stanford phd education ships

Education Policy

The educational experiences of young people are shaped by education and social policy decisions made at the national, state, local, and school-building levels. Moreover, these policy choices impact not only the educational opportunities available to young people, but also the distribution of cognitive and other skills in the labor force. A thorough understanding of current education policy debates and their consequences requires knowledge of the structure and history of the education system, the politics of education policy-making, the relationships among educational systems and other social policies, the distribution of resources—including teachers—within an educational system, and methods of policy analysis and evaluation. The concentration in education policy prepares students to participate both in the analysis of education policy and in broader political debates about the aims and structure of the educational systems. Students completing this concentration have employment opportunities with local, state, federal, and international education agencies and organizations. 

Requirements

Core courses and electives will be selected from the list below as appropriate for the goals of individual students.    All MPP students in the concentration will take two gateway courses in Education Policy; two courses in Foundations of Education; and one course in Organizational Studies and Education; and at least two additional elective courses.    Coterm students will take one gateway course and enough foundation or organizational elective courses to satisfy the unit requirements.  Note that this is not an exhaustive list; students may select other courses for their concentration with the approval of their faculty advisor and Program Director. 

Affiliated Faculty

Eric Bettinger

Martin Carnoy

Eric Hanushek

Caroline Hoxby

William Koski

Walter W. Powell

sean reardon

Christine Min Wotipka

Gateway courses, foundations of education electives, organizational studies and education electives.

About SIHER

The Stanford Institute for Higher Education Research (SIHER) is home to sponsored research projects and programs that examine contemporary higher education planning and policy issues from a wide range of analytical perspectives, including those of social scientists, policy makers, and institutional leaders from across sectors within the United States and abroad. Founders William Massy and current director, Patricia Gumport, established SIHER in 1989 to provide valuable analysis of contemporary issues in higher education to researchers, policymakers, and a range of higher education leaders. Since its inception, SIHER has been a magnet for experts to collaborate in advancing our understanding of the dynamics of systemic change, productivity, management, and effectiveness of higher education organizations, as well as the policies and practices that impact major issues in the field including accountability, access, stratification, knowledge change, and leadership development across generations both within and beyond higher education.

From 1996 to 2004, SIHER was the home of the federally-funded National Center for Postsecondary Improvement ( NCPI ), a national research center headed by Executive Director Gumport and in collaboration with colleagues from the University of Michigan and the University of Pennsylvania. NCPI funded over 60 research projects and supported the training of dozens of graduate students.

Through its ongoing research initiatives, SIHER provides opportunities for collaboration among faculty across the university and the nation, and also provides research training for graduate students and postdoctoral scholars. SIHER's  research projects  address college access, finance, faculty work, curriculum, governance, and academic restructuring.

Stanford Graduate School of Education Doctoral Program in Higher Education

As part of the GSE’s Social Sciences, Humanities, and Interdisciplinary Policy Studies in Education (SHIPS) program, the doctoral (PhD) program in Higher Education is designed for students who plan to pursue careers as faculty members, policy analysts, or researchers in higher education institutions and other related organizations. For more information visit the  program page  on the Stanford Graduate School of Education website.

For more information regarding the Doctoral program in Higher Education at Stanford University contact  Anthony Lising Antonio  or  Patricia Gumport .

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Doctoral Admissions

Use this page to explore admissions data for Stanford's research doctoral programs. While the most common doctoral degree across the university is the PhD, the JSD in Law and the DMA in Musical Arts are also included here. The MD and JD are considered to be professional degrees and are not included. Note that any year referenced in this dashboard refers to the academic year in which the applicant was intending to enroll. For example, an application submitted in September 2018 for the 2019-20 academic year would be counted under 2019-20. These data are limited to new, external applicants only. If you are interested in the Biosciences programs in the School of Medicine, please read the important note below the dashboard.

More information is available about  doctoral program enrollment and demographics , as well as  doctoral degree conferrals, time-to-degree, and graduation rates . Note that local variation in policy and practice regarding admission, matriculation, and degree conferral may affect the departmental and school-level metrics below.

Methodology & Definitions

Application counts.

Applicant counts are based on the number of applications to doctoral programs from new applicants only. Current students who are transferring into a doctoral program from another graduate program at Stanford without submitting a new application are not included. If an application was transferred between programs during the admission process, the application is counted under the final program for which it was considered, not the original program.

Application Years

Applications and offers of admission are counted in the year in which the applicant was intending to enroll. The year in this case encompasses the summer quarter through the following spring, so the 2018-2019 application year would include students who intended to matriculate in Summer 2018 through Spring 2019. If an applicant was admitted and decided to defer their enrollment, that application and offer of admission are counted in the later, deferred year instead of the original year. The majority of new doctoral students matriculate in either autumn or summer. As these dashboards are updated annually in the autumn, the data for the most recent year will not include applicants or admits for winter or spring.

Admit Rates

The admit rate is calculated by dividing the number of offers of admission by the total number of applications received.

