phd in mathematics funding

• Doing a PhD in Mathematics
• Doing a PhD

What Does a PhD in Maths Involve?

Maths is a vast subject, both in breadth and in depth. As such, there’s a significant number of different areas you can research as a math student. These areas usually fall into one of three categories: pure mathematics, applied mathematics or statistics. Some examples of topics you can research are:

• Number theory
• Numerical analysis
• String theory
• Random matrix theory
• Graph theory
• Quantum mechanics
• Statistical forecasting
• Matroid theory
• Control theory

Besides this, because maths focuses on addressing interdisciplinary real-world problems, you may work and collaborate with other STEM researchers. For example, your research topic may relate to:

• Biomechanics and transport processes
• Evidence-based medicine
• Fluid dynamics
• Financial mathematics
• Machine learning
• Theoretical and Computational Optimisation

What you do day-to-day will largely depend on your specific research topic. However, you’ll likely:

• Continually read literature – This will be to help develop your knowledge and identify current gaps in the overall body of knowledge surrounding your research topic.
• Undertake research specific to your topic – This can include defining ideas, proving theorems and identifying relationships between models.
• Collect and analyse data – This could comprise developing computational models, running simulations and interpreting forecasts etc.
• Liaise with others – This could take many forms. For example, you may work shoulder-to-shoulder with individuals from different disciplines supporting your research, e.g. Computer scientists for machine learning-based projects. Alternatively, you may need frequent input from those who supplied the data for your research, e.g. Financial institutions or biological research colleagues.
• Attend a wide range of lectures, seminars and events.

Browse PhD Opportunities in Mathematics

Application of artificial intelligence to multiphysics problems in materials design, study of the human-vehicle interactions by a high-end dynamic driving simulator, physical layer algorithm design in 6g non-terrestrial communications, machine learning for autonomous robot exploration, detecting subtle but clinically significant cognitive change in an ageing population, how long does it take to get a phd in maths.

The average programme duration for a mathematics PhD in the UK is 3 to 4 years for a full-time studying. Although not all universities offer part-time maths PhD programmes, those that do have a typical programme duration of 5 to 7 years.

Again, although the exact arrangement will depend on the university, most maths doctorates will require you to first register for an MPhil . At the end of your first year, your supervisor will assess your progress to decide whether you should be registered for a PhD.

Additional Learning Modules

Some Mathematics departments will require you to enrol on to taught modules as part of your programme. These are to help improve your knowledge and understanding of broader subjects within your field, for example, Fourier Analysis, Differential Geometry and Riemann Surfaces. Even if taught modules aren’t compulsory in several universities, your supervisor will still encourage you to attend them for your development.

Most UK universities will also have access to specialised mathematical training courses. The most common of these include Pure Mathematics courses hosted by Mathematics Access Grid Conferencing ( MAGIC ) and London Taught Course Centre ( LTCC ) and Statistics courses hosted by Academy for PhD Training in Statistics ( APTS ).

What Are the Typical Entry Requirements for A PhD in Maths?

In the UK, the typical entry requirements for a Maths PhD is an upper second-class (2:1) Master’s degree (or international equivalent) in Mathematics or Statistics [1] .

However, there is some variation on this. From writing, the lowest entry requirement is an upper second-class (2:1) Bachelor’s degree in any math-related subject. The highest entry requirement is a first-class (1st) honours Master’s degree in a Mathematics or Statistics degree only.

It’s worth noting if you’re applying to a position which comes with funding provided directly by the Department, the entry requirements will usually be on the higher side because of their competitiveness.

In terms of English Language requirements, most mathematics departments require at least an overall IELTS (International English Language Testing System) score of 6.5, with no less than 6.0 in each individual subtest.

Tips to Consider when Making Your Application

When applying to any mathematics PhD, you’ll be expected to have a good understanding of both your subject field and the specific research topic you are applying to. To help show this, it’s advisable that you demonstrate recent engagement in your research topic. This could be by describing the significance of a research paper you recently read and outlining which parts interested you the most, and why. Additionally, you can discuss a recent mathematics event you attended and suggest ways in how what you learnt might apply to your research topic.

As with most STEM PhDs, most maths PhD professors prefer you to discuss your application with them directly before putting in a formal application. The benefits of this is two folds. First, you’ll get more information on what their department has to offer. Second, the supervisor can better discover your interest in the project and gauge whether you’d be a suitable candidate. Therefore, we encourage you to contact potential supervisors for positions you’re interested in before making any formal applications.

How Much Does a Maths PhD Typically Cost?

The typical tuition fee for a PhD in Maths in the UK is £4,407 per year for UK/EU students and £20,230 per year for international students. This, alongside the range in tuition fees you can expect, is summarised below:

Note: The above tuition fees are based on 12 UK Universities [1]  for 2020/21 Mathematic PhD positions. The typical fee has been taken as the median value.

In addition to the above, it’s not unheard of for research students to be charged a bench fee. In case you’re unfamiliar with a bench fee, it’s an annual fee additional to your tuition, which covers the cost of specialist equipment or resources associated with your research. This can include the upkeep of supercomputers you may use, training in specialist analysis software, or travelling to conferences. The exact fee will depend on your specific research topic; however, it should be minimal for most mathematic projects.

What Specific Funding Opportunities Are There for A PhD in Mathematics?

Alongside the usual funding opportunities available to all PhD Research students such as doctoral loans, departmental scholarships, there are a few other sources of funding available to math PhD students. Examples of these include:

You can find more information on these funding sources here: DiscoverPhDs funding guide .

What Specific Skills Do You Gain from Doing a PhD in Mathematics?

A doctorate in Mathematics not only demonstrates your commitment to continuous learning, but it also provides you with highly marketable skills. Besides subject-specific skills, you’ll also gain many transferable skills which will prove useful in almost all industries. A sample of these skills is listed below.

• Logical ability to consider and analyse complex issues,
• Commitment and persistence towards reaching research goals,
• Outstanding verbal and written skills,
• Strong attention to detail,
• The ability to liaise with others from unique disciple backgrounds and work as part of a team
• Holistic deduction and reasoning skills,
• Forming and explaining mathematical and logical solutions to a wide range of real-world problems,
• Exceptional numeracy skills.

What Jobs Can You Get with A Maths PhD?

One of the greatest benefits maths PostDocs will have is the ability to pursue a wide range of career paths. This is because all sciences are built on core principles which, to varying extents, are supported by the core principles of mathematics. As a result, it’s not uncommon to ask students what path they intend to follow after completing their degree and receive entirely different answers. Although not extensive by any means, the most common career paths Math PostDocs take are listed below:

• Academia – Many individuals teach undergraduate students at the university they studied at or ones they gained ties to during their research. This path is usually the preferred among students who want to continue focusing on mathematical theories and concepts as part of their career.
• Postdoctoral Researcher – Others continue researching with their University or with an independent organisation. This can be a popular path because of the opportunities it provides in collaborative working, supervising others, undertaking research and attending conferences etc.
• Finance – Because of their deepened analytical skills, it’s no surprise that many PostDocs choose a career in finance. This involves working for some of the most significant players in the financial district in prime locations including London, Frankfurt and Hong Kong. Specific job titles can include Actuarial, Investment Analyst or Risk Modeller.
• Computer Programming – Some students whose research involves computational mathematics launch their career as a computer programmer. Due to their background, they’ll typically work on specialised projects which require high levels of understanding on the problem at hand. For example, they may work with physicists and biomedical engineers to develop a software package that supports their more complex research.
• Data Analyst – Those who enjoy number crunching and developing complex models often go into data analytics. This can involve various niches such as forecasting or optimisation, across various fields such as marketing and weather.

What Are Some of The Typical Employers Who Hire Maths PostDocs?

As mentioned above, there’s a high demand for skilled mathematicians and statisticians across a broad range of sectors. Some typical employers are:

• Education – All UK and international universities
• Governments – STFC and Department for Transport
• Healthcare & Pharmaceuticals – NHS, GSK, Pfizer
• Finance & Banking – e.g. Barclays Capital, PwC and J. P. Morgan
• Computing – IBM, Microsoft and Facebook
• Engineering – Boeing, Shell and Dyson

The above is only a small selection of employers. In reality, mathematic PostDocs can work in almost any industry, assuming the role is numerical-based or data-driven.

How Much Can You Earn with A PhD in Maths?

As a mathematics PhD PostDoc, your earning potential will mostly depend on your chosen career path. Due to the wide range of options, it’s impossible to provide an arbitrary value for the typical salary you can expect.

However, if you pursue one of the below paths or enter their respective industry, you can roughly expect to earn [3] :

Academic Lecturer

• Approximately £30,000 – £35,000 starting salary
• Approximately £40,000 with a few years experience
• Approximately £45,000 – £55,000 with 10 years experience
• Approximately £60,000 and over with significant experience and a leadership role. Certain academic positions can earn over £80,000 depending on the management duties.

