math phd new york

MATH-PHD - Mathematics

Official name of program, department(s) sponsoring program, degree designation, nysed program code, requirements.

Mathematics Education PhD

Doctor of philosophy.

The Doctor of Philosophy (Ph.D.) degree emphasizes research competencies. The degree requires a scholarly dissertation of intellectual merit and sound research methodology. Dissertation research may include analytical studies of the process of teaching or experimental studies of the teaching-learning process, including studies of verbal learning and laboratory practice or historical studies.

Admissions Information

Displaying requirements for the Spring 2024, Summer 2024, and Fall 2024 terms.

• Points/Credits: 75
• Entry Terms: Spring, Summer, Fall

Application Deadlines

For details about rolling deadlines , visit our admission deadlines page.

Select programs remain open beyond our standard application deadlines , such as those with an extended deadline or those that are rolling (open until June or July). If your program is rolling or has an extended deadline indicated above, applications are reviewed as they are received and on a space-available basis. We recommend you complete your application as soon as possible as these programs can close earlier if full capacity has been met.

Application Requirements

Requirements from the tc catalog (ay 2023-2024).

Displaying catalog information for the Fall 2023, Spring 2024 and Summer 2024 terms.

View Full Catalog Listing

Doctoral Degrees

All candidates for the Ed.D., Ed.D.C.T., or Ph.D. degrees are expected to demonstrate both mathematics and mathematics education competencies through a series of certification examinations taken upon the completion of 60 graduate points. Certification examinations test the student’s knowledge of current research and theory in mathematics education and mathematics content. Examinations are offered once in the fall, spring, and summer terms. Courses recommended as preparation for the examinations in mathematics education include MSTM 6037,  MSTM 4019, and other mathematics education courses; Courses recommended as preparation for the examinations in mathematics are 6000- level mathematics content courses.

Students must demonstrate acceptable proficiency in at least three of the following six mathematics content areas: algebra, analysis, discrete mathematics, foundations of mathematics, geometry and topology, and probability and statistics. Students may sit for the examination in mathematics content during the regular certification examination times. Alternatively, they may register for advanced content courses and, with permission of the program, sit for the content area certification examination upon completion of the course. Incoming doctoral candidates should register for MSTM 6037 Professional Seminar in Mathematics during the first year of doctoral studies.

Doctoral students whose dissertations require statistical analysis should include appropriate statistics courses in their programs. These points can be included either in the mathematics/mathematics education requirement or can be taken as research electives.

Doctor of Philosophy in Mathematics Education

The Doctor of Philosophy (Ph.D.) degree emphasizes research competencies. The degree program requires a scholarly dissertation of intellectual merit and sound research methodology. Dissertation research may include analytical studies of the process of teaching or experimental studies of the teaching-learning process, including studies of verbal learning and laboratory practice or historical studies.

Candidates are encouraged to develop an association with a faculty member early in their studies to identify a problem area of mutual interest to plan a course of studies that leads to the competencies needed to complete dissertation research and prepare for a professional role. Further details are available in the brochures on doctoral studies and in the general descriptions of doctoral programs available from the Office of Doctoral Studies (ODS).

A program of study for the Doctor of Philosophy degree must include at least 45 points taken under Teachers College registration. In order to permit the acquisition of broad and basic scholarship, each program of study should include at least 60 points in mathematics, mathematics education, statistics, and computing. At least 35 points should be in advanced courses – including research courses (MSTM 6500 or 6501 and MSTM 7500). (Any Teachers College course at the 6000 level or above, any Columbia University Graduate School of Arts and Sciences course with a “G” prefix, any “W” course numbered above 4000, or any transferred course with a graduate-level prerequisite will be considered an advanced course.) Further, 15 points in the philosophical, psychological, and curricular foundations of education must be included in every Ph.D. degree program. Students whose dissertations require statistical analysis should include appropriate statistics courses in their programs. These points can be included either in the mathematics/mathematics education requirement or can be taken as research electives.

Candidates for the Ph.D. degree are required to demonstrate competency in two languages chosen from among French, German, and Russian. Students who require other languages for the preparation of their dissertation may petition the program to request one substitution. Students in mathematics may not use computer languages or statistics to satisfy the language requirement.

The Ph.D. dissertation is a scholarly study contributing new theoretical knowledge to the field and should be planned early in the program when sufficient advanced courses have been completed to permit the candidate to enroll in relevant research courses. Ph.D. dissertations in mathematics education should be (1) experimental studies in learning, (2) analytical studies in policy theory in mathematics education, or (3) other scholarly investigations of problems and issues of broad significance in the field.

The website of the Program offers a list of Topic study groups which doctoral students are recommended to join.

• View Other Degrees

Program Director : Professor Alexander Karp

Teachers College, Columbia University 323 Thompson

Phone: (212) 678-3381 Fax: (212) 678-8319

Email: tcmath@tc.edu

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Mathematics

Degrees and fields of study.

• Mathematics (Non-Degree)
• M.S. in Mathematics
• Joint M.S. in Scientific Computing (with Computer Science)

Ph.D. in Mathematics

• Ph.D.  in Atmosphere Ocean Science and Mathematics
• Ph.D.-J.D. in Mathematics/Law (Dual Degree)

See also Mathematics in Finance .

Application Deadlines

Applications and all supporting materials must be  submitted online by 5PM  Eastern Time. If a listed deadline falls on a Saturday, Sunday, or U.S. federal holiday, then the next business day will be the actual deadline.

Non-Degree Program

• November 1 : Spring admission
• May 1 : Summer admission
• August 1 : Fall admission

M.S. Program

• April 15 : Summer admission
• April 1 : Fall admission

Joint M.S. Program

• February 15 : Fall admission, strongly recommended deadline
• May 1 : Fall admission, final deadline

All Ph.D. Programs

• December 18 : Fall admission, strongly recommended deadline
• Ph.D.-J.D. applicants must submit  two separate applications  — one to GSAS, and another to NYU Law. Please consult  NYU Law Admissions  for the J.D. application deadline.

Requirements

In addition to the general application requirements, the department specifically requires:

Test Scores

Ph.D. in Mathematics: optional. 

Ph.D. in Atmosphere Ocean Science and Mathematics: please do not submit.

M.S. in Mathematics: optional. 

Joint M.S. in Scientific Computing: optional.

TOEFL/IELTS

Applicants must submit official TOEFL or IELTS scores unless they:

Are a native English speaker; OR

Are a US citizen or permanent resident; OR

Have completed (or will complete) a baccalaureate or master's degree at an institution where the language of instruction is English.

Statement of Academic Purpose

In a concisely written statement, please describe your past and present work as it relates to your intended field of study, your educational objectives, and your career goals. In addition, please include your intellectual and professional reasons for choosing your field of study and why your studies/research can best be done at the Graduate School of Arts and Science at NYU. The statement should not exceed two double-spaced pages.

Writing Sample

Writing sample not required.

Video Statement

Optional for all applicants. Please read the detailed instructions on the Videos and Online Materials page.

Special Instructions

The Ph.D. program in Mathematics offers the opportunity to conduct research in New York  or at  NYU Shanghai . Applicants who are interested in opportunities at Shanghai should indicate their interest in the campus section of the application.

Non-degree applicants to Mathematics who are U.S. citizens or permanent residents, or applicants who hold a current H1-B visa, must use the online application to apply. Other non-degree applicants must follow special instructions. Refer to  Application Policies  for more information. As part of the application, all applicants must provide a final and official academic transcript showing proof that the bachelor’s degree or equivalent was conferred, including all courses with grades received. The TOEFL is required of applicants who are not native English speakers. The GRE, letters of recommendation, and résumé are optional (please leave items blank on the application if you do not provide). The statement of purpose should explain why you want to attend the program as a non-degree student and describe the courses you plan on taking.