An Important Note about Stanford Biosciences

Prospective students may only apply to a single doctoral program at a time, with the exception of the  14 programs in Stanford Biosciences . Beginning with the 2022-23 application period, prospective students in Biosciences are permitted to select up to two programs for consideration as part of their application. (Prior to the 2022-23 application cycle, students were able to and would commonly select up to three programs for consideration.) A successful applicant will only be offered admission to one of these programs, which may result in an artificially low admit rate for some of these programs.  These programs include:

• Biochemistry
• Biomedical Informatics
• Cancer Biology
• Chemical and Systems Biology
• Developmental Biology
• Microbiology and Immunology
• Molecular and Cellular Physiology
• Neurosciences
• Stem Cell Biology and Regenerative Medicine
• Structural Biology

Visit the  Graduate Admissions website  for more information about pursuing graduate study at Stanford.

The data are available for download in Google Drive .

• Data Source(s): PeopleSoft Campus Solutions, Institutional Research & Decision Support

Stanford University is committed to providing an online environment that is accessible to everyone, including individuals with disabilities. If you cannot access this content or use any features on this site, please contact  [email protected]  to obtain alternate formats.

You may submit feedback on this dashboard through the  feedback form .

The mission of the Oceans Department is to discover, educate, and innovate to support a known, sustainable, and equitable ocean. Faculty, staff, students, and postdoctoral scholars advance ocean research, education, and impact through interdisciplinary collaboration, technology development, user-inspired research, and immersive education and training. The Oceans Department brings together ocean sciences – including biological, physical, and social sciences – and technology to advance exploration and knowledge of our blue planet and pursue solutions that tackle the most pressing challenges in climate and sustainability.

Degree programs

Undergraduate opportunities.

Stanford undergraduate students interested in ocean research can pursue oceans-related courses and majors via the Department of Biology or Earth Systems. Stanford Undergraduate Admissions Biology Earth Systems

Graduate program

The objectives of the doctoral program in Oceans are to enable students to develop the skills needed to conduct interdisciplinary, collaborative and original investigations into oceans-related research, in order to advance exploration and knowledge of our blue planet and tackle the most pressing challenges in climate and sustainability.

Learn more Stanford Graduate Admissions

Oceans research at Stanford

Our faculty and students engage with partners on ocean research across the university. 

Hopkins Marine Station

Many of our faculty work at Hopkins Marine Station in Pacific Grove where students and researchers come together to ask big questions, explore new ideas, and discover how and why things work.

Center for Ocean Solutions

We partner with the Center for Ocean Solutions at the Woods Institute for the Environment to translate research insights into solutions at scale with collaborators across the globe.

Marine operations

Learn about required training and procedures for boating, diving, and working in the tidal zone at Hopkins Marine Station and the surrounding marine protected area.

Oceans events

Oceans seminar- andrew hennig: "frosty fingerprints: tracing glacial meltwater in the southern ocean with δ18o", oceans news.

Helping coral reefs adapt to a warming ocean

Stanford researchers are searching for heat-resistant corals that could ensure the survival of vulnerable reefs.

How fishing cooperatives in Baja California weathered marine heat waves

A study of fishing cooperatives and independent operators in Baja California offers lessons for the development of equitable climate adaptation policies across the world.

Creating a shared vision for a healthy and sustainable ocean

The Stanford Doerr School of Sustainability and the Naval Postgraduate School recently convened experts to discuss how research can address climate change impacts on the ocean environment, economy, and national security.

10.2.1 Graduate Student Assistantships

Formerly Known As Policy Number: 24.2

This Guide Memo summarizes the regulations regarding Graduate Student Assistantship appointments at Stanford University. Definition of the Graduate Student Assistantship is followed by the criteria for eligibility to hold an assistantship, a brief description of each type of assistantship, the rules governing Tuition Allowance, and other policy matters. For questions regarding this subject, please contact the Financial Aid Office .

Applicability: Applies to the appointment of graduate students to Graduate Student Assistantships.

1. Definitions and Distinctions

A. graduate student assistantships.

are a form of student employment, earning a compensation package including both salary and tuition allowance (TAL) for the performance of research or teaching services to the University as part of the student's academic and professional training and development.

Distinctions from Assistantships:

Fellowships.

Fellowship stipends are financial aid, not salary. No service is expected in return for a fellowship; it is awarded on a merit basis to assist a student in the pursuit of a degree.

Hourly Employment through Payroll

Graduate students may be employed and paid for work unrelated to the student's academic and professional training as described in Administrative Guide 10.2.2 : Graduate Student Hourly Employment. Such employment is not considered an assistantship appointment, does not generate tuition, and is not processed in GFS.

b. The Graduate Financial Support (GFS) system

is the online application used to enter all graduate student research and teaching assistantship appointments and fellowships. Although they are not matriculated Stanford graduate students, Postdoctoral Scholars' appointments also are entered in GFS. GFS also handles financial support for other non-matriculated graduate students, e.g., Visiting Student Researchers. Non-matriculated students are, however, in general not eligible for assistantships.

2. Assistantship Eligibility Criteria

A. matriculation at stanford.

with an active authorization to enroll and an active graduate degree program, or, for Research Assistantships only, enrollment in non-matriculated graduate status as a Student of New Faculty. Coterminal students in both a Bachelor’s and Master’s degree program are eligible for assistantships after completion of 12 quarters or, upon request, after completion of 180 units of undergraduate work.

b. Enrollment

All students holding assistantships must be enrolled in each quarter in which the assistantship appointment is held. For autumn, winter and spring quarters, unless the student is on TGR status, the student must be enrolled for 8-9-10 units. Except for Terminal Graduate Registration (TGR) students, the GFS System will not allow payment of TAL unless the graduate student is enrolled full-time during autumn, winter and spring quarters. Exceptions to this enrollment requirement are allowed for Honor Co-op students, for students with disabilities, and for a childbirth accommodation.

c. Relevancy

The service performed (teaching or research) must be related to the student's academic program in order to qualify for the assistantship appointment.

