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Philosophy (PhD)

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

Admission Liaison Mariam Matar

Department of Philosophy 6 East 16th Street, room 1015A New York, NY 10003 212.229.5707 x3078

Mailing Address 79 Fifth Ave, room 1015A New York, NY 10003

Chair James Dodd

Senior Secretary Despina Dontas

Student Advisors MA: Miranda Young PhD: Ben Olson

Philosophy Student Handbook

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The PhD in Philosophy is designed for students who have completed the Philosophy MA at The New School for Social Research or a comparable master's degree from another university.

The PhD provides maximum flexibility, enabling graduates to develop the highest level of competence in their chosen field of scholarly specialization.

• Degree Doctor of Philosophy (PhD)
• Credits 48 credits
• Format Full-time or part-time, on campus
• Start Term Fall

View current tuition and fees View fellowship and funding opportunities

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

PhD candidates must earn 18 credits in addition to the 30 credits taken in the Philosophy MA program, for a total of 48 credits. Transfer students who already have an MA in philosophy (or its equivalent) from another institution may be assigned credit for all or part of their previous graduate studies up to a maximum of 30 credits.

• Of the 48 total credits required to earn the PhD in Philosophy, a student must complete 42 credits in philosophy courses, and up to 6 credits in fields other than philosophy.
• Of the 42 philosophy credits, the student must earn at least 15 credits in philosophy seminars.

The Philosophy department does not require a specific program of courses. However, students who do not satisfy the core course requirements before receiving the MA must satisfy these requirements, including the required course in logic, subsequently.

A grade point average of at least 3.0 must be maintained both in philosophy courses and overall.  Foreign Language Requirement The candidate for the PhD must demonstrate a reading knowledge of a second language in addition to that required for the MA. The second language will be chosen from French, German, Greek, Latin, or (by petition) another language relevant to the student's dissertation.

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

Prospectus Seminar During their final year of course work, PhD students typically complete the year-long Prospectus Seminar.

PhD Qualifying Examinations Upon completion of all course requirements, PhD students proceed to PhD candidate status by passing the PhD qualifying examinations: the PhD Area Exam and two PhD Qualifying Papers.

The PhD Area Exam is a comprehensive exam completed after Prospectus that is designed to help students begin writing the dissertation. Students prepare for the exam by studying a list of texts that their supervisor and a second reader believe are necessary for the student to begin writing, which forms the basis of the exam questions.

The PhD Qualifying Papers are article-length essays that two faculty members have certified as publishable in form. The purpose of the Qualifying Papers is to give students experience with writing professionally in the discipline of philosophy.

Dissertation The written dissertation and its defense in front of a committee of four faculty members constitute the remaining requirements for the PhD.

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Philosophy (MA)

Program description.

Philosophy strives to answer the most fundamental questions about the world and our place in it. While people often implicitly assume answers to many of these questions, philosophy as a discipline seeks to identify and answer them through rigorous and informed inquiry and reasoning.

These questions have been pursued for thousands of years, in many different ways and in many different cultures, and the study of this rich history is itself part of the increasingly global discipline of philosophy. Its main branches include metaphysics (questions about the structure of reality); ethics (questions about the good, the right, and the virtuous); epistemology (questions about knowledge, truth, and inquiry); philosophy of mind (questions about cognition, consciousness, and emotion); philosophy of language (questions about meaning and its linguistic expression); and political philosophy (questions about justice, liberty, and the state). At the same time, no field of inquiry or endeavor is without its own most fundamental and therefore philosophical questions; hence, philosophy encompasses a wide range of interdisciplinary areas such as philosophy of science (including philosophies of physics, biology, cognitive science, and the social sciences); philosophy of mathematics; aesthetics; philosophy of law; and philosophy of religion. Many academic disciplines that are now well established as mature fields of inquiry in their own right began as branches of philosophy. Among philosophy’s most important tools is logic—another field of inquiry originated by philosophers.

Faculty in NYU’s internationally recognized Department of Philosophy are deeply engaged in developing new philosophical knowledge; in training graduate students to become the next generation of leaders in philosophy; and in preparing undergraduates for the many professional pursuits that benefit from critical thinking, analysis, and argumentation (including education, law, medicine, politics, business, computer science, and publishing) and for the kind of life deepened by awareness and reflection that is most worth living.

All applicants to the Graduate School of Arts and Science (GSAS) are required to submit the  general application requirements , which include:

• Academic Transcripts
• Test Scores  (if required)
• Applicant Statements
• Résumé or Curriculum Vitae
• Letters of Recommendation , and
• A non-refundable  application fee .

Program Requirements

The program requires the completion of 32 credits, of which at least 24 must be taken in the department.

Additional Program Requirements

Research paper.

Students must complete a substantial research paper of appropriate quality, which may be written either in connection with a seminar or under the supervision of a departmental adviser and which must receive a grade of B+ or better.

Sample Plan of Study

Learning outcomes.

Upon successful completion of the program, graduates will have acquired:

• The ability to conduct independent philosophical research, with emphasis on the ability to identify questions of philosophical significance, to master the philosophical literature surrounding a given question, and to analyze and critically assess that literature.
• The ability to make original contributions to the field, whether by advancing an ongoing contemporary debate or by enhancing our understanding of the history of philosophy.
• A proficiency in written communication, with emphasis on the ability to write high-quality, professional-level research papers.
• A proficiency in oral communication, with emphasis on the ability to discuss.

NYU Policies

Graduate school of arts and science policies.

