024 Job Information Organisation/Company IdiPAZ Research Field Mathematics » Other Other Researcher Profile First Stage Researcher (R1) Country Spain Application Deadline 13 Jun 2024 - 23:00

PhD in mathematics (M/F) (H/F)

23 May 2024 Job Information Organisation/Company CNRS Department Laboratoire Jacques-Louis Lions Research Field Mathematics History » History of science Researcher Profile First Stage Researcher (R1

PhD Student - Department of Data Analysis and Mathematical Modelling

15 May 2024 Job Information Organisation/Company Ghent University Research Field Biological sciences » Biology Biological sciences » Other Engineering » Other Mathematics » Applied mathematics

PhD student in mathematics /applied mathematics

, Culture and Communication (UKK) our students mainly study programmes relating to teacher education, but we also offer programmes and courses in languages and communication, mathematics /applied mathematics

PhD in mathematics in the domain of statistical physics M/F

24 May 2024 Job Information Organisation/Company CNRS Department Institut Camille Jordan Research Field Mathematics History » History of science Researcher Profile First Stage Researcher (R1

PhD Programme in Mathematics , 40th cycle

11 May 2024 Job Information Organisation/Company Università degli Studi di Trento Research Field Mathematics Researcher Profile Recognised Researcher (R2) Leading Researcher (R4) First Stage

Mathematics Fully Funded SUPRS PhD Scholarship: Mathematical Computational Approaches to Explore the Reciprocal Interaction Between Cell Metabolism

13 May 2024 Job Information Organisation/Company Swansea University Department Central Research Field Mathematics » Other Researcher Profile First Stage Researcher (R1) Country United Kingdom

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PhD Program

More information and a full list of requirements for the PhD program in Mathematics can be found in the University Bulletin .

During their first year in the program, students typically engage in coursework and seminars which prepare them for the  Qualifying Examinations .  Currently, these two exams test the student’s breadth of knowledge in algebra and real analysis. 

Starting in Autumn 2023, students will choose 2 out of 4 qualifying exam topics: 

• real analysis
• geometry and topology
• applied mathematics

Course Requirements for students starting prior to Autumn 2023

To qualify for candidacy, the student must have successfully completed 27 units of Math graduate courses numbered between 200 and 297.

Within the 27 units, students must satisfactorily complete a course sequence. This can be fulfilled in one of the following ways:

• Math 215A, B, & C: Algebraic Topology, Differential Topology, and Differential Geometry
• Math 216A, B, & C: Introduction to Algebraic Geometry
• Math 230A, B, & C: Theory of Probability
• 3 quarter course sequence in a single subject approved in advance by the Director of Graduate Studies.

Course Requirements for students starting in Autumn 2023 and later

To qualify for candidacy, the student must have successfully completed 27 units of Math graduate courses numbered between 200 and 297. The course sequence requirement is discontinued for students starting in Autumn 2023 and later.

By the end of Spring Quarter of their second year in the program, students must have a dissertation advisor and apply for Candidacy.

During their third year, students will take their Area Examination , which must be completed by the end of Winter Quarter. This exam assesses the student’s breadth of knowledge in their particular area of research. The Area Examination is also used as an opportunity for the student to present their committee with a summary of research conducted to date as well as a detailed plan for the remaining research.

Years 4&5

Typically during the latter part of the fourth or early part of the fifth year of study, students are expected to finish their dissertation research. At this time, students defend their dissertation as they sit for their University Oral Examination. Following the dissertation defense, students take a short time to make final revisions to their actual papers and submit the dissertation to their reading committee for final approval.

Throughout the PhD Program

All students continue through each year of the program serving some form of Assistantship: Course, Teaching or Research, unless they have funding from outside the department.

Our graduate students are very active as both leaders and participants in seminars and colloquia in their chosen areas of interest.