Note: Entering and approving the assistantship appointment in Graduate Financial Support (GFS)/Worklist Manager constitutes a statement that the work involved is relevant to the student's academic program.

d. English proficiency for teaching assistantships

All international students required to submit TOEFL scores as part of their Stanford graduate program application must be approved for English proficiency before being appointed to any teaching position.  Students need only pass the TA screening prior to their first teaching assistantship; it does not need to be repeated for subsequent teaching positions.

• The department that plans to appoint an international student as a TA/CA must have the student review the TA screening webpage , that has information about making an appointment. Note : Whenever possible, the TA screening should occur at least one full quarter in advance of the assistantship appointment. This allows the student time to take any required or recommended classes to improved communication skills.
• Upon successful completion of the TA screen and/or required classes, EFS enters the approval of English proficiency (TA OK) in the GFS system, after which the assistantship appointment can be processed.

e. I-9 eligibility to work in the U.S.A.

By federal regulation, all individuals receiving salary through Payroll must demonstrate eligibility to work in the U.S.A. by filing Federal Form I-9. Departments must forward necessary paperwork to Payroll in advance of the student's first paycheck. For more information, see Student Specific Payroll Administration . 

f. Social Security Number

must be on file with Payroll.

g. Alternatives

In the case where no matriculated graduate student is available to fill a need for a Research or Teaching Assistantship, an undergraduate or non-matriculated person may be hired in the categories of Teaching Aide or Research Aide. These are hourly-paid positions, processed through the Human Resources Management System (HRMS), not the GFS system. Individuals appointed to these positions are never eligible for a Tuition Allowance. The appropriate department chair (or program director) and school dean's office should confirm that no matriculated graduate student is available before these alternative appointments are processed.

3. Types of Assistantship Appointments: Teaching

Graduate student teaching responsibilities are categorized into the following four appointment levels.

Stanford University establishes annually a minimum salary rate for each of these levels. (Mentor Teaching Affiliate and Graduate Teaching Affiliate positions have the same minimum salary.)

Note: No student may be appointed to any of the following positions for a course in which the student is simultaneously enrolled.

a. Course Assistant

Assists a faculty member who has primary responsibility for a course. Duties vary but do not include classroom teaching. Duties may include:

• Assisting in the preparation of lecture materials and running laboratory sessions.
• Conducting review sessions and grading exams.
• Holding office hours.
• Monitoring or maintaining existing course web sites.

b. Teaching Assistant

Has significantly more independence than a Course Assistant. The Teaching Assistant works with a faculty member who has primary responsibility for a course, or assists a group of students in several courses. Duties vary and may include:

• Preparing for class sections and/or laboratories where new material may be presented.
• Presenting material in classroom or lab setting.
• Marking and/or grading some portion or all of the exams or papers (but not independently assigning the final grade).
• Holding regular office hours.

c. Graduate Teaching Affiliate

This teaching appointment is limited to graduate students who have had substantial teaching experience. The Graduate Teaching Affiliate will typically be identified as the Instructor in Stanford publications, and will have primary charge and responsibility for the course (with the mentorship of a faculty member). Responsibilities for the class typically include:

• Preparation, teaching, grading, holding regular office hours, etc., in keeping with the established practices of the department.
• In some cases Graduate Teaching Affiliates have full responsibility for a course where the content is defined by a faculty coordinator. In other cases, they will develop course materials independently with the guidance of a faculty mentor for a course that has been approved by the department/program in which it is offered.

d. Mentor Teaching Assistant

This teaching appointment is limited to graduate students who have had substantial teaching experience. In addition to the responsibilities of a Teaching Assistant, this student:

• Serves as a head Teaching Assistant to coordinate the training and guidance of Teaching Assistants in a given course or set of courses.
• Develops complex materials (including web-based) in support of a course or group of courses.

4. Types of Assistantship Appointments: Research

The following research appointments are listed in ascending order of qualifications, responsibility, and compensation.

a. Research Assistant

Works on a research project under the supervision of a faculty member.

b. Predoctoral Research Affiliate

An advanced Ph.D. student in one of these appointment categories:

(1) Engineering and Natural Sciences

• Performs research or administrative tasks beyond the scope of a typical graduate research assistant's work.
• This category should not be used to fill a regular staff position.

(2) Humanities and Social Sciences

• Is engaged in research under the supervision of a faculty member.
• Makes an original contribution to a research effort that serves the common professional objectives of the student and supervisor.