University-wide policies can be found on the New York University Policy pages .

Academic Policies for the Graduate School of Arts and Science can be found on the Academic Policies page . 

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Philosophy Graduate Programs in New York

1-21 of 21 results

Cornell University School of Industrial and Labor Relations

Ithaca, NY •

Cornell University •

Graduate School

• • Rating 5 out of 5   1 review

Junior: The best school at Cornell. It truly is one major with infinite possibilities! Ives is a place of familiar faces, free cookies and home to the best career center on campus. Also, we all know ILR kids are the chillest, and the professors are the best. Let’s not forget about the Dean either, you don’t get any more amiable than him. ... Read 1 review

Cornell University ,

Graduate School ,

ITHACA, NY ,

1 Niche users give it an average review of 5 stars.

Featured Review: Junior says The best school at Cornell. It truly is one major with infinite possibilities! Ives is a place of familiar faces, free cookies and home to the best career center on campus. Also, we all know ILR kids... .

Read 1 reviews.

Institute for the Study of the Ancient World - New York University

New York, NY •

New York University •

New York University ,

NEW YORK, NY ,

Colgate University

Hamilton, NY •

HAMILTON, NY ,

Valparaiso University

Graduate School •

VALPARAISO, IN

• • Rating 4.7 out of 5   10

School of International Service

American University •

WASHINGTON, DC

• • Rating 4.5 out of 5   4

The New School for Social Research

The New School •

NEW YORK, NY

• • Rating 2.5 out of 5   2

College of Arts, Sciences, and Engineering - University of Rochester

Rochester, NY •

University of Rochester •

• • Rating 4 out of 5   2 reviews

Alum: The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can pick and choose what subfields to focus on, and all fields are offered. Amazing professors. In all my classes, I felt one professor was bad at teaching. All the others were very competent, and the best were extremely passionate about their class/field of research. ... Read 2 reviews

Blue checkmark.

University of Rochester ,

ROCHESTER, NY ,

2 Niche users give it an average review of 4 stars.

Featured Review: Alum says The Optics program is the toughest offered at the school. Optics grads do twice as much (60 credit hours instead of 30) class work as other degrees. You learn a ton! The field is so diverse you can... .

Read 2 reviews.

College of Arts and Sciences - Syracuse University

Syracuse, NY •

Syracuse University •

• • Rating 5 out of 5   2 reviews

Master's Student: The speech-language pathology program at Syracuse university is ranked very high among graduate programs in New York State. It is clear that the professors are very knowledgeable and provide students with the quality education needed to become excellent clinicians. The clinical faculty does an amazing job at supporting their students and allowing them to develop clinical skills for all types of speech and language disorders. This program does so much more than just providing students with education on the field of speech-language pathology. Students are constantly challenged to use complex skills like analytical thinking, collaborating with peers, and so much more. This program can be very demanding at times and requires students to put in a lot of work in the clinical and classroom settings. The main campus at Syracuse is very nice, however, the building for the speech program is nothing special. Almost all masters classes are in the same, small classroom with no windows. ... Read 2 reviews

Syracuse University ,

SYRACUSE, NY ,

2 Niche users give it an average review of 5 stars.

Featured Review: Master's Student says The speech-language pathology program at Syracuse university is ranked very high among graduate programs in New York State. It is clear that the professors are very knowledgeable and provide... This program can be very demanding at times and requires students to put in a lot of work in the clinical and classroom settings. The main campus at Syracuse is very nice, however, the building for... .

College of Arts and Sciences - University at Buffalo, SUNY

Buffalo, NY •

University at Buffalo, SUNY •

• • Rating 3 out of 5   2 reviews

Doctoral Student: All of the professors are very accommodating and want to help you succeed. They help you in any way they can and make sure you understand different topics before moving on to something different! ... Read 2 reviews

University at Buffalo, SUNY ,

BUFFALO, NY ,

2 Niche users give it an average review of 3 stars.

Featured Review: Doctoral Student says All of the professors are very accommodating and want to help you succeed. They help you in any way they can and make sure you understand different topics before moving on to something different! .

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Harpur College of Arts and Sciences

Binghamton, NY •

Binghamton University, SUNY •

• • Rating 4.25 out of 5   4 reviews

Master's Student: The coursework was fun. I learned things I had never heard about. The professors are very knowledgeable and also ready and willing to help the younger generation type of student. THis is a new breed that want to show the professor and class how much they know as much as they want to learn new things. ... Read 4 reviews

Binghamton University, SUNY ,

BINGHAMTON, NY ,

4 Niche users give it an average review of 4.3 stars.

Featured Review: Master's Student says The coursework was fun. I learned things I had never heard about. The professors are very knowledgeable and also ready and willing to help the younger generation type of student. THis is a new... .

Read 4 reviews.

Fordham University Graduate School of Arts and Sciences

Bronx, NY •

Fordham University •

• • Rating 4.5 out of 5   2 reviews

Niche User: Academics program at Fordham are not that much compatible as it seems the content is out dated and most of the time it is theoretical. ... Read 2 reviews

Fordham University ,

BRONX, NY ,

2 Niche users give it an average review of 4.5 stars.

Featured Review: Niche User says Academics program at Fordham are not that much compatible as it seems the content is out dated and most of the time it is theoretical. .

