linguistics phd stanford

Ph.D. in Chinese Linguistics

The Ph.D. program is designed to prepare students for a doctoral degree in Chinese linguistics.

Students should consult the most up-to-date version of the degree plan on the Stanford Bulletin  as well as the EALC Graduate Handbook . Each student should meet with their faculty advisor at least once per quarter to discuss the degree requirements and their progress.

Admission to Candidacy

Candidacy is the most important University milestone on the way to the Ph.D. degree. Admission to candidacy rests both on the fulfillment of department requirements and on an assessment by department faculty that the student has the potential to successfully complete the Ph.D.

Following University policy ( GAP 4.6.1 ), students are expected to complete the candidacy requirements by Spring Quarter of the second year of graduate study.

Pre-Candidacy Requirements

• CHINLANG 103 - Third-Year Modern Chinese, Third Quarter (5 units)
• CHINLANG 103B - Third-Year Modern Chinese for Bilingual Speakers, Third Quarter (3 units)
• CHINA 208 - Advanced Classical Chinese: Philosophical Texts (3-5 units)
• CHINA 209 - Advanced Classical Chinese: Historical Narration (2-5 units)
• CHINA 210 - Advanced Classical Chinese: Literary Essays (2-5 units)
• EALC 201 - Proseminar in East Asian Humanities I: Skills and Methodologies (3 units)
• CHINA 290  - Research in Chinese Linguistics (2-3 units)
• Four courses numbered above 200 in the field of China studies, at least two of which must be listed with the CHINA  subject code, and the other two of which may be in different sub-fields such as anthropology, art history, history, philosophy, political science, religious studies, or another relevant field, as approved by the student’s advisor.

All doctoral students must complete an MA qualifying paper. An MA thesis is accepted instead of a qualifying paper for students initially admitted as EALC MA students. Students seeking an MA en route to the PhD must secure approval from the primary advisor and submit an MA thesis.

A graded MA qualifying paper or thesis must be submitted to the DGS and SSO with an accompanying note from the student’s primary advisor by week five of spring quarter of the second year of study for the annual review and candidacy decision.

During the quarter when students complete the MA qualifying paper or thesis (25-30 pages), they must enroll in EALC 299 .

Teaching Requirement

• DLCL 301 - The Learning and Teaching of Second Languages (3 units)
• Demonstrate pedagogical proficiency by serving as a teaching assistant for at least three quarters, starting no later than autumn quarter of the third year of graduate study. The department may approve exceptions to the timing of the language teaching requirement.

Post-Candidacy Requirements

Demonstrate proficiency in at least one supporting language (beyond the near-native level required in Chinese and English) to be chosen in consultation with the primary advisor according to the candidate’s specific research goals. For this supporting language (typically Japanese, Korean, or a European language), students must be proficient at a second-year level at the minimum; a higher level of proficiency may be required depending on the advisor’s recommendation. Reading proficiency must be certified through a written examination or an appropriate amount of coursework to be determined on a case-by-case basis. This requirement must be fulfilled by the end of the fourth year of graduate study.

Students in Chinese linguistics must take at least one literature course.

Complete two relevant seminars at the 300 level. EALC 200  may be substituted for one of these two seminars.

Pass three comprehensive written examinations, one of which tests the candidate’s methodological competence in the relevant discipline. The remaining two fields are chosen, with the approval of the student’s advisor, from the following: Chinese literature, Japanese literature, Korean literature, archaeology, anthropology, art history, comparative literature, communication, history, linguistics, philosophy, and religious studies. With the advisor’s approval, a PhD minor in a supporting field may be deemed equivalent to completing one of these three examinations.

Students should submit a dissertation prospectus before advancing to Terminal Graduate Registration (TGR) status. The prospectus should comprehensively describe the dissertation project and include sections on the project rationale, key research questions, contributions to the field, a literature review, a chapter-by-chapter outline, a projected timeline, and a bibliography.

Pass the University Oral Examination (dissertation defense). General regulations governing the oral examination are found in Graduate Academic Policies and Procedures ( GAP 4.7.1 ). The candidate is examined on questions related to the dissertation after acceptable parts have been completed in draft form.

Following university policy ( GAP 4.8.1 ), submit a dissertation demonstrating the ability to undertake original research based on primary and secondary materials in Chinese.