5. Percentage and Period of Assistantship Appointments

A. full-quarter appointments.

Assistantship appointments are made for a full quarter (3 months of either teaching or research work). Standard appointment periods are: October 1–December 31, January 1–March 31, April 1–June 30, and July 1–September 30. An alternate quarter schedule is available for students whose work begins before the start of a standard quarter. Students on an alternate schedule must remain on that schedule throughout the academic year.

b. Autumn, Winter and Spring Assistantship Appointments

• The minimum assistantship is 10% time. Percentage of appointments must be in increments of 5% time.
• 50% Maximum — The typical assistantship appointment is for a maximum of 50% time, to allow students to make expeditious progress toward their degree. Assistantships totaling more than 50% can impede that progress.
• An appointment of 40% may be combined with a 10% appointment to total 50%. Appointments of 45% are not allowed.
• Approval for Exceptions — Assistantships for more than 50% time during the academic year, two concurrent assistantships totaling more than 50% time, or enrollment in more than 10 units while holding a 50% appointment, require the prior approval of the student's advisor, the Department Chair, and School Dean's office.
• Recommendations for such assistantship appointments should indicate the academic progress of the student and the anticipated degree completion date; the student must have been admitted to candidacy.
• Approval will be granted only where such an assistantship appointment will not interfere with progress towards the degree and normally will be granted for no more than one year.

c. Summer Assistantship Appointments

(1) percentage of time.

In summer quarter, in addition to the standard 10-50% assistantships, appointments at 60-90% time are permitted (see section 5.d).

(2) Number of Units

In summer quarter, graduate students must be enrolled in at least one unit or TGR (Terminal Graduate Registration) to have any size assistantship appointment. Students with appointments totaling more than 50% will have their Tuition Allowance reduced proportionately (see TAL tables ) in order to accommodate additional employment. (For example: A student's 70% appointment(s) earns the same TAL as a 30% appointment. Appointments of 90% provide TAL equal to the value of 1-3 units of tuition.) Students combining an assistantship with more than 8 hours of hourly employment during the summer should reduce their enrollment in proportion to their total Summer Quarter employment. Students registered TGR must enroll in the TGR course (801 or 802).

For additional information regarding TAL in Summer, see Section 7.d(4).

d. Assistantships Totaling More Than 50%

• Whether approved as an exception (5.b.4 above) or permitted as summer employment, the maximum combined assistantships for any student during any quarter is 90%. Appointments totaling more than 36 hours/week may not be processed in GFS, are not considered assistantships, and do not include a tuition allowance; they should instead be processed through HRMS.
• Whenever possible, graduate student assistantship appointments totaling more than 50% should be established as a single appointment, rather than a combination of smaller appointments. (This allows GFS to calculate the appropriate TAL; if entered separately, administrators must determine the appropriate TAL cost and split, and coordinate adjustments to GFS.)

e. Shortened Summer Assistantships

During Summer quarter, when many courses are shorter and the between-quarters period is longer than in Autumn/Winter/Spring quarters, a teaching or research assistantship may be offered for less than the full three-month period, but must be at least two months in duration. Summer assistantships must begin on the quarterly start-date (July 1, unless the student is on the alternate calendar), but the end date may be set at two months or later, rather than the full 3-month period. This should be done only in the Summer Quarter, and only where the research or teaching effort is significantly less than expected in a normal quarter-long appointment. In these cases, the student will earn the full tuition allowance and a specific salary per pay period (often, the department's standard semi-monthly salary). The student should be advised that the shorter work period will generate less total salary.

Stanford University establishes annually the minimum salary levels for Graduate Student Assistantships. No maximum salary level is specified by the University, although individual schools may do so. (The minimum salary rates for TAs, RAs, and the TAL Tables can be found at http://gfs.stanford.edu/tables

Source of Funding

A. salary for ras.

may be paid by an external/sponsored source of funds or school/ departmental funds.

b. Salary for TAs

may be paid by a University budget allocation to the schools/departments or by school/departmental funds.

7. Tuition Allowance (TAL)

A. definition.

TAL represents a commitment to support a student's educational program through the payment of a portion of the student's tuition bill.

b. Eligibility

All eligibility requirements for assistantship appointments must be met. (See section 2.)

c. Source of Funding

The value of TAL for a 50% assistantship appointment is established as the tuition value for 8-10 units (8-9 units in the Law School, and 8 units in the MED MD program). The value of TAL for assistantship appointments of between 10% and 50% is a proportional amount defined by TAL Tables published each year. 

Tuition charges and TAL are based on the student's home school tuition rate, regardless of the location of the assistantship. The school/department where the student holds the assistantship appointment is responsible for the salary, as well as the tuition based on the student's home school tuition rate.

The University requires that any outside tuition support to which students have access will be used to the full extent before TAL is claimed. Acceptance of a Stanford assistantship appointment obliges a student to inform the department of any other aid received.

The cost of the TAL is shared among Stanford University funds and school, department, and/or sponsored project funds supporting the assistantship.

(1) TAL Funding for Research Assistants

TAL for Research Assistants is divided and funded as follows:

• Sponsored portion: Except for the School of Medicine, 60% of the TAL amount is charged directly to the sponsored project or other source of funds supporting the assistantship; in the School of Medicine, 81% of the TAL amount is directly charged.
• Stanford portion: 40% (55% effective September 1, 2023  for sponsored awards that pay the full Facilities and Administrative  (F&A) rate )   of the TAL amount is paid by Stanford University, or by the school in which the assistant is working; the School of Medicine pays 19% of the TAL amount. Except in the Schools of Business and Medicine, University general funds are used to pay the Stanford portion of TAL for Research Assistants. The Schools of Business and Medicine cover the Stanford portion of TAL for Research Assistants from their own funds.