Graduate Program

Our graduate program is unique from the other top mathematics institutions in the U.S. in that it emphasizes, from the start, independent research. Each year, we have extremely motivated and talented students among our new Ph.D. candidates who, we are proud to say, will become the next generation of leading researchers in their fields. While we urge independent work and research, there exists a real sense of camaraderie among our graduate students. As a result, the atmosphere created is one of excitement and stimulation as well as of mentoring and support. Furthermore, there exists a strong scholarly relationship between the Math Department and the Institute for Advanced Study, located just a short distance from campus, where students can make contact with members there as well as attend the IAS seminar series.  Our program has minimal requirements and maximal research and educational opportunities. We offer a broad variety of advanced research topics courses as well as more introductory level courses in algebra, analysis, and geometry, which help first-year students strengthen their mathematical background and get involved with faculty through basic course work. In addition to the courses, there are several informal seminars specifically geared toward graduate students: (1) Colloquium Lunch Talk, where experts who have been invited to present at the Department Colloquium give introductory talks, which allows graduate students to understand the afternoon colloquium more easily; (2) Graduate Student Seminar (GSS), which is organized and presented by graduate students for graduate students, creating a vibrant mathematical interaction among them; and, (3) What’s Happening in Fine Hall (WHIFH) seminar where faculty give talks in their own research areas specifically geared towards graduate students. Working or reading seminars in various research fields are also organized by graduate students each semester. First-year students are set on the fast track of research by choosing two advanced topics of research, beyond having a strong knowledge of three more general subjects: algebra, and real and complex analysis, as part of the required General Examination. It is the hope that one, or both, of the advanced topics will lead to the further discovery of a thesis problem. Students are expected to write a thesis in four years but will be provided an additional year to complete their work if deemed necessary. Most of our Ph.D.'s are successfully launched into academic positions at premier mathematical institutions as well as in industry .

Chenyang Xu

Jill leclair.

• Contact Info

DEPARTMENT OF MATHEMATICS

Graduate Program: Welcome

Questions about the graduate program, dear prospective graduate student,.

Thank you for your interest in the Northwestern graduate program in mathematics. Our program aims to develop graduate students into productive research mathematicians. We offer the benefits of an internationally-renowned faculty together with the close-knit collegiality of a small department. Our extremely low student-faculty ratio, small class size, and close interactions among students and faculty allow us to give you individualized, expert attention that would be hard to find at a larger school.

Our department has research strength in many areas of mathematics, including (but not limited to!) algebra, algebraic topology, differential equations, probability, dynamical systems and ergodic theory, homotopy theory, mathematical physics, number theory and representation theory. Students with a particular interest in one of these fields, or with a general interest in mathematics, are likely to have their intellectual needs satisfied by our program. Students with a very specific mathematical interest not mentioned above should closely review the  research interests of our faculty .

A large majority of students who matriculate at Northwestern graduate with a Ph.D. in mathematics, and most graduates go on to postdoctorate research positions in academia. These students typically go on to careers in academia. As long as they remain in good standing, students receive stipend support and full health coverage from the department for this whole period, with fellowship support in the first and fifth year, and as a teaching assistant otherwise. The first year of graduate study is usually spent taking courses and preparing for the preliminary examination at the end of the year.

While there is no "typical" graduate-school application, students with excellent grades and recommendations from mathematicians who know them well have a clear advantage in the admissions process.

If you are thinking of applying, please review the  deadlines and other application policies.

Northwestern is set in a beautiful, tree-lined campus along the lake in Evanston, Illinois. The suburb of Evanston is a pleasant college town with nice walks, lakefront beaches, and plenty of cafes. At the same time, it is adjacent to the city of Chicago, and is connected to the city's cultural attractions by both subway (or "el") and commuter trains.

We look forward to your continued interest in our program.

The Director of Graduate Studies

• Mathematics

Mathematics Scholarships for International Students

Great News! Mathematics Scholarships for Bachelors, Masters, and PhD programs are regularly offered by universities abroad. If you are a student of Mathematics and are looking for a scholarship that can help you complete a higher education degree in Mathematics, you may apply for any of the scholarships listed here. Remember, these scholarships in Mathematics disciplines may require you to fulfils the admission criteria of the university. Mathematics is an excellent discipline to pursue for a bright career as it has incredible scope and the job industry for Mathematics is demanding more and more professionals. If you are seeking Mathematics undergraduate or postgraduate degree programs without IELTS requirement, it is recommended to apply to Chinese universities or European universities.