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Speaking, writing and reading are integral to everyday life, where language is the primary tool for expression and communication. Studying how people use language – what words and phrases they unconsciously choose and combine – can help us better understand ourselves and why we behave the way we do.

Linguistics scholars seek to determine what is unique and universal about the language we use, how it is acquired and the ways it changes over time. They consider language as a cultural, social and psychological phenomenon.

“Understanding why and how languages differ tells about the range of what is human,” said Dan Jurafsky , the Jackson Eli Reynolds Professor in Humanities and chair of the Department of Linguistics in the School of Humanities and Sciences at Stanford . “Discovering what’s universal about languages can help us understand the core of our humanity.”

The stories below represent some of the ways linguists have investigated many aspects of language, including its semantics and syntax, phonetics and phonology, and its social, psychological and computational aspects.

Understanding stereotypes

Stanford linguists and psychologists study how language is interpreted by people. Even the slightest differences in language use can correspond with biased beliefs of the speakers, according to research.

One study showed that a relatively harmless sentence, such as “girls are as good as boys at math,” can subtly perpetuate sexist stereotypes. Because of the statement’s grammatical structure, it implies that being good at math is more common or natural for boys than girls, the researchers said.

Language can play a big role in how we and others perceive the world, and linguists work to discover what words and phrases can influence us, unknowingly.

How well-meaning statements can spread stereotypes unintentionally

New Stanford research shows that sentences that frame one gender as the standard for the other can unintentionally perpetuate biases.

Algorithms reveal changes in stereotypes

New Stanford research shows that, over the past century, linguistic changes in gender and ethnic stereotypes correlated with major social movements and demographic changes in the U.S. Census data.

Exploring what an interruption is in conversation

Stanford doctoral candidate Katherine Hilton found that people perceive interruptions in conversation differently, and those perceptions differ depending on the listener’s own conversational style as well as gender.

Cops speak less respectfully to black community members

Professors Jennifer Eberhardt and Dan Jurafsky, along with other Stanford researchers, detected racial disparities in police officers’ speech after analyzing more than 100 hours of body camera footage from Oakland Police.

How other languages inform our own

People speak roughly 7,000 languages worldwide. Although there is a lot in common among languages, each one is unique, both in its structure and in the way it reflects the culture of the people who speak it.

Jurafsky said it’s important to study languages other than our own and how they develop over time because it can help scholars understand what lies at the foundation of humans’ unique way of communicating with one another.

“All this research can help us discover what it means to be human,” Jurafsky said.

Stanford PhD student documents indigenous language of Papua New Guinea

Fifth-year PhD student Kate Lindsey recently returned to the United States after a year of documenting an obscure language indigenous to the South Pacific nation.

Students explore Esperanto across Europe

In a research project spanning eight countries, two Stanford students search for Esperanto, a constructed language, against the backdrop of European populism.

Chris Manning: How computers are learning to understand language​

A computer scientist discusses the evolution of computational linguistics and where it’s headed next.

Stanford research explores novel perspectives on the evolution of Spanish

Using digital tools and literature to explore the evolution of the Spanish language, Stanford researcher Cuauhtémoc García-García reveals a new historical perspective on linguistic changes in Latin America and Spain.

Language as a lens into behavior

Linguists analyze how certain speech patterns correspond to particular behaviors, including how language can impact people’s buying decisions or influence their social media use.

For example, in one research paper, a group of Stanford researchers examined the differences in how Republicans and Democrats express themselves online to better understand how a polarization of beliefs can occur on social media.

“We live in a very polarized time,” Jurafsky said. “Understanding what different groups of people say and why is the first step in determining how we can help bring people together.”

Analyzing the tweets of Republicans and Democrats

New research by Dora Demszky and colleagues examined how Republicans and Democrats express themselves online in an attempt to understand how polarization of beliefs occurs on social media.

Examining bilingual behavior of children at Texas preschool

A Stanford senior studied a group of bilingual children at a Spanish immersion preschool in Texas to understand how they distinguished between their two languages.

Predicting sales of online products from advertising language

Stanford linguist Dan Jurafsky and colleagues have found that products in Japan sell better if their advertising includes polite language and words that invoke cultural traditions or authority.

Language can help the elderly cope with the challenges of aging, says Stanford professor

By examining conversations of elderly Japanese women, linguist Yoshiko Matsumoto uncovers language techniques that help people move past traumatic events and regain a sense of normalcy.