(2) TAL Funding for Teaching Assistants

• In all schools other than Schools of Business and Medicine, TAL for Teaching Assistants is funded by a University budget allocation to the schools/departments. Schools, departments or programs may also fund additional TAL for Teaching Assistants, beyond the University budget allocation.
• The Schools of Business and Medicine are responsible for covering the cost of TAL for Teaching Assistants working in their schools.

(3) Federal Work Study (FWS)

• FWS funds cannot be used to pay TAL.
• If a student has a research assistantship funded by FWS, the FWS funds pay the student's salary, the school/department pays the "sponsored portion," i.e., 60%, of the tuition, and the University pays the difference, i.e., 40%, from general funds.
• If a student has a teaching assistantship funded by FWS, the FWS funds pay the student's salary. TAL funding for these students is as described in Section 7.c (2) above.

(4) TAL Funding for Military Personnel

Stanford Principal Investigators may use research project funding to pay the tuition for graduate students on military scholarships where the provision of their military support includes a prohibition of salary payment from Stanford in certain limited circumstances:

• The student has a statement of financial support from their branch of the US military, defining the terms of the student's support while enrolled at Stanford. The agreement must state that the student can receive tuition support from Stanford but may not be paid a salary by Stanford. If this arrangement continues for more than one year, the student should present evidence that the military scholarship is continuing for each year.
• The student will average at least 20 hours of work per week on the project for each quarter in which they are paid, earning TAL for a 50% assistantship. This arrangement should also be documented by means of an assistantship agreement.
• All records to document this arrangement are kept with the student's records.

In the case where the student is working on a faculty member's research project and meets all eligibility requirements, the student may be appointed as an RA. The salary line may then be cancelled, leaving the remaining TAL payment in compensation for the work performed.

(5) Students Working in Schools Other Than Where They Are Enrolled

When graduate students are appointed as Teaching or Research Assistants in a school other than the one in which they are enrolled, the school in which the student works is responsible for paying the TAL at the student's home school tuition rate. In the case of Research Assistants, splitting tuition between the sponsored source and the University (either 60%/40% or 81%/19%) is controlled by the school paying the student.

(6) Terminal Graduate Registration (TGR), Terminal Medical Registration (TMR) and Medical School Research Rate (MSRR)

• TAL cannot be carried forward to pay TGR/TMR/MSRR tuition in future quarters.
• TGR/TMR/MSRR tuition is paid in full by the associated assistantship (see below). The GFS system will not divide TGR/TMR/MSRR tuition and share the cost with university or school funds.
• For Research Assistants, TGR/TMR/MSRR tuition is charged directly to the source of funds paying the student's salary.
• For Teaching Assistants, TGR/TMR/MSRR tuition is paid in the same manner as other TAL funding for Teaching Assistants (see section 2, above).

d. Amount of TAL

(1) percent time.

The amount of TAL earned depends on the percentage of time of the graduate student assistantship appointment(s). See the Tuition Allowance Tables .

• The minimum assistantship appointment is 10% and provides TAL equal to the value of two units of tuition. (Note: The minimum tuition charged by Stanford is three units, and therefore a 10% assistantship will not provide enough tuition allowance to cover Stanford's minimum unit-based tuition.)
• The maximum assistantship appointment during autumn, winter and spring quarters is 50%, and provides TAL equal to the 8-10 unit tuition charge, except in the Law School where they earn the 8-9 unit value and in the MED MD program, where they earn the value of 8 units.
• For assistantship appointments of 50-90%, the total TAL earned decreases as the percentage of time increases. (For example: A student's 70% appointment(s) earns the same TAL as a 30% appointment.) For the rules governing appointments greater than 50%, see section 5.b.4 (required pre-approval for exceptions, Autumn, Winter and Spring), 5.c (summer), and 5.d. See also Tuition Allowance tables for Summer Quarter.

(2) Length of Assistantships

Appointments are made for a full quarter (see "Percentage and Period of Appointment," Section 5 of this document). Appointments will earn the designated amount of TAL for the full quarter in which the student is appointed.

(3) Multiple Assistantships

Students may hold multiple assistantship appointments, including both RA and TA appointments, simultaneously. At most, the 8-10 unit TAL value may be earned when combining multiple assistantships.

• Multiple assistantships totaling 50% or less: GFS automatically calculates the total combined percentage of the assistantships that will be the basis for the amount of TAL. For example, two 25% assistantship appointments earn a combined TAL equal to a 50% appointment: 8-10 units. (During the academic year, combined appointments should not total more than 50%; see 5.b, above).
• Multiple assistantships totaling more than 50% (e.g. in summer): If entered as one appointment with multiple sources of funding, GFS correctly calculates the combined TAL as described in 5.d.1. If entered as separate appointments, GFS cannot do the calculation: administrators must determine both the reduced total TAL and the proportional cost to each appointment, then adjust each appointment's TAL in GFS.