Flinders University International Postgraduate Research Scholarship (FIPRS) 2024 in Australia

• Partial Funding
• Flinders University
• Research, Masters, PhD
• All Subjects
• International Students

This is a Research, Masters, PhD scholarships for International Students at Flinders University, Australia. Students interested in All Subjects are advised to apply for Flinders University International Postgraduate Research Scholarship (FIPRS) 2024 in Australia.

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• Fully Funded
• Qassim University
• Engineering, Civil Engineering, Mechanical Engineering, Electrical Engineering, Renewable Energy Engineering
• Saudi Arabia

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• Germany Universities

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• New Zealand Universities
• Postgraduate, Research
• International Students, Domestic Students
• New Zealand

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• King Abdullah University of Science and Technology
• Masters, PhD

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• Undergraduate
• Domestic Students

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• HAN University of Applied Sciences
• Bachelor, Masters
• Netherlands

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• Offered by Western Union Foundation
• Short Training
• Team Management, Pitch, Go-To-Market, Foundation, Data & Metrics, Funding

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• Offered by IUCN Leaders Forum Changemakers
• Switzerland

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• Ca' Foscari University of Venice

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• Postgraduate

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• American University

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Ph.D. Program Overview

Description.

The graduate program in the field of mathematics at Cornell leads to the Ph.D. degree, which takes most students five to six years of graduate study to complete. One feature that makes the program at Cornell particularly attractive is the broad range of  interests of the faculty . The department has outstanding groups in the areas of algebra, algebraic geometry,  analysis, applied mathematics, combinatorics, dynamical systems, geometry, logic, Lie groups, number theory, probability, and topology. The field also maintains close ties with distinguished graduate programs in the fields of  applied mathematics ,  computer science ,  operations research , and  statistics .

Core Courses

A normal course load for a beginning graduate student is three courses per term. 

There are no qualifying exams, but the program requires that all students pass four courses to be selected from the six core courses. First-year students are allowed to place out of some (possibly, all) of the core courses. In order to place out of a course, students should contact the faculty member who is teaching the course during the current academic year, and that faculty member will make a decision. The minimum passing grade for the core courses is B-; no grade is assigned for placing out of a core course.

At least two core courses should be taken (or placed out) by the end of the first year. At least four core courses should be taken (or placed out) by the end of the second year (cumulative). These time requirements can be waived for students with health problems or other significant non-academic problems. They can be also waived for students who take time-consuming courses in another area (for example, CS) and who have strong support from a faculty; requests from such students should be made before the beginning of the spring semester. 

The core courses  are distributed among three main areas: analysis, algebra and topology/geometry. A student must pass at least one course from each group. All entering graduate students are encouraged to eventually take all six core courses with the option of an S/U grade for two of them. 

The six core courses are:

MATH 6110, Real Analysis

MATH 6120, Complex Analysis

MATH 6310, Algebra 1

MATH 6320, Algebra 2

MATH 6510, Introductory Algebraic Topology

MATH 6520, Differentiable Manifolds.

Students who are not ready to take some of the core courses may take MATH 4130-4140, Introduction to Analysis, and/or MATH 4330-4340, Introduction to Algebra, which are the honors versions of our core undergraduate courses.

"What is...?" Seminar

The "What Is...?" Seminar is a series of talks given by faculty in the graduate field of Mathematics. Speakers are selected by an organizing committee of graduate students. The goal of the seminar is to aid students in finding advisors.

Schedule for the "What Is...?" seminar

Special Committee

The Cornell Graduate School requires that every student selects a special committee (in particular, a thesis adviser, who is the chair or the committee) by the end of the third semester.

The emphasis in the Graduate School at Cornell is on individualized instruction and training for independent investigation. There are very few formal requirements and each student develops a program in conjunction with his or her special committee, which consists of three faculty members, some of which may be chosen from outside the field of mathematics. 

Entering students are not assigned special committees. Such students may contact any of the members on the Advising Committee if they have questions or need advice.

Current Advising Committee

Analysis / Probability / Dynamical Systems / Logic: Lionel Levine Geometry / Topology / Combinatorics: Kathryn Mann Probability / Statistics:  Philippe Sosoe Applied Mathematics Liaison: Richard Rand

Admission to Candidacy

To be admitted formally to candidacy for the Ph.D. degree, the student must pass the oral admission to candidacy examination or A exam. This must be completed before the beginning of the student's fourth year. Upon passing the A exam, the student will be awarded (at his/her request) an M.S. degree without thesis.