Actuary or Finance

• Approximately £35,000 starting salary
• Approximately £45,000 – £55,000 with a few years experience
• Approximately £70,000 and over with 10 years experience
• Approximately £180,000 and above with significant experience and a leadership role.

Aerospace or Mechanical Engineering

• Approximately £28,000 starting salary
• Approximately £35,000 – £40,000 with a few years experience
• Approximately £60,000 and over with 10 years experience

Data Analyst

• Approximately £45,000 – £50,000 with a few years experience
• Approximately £90,000 and above with significant experience and a leadership role.

Again, we stress that the above are indicative values only. Actual salaries will depend on the specific organisation and position and responsibilities of the individual.

Facts and Statistics About Maths PhD Holders

The below chart provides useful insight into the destination of Math PostDocs after completing their PhD. The most popular career paths from other of highest to lowest is education, information and communication, finance and scientific research, manufacturing and government.

Note: The above chart is based on ‘UK Higher Education Leavers’ data [2] between 2012/13 and 2016/17 and contains a data size of 200 PostDocs. The data was obtained from the Higher Education Statistics Agency ( HESA ).

Which Noteworthy People Hold a PhD in Maths?

Alan turing.

Alan Turing was a British Mathematician, WW2 code-breaker and arguably the father of computer science. Alongside his lengthy list of achievements, Turning achieved a PhD in Mathematics at Princeton University, New Jersey. His thesis titled ‘Systems of Logic Based on Ordinals’ focused on the concepts of ordinal logic and relative computing; you can read it online here . To this day, Turning pioneering works continues to play a fundamental role in shaping the development of artificial intelligence (AI).

Ruth Lawrence

Ruth Lawrence is a famous British–Israeli Mathematician well known within the academic community. Lawrence earned her PhD in Mathematics from Oxford University at the young age of 17! Her work focused on algebraic topology and knot theory; you can read her interesting collection of research papers here . Among her many contributions to Maths, her most notable include the representation of the braid groups, more formally known as Lawrence–Krammer representations.

Emmy Noether

Emmy Noether was a German mathematician who received her PhD from the University of Erlangen, Germany. Her research has significantly contributed to both abstract algebra and theoretical physics. Additionally, she proved a groundbreaking theorem important to Albert Einstein’s general theory of relativity. In doing so, her theorem, Noether’s theorem , is regarded as one of the most influential developments in physics.

Other Useful Resources

Institute of Mathematics and its Applications (IMA) – IMA is the UK’s professional body for mathematicians. It contains a wide range of useful information, from the benefits of further education in Maths to details on grants and upcoming events.

Maths Careers – Math Careers is a site associated with IMA that provides a wide range of advice to mathematicians of all ages. It has a section dedicated to undergraduates and graduates and contains a handful of information about progressing into research.

Resources for Graduate Students – Produced by Dr Mak Tomford, this webpage contains an extensive collection of detailed advice for Mathematic PhD students. Although the site uses US terminology in places, don’t let that put you off as this resource will prove incredibly helpful in both applying to and undertaking your PhD.

Student Interviews – Still wondering whether a PhD is for you? If so, our collection of PhD interviews would be a great place to get an insider perspective. We’ve interviewed a wide range of PhD students across the UK to find out what doing a PhD is like, how it’s helped them and what advice they have for other prospective students who may be thinking of applying to one. You can read our insightful collection of interviews here .

[1] Universities used to determine the typical (median) and range of entry requirements and tuition fees for 2020/21 Mathematics PhD positions.

• http://www.lse.ac.uk/study-at-lse/Graduate/Degree-programmes-2020/MPhilPhD-Mathematics
• https://www.ox.ac.uk/admissions/graduate/courses/dphil-mathematics?wssl=1
• https://www.graduate.study.cam.ac.uk/courses/directory/mapmpdpms
• https://www.ucl.ac.uk/prospective-students/graduate/research-degrees/mathematics-mphil-phd
• http://www.bristol.ac.uk/study/postgraduate/2020/sci/phd-mathematics/
• https://www.surrey.ac.uk/postgraduate/mathematics-phd
• https://www.maths.ed.ac.uk/school-of-mathematics/studying-here/pgr/phd-application
• https://www.lancaster.ac.uk/study/postgraduate/postgraduate-courses/mathematics-phd/
• https://www.sussex.ac.uk/study/phd/degrees/mathematics-phd
• https://www.manchester.ac.uk/study/postgraduate-research/programmes/list/05325/phd-pure-mathematics/
• https://warwick.ac.uk/study/postgraduate/research/courses-2020/mathematicsphd/
• https://www.exeter.ac.uk/pg-research/degrees/mathematics/

[2] Higher Education Leavers Statistics: UK, 2016/17 – Outcomes by subject studied – https://www.hesa.ac.uk/news/28-06-2018/sfr250-higher-education-leaver-statistics-subjects

[3] Typical salaries have been extracted from a combination of the below resources. It should be noted that although every effort has been made to keep the reported salaries as relevant to Math PostDocs as possible (i.e. filtering for positions which specify a PhD qualification as one of their requirements/preferences), small inaccuracies may exist due to data availability.

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The PhD program in Mathematics is designed to provide students with a broad overview of current mathematics and a strong command of an area of specialization.

Graduate students pursuing a PhD in Mathematics work with internationally recognized faculty in a range of research programs in both pure and applied mathematics. In addition, numerous seminars and colloquia at Northeastern and in the Boston area give students ample opportunity to learn about important recent advances in mathematics.

• Pure Mathematics
• Discrete Mathematics
• Probability/Statistics

QUALIFYING EXAMS

Qualifying exam sessions are given once in spring and once in fall. Students will be required to pass four qualifying exams: algebra 1, analysis 1, and 2 other exams. A qualifying exam may be taken twice by any student. Additional attempts may be allowed at the discretion of the graduate committee with permission from the graduate dean in the College of Science. Two qualifying exams should be passed no later than the end of the second year and all four should be passed by the end of the third year.

TEACHING REQUIREMENT

Some teaching experience is required while in the program. Students must attend university-led TA training at the start of the program; attend a one semester TA training course conducted by faculty from the Department of Mathematics teaching committee; spend one semester shadowing faculty in the undergraduate classroom; perform recitations and grading for the undergraduate course they are shadowing; and become a teacher of record for the undergraduate course they have been shadowing.

RESIDENCE REQUIREMENT

The residence requirement is satisfied by one year of full-time graduate course work.

DOCTORAL CANDIDACY PhD candidacy is reached when all of the following conditions are met:

• Completion of eight advanced courses
• Identification of an unsolved research problem
• Successful passing of four qualifying exams
• Assignment of PhD supervisor and creation of a one-page initial plan
• Completion of a three-page plan of research
• Completion of a ten-page progress report and a one-hour defense of proposal, presented to supervisor and three faculty members of graduate committee

DISSERTATION REQUIREMENT

Each candidate must complete a dissertation that embodies the results of extended research and makes an original contribution to the field. This work should give evidence of the candidate’s ability to carry out independent investigation and interpret, in a logical manner, the results of the research.

• Three available tracks: Pure Math, Discrete Math, Probability/Statistics
• Bachelors and Advanced-degree entry are possible
• Teaching experience is required during PhD program
• Boston residency requirement of one or two years
• PhD candidates complete and defend a dissertation

Our graduates pursue careers within academia and beyond.

• University of Southern California
• General Dynamics
• Ipek University
• University of Paris
• Techische Universitaet Chemnitz
• York University
• Athena Health
• University of British Columbia
• Tsinghua University
• University of Footingen
• University of Chicago
• Precision Health Economics
• Pioneer Charter School of Science
• University of Sheffield, UK
• University of Toronto
• University of California, Davis

Application Materials

Application.

• Application fee – US $100
• Unofficial transcripts for all institutions attended (Official transcripts required upon acceptance of admission offer)
• Personal statement
• Three letters of recommendation
• GRE General – recommended, but not required
• Proof of English Proficiency for all applicants

Priority deadline for completed applications: December 1 st

Rolling admissions until March 15.  Check with department to see if there is availability.

• Program Website

Request Information for PhD in Mathematics

Financial support from the University is available on a competitive basis to entering graduate students in the form of Fellowships, Graduate Student Instructorships, Graduate Student Researchships, and University Financial Aid. The Department pledges incoming PhD students sufficient financial support so that they have funding for at least 5 years of graduate study at Berkeley, subject to the student making good progress toward the degree and satisfactory performance of all teaching duties. Upon admission to the Ph.D. program, prospective students are provided a detailed funding package that specifies the length of funding, source of financial support, and requirements students must adhere to, to maintain eligibility for financial support. Students who are U.S. citizens or permanent residents (domestic students) are required to establish California residency after one year in the state and must do so before the start of their second year. The Graduate Division Fellowship Office requests that all domestic students submit a  FAFSA  (Free Application for Federal Student Aid). This information is for use only by the Fellowship Office to allow for the use of need-based funds. Please note: as graduate students you do not need to include parental information.