• • Rating 2.5 out of 5   2 reviews

The New School ,

2 Niche users give it an average review of 2.5 stars.

College of Arts and Sciences - Stony Brook University, SUNY

Stony Brook, NY •

Stony Brook University, SUNY •

• • Rating 3 out of 5   3 reviews

Doctoral Student: In the Physics Department, the classes are wide-ranging and generally well taught. They are challenging and require the amount of effort expected of a very good graduate education. However, the department is also somewhat behind the times in the assessment that is required for a PhD. You will spend two years jumping through hoops before beginning any real work for very little money. Many students wish to do research in String Theory, but there is little funding available and many students are admitted. Funding in most other areas of the department are adequate enough that most students are in the research area they wish to pursue. ... Read 3 reviews

Stony Brook University, SUNY ,

STONY BROOK, NY ,

3 Niche users give it an average review of 3 stars.

Featured Review: Doctoral Student says In the Physics Department, the classes are wide-ranging and generally well taught. They are challenging and require the amount of effort expected of a very good graduate education. However, the... Many students wish to do research in String Theory, but there is little funding available and many students are admitted. Funding in most other areas of the department are adequate enough that most... .

Read 3 reviews.

College of Arts and Sciences - University at Albany, SUNY

Albany, NY •

University at Albany, SUNY •

Doctoral Student: At University at Albany, I've received excellent support from my mentors and the freedom to explore my own interests within the scope of my lab's overall goals. In areas where I'm weakest, I've been pushed to reach new limits. My advisors recognize my strengths and interests and guide me to use them as the "ore" to "smith fine weapon." There's not much I can say about the graduate community (COVID-19). I am delighted to be a grad student at UAlbany. ... Read 2 reviews

University at Albany, SUNY ,

ALBANY, NY ,

Featured Review: Doctoral Student says At University at Albany, I've received excellent support from my mentors and the freedom to explore my own interests within the scope of my lab's overall goals. In areas where I'm weakest, I've been... There's not much I can say about the graduate community (COVID-19). I am delighted to be a grad student at UAlbany. .

CUNY Queens College School of Social Science

Queens, NY •

CUNY Queens College •

• • Rating 5 out of 5   3 reviews

Other: The major is very interesting and all the professors are very warm hearted, and knowledgeable about their areas of expertise. ... Read 3 reviews

CUNY Queens College ,

QUEENS, NY ,

3 Niche users give it an average review of 5 stars.

Featured Review: Other says The major is very interesting and all the professors are very warm hearted, and knowledgeable about their areas of expertise. .

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Columbia University Graduate School of Arts and Sciences

Columbia University •

Master's Student: It was a really great and flexible program that allowed me to explore my own interests without the restricting requirements getting in my way too much. Honestly a great major ... Read 3 reviews

Columbia University ,

Featured Review: Master's Student says It was a really great and flexible program that allowed me to explore my own interests without the restricting requirements getting in my way too much. Honestly a great major .

The CUNY School of Professional Studies

CUNY Graduate School & University Center •

• • Rating 4.5 out of 5   18 reviews

Master's Student: This program is notable for its rigorous curriculum and practical application of data science. It combines theoretical knowledge with real-world application, preparing students to face complex data challenges. Participating in hands-on projects with a tangible impact has been one of my most memorable experiences (machine learning to predict urban traffic patterns, demonstrating the power of data science to influence public policy). The faculty's commitment has provided me with invaluable mentorship, guiding me through the program's rigorous demands. However, the journey has not been without challenges. The coursework's intensity necessitated a steep learning curve, as well as changes in my study habits and time management strategies. While the program provides a solid foundation in data science, expanding its industry connections could provide students with more opportunities to participate in real-world projects and internships, enriching their academic experience. ... Read 18 reviews

CUNY Graduate School & University Center ,

18 Niche users give it an average review of 4.5 stars.

Featured Review: Master's Student says This program is notable for its rigorous curriculum and practical application of data science. It combines theoretical knowledge with real-world application, preparing students to face complex data... .

Read 18 reviews.

Graduate School of Basic Medical Sciences - New York Medical College

Valhalla, NY •

New York Medical College •

New York Medical College ,

VALHALLA, NY ,

St. Bernard's School of Theology & Ministry

Other: The admissions process is simple and classes are available online and in person if you’re local. Professors are helpful with feedback and leading us through the material no matter how difficult it may be. ... Read 3 reviews

Featured Review: Other says The admissions process is simple and classes are available online and in person if you’re local. Professors are helpful with feedback and leading us through the material no matter how difficult it... .

CUNY Queens College Aaron Copland School of Music

Other: Aaron Copland School of music has the best faculty and program. The quality of the education is extraordinarily high and you can experience virtually all areas of music field in one school. ... Read 1 review

Featured Review: Other says Aaron Copland School of music has the best faculty and program. The quality of the education is extraordinarily high and you can experience virtually all areas of music field in one school. .

CUNY Queens College Graduate School of Library and Information Studies

Master's Student: I really enjoyed the dual degree program I was in at Queens College. The professors were engaging and truly cared about the students. I appreciated the swift switch to online courses in the midst of the pandemic. There was some learning curves due to the online format but it wasn't terrible. The main concerns that I had with the program was the lack of communication between students and faculty. Students concerns were dealt with but not in an appropriate and reasonable timeframe. ... Read 2 reviews

Featured Review: Master's Student says I really enjoyed the dual degree program I was in at Queens College. The professors were engaging and truly cared about the students. I appreciated the swift switch to online courses in the midst of... The main concerns that I had with the program was the lack of communication between students and faculty. Students concerns were dealt with but not in an appropriate and reasonable timeframe. .