The admission to candidacy examination is given to determine if the student is “ready to begin work on a thesis.” The content and methods of examination are agreed on by the student and his/her special committee before the examination. The student must be prepared to answer questions on the proposed area of research, and to pass the exam, he/she must demonstrate expertise beyond just mastery of basic mathematics covered in the core graduate courses. 

To receive an advanced degree a student must fulfill the residence requirements of the Graduate School. One unit of residence is granted for successful completion of one semester of full-time study, as judged by the chair of the special committee. The Ph.D. program requires a minimum of six residence units. This is not a difficult requirement to satisfy since the program generally takes five to six years to complete. A student who has done graduate work at another institution may petition to transfer residence credit but may not receive more than two such credits.

The candidate must write a thesis that represents creative work and contains original results in that area. The research is carried on independently by the candidate under the supervision of the chairperson of the special committee. By the time of the oral admission to candidacy examination, the candidate should have selected as chairperson of the committee the faculty member who will supervise the research. When the thesis is completed, the student presents his/her results at the thesis defense or B Exam. All doctoral students take a Final Examination (the B Exam, which is the oral defense of the dissertation) upon completion of all requirements for the degree, no earlier than one month before completion of the minimum registration requirement.

Masters Degree in the Minor Field

Ph.D. students in the field of mathematics may earn a Special Master's of Science in Computer Science. Interested students must apply to the Graduate School using a form available for this purpose. To be eligible for this degree, the student must have a member representing the minor field on the special committee and pass the A-exam in the major field. The rules and the specific requirements for each master's program are explained on the referenced page.

Cornell will award at most one master's degree to any student. In particular, a student awarded a master's degree in a minor field will not be eligible for a master's degree in the major field.

Graduate Student Funding

Funding commitments made at the time of admission to the Ph.D. program are typically for a period of five years. Support in the sixth year is available by application, as needed. Support in the seventh year is only available by request from an advisor, and dependent on the availability of teaching lines. Following a policy from the Cornell Graduate School, students who require more than seven years to complete their degree shall not be funded as teaching assistants after the 14th semester.

Special Requests

Students who have special requests should first discuss them with their Ph.D. advisor (or with a field member with whom they work, if they don't have an advisor yet). If the advisor (or field faculty) supports the request, then it should be sent to the Director of Graduate Studies.  

Commission for Developing Countries

Graduate scholarships.

The CDC offers two scholarship schemes to support graduate studies, in a developing country, leading to an Master or PhD degree in the mathematical sciences.

Graduate Research Assistantships in Developing Countries (GRAID) Program.

The Program provides modest support for emerging research groups, working in a developing country listed in Priority 1 or 2 of the IMU Definition, making it possible for them to fund their most talented students to study full-time and pursue a Master or PhD graduate degree in mathematics. We invite applications from Teams consisting of a Principal Investigator plus his or her research group and an International Partner. The GRAID Program is funded by voluntary donations from mathematicians or mathematical institutions worldwide.

For further information click on the right side of this page.

IMU Breakout Graduate Fellowship Program  

Thanks to a generous donation by all the winners of the Breakthrough Prizes in Mathematics the International Mathematical Union, with the assistance of FIMU launched in 2016 a fellowship program to support postgraduate studies,   in a developing country, leading to a PhD degree in the mathematical sciences.The IMU Breakout Graduate Fellowships offer a limited number of grants for excellent students from developing countries.

Fariborz Maseeh Department of Mathematics + Statistics

MASEEH DEPARTMENT OF MATHEMATICS + STATISTICS

PhD Mathematics Education

The main objective of this program is to develop educators with an understanding of mathematics and its teaching and learning, and with the capabilities for research and professional practice in the field. 

This program provides a balance between mathematics and mathematics education in order to develop mathematics educators who can become: (i) Faculty members in mathematics departments or schools of education in universities, four year colleges, or community colleges; (ii) Curriculum specialists in mathematics, supervisors of mathematics at the middle school level or secondary school level, or mathematics specialists in state or local departments of education; (iii) Private sector specialists in mathematics education.

