phd mathematics berkeley

Applied Mathematics PhD

The Department of Mathematics offers both a PhD program in Mathematics and Applied Mathematics.

Students are admitted for specific degree programs: the PhD in Mathematics or PhD in Applied Mathematics. Requirements for the Mathematics and Applied Mathematics PhDs differ only in minor respects, and no distinction is made between the two in day-to-day matters. Graduate students typically take 5-6 years to complete the doctorate.

Continuing students wishing to transfer from one program to another should consult the graduate advisor in 910 Evans Hall. Transfers between the two PhD programs are fairly routine but must be done prior to taking the qualifying examination. It is a formal policy of the department that an applicant to the PhD program who has previous graduate work in mathematics must present very strong evidence of capability for mathematical research.

Students seeking to transfer to the department's PhD programs from other campus programs, including the Group in Logic and the Methodology of Science, must formally apply and should consult the Vice Chair for Graduate Studies.

Contact Info

[email protected]

Berkeley, CA 94720

At a Glance

Department(s)

Mathematics

Admit Term(s)

Application Deadline

December 11, 2023

Degree Type(s)

Doctoral / PhD

Degree Awarded

GRE Requirements

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Berkeley Berkeley Academic Guide: Academic Guide 2023-24

Science and mathematics education.

About the Program

The Graduate Group in Science and Mathematics Education (known informally as SESAME) offers an interdisciplinary graduate program leading to a doctoral degree in science, mathematics, technology, and engineering education. The program is designed to give graduates advanced expertise in a STEM discipline as well as in educational theory and research methodologies.

This Graduate Group was established so individuals with training or experience in a mathematical, scientific, or technical discipline can pursue advanced studies focused on educational issues in these disciplines. SESAME produces scholars who can communicate effectively with scientists, mathematicians, and engineers as well as with educational researchers and practitioners.  SESAME students are expected to attain a level of expertise equivalent to that of a Master's student in their chosen discipline.

Thesis work typically consists of basic research on learning or cognition in a STEM field or the development of improved pedagogical approaches based on relevant models and research. Upon satisfactory completion of their studies and thesis work, students will obtain the degree of Ph.D. in Science and Mathematics Education.

SESAME also offers a Learning Sciences Certificate in Instructional Design, Learning Technologies, and Education Research .

Visit Group Website

Admission to the University

Applying for graduate admission.

Thank you for considering UC Berkeley for graduate study! UC Berkeley offers more than 120 graduate programs representing the breadth and depth of interdisciplinary scholarship. A complete list of graduate academic departments, degrees offered, and application deadlines can be found on the Graduate Division website .

Prospective students must submit an online application to be considered for admission, in addition to any supplemental materials specific to the program for which they are applying. The online application can be found on the Graduate Division website .

Admission Requirements

The minimum graduate admission requirements are:

A bachelor’s degree or recognized equivalent from an accredited institution;

A satisfactory scholastic average, usually a minimum grade-point average (GPA) of 3.0 (B) on a 4.0 scale; and

Enough undergraduate training to do graduate work in your chosen field.

For a list of requirements to complete your graduate application, please see the Graduate Division’s Admissions Requirements page . It is also important to check with the program or department of interest, as they may have additional requirements specific to their program of study and degree. Department contact information can be found here .

Where to apply?

Visit the Berkeley Graduate Division application page .

Admission to the Program

Requirements.

• A bachelor’s degree or its recognized equivalent from an accredited institution;
• Superior scholastic record, normally well above a 3.0 GPA;
• Indication of appropriate research goals, described in the statement of purpose; and
• For international applicants whose academic work has been in a language other than English, the Test of English as a Foreign Language (TOEFL).

Selection Criteria

SESAME accepts three to six Ph.D. students each year from more than 50 applications. Applicants are judged on a number of factors; good scores and a high GPA are necessary but not sufficient. Particularly valued are potential as a researcher and educator, a strong background in a STEM discipline, and an agenda that fits well with the work of specific faculty in this small, interdisciplinary program. Applicants should clearly indicate in their statement of purpose which faculty member(s) they are interested in doing research with and why.

Experience teaching, developing instructional materials, or doing educational or psychological research in these areas will also be favorably considered.  Knowledge of psychology, cognitive science, education, or statistics is helpful but not required. See SESAME Admissions for more information. SESAME accepts applications for only the Fall semester.

Statement of Purpose and Personal History

The statement of purpose and personal history are two separate essays.

The statement of purpose should succinctly explain your reasons for applying to SESAME, briefly review our relevant academic preparation and work experience, and describe your future academic or professional goals once the degree is acquired. The focus should be on your preparation, experience, and aims rather than a discussion of the trends or importance of education in general. The most successful statements are one to two pages in length and focus on the strengths and experiences of the applicant, providing the reviewers with evidence and justification for admitting those applicants who are qualified and well-suited for SESAME.

The personal history should include any relevant information not already included in the statement of purpose. Additional suggestions may be found in the Graduate Division’s Personal Statement Guide. There is no minimum length for the personal history.

These two essays are used in part to evaluate the candidate’s writing skills. Pursuant to UC Berkeley Policy, the two statements must be written by the candidate.

Three Letters of Recommendation

Ph.D. applicants should provide at least three and no more than five letters that speak directly to their ability and potential to perform academic work at the doctoral level.

Doctoral Degree Requirements

SESAME is programmatically separate from the GSE so GSE-wide course requirements do not apply. Note, however, that the Graduate Division’s requirement of EDUC 375 still applies.

A. Two SESAME Core Courses Taken in Year 1

B. Two Foundations Courses Beginning in Year 1

C. Three Methodology Courses (1 Quant, 1 Qual + 1 More) Taken at Any Time

D. One Learning in the Discipline Course Taken at Any Time

Below are examples of courses that represent this area but this list is not exhaustive. Students are encouraged to look at courses offered each term, to consult with their advisor, and to explore  graduate coursework on campus more broadly.

E. Required: One Curriculum and Technology Design Course Taken at Any Time

Below are examples of courses that represent this area but this list is not exhaustive. You are encouraged to look at courses offered each term, to consult with your advisor, and to explore graduate coursework on campus more broadly - e.g., the School of Information .

F. Two STEM Disciplinary Courses in the Student’s Field of Emphasis

Reflecting the range of STEM disciplinary fields and your interests, these two courses should be selected in consultation with your faculty advisor and with an eye toward your professional development.