(4) Summer Appointments

• In summer quarter, some students may enroll in fewer units than the TAL earned by their assistantship appointment(s). In such cases, the TAL for their Summer Quarter Assistantships is reduced by adjusting the TAL amount in GFS to match the actual tuition amount billed.
• Summer appointments are for three months, even though courses may be scheduled for 8 or 10 weeks. If an appointment ends before the end of the full quarter, salary can be ended on the corresponding date, but students will receive the amount of TAL associated with a full-quarter appointment.

e. Use of TAL

• TAL can be used only in the quarter in which it was generated by an appointment.
• TAL may be used only as a credit against tuition charges. It is:
• Not convertible to cash
• Not transferable to another student
• Not usable for any other charges, such as ASSU fees
• Not applicable to tuition charges for Continuing Studies Program courses

8. Work in Addition to Assistantship Appointment

To preserve the focus on the student's academic progress, Stanford University formally limits the number of hours a student may be employed while also holding an assistantship appointment. Graduate students are expected to coordinate additional hourly employment with the assistantship appointment, and with their academic obligations, including course load, number of registered units, and the academic expectations of their program. Academic departments/programs, offices employing students, and funding sources may also impose employment limitations. Graduate student hourly employment is described in Administrative Guide Memo 10.2.2 : Graduate Student Hourly Employment.

During break periods when classes are officially not in session, including between-quarter break periods and Thanksgiving break, the University does not limit the number of hours graduate students may be employed. Additional information about break periods is located in Administrative Guide 10.2.2 Graduate Student Hourly Employment . The quarter period is different from the assistantship pay periods, as the standard "start" and "stop" dates for assistantships are intended to pay the student continuously, including break periods.

a. Limit on Hours for U.S. Students

During Autumn, Winter and Spring quarters, students on 50% time assistantships may not be employed more than an additional eight hours a week inside Stanford and/or outside of Stanford; those eight hours cannot be in other assistantship positions. During Summer quarter, enrolled graduate students are limited to 36 hours of student employment, combining hourly employment and assistantship appointments.

b. Limit on Hours for International students

International students on F-1 or J-1 visas are subject to both University policies on employment and visa requirements that limit employment; in all cases, the more restrictive limitation will apply. International students are eligible for on-campus employment if they are maintaining their F-1 or J-1 status. During the academic year (Autumn, Winter and Spring quarters), students on F-1 or J-1 visas are limited to a total of 20 hours of employment per week (except the break periods between quarters), including both hourly jobs and assistantship appointments), and including any off-campus employment that they may have been authorized to perform.

For further information regarding regulations for students with F-1 and J-1 visas, contact Bechtel International Center .

9. Cancellation or Modification of Assistantship Appointments

A. cancellation as of the start date of the assistantship.

If an appointment is cancelled on or before the start date of the assistantship:

• No salary is paid.
• No Tuition Allowance is provided.
• If Tuition Allowance has been applied to the student's bill, it will be withdrawn.
• The student is responsible for any tuition charges for the quarter.

b. Cancellation of Appointment During the Quarter of the Assistantship

• If the school or department terminates the assistantship for any reason during the quarter, other than for cause, salary will end but the student will receive the full quarter TAL. This includes circumstances where sponsored funding for an assistantship ends.
• If a graduate student voluntarily terminates an assistantship appointment or is removed for cause during the quarter, salary ends and TAL is withdrawn for the quarter.
• Salary ends and TAL will be applied as needed to pay the student's bill for the quarter when an assistantship appointment is terminated because a student has:
• Completed all of the degree requirements and leaves the University, or
• Formally withdrawn from a degree program and leaves the University, or
• Taken an approved Leave of Absence from the University (for emergency/medical needs).

10. Taxes and Tax Reporting

A. salaries and tuition allowance.

• All salaries from assistantships awarded after August 16, 1986, are subject to federal and state income tax and tax withholding.

Tuition Allowance associated with assistantships for degree-seeking students is not

subject to tax.

b. Exemption from FICA and VDI Taxes

Enrollment and regular attendance in courses or fulfillment of other requirements associated with a degree program are required for all students in each quarter of their appointment(s), including summer, in order to qualify for exemption from FICA (Social Security) and VDI (Voluntary Disability Insurance) taxes.

11. Benefits

The graduate appointments described in this Guide Memo are designed for and available only to Stanford students.

a. Time Off

Assistantship appointments do not accrue vacation leave.

Students with research or teaching assistantship appointments will receive a lump sum of 40 hours of paid sick time per calendar year, which is available for use during any period of assistantship appointment during the year. Sick time does not carry over from one calendar year to the next.

Arrangements for any variations in work hours, including time off for vacation, jury duty, illness, or related use of sick time should be made individually with the faculty sponsor. To the extent possible, students are encouraged to make arrangements outside of their working hours and faculty sponsors are encouraged to offer flexibility in work hours.

Regular semi-monthly salary is paid during periods when sick time is used. When sick time is used, the student notifies Payroll via Help Ticket . Sick time accrued for an assistantship appointment is paid only when used to replace work hours during the course of employment as a research or teaching assistant. Otherwise, sick balances are not paid out. Graduate students who have student hourly employment, either concurrently or at different times of the year, will see a separate accounting of sick time accrued for the student hourly employment (see Administrative Guide Memo 10.3.1 : Sick Time for Student Hourly Employees).

Students with research or teaching assistantship appointments may use sick time for themselves or a family member: for absences due to illness; for preventive care or diagnoses, care, or treatment of an existing health condition; or for purposes related to domestic violence, sexual assaults, or stalking.

b. Health Insurance

Eligibility for a health insurance benefit is determined quarterly on the basis of assistantship and fellowship appointments approved as of the payroll deadline of each quarter. Graduate students are eligible for a health insurance subsidy as long as they do not waive Cardinal Care insurance or have their insurance paid fully by an outside source of funds. The Health Insurance subsidy will be paid as follows:

• Students with assistantship appointments for 25% time or more per quarter will receive a subsidy paying 100% of the cost of the single-student Cardinal Care premium.
• Students with assistantship appointments of less than 25% time per quarter will receive a subsidy paying 50% of the cost of the single-student Cardinal Care premium.