Where our doctoral program graduates are currently employed or were employed just after graduating.

Program Prerequisites

Candidates in this program must currently have (or complete during their program) a master's degree in mathematics equivalent to the MS/MA Mathematics degree or the MS in Mathematics for Teachers degree at Portland State University.

In addition to program prerequisites, applicants must meet the university's minimum admission requirements including English language proficiency .

Application Deadline

This program admits once per year for fall term only.  Applicants seeking financial support should apply by January 15th  for priority consideration. Applications will not be accepted after February 1.

Application Instructions

Cost and funding .

Refer to the University Student Finance web page for tuition and financial aid information.  

The department offers a limited number of Teaching Assistantships, Research Assistantships , Fellowships, and Scholarships.   Program applicants are able to indicate their interest in an assistantship as part of the online program application. 

Degree Requirements

Candidates must complete an approved program of 84 credit hours consisting of three major components: coursework, a research practicum experience, and dissertation research.

Coursework (54 credits)

Coursework must include a minimum of:

• 18 credit hours in Mathematics Education Research Courses (Mathematics 690 - 695)
• 18 credit hours of other 500-600 level mathematics courses
• 18 hours of graduate coursework in supporting areas outside of mathematics (such as curriculum and instruction, psychology, educational policy, science, computer science, philosophy, sociology, anthropology, etc.)

Research Practicum MTH 601 (3 credits)

The purpose of the research experience will be to provide candidates with an opportunity to use methodological techniques in mathematics education early on in their course of study. Prior to the dissertation, candidates will be expected to gain experience with the qualitative and quantitative approaches that are now used by many researchers and curriculum developers in mathematics education. Some examples of possible research practicum experiences are: case studies of students' learning documented over time, studies of teachers' practice in the mathematics classroom, documentation of teachers' beliefs about mathematics as they implement new curricula.

Dissertation Research MTH 603 (27 credits)

The PhD dissertation research will ordinarily be conducted under the guidance of a mathematics educator in the Fariborz Maseeh Department of Mathematics and Statistics. The dissertation is the most important part of a candidates program, and involves identifying and researching a significant problem which builds upon previous research, and which will make an original contribution to an area of research in mathematics education. Dissertation committees consisting of a mix of faculty with expertise in mathematics education, mathematics, curriculum and instruction, and other areas outside of mathematics education will be encouraged. After completing the comprehensive examinations, the chairperson and dissertation committee will be appointed. The student will develop a dissertation proposal which will be defended in an oral presentation to the committee. When the proposal has been approved by the committee, and if necessary by the University Human Subjects research Review committee, the student will be considered a candidate for the PhD in mathematics education. The dissertation must be completed according to the outlines of the proposal approved by the candidate's committee. Students must register for dissertation credit during each term they are engaged in dissertation research. Upon completion of doctoral thesis work, the candidate will defend the dissertation before the committee in an oral presentation that is open to other interested faculty and students. The student is expected to demonstrate knowledge of the research literature in mathematics education that relates to the particular problem chosen for research, and to show how the dissertation contributes to work in this area.

Demonstrated Competency Areas

Prior to completing their program, candidates in the Mathematics Education PhD program will be expected to demonstrate competency in the following 7 areas:

• mathematics education
• mathematics
• supporting content areas
• the use of technologies in teaching mathematics
• the application of mathematics education in an urban setting
• research in mathematics education

1. Mathematics Education

The competency in mathematics education can be met by successfully completing graduate coursework in mathematics education and the psychology of learning and by passing a written, comprehensive exam.

Coursework: Candidates must successfully complete the 6 graduate seminars in Mathematics Education (Math 690, 691, 692, 693, 694, and 695) and at least one course in the psychology of learning. 

Comprehensive Exam in Mathematics Education: Prior to being advanced to candidacy, students must pass and orally defend a written, comprehensive exam that covers the key developments and theoretical perspectives on the history of mathematics education, the teaching and learning of mathematics, and the development of curriculum in mathematics. The implications of this information for urban populations and settings will also be included. Students will have two weeks to compose their responses, which they will defend orally before an examination committee.  