Fellowships

The procedures and deadline for applying for University of California fellowships are described in the application for admission. Because the number of such fellowships is small, applicants are also strongly encouraged to apply for other fellowships , such as the National Science Foundation fellowships. In past years, many successful students have missed the opportunity to get one of these fellowships by not applying. Fellowship applicants are expected to supply information on their financial status.

Graduate Student Instructor Positions

The Department has a number of Graduate Students Instructorships (GSI's) for which graduate students may apply. The standard GSI appointment is 20 hours per week. New GSIs are required to enroll in MPS 375 (Pedagogy Course) during their first term holding a teaching position. This course aims to support new instructors, prepare them for teaching in a unversity setting, and set them up for success in the classroom. The University requires that prospective international Graduate Student Instructors demonstrate proficiency in spoken English before they begin teaching. 

Graduate Student Research Positions

A number of positions as Graduate Student Researchers (GSR) are also available. GSR positions are funded by the grants of individual faculty members, and most are reserved for students who have been advanced to candidacy. The faculty appoint students to GSR positions each term. 

Readership Positions

A limited amount of support may be earned as a Reader. Reader positions generally supplement primary sources of income and typically do not solely support student living expenses. 

Summer Courses

Enrollment in summer courses is not covered by the Department. The only exception is for students who need to be enrolled in internship units for F-1 Curricular Practical Training. Please contact the Graduate Advisor for more information.

Guide to Graduate Studies

The PhD Program The Ph.D. program of the Harvard Department of Mathematics is designed to help motivated students develop their understanding and enjoyment of mathematics. Enjoyment and understanding of the subject, as well as enthusiasm in teaching it, are greater when one is actively thinking about mathematics in one’s own way. For this reason, a Ph.D. dissertation involving some original research is a fundamental part of the program. The stages in this program may be described as follows:

• Acquiring a broad basic knowledge of mathematics on which to build a future mathematical culture and more detailed knowledge of a field of specialization.
• Choosing a field of specialization within mathematics and obtaining enough knowledge of this specialized field to arrive at the point of current thinking.
• Making a first original contribution to mathematics within this chosen special area.

Students are expected to take the initiative in pacing themselves through the Ph.D. program. In theory, a future research mathematician should be able to go through all three stages with the help of only a good library. In practice, many of the more subtle aspects of mathematics, such as a sense of taste or relative importance and feeling for a particular subject, are primarily communicated by personal contact. In addition, it is not at all trivial to find one’s way through the ever-burgeoning literature of mathematics, and one can go through the stages outlined above with much less lost motion if one has some access to a group of older and more experienced mathematicians who can guide one’s reading, supplement it with seminars and courses, and evaluate one’s first attempts at research. The presence of other graduate students of comparable ability and level of enthusiasm is also very helpful.

University Requirements

The University requires a minimum of two years of academic residence (16 half-courses) for the Ph.D. degree. On the other hand, five years in residence is the maximum usually allowed by the department. Most students complete the Ph.D. in four or five years. Please review the program requirements timeline .

There is no prescribed set of course requirements, but students are required to register and enroll in four courses each term to maintain full-time status with the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences.

Qualifying Exam

The department gives the qualifying examination at the beginning of the fall and spring terms. The qualifying examination covers algebra, algebraic geometry, algebraic topology, complex analysis, differential geometry, and real analysis. Students are required to take the exam at the beginning of the first term. More details about the qualifying exams can be found here .

Students are expected to pass the qualifying exam before the end of their second year. After passing the qualifying exam students are expected to find a Ph.D. dissertation advisor.

Minor Thesis

The minor thesis is complementary to the qualifying exam. In the course of mathematical research, students will inevitably encounter areas in which they have gaps in knowledge. The minor thesis is an exercise in confronting those gaps to learn what is necessary to understand a specific area of math. Students choose a topic outside their area of expertise and, working independently, learns it well and produces a written exposition of the subject.

The topic is selected in consultation with a faculty member, other than the student’s Ph.D. dissertation advisor, chosen by the student. The topic should not be in the area of the student’s Ph.D. dissertation. For example, students working in number theory might do a minor thesis in analysis or geometry. At the end of three weeks time (four if teaching), students submit to the faculty member a written account of the subject and are prepared to answer questions on the topic.

The minor thesis must be completed before the start of the third year in residence.

Language Exam

Mathematics is an international subject in which the principal languages are English, French, German, and Russian. Almost all important work is published in one of these four languages. Accordingly, students are required to demonstrate the ability to read mathematics in French, German, or Russian by passing a two-hour, written language examination. Students are asked to translate one page of mathematics into English with the help of a dictionary. Students may request to substitute the Italian language exam if it is relevant to their area of mathematics. The language requirement should be fulfilled by the end of the second year. For more information on the graduate program requirements, a timeline can be viewed at here .

Non-native English speakers who have received a Bachelor’s degree in mathematics from an institution where classes are taught in a language other than English may request to waive the language requirement.

Upon completion of the language exam and eight upper-level math courses, students can apply for a continuing Master’s Degree.

Teaching Requirement

Most research mathematicians are also university teachers. In preparation for this role, all students are required to participate in the department’s teaching apprenticeship program and to complete two semesters of classroom teaching experience, usually as a teaching fellow. During the teaching apprenticeship, students are paired with a member of the department’s teaching staff. Students attend some of the advisor’s classes and then prepare (with help) and present their own class, which will be videotaped. Apprentices will receive feedback both from the advisor and from members of the class.

Teaching fellows are responsible for teaching calculus to a class of about 25 undergraduates. They meet with their class three hours a week. They have a course assistant (an advanced undergraduate) to grade homework and to take a weekly problem session. Usually, there are several classes following the same syllabus and with common exams. A course head (a member of the department teaching staff) coordinates the various classes following the same syllabus and is available to advise teaching fellows. Other teaching options are available: graduate course assistantships for advanced math courses and tutorials for advanced undergraduate math concentrators.

Final Stages

How students proceed through the second and third stages of the program varies considerably among individuals. While preparing for the qualifying examination or immediately after, students should begin taking more advanced courses to help with choosing a field of specialization. Unless prepared to work independently, students should choose a field that falls within the interests of a member of the faculty who is willing to serve as dissertation advisor. Members of the faculty vary in the way that they go about dissertation supervision; some faculty members expect more initiative and independence than others and some variation in how busy they are with current advisees. Students should consider their own advising needs as well as the faculty member’s field when choosing an advisor. Students must take the initiative to ask a professor if she or he will act as a dissertation advisor. Students having difficulty deciding under whom to work, may want to spend a term reading under the direction of two or more faculty members simultaneously. The sooner students choose an advisor, the sooner they can begin research. Students should have a provisional advisor by the second year.

It is important to keep in mind that there is no technique for teaching students to have ideas. All that faculty can do is to provide an ambiance in which one’s nascent abilities and insights can blossom. Ph.D. dissertations vary enormously in quality, from hard exercises to highly original advances. Many good research mathematicians begin very slowly, and their dissertations and first few papers could be of minor interest. The ideal attitude is: (1) a love of the subject for its own sake, accompanied by inquisitiveness about things which aren’t known; and (2) a somewhat fatalistic attitude concerning “creative ability” and recognition that hard work is, in the end, much more important.

Funding Sources

An offer of admission to the Ph.D. program includes an offer of financial support from the Department of Mathematics. Applicants need not complete any special form in order to be considered for financial support.

First Year Students

Admitted students are offered a departmental fellowship for their first year, so that they have no teaching assistant duties then.

Continuing Graduate Students

Continuing graduate students in the Department of Mathematics are generally awarded Teaching Assistantships (TAs) or in some cases Research Assistantships (RAs), though a few fellowships also exist. Financial support is renewed for students making satisfactory progress towards their degrees, up to a total of five years, with the type of award varying.

Financial Support

The department provides full financial support -- including tuition, individual medical insurance, and monthly stipend -- for up to five years, assuming students are making satisfactory progress toward the degree. For students with outside awards such as external fellowships, the department will supplement such awards to bring funding up to the level of our standard package. While students are guaranteed full support during the 9-month academic year, the level of summer support varies, depending on how much of the summer students remain at MIT and the level that they choose to work during that time.

For more detailed information regarding the cost of attendance, including specific costs for tuition and fees, books and supplies, housing and food as well as transportation, please visit the SFS website .