G. Participation in a Research Group (At Least Four Semesters)

Many faculty in the GSE have one or multiple research groups that run yearlong. SESAME students typically enroll in a research group led by their advisor. However, you are encouraged to participate in multiple research groups if it will further enhance your growth. Below is a list of Learning Sciences and Human Development research groups to consider.

Learning Sciences Certificate

• Design courses for undergraduates and graduate students
• Use learning sciences research in design, implementation, and assessment of educational programs
• Use and refine learning technologies, including online courses, learning management systems, interactive models and simulations, and educational games
• Succeed in K-12 settings; undergraduate, graduate, and research institutions; out-of-school settings; non-profits, education startups, and industries that develop technical training and novel approaches to learning
• Meet the needs of students with varied cultural, educational, and personal experiences, including emergent bilinguals, underrepresented minorities, and students new to technology.

SCMATHE 210 Practicum in Science and Math Education Research and Development 1 - 4 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 Practical experience on an educational research or development project on campus or elsewhere for 8-12 hours per week. Class meetings augment research experience with discussions of readings and interaction with guest speakers. Practicum in Science and Math Education Research and Development: Read More [+]

Rules & Requirements

Prerequisites: Consent of instructor

Repeat rules: Course may be repeated for credit without restriction.

Hours & Format

Fall and/or spring: 15 weeks - 0 hours of fieldwork per week

Additional Format: Two hours of meeting per week.

Additional Details

Subject/Course Level: Science and Mathematics Education/Graduate

Grading: Letter grade.

Practicum in Science and Math Education Research and Development: Read Less [-]

SCMATHE 220C Instructional Design in Science and Mathematics Education 3 Units

Terms offered: Spring 2023, Spring 2021, Spring 2019 Survey of literature on design of instruction in science and mathematics, including development of computer-based instruction. Includes consideration of evaluation methods and development of instruction modules for topics in science and mathematics. Instructional Design in Science and Mathematics Education: Read More [+]

Prerequisites: 220B or consent of the instructor

Fall and/or spring: 15 weeks - 3 hours of lecture per week

Additional Format: Three hours of lecture/discussion per week.

Instructional Design in Science and Mathematics Education: Read Less [-]

SCMATHE 292 Research Seminar and Colloquium 1 Unit

Terms offered: Fall 2024, Spring 2024, Fall 2023 Discussion of current education research carried on by students, faculty, and guest speakers. A written analysis of several presentations required. Research Seminar and Colloquium: Read More [+]

Fall and/or spring: 15 weeks - 2 hours of colloquium per week

Additional Format: Two hours of colloquium per week.

Grading: Offered for satisfactory/unsatisfactory grade only.

Research Seminar and Colloquium: Read Less [-]

SCMATHE 294 Formulation of Educational Research 1 - 3 Units

Terms offered: Fall 2024, Fall 2023, Spring 2023 Development of thesis proposal under supervision of faculty member. Formulation of Educational Research: Read More [+]

Fall and/or spring: 15 weeks - 0 hours of independent study per week

Additional Format: Individual conferences with instructor.

Formulation of Educational Research: Read Less [-]

SCMATHE 295 Research 1 - 12 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 Independent research activities under supervision of a faculty member. Research: Read More [+]

Additional Format: Individual conferences.

Research: Read Less [-]

SCMATHE 299 Individual Reading and Study 1 - 5 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 Individual reading and study under the supervision of a faculty member. Individual Reading and Study: Read More [+]

Individual Reading and Study: Read Less [-]

SCMATHE 602 Individual Study for Qualifying Examination 1 - 8 Units

Terms offered: Fall 2024, Spring 2024, Fall 2023 Individual study, under the supervision of a faculty member, designed to prepare the student for Ph.D qualifying examination. Individual Study for Qualifying Examination: Read More [+]

Credit Restrictions: Course does not satisfy unit or residence requirements.

Subject/Course Level: Science and Mathematics Education/Graduate examination preparation

Individual Study for Qualifying Examination: Read Less [-]

Contact Information

Graduate group in science and mathematics education.

4321 Berkeley Way West

[email protected]

SESAME Lecturer

Lloyd Goldwasser

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Phd-Algebra

Ehrhart theory of combinatorially defined polytopes.

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The Algebraic Brauer-Manin Obstruction on Chatelet Surfaces, Degree 4 del Pezzo Surfaces, and Enriques Surfaces

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Results on Unlikely Intersection Problems

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On the Brauer groups of fibrations

[email protected] 812 Evans Hall

• Read more about On the Brauer groups of fibrations

Singular Alternating Matrices over Rings of Integers

Advisor: Kenneth Ribet

• Read more about Singular Alternating Matrices over Rings of Integers

Comonadicity for Localizations

• Read more about Comonadicity for Localizations

(missing dissertation title)

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Some geometric methods in chromatic homotopy theory

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Elliptic Curves with Surjective Global Galois Representation

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Phd-Algebra

Ehrhart theory of combinatorially defined polytopes.

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The Algebraic Brauer-Manin Obstruction on Chatelet Surfaces, Degree 4 del Pezzo Surfaces, and Enriques Surfaces

• Read more about The Algebraic Brauer-Manin Obstruction on Chatelet Surfaces, Degree 4 del Pezzo Surfaces, and Enriques Surfaces

Results on Unlikely Intersection Problems

• Read more about Results on Unlikely Intersection Problems

On the Brauer groups of fibrations

[email protected] 812 Evans Hall

• Read more about On the Brauer groups of fibrations

Singular Alternating Matrices over Rings of Integers

Advisor: Kenneth Ribet

• Read more about Singular Alternating Matrices over Rings of Integers

Comonadicity for Localizations

• Read more about Comonadicity for Localizations

(missing dissertation title)

• Read more about (missing dissertation title)

Some geometric methods in chromatic homotopy theory

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Elliptic Curves with Surjective Global Galois Representation

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• Undergraduate

2023 Spring EDUC 131AC 001 SEM 001

Engineering Physics

• Undergraduate Program

Introduction to the Major

The Engineering Science (ES) program is a multi-departmental and interdisciplinary undergraduate program that encompasses closely-related areas of the physical sciences, mathematics and engineering. Students in the ES program acquire knowledge of engineering methods and can pursue their interests in areas of natural science, as well as advanced study in engineering, science, or mathematics. Students choose one of four majors: energy engineering, engineering mathematics and statistics, engineering physics, or environmental engineering science. A minor in energy engineering is also offered .