2. Mathematics

Applicants to the Ph.D. in Mathematics Education are expected to have at least a master's degree in mathematics or a degree equivalent to the MS in Mathematics for Teachers (MS-MTCH) degree at Portland State University. The competency in mathematics can be met by successfully completing additional graduate-level course work in mathematics beyond the masters and by passing a written comprehensive exam.

Coursework: Candidates must complete an additional 18 graduate-level credits in mathematics beyond the masters (or the equivalent of the MS-MTCH degree at PSU) that together with their master's program reflects a sufficient breadth and depth of the topics in elementary calculus and analysis, linear and abstract algebra, geometry and topology, probability and statistics, and other applications

Comprehensive Exams in Mathematics: Prior to being advanced to candidacy, students must pass and orally defend a written comprehensive exam in mathematics that covers the big ideas of analysis, linear and abstract algebra, plus one of the following areas: probability, statistics, topology, geometry, or applied mathematics. Students will sit for the exam but will have the opportunity to defend their responses orally before an examination committee.

3. Supporting Content Areas

The competency in supporting content area(s) can be met by successfully completing 18 graduate credit hours in areas outside of mathematics such as, curriculum and instruction, psychology, educational policy, science, computer science, philosophy, sociology, anthropology, etc. Candidates will be expected to plan this portion of their program in consultation with their advisor so that the 18 credits forms a coherent supporting focus and includes at least one course in the psychology of learning.

4. Teaching

It is recommended that candidates in the PhD program acquire mathematics teaching experience at both the K-12 and the college level. At a minimum, candidates must demonstrate competency in teaching mathematics for at least one of these two levels.

5: The use of technologies in teaching mathematics

Students will be expected to acquire background and experiences in how students best learn mathematics within technologically enhanced learning environments either by working with students in K-12 classrooms or by teaching courses in the department that utilize technology (e.g., pre-calculus, calculus, linear algebra, or differential equations). The role of technology in mathematics education will be addressed throughout the doctoral program. In the seminar courses on teaching and learning (Math 693 and 694) and in the topics courses (Math 695) students will become versed in the research literature on technology in mathematics education.

The Fariborz Maseeh Department of Mathematics and Statistics also offers Math 588 "Technology for Teachers" which provides exposure to a variety of technologies including symbolic algebra manipulators (i.e., Maple, Mathematica, and Derive), graphing packages (Derive, various graphing calculators), and geometrical tools (Cabri geometry, Geometer's Sketchpad). In addition students are introduced to the various mathematics resources and information available on the World Wide Web. This course, or its equivalent, will be required of all participants in the program.

6. Applications of mathematics education in an urban setting

Portland State University and the Portland Metro area provide a "natural laboratory" for conducting research on the teaching and learning of mathematics within an urban setting. Moreover, integral to the mission of Portland State University is a commitment to work with community partners in the promotion of educational reform K-16. Candidates in the Ph.D. program will be expected to demonstrate competency in working with urban populations and settings either by providing service or conducting research with community partners.

7. Research in Mathematics Education

The competency in research in mathematics education can be met by successfully completing coursework in research in mathematics education, a research practicum project, and the doctoral dissertation.

Coursework: Students need to demonstrate experience with both quantitative and qualitative research methods which can be done through coursework and within the research practicum. Students must successfully complete Mathematics 692, Research Methodology and Research Design in Mathematics Education. Some students may also wish to take some additional coursework in research methodologies from outside areas.

In a doctoral program, the residency requirement can be satisfied in one of the follow ways:

• Three terms of full-time enrollment (minimum 9 graduate credits applicable to the degree program each term) during the first two years after admission to the program.  This may include one or more summer terms.
• Six terms of part-time enrollment (minimum 1 graduate credit applicable to the degree program each term) during the first two years after admission to the program.  This may include one or more summer terms.
• A doctoral student who was enrolled in the same major at PSU, and whose matriculation to the doctoral program immediately follows (within one calendar year) the master's degree program, may fulfill the residency requirement during the period in which the student was enrolled in the master's program

Student Handbook

For additional details please read the PhD in Mathematics Student Handbook and the general rules in the Graduate School section of the  University Bulletin .