International Students

Because of visa requirements of the Department of Homeland Security, international students with full TA or RA appointments are not eligible to pursue any additional work during the regular semester. International students are eligible to work on campus (not off-campus) during MIT's Independent Activity Period and the summer term. International students who wish to pursue employment off-campus must apply for Optional Practical Training or Academic Training ; see the International Students Office for more details.

Students are discouraged from accepting additional employment during the fall or spring semester if it would involve more than 3-4 hours per week beyond their TA and RA duties. Employment opportunities both inside and outside the department may be available during the summer.

More information on summer support may be found on the Summer Support Page .

• University of Pennsylvania
• School of Arts and Sciences
• Penn Calendar

Department of Mathematics

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Graduate Program

Thinking of applying to graduate school in mathematics.

Penn was ranked 8th among all US universities in a leading national study , and our mathematics graduate program was recently highest in a study of graduate programs in arts and sciences at Penn. We have a very active and involved mathematics faculty , diverse course offerings and a broad seminar schedule , with a variety of research projects and strengths in algebra, analysis, geometry-topology, combinatorics, logic, probability, and mathematical physics. We have a supportive atmosphere, with personal attention from the faculty and extensive interaction among graduate students. Our grad students can take courses not only in the Mathematics Department but also elsewhere at Penn, and the wide resources of the university are available. Our former graduate students have gone on to mathematical careers both in academia and in industry.

Our full-time Ph.D. students receive a generous and competitive support package including

• five years of funding with a combination of fellowships and teaching assistantships;
• a stipend and a full tuition scholarship;
• no teaching responsibilities for at least two years (generally including the first and fourth year);
• health insurance coverage provided at no cost to the student.

We invite you to learn about our graduate program, our math department, our university and living in Philadelphia, a cosmopolitan city and a true mathematical hub, with easy access to nearby mathematics departments and research institutes.

We are looking for interested, mathematically talented and dedicated students to be a part of our group of excellent future mathematicians. Consider applying to Penn for your graduate education. Questions?

Advice and Resources for Mathematics Graduate Students

Funding your PhD in Michigan Math

The math department at the University of Michigan generally guarantees funding for PhD students for the first five academic years (assuming, of course, that the student is making satisfactory progress towards their degree and doing satisfactory work in their assigned jobs). Your letter of admission contains the details of your specific funding promises in writing. Unless they have their own funding (e.g. an NSF or Rackham fellowship), most students are funded by a mathematics department Graduate Student Instructor (GSI) position, which usually involves either teaching a course in the introductory calculus sequence (Math 105, 115, 116) or serving as a teaching assistant for Math 215 or Math 216. However, several mathematics PhD students teach interesting courses outside the math department , or apply for and win fellowships. You are strongly encouraged to do so too! 

After attaining candidacy, math PhD students often get  several semesters of paid research funding. Typically, such funding takes the form of an advisor-funded Graduate Student Research Assistant (GSRA) position, though there are also several Rackham and department fellowships each year as well.  However, funding from your advisor is not guaranteed and most students will spend the majority of their semesters in a teaching role. 

Even though the department provides financial support to fund your studies, you should consider applying for fellowships as well! Winning a fellowship or grant can not only lighten your teaching load, it can provide more money and more prestige than the standard department support package. Perhaps most importantly, applying for fellowships gives you a chance to practice writing grant applications and research proposals, and to discuss your proposals with your advisor and other experienced mathematicians. Many prestigious fellowships require a nomination from the department: just ask us!

You need to apply early for most fellowships, generally in the summer or fall a full year before you would like to be on the fellowship. e.g. for funding during the 2020-2021 academic year, you should be looking for fellowships during the summer of 2019. 

Specific Funding and Fellowship Opportunities

Most graduate students in the math department, like the faculty, are supported by teaching during the fall and winter semesters. You should pay attention to your budget and take action to ensure that your finances will stay healthy in the summers. 

The math department at the University of Michigan puts aside money for graduate student summer support, with the intention of offering a modest stipend to students who intend to be working seriously towards their degree for most of the summer; the exact amount, however, can vary from year to year.  We also encourage students to seek out other summer opportunities like internships, summer camp positions, and GSI positions in math or around campus. [Your offer letter may promise some modest summer support for up to three years without having to apply; please read carefully.]

Students  apply for departmental summer research grant in the form of a simple research proposal each spring. The process of writing this proposal offers an opportunity to focus your goals, consult with faculty members (or your dissertation advisor) about your mathematical plans, and get feedback on some mathematics you have written.  You are not required to apply for a departmental research grant for the summer.

The exact amount of the summer research grants will vary each year, depending on the number of students who apply and other difficult to predict factors. However, our goal is to tell you a minimum amount in March to assist your financial planning. The precise amount will be decided in April after financial needs are better understood (such as the number of incoming students, post-docs, and faculty, as well as the number of students applying for summer research grants). However, students should keep in mind that it is a modest amount. In recent summers, this amount has been $5000.

Some students are also recognized each year with departmental Fellowships and other awards, which may increase the amount of summer research support for certain highly qualified students who contribute greatly to the life of our department. 

Other students win Rackham or other university fellowship. For example, International students can ask to be nominated for the Rackham International Student Fellowship.  This does not provide enough money for the academic semester, but it can be used as a generous summer stipend (more than twice the typical math department summer grant). If you studied previously in Taiwan, you can also apply for the Chia-Lun Lo Fellowship.

In addition to the summer research grants, students can apply for positions teaching in math Stats, CS, or any other department, as well as in Ross Business school. Opportunities to work with high school students, summer bridge students, or do academic advising can be found as well. The department encourages you apply for internships or other positions outside the University. Ask around! Read your email!

Please pay attention to emails you will receive from the office about how to apply for summer funding and take prompt action so that you will be able to take advantage of these opportunities. 

It is a good idea to discuss your summer funding with your advisor in the Fall, and ask explicitly whether they might be able to offer you a research assistantship in the summer.  Your advisor may be able to fund your summer with their own grants or help you with applying for funding from Rackham. Many of the Rackham summer fellowships have applications due in January and require a nomination from the department. 

Other Summer Funding Opportunities

Beyond the fifth year, students are not guaranteed funding. But you should not stress excessively—there are many opportunities you will be well aware of by then, and the department is committed to helping students complete their degree with funding. Rather students should actively pursue alternate forms of support by talking to their advisors, and applying widely across campus if the anticipate needing a sixth year.  Due to the shortage of competent instructors in statistics and computer science nationwide, there are often opportunities for math PhD students to teach in Stats , Computer Science , Math Ed , or even Psychology– but also typically right here in math as well. You can check out the University Listing for GSI positions. Also check out announcements about new funding options.

There is usually a lot of funding for students to travel to conferences in their areas of specialty, typically from the conference itself.   See our advice  on c onferences for more information. Some bigger meetings, such as the annual meetings of the American Mathematics Society or the Mathematical Association of America may not have funds, however.

Rackham has two main ways to give graduate students travel funding. These funds are available on a rolling basis to students in good standing who demonstrate that they fit the eligibility requirements: you do not have to compete for them. 

These include the  Rackham Travel Grant   for travel to conferences  or seminars at which you will be presenting (speaking or poster).  See our detailed advice on conferences for more information. 

There is also the Rackham Research Grant for travel to workshops and/or to follow your advisor on sabbatical, etc. Please ask for advice (e.g. from Karen Smith) on writing the proposal for this one, as math has some special needs that make the proposal writing a bit delicate