CUNY Queens College School of Business

Cuny queens college school of earth and environmental sciences, glasgow caledonian new york college.

School of Arts, Sciences and Education - D'Youville

D'Youville University •

BUFFALO, NY

SUNY Plattsburgh School of Education, Health, and Human Services

SUNY Plattsburgh •

PLATTSBURGH, NY

• • Rating 3 out of 5   1

College of Liberal and Creative Arts - San Francisco State University

San Francisco State University •

SAN FRANCISCO, CA

Showing results 1 through 21 of 21

Graduate School of Biomedical Sciences (GSBMS)

About gsbms, gsbms academics degrees & programs master of science accelerated interdisciplinary biomedical sciences interdisciplinary biomedical sciences clinical laboratory sciences program dental linker program biomedical science & management program doctor of philosophy integrated phd program biochemistry & molecular biology cell biology microbiology & immunology pathology pharmacology physiology m.d./ph.d. program gsbms catalog gsbms student outcome data gsbms affiliated sites elearning, admissions & financial aid, guaranteed interview agreements, academic calendar, registration, student life, career planning, gsbms alumni profiles, academic regulations, doctor of philosophy.

Doctor of Philosophy and IPP Program

The Ph.D. degree is the highest academic degree granted by American universities. It is a research degree, in contrast to "professional" degrees such as M.D., Ed.D., or J.D. It is awarded to individuals who demonstrate both a mastery of the current knowledge in the discipline of study and also the ability to employ state-of-the-art techniques to advance the knowledge in that field.

Some interesting facts about the Graduate School’s Ph.D. program:

• It is designed to prepare graduates for careers as independent researchers or as leaders in academia, industry, or government.
• It requires 30-37 didactic course credits plus ongoing research training.
• Students must pass a comprehensive qualifying exam before advancing to the dissertation phase of the program.
• Each successful Ph.D. candidate must undertake and complete original laboratory research under the guidance of a graduate faculty mentor, and write and defend a doctoral dissertation based on this work.
• The program may be completed in as few as four years, although typical completion time is five to six years.
• 61% of our Ph.D. candidates are women.
• 24% of our Ph.D. candidates have self-reported as part of a group currently underrepresented in the sciences. 

Students enter via our  Integrated Ph.D. Program (IPP) , which does not require a declaration of a major until the second year of study. NYMC students may enter with  advanced standing  following the completion of one of the Graduate School’s Master’s programs. In addition, highly motivated and talented students from NYMC’s School of Medicine may be admitted to the dual-degree M.D./Ph.D. program.

Ph.D. degrees are awarded in six disciplines:

• Biochemistry and Molecular Biology
• Cell Biology
• Microbiology and Immunology
• Pharmacology

Ph.D. Degree Requirements

The degree of Doctor of Philosophy is awarded after the satisfactory completion of certain minimum requirements specified by the Graduate School. Each program has specific requirements for course work and examinations and are described in the individual program sections. The general degree requirements of the Graduate School of Biomedical Sciences are outlined below.  

Didactic credits  are earned in courses in which a formal evaluation mechanism (examination, graded term paper, etc.) allows assignment of a letter grade. Lecture-based courses usually fall into this category, as do certain independent study courses such as directed readings or tutorial courses.

Pass/Fail  courses are graded solely on the basis of the student's effort or participation and/or subjective evaluation by the faculty. Journal clubs, seminar courses, and research rotations are usually graded on a pass/fail basis.

Elective credit requirements in all programs may only be met by didactic (letter-graded) courses unless specified otherwise. Programs may further restrict fulfillment of the elective credit requirement to advanced courses or courses in only certain topical areas or disciplines.

Students with prior credit in graduate courses that are equivalent in topic coverage to specific program requirements may petition a waiver of those specific requirements. If the request is granted by the program director and approved by the dean, the waived credits must be replaced by an equal number of didactic credits by transfer or in residence.

An overall Grade Point Average (GPA) of 3.00 or better is required before a degree can be awarded. In some programs, there are additional minimal GPA standards, such as requiring a GPA of 3.00 or better in specific core courses. Although C is a passing grade, programs may require a higher minimum acceptable grade in certain courses in order for those credits to be used to fulfill program requirements.

Qualifying Examination

The student is expected to take the Qualifying Exam at the end of the second year. Please refer to the PhD Qualifying Examination Policy for specific details about the format, etc.

The student is considered a doctoral candidate when he or she has passed the Qualifying Examination, has earned at least 32 didactic (letter-graded) credits including all the required courses, and has been recommended for candidacy by the program faculty. M.D./Ph.D. students are eligible for candidacy under the same conditions except that the credit requirement consists only of the required graduate courses. 

Dissertation Committee

Students must choose a thesis and form a dissertation committee within a year after candidacy. Please consult the PhD Advisory Committee Policy for the composition of the committee. The student should present a dissertation research proposal to this committee within 3 months upon formation of the committee. Subsequent committee meetings can be requested by the thesis advisor, committee chairperson, or the student. A written progress report should be presented to the committee at least once each year. Upon approval of the committee, the student may write the dissertation and defend it before the committee and the department.

NOTICE OF NONDISCRIMINATORY POLICY AS TO STUDENTS The New York Medical College admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the college. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies, scholarship and loan programs, and athletic and other school-administered programs. See full non-discrimination statement with contact info .