12. Resources for Additional Information

• All graduate student assistantships must be entered online using the Graduate Financial Support (GFS) system in PeopleSoft.
• For policy questions, refer to the GFS Policy Website .
• For entry questions, contact the IT Help Desk at 5-4357 (5-HELP), or http://helpsu.stanford.edu .
• For graduate student health insurance, contact Vaden Health Center .
• Salary rates and Tuition Allowance tables: The minimum salary rates for TAs, RAs, and the TAL Tables can be found at http://gfs.stanford.edu/tables .

Related Policies

2.2.1 definitions, 10.3.1 sick time for student hourly employees, 10.2.2 graduate student hourly employment, 2.2.3 university payroll, 1.7.4 equal employment opportunity, non-discrimination, and affirmative action policy.

2024-2025 Graduate Community Engaged Teaching (CET) Fellowship

Graduate Community Engaged Teaching (CET) Fellowship 2024-25 Haas Center for Public Service, in partnership with Stanford Summer Session

Description

The Haas Center for Public Service's new Graduate Community Engaged Teaching (CET) Fellowship provides Stanford graduate students with the opportunity to receive support and training to develop, design, and teach a community-engaged learning (CEL) course in their area of expertise or interest that may be offered during the 2025 Stanford Summer Session. 

Often called “service learning,” CEL courses combine learning goals and community engagement to both enhance student learning and contribute to the common good. At Stanford, these are referred to as  Cardinal Courses.  

Graduate students selected as CET Fellows will receive support from the Haas Center’s Community Engaged Learning and Research (CELR) team and join an interdisciplinary cohort of graduate student peers to develop and propose a course for Stanford Summer Session 2025. During the spring and summer 2024, fellows will meet monthly to engage in course design and community partnership development activities, with the goal of transforming their idea for a CEL course into a proposal to be submitted to Summer Session in mid-November 2024. Fellows whose courses are approved will continue to work together in the winter and spring 2025 quarters, meeting monthly to fine tune their syllabi in terms of pedagogy, course content, and community partnership activities. Fellows will teach the course during Stanford’s 2025 Summer Session. 

After the teaching experience, Fellows will be encouraged to contribute to the campus and/or broader field of community engaged scholarship through a presentation about their CEL teaching experience. (Fellows may request some level of support to present their experiences at a relevant conference.)

Program Goals: 

Establish a cohort of graduate students interested in developing a CEL course an area of expertise or interest 

Provide opportunities for graduate student participants to teach a CEL course during Stanford Summer Session 2025  

Introduce Fellows to potential community partners for their course

Provide a space for facilitated discussions, including:

CEL course design fundamentals

How to prepare undergraduate students for ethical and effective community engagement

How to build reciprocal community partner relationships

How to develop relevant student learning goals and objectives

How to assess student learning and evaluate course outcomes

Provide individualized mentoring and consultation to participants on an ongoing basis

Encourage graduate scholarship on community engaged learning and teaching 

Note: Participation in the Fellowship program does not guarantee approval to teach a Summer Session in the fellow's area of interest and expertise. However, the Haas Center and Stanford Summer Session will work together with fellows to explore and identify relevant departments and programs that are offering, or willing to offer, Cardinal Courses taught by graduate students. Should the opportunity to teach during Summer Session not come to fruition, Haas Center will also work with Fellows to identify and explore other potential opportunities to facilitate CEL experiences, including teaching assistantships that may come available throughout the academic year. All fellows will still leave the Fellowship program with a well-developed course idea and syllabus and enhanced competencies and tools to facilitate community-engaged teaching and learning experiences.  

To be eligible to apply, you must be:

A Stanford doctoral or MA/MS student in any department or program who will be enrolled through summer 2025 

Postdoctoral fellow at Stanford serving through summer 2025 '

Fellowship Requirements

Conceptualize, develop, and design a course (or redesign an existing Stanford course) with the intention to teach it as a Cardinal Course during the 2025 Summer Session.\

Participate in monthly cohort meetings during the spring, summer and fall 2024 quarters designed to support your development of a high-quality, community-engaged learning course (facilitated by Haas Center and Center for Teaching & Learning [CTL] staff)

If course is approved by Summer Session in November 2024, continue to participate in monthly cohort meetings through spring quarter 2025 while continuing to work on the development of one’s Cardinal Course 

Financial support 

Fellows who complete the full program will receive a stipend of $3,000 ($1,500 provided in summer 2024 and $1,500 in spring 2025) to offset costs/expenses associated with CEL course preparation and professional development training. In addition to the $3,000 stipend, 

Stanford Summer Session provides compensation for teaching summer session courses at rates set by the university, offering both salary and teaching allowance

Students approved to teach a Summer Session course are eligible to apply for a  Cardinal Course grant  of up to $4,000 for course-related expanses.

Key fellowship dates & timeline

HOW TO APPLY

Applications for the Graduate CET Fellowship open on April 25, 2024. Applications are due on May 17, 2024. For additional information, please contact Clayton Hurd at [email protected] .