• Information on Rackham Funding
• AMS Graduate Student Travel Grant
• Start planning early. As a general rule of thumb, you should apply to everything you are eligible to apply to. It is never too early or too late to think about applying for fellowships and grants. Even if you are a first year student or even an incoming student, plan to apply for fellowships. For candidates, it is important to regularly discuss your academic progress with your advisor. Make sure to ask explicitly if you will possibly need a sixth year and discuss funding for future semesters. For example, can your advisor fund a semester? If you know that you will need a sixth year (most people know by the end of their fourth year), plan to apply for fellowships and grants that will help you fund your sixth year.As mentioned above, for funding during X – (X+1) academic year, you should start looking for fellowships and grants during the summer of (X-1), e.g. for funding during the 2020-2021 academic year, you should be looking for fellowships during the summer of 2019.For funding during the summer of X, you should start looking for fellowships and grants during the summer of (X-1), e.g. for funding during the summer of 2020, you should be looking for fellowships during the summer of 2019.
• Look for fellowships/grants and make a list. Read your emails for fellowship/grant opportunities. Our Associate Chair for Graduate Studies regularly sends emails about fellowship/grant/internship opportunities. Look at the list provided below (which is in no way comprehensive), look at the Rackham fellowships/funding page, look at other institutions’ pages on external graduate student funding, etc. and compile a list of fellowships you are interested in applying to. Make sure you check and include the following information on your list:- Eligibility – Deadlines – Nomination Requirements (i.e. do you need to be nominated? If so, who needs to nominate you?) – Required Documents, e.g. personal statements, transcripts, number of recommendations, types of recommendations (teaching, research, service, etc.)
• If needed, ask for a nomination. Some fellowships may require a nomination from your advisor or from the math department. Ask your advisor or the associate chair for graduate studies if it is possible for you to be nominated.
• What are the stated goals of the fellowship? For example, does the fellowship seek to promote ethnic and racial diversity (e.g. Ford Fellowship)? 
• What are the evaluation criteria for the fellowship? Purely academic merit? A record of service? Commitment to diversity? Commitment to the values expressed in the U.S. Constitution/Bill of Rights (e.g. Paul and Daisy Soros Fellowship for New Americans)?
• Who will be reviewing your application? Mathematicians who are potentially in your field (NSF GRFP)? Scientists who may not be mathematicians (Rackham Predoctoral Fellowship, Ford Fellowship)? People who may not be scientists (Paul and Daisy Soros Fellowship)? 
• What are the distinctions between the various required statements? How can you utilize each writing statement to reflect your accomplishments and if relevant, the mission of the fellowship? For example, some external fellowships ask for a personal statement and a research statement. What are the aspects you want to address in the personal statement vs. research statement? 
• It can be hard to find samples statements of successful applications. It may be a good idea to directly reach out to students who have been successful for their samples. The math department compiles a list of fellowship recipients at the end of each academic year. This is a good place to look for successful applicants. 
• Make sure your statements follow any explicitly stated requirements such as formatting requirements (e.g. margin size, font size, page limits, headers, footers etc.) or content requirements (e.g. avoiding technical jargon as much as possible).
• Ask multiple people to read, comment and edit your statements. Ask your advisor, your peers and other willing faculty (including postdocs). Be sure to provide your readers with the fellowship guidelines for the statements. For example, it would be helpful to know who will be reading your statements and if you should avoid using a lot of technical jargon. 
• Curriculum Vitae (C.V.) 
• Fellowship Recommendation Guidelines (if available) 
• Mission/Goal of the Fellowship (if relevant) 
• Any (relevant) Statements/Documents you are submitting with your application. 
• Send a reminder to your recommenders a month before the application deadline.
• Submit your application a few days before the deadline at the latest. Do not wait until the last minute to submit your application – especially if the application needs to be submitted online. Many applicants will be trying to submit at the last minute which can make the submission process painfully slow. If your online application is received even a few seconds after the deadline, your application may be rejected. This is particularly true of prestigious national fellowships such as the NSF, the Ford and the Hertz.
• Thank your recommenders and update them about the fellowship. Make sure to thank your recommenders after they submit their letters. If explicitly asked for updates about your application, make sure you let your recommenders know what happened regardless of the result. If you are not explicitly asked for updates and your application is successful, you should definitely update your recommenders about your success!  If you are not explicitly asked for updates and your application is unsuccessful, then it is up to you to decide if you want to send updates to your recommenders. However, keep in mind that your recommenders are rooting for your success and will most likely be curious about your application. 
• Talk to the Graduate Office if you receive an external fellowship and you plan to use it to fund a semester. Once you receive an external fellowship, carefully go over the amount of money awarded and how the fellowship intends for you to use that money. For example, some fellowships may only cover half the required tuition for a semester and will give additional money that can be used for the recipients stipend only. While some external fellowships such as the NSF have arrangements with the university for covering tuition and other benefits such as health insurance, there are external fellowships that do NOT have these arrangements. Communicate with the graduate office about how to move forward with your fellowship.

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 .

Mathematics Education, PHD

On this page:, at a glance: program details.

• Location: Tempe campus
• Second Language Requirement: No

Program Description

Degree Awarded: PHD Mathematics Education

This transdisciplinary PhD program in mathematics education accommodates students from a variety of academic backgrounds. It provides students with a solid foundation in graduate-level mathematics as well as research skills and perspectives that enable them to incorporate mathematics into such core educational areas as:

Conducting individual and collaborative research in the learning and teaching of mathematics is an integral part of the program.

Degree Requirements

84 credit hours, a written comprehensive exam, an oral comprehensive exam, a prospectus and a dissertation

Required Core (12 credit hours) MTE 501 Research in Undergraduate Mathematics Education I (3) MTE 502 Research in Undergraduate Mathematics Education II (3) MTE 503 Research in Undergraduate Mathematics Education Ill (3) MTE 504 Research in Undergraduate Mathematics Education IV (3)

Electives (42 credit hours)

Area Courses (12 credit hours)

Research (6 credit hours) MTE 792 Research (6)

Culminating Experience (12 credit hours) MTE 799 Dissertation (12)

Additional Curriculum Information Four to five graduate-level (500 and above) elective courses from mathematics, cognitive science, psychology, educational technology, philosophy or research should be taken as approved by the advisor.

For the area courses, students are required to take four graduate-level courses from the following areas of interest: mathematics, applied mathematics or statistics. Students should see the academic unit for the approved course list.

Students should see the school's website for information about qualifier and comprehensive examinations based on math coursework.

The doctoral dissertation culminating experience consists of a dissertation prospectus, oral dissertation defense and the submission of a final revised, formatted dissertation document to the Graduate College. Dissertations are composed under chair- and committee-supervised research, including literature review, research, data collection and analysis, and writing.

When approved by the student's supervisory committee and the Graduate College, up to 30 credit hours from a previously awarded master's degree may be used for this program. If students do not have a previously awarded master's degree, the remaining coursework is made up of electives and research.

Admission Requirements

Applicants must fulfill the requirements of both the Graduate College and The College of Liberal Arts and Sciences.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in mathematics or a closely related area, with exceptionally high grades in advanced coursework in mathematics, from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• statement of education and career goals
• writing sample
• three letters of recommendation
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

At least two of the letters of recommendation must be from faculty.

Next Steps to attend ASU

Learn about our programs, apply to a program, visit our campus, application deadlines, learning outcomes.

• Able to complete original research in applied mathematics.
• Able to incorporate mathematical concepts into novel teaching methods.
• Address an original research question in mathematics education.

Career Opportunities

Graduates of the doctoral program in mathematics education have opportunities in Arizona, the U.S. and internationally. Opportunities are typically at research universities and liberal arts colleges, community colleges, and education consulting firms and in roles such as:

• faculty-track academic
• education consultant or analyst
• mathematics professor, instructor or researcher

Program Contact Information

If you have questions related to admission, please click here to request information and an admission specialist will reach out to you directly. For questions regarding faculty or courses, please use the contact information below.

• [email protected]
• 480/965-3951

Natural Sciences and Mathematics

Mathematical sciences.

Doctor of Philosophy in Mathematics

The program offers extensive coursework and intensive research experience in theory, methodology, and applications of mathematics (see  degree requirements ). 

• Faculty members with broad and diverse research interests are available to supervise doctoral dissertations .
• Financial support in the form of assistantships, full tuition support, and scholarships and awards are provided. Additional scholarships are available for US citizens and permanent residents.
• Our students, both domestic and international, have a strong record of starting in full-time jobs right after graduation .
• Students have opportunities to participate in active seminar series in  Algebra and Combinatorics ;   Computational Science ;  Geometry, Topology and Dynamical Systems ; and  Nonlinear Analysis and Dynamical Systems ; and the departmental  Colloquium  series.
• To enhance career prospects, students can pursue  Graduate Certificate in Data Science , and possibly use the certificate courses to fulfill the elective requirements.
• NSM Career Success Center  is available to support professional development and experiential learning of students.  
• GRE test score is not required for admission.

More than 85% of our 45 Mathematics PhD graduates since 2020, both domestic and international, secured full-time employment within a few months of receiving their degrees. 

Placement of 2022 & 2023 Mathematics PhD Graduates

See a more complete list  

Assistantships

Graduate Teaching Assistantships are offered to qualified PhD students on a competitive basis. These assistantships include a monthly stipend (currently set at $2,400) along with a full tuition waiver (covering 9 credit hours per term in the Fall and Spring semesters). The assistantship additionally covers the cost of health insurance purchased through the university and most fees. Graduate Research Assistantships for advanced PhD students are also available on some faculty members’ research grants. Typically, assistantship support is provided for five years and encompasses the Summer semester as well.

All admitted students are considered for assistantships; no separate application is necessary. 

Scholarships, Fellowships & Awards

PhD students are additionally supported through the following awards:

• NSM McDermott PhD Admission Fellowship  (for highly qualified new students, offered at the time of admission)
• Dean’s Fellowship  and  EEF Scholarship  (for highly qualified new students who are U.S. citizens and permanent residents, offered at the time of admission)
• Julia Williams Van Ness Merit Scholarship  and  Mei Lein Fellowship
• Outstanding Teaching Assistant of the Year Award
• Dean of Graduate Education Dissertation Research Award
• Best Dissertation Award ,  David Daniel Thesis Award , and  Outstanding Graduate Student Award

Conference Travel Support

NSM Conference Travel Award  and  Betty and Gifford Johnson Travel Award  are available to provide financial support to PhD students to present their research at professional conferences.