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Funding Packages for Full-Time PhD Students

If you are accepted as a full-time NYU Steinhardt PhD student, you are eligible for our generous funding package, which includes a stipend, scholarship, and healthcare coverage. Information is below and on our doctoral funding website. 

Funding Opportunities

The Steinhardt Fellowship Program

The standard Steinhardt Fellowship package includes an annual stipend, tuition remission for required course work, and student health insurance through your fifth year. The fellowship is reserved for full-time doctoral students. The 2024-2025 stipend is $33,867. Complete details are provided with each offer of admission.

Research Assistantships

Some doctoral students may be appointed to a Research Assistantship. Research Assistants are funded by external grants and work with a principal investigator on a funded research project. Unlike Steinhardt Fellows, Research Assistants agree to work 20 hours per week on an ongoing research project, typically with a team of faculty and other students. Research Assistants may not perform additional work assignments such as teaching or grading.

For the duration of the assistantship, Research Assistants receive funding that includes a stipend, tuition remission for required course work, and student health insurance.

Other Expenses to Consider

Beyond what is covered by your Steinhardt Fellowship or Research Assistantship, you may have additional expenses that you should keep in mind as you plan your budget. These may include, but are not limited to:

• Late registration fees
• Tuition for undergraduate courses
• Tuition for graduate courses not applicable to your degree
• Tuition for courses in excess of the total point requirement for your degree
• Tuition for courses completed after the end of the fifth year
• Tuition for courses and fees used to maintain official enrollment for study leading to a degree after the end of the fifth year; see doctoral student policies for more information
• Student health insurance for students beyond the fifth year (note that students who are employed by NYU, such as Research Assistants or Adjunct Instructors, may receive health insurance as an employee benefit)

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Three CUNY Educators Win 2024 Guggenheim Fellowships

April 17, 2024

Art Historian, Interdisciplinary Artist and Philosophy Scholar Win Prominent Prize

Three women from CUNY’s faculty have won prestigious Guggenheim Fellowships in recognition of their groundbreaking contributions to the arts and humanities. This year’s CUNY Guggenheim fellows are interdisciplinary artist  Bang-Guel Han  and philosophy scholar  Barbara Montero , both of the College of Staten Island, and art historian  Claire Bishop , of the CUNY Graduate Center.

“We congratulate Professors Han, Bishop and Montero for their selection as recipients of the highly coveted Guggenheim Fellowship,”  said CUNY Chancellor Félix V. Matos Rodríguez. “Not only are they dynamic changemakers producing innovative, influential work in their respective fields, they are also devoted faculty members who educate and inspire the next generation of scholars.”

Now in its 99th year, the John Simon Guggenheim Memorial Foundation this year selected 188 fellows in 52 disciplines from nearly 3,000 applicants. Scholars are honored for work in the social and natural sciences, the humanities and the creative arts, and each recipient receives a stipend to pursue independent work at the highest level under “the freest possible conditions.” Prior recipients include James Baldwin, Rachel Carson and Martha Graham. See the  full list of 2024 Fellows .

Examining Politics, Social Constructs

Han, an associate professor at the College of Staten Island, is an interdisciplinary artist working across video, performance and code. Through her work, she examines the sociopolitical and cultural dimensions of body and language in relation to social structures, representational systems and understandings of self.

“The list of recipients contains so many amazing people – I feel humbled to be in the same company,” Han said, adding that she feels “elated and honored.”

As a Guggenheim Fellow, Han will be working on a new interdisciplinary art project consisting of an experimental tapestry, electronic sculpture and live events in the form of public panel discussions.

Han was born and raised in Seoul and has been based in the United States since 2003. Her work has been shown in The Bronx Museum of the Arts, the Queens Museum, DOOSAN Gallery New York, SangSangMadang in Seoul and Centro Internazionale per l’Arte Contemporanea in Rome.

In her artist statement, Han said that her art practice “critically engages with manifestations of activities often associated with the feminine: talking about emotions, confessions, eavesdropping and gossiping. I’m interested in text as sites of disclosure and declaration that blur and complicate the distinction between public and private.”

Exploring the Mind-Body Problem

Montero is a philosophy professor at the College of Staten Island and the University of Notre Dame. Her experience as a former professional ballet dancer helps inform her research, which is focused on two very different notions of the body: as the physical or material basis of everything, and as the moving, breathing, flesh and blood instrument that we use when we run, walk or dance.

“I feel ecstatic that my work was recognized as worthy of support,” Montero said.

Her Guggenheim project will involve writing a draft of a book to be titled “Things That Matter: Actual-World Metaphysics and the Mind-Body Problem,” which is currently under contract with Oxford University Press. The book will explore what philosophy can teach readers about both themselves and the world they inhabit. “My goal is to methodically complete a full draft. After that’s done, it’s pure pleasure for me,” Montero said.

Montero has won fellowships and awards including the National Endowment for the Humanities Research Fellowship and the American Council of Learned Societies Charles Ryskamp Research Fellowship. She was nominated by Oxford University Press for the Susanne M. Glasscock Humanities Book Prize for Interdisciplinary Scholarship, an award for which publishers are permitted to submit only one book per round.

Critic and Contrarian 

Bishop, a prolific scholar and contemporary art critic, is known for her original and sometimes contrarian views and interpretations. Her book “Artificial Hells: Participatory Art and the Politics of Spectatorship,” for which she won the 2013 Frank Jewett Mather award, calls for art that engages and challenges its audience in a more intentionally assertive manner.