                                                Updated January 19, 2024 by Phil Hubbard

Linguistics

Main navigation.

School of Humanities and Sciences

Explore the principal areas of linguistics (phonetics, phonology, morphology, syntax, semantics, pragmatics, historical linguistics, and sociolinguistics) and gain the skills to do more advanced work in these subfields.

What You'll Study

The mission of the undergraduate program in Linguistics is to provide students with basic knowledge in the principal areas of linguistics (phonetics, phonology, morphology, syntax, semantics, pragmatics, historical linguistics, and sociolinguistics) and the skills to do more advanced work in these subfields. Courses in the major also involve interdisciplinary work with connections to other departments including computer science, psychology, cognitive science, communication, anthropology, and foreign language. The program provides students with excellent preparation for further study in graduate or professional schools as well as careers in business, social services, government agencies, and teaching.

Degrees Offered

More information.

Learn more about Linguistics in the Stanford Bulletin

• Stanford Linguistics
• School of Humanities & Sciences
• Explore IntroSems related to this major

Exploratory Courses

Linguist 1.

Introduction to Linguistics

LINGUIST 150

Language and Society

LINGUIST 156

Language, Gender, & Sexuality (FEMGEN 156X)

LINGUIST 30N

Linguistic Meaning and the Law

LINGUIST 47N

Languages, Dialects, Speakers

Linguistic Anthropology

Linguistic and semiotic anthropology have been a vital part of the anthropological intellectual tradition, and one in which the Anthropology Department at Stanford has had historic strength. Linguistic anthropology examines language in social and cultural practices and contexts. Ethnographies of language operate across multiple scales, from local face to face interaction to the circulation of discourse throughout regional and global networks. Anthropologists at Stanford are especially interested in the boundaries and connections between ostensibly linguistic and non-linguistic phenomena, researching new media platforms, digital and media technologies, formations of mass politics and power structures, language learning and identity in education, ethnoracial and linguistic borders, and religious networks and practices. Closely aligned with the critical theory tradition, linguistic anthropology at Stanford offers theoretical and methodological tools to investigate the constitutive and performative role of language in the formation of different identities and social relationships, as well as the production and reproduction of ideologies and power relations.

Miyako Inoue

Kabir Tambar

LING-MA - Linguistics (MA)

Program overview.

Master of Arts in Linguistics

See Graduate Degrees for the university’s basic requirements for the MA degree.

The Department of Linguistics occasionally admits graduate students already enrolled at Stanford for the MA degree.

Stanford Humanities Today

Arcade: a digital salon, east asian linguistics workshop: graduate student talks and data-sharing workshop.

We would like to invite you to join us for the final East Asian Linguistics Workshop event of the 2023-24 academic year. We’ll be capping off this year’s workshop sessions with featuring the on-going research of three of our very own EALC students, Taiga Ikedo, Andrew Nelson, and Ya-ting Tsai (in order of presentation). Dinner will be served to registrants after 6:10pm. 

Presentations & Presenters 

"From Praise to Prejudice: Analyzing “Nihongo Jōzu” through YouTube Commentary"

By Taiga Ikedo, PhD student in Japanese Linguistics

There has been a discourse among Japanese speakers from diverse backgrounds regarding the compliments they often receive: “Nihongo jōzu” (your Japanese is good). Classic pragmatic theories, such as those by Searle (1975) and Brown & Levinson (1978, 1987), have categorized this as a direct compliment and a positive politeness strategy. However, this discourse often highlights frustration among recipients, resembling discussions around “Your English is good” in English-speaking countries, where such remarks are perceived as patronizing and othering. This negative evaluation aligns with the concept of impoliteness, where the abuse of power and perceived violation of interactional norms have been argued to contribute to impoliteness evaluations (Culpeper, 1996, 2011; Haugh, 2010). My research indicates that while it is frequently claimed that native speakers use “Nihongo jōzu” with good intentions, framing it as a Japanese norm of politeness, the actual interpretation—whether positive or negative—hinges crucially on the power dynamics among the interlocutors, particularly their relationship to the complimented object and their native languages. The data consists of a YouTube satirical clip and its viewer comments, focusing on comments that make negative and positive evaluations, drawing on dialogic and evaluative stance-taking (Du Bois, 2007). The sketch, acted out by a Japanese teacher and comedian—a white individual with ‘exceptional’ Japanese proficiency—creates an empowering space for some language learners and reinforces native-speakerism. Developments in politeness studies have highlighted a divergence between scholarly theorization, such as universal politeness theory and face (Goffman, 1967), and laypeople’s understanding of relevant phenomena in social interaction (Culpeper & Hardaker, 2017). This research adds nuances to (im)politeness studies by illustrating how differently perceived power influences the diverse evaluation and how individuals negotiate these evaluations beyond the traditionally used boundaries of L1 and L2 norms.