Useful Links

• GSAS Bulletin
• Department Website
• Email [email protected]
• Application Portal
• Back to Programs, Requirements and Deadlines

The Graduate School of Arts and Science reserves the right to change this information at any time. This page supersedes all previous versions.

Last updated August 2023.

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Mathematics Education

Phd in teaching and learning concentration.

Prepare to conduct mathematics education research at the elementary, secondary, and postsecondary level.   You will work closely with faculty on all aspects of the research process, including designing a research proposal, honing your methodology, implementing a research agenda, and disseminating findings.

What You'll Learn

• Strategies for designing and analyzing research studies in mathematics education
• Qualitative and quantitative research methods 
• Current issues in mathematics pedagogy, teacher education, curriculum, and integration of educational technology 

How You'll Learn

Pedagogy and content courses.

As a student in this doctoral program, you will take a series of courses focused on issues of teaching and learning and complete mathematics courses appropriate to the level of interest (elementary, secondary, post-secondary) in your research. If you're interested in doing work at the secondary or above level, you will take mathematics courses in the mathematics department.

Research Methods Courses

Take courses designed to prepare you for all aspects of the research process. You will gain mastery of a wide range of qualitative and quantitative research methods in mathematics education, then work closely with faculty members to develop your own research interests and a research proposal. 

Exceptional Faculty Resources

Mathematics Education faculty work closely with College of Arts and Sciences faculty in NYU's  Courant Institute for Mathematical Sciences . These collaborations provide you with opportunities to draw on content knowledge and pedagogical expertise from a diverse range of sources.

You'll graduate prepared to work as a researcher or teacher educator in mathematics education in colleges and universities. You'll also have the skills needed to excel as a mathematics education specialist or consultant in government organizations and multinational corporations.

Jasmine Y. Ma

Associate professor.

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Mathematics PhD Program

Supervising faculty.

• Program Structure

Current Students

• Application

NYU Shanghai, in partnership with the NYU Graduate School of Arts and Science and the NYU Courant Institute of Mathematical Sciences, invites applications from exceptional students for PhD study and research in Mathematics.

Participating students are enrolled in the NYU GSAS Mathematics PhD program, complete their coursework at the NYU Courant Institute in New York, and then transition to full-time residence at NYU Shanghai where they undertake their doctoral research under the supervision of NYU Shanghai faculty.

Highlights of the Program:

• NYU degree upon graduation
• Graduate coursework at the NYU Courant Institute in New York
• Research opportunities with and close mentorship by NYU Shanghai faculty
• Access to the vast intellectual resources of NYU GSAS and NYU Courant Institute
• Cutting-edge research environment at NYU Shanghai, including the NYU-ECNU Institute of Mathematical Sciences, a thriving community of PhD students, post-doctoral fellows, and research associates, activities such as a regular program of seminars and visiting academics, and links with other universities within and outside China
• Financial aid through the NYU Shanghai Doctoral Fellowship , including tuition, fees, and an annual stipend
• Additional benefits exclusive to the NYU Shanghai program, including international health insurance, housing assistance in New York, and travel funds

Jinzi Mac Huang

Applied Mathematics, Fluid Dynamics, Geophysics, Soft Matter Physics

Mathieu Laurière

Computational Methods, Optimal Control, Game Theory, Partial Differential Equations, Stochastic Analysis, Deep Learning, Reinforcement Learning

Vahagn Nersesyan

Stochastic PDEs, Random Dynamical Systems, Control Theory

Alejandro Ramirez

Probability Theory

Pierre Tarres

Probability Theory, Statistics, Statistical Physics

Probability, Mathematical Physics

Recent Publications by NYU Shanghai Faculty

• Mac Huang, Jinzi, and Nicholas J. Moore. "Morphological attractors in natural convective dissolution." arXiv preprint arXiv:2109.02212 (2021).
• Mac Huang, Jinzi, Michael J. Shelley, and David B. Stein. "A stable and accurate scheme for solving the Stefan problem coupled with natural convection using the Immersed Boundary Smooth Extension method." Journal of Computational Physics 432 (2021): 110162.
• Mac Huang, Jinzi, and Jun Zhang. "Controlling Thermal Convection with Side Heating." arXiv preprint arXiv:2103.04042 (2021).
• Carmona, R., and Laurière, M. Convergence analysis of machine learning algorithms for the numerical solution of mean field control and games: I - the ergodic case. To appear in SIAM Journal on Numerical Analysis (2021)
• Carmona, R., Cooney, D., Graves, C., and Laurière, M. Stochastic Graphon Games: I. The Static Case. To appear in Mathematics of Operations Research (2021)
• Achdou, Y., Laurière, M., and Lions, P.-L. Optimal control of conditioned processes with feedback controls. Journal de Mathématiques Pures et Appliquées (2020)
• Perrin, S., Pérolat, J., Laurière, M., Geist, M., Elie, R., and Pietquin, O. Fictitious play for mean field games: Continuous time analysis and applications. In 34th Conference on Neural Information Processing Systems, NeurIPS 2020 (2020)
• Elie, R., Pérolat, J., Laurière, M., Geist, M., and Pietquin, O. On the convergence of model free learning in mean field games. In 34th AAAI Conference on Artificial Intelligence, AAAI 2020
• V. Jaksic, V. Nersesyan, C.-A. Pillet, A. Shirikyan, Large deviations and entropy production in viscous fluid flows, Arch. Ration. Mech. Anal, 240: 1675-1725, 2021
• V. Nersesyan, Approximate controllability of nonlinear parabolic PDEs in arbitrary space dimension, Math. Control Relat. Fields, 11(2): 1–15, 2021
• V. Nersesyan, A proof of approximate controllability of the 3D Navier-Stokes system via a linear test, SIAM J. Control Optim., 59(4), 2411-2427, 2021
• S. Kuksin, V. Nersesyan, A. Shirikyan, Exponential mixing for a class of dissipative PDEs with bounded degenerate noise, Geom. Funct. Anal., 30(1): 126–187, 2020
• V. Jaksic, V. Nersesyan, C.-A. Pillet, A. Shirikyan, Large deviations from a stationary measure for a class of dissipative PDE’s with random kicks, Comm. Pure Appl. Math., 68(12): 2108–2143, 2015
• Sabot, C., & Tarrès, P. (2021). The*-Vertex-Reinforced Jump Process. arXiv preprint arXiv:2102.08988.
• Bacallado, S., Sabot, C., & Tarrès, P. (2021). The*-Edge-Reinforced Random Walk. arXiv preprint arXiv:2102.08984.
• Merkl, F., Rolles, S. W., & Tarrès, P. (2021, May). Random interlacements for vertex-reinforced jump processes. In Annales de l'Institut Henri Poincaré, Probabilités et Statistiques (Vol. 57, No. 2, pp. 1058-1080). Institut Henri Poincaré.
• Lupu, T., Sabot, C., & Tarrès, P. (2021). Inverting the Ray-Knight identity on the line. Electronic Journal of Probability, 26, 1-25.
• Lupu, T., Sabot, C., & Tarrès, P. (2020). Fine mesh limit of the VRJP in dimension one and Bass–Burdzy flow. Probability Theory and Related Fields, 177(1), 55-90.
• Mac Huang, Jinzi, et al. "Ultra-sharp pinnacles sculpted by natural convective dissolution." Proceedings of the National Academy of Sciences 117.38 (2020): 23339-23344.
• Merkl, F., WW, R. S., & Pierre, T. (2020). Correction to: Convergence of vertex-reinforced jump processes to an extension of the supersymmetric hyperbolic nonlinear sigma model. Probability Theory and Related Fields, 176(3-4), 1445-1445.
• The Vertex Reinforced Jump Process and a Random Schrödinger operator on finite graph, C. Sabot, P. Tarres * and X. Zeng, Annals of Probability, Volume 45, Number 6A (2017), 3967-3986.
• Edge-reinforced random walk, vertex-reinforced jump process and the supersymmetric hyperbolic sigma model, C. Sabot and P. Tarres *, Journal of European Mathematical Society, European Mathematical Society (2015), Vol. 17, No. 9, 2353-2378.
• Online learning as stochastic approximation of the regularization paths: optimality and almost-sure convergence, P. Tarres and Y. Yao *, IEEE Transactions in Information Theory (2014), Vol. 60, No. 9, 5716-5735.
• Massless Phases for the Villain model in d ≥ 3, with P. Dario, submitted
• C2 regularity of the surface tension for the ∇ϕ interface model, with S. Armstrong, submitted
• Maximum for Ginzburg-Landau fields, with D. Belius, to appear, Annals of Probability
• Four dimensional loop-erased random walk, with G. Lawler and X. Sun, Annals of Probability 2019, Vol. 47, No. 6
• Critical Percolation and the Minimal Spanning Tree in Slabs, with C. Newman and V. Tassion, Communications on Pure and Applied Math, Volume 70, Issue 11, (2017)