“ The classes across a variety of departments have allowed me to take a very interdisciplinary approach to engineering. And the great community within this major has taught me how to work with a team .” -  T.G. Mekenzi Roberts, Energy Engineering Science, Class of 2020

ES Major Options 

Energy Engineering interweaves the fundamentals of classical and modern physics, chemistry, and mathematics with energy engineering applications.

Engineering Mathematics and Statistics is the s tudy of pure and applied mathematics as essential components of modern engineering. 

Engineering Physics interweaves classical and modern physics, chemistry, and mathematics with their engineering applications.

Environmental Engineering pairs engineering fundamentals with courses in the environmental and natural sciences.

Amplify Your Major

Get involved with a student group such as Society of Engineering Sciences .

Apply to GLOBE Ambassadors , a learning and travel program for Engineering students .

Pursue a research opportunity for Engineering students .

• Enrich your studies with a minor in Energy and Resources or Sustainability .
• Four-Year Student Timeline

Explore Your Major

Meet with your ESS advisor to discuss your academic plans .

Familiarize yourself with ma jor and college requirements .

Talk to an ES advisor about department programs and research opportunities .

Enroll in ENGIN 98: The Insider's Guide to Berkeley Engineering .

Connect and Build Community

Take advantage of tutoring and workshops for Engineering students .

Find academic support at the Student Learning Center and Center for Access to Engineering Excellence .

Find student opportunities in the ESS newsletter and new student podcast .

Discover Your Passions

Browse research taking place in Engineering centers, institutes, and labs .

Attend the Undergraduate Research and Scholarships Fair in October .

Discover new interests in a Freshman Seminar or student-run DeCal course .

Broaden your perspective by attending Newton Series or View from the Top lectures .

Engage Locally and Globally

Attend the Calapalooza student activities fair and get involved with a student organization .

Find service opportunities through the Public Service Center .

Connect with other students during Engineers Week .

Reflect and Plan Your Future

Visit Berkeley Career Engagement and the Career Counseling Library .

Sign up for Handshake and CareerMail .

Explore career resources on the Engineering website .

• Attend an ESS workshop to create a resume and LinkedIn page .

Second Year

Talk to ESS peer advisors about life in the major .

Meet with your ESS advisor to discuss your academic progress .

Complete lower division prerequisites and start planning your upper division courses .

• Plan now if considering a double major , simultaneous degree , minor , or study abroad .

Join an Engineering student group such as Society of Engineering Sciences .

Get to know Engineering professors and graduate student instructors during their office hours .

Find study space and resources in the Kresge Engineering Library .

Consider pursuing a research opportunity for Engineering and ES students .

Apply to a REU research program. Check Berkeley Lab and UCSF for more research options .

Check out design and maker opportunities at the Jacobs Institute .

Work with a community organization in an American Cultures Engaged Scholarship course such as ENGIN 157AC .

Mentor local youth with Pioneers in Engineering, Berkeley Engineers and Mentors , or Engineering for Kids .

Discuss career options and goals with a Career Educator .

Explore career opportunities through a winter externship and informational interviews .

Learn about graduate and professional school .

• Pursue an internship and attend an internship career fair .

Focus on upper division requirements and electives .

Continue meeting with your ESS advisor to review your academic progress .

Submit paperwork for a double major, simultaneous degree, minor, or study abroad .

Give back by becoming an ESS peer advisor .

Join the Berkeley Engineering group on LinkedIn .

Explore student groups outside of Engineering, and deepen your involvement with an Engineering student group .

Explore your mission and impact as an Engineer through the LeaderShape Institute .

Consider the Sutardja Certificate in Entrepreneurship and Technology or a summer abroad through the European Innovation Academy .

Apply for a research opportunity if you haven’t done so already .

Take your engineering skills international through Engineers Without Borders .

Consider a Berkeley Global Internship such as the Engineering Internship in Toronto .

Experience life at another UC or college on a visitor and exchange program .

• Planning a summer internship abroad? Apply for travel funding from GLOBE Scholars .

Attend career and graduate school fairs such as the STEM Career & Internship Fair .

Discuss graduate school options with advisors and professors .

Sign up for a ESS career workshop , networking dinner , or career conference .

• Make an advising appointment in ESS and explore options such as 5th year MS, MEng, and PhD .

Fourth Year

Meet with your ESS advisor to do an official degree check and plan for your final year .

Complete any “bucket list” courses and remaining major, college, and campus requirements .

Join a professional association such as the Association of Energy Engineers or American Physical Society .

Continue attending tutoring and workshops, and reading the weekly ESS newsletter .

Connect with alumni groups and leverage your network as you prepare to graduate .

Teach your own DeCal course .

Consider being an instructor for ENGIN 98 .

Continue to pursue your interests through a fellowship or gap year after graduation .

• Choose your post-baccalaureate plans based upon your intended mission and impact as an Engineer .

Serve as a student representative on a college committee .

Hone your leadership skills with the Peter E. Haas Public Service Leaders program .

Explore service opportunities after graduation, such as Peace Corps , Teach for America , or U.S. Department of State .

Ask professors and graduate student instructors for recommendation letters .

Utilize job board tools in your job search.  Meet employers at Employer Info Sessions and On-Campus Recruiting .

Attend the job offer negotiation workshop in ESS .

• Apply to jobs, graduate school, and other opportunities .

What Can I Do With My Major?

Graduates in Engineering Science gain a broad foundation for graduate studies in theoretical branches of engineering, as well as in mathematics, and are prepared for careers in specific sectors of industry or business, such as green technology, solar engineering, and environmental firms to name a few.

Jobs and Employers

Data Engineer, Capital One

Data Scientist, Barclays Capital 

Engineer, Northrop Grumman

Hybrid Calibration Engineer, General Motors

Project Coordinator, Climate Corps

Software Engineer, Primus Power

Project Engineer, New Energy Equity 

Research Assistant, California Institute of Technology

Graduate Programs

Aerospace, Aeronautical, and Astronautical Artificial Intelligence and Robotics, PhD

Atomic/Molecular Physics, PhD

Electrical, Electronics, and Communications Engineering, Masters

Engineering, Masters

Materials Engineering, PhD

Physics, PhD

Examples gathered from the First Destination Survey of recent Berkeley graduates .