• How To Apply
• Frequently Asked Questions
• Scholarships & Awards
• Office of Admissions and Enrollment

Graduate Resources

• Mathematics Research
• Statistics & Actuarial Science Research
• Graduate Advisors
• Mathematics Courses
• Statistics Courses
• Actuarial Science Courses
• Qualifying Exam Archive
• Office of Graduate Education

Ready to start your application?

Before you apply, visit our  How to Apply  page to get familiar with the admission requirements and application process.

[email protected]

Doctor of Philosophy in Mathematics

• Fall January 10
• Spring September 10

International students may need to surpass the Graduate School’s minimum English language proficiency exam scores for this program. If the graduate program has unique score requirements, they will be detailed below. Otherwise, please refer to the Graduate School’s minimum score guidelines.

• 540 TOEFL Minimum score for admission
• 75 TOEFLI Minimum score for admission
• 6.5 IELTS Minimum score for admission
• 105 Duolingo Minimum score for admission

Degree Description:

PhD in Mathematics This degree is awarded in recognition of distinctive scholarship and original contributions to knowledge in Mathematics. The PhD program is especially designed to prepare the student for teaching at the graduate level and doing mathematical research in academic, industrial and business settings. Students studying various fields within the realm of pure mathematics would be included in this PhD program.

PhD in Mathematics (Applied Mathematics Option) The specialization of modern academic disciplines provides both a challenge to those who wish to do research at the interface of mathematics and its areas of application and many opportunities to make valuable contributions. The Applied Mathematics Option allows students from a range of backgrounds to pursue a traditional applied mathematics program, while retaining the option to thoroughly learn an area of application. Entering students may not necessarily have a bachelor’s degree in Mathematics. However, they will be required to demonstrate a grasp of the core areas of advanced calculus and linear algebra at the level of a bachelor’s degree in Mathematics. They will then be given great latitude to take specialized courses in Mathematics and their area of application.

PhD in Mathematics with Education Emphasis The degree of PhD in Mathematics with Education Emphasis is awarded in recognition of scholarship and original contributions to the teaching and learning of mathematics. The main difference from the other PhD choices is in the research focus. The requirements for this PhD include competence in core mathematics, as well as study in the research methodologies applicable to research in mathematics education.

Admission Requirements:

Students should have taken upper-level analysis and linear algebra courses before applying, and have the equivalent of an undergraduate degree in mathematics, statistics, or a related field. Additional upper-level courses like abstract algebra, functional or complex analysis, optimization, applied mathematics, topology, etc. will be taken into account.

For international students, either a TOEFL, IETLS or Duolingo score is required. The minimum score for admission is listed above. The minimum score required for assistantship consideration is TOEFL score of 100, IELTS of 7, or Duolingo of 130. Exceptions can be found here:  https://gradschool.wsu.edu/international-requirements/

Students applying to the PhD Mathematics program will be automatically considered for an assistantship position.

The application will require:

• Unofficial transcripts from all previous institutions.
• GPA above a 3.0 on a 4.0 scale.
• Email contact information for 3 references.
• Personal statement. The personal statement is your chance to highlight relevant experiences and discuss your future research interests.
• GRE scores are not required but encouraged.

Career Opportunities:

Academia (tenure-track positions at universities and colleges worldwide), Bio-statistics (health and pharmaceutical companies), Risk analysis (financial and insurance companies, investment management), Research (state or federal government, software development), Mathematics education (publishing, consulting and developing of educational software).

Career Placements:

Graduates from the Mathematics PhD program begin careers in both academia and government or industry. A few examples of career placements in academia from the past few years include:

• Postdoc, USDA Northwest Climate Hub and WSU Center for Sustaining Agriculture
• Assistant Professor, Central Washington University
• Assistant Professor, Marian University (WI)

A few examples of career placements in government and industry from the past few years include:

• Regulatory Data Scientist, Office of Regulatory Innovation and Assistance, Washington State Government
• Quantitative Model Validation Analyst, First Tech Federal Credit Union (OR)
• Data Scientist, Emsi Labor Market Analytics (ID)

Contact Information:

• Graduate Coordinator [email protected]

Ph.D. in Mathematics

• Academic Programs

About this Program

On this page…, program information, program type.

Doctorate Program

Area of Study

Sciences, Mathematics, and Technology

College of Liberal Arts

Program Location

Required credit hours, program details.

APPLICATION DEADLINE: February 1

The Department of Mathematics welcomes student applications with the following materials. Additional details are found on the department website .

• Complete the Graduate School’s Online Application.
• Pay the application fee ($50).
• Submit official transcripts.
• International applicants whose first language is not English may be required to submit scores from an acceptable English language proficiency test .
• Upload Supplemental Application materials for the Department of Mathematics to the link provided by the online application.
• Three letters of recommendation: provide contact information for three recommenders  

Students accepted to the Ph.D. program who do not possess a master's degree in mathematics are encouraged to obtain the master's degree while in the doctoral program. 

Students in the Ph.D. in Mathematics program complete 57 credit hours.

• Math 625, 626: Modern Algebra sequence
• Math 753, 754: Real Analysis sequence 
• Math 655, 656: Complex Analysis sequence
• Math 501: General Topology (Math 501)
• Dissertation (18 hours)

A student must pass comprehensive examinations in three areas: Real Analysis, Algebra, and a third area chosen by the candidate. Students complete the prospectus defense and defend the dissertation. 

Most of our graduate students are supported with teaching assistantships. Students with a graduate assistantship also receive a scholarship that covers some or all of the tuition and non-residency fee, if applicable, for regular semesters and subsidized health insurance .

The Department of Mathematics also has scholarships including the Mirneal C. and Charles A. Brown scholarship.

The Graduate School’s financial aid webpage lists a variety of funding possibilities, including summer support and a recruiting fellowship program that promotes academic excellence and access to graduate education to groups who are historically underrepresented.  

What is the Study of Mathematics?

Jeremy Clark, Co-graduate Program Coordinator

We’re here to help! If you have any questions about the Ph.D. in Mathematics, don’t hesitate to get in touch with me or Dr. Wei.

Jeremy T Clark

Associate Professor of Mathematics

• [email protected]
• 662-915-7065

Bing Wei, Co-graduate Program Coordinator

We’re here to help! If you have any questions about the Ph.D. in Mathematics, don’t hesitate to get in touch with me or Dr. Clark.

Professor of Mathematics

• [email protected]
• 662-915-1250

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Colorado State University

College of natural sciences, department of mathematics, phd in mathematics.

Entering students will have a diagnostic and advising interview with the Graduate Director to plan an appropriate program of study.

General Requirements

• A minimum of 72 credit hours beyond the bachelor’s degree – all at the 300 level or above
• Course work in mathematics must be at the 400 level or above in order to be used towards the 72 credit hour requirement
• 3.0 GPA must be maintained in all course work
• 3.0 GPA must be maintained in all mathematics courses at the 400 level or above, excluding work in seminars and doctoral research
• No more than 24 credit hours of research/thesis may be counted towards the 72 credit hour requirement
• The Seminar Requirement must be satisfied – at most two additional credits beyond the two allowed for the MS may be counted towards the 72 hour requirement
• At most 1 hour of MATH 584 (Supervised College Teaching) may be counted towards the 72 credit hour requirement
• MATH 530 may not be counted toward the 72 hour requirement

Students entering with a master’s degree in mathematics may receive up to 30 credit hours towards the 72 credit hour requirements. For these students, a minimum of 42 credits must be earned at CSU after admission to a doctoral program, and at least 21 credits beyond the master’s degree must be earned in courses numbered 500 or above. For students enrolled in a continuous master’s/Ph.D. program at Colorado State University, all courses taken during the master’s program may be applied to the doctoral degree, even if the total master’s degree credits exceed 30.

It must be stated on the Ph.D. program of study that all credits earned on the MS will be counted toward the PhD; furthermore, this must be approved by the student’s advisory committee, the Department of Mathematics, and the Graduate School. For more detailed information on university-wide Ph.D. requirements, please consult the Graduate School website:  http://graduateschool.colostate.edu/

The faculty has passed a new breadth requirement for the PhD that is effective for incoming students Fall 2021.  Students who entered the program before Fall 2021 can also opt into this breadth requirement.  The policy is that students opting into this requirement must fulfill the whole requirement.  There will be no hybrid options .

New Breadth Requirement: 

Math Course Requirement: every graduate student must pass, with a grade of B- or higher, at least 10 courses in the math department of 3+ credits each, at the 500+ level.  

Breadth seminar requirement: every graduate student must pass the following two seminars within their first two years at CSU.   