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Dissertations and Theses

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Congratulations on being close to the finish line with your dissertation or thesis.

After you’ve applied to graduate and enrolled, dissertations and theses may be submitted online through the Dissertation & Thesis Center in Axess.  

Once you finish submitting your dissertation or thesis in Axess, and it has been approved by the university, the submission is considered final and no further changes are permitted. 

The electronic submission process is free of charge and allows you the ability to check your pre-submission requirements and when ready, upload a digital copy of your dissertation or thesis. 

You can learn more about the center on the How to Use the Dissertation & Thesis Center webpage.

• FAQs: Dissertation & Theses
• How to Submit Your Signature Page
• How to Use the Dissertation & Thesis Center
• How to Request to Use Copyrighted Material

Note: The online submission process is not available for master's theses or undergraduate honors theses. Please consult with your department directly regarding submission procedures.

Follow these guides to ensure you meet all the requirements for submitting your dissertation or thesis. 

• Prepare Your Work for Submission
• Submit Your Dissertation or Thesis
• Steps After Submission

Submission Deadlines for Conferral

You must apply to graduate and enroll before you can access the Dissertation & Thesis Center in Axess.

The Dissertation & Thesis Center opens to submissions on the first day of instruction each quarter for which the student has applied to graduate.

The quarterly deadlines are set as late in the quarter as possible, providing the time necessary for review of the dissertation or thesis, including review of final degree requirements by the Registrar's Office and the departments. 

You are strongly encouraged to submit your work at least two weeks prior to the deadline to ensure that all requirements can be met in time for the conferral of your degree. 

Once you finish submitting your dissertation or thesis in Axess, and it has been approved by the university, the submission is considered final and no further changes are permitted. 

After the final reader approves the dissertation, it typically takes about seven (7) business days for the university to process the submission.  

Deadlines by Quarter

Dissertation deadlines are strictly enforced.  No exceptions are made. By noon on the final submission deadline date, all of the following steps must be completed:           

• The student enrolls and applies to graduate;
• The student confirms the names of reading committee members in Axess, and designates a Final Reader;
• The student submits reading committee signatures;
• The student completes the necessary University Milestones;
• The student’s candidacy is valid through degree conferral;
• The student submits the final dissertation or thesis in Axess;
• The designated Final Reader certifies the final draft of the dissertation or thesis submitted in Axess.

For help, contact the Student Services Center .                                                                        

For faculty and staff information on Dissertations, visit Inside Student Services.

SGF: Stanford Graduate Fellowship in Science & Engineering

Fellowships & Funding

Each year, SGF awards approximately 100 fellowships providing stipends and tuition support to outstanding students pursuing doctoral degrees in science and engineering. Since the first fellowships were awarded in 1997, over 2000 Stanford Graduate Fellows have received their PhDs from Stanford. 

The program was initiated by Gerhard Casper, then President of Stanford University, and is designed to support the University's commitment to attracting the very best graduate students while reducing its dependence on federal funding for PhD training. These fellowships are available to students in the natural sciences, mathematics, statistics, engineering, the basic sciences in the School of Medicine, and those social sciences, including education, which are now dependent on federal assistantship support for their doctoral students.

Nominations Process:

Students must be nominated for the SGF by their degree program. Most nominees are students who are newly admitted to an eligible science or engineering doctoral program. Other nominees are promising students who have already completed a year or more of graduate study at Stanford or elsewhere, and have demonstrated excellence in doctoral level research and study. 

Fellows are selected each year by the Graduate Fellowships Faculty Advisory Committee, made up of faculty from many eligible degree programs.

Fellowship Terms

To complement the academic requirements and recruitment needs of different disciplines, several configurations of the Stanford Graduate Fellowship have been approved. The most common configurations are listed below, however, on occasion, students may be offered a fellowship configuration that differs from the examples provided and this would be noted in the student's offer letter.

Standard Three-Year SGF

The standard three-year (12 quarter) SGF provides support for four quarters each year. Fellows receive a stipend and tuition support for minimum full-time enrollment (8 to 10 units).  The 2024-25 annual stipend is set at $54,800 annually, $13,700 per quarter.

Modified Three-Year SGF (Graduate School of Education, School of Engineering)

All newly admitted Graduate School of Education (GSE) SGFs are offered an 11-quarter modified configuration of the award. Engineering degree programs decide locally whether to offer newly admitted students the 11-quarter modified SGF as an alternative to, or, in place of, the standard 12-quarter configuration. All GSE and Engineering SGFs who are offered or who select the modified SGF configuration receive maximum tuition (11-18 units) for the first three quarters and minimum full-time tuition (8-10 units) for the next eight quarters of the SGF. They receive the SGF stipend for all 11 quarters. Any student in Engineering whose fellowship offer includes the option to select the modified SGF must do so by the Final Study List Deadline of their first quarter of enrollment.

Standard Two-Year SGF

The standard two-year (8 quarter) SGF provides support for four quarters each year. Fellows receive a stipend and tuition support for minimum full-time enrollment (8 to 10 units). The 2024-25 annual stipend is set at $54,800 annually, $13,700 per quarter.

FIND OUT WHICH DEPARTMENTS ARE ELIGIBLE FOR SGF  