Meiji Theories of Language, Viewed through Translation

By Andrew Nelson, PhD candidate in Japanese Linguistics

Intellectual histories of Meiji Japan (1868-1912) often describe an unfiltered importation of Western knowledge. Linguistics is no exception to this narrative. Frequently cited as evidence for the wholesale adoption of Western linguistics are the many translations of linguistic theories produced in short order. However, a full understanding of Meiji linguists’ engagement with Western scholarships requires an examination of the manner of translation. In this presentation, I demonstrate how Hoshina Kōichi (1872-1955) and Kindaichi Kyōsuke’s (1882-1971) contemporary yet divergent translations of Henry Sweet’s (1845-1912) The History of Language (1900) reveal theoretical concerns specific to the Japanese historical and linguistic context.

"Exploring the Interactional Functions of no da のだ as an Epistemic Marker"

Ya-Ting Tsai, PhD candidate in Chinese Linguistics

The pragmatic functions of the Japanese sentence-final expression no da のだ have sparked extensive discussion, yet diverse interpretations persist. I propose a redefinition of no da as an epistemic marker that presupposes proposition truth through nominalization. By using no da, speakers assert their commitment to the truth of the proposition to their interlocutors, thereby fostering an involvement function. This framework illuminates the varied uses of no da, encompassing explanatory, conjectural, rapport-building, reproachful, and backgrounding functions. As this project is still in progress, I eagerly welcome feedback during our workshop. Your insights are invaluable to refining this endeavor.

The East Asian Linguistics Workshop is sponsored by the Department of East Asian Languages and Cultures. The workshop's purpose is to promote intra- and inter-departmental communication among faculty, graduate students, and visiting scholars who share research and teaching interest in East Asia in the Stanford Community.

Knight Building, Room 102

Discovering Humanities Research at Stanford

Stanford Humanities Center

Advancing Research in the Humanities

Humanities Research for a Digital Future

The Humanities in the World

Undergraduate Programs

Our undergraduate programs stress the study of language both as a fundamental human faculty and as a changing social institution.

At the core of the programs are a set of departmental courses on the nature of human language; in addition, the major draws on courses offered by other departments and programs.

The undergraduate major stresses the study of language both as a fundamental human faculty and as a changing social institution. At the core of the program is a set of departmental courses on the nature of human language; in addition, the major draws on courses offered by other departments and programs.

The undergraduate minor provides a solid background in linguistics which is valuable for work in any field in which communication is important.

Coterminal Master's

The coterminal degree program allows students to receive the B.A. and M.A. degrees in Linguistics simultaneously.

Research internships

A small number of summer research internships provide opportunities for Stanford undergraduates to work closely with faculty on faculty-led research and scholarship. 

UCSB Classics Welcomes New Faculty Member Annie Lamar

We are delighted to announce that Annie Lamar will be joining the Classics faculty as an Assistant Professor next year. Professor Lamar (PhD, Stanford) is a Classicist and Data Scientist whose research uses computational methods to analyze Homer and develops machine-learning models for low-resource languages like ancient Greek. 

Professor Lamar joins a growing network of faculty in computational linguistics and humanistic data science on campus. She will teach a range of Classics courses, as well as a new course in Literary Text Mining (Spring 2025) and other new courses in Classics & Data Science. Her computational linguistics lab will offer exciting opportunities for undergraduate majors and graduate students to participate in high-level research.

Diversity Statement

The Department of Classics is committed to promoting excellence through diversity and inclusiveness. In keeping with the academic mission of the University of California to educate its residents, we strive to create an environment that is welcoming for all sectors of our state’s diverse population and that is conducive to the development of each individual’s highest potential. In addition, the Department upholds the principle of equal opportunity for all since equal opportunity fosters the best conditions possible for the enhancement of research, creativity, innovation, and excellence.