Connect With Us

Come to Berkeley’s annual Open House in April for information sessions, campus tours, special talks, and more .

Golden Bear Orientation

Join your peers in the campus-wide UC Berkeley orientation program for all new students .

Attend program events with students, staff, and faculty. Visit engineeringscience.berkeley.edu for news and updates .

Visit Engineering Student Services in 230 Bechtel  for advising on academic difficulty, change of major/double majors/simultaneous degrees, withdrawal/readmission, degree completion, education abroad, academic progress, and petitions and exceptions. See engineering.berkeley.edu/students/advising-counseling/ .

Contact the ES Undergraduate Advisor at [email protected] about registration, departmental policy, and campus resources. Meet with an ES Faculty Advisor about coursework, careers in ES, graduate school, letters of recommendation, and summer internships. See engineeringscience.berkeley.edu/faculty/

How to Use this Map

Use this map to help plan and guide your experience at UC Berkeley, including academic, co-curricular, and discovery opportunities. Everyone’s Berkeley experience is different and activities in this map are suggestions. Always consult with your advisors whenever possible for new opportunities and updates.

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Mount Tamalpais College

Tutoring at San Quentin helped UC Berkeley’s top senior define his future

By robert sanders | may 13, 2024, berkeley news.

Christopher Ying, 2024 University Medalist, plans a legal career advocating for marginalized groups

Growing up in San Francisco’s West Portal neighborhood, Christopher Ying had vague plans to become a lawyer and began prepping by joining the speech, debate and mock trial teams at Lowell High School.

But he credits the University of California, Berkeley, and the opportunities it provided — in particular, to report and edit for the Daily Californian and to tutor incarcerated people at the former San Quentin State Prison — with helping him find his true passion in the legal field: giving a voice to marginalized members of society.

Those only-at-Berkeley experiences — plus a 3.981 grade point average and glowing recommendations from faculty members — have earned Ying the highest honor for a graduating senior, the 2024 University Medal. In addition to receiving the medal and $2,500, he will address the graduating class on Saturday, May 11, at the campuswide spring commencement.

Ying, 23, double-majored in history and mathematics — the former in preparation for a career in law, the latter because of a fascination with math that he’s had since childhood — and completed his coursework last December. He decided to graduate with his friends at spring commencement and used his final semester to study intensely for the Law School Admissions Test (LSAT).

To his surprise and delight, both majors blended with his plans to attend law school. Math was a love he inherited from his parents — both software engineers who had emigrated from China — but its foundation in logic reinforced the fact-based argumentation of history.

“Math and law are sort of kindred subjects in that they both try to create order out of nothing, but at the same time they use what you’ve previously created,” he said. “In law, you look at previous rulings to extrapolate principles that you apply to current legal problems. Math is the same way. And the logical reasoning that you do in math is exactly the logical reasoning that they teach you on the LSAT.”

Ying also had considered becoming a doctor, but said he wasn’t fond of high school STEM classes. Instead, he gravitated toward the humanities and extracurricular activities — speech, debate and mock trial — “which were all sort of law-related,” he said. After arriving at UC Berkeley and beginning his volunteer work at San Quentin, where he taught math through Mount Tamalpais College and edited stories for the San Quentin News , he saw up close the need for a reformed criminal justice system.

“Law, up to that point, had been an interest for me; after San Quentin, it became a goal — this is really what I want to do,” said Ying, who is now busy applying to law schools.

Meet the four finalists for the University Medal

Despite personal challenges compounded by the social isolation of the COVID era, each built a community of study and service that was essential to their success at UC Berkeley.

“My dream right now is to somehow leave a lasting mark in criminal law, whether that be as a criminal defense attorney or creating a foundation that advocates for criminal justice reform,” he said. “That foundation would provide affordable legal services, because a lot of the people that I met in prison, they’re there because they couldn’t afford a good attorney.”

Prison reform

Part of Ying’s desire to help marginalized people find their voices came from his home life, which was sometimes difficult and contentious, but because of a taboo in Chinese culture, never discussed, he said. That motivated him to focus on domestic violence issues when interning as a UC Berkeley sophomore for former San Francisco District Attorney Chesa Boudin, a criminal justice reformer who now heads Berkeley Law’s Criminal Law & Justice Center.

Ying’s concern for the underdog crystallized after he joined the Daily Cal that same year and reported on Indigenous protests by East Bay Ohlone tribes to reclaim their ancestral shellmounds in Berkeley. Over three years, he worked his way up from reporter to city editor to managing editor, then devoted his last year to focusing on diversity, equity and inclusion (DEI) initiatives at the paper as the DEI hiring manager.

It was at the student newspaper that he heard about the San Quentin News Editing Project , a class run by Professor William Drummond at the UC Berkeley journalism school. Undergraduate and graduate students work with incarcerated people to edit, publish and share their news with prisons statewide in the form of a printed newspaper and magazine, a podcast, and radio and TV broadcasts.

Ying admitted it was scary to walk into San Quentin’s prison yard for the first time and hear two metal gates slam shut behind him.

But San Quentin’s newsroom quickly put him at ease.

“They were welcoming. They fist bumped me. They seemed genuinely happy that I was there to help,” he said. “And after the first day, I was hooked. I just had to go back again and get more involved, and then started teaching math there. I’ve taught some of the most interesting people that I’ve ever met at San Quentin.”

Based on conversations with people who are and were detained at San Quentin, Ying wrote his senior thesis about how incarcerated people push for change and resist oppression from within prison, contrary to perceptions that change mostly comes from outside advocates.

“The stories that they told me shifted the perspective of my paper. Oftentimes, they were the ones who started movements to better their conditions for more rehabilitation, to get rid of barriers for reentry into society, to get rid of laws that penalize people unjustly for the things that they have done,” he said.

His thesis earned an A and accolades from his adviser, David Henkin, the Margaret Byrne Professor of History.

In a letter recommending Ying for the University Medal, Henkin wrote, “I was especially impressed by the methodical interviews he conducted, which created from scratch an invaluable archive of inmate perspectives on the institution, but I also commended his eloquent account of the contributions of incarcerated men to the prison reform movement and his ability to frame findings about everyday life in San Quentin within the larger history of resistance to oppressive institutions and regimes.”