“So many great scholars have been Guggenheim Fellows, and there are so many I admire on the list of fellows this year. It’s terrific to be in that company,” Bishop said. “It’s also public recognition of a more contemporary and interdisciplinary way of writing.”

Her forthcoming book, “Disordered Attention: How We Look at Art and Performance Today,” due in June from Verso Books, includes four essays about changing patterns of attention in contemporary art and performance since the early 1990s. Her essays and books have been translated into 20 languages. A professor at the CUNY Graduate Center since 2008, she has taught courses on a variety of topics, such as exhibition history, museums of contemporary art, dance and performance, histories of art education and attention and technology.

“Art history can be a very niche bubble, while the media oversimplifies,” she said, speaking of her plans for the Guggenheim. “I’d like to help bring some accessibility to the former and some complexity to the latter.”

Read the full announcement from the  CUNY Graduate Center .

The City University of New York  is the nation’s largest urban public university, a transformative engine of social mobility that is a critical component of the lifeblood of New York City. Founded in 1847 as the nation’s first free public institution of higher education, CUNY today has seven community colleges, 11 senior colleges and seven graduate or professional institutions spread across New York City’s five boroughs, serving more than 225,000 undergraduate and graduate students and awarding 50,000 degrees each year. CUNY’s mix of quality and affordability propels almost six times as many low-income students into the middle class and beyond as all the Ivy League colleges combined. More than 80 percent of the University’s graduates stay in New York, contributing to all aspects of the city’s economic, civic and cultural life and diversifying the city’s workforce in every sector. CUNY’s graduates and faculty have received many prestigious honors, including 13 Nobel Prizes and 26 MacArthur “Genius” Grants. The University’s historic mission continues to this day: provide a first-rate public education to all students, regardless of means or background. To learn more about CUNY, visit  https://www.cuny.edu .

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COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

Graduate Assistant for Student Life

• University Life
• Morningside
• Opening on: Apr 22 2024
• Job Type: Officer of Administration
• Regular/Temporary: Temporary
• End Date if Temporary: 5/30/2024
• Salary Range: $23 - 23/per hour

Position Summary

University Life was created to develop and enhance the student experience at Columbia University. Working in collaboration with students, faculty, and staff, University Life focuses on enhancing the student experience by strengthening resources, policies, and conversations, and building community outside of the classroom. Our efforts all connect to core values for the Columbia community: 

• Inclusion and belonging
• Health and well-being
• Sexual Respect
• Community Citizenship

University Life is a central division that works with Columbia’s 17 schools and colleges and serves as a student life hub. We are committed to promoting a diverse and inclusive campus culture where students can thrive in all dimensions of their lives. We focus on connecting students to each other, to the broader University and surrounding community, and to opportunities beyond their schools. 

Reporting to the Assistant Director of Student Life, the Graduate Assistant will support the wide-ranging inclusion and belonging efforts within University Life. 

Responsibilities

Working closely with University Life’s Student Life team and other members of the University Life office, the Graduate Assistant will work on several key projects (and other duties as assigned). The office hires a number of graduate students and will assign focus areas of either student activities or inclusion and belonging based on skills and interests:

Student Events - Staff and plan major events hosted by University Life such as Awakening Our Democracy, signature events, and support full-time staff on University Life Events Council advisement and programming. 

Inclusion & Belonging - Assist in programming and initiatives that focus on themes of inclusion and belonging such as the Campus Conversations, The Graduate Initiative, the Social Justice Mini-Grant Program, Success Workshops and various committees.

Well-Being / Sexual Respect Programming - Support and manage Wellbeing Days and Study Breaks; support programs under the Sexual Respect and Community Citizenship Initiative.

University Life Ambassador Program - Support full-time staff with training, engaging, and managing University Life Ambassadors.

Club/Student Advising - Serve as direct advisor for various identity, cultural and religious student groups housed under the Inter-School Governing Board (IGB).

Orientation and Welcome Home Columbia - Support in school orientations and resource fairs, and plan and support other Welcome Home Columbia programming.

Marketing & Media - Create promotional flyers, and event descriptions, and work closely with the communications team within the office.

Minimum Qualifications

• Graduate assistants will be paid $23/hour for approximately 20 hours per week throughout the academic year. 
• The Assistantship will run from August 2024 through May 2025, with the possible opportunity to start earlier and/or extend to the summer and the following year.
• Candidates must be in good academic and disciplinary standing with the University.
• Ideal candidates will have experience and interest in student affairs and student development and are ready to join a fast-paced office environment.
• Applicants must be currently enrolled graduate students in the New York area.
• Graduate assistants will also work on many other projects on a rolling basis and we are looking for candidates that are flexible, creative and have the ability to work both independently and in groups.
• Hybrid work is possible based on office needs and GA availability. 

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

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Florida man dies after setting himself on fire outside Donald Trump's trial

A Florida man has died after setting himself on fire Friday outside the downtown Manhattan courthouse where Donald Trump is on trial on 34 counts of falsifying business records, according to officials.

Officials said Maxwell Azzarello from St. Augustine, Florida, walked into the park across from the courthouse, threw the pamphlets down and set himself ablaze.

Police and the fire department were called to the scene shortly after 1:30 p.m. Bystanders tried to help put out the fire with their coats and a fire extinguisher. Azzarello was transported to the NY Presbyterian-Weill Cornell Hospital burn unit.

Shortly before 11 p.m., hospital staff pronounced him dead, police Detective Sophia Mason told USA TODAY.