Diversity Officer:  Sara Lindheim

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Eleven from MIT awarded 2024 Fulbright fellowships

By julia mongo.

May 21, 2024 | Office of Distinguished Fellowships

Eleven MIT undergraduates, graduate students, and alumni have won Fulbright grants to embark on projects overseas in the 2024-25 grant cycle. Two other students were offered awards but declined them to pursue other opportunities.

Funded by the U.S. Department of State, the Fulbright U.S. Student Program offers year-long opportunities for American citizen students and recent alumni to conduct independent research, pursue graduate studies, or teach English in over 140 countries.

MIT has been a Fulbright Top-Producing Institution for five years in a row. MIT students and alumni interested in applying to the Fulbright U.S. Student Program should contact Julia Mongo, MIT Fulbright program advisor, in the Office of Distinguished Fellowships in Career Advising and Professional Development.

April Cheng  is a junior studying physics with a minor in mathematics and is fast-tracked to graduate this spring. They will take their Fulbright research grant to the Max Planck Institute for Gravitational Physics in Potsdam, Germany, where they will study different statistical techniques to infer the expansion rate of the universe from gravitational waves. They first developed an interest in gravitational waves and black holes at the MIT LIGO and Caltech LIGO labs, but their research spans a wide range of topics in astrophysics, including cosmology and fast radio bursts. Cheng is passionate about physics education and is heavily involved in developing educational materials for high school Science Olympiads. At MIT, they are a member of the Physics Values Committee, the physics mentorship program, and the MIT Lion Dance team. After Fulbright, Cheng will pursue a PhD in astrophysics at Princeton University, where they have received the President’s Fellowship.

Grace McMillan  is a senior majoring in literature and mechanical engineering with a concentration in Russian language. As a Fulbright English Teaching Assistant Award recipient, she will teach at a university in Kazakhstan. McMillan’s interest in Central Asia was sparked by a Russian language immersion program she participated in during her sophomore summer in Bishkek, Kyrgyzstan, funded by MIT International Science and Technology Initiatives (MISTI). She is excited to help her students learn English to foster integration into the global academic community. During her time at MIT, McMillan has conducted research with faculty in nuclear science; earth, atmospheric, and planetary sciences; and the Digital Humanities Lab. Outside of academics, she has been an active member of her sorority, Sigma Kappa, and has served on the MIT Health Consumers’ Advisory Council for two years. After Fulbright, McMillan hopes to attend law school, focusing on education reform.

Ryan McTigue  will graduate this spring with a BS in physics and mathematics and a concentration in Spanish. With a Fulbright award to Spain, he will do research at the University of Valencia’s Institute of Molecular Science focusing on the physics of two-dimensional multiferroic nanodevices. He is looking forward to improving his Spanish and getting the opportunity to live abroad. At MIT, McTigue became interested in condensed matter physics research with the Checkelsky group, where he focused on engineering materials with flat bands that exhibited correlated electron effects. Outside of research, McTigue has been a mentor in the physics department’s mentoring program and a member of the heavyweight men’s crew team. After his Fulbright grant, McTigue will begin a PhD in physics at Princeton University.

Keith Murray ’22  graduated from MIT with a BS in computation and cognition and linguistics and philosophy. He will receive his MEng degree in computation and cognition this spring. As a Fulbright Hungary research grantee at the HUN-REN Wigner Research Centre for Physics, Murray will design generative AI models inspired by the primary visual cortex with the goal of making AI models more interpretable. At MIT, Murray’s research experiences spanned from training mice to perform navigation tasks in virtual reality to theorizing about how neurons might compute modular arithmetic. He was also a member of the men’s heavyweight crew team and the Phi Delta Theta fraternity. After Fulbright, Murray will pursue a PhD in neuroscience at Princeton University.

Maaya Prasad ’22  completed her undergraduate education at MIT with degrees in both electrical engineering and creative writing and will graduate this month with an MS in mechanical and ocean engineering. Her thesis research focuses on microplastic detection using optical sensing. Prasad’s Fulbright fellowship will take her to Mauritius, an East African island country located in the Indian Ocean. Here, she will continue her master’s research at the University of Mauritius and will work with local researchers to implement a microplastic survey system. While at MIT, Prasad joined the varsity sailing team with no prior experience. Her time spent on the water led her to pursue marine research at MIT Sea Grant, and she eventually earned an honorable mention to the 2023 All-American Sailing Team. After Fulbright, Prasad hopes to pursue a PhD in applied ocean engineering.