• Seminar on applications of math . 1-credit. Fall.   
• Seminar on diversity of mathematics and mathematicians in the 20th century.  1-credit. Spring

Old Breadth Requirement:  To fulfill the breadth requirement for the Ph.D., all students will be required to take and pass, with a grade of B- or higher, at least 14 mathematics courses (each three or more credits) at the 500 level or above excluding:

Students entering with a master’s degree in mathematics from another institution may use courses approved to count towards the 72 credit hour requirement to also count towards this requirement.

At least two courses must be chosen from each of the lists below. This breadth requirement may be completed over the course of the student’s graduate program. Credit earned for comparable courses taken at other institutions may be evaluated by the Graduate Director, at the student’s request, to determine suitability for substitution for particular course(s) in the lists below.

List I:  MATH 501, 502, 566, 567, 570, 571, 601, 602, 666, 667, 672, 673

List II:  MATH 517, 519, 617, 618, 619, 717, 718

List III:  MATH 510, 520, 535, 540, 545, 546, 560, 561, 620, 621, 640, 645, 646

The faculty has passed a new Ph.D. Qualifying System effective for incoming students Fall 2022. 

For Ph.D. students admitted before fall 2022:

The departmental Ph.D. qualifying exam consists of two examinations, parts I and II.

PART I OF THE QUALIFYING EXAMINATION:

Purpose of Part I of the Qualifying Examination

The student will complete Part I of the Qualifying Examination in order to present evidence of performance at an appropriate level to the faculty. This evidence will be used as a basis for judging the candidate’s qualifications for continuing in the Ph.D. program in mathematics.

The Suite of Qualifying Courses: Overview

Each student seeking to pursue a Ph.D. in Mathematics will propose a Suite of Qualifying Courses. The Graduate Committee will review each proposal. There are Standard Suites of courses that are automatically approved. A student may alternatively propose a Special Suite of courses

What is a Proposal for a Suite of Qualifying Courses?

A Suite proposal always consists of:

A list (Suite) of specified courses that the student has completed, or will complete, during his or her graduate studies,

For each course on the list, a specification of the documentation that will be provided by the student for assessment purposes. If the course is a QE course*, this documentation MUST be the student’s completed final examination in the course.

*A QE course (Qualifying Examination course) is any course in a Standard Suite.

There are two types of Suites of Qualifying Courses (described below): Standard Suites and Special Suites.

How is a Suite proposal made?

• The student, together with a faculty advisor, will complete the Suite Proposal form and return it to the Graduate Coordinator. Note that the Graduate Director will act as the default proposal mentor for all Standard Suite proposals.
• The signature of the proposal mentor, indicating support for the proposal, is necessary to complete each Suite Proposal.
• The Graduate Committee will review all Special Suite proposal for approval (or not). The Graduate Director will automatically approve all Standard Suite proposals , if properly made.
• Each approved Special Suite Proposal will be announced to the faculty

More details on policies and procedures for the review of Suite proposals are included in the department policies and procedures manual.

What is a Standard Suite of Qualifying Courses?

The following four groups of Suites of courses are those recognized as Standard Suites through which a graduate student may complete Part I of the Qualifying Examination for the PhD program.

Analysis/Algebra/Geometry Suites

MATH 517, MATH 566 plus two of MATH 519, MATH 567, MATH 570, MATH 617

Applied, Computational, Interdisciplinary Suites in Algebra/Geometry

MATH 517, MATH 566 plus one of MATH 519, MATH 560 plus one of MATH 519, MATH 540, MATH 560, MATH 561, MATH 567

Applied, Computational, Interdisciplinary Suites in Analysis, Differential Equations and Dynamical Systems

MATH 517, MATH 560 plus one of MATH 540, MATH 545, MATH 617 plus one of MATH 510, MATH 519, MATH 540, MATH 545, MATH 546, MATH 561, MATH 617,MATH 618, MATH 640

Combinatorics/Algebra Suites

MATH 501, MATH 517, MATH 566 plus one of MATH 502, MATH 560, MATH 567

Using one of the Standard Suites as Part I of the Qualifying Examination is the appropriate choice for most students in the program.  The Graduate Director will act as the default proposal mentor for all Standard Suite proposals.  The Graduate Director will automatically approve all Standard Suite proposals, if properly made.

What is a Special Suite of Qualifying Courses?

Any other sort of Suite is a Special Suite. Special Suites may include QE courses.

For example:

• A student who has successfully completed a graduate-level course, comparable to one of the QE courses at another university, may request that this course be included in a Special Suite, OR that a more advanced CSU course in the same area, or a closely related one, be included in a Special Suite.
• A student’s CSU faculty advisor may recommend the inclusion of a particular graduate- level course (not necessarily a CSU course) in a Special Suite to the student. Such a course does not have to be a mathematics course. It must be a graduate-level course.

A proposal for a Special Suite must specify the documentation that the student will submit to allow assessment of performance in each non-QE course in the Suite.

How does a student complete Part I of the Qualifying Examination?

Once a student’s Suite of Qualifying Courses is approved by the Graduate Committee, the student must provide the assessment documents specified in the student’s Suite Proposal to a Qualifying Examination Committee (The role of the QEC is defined in the department policies and procedures manual) after each course in the Suite is completed. A student must receive a Pass- rating or higher from a QEC for each course in his or her Suite in order to complete that component of his or her Part I Examination. For more details on policies and procedures for assessment and evaluation of courses in Suites, consult the department policies and procedures manual.

PART II OF THE QUALIFYING EXAMINATION:

After the selection of a permanent advisor, the student together with the Ph.D. advisor, and sometimes in consultation with additional faculty, will devise a second evaluation to be completed by the student before the preliminary examination, and after the completion of Part I of the qualifying examination. This evaluation must be completed within two academic years following the passing of Part I of the qualifying examination. The student should demonstrate proficiency on material approximately at the 600-level. An MS completed at CSU will fulfill Part II, but students coming in with an MS need to fulfill this requirement locally.

Departmental Qualifying System for Ph.D. students admitted fall 2022 or after:

The qualifying exam consists of Parts (A) and (B).  It is followed by the Research Prelude, which is described below after Parts (A) and (B).  The Departmental Preliminary Exam and the PhD Dissertation and Final Examination are as described above.

Policies for Part (A) and (B) are listed in detail following this brief summary.

Time-Line: recommended timeline; required timeline.

  Part (A):

Each student must pass the final exam in 3 of the qualifying system (QS) courses, subject to requirement R1.

The QS course are:

Requirement R1:  each student must pass the final exam in at least one of MATH 517 or MATH 566.

Part (B):  

Every student must demonstrate conceptual understanding and technical mastery of a topic which builds on but is not covered in their courses. To do this, a student must provide written and verbal explanation of material contained within 1-2 chapters of a graduate level textbook or 1-2 research papers, or an alternative source.

A graduate student will qualify for the doctoral program by completing parts (A) and (B). The qualifying exam committee will meet every semester to determine which graduate students have completed parts (A) and (B) successfully.

Part (B) paperwork can only be submitted once Part (A) is complete.

Part (B) Agreement form

Part (B) Evaluation form

Exceptions:

Part (A): if a graduate student has already succeeded in a course that can be considered equivalent to one of these 8 courses at another institution, they can request to use the final exam from that course to fulfill a portion of the part (A) requirement. This request can be made for up to 3 courses and may include either or both of 517 and 566. The graduate committee will evaluate whether or not to approve each such request, on a course-by-course basis.

Part (B): no exceptions.  

Policies for Part (A):

For each of the QS courses:

There will be a syllabus of recommended topics and a list of recommended textbooks, which will be considered current if it was approved by the math faculty in the last 10 years. If the syllabus is current, the faculty member is required to cover the recommended topics for at least 10 weeks of the course.

The faculty member will choose another faculty member as a course consultant, preferably someone who previously taught the course. The course consultant will be responsible for approving the following material developed by the faculty member: the syllabus, the choice of textbook, and the structure, sources, and content for the final exam.

Students will be assessed on the material from the syllabus of recommended topics at the end of the course. For each QS course except MATH 574, the qualifying exam will be an in-class 2-hour exam at the time scheduled for the course final by the university and the final exam will only cover topics from the syllabus of recommended topics. Students may be expected to complete problems about material discussed in class, material from homework, or new material, as long as it is closely related to the material on the syllabus of recommended topics.

The faculty member will assign one of the following grades to each final assessment: strong pass, pass, weak pass, or fail . The course consultant will be responsible for approving the cut-off between a passing and failing grade on the qualifying exam.

To determine grades for the course, the faculty member may choose to evaluate students’ understanding of material not on the list of recommended topics and outside of the course final exam. The faculty member has complete decision-making authority for the content and method of this evaluation, as long as it is clearly communicated in the syllabus.