Donald Trump trial live updates: Latest from gag order arguments, David Pecker testimony

Police called Maxwell Azzarello a conspiracy theorist

NYPD Chief of Detectives Joseph E. Kenny said police believe Azzarello came to New York from Florida sometime after April 13, but his family did not know he was there.

Kenny also called the man a conspiracy theorist based on the pamphlets he dropped and an online post related to the incident.

"The pamphlets seem to be propaganda-based, almost like a conspiracy theory type of pamphlet, some information in regards to Ponzi schemes, and the fact that some of our local educational institutes are fronts for the Mob, so a little bit of conspiracy theory going on there," Kenny said.

In a Substack post believed written by Azzarello, he said the incident was "an extreme act of protest."

He said he was an investigative researcher and delved into theories on cryptocurrency, the Silicon Valley Bank failure and various educational institutions.

"To my friends and family, witnesses and first responders, I deeply apologize for inflicting this pain upon you," the post reads. "But I assure you it is a drop in the bucket compared to what our government intends to inflict."

'Oh, I think I'm gonna see something bad here': Witnesses recount charred face

An Upper West Side resident who asked to be identified only by his first name, Dave, told USA TODAY he was walking by when he heard pamphlets fall to the ground.

"He had a can, and he poured fluid all over himself, at which point I said, 'Oh I think I'm gonna see something bad here,'" he said. "And sure enough, he pulled out a lighter, I think a lighter, and set himself on fire."

Julie Berman said she saw the man being taken away on a stretcher.

"His face was completely black," she said.

Hush money trial live updates: Donald Trump hush money trial Jury selection complete

Fire broke out near media on scene for Trump hush money trial

Footage from the scene posted by a Politico reporter shows a person engulfed in flames near where multiple camera crews were set up. CNN reporters said they saw the incident live on air.

Deputy Police Commissioner Tarik Sheppard told reporters Azzarello did not cross the security perimeter outside the courthouse where Trump's trial is being held.

“There was no security breach here,” Sheppard said.

Shortly after the incident, Sheppard said, he requested a bomb squad search of area for secondary devices and weapons. As of the time of the news conference, he said, no devices had been found.

Fire Commissioner Laura Kavanagh said three police officers and one court officer suffered minor injuries from the fire.

Authorities were determining whether to ramp up security around the courthouse in light of the incident but have not made a firm decision yet. 

"We'll be continuing with the search of this area. And as far as your question about enhanced security procedures, we're going to ... look into this," Sheppard said. "We may have to shut this area down. We're going to have a conversation."

Trial participants were aware of what happened outside the courthouse.

Contributing: Bart Jansen

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Some Jewish Students Are Targeted as Protests Continue at Columbia

After reports of harassment by demonstrators, some Jewish students said they felt unsafe. Others said they felt safe, while condemning antisemitism.

• Share full article

By Luis Ferré-Sadurní ,  Colbi Edmonds and Liset Cruz

• April 21, 2024

Days after Columbia University’s president told Congress that she would work to tamp down antisemitism, some pro-Palestinian demonstrations on and around campus veered into the harassment of Jewish students, drawing the attention of the police and the concern of a number of Jewish students.

Over the weekend, the student-led demonstrations on campus attracted separate, more agitated protests by demonstrators who seemed to be unaffiliated with the university just outside Columbia’s gated campus in Upper Manhattan, which was closed to the public because of the protests.

Those demonstrations took a dark turn on Saturday evening, as protesters targeted some Jewish students with antisemitic vitriol that was captured in video and pictures, both inside and outside the campus. The verbal attacks left a number of the 5,000 Jewish students at Columbia fearful for their safety on the campus and its vicinity, and even drew condemnation from the White House and Mayor Eric Adams of New York City.

“While every American has the right to peaceful protest, calls for violence and physical intimidation targeting Jewish students and the Jewish community are blatantly antisemitic, unconscionable and dangerous,” Andrew Bates, a spokesman for the White House, said in a statement.

On Monday, the university’s president, Nemat Shafik, who goes by Minouche, called for classes to be taught virtually, saying that “over the past days, there have been too many examples of intimidating and harassing behavior on our campus.”

Student protesters have erected a sprawling encampment on one of the campus lawns. They have draped tents and the grass with Palestinian flags and protest signs, and the encampment has been surrounded with piles of supplies.

Protesters and counterprotesters have occasionally faced off, and there have been several moments in which demonstrators have yelled intimidating phrases. In one instance, video captured a person holding up a sign that said, “Al-Qasam’s Next Targets,” referring to Hamas’s armed faction, near several Jewish counterprotesters. Mr. Adams said the police had already increased its presence near the campus and would investigate any potential violations of the law.

Still, some Jewish students who are supporting the pro-Palestinian demonstrations on campus said they felt solidarity, not a sense of danger, even as they denounced the acts of antisemitism.

“There’s so many young Jewish people who are like a vital part” of the protests, said Grant Miner, a Jewish graduate student at Columbia who is part of a student coalition calling on Columbia to divest from companies connected to Israel.

And in a statement, that group said, “We are frustrated by media distractions focusing on inflammatory individuals who do not represent us” and added that the group’s members “firmly reject any form of hate or bigotry.”

Reports of antisemitic harassment by protesters surfaced on social media late Saturday. A video posted on X shows a masked protester outside the Columbia gates carrying a Palestinian flag who appears to chant “Go back to Poland!” One Columbia student wrote on social media that some protesters had stolen an Israeli flag from students and tried to burn it, adding that Jewish students were splashed with water.