Anusha Puri  is a senior majoring in biological engineering. Her Fulbright award will take her to Lausanne, Switzerland, where she will conduct cancer immunology research at the Swiss Institute for Experimental Cancer Research. At MIT, Puri’s work in the Weinberg Lab focused on understanding mechanisms that drive resistance of breast cancer to immunotherapy. On campus, she founded and serves as president of MIT’s premiere stand-up comedy group, Stand-Up CoMITy, leads MIT’s Bhangra dance team, and is the editor-in-chief of the  MIT Undergraduate Research Journal . She looks forward to engaging with teaching outreach and practicing her French in Switzerland. After her Fulbright grant, she plans to pursue a PhD in biomedical science.

Olivia Rosenstein  will graduate this spring with a BS in physics and a minor in French. Her Fulbright will take her to ENS Paris-Saclay in Palaiseau, France, where she’ll deepen her education in atomic, molecular, and optical (AMO) physics. At MIT, Rosenstein has worked in Professor Mark Vogelsberger’s group researching models of galaxy formation and the early universe, and in Professor Richard Fletcher’s group on an erbium-lithium experiment to investigate quantum many-body dynamics in a degenerate mixture. In France, she will expand on the skills she developed in Fletcher’s lab by contributing to a project using optical tweezer arrays to study dipolar interactions. After Fulbright, Rosenstein plans to return to the United States to pursue a PhD in experimental AMO at Caltech.

Jennifer Schug  will receive this spring an MEng degree in the Climate, Environment, and Sustainability track within the MIT Department of Civil and Environmental Engineering. During her Fulbright year in Italy, she will conduct research on carbon storage in the Venice lagoon at the University of Padua. Schug is excited to build upon her research with the Terrer Lab at MIT, where she is currently investigating the effectiveness of forestation as a carbon sequestration strategy. She also looks forward to improving her Italian language skills and learning about Italian history and culture. Before beginning Fulbright this fall, Schug will study ecological preservation in Sicily this summer through an MIT-Italy collaboration with the University of Catania. After Fulbright, she hopes to continue researching nature-based solutions as climate change mitigation strategies.

Vaibhavi Shah ’21  earned a BS in biological engineering and in science, technology, and society at MIT, where she was named a Goldwater Scholar. She is now a medical student at Stanford University. As a Fulbright-Fogarty Fellow in Public Health, Shah will use both her computational and humanities backgrounds to investigate sociocultural factors underlying traumatic surgical injuries in Nepal. While at MIT, she was on the executive board of GlobeMed and the Society of Women Engineers, and she hopes to use those experiences to amplify diverse voices in medicine while on her journey to becoming a neurosurgeon-scientist. After Fulbright, Shah will complete her final year of medical school.

Charvi Sharma  is a senior studying computer science and molecular biology with a minor in theater arts. As a Fulbright English teaching assistant in Spain, she is excited to engage in cross-cultural exchange while furthering her skills as a teacher and as a leader. In addition to teaching, Sharma looks forward to immersing herself in the country’s vibrant traditions, improving her Spanish proficiency, and delving into the local arts and dance scene. At MIT, through Global Teaching Labs Spain and her roles as a dynaMIT mentor, an associate advisor, and a captain and president of her dance teams Mirchi and Nritya, Sharma has served as a teacher of both STEM and dance. Her passion for making a difference in her community is also evident through her work with Boston Medical Center’s Autism Program through the PKG Public Service Center and as an undergraduate cancer researcher in the Yaffe Lab. After Fulbright, Sharma plans to pursue an MD and, ultimately, a career as a clinician-scientist.

Isabella Witham  is a senior majoring in biological engineering. As a recipient of the Fulbright U.S.-Korea Presidential STEM Initiative Award, she will conduct research at Seoul National University’s Biomimetic Materials and Stem Cell Engineering Lab. Her work will involve creating biomimetic scaffolds for pancreatic cell transplantation to treat type I diabetes. While in South Korea, Witham aims to improve her language skills and explore cultural sites and cities. At MIT, she worked in the Belcher Lab on nanoparticle formulations, was a tutor for MIT’s Women’s Technology Program, and volunteered as a Medlink. After her Fulbright fellowship, she plans to pursue a PhD in biological engineering.

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