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School of Engineering welcomes new faculty

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The School of Engineering welcomes 15 new faculty members across six of its academic departments. This new cohort of faculty members, who have either recently started their roles at MIT or will start within the next year, conduct research across a diverse range of disciplines.

Many of these new faculty specialize in research that intersects with multiple fields. In addition to positions in the School of Engineering, a number of these faculty have positions at other units across MIT. Faculty with appointments in the Department of Electrical Engineering and Computer Science (EECS) report into both the School of Engineering and the MIT Stephen A. Schwarzman College of Computing. This year, new faculty also have joint appointments between the School of Engineering and the School of Humanities, Arts, and Social Sciences and the School of Science.

“I am delighted to welcome this cohort of talented new faculty to the School of Engineering,” says Anantha Chandrakasan, chief innovation and strategy officer, dean of engineering, and Vannevar Bush Professor of Electrical Engineering and Computer Science. “I am particularly struck by the interdisciplinary approach many of these new faculty take in their research. They are working in areas that are poised to have tremendous impact. I look forward to seeing them grow as researchers and educators.”

The new engineering faculty include:

Stephen Bates joined the Department of Electrical Engineering and Computer Science as an assistant professor in September 2023. He is also a member of the Laboratory for Information and Decision Systems (LIDS). Bates uses data and AI for reliable decision-making in the presence of uncertainty. In particular, he develops tools for statistical inference with AI models, data impacted by strategic behavior, and settings with distribution shift. Bates also works on applications in life sciences and sustainability. He previously worked as a postdoc in the Statistics and EECS departments at the University of California at Berkeley (UC Berkeley). Bates received a BS in statistics and mathematics at Harvard University and a PhD from Stanford University.

Abigail Bodner joined the Department of EECS and Department of Earth, Atmospheric and Planetary Sciences as an assistant professor in January. She is also a member of the LIDS. Bodner’s research interests span climate, physical oceanography, geophysical fluid dynamics, and turbulence. Previously, she worked as a Simons Junior Fellow at the Courant Institute of Mathematical Sciences at New York University. Bodner received her BS in geophysics and mathematics and MS in geophysics from Tel Aviv University, and her SM in applied mathematics and PhD from Brown University.

Andreea Bobu ’17 will join the Department of Aeronautics and Astronautics as an assistant professor in July. Her research sits at the intersection of robotics, mathematical human modeling, and deep learning. Previously, she was a research scientist at the Boston Dynamics AI Institute, focusing on how robots and humans can efficiently arrive at shared representations of their tasks for more seamless and reliable interactions. Bobu earned a BS in computer science and engineering from MIT and a PhD in electrical engineering and computer science from UC Berkeley.

Suraj Cheema will join the Department of Materials Science and Engineering, with a joint appointment in the Department of EECS, as an assistant professor in July. His research explores atomic-scale engineering of electronic materials to tackle challenges related to energy consumption, storage, and generation, aiming for more sustainable microelectronics. This spans computing and energy technologies via integrated ferroelectric devices. He previously worked as a postdoc at UC Berkeley. Cheema earned a BS in applied physics and applied mathematics from Columbia University and a PhD in materials science and engineering from UC Berkeley.

Samantha Coday joins the Department of EECS as an assistant professor in July. She will also be a member of the MIT Research Laboratory of Electronics. Her research interests include ultra-dense power converters enabling renewable energy integration, hybrid electric aircraft and future space exploration. To enable high-performance converters for these critical applications her research focuses on the optimization, design, and control of hybrid switched-capacitor converters. Coday earned a BS in electrical engineering and mathematics from Southern Methodist University and an MS and a PhD in electrical engineering and computer science from UC Berkeley.

Mitchell Gordon will join the Department of EECS as an assistant professor in July. He will also be a member of the MIT Computer Science and Artificial Intelligence Laboratory. In his research, Gordon designs interactive systems and evaluation approaches that bridge principles of human-computer interaction with the realities of machine learning. He currently works as a postdoc at the University of Washington. Gordon received a BS from the University of Rochester, and MS and PhD from Stanford University, all in computer science.