Selected Faculty Features

" Dialogue with Pierre Tarrès, Co-Director of the NYU-ECNU Institute of Mathematical Sciences at NYU Shanghai " (Pierre Tarres, Mathieu Laurière, Mac Huang, Vahagn Nersesyan, Alejandro Ramírez)

" Three Faculty Members Receive NYU Shanghai Tenure " (Vahagn Nersesyan, Alejandro Ramírez)

" Controlling Heat with Heat: New Approach Proposed to Tame Thermal Convection " (Mac Huang)

" Institute Members Participate in Research Funded by NSFC Major Research Plan " (Mac Huang)

" Math Mini-Course: Introduction to Mean Field Games " (Mathieu Laurière)

" NYU Shanghai Hosts International Forum of Fluid Physics " (Mac Huang)

" NYU Shanghai Professor Identifies Final Shape of Stone Forest Pinnacles " (Mac Huang)

" How Do Stone Forests Get Their Spikes? New Research Offers Pointed Answers " (Mac Huang)

“ NYU Shanghai Launches New Mathematics PhD ” (Pierre Tarres)

" Faculty Spotlight: Pierre Tarres " (Pierre Tarres)

Structure of Program

Participating students complete the PhD degree requirements set by the NYU Courant Institute and in accordance with the academic policies of NYU GSAS. Each student develops an individualized course plan in consultation with the Director of Graduate Study at the NYU Courant Institute and the student’s NYU Shanghai faculty advisor. A typical sequence follows:

Begin program with funded research rotation, up to 3 months preceding first Fall semester, to familiarize with NYU Shanghai and faculty as well as lay a foundation for future doctoral study.

Complete PhD coursework at NYU Courant Institute alongside other NYU PhD students.

Return to Shanghai for second funded research rotation to solidify relationships with NYU Shanghai faculty and make further progress in research.

Under supervision of NYU Shanghai faculty advisor, pursue dissertation research and continue coursework. Depending on each student’s individualized course of study, return visits to New York may also occur. Complete all required examinations and progress evaluations, both oral and written, leading up to submission and defense of doctoral thesis.

To learn more about the NYU Mathematics PhD program degree requirements, please visit this page .

Application Process and Dates

Applications are to be submitted through the NYU GSAS Application portal , within which students should select the Mathematics PhD as their program of interest, and then indicate their preference for NYU Shanghai by marking the appropriate checkbox when prompted. Applicants will be evaluated by a joint admissions committee of New York and Shanghai faculty. Application requirements are set by the NYU Courant Institute and are the same as those for all NYU PhD applicants, no matter their campus preference; however, candidates are recommended to elaborate in their application and personal statements about their specific interests in the NYU Shanghai program and faculty. 

For admission in Fall 2024, the application deadline is January 4, 2024.

Interested students are welcome to contact  Vivien Du , PhD Program Manager, at  [email protected]  with any inquiries or to request more information.

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Atmosphere and Ocean Science and Mathematics (PhD)

Program description, who should apply.

The importance of climate research is universally acknowledged because of its obvious importance to all life on our planet. Pushing the boundaries of the fundamental understanding of complex climate processes that occur and interact over vastly different length and time scales is crucial for reducing the uncertainty in climate forecasts.

Our center offers an interdisciplinary PhD in Atmosphere Ocean Science and Mathematics (AOSM). The program shares many exciting features with the PhD in Mathematics. Our goal is to train mathematically talented students both in the tools of modern applied mathematics and disciplinary atmosphere-ocean science. By drawing students from new pools of talent, our program seeks to be a significant channel for the recruitment and training of excellent students into the important and highly interdisciplinary fields of atmosphere, ocean, and climate science. We are committed to the education and training of our graduate students.

The Courant Institute at New York University has a world-leading reputation in applied mathematics and scientific computation and the placement of the Center within the Courant Institute provides a unique platform for interdisciplinary research. Our students greatly benefit from being part of the broader NYU community, and the NYC area.

The AOSM PhD program lies within the  Mathematics Department  and is a closely-related sibling program to the  PhD in Mathematics . We seek to admit and train scholars who possess great intellectual potential to shape the future of the atmospheric and oceanic sciences, building bridges between applied mathematics and climate research.  

Candidates should have: (1) a strong background in mathematics, physics, and/or engineering; (2) experience in research (or the equivalent, e.g., through work or outreach); and (3), most importantly, a sincere interest (but not necessarily experience) in the dynamics that underlie Earth’s climate. 

Intellectual potential, a passion to understand the climate system, and the tenacity to overcome obstacles are the key attributes of successful PhD students in our program.  These qualities can be demonstrated in many ways.  Our students come from all across the United States and world, bringing diverse interests (from pure math to applied physics), educational, and life experiences.  

We strongly encourage applications from women, racial and ethnic minorities, and other individuals who are under-represented in our field, across color, creed, race, ethnic and national origin, physical ability, gender, and sexual identity. 

Please refer to the  AOSM Degree Requirements  page for further information on coursework, examinations and other aspects of the program.

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

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

See Mathematics for admission requirements and instructions specific to this program.

Program Requirements

Written comprehensive exam, oral preliminary exam, dissertation defense, dissertation approval & submission, departmental approval.

PhD candidates for the Program in AOS and Mathematics are expected to be full-time students. The program normally requires five years of full-time study. The requirements for the PhD are the following:

Additional Program Requirements

The written examination tests the basic knowledge required to begin PhD study in Atmosphere Ocean Science and Mathematics. All of the information found on the  Mathematics PhD Written Examination page  applies here, with the exception that AOSM PhD students replace the exam in Complex Variables with an exam in Geophysical Fluid Dynamics (GFD).

The purpose of the oral examination is to determine if the candidate has acquired sufficient knowledge and maturity to commence dissertation research. The oral examination is comprised of a General section and a Special section, each lasting one hour, and conducted by two different panels of three faculty members. The exam sections are usually taken together during the spring of Year II, but are offered each fall, mid-winter and late spring.