Mock trials

Ying displays a theatricality that should serve him well in the courtroom, whether as a criminal defense lawyer or a reform prosecutor, like Boudin, focused on restorative justice. During an interview with Berkeley News, he frequently jumped out of his chair to reenact a memorable teaching moment or courtroom argument. His poise and confidence come, in part, from the five years he participated in mock trial competitions, including every semester at UC Berkeley.

Mock trial is a team sport — there are 700 collegiate teams nationwide — that simulates courtroom trials and features all the theatrics seen in TV courtroom dramas. Each year, teams get full court files for a hypothetical case and at the end of the year must stage a mock trial with prosecution, defense, witnesses, judges and legal maneuverings. Last year, Ying was president of the Cal Mock Trial group and led one of 48 teams that competed in the 2022-23 National Championship Tournament. While UC Berkeley’s team came in fifth in its division, Ying was awarded All-American status, an individual award given to stand-out performers.

According to head coach Arthur Shartsis, a UC Berkeley alumnus who is an attorney in San Francisco, Ying was “at the very top of this exceptional group of students.”

“From the beginning of his time on the team, he stood out for his intelligence and commitment to hard work,” Shartsis wrote in a letter recommending Ying for the University Medal. “He started on our lowest of four teams (D), and relentlessly applied himself to improve until he became the star witness of the A Team for the past three years, and the star lawyer this year. We have not had another student excel like this in both positions in twenty years.”

Mock trial experience instilled in Ying another life skill — working collaboratively.

“Mock trial taught me that chasing a goal for individual achievement at the cost of others is just not healthy. You’re not going to win competitions, and frankly, you’re not going to win the individual award either,” he said. “It’s a teamwork activity. You’re supposed to be helping each other. You’re supposed to be a well-oiled machine.”

Piano and aquascaping

It may seem like Ying has had no down time while at UC Berkeley, but playing the piano — mostly classical music — was his constant refuge, he said. An only child, he learned piano at an early age, pushed primarily by his mother, who never had the same opportunity.

“I would say that my proudest accomplishment in college was actually not related to my coursework here at all,” he said. “During COVID, I had the chance to teach my mom how to play the piano.”

He said playing the piano is not only “an exercise in self-expression,” but also a way to let his mind work through ideas, whether how to solve a math problem — he described bouncing from the piano in the middle of a piece to finish a math proof — or to explore ideas for a history paper.

“When I’m hacking away at a problem, I get too bogged down in the details, and I forget to take a step back,” he said. “Music allows me to take a relaxing time to do that.”

Ying, who has a girlfriend of six years, also took up aquascaping — decorating freshwater aquariums — as a hobby. Two aquariums decorate his home in San Francisco, one with a prominent bonsai-like tree for his Siamese fighting fish, or betta, though snails and algae have tried to take over.

“Aquascaping sort of taught me to be comfortable with imperfection,” he said.

As Ying prepares for Saturday’s commencement ceremony at California Memorial Stadium, he recalls the relief he felt being notified, while on a high school choir trip to Seattle, that he’d been accepted to UC Berkeley. It turned out to be the perfect place for him.

“Berkeley is the best school for the particular combination of majors that I chose,” he said. “It is No. 1 for history, … and Berkeley math is one of the most renowned math institutions in the world.

“If it weren’t for Berkeley, I wouldn’t have had the opportunities that I did through San Quentin News, to teach math, or to compete in mock trial at the level that I did. If I could go back in time, I’d tell my younger self, ‘Berkeley is your top choice. Don’t even question it. Just go.'”

Attribution:  This article originally appeared in  Berkeley News   on May 7, 2024.

Photo courtesy of R.J. Lozada

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Christopher Edley Jr., former interim dean, passes away at age 71

Berkeley school of education dean michelle d. young issued the following statement on the passing of christopher edley jr., bse's interim dean from 2021 to 2023. .

It is with a sad heart that I share that we have lost a staunch champion of education. Professor Christopher Edley, Jr., who was my predecessor as the Berkeley School of Education’s interim dean from 2021 to 2023, passed away May 10, 2024.

Chris, who served nine years as the dean of Berkeley Law ( read their story here ), stepped into the role of interim dean at Berkeley School of Education at the request of Chancellor Carol Christ. A Harvard-trained lawyer and law professor, Chris had dedicated much of his career and expertise to education policy.

At the time of his appointment, he said: “This opportunity to serve is an unexpected privilege. Teaching is the most important profession, and there is no more important component of the opportunity agenda than improving educational excellence and equity from early childhood to lifelong learning.”

Indeed, it was our privilege to have Chris guide the school through what was arguably one of the most difficult periods in our world’s history: the height of the Covid pandemic. It was a time when the pandemic laid bare deep inequities in every sector, including health care, law enforcement, jobs, housing, and education.

Chris encouraged the School of Education community to embrace the mantra, “Educate like democracy depends on it.” He was eager to put the catchphrase on a t-shirt and said he would personalize it with the added words “… because it does.”

This was classic Chris. Never one to shy away from sharing his opinion and expertise, he often spoke about what brought him joy was working to influence federal education and civil rights policy. And his influence was considerable.

Chris served in White House policy and budget positions under Presidents Jimmy Carter and Bill Clinton and chaired President Barack Obama’s transition team. Chris also held senior positions in five presidential campaigns: policy director for Michael Dukakis (1988); and senior policy adviser for Al Gore (2000), Howard Dean (2004), Barack Obama (2008), and Hillary Clinton (2016).

Chris founded the Harvard Civil Rights Project and served on the U.S. Civil Rights Commission. Under President Clinton, he chaired the 1998 Affirmative Action Review. Among his books are “Not All Black and White: Affirmative Action, Race, and American Values” (Hill & Wang, 1996).

Chris and his wife Maria Echaveste, former deputy chief of staff for President Bill Clinton, founded The Opportunity Institute, which seeks to increase social and economic mobility and advance racial equity through partnership and collaboration with those seeking to promote systems change.

While Chris served as interim dean, our undergraduate major in education was formalized and the school officially became Berkeley School of Education. Chris championed initiatives to expand online education, bolster early childhood education, and support the school’s groundbreaking statewide effort for equity-based school leadership. For more insights regarding his many substantive contributions, I encourage you to read the obituary published in  The Los Angeles Times .

Chris has left an indelible mark on the nation’s civil rights dialogue, the Berkeley School of Education, and most certainly on our hearts.

Christopher Edley Jr., the Honorable William H. Orrick Jr. Distinguished Professor at Berkeley Law, served as interim BSE dean from 2021 to 2023.