The department will encourage faculty to invest in these courses and will enable students to meet potential PhD advisors by rotating a broad range of faculty through the QS courses.

Policies for Part (B):

A student will ask 2 faculty members from the math department to be on their part (B) evaluation committee.  The two faculty members are responsible for evaluating the student’s part (B) written work and presentation, but are not committed to being the student’s future advisorStudents will write their Part B paper and give it to their 2-person committee at least two weeks before their presentation.

• Students will write their Part B paper and give it to their 2-person committee at least two weeks before their presentation.
• Students who complete their Masters at CSU and complete either the paper or thesis option and then decide to pursue a PhD are still required to complete Part B (according to the Graduate Handbook) within one year after completing the MS degree.
• Members of a Part B committee must be eligible to serve on PhD committees for students in the Department of Mathematics and at least one member must be eligible to advise PhD students in mathematics.

The student and faculty members will fill out the part (B) agreement form.  In particular, they will decide on the content, references, and time-line for the part (B) evaluation. The expectation is that the material in the part (B) project should be approximately equivalent to five weeks of a graduate course.

They will decide on the length, content, and format of the written assessment. For the alternative sources, valuable ways to provide written explanation might include an analysis of technical reports and real data, instructional materials for new techniques, a survey about a series of interviews with an expert, or documentation for new code.

They will decide on the audience, length, content, and focus of the verbal assessment. The part (B) presentations will not be announced by the department. The student and faculty members may choose to invite several people, or to have a private meeting.

The faculty members will evaluate the student’s part (B) written and verbal material and decide whether the student passed or failed. In either case, the faculty will provide the student with written feedback, for example, by filling out the questions on the part (B) evaluation form. A student who attempts but does not pass part (B) may try again, with either the same or with different faculty members, but must pass part (B) by the second attempt.

The committee recommends that Part (2) of the current qualifying system be renamed and re-interpreted as a requirement for the doctoral degree process.

Research Prelude:

Every doctoral student must propose a research area and general topic to their doctoral committee. With this proposal, the student should demonstrate the ability to synthesize research concepts with a written paper and presentation, including examples, data, or proofs. This may involve either an analysis of an important reference, an analysis of a recent publication, or new material generated by the student.

A doctoral advisor may decide that a masters defense completed at CSU can fulfill a student’s research prelude requirement. If a student switches advisers, it is up to the discretion of the new advisor whether the student should complete another research prelude.

Required for all PhD students:

Departmental preliminary examination:.

At some time after a Ph.D. advisor and committee have been assigned, the student will be required to pass an oral preliminary examination prepared and administered by the student’s committee.

This examination must be passed at least one academic year (two semesters; the summer session may be included) before defense of the dissertation. The purpose of this oral examination is to evaluate the student’s proposed research project.

Two weeks prior to the examination, the student must provide to the Ph.D. committee a written copy of the dissertation proposal, including a survey of the relevant literature, a description of the problem to be investigated, and an outline of methodology to be considered. The student either passes, passes provisionally (certain additional conditions must be met), or fails. In case the student fails the examination, it may be repeated once subject to Graduate School regulations. After this examination has been passed, the student becomes a Ph.D. candidate.

Doctoral students in the mathematics department at CSU are considered to achieve “candidacy” for the degree upon passage of preliminary examinations.

A written report of the examination will become part of the student’s file.

PhD Dissertation and Final Examination

Each Ph.D. candidate must prepare a dissertation containing original mathematical research that is acceptable to the students committee. The student must successfully defend this dissertation in an open oral examination before the committee as well as other interested parties. This examination can be given no sooner than two semesters (including summer) after the student becomes a Ph.D. candidate.

The Dissertation:

• Dissertations will be submitted electronically through ProQuest/UMI though the Colorado State University libraries ETD submission website. Instruction for submitting a thesis are detailed on the Graduate School’s website and can be found here .
• The format of the thesis must strictly adhere to the requirements of the Graduate School. A requirements checklist, formatting guide and sample pages are available on the Graduate School website and can be found here .
• The thesis must be submitted to the Graduate School by published deadlines .
• PhD students must also submit the Survey of Earned Doctorates confirmation certificate with the Thesis/Dissertation Submission form.

The Graduate Coordinator will assist with room scheduling once the date and time for the defense have been established with your committee.

The student’s committee must have adequate time to review the thesis before the final examination. Therefore, the committee must have the thesis at least two weeks (including two weekends) before the final examination which meets the following standards:

• The Thesis must be in final form
• The Print is letter quality, and a uniform style has been used throughout.
• Figures, printouts, etc. are clear and easy to read.
• Text is double-spaced and printed on only one side of the paper.

Results of the final oral examination will be reported on the GS24. Voting is limited to the members of the student’s committee, and a majority vote is necessary to pass the examination. A tie vote is interpreted as failure to pass the examination. All committee members must vote to either Pass or Fail the student; there is no option to withhold a signature. Committee members who are not academic faculty do not have a vote on the final examination.

If significant revisions to the thesis are required by the committee after the final oral examination is complete, a reasonable amount of time must be given for committee members to re-review the thesis once the revisions have been made.

A candidate who fails the final examination may be reexamined once and, for the reexamination, may be required to complete further work. The reexamination must be held not later than 12 months after the first examination. The examination must not be held earlier than two months after the first examination unless the student agrees to a shorter time period. Failure to pass the second exam results in dismissal from the Graduate School.

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Dwight B. Goodner Endowed Fellowship in Mathematics Scholarship

About the scholarship.

The Dwight B. Goodner Endowed Fellowship in Mathematics Scholarship is open to students in the College of Arts and Sciences at Florida State University. Graduate students in the Department of Mathematics are encouraged to apply.

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Mathematics

University of iowa mathematics graduate named paesmem awardee by president biden.

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Dawn incorporated helps ysu students, itself with scholarships.

WARREN — Dawn Incorporated has paired with Youngstown State University to help build careers in the construction industry for students in the school’s STEM college.

Through the partnership, the Warren-based construction company has provided its first construction scholarships to science, technology, engineering and mathematics students Willow Miller and Dillen Knowles.

The award pays the full tuition for Miller, of Mineral Ridge, and Knowles, of Williamsfield in Ashtabula County, through their graduation, as well as gives them a job at the company.

It’s also beneficial to Dawn Incorporated, which is building a skilled workforce pipeline at a time when employees are needed.

On Tuesday at the company’s Sferra Avenue NW headquarters, its president / CEO Dawn Ochman, other company officials, YSU President Bill Johnson and STEM college Dean Wim F.A. Steelant, and others ceremoniously welcomed Miller and Knowles into the fold and celebrated the accomplishment.

“Big thanks,” Miller, 21, a senior who will graduate in the fall, said. “I know the interview process was stressful.”

“I’m glad we made it through though,” said Knowles, also 21, a junior who plans to graduate at the end of 2025.

Knowles will start work May 13. Miller will begin a week later, on May 20.

They will work full time in the summers and part time during school, earning a salary in addition to the 100% tuition payment.

“The hope is they stay,” Ochman said.

The plan, Ochman said, is to cross-train Miller and Knowles on different aspects of the construction industry.

“One came in here thinking 100% estimating, one came in here thinking 100% project management,” Ochman said of the first round of interviews. By the second round, both, she said, were thinking they might want to try another aspect, “so we’re going to teach them and foster them and see where it goes.”

Johnson said, “This is a real shot in the arm. It was one of the first things that happened after I became president at Youngstown State. When Dawn came in and started talking about this opportunity, it was something that we very, very quickly embraced.”

“This is exactly the kind of thing that we want to do. We have refocused our workforce, education and innovation priorities to more closely and seamlessly align our academic programs with the kind of workforce that employers in our region need,” said Johnson.

Steelant called the idea — developed by Ochman while attending the Youngstown / Warren Regional Chamber’s Columbus Drive-In in February — “visionary” because he’s told by employers all the time of the need for highly-skilled employees.

“It sets a tremendous example of how you can attack that shortage by acting early and that’s tremendously important for the region,” as well as the students, Steelant said.

It’s also the sort of program Johnson said he would like to see more of with other companies.

“I would think we would have companies lining up from here to Steubenville to get involved in this kind of program, because where can you get this kind of talent?” Johnson said, adding it’s a “very smart investment” by Dawn Incorporated.

Ochman said, “I don’t want it to end here. We want this to be on an annual basis. Every year, we want to keep bringing kids in. The hope is they come here, they like it and they stay.”

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Mathematics & Statistics

Mathematics Scholarships and Awards Ceremony, April 24

Join us as we celebrate the excellent work of our mathematics majors, graduate students, and graduating seniors.

Wednesday, April 24th, at 3:30pm, in Hill Auditorium in Barrows Hall. Family and friends are welcome! Refreshments will be served immediately following the event.

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