Chabad at Columbia University, a chapter of an international Orthodox Jewish movement, said in a statement that some protesters had hurled expletives at Jewish students as they walked home from campus over the weekend, and had said to them, “All you do is colonize” and “Go back to Europe.”

“We are horrified and worried about physical safety” on campus, said the statement, adding that the organization had hired additional armed guards to chaperone students walking home from Chabad.

Eliana Goldin, a junior at Columbia who is the co-chairwoman of Aryeh, a pro-Israel student organization, said she did not “feel safe anymore” on campus. Ms. Goldin, who is out of town for Passover, said campus had become “super overwhelming,” with loud protests disrupting class and even sleep.

In a statement, Samantha Slater, a Columbia spokeswoman, said that the university was committed to ensuring the safety of its students.

“Columbia students have the right to protest, but they are not allowed to disrupt campus life or harass and intimidate fellow students and members of our community,” said the statement. “We are acting on concerns we are hearing from our Jewish students and are providing additional support and resources to ensure that our community remains safe.”

The upheaval on and around the Columbia campus this week marked the latest fallout from the testimony that Dr. Shafik gave at a congressional hearing on antisemitism on Wednesday.

Dr. Shafik vowed to forcefully crack down on antisemitism on campus, in part by disciplining professors and student protesters who used language she said could be antisemitic, such as contested phrases like “from the river to the sea.” Her testimony, meant as an assertive display of Columbia’s actions to combat antisemitism, angered supporters of academic freedom and emboldened a group of protesting students who had erected an encampment of about 50 tents on a main lawn in the campus this week.

University officials said the tents violated the school’s policies and called in the New York Police Department on Thursday, leading to the arrests of more than 100 Columbia University and Barnard College students who refused to leave. But the police involvement only fueled the uproar. Students pressed on with their “Gaza Solidarity Encampment,” sleeping in the cold without tents on a neighboring lawn, and some began to erect tents again on Sunday, without Columbia’s permission.

Students who support the protesters say there is a wide range of opinion among Jewish students at Columbia. “To say that it’s unsafe for Jewish people, to me, indicates that you’re only speaking about a certain portion of Jewish people,” Mr. Miner, 27, said at the university on Sunday.

“We are totally opposed to any sort of antisemitic speech,” he added. “We are here to, you know, stand in solidarity with Palestine. And we refuse — our Jewish members refuse — to equate that with antisemitism.”

Makayla Gubbay, a junior studying human rights at Columbia, said that as a Jewish student, she has mostly been concerned for the safety of her peers protesting for Palestinians.

Ms. Gubbay said that throughout the past six months her friends — particularly those who are Palestinian and other students who are Muslim — have been injured by the police and censored for their activism. Though she was not involved in the organizing of the encampment, she went there for the Sabbath on Friday, attended a speech given by a participant in Columbia’s intense 1968 protest and brought hot tea for friends.

“There’s been a lot of amazing solidarity in terms of other students coming on campus, hosting Shabbats, hosting screenings, having faculty give speeches,” Ms. Gubbay said.

Columbia officials have previously said there have been several antisemitic incidents on campus, including one physical attack in October — the assault of a 24-year-old Columbia student who was hanging fliers a few days after the Hamas attacks on Israel in October.

While many Jewish students had left campus to celebrate Passover, which begins on Monday evening, the rising tensions led at least one rabbi on campus to suggest that the Ivy League school was no longer safe and that Jewish students should leave.

Elie Buechler, an Orthodox rabbi who works at Columbia, sent a WhatsApp message to a group of more than 290 Jewish students on Sunday morning saying that campus and city police had failed to guarantee the safety of Jewish students “in the face of extreme antisemitism and anarchy.” He recommended that students return home “until the reality in and around campus has dramatically improved.”

“It is not our job as Jews to ensure our own safety on campus,” wrote Rabbi Buechler, the director of the Orthodox Union’s Jewish Learning Initiative on Campus at Columbia University and Barnard College. “No one should have to endure this level of hatred, let alone at school.”

Citing Passover preparations, Rabbi Buechler declined to be interviewed, but he said that his message was meant as a personal statement and did not reflect the views of the university or Hillel, the Jewish organization on campus.

Indeed, in an apparent response, Hillel issued a statement on Sunday afternoon saying that the organization did not believe that Jewish students should leave Columbia, but it pressed the university and the city to step up safety measures.

“We call on the university administration to act immediately in restoring calm to campus,” Brian Cohen, the group’s executive director, wrote. “The city must ensure that students can walk up and down Broadway and Amsterdam without fear of harassment,” he added, referring to the avenues that run alongside the Upper West Side campus.

Noah Levine, 20, a sophomore at Columbia and an organizer with Jewish Voice for Peace, said they found the rabbi’s comments “deeply offensive.”

“I’m a Jewish student who has been in this encampment since its inception,” they said. “I’m also a student who has been organizing in this community with these people since October, and even before that, and I believe in my heart that this is not about antisemitism.”

But Xavier Westergaard, a Ph.D. student in biology, said the mood for Jewish students was “very dire.”

“There are students on campus who are yelling horrible things, not about Israelis only or about the actions of the state or the government, but about Jews in general,” he said.

Sharon Otterman contributed reporting.

Luis Ferré-Sadurní covers immigration, focused on the influx of migrants arriving in the New York region. More about Luis Ferré-Sadurní

Colbi Edmonds writes about the environment, education and infrastructure. More about Colbi Edmonds