Fellow or member of:

• American Academy of Arts & Sciences
• National Academy of Public Administration
• Council on Foreign Relations
• American Law Institute
• Hamilton Project, the Brookings Institution, Advisory Council
• Inequality Media, Board of Directors

Other activities:

• National Associate of the National Research Council, the operating arm of the National Academies of Sciences, for which he chaired a committee to evaluate NAEP performance standards, and a committee to design a national system of education equity indicators. See Edley on Education below.
• Harvard Civil Rights Project, co-founder
• The Opportunity Institute , co-founder, president emeritus, senior fellow
• Congressional appointment to the U.S. Commission on Civil Rights (1999-2005)
• Bachelor of Arts, Mathematics, Swarthmore College
• Master of Arts, Public Policy, Harvard Kennedy School
• Juris Doctor, Harvard Law School

Professor Alan Hammond has been elected a Fellow of the Institute of Mathematical Statistics. Congratulations!

Alan Hammond, Professor, University of California, Berkeley has been named Fellow of the Institute of Mathematical Statistics (IMS). Dr. Hammond received the award for making major advances in two of the most difficult and deepest questions of modern probability arising from central questions of statistical physics, and for substantial progress on rigorous study of self-avoiding walk. 

The designation of IMS Fellow has been a significant honor for over 85 years. Each Fellow has demonstrated distinction in research in statistics or probability or has demonstrated leadership that has profoundly influenced the field. Each Fellow nominee is assessed by a committee of their peers for the award. In 2021, after reviewing 75 nominations, 41 were selected for IMS Fellowship. Created in 1935, the Institute of Mathematical Statistics is a member organization that fosters the development and dissemination of the theory and applications of statistics and probability. The IMS has 3,500 active members throughout the world. Approximately 15% of the current IMS membership has earned the status of fellowship.

Weakly Symmetric Spaces and Bounded Symmetric Domains

Author:  Hieu Duc Nguyen Joseph A. Wolf Publication date:  May 1, 1996 Publication type:  PhD Thesis (Author field refers to student + advisor)

2024 NFS Graduate Research Fellowship Program announces awardees and honorable mentions

Twelve boilermakers from the College of Science are honored  

The National Science Foundation ( NSF ) has announced the 2024 Graduate Research Fellowship Program ( GRFP ) which included 20 awardees and 12 honorable mentions from Purdue University.  Of the pool of innovators, the Purdue University College of Science students stood out with ten awardee offers and two honorable mentions:  

Awardees:  

• Katie Wilson: Applied Math major with EAPS and CS minors; Field of study : Geosciences - Computationally Intensive Research  
• Abigail Haydee Soliven : Chemistry (ACS), Honors College with distinction, and a minor in English; Field of study : Chemistry - Chemical Catalysis  
• Meenakshi McNamara : Physics and Math major; Field of study : Mathematical Sciences - Quantum Information Science  
• Brady R Layman : Chemistry graduate student in Professor Jeffrey Dick’s laboratory; Field of study : Chemical Measurement and Imaging  
• Mikail Habib Khan : CS, with Mathematics minor; Field of study : Comp/IS/Eng - Formal Methods, Verification, and Programming Languages  
• Daniel Miroslav Hristov : Chemistry and Honors College; Field of study : Chemistry - Chemical Structure, Dynamics, and Mechanism  
• Stephanie Sara DeLancey : Chemistry with Psychology minor; Field of study : Chemistry - Undergraduate American Chemical Society accredited  
• Addison Curtis : EAPS graduate student; Field of study : Geosciences - Geochemistry  
• Grace Crim : Chemistry and Electrical Engineering, minor in Biological Sciences; Field of study : Engineering - Electrical and Electronic Engineering  
• Haleigh Brown : EAPS graduate student Field of study : Geosciences and Astrobiology  

Honorable Mentions:   

• Mariana Blanco-Rojas : EAPS graduate student  
• Sara Cuevas-Quiñones : Physics and EAPS major  

The purpose of the NSF GRFP is to help ensure the quality, vitality, and diversity of the scientific and engineering workforce of the United States. A goal of the program is to broaden participation of the full spectrum of diverse talents in STEM. The five-year fellowship provides three years of financial support inclusive of an annual stipend of $37,000.  

To learn more about GRFP or to apply for future awards, current students at the undergraduate and graduate level can check the NSF GRFP resources webpage . The College of Science is proud of our students who are driven to instigate the next giants leaps in STEM and look forward to following their research into their five-year fellowships term.  

Learn more about some of the students who were offered the fellowship below.    

Katie Wilson :   

“I am about to graduate from Purdue with a bachelor’s degree in applied math and minors in computer science and EAPS at Purdue. I fell in love with atmospheric science at Purdue, specifically clouds, and am excited to continue my education on the topic in grad school. At Purdue, I have been deeply involved in the Women in Science Program as a mentee, mentor, and team leader, from which I have made so many fun memories and impactful relationships. Being awarded the GRFP changed my future and opened exciting opportunities for me. Because of it, I am now able to pursue research in a field that I am passionate about without having to stress much over funding, something that greatly influenced my graduate school decision. I am very grateful for the opportunity to prove myself and make discoveries with my research as a woman in science. My plans for the GRFP are to go to the University of Wisconsin-Madison and get my master’s through their Atmospheric and Oceanic Science Research Program. I plan to do research on cloud microphysics/aerosols to learn more about factors that affect cloud properties and how this impacts climate change using numerical models and remote sensing data.”  

Haleigh Brown :   

“I am a computational astrobiologist working within the PHAB lab under Associate Professor Stephanie Olson at Purdue’s Earth Atmosphere and Planetary Sciences department. Broadly my work involves using numerical climate models and machine learning to better understand exoplanet habitability. I have wonderful peers and mentors helping me achieve my goals and I am thrilled to have the support of the NSF GRFP as well. I am eager to take advantage of the new tools accessible to me now due to the NSF and I am confident this will aid in my ability to contribute great work within my field.”  