Kaiming He joined the Department of EECS as an associate professor in February. He will also be a member of the MIT Computer Science and Artificial Intelligence Laboratory (CSAIL). His research interests cover a wide range of topics in computer vision and deep learning. He is currently focused on building computer models that can learn representations and develop intelligence from and for the complex world. Long term, he hopes to augment human intelligence with improved artificial intelligence. Before joining MIT, He was a research scientist at Facebook AI. He earned a BS from Tsinghua University and a PhD from the Chinese University of Hong Kong.

Anna Huang SM ’08 will join the departments of EECS and Music and Theater Arts as assistant professor in September. She will help develop graduate programming focused on music technology. Previously, she spent eight years with Magenta at Google Brain and DeepMind, spearheading efforts in generative modeling, reinforcement learning, and human-computer interaction to support human-AI partnerships in music-making. She is the creator of Music Transformer and Coconet (which powered the Bach Google Doodle). She was a judge and organizer for the AI Song Contest. Anna holds a Canada CIFAR AI Chair at Mila, a BM in music composition, and BS in computer science from the University of Southern California, an MS from the MIT Media Lab, and a PhD from Harvard University.

Yael Kalai PhD ’06 will join the Department of EECS as a professor in September. She is also a member of CSAIL. Her research interests include cryptography, the theory of computation, and security and privacy. Kalai currently focuses on both the theoretical and real-world applications of cryptography, including work on succinct and easily verifiable non-interactive proofs. She received her bachelor’s degree from the Hebrew University of Jerusalem, a master’s degree at the Weizmann Institute of Science, and a PhD from MIT.

Sendhil Mullainathan will join the departments of EECS and Economics as a professor in July. His research uses machine learning to understand complex problems in human behavior, social policy, and medicine. Previously, Mullainathan spent five years at MIT before joining the faculty at Harvard in 2004, and then the University of Chicago in 2018. He received his BA in computer science, mathematics, and economics from Cornell University and his PhD from Harvard University.

Alex Rives  will join the Department of EECS as an assistant professor in September, with a core membership in the Broad Institute of MIT and Harvard. In his research, Rives is focused on AI for scientific understanding, discovery, and design for biology. Rives worked with Meta as a New York University graduate student, where he founded and led the Evolutionary Scale Modeling team that developed large language models for proteins. Rives received his BS in philosophy and biology from Yale University and is completing his PhD in computer science at NYU.

Sungho Shin will join the Department of Chemical Engineering as an assistant professor in July. His research interests include control theory, optimization algorithms, high-performance computing, and their applications to decision-making in complex systems, such as energy infrastructures. Shin is a postdoc at the Mathematics and Computer Science Division at Argonne National Laboratory. He received a BS in mathematics and chemical engineering from Seoul National University and a PhD in chemical engineering from the University of Wisconsin-Madison.

Jessica Stark joined the Department of Biological Engineering as an assistant professor in January. In her research, Stark is developing technologies to realize the largely untapped potential of cell-surface sugars, called glycans, for immunological discovery and immunotherapy. Previously, Stark was an American Cancer Society postdoc at Stanford University. She earned a BS in chemical and biomolecular engineering from Cornell University and a PhD in chemical and biological engineering at Northwestern University.

Thomas John “T.J.” Wallin joined the Department of Materials Science and Engineering as an assistant professor in January. As a researcher, Wallin’s interests lay in advanced manufacturing of functional soft matter, with an emphasis on soft wearable technologies and their applications in human-computer interfaces. Previously, he was a research scientist at Meta’s Reality Labs Research working in their haptic interaction team. Wallin earned a BS in physics and chemistry from the College of William and Mary, and an MS and PhD in materials science and engineering from Cornell University.

Gioele Zardini joined the Department of Civil and Environmental Engineering as an assistant professor in September. He will also join LIDS and the Institute for Data, Systems, and Society. Driven by societal challenges, Zardini’s research interests include the co-design of sociotechnical systems, compositionality in engineering, applied category theory, decision and control, optimization, and game theory, with society-critical applications to intelligent transportation systems, autonomy, and complex networks and infrastructures. He received his BS, MS, and PhD in mechanical engineering with a focus on robotics, systems, and control from ETH Zurich, and spent time at MIT, Stanford University, and Motional.

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