The written dissertation should be based primarily on research published in peer-reviewed journals (at least one should be accepted before defending). The Graduate School of Arts and Sciences at NYU sets requirements for all NYU PhD dissertations; these may be found at the  Doctoral Dissertation Submission Guidelines page . Note in particular that  students must register for graduation on Albert at least  five  months prior to the defense.

Students must submit their dissertation for approval.

All Graduate School of Arts & Science doctoral candidates must be approved for graduation by their department for the degree to be awarded.

Sample Plan of Study

Following completion of the required coursework for the PhD, students are expected to maintain active status at New York University by enrolling in a research/writing course or a Maintain Matriculation ( MAINT-GA 4747 ) course.  All non-course requirements must be fulfilled prior to degree conferral, although the specific timing of completion may vary from student-to-student.

Learning Outcomes

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

• Mastery of the fundamental methods of applied mathematics and of climate science.
• Knowledge of the theories, concepts and open questions in the studentʼs sub-discipline of research.
• Mastery of the tools relevant to the sub-discipline of research (e.g. computational fluid dynamics, observational tools and methods, time-series analysis, etc.).
• Proficiency in oral and written communication appropriate to the sub-discipline of research.
• The ability to bring a research project to fruition in the form of a peer-reviewed publication.

NYU Policies

Graduate school of arts and science policies.

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

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

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• Prerequisites
• Graduate Study
• Careers in Mathematics
• Ph.D. in Mathematics
• Ph.D. in Atmosphere Ocean Science
• M.S. at Graduate School of Arts & Science
• M.S. at Tandon School of Engineering
• Current Students

The Ph.D. degrees in Mathematics and in Atmosphere-Ocean Science and Mathematics are open to students who wish to pursue a career in academic research and teaching, as well as in the private and public sectors. Consistent with its scientific breadth, the Institute welcomes applicants whose primary background is in quantitative fields such as economics, engineering, physics, or biology, as well as mathematics. Doctoral students take advanced courses in their areas of specialization, followed by a period of research and the preparation and defense of the doctoral thesis.

The Graduate Department of Mathematics at the Courant Institute offers balanced training in mathematics and its applications in the broadest sense. The Department occupies a leading position in pure and applied mathematics, especially in ordinary and partial differential equations, probability theory and stochastic processes, differential geometry, numerical analysis and scientific computation, mathematical physics, material science, fluid dynamics, math biology, Atmosphere and Ocean science, and Computational Biology.

  Ph.D. in Mathematics

  Ph.D. in Atmosphere Ocean Science

  M.S. at Graduate School of Arts & Science

  M.S. at Tandon School of Engineering

  Current Students

Nicole Fonger, Duane Graysay, Joanna Masingila

The School of Education, in cooperation with the Department of Mathematics, in the College of Arts and Sciences, offers a  program that prepares students to become mathematics teachers in grades 7-12 who are proficient in five areas:

• critical reflection and explanations of practice,
• content knowledge,
• inclusive and culturally relevant pedagogy,
• assessment of student learning and development of mathematical literacy, and
• professional conduct and collaboration.

This Master of Science (M.S.) program is designed for students who have attained a bachelor’s degree with a major in mathematics or its equivalent, and who seek initial New York State certification to teach mathematics in grades 7-12.  It aligns with the professional standards of the National Council of Teachers of Mathematics and the New York State Teaching and Learning Standards.  Full time study is required.

This program is not suitable for students who already have met requirements for initial certification to teach grades 7-12. Those already meeting certification requirements may wish to consider the master’s degree program in Teaching and Curriculum with an emphasis in mathematics education.  General program information is available in this catalog.  More details about the mathematics education emphasis are available from the faculty contact above.

Student Learning Outcomes

1. Acquire knowledge of each student, and demonstrate knowledge of student development and learning to promote achievement for all students

2. Know the content they are responsible for teaching, and plan instruction that ensures growth and achievement for all students

3. Implement instruction that engages and challenges all students to meet or exceed the learning standards

4. Work with all students to create a dynamic learning environment that supports achievement and growth

5. Use multiple measures to assess and document student growth, evaluate instructional effectiveness, and modify instruction

6. Demonstrate professional responsibility and engage relevant stakeholders to maximize student growth, development, and learning

7. Set informed goals and strive for continuous professional growth

Master’s Degree Course Requirements

The program requires 30-38 credits, and may be completed in 15 months, beginning in May.  Students who enter with education study equivalent to one of the courses below may have their syllabi reviewed for waiver of courses.  In no case will graduate credits required be below 30.

(courses with * include field experience)

First Summer

• EDU 606 - Understanding Learning and Teaching 4 credit(s) *
• ELL 645 - Issues in Educating English Language Learners 3 credit(s)
• RED 625 - Literacy Across the Curriculum 3-4 credit(s) 4 credits required*

Fall - Candidacy Semester

• SED 613 - Methods and Curriculum in Teaching 3 credit(s)
• SPE 612 - Adapting Instruction for Diverse Student Needs 3 credit(s)
• EDU 508 - Student Teaching 2-15 credit(s) (3 credits required) *
• Mathematics Course (3 credits)
• Safe and Healthy Learning Environments (0 credit), which includes the following topics: Identifying/reporting child abuse, violence prevention, child abduction prevention, highway/general safety, alcohol/drug/tobacco prevention, fire and arson prevention, and training related to the Dignity for All Students (DASA) Act.

Spring - Standard Student Teaching Semester

• EDU 508 - Student Teaching 2-15 credit(s) (6 credits required) *
• EDU 516 - Equitable Assessment for Inclusive Classrooms 3 credit(s)

Second Summer

• Mathematics course  (3 credits)
• Mathematics education course  (3 credits)

Intensive Examination

A master’s degree intensive examination is also required.

Mathematics Education Preparation 7-12 Content Requirements

In addition to the graduate courses listed above, this program requires either an undergraduate degree in Mathematics or a degree in another area with 30 hours of Mathematics content. Typically, a 3.0 average in these courses is required.

It is expected that students will enter the program with most of these requirements completed. Students who do not complete all of the requirements cannot be recommended for certification.

Also Required:

Workshops in violence prevention, child abuse and abduction, substance abuse, the Dignity for All Students Act (DASA), and school and fire safety.

As a culminating experience, students complete a portfolio demonstrating evidence of professional competence.

Mathematics belongs both to liberal arts and to sciences. Not only is it the language of science (including social science), but it is also studied for its own beauty. It is therefore one of the most vital and lively subjects in the University curriculum. In the technology-oriented climate of today, the department’s graduates have excellent employment opportunities.

Statistics is the discipline that concerns the collection, organization, analysis, interpretation, and presentation of data, in the context of uncertainty. Statistics is primarily mathematical in nature but has grown through applications in the social sciences, natural sciences, as well as business and engineering, to become its own separate, though closely allied, field.

Mathematicians and statisticians are in demand, not only in teaching and research of mathematics and statistics, and in the traditional fields of physics, chemistry, computer science and engineering, but also, and increasingly, in business, economics, environmental sciences, geology, biology and the health sciences among others. Students interested in the applications of mathematics and statistics should consider a minor in another discipline or even a double major, and consult the faculty in the relevant departments. Knowledge of computer science is useful for many applications of mathematics and statistics.

The Department of Mathematics and Statistics (hereinafter referred to as the department) has programs leading to BA, BS, MA and PhD degrees (MAT and MSEd degrees are offered through the Department of Teaching, Learning and Educational Leadership). The department offers a BA program in mathematical sciences with three tracks: mathematics, statistics and actuarial science; the challenging BS degree program, with tracks in mathematics and actuarial science, provides excellent preparation for graduate work at any university. Students considering a BS degree should seek advice as early as possible and plan their schedules carefully to meet the demanding requirements.

The department offers a five-year 4+1 program combining a bachelor’s degree in mathematical sciences with the Master of Arts in Statistics (MAS) degree.

The department collaborates with the Department of Teaching, Learning and Educational Leadership in offering the five-year 4+1 program leading to a BA in mathematics and an MAT degree in mathematics adolescence education. Other 4+1 programs include one that combines a BA in mathematics with a Master of Science in Electrical and Computer Engineering (ECE), and one that combines a bachelor’s degree in mathematical sciences with a Master of Business administration (MBA).

The department serves other disciplines by providing instruction in various mathematical and statistical skills. Traditional mathematical preparation for the hard sciences (biology, chemistry, economics, physics and engineering) is provided by MATH 223, 224, 225, 226, 227, 230, 304, 323, 324, 327, 371, 375, 471, 478, 479 and other courses. Statistical preparation is provided by MATH 147, 148, 327, 447, 448, 455, 457 and 458, among others.

Note: Math 224 is required for all mathematics and statistics majors. If a student does not place into MATH 224, then MATH 223 and, if needed, MATH 108 are also required for the completion of the major.

Grade Requirements and Prerequisites

• Any math course in which a student earns a grade of C- or less is not acceptable as a prerequisite for any other course offered by the department unless stated otherwise in the course description.
• Any math course in which a student earns a grade of C- or less cannot be used to fulfill the requirements of the major or minor.
• Math courses may only be repeated once to meet the above minimum grade requirements for the major. No course for the major may be taken more than twice. Students who fail to receive a grade of C or better after two attempts in a required major course will be dropped from the major. Withdrawals do not count towards the attempt limit. Students who are seniors may petition for an exception to this policy.
• A pass grade (P) does not count toward the major or minor unless the only grade available is Pass/Fail; in this case, consent of the department is required.
• A student who has received credit for a course may not take one of its prerequisites for credit at a later time.

Honors in Mathematics

The Undergraduate Committee determines the recipients of departmental honors. Usually, these will be students who are in the BS program and/or have a strong record of success in mathematics, statistics or actuarial science. Final awarding of honors requires satisfactory completion of the student’s final semester courses as determined by the Undergraduate Committee.

Departmental Advising

Students considering a major in mathematical sciences should seek advice from the faculty as early as possible. Every student declaring a mathematical sciences major is assigned a faculty advisor, and should meet regularly with the advisor to discuss course selection and career goals. Students are free to choose another advisor from among the faculty once they get to know the faculty better. In addition, any issue related to the major/minor can be discussed with the director of undergraduate studies. The department also has an advising liaison who can advise students interested in math but has not declared the math major as well as those math majors who are still taking lower-level courses.

Mathematics, Statistics, and Computer Science

The Department of Computer Science in the Thomas J. Watson College of Engineering and Applied Science offers a minor program that may be combined with a BA track in Mathematics or a BA track in Statistics to provide a strong background leading to careers in computer science. Both BA tracks are designed to facilitate this combination by allowing up to two computer science courses to be included in the BA track in Mathematics and up to one computer science course in the BA track in Statistics. Students interested in mathematics, statistics, and computer science should also consult with the Department of Computer Science.

Graduate Programs

The department is committed to the idea that pure and applied mathematics are two faces of the same subject. The research of the faculty and the training of the students cover a wide variety of topics in pure mathematics, as well as probability and statistics. The department offers a lively research atmosphere. Students are encouraged to take a broad range of courses. Teaching assistants are given varied assignments intended to increase their experience and employability. The department has a tradition of developing intellectual independence in its graduate students. Much time is given to the education of graduate students, both individually and in small classes. The distinguished research faculty offers considerable personal attention to graduate students.

The department offers degrees in Master of Arts (MA) in Statistics, Master of Arts (MA) in Mathematics and Doctor of Philosophy (PhD) in Mathematical Sciences. Research areas of faculty expertise include algebra, analysis, combinatorics, dynamical systems, geometry/topology, graph theory, number theory, probability and statistics.

The MA in mathematics program is intended to give the student a solid professional basis either for proceeding to the PhD program or for work in government, industry or teaching at the community college level. The PhD degree prepares a student for university or college teaching and for higher-level employment in government and industry. Entering students having substantial graduate-level training may enter the PhD program, skipping the MA.

The Master of Arts in Statistics program provides students with a solid foundation of practical knowledge to work with applied statistics in depth, preparing them for future careers in the public and private sectors as data scientists, consultants and engineers who manage and analyze data. This program leads to an MA degree.

The department is noted for its method of graduate education. In first-year courses, the emphasis is on training the student to do mathematics in depth. Many students report that these courses are the formative experiences of their professional lives.

Teaching assistantships are available. They provide not only financial support but also valuable experience, either in teaching a variety of courses or assisting faculty in special courses. The aim is to enhance students’ training with actual experience helpful in obtaining employment. Department members assist students in obtaining suitable employment and offer advice for career development.

The department cooperates with the Department of Teaching, Learning and Educational Leadership, which offers both the MAT (Master of Arts in Teaching) degree in mathematics adolescence education and the MSEd (Master of Science in Education) degree in adolescence education in mathematics. Details about these programs and requirements for the degrees are listed in the Department of Teaching, Learning and Educational Leadership section of this Bulletin.

Within the MA and PhD programs, there is a choice of two areas of emphasis. The flavors of these areas are indicated as follows:

• Mathematics: The mathematics component provides students both with breadth and depth of higher-level pure mathematics. In pure mathematics, the department has special emphasis in algebra, analysis, combinatorics - geometry/topology, graph theory, number theory and probability. In addition, students are encouraged to be acquainted with some applications and to take some courses in statistics and/or computer science.
• Statistics: The statistics component gives broad training. The master’s degree prepares students for jobs as statisticians and data analysts in government and industry. The PhD degree prepares students for university teaching and research, as well as consulting and research roles in industry and government. Students are given training in many diverse statistical methods used to analyze data, as well as the mathematical, statistical and probabilistic foundation.

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• UB’s graduate pathways for Puerto Rican STEM students expands with $500,000 grant

UB’s graduate pathways for Puerto Rican STEM students expand with $500,000 grant

Students from the University of Puerto Rico at Cayey work at the University at Buffalo during the summer of 2022 as part of a Sloan Foundation grant. Photo: Douglas Levere/University at Buffalo

By Tom Dinki

Release Date: June 5, 2024

BUFFALO, N.Y. — The longstanding STEM graduate program pipeline between the University at Buffalo and the University of Puerto Rico at Cayey will continue and expand to include more institutions thanks to a $500,000 grant from Alfred P. Sloan Foundation.

The funding builds upon a $250,000 seed grant that supported 14 UPR Cayey undergraduates to conduct summer research at UB in 2022 and 2023. Students who successfully completed the program were offered admission to a science, technology, engineering and math (STEM) graduate program at UB.

This new grant will expand the partnership to another U.S. mainland R1 institution (very high research activity), Texas A&M University, and two more Puerto Rican undergraduate institutions, Inter American University of Puerto Rico at Arecibo and Inter American University of Puerto Rico at Bayamon. 

Hispanic adults earned just 9% of STEM master’s degrees and 6% of STEM research doctorates from 2010-18, despite accounting for 16% of U.S. adults, according to the PEW Research Center. They also accounted for just 8% of all U.S. STEM jobs.

“Our hope is that this expansion will increase traditionally marginalized students’ opportunities and pathways to STEM graduate programs,” says the grant’s co-principal investigator, Luis A. Colón, PhD, SUNY Distinguished Professor and A. Conger Goodyear Professor in the UB Department of Chemistry and associate dean for inclusive excellence in the UB College of Arts and Sciences. “It is important that the enrollment of Latinx and Afro-Latinx in STEM graduate programs better reflects the population of the United States.”  

Since joining UB in 1993, Colón, a graduate of UPR Cayey and Puerto Rico native, has helped recruit dozens of students from the U.S. territory to come to Buffalo. Thirty-eight Hispanic students have earned advanced degrees in chemistry, mostly PhDs, while more than 100 Hispanic students have participated in the summer research program.  

For these efforts, Colón received the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring from then-President Barack Obama and the American Association for the Advancement of Science’s (AAAS) 2024 Lifetime Mentor Award.

Luis A. Colón, SUNY Distinguished Professor and A. Conger Goodyear Professor of chemistry, has helped recruit dozens of students from his native Puerto Rico to study and conduct research at UB. Photo: Douglas Levere/University at Buffalo

In the past, the UB-UPR Cayey partnership was supported by grants from the National Institutes of Health and National Science Foundation. The Sloan Foundation seed grant received in 2022 built on and formalized these efforts.

With the latest Sloan grant, undergraduate students from the three Puerto Rico institutions will conduct summer research at either UB or Texas A&M, as well as undertake a series of academic enhancement and professional development activities prior to and during the program.

The grant will also allow the program to create a web presence for networking and continued engagement of student scholars, as well as initiate bridge funding to alleviate financial burden as students transition to graduate school. 

In addition, a course will be permanently established at UPR Cayey on preparing students for summer research and entering graduate programs. The class will incorporate diversity, equity and inclusion issues and cultural differences.

“Moreover, a community of undergraduate scholars will be created that can serve as mentors to the new generation of students,” Colón says.

In addition to Colón, other co-principal investigators include Luis De Jesús Báez, PhD, assistant professor in the UB Department of Chemistry and a UPR Cayey graduate, and Wilfredo Resto, PhD professor of chemistry at UPR Cayey.

Other members of the team include Sarbajit Banerjee, professor of chemistry and materials science and engineering at Texas A&M; Rosamil Rey, associate dean for academic affairs at IAU Bayamón; and Jerry Cartagena, assistant professor of chemistry at IAU Arecibo. Rey and Cartagena, both hold PhD degrees in chemistry from UB.

Media Contact Information

Tom Dinki News Content Manager Physical sciences, economic development Tel: 716-645-4584 [email protected]

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PTSD Has Surged Among College Students

The prevalence of post-traumatic stress disorder among college students rose to 7.5 percent in 2022, more than double the rate five years earlier, researchers found.

By Ellen Barry

Post-traumatic stress disorder diagnoses among college students more than doubled between 2017 and 2022, climbing most sharply as the coronavirus pandemic shut down campuses and upended young adults’ lives, according to new research published on Thursday.

The prevalence of PTSD rose to 7.5 percent from 3.4 percent during that period, according to the findings . Researchers analyzed responses from more than 390,000 participants in the Healthy Minds Study, an annual web-based survey.

“The magnitude of this rise is indeed shocking,” said Yusen Zhai, the paper’s lead author, who heads the community counseling clinic at the University of Alabama at Birmingham. His clinic had seen more young people struggling in the aftermath of traumatic events. So he expected an increase, but not such a large one.

Dr. Zhai, an assistant professor in the Department of Human Studies, attributed the rise to “broader societal stressors” on college students, such as campus shootings, social unrest and the sudden loss of loved ones from the coronavirus.

PTSD is a mental health disorder characterized by intrusive thoughts, flashbacks and heightened sensitivity to reminders of an event, continuing more than a month after it occurs.

It is a relatively common disorder , with an estimated 5 percent of adults in the United States experiencing it in any given year, according to the most recent epidemiological survey conducted by the Department of Health and Human Services. Lifetime prevalence is 8 percent in women and 4 percent in men, the survey found.

The new research also found a sharp rise in the prevalence of a similar condition, acute stress disorder, which is diagnosed less than a month after a trauma. Diagnoses rose to 0.7 percent among college students in 2022, up from 0.2 percent five years earlier.

Use of mental health care increased nationally during the pandemic, as teletherapy made it far easier to see clinicians. Treatment for anxiety disorders increased most steeply, followed by PTSD, bipolar disorder and depression, according to economists who analyzed more than 1.5 million insurance claims for clinician visits between 2020 and 2022.

PTSD was introduced as an official diagnosis in 1980, as it became clear that combat experiences had imprinted on many Vietnam veterans, making it difficult for them to work or participate in family life. Over the decades that followed, the definition was revised to encompass a larger range of injury, violence and abuse, as well as indirect exposure to traumatic events.

However, the diagnosis still requires exposure to a Criterion A trauma, defined in the Diagnostic and Statistical Manual of Mental Disorders as “death, threatened death, actual or threatened serious injury, or actual or threatened sexual violence.”

It is not uncommon for young adults to experience traumatic events. A 1996 study of Detroit residents found that exposure to traumatic events — such as violent assaults, injuries or unexpected death — peaked sharply between the ages of 16 and 20. It then declined precipitously after age 20.

Research suggests that less than one-third of people exposed to traumatic events go on to develop PTSD.

Shannon E. Cusack, an academic researcher who has studied PTSD in college students, said there was division within the field about whether the profound disruptions that young adults experienced during the pandemic — abrupt loss of housing and income, social isolation and fear about infections — amount to triggering events.

“They’re causing symptoms that are consistent with the PTSD diagnosis,” said Dr. Cusack, a clinical psychologist and an assistant professor of psychiatry at Virginia Commonwealth University. “Am I not going to treat them because their stressor doesn’t count as a trauma?”

The prevalence data, she said, points to a pressing need for PTSD treatment on college campuses. Short-term treatments developed for veterans, such as prolonged exposure therapy and cognitive processing therapy, have proved effective in managing PTSD symptoms.

Stephen P. Hinshaw, a professor of psychology at the University of California, Berkeley, said that the disruptions of the pandemic might have left college students emotionally depleted and less resilient when faced with traumatic events.

“Midway through this study, there may have been legitimately more trauma and death,” he said, adding that the lockdowns may have caused more general despair among young people. “With the general mental health deterioration, is it harder to cope with traumatic stressors if you do get exposed to them?”

Some changes to the diagnostic manual may have blurred the line between PTSD and disorders like depression or anxiety, Dr. Hinshaw said. In 2013, the committee overseeing revisions to the manual expanded the list of potential PTSD symptoms to include dysphoria, or a deep sense of unease, and a negative worldview, which could also be caused by depression, he said. But the changes, he added, do not account for the sharp increase in diagnoses.

Ellen Barry is a reporter covering mental health for The Times. More about Ellen Barry

Understand Post-Traumatic Stress Disorder

Psychedelic Drugs: As the F.D.A. weighs whether to approve the use of MDMA for treatment  of post-traumatic stress disorder, an advisory panel overwhelmingly decided against endorsing it .

College Students: PTSD diagnoses among college students more than doubled between 2017 and 2022 , climbing most sharply as the coronavirus pandemic shut down campuses, according to new research.

Falling Short: The treatments for PTSD — including several forms of psychotherapy and medication — are effective for many patients, but they don’t work for everyone .

E.M.D.R.: The once-experimental trauma treatment might look bizarre, but some clinicians say it’s highly effective against PTSD. Here’s how the therapy works .

Removing the Stigma: Misconceptions about how PTSD develops and its symptoms can prevent people from seeking treatment .

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UB Awards 320 Biomedical Science Degrees; 35 Earn PhDs

Commencement 2024.

Lauryn Alexandria Scott, a biomedical sciences undergraduate student, is all smiles as she walks across the stage during the May 19 biomedical sciences commencement ceremony.

By Dirk Hoffman

Published May 29, 2024

Thirty-five doctoral, 76 master’s and 209 baccalaureate candidates were eligible to receive degrees in biomedical science fields during the May commencement ceremony.

2024 Commencement Video

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Six graduate students and nine senior undergraduates were singled out for special honors, including four graduates who received a Chancellor’s Award, the highest State University of New York undergraduate honor.

Graduates completed work in 14 departments or programs of the Jacobs School of Medicine and Biomedical Sciences :

• biochemistry
• biomedical informatics
• biomedical sciences
• biotechnical and clinical laboratory sciences
• genetics, genomics and bioinformatics
• medical physics
• microbiology and immunology
• natural sciences interdisciplinary
• neuroscience
• nuclear medicine technology
• pathology and anatomical sciences
• pharmacology and toxicology
• physiology and biophysics
• structural biology

Graduates also completed the following programs offered in alliance with the  Roswell Park Comprehensive Cancer Center Graduate Division : cancer pathology and prevention, cancer sciences, immunology, and molecular pharmacology and cancer therapeutics.

Fifteen of the doctoral degrees and eight of the master’s degrees were awarded in Roswell Park’s programs.

Allison Brashear, MD, MBA, UB’s vice president for health sciences and dean of the Jacobs School, congratulates the Class of 2024.

Lessons Learned From Recent Solar Eclipse

Allison Brashear, MD, MBA , UB’s vice president for health sciences and dean of the Jacobs School, welcomed attendees to the May 19 event at UB’s Center for the Arts and addressed the graduates.

“It fills my heart with immense joy to see all of you gathered here today,” she said.

“In the face of the challenges that have beset us in recent times, these bright scholars and scientists have exhibited extraordinary resilience, determination and perseverance in their academic endeavors. I am confident that these qualities will serve as guiding lights as they embark upon their journeys in their respective fields.”

She noted that biomedical science is one of the broadest areas of medical science and underpins much of modern medicine.

“Biomedical scientists are at the heart of multidisciplinary teams in health care. Biomedical research looks at ways to prevent and treat disease,” Brashear said. “Your innovative approaches and unwavering dedication will continue to push the boundaries of scientific discoveries and technology, leading to a brighter and healthier future for all of us.”

In his address, UB President Satish K. Tripathi, PhD, told the graduates they could learn a lot from the recent solar eclipse that generated excitement in Western New York in early April.

“Allow me to share three tips of advice gathered from the path of totality,” he quipped.

“Reconnect with the natural world, as often as possible. Instead of taking selfies, take time for self-reflection,” he said. “When you give wide berth to the stressors of modern life, you allow yourself space to find both your place in the world and your responsibility to it.”

“Do not regret circumstances beyond your control,” Tripathi added, noting the sunny days leading up to the eclipse, but the extreme cloudiness that persisted over much of WNY on April 8, the day of the event. “Notwithstanding the uncooperative weather, we all experienced a breathtaking moment. Magnify your disappointments and you miss occasions for learning, enrichment and wonder.”

“Lastly, use your expertise for the greater good. When you apply what you have learned for others’ benefit, you put your UB education to its highest purpose,” he said.

Doctoral graduate Haley Victoria Hobble won two separate graduate awards for her research and dissertation. She is flanked by Mark R. O’Brian, PhD, left, and John C. Panepinto, PhD.

Outstanding Graduates Recognized

Biochemistry graduate student research achievement award.

Doctoral graduate Haley Victoria Hobble was honored for research that received national or international recognition and for being selected to give an oral presentation at a major national or international meeting.

Dissertation: “Intrafamily Heterooligomerization of the N-Terminal Methyltransferase METTL11A”

Mentor: Christine E. Schaner-Tooley, PhD , associate professor of biochemistry

Roswell Park Graduate Division Award for Excellence in Research

Doctoral graduate Abigail Cornwell was the recipient of this award for outstanding research for her dissertation titled “Impact of Benzodiazepines on the Pancreatic Ductal Adenocarcinoma Tumor Microenvironment”

Mentor: Michael Feigin, PhD, associate professor of oncology, Roswell Park Comprehensive Cancer Center

The Dean’s Award for Outstanding Dissertation Research

Doctoral graduate Haley Victoria Hobble was the winner of this award that recognizes demonstrated excellence in research.

She was honored for her dissertation: “Intrafamily Heterooligomerization of the N-Terminal Methyltransferase METTL11A”

Mentor:  Christine E. Schaner-Tooley, PhD , associate professor of  biochemistry

The Microbiology and Immunology Award for Excellence in Dissertation Research in Memory of Dr. Murray W. Stinson

Doctoral graduate Katherine Shannon Wackowski was honored for her dissertation “Cooperation of RESC Proteins in Trypanosome RNA Editing and Holoenzyme Dynamics”

Mentor: Laurie K. Read, PhD , professor of microbiology and immunology

Dennis Higgins Award for PhD Dissertation Research in Pharmacology and Toxicology

Doctoral graduate Shirley Xu was honored for her dissertation “Troponin-Mediated Autoimmune Mechanisms of Immune Checkpoint Inhibitor-Induced Myocarditis”

Mentor: Umesh Sharma, MD, PhD , associate professor of medicine

Bishop Neuroscience Thesis Award

Doctoral graduate Richard Adam Seidman was honored for his dissertation “Oscillatory Calcium Mediated Regulation of Human Oligodendrocyte Progenitor Cells”

Mentor: Fraser J. Sim, PhD , professor of pharmacology and toxicology

The Structural Biology Award for Excellence in Dissertation Research in Memory of Dr. Robert H. Blessing

Doctoral graduate Nicholas David Clark was honored for his dissertation “Structure/Function Studies of Virulence Factors from Periodontal Pathogens and Membrane Sphingolipid Hydroxylases”

Mentor: Michael G. Malkowski, PhD , professor and chair of structural biology

The four undergraduate SUNY Chancellor’s Award winners, from left, Bryan R. Renzoni, Lea Kyle, Rachel Esther Sanyu and Sarah Bukhari, along with Jennifer A. Surtees, PhD.

SUNY Chancellor’s Award for Student Excellence

Sarah Bukhari, Lea Kyle, Bryan R. Renzoni and Rachel Esther Sanyu were recognized with the SUNY Chancellor’s Award. It recognizes students for their integration of academic excellence with other aspects of their lives that may include leadership, athletics, community service, creative and performing arts, entrepreneurship or career achievement.

Bukhari graduates with a bachelor’s degrees in biochemistry. She is an undergraduate researcher in the lab of  Jennifer A. Surtees, PhD , professor of  biochemistry . Bukhari secured funding from the Experiential Learning Network and a Mentored Research micro-credential.

Beyond academics, the Grand Island, New York, native is deeply involved in community engagement, serving as both the volunteer coordinator and vice president of the largest student-run pre-health organization, the Association of Pre-Medical Students, and was awarded a Community Engagement micro-credential and gathering 500+ volunteer hours.

With dual roles as dance coach and social media coordinator for the Pakistani Student Association, she fosters a network of communities to embrace diversity and celebrate traditions.

A native of Martville, New York, Kyle is a University Honors College Scholar who graduates with a Bachelor of Science degree in biochemistry with minors in both physics and public health.

She has been a Student Association, Recreation Department, Student Engagement and TASS Center employee. She also is the current president of UB Rotaract, a volunteering club on campus.

Kyle is also a student researcher in the  Department of Microbiology and Immunology ,  Elizabeth A. Wohlfert, PhD , associate professor of microbiology and immunology, focusing on the effects of chronic inflammation on muscle function due to chronic infection..

Renzoni, of East Amherst, New York, graduates with a Bachelor of Science degree in biochemistry. He is a University Honors College Presidential Scholar and Honors College Ambassador.

A BioXFEL Scholar, he has received multiple research internship positions and worked in two different laboratories, contributing to work on the development of novel organic and organometallic compounds with applications as cancer therapies.

Renzoni has also served as a co-chair of the G14 Leadership Summit, president and executive adviser of UB ChemClub, and both assistant music director and music director of The Enchords, UB’s all-gender a cappella group.

Sanyu, an international student from Uganda, graduates with a bachelor’s degree in pharmacology and toxicology.

She is an Honors College Scholar who conducted oncology research within the lab of Wendy Huss, PhD, at Roswell Park Comprehensive Cancer Center and at Johnson & Johnson, where she earned the 2023 Inspire Spotlight Award.

Sanyu has also worked as a student assistant in the Office of Interprofessional Education and an honors peer mentor. 

She is a founder of a health care app and is involved with the community through her work with Suubi Cancer Relief and Hillside Family of Agencies.

Sanyu also loves to dance and was a member of the UBMystique and 8-Count dance teams.

Undergraduate Outstanding Senior Awards

The following awards honor high academic performance and involvement in the campus community and external organizations:

Biochemistry Sarah Bukhari

Biomedical Sciences Alexis Krayevsky

Biotechnology Tanvi Dixit

Medical Technology Eva Wisniewski

Neuroscience Leah Heiler

Nuclear Medicine Technology Kelly Mahan

Pharmacology and Toxicology Rachel Esther Sanyu

Commencement speaker Styliani-Anna (Stella) E. Tsirka, PhD, tells the graduates to never lose sight of the wonder and awe that first drew them to the biomedical sciences.

Keynote Theme One of Compassion, Resilience

Commencement speaker Styliani-Anna (Stella) E. Tsirka, PhD, the Miriam and David Donoho Distinguished Professor of pharmacological sciences and vice dean for faculty affairs at the Renaissance School of Medicine at Stony Brook University, spoke about empathy and persistence.

“Beyond the technical skills and academic achievements that you have earned and will continue to earn, what will set you apart is your capacity for empathy, for compassion, your ethical responsibility,” she said.

“In the pursuit of scientific advancement, try not to lose sight of the human element and the living organisms whose lives may be impacted by our work.”

Tsirka noted that biomedical scientists have a serious duty to use their expertise to make society better, alleviate suffering and to promote the health and well-being of all people, regardless of race, gender or socioeconomic status.

“If you decide to further pursue scientific inquiry, do remember that you will need persistence and resilience,” she said. “Experimental science is not for the faint of heart.”

She remarked that her lab members often talk about the fact that it is called “research” instead of just “search.”

“The majority of our experiments will not be successful, but the ones that provide that ‘eureka moment’ will last a lifetime,” Tsirka assured the graduates. “Remember that setbacks are valuable lessons that shape the way for future success.”

Tsirka encouraged the graduates to embrace the idea of lifelong learning.

“To remain at the forefront of your field, you must remain curious and receptive of new ideas,” she said.

“Importantly, science is also delicate. Continue to approach it with integrity and rigor.”

University of Houston Study Shows Electric Vehicles Can Have Positive Impact on Air Quality and Public Health in Some Cities, Not All

Why a complete switch to electric vehicles could have negative impacts in Los Angeles

By Rashda Khan — 713-743-7587

• Science, Energy and Innovation

What do Houston, Los Angeles, New York and Chicago have in common? Dense population, high traffic volume and air quality that fails to meet ozone standards set by the U.S. Environmental Protection Agency. Those circumstances made each city a prime candidate for a University of Houston study assessing the impact of vehicle electrification on air quality and public health.

Titled “Air quality and health co-benefits of vehicle electrification and emission controls in the most populated United States urban hubs: insights from New York, Los Angeles, Chicago and Houston,” the study looked at changes in air pollution, specifically PM2.5 and ozone levels in these major U.S. cities under different electrification scenarios. The work was published in the journal Science of the Total Environment .

The study found that by switching to electric vehicles Houston could prevent 157 premature deaths each month, while New York and Chicago could see even greater benefits – avoiding 796 and 328 premature deaths per month, respectively. In Los Angeles, a scenario with a 29% EV share for light-duty vehicles could save 104 lives each month but full electrification could increase mortality in Los Angeles due to higher PM2.5 and ozone levels.

“Our findings indicate vehicle electrification generally contributes to reducing greenhouse gas emissions, improving air quality, and lowering the mortality rate associated with exposure to toxic air pollutants,” said the first author of the paper Ali Mousavinezhad, who earned a Ph.D. from the Department of Earth and Atmospheric Sciences of UH’s College of Natural Sciences and Mathematics this year.

“However, due to the complex atmospheric chemistry and unique meteorological and geographical conditions of Los Angeles, complete electrification might lead to increased concentrations of secondary aerosols, potentially causing adverse impacts on human health and the economy by raising mortality rates,” he added. “This underscores the need for region-specific environmental regulations.”

In the full electrification, also known as the FullE, scenario PM2.5 levels—tiny particles that can harm our lungs—dropped by up to 2.29 μg/m³ in many areas. Surprisingly, parts of eastern Los Angeles saw PM2.5 levels rise by up to 0.67 μg/m³. This was due to an increase in secondary organic aerosols, caused by changes in nitrogen oxides and volatile organic compounds dynamics, and a spike in hydroxyl radical concentrations.

The unique weather and geography in and around Los Angeles, including a mountain range to the east, can trap air pollutants in downwind areas. This can lead to higher concentrations of pollution.

The study also found significant reductions in nitrogen oxides and maximum daily average 8-hour ozone levels in the FullE scenario, with drops to 14.00-32.34 parts per billion and 2.58-9.58 ppb, respectively. However, some areas experienced increases in MDA8 ozone, highlighting the complexity of air quality management.

Economically, the FullE scenario promises significant health-related savings, ranging from $51 million to $249 million per day for New York, Chicago, and Houston. Conversely, Los Angeles could face economic losses up to $18 million per day.

“The four largest U.S. cities have distinct anthropogenic sources of air pollutants and greenhouse gases, “said Yunsoo Choi, corresponding author and professor of atmospheric chemistry, AI deep learning, air quality modeling and satellite remote sensing. “Each city requires unique regulations or strategies, including different scenarios for the adoption of electric vehicles, to reduce concentrations of these pollutants and greenhouse gases effectively.”

The overall impact on air quality is a more complex undertaking than many realize. Estimating future scenarios related to electric vehicles and changes in other sources – such as industry, residential areas, biogenic emissions, oceanic emissions, and others – contribute to this complexity.

However, both Choi and Ali see a lot of opportunity in the current push for electrification of the transportation sector.

“In the future, we anticipate an increase in the number of electric vehicles on the road, which will help reduce the emissions of air pollutants and greenhouse gases from vehicle tailpipes. By considering the expected percentage of electric vehicles in the future, we can estimate the impact of these changes on air pollutant and greenhouse gas concentrations, which ultimately affect human health,” Choi said.

This study shows that there is no one-size-fits-all solution. Effective and nuanced air quality management is crucial to a cleaner, healthier world. “The findings of this study will assist policymakers in tailoring their regulations to the specific characteristics of different regions to enhance quality of life,” Ali said.

As America and the world move towards a greener future with electric vehicles, these findings underscore the need for a balanced and thoughtful approach to ensure both environmental and public health benefits are fully realized.

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