Mikail Habib Khan:   

“I'm a senior in Purdue Computer Science, working on Programming Languages research with some Physics Education work on the side. I want to eliminate incidental complexity from software engineering to make programming more productive and accessible. For fun I like skating, reading sci-fi/fantasy, and playing video games. I worked with Associate Professor Tiark Rompf on CS research and Professor Sanjay Rebello for physics. Assistant Professor Ben Delaware has also given me a ton of advice and told me to apply for the GRFP in the first place. To me, the GRFP means that I'll have more freedom to pursue my interests in grad school. I won't have to worry about finding a funded project, and I might be able to leverage it to more easily find visiting scholar positions. I'm starting a PhD at CMU, where there are a ton of advisors I'd love to work with. I might work on WebAssembly, Program Synthesis, or Verification.”  

Abigail Soliven  

“I am a senior earning my degree in chemistry on the ACS track and a minor in english. When not in the lab, I spend my time involved on campus or reading, soaking up sunshine, and making playlists. The NSF GRFP is a vote of confidence in my abilities as a researcher and the impact I can make in my field as a graduate student and beyond. Through the GRFP, I will be able to focus entirely on my work and advancing chemical knowledge by knowing I have the financial support and resources to be creative and inventive. I am pursuing a PhD in organic chemistry at UC Berkeley post-graduation from Purdue. Boiler up and go bears!”  

Stephanie DeLancey  

“I am graduating from Purdue with a BS  degree in chemistry (ACS) and a minor in psychology. I have worked in the Ren lab for three and a half years, studying iron-based organometallic complexes with applications in the catalysis and materials fields. I look forward to starting my PhD at UNC Chapel Hill in the fall where I will continue to pursue research themes rooted in sustainable chemistry. Being awarded an NSF GRFP was an incredible honor that greatly validated my potential as a researcher. I am so grateful to have been recognized by a prestigious institution and provided the financial support to pursue my research goals with greater freedom and focus in grad school. However, receiving this honor has also made me all the more thankful for my mentorship in the Ren group that shaped me into the scientist I am today.  Starting this summer, I will begin working towards my PhD in inorganic chemistry at UNC Chapel Hill. I hope to conduct impactful research with relevance to energy storage and conversion, potentially with the CHASE Solar Hub at UNC. I cannot wait to start my next chapter knowing the NSF GRFP will allow me to more freely explore these interests.”  

Grace Crim  

“I am majoring in biochemistry (Department of Chemistry) and electrical engineering. During my time at Purdue, I have been involved in research, WISP, WIE, and SWE, as well as first-generation student honors and ambassador programs. I am passionate about interdisciplinary research and involving multiple STEM communities to solve big research problems. The GRFP is an accomplishment that everyone in research recognizes. I learned about the prestige of the NSF GRFP in sophomore year, when the graduate student I was doing research under won the award herself. I was lucky to have incredible research advisors that helped me through learning about the fellowship application process and graduate school as a whole. Coming from financial need, having the financial freedom to pursue research without worrying about funding is a relief. My plans are to pursue a PhD in electrical and computer engineering from Georgia Institute of Technology. My goal is to design micro-scale sensors with biological processes and chemical detection in mind, specifically for wildlife monitoring and astrobiology. Lab on a chip technology is new and promising. I am hoping to diversify applications of this tech ethically and responsibly to help fields other than ECE. My PhD will consist of a lot of time in the semiconductor cleanroom and collaborating with researchers from other universities and national labs in many different fields. Purdue has prepared me well for this type of research and I can't wait to get started!”  

Daniel Hristov  

“I am originally from Knoxville, TN with backgrounds from Bulgaria and Puerto Rico. I have been completing research with Professor Julia Laskin’s group the past four years working with electrochemistry and mass spectrometry-based techniques to better understand the fundamentals of ions and charged interfaces. I really enjoyed working with my graduate mentor, Hugo and having meaningful discussions about the molecular dynamics of our systems. I am truly grateful to the valuable mentoring provided by Dr. Hugo Samayoa and Professor Julia Laskin, and the scientists I interned for at Pacific Northwest National Laboratory, Dr. Grant Johnson and Dr. Venky Prabhakaran, that allowed me to broaden horizons in my projects and think critically about results. This award has meant a great amount not only to myself as a scientist, but every scientist who has mentored and supported me throughout my four years. I will start my PhD in physical chemistry in the fall at the University of California Berkeley.”  

Addison Curtis:  

“I am a queer, disabled geologist currently working towards my master’s in earth science. My research in the Thermochronology @ Purdue Lab under Assistant Professor Marissa Tremblay focuses on using radioactive isotopes in specific minerals to determine the ages and thermal histories of rocks in the North Cascades, WA to better understand regional tectonic changes about 50 million years ago! Outside of my research, I am extremely passionate about geoscience education and increasing representation for both disabled and Queer individuals in geology and academia as a whole. I am extremely grateful to have received the NSF GRFP to support me through the rest of my graduate school career. I am honored to join a cohort of other Fellows and continue to strive for excellence in both science and outreach. Graduate school is difficult for anyone but especially for someone who holds my identities, so having this support helps to relieve some of that pressure. It is also extremely validating and encouraging to receive such an award, showing that despite my additional challenges, I am still an intelligent, capable scientist with potential to significantly impact my field. Since I am currently a master’s student, I plan on using the GRFP as support in my future PhD program. While I don’t know where I will be going next, this award allows me to be able to pursue the specific research that I am interested in at another institution without having to worry about the logistics of future funding.”   

Meenakshi McNamara  

“I am graduating with a math and physics double major, and I plan to become a professor someday. I am passionate about conducting research in these fields, as well as helping build community as I have been doing through club leadership and mentoring programs. In my free time, I love to read, write, and draw. You may also find me rock climbing or playing board games with friends. I am honored to have been awarded the NSF GRFP. Winning this fellowship means that the committee felt that I have the potential to become a strong graduate student and researcher, and this is very meaningful because my goal is to have a research career. Further, communicating pure math research well can be difficult, and I certainly learned important skills during the application process. Thus, it was amazing to see that these efforts paid off and I have more confidence in my ability to communicate about my research and apply for similar things in the future.”  

About the College of Science  

Purdue University’s College of Science is committed to the persistent pursuit of the mathematical and scientific knowledge that forms the very foundation of innovation. More than 350 tenure-track faculty conduct world-changing research and deliver a transformative education to more than 6,000 undergraduates and 1,750 graduate students. See how we develop practical solutions to today’s toughest challenges with degree programs in the life sciences, physical sciences, computational sciences, mathematics, and data science at www.purdue.edu/science .  

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Christopher Edley Jr., champion of affirmative action, dies at 71

The longtime Harvard law professor advised Presidents Jimmy Carter and Bill Clinton and served as dean of UC-Berkeley’s law school from 2004 to 2013.

Christopher F. Edley Jr., a Harvard law professor who championed affirmative action as an adviser to President Bill Clinton and later promoted civil rights and social justice as dean of the law school at the University of California at Berkeley, died May 10 at a hospital in Stanford, Calif. He was 71.

The cause was complications from surgery, said his wife, Maria Echaveste, who served with him in the Clinton White House as deputy chief of staff.

Mr. Edley spent decades at the forefront of national policy debates surrounding race and civil rights, both as an academic and, during the occasional hiatus from his university career, as an adviser to Democratic presidents and presidential candidates .

Years before his tenure in the Clinton administration, he worked under President Jimmy Carter on matters including welfare, food stamps and Social Security. In 2008, Mr. Edley served on the campaign that propelled U.S. Sen. Barack Obama (D-Ill.), his former student at Harvard, to office as the first Black president.

Mr. Edley embraced the firsts that distinguished his own career. He was the first second-generation African American to graduate from Harvard Law School, following his father, who later became head of the United Negro College Fund.

In 2004, when Mr. Edley left the Harvard faculty for his deanship at Berkeley, he became the first African American to lead a top-tier law school.

“I don’t feel any embarrassment at all about the race dimension of this story,” he told NPR shortly after his Berkeley appointment was announced. “I think it remains significant. Maybe 50 years from now it will be less so, but the fact of the matter is we’ve still got a lot of institutions, a lot of places in society, that need to be desegregated, if you will.”

“The top-tier law schools are important gatekeeper institutions,” he continued. “I think it’s important that the values, the mission of those institutions, be as diverse as the country is, and that means, I think, ensuring that their leaders are diverse, are representative of the country as a whole.”

Mr. Edley played perhaps his most prominent policy role in 1995, when Clinton appointed him to lead a review of the nation’s affirmative action programs, which had been undertaken in preceding decades with the goal of gradually undoing the generational effects of racism and sexism.

Centrists within Clinton’s administration and the Democratic caucus pushed for an overhaul of affirmative action programs that they regarded as outmoded, anti-meritocratic and ineffective in addressing class inequality. But Mr. Edley argued for the continued necessity of affirmative action and helped forestall major policy changes.

Robust affirmative action programs, in his view, play a vital role in society by redressing past discrimination, preventing future discrimination, and increasing diversity in settings including schools, universities and workplaces.

Based on the review led by Mr. Edley, Clinton ultimately concluded that while “affirmative action has not always been perfect, and affirmative action should not go on forever,” it has been “good for America.” The goal, he said, should be to “mend it, but don’t end it.”

“Chris Edley had a brilliant mind and a kind, good heart that he put to use to build a better, fairer, more just America,” Clinton said in a statement after Mr. Edley’s death. “From his groundbreaking academic career to his service in multiple key roles in my administration, he always believed that law and policy are ultimately about people. He mastered the minute details but never lost sight of the big picture — giving more people the chance to live their best lives.”

Back at Harvard, Mr. Edley co-founded the Harvard Civil Rights Project with a colleague, Gary Orfield. He moved across the country for the Berkeley deanship because he saw California — where voters had essentially banned affirmative action in 1996 by approving Proposition 209 — as “ground zero for the opportunity struggle that defines the civil rights agenda.”

“The challenges in education, health care, immigration, the criminal justice system, here in California, capture what the battle for racial and ethnic justice is today,” he told the New York Times in 2007.

Mr. Edley oversaw the construction of an addition to Berkeley’s law school, increased the faculty ranks, expanded financial aid, and developed research centers where students and scholars studied the law in the context of major issues of the day. He stepped down in 2013 amid treatment for prostate cancer.

He later co-founded the Opportunity Institute, a Berkeley-based nonprofit organization that seeks to promote racial, social and economic equality by expanding and improving education for young people.

Christopher Fairfield Edley Jr. was born in Boston on Jan. 13, 1953, the year his father finished his law degree at Harvard. Mr. Edley’s mother was an actress and later a speech therapist.

Mr. Edley lived for part of his childhood in Philadelphia, where he watched his father struggle to find work at the city’s law firms because of racial prejudice. The family later moved to New Rochelle, N.Y., as his father advanced in his career at the Ford Foundation and later at the United Negro College Fund.

Mr. Edley received a bachelor’s degree in mathematics from Swarthmore College in Pennsylvania in 1973. He was admitted at Harvard and, after pausing his studies to work on Carter’s successful 1976 presidential campaign, received a law degree and a master’s degree in public policy, both in 1978.

He worked on Carter’s domestic policy staff and for the health, education and welfare secretary before returning to Harvard as a professor in 1981. In 1983 and 1984, Mr. Edley wrote for The Washington Post’s editorial page.

He was among the Black law professors who opposed the Supreme Court nomination of Clarence Thomas, a conservative federal judge who in 1991 became the second African American to join the high court.

A fixture of Democratic politics, Mr. Edley worked for Michael S. Dukakis, the party’s presidential nominee in 1988, and served on Clinton’s transition team in 1992. Clinton later appointed him to a role in the Office of Management and Budget before tasking him with the affirmative action review.

Mr. Edley was the author of the book “Not All Black and White: Affirmative Action and American Values” (1996).

He worked for Democratic presidential candidates Al Gore in 2000 and Howard Dean in 2004, served on Obama’s transition team in 2008 and advised Hillary Clinton in 2016.

Mr. Edley’s marriages to Sandy Moon and Tana Pesso ended in divorce. Survivors include his wife of 24 years, Maria Echaveste of Berkeley; a son from his second marriage, Christopher F. Edley III of High Falls, N.Y.; two children from his third marriage, Elias Edley Echaveste and Zara Edley Echaveste, both of Berkeley; a sister; and a grandson.

Mr. Edley said that some days he was optimistic about the future of race relations in the United States, and other days he took a less hopeful view. He saw in affirmative action real promise, not only to change the demographics of American schools, offices and other institutions, but also to change the hearts of Americans themselves.

“Ask yourself: When did you last invite someone of another race to dinner in your home? When you decide whom to work with or play with, don’t you have a tendency to prefer someone who is like you?” he wrote in the Atlantic in 1997. “In today’s America color still gets in the way. Affirmative action is not the cause of that; indeed, it can break our simple human tendency to prefer people like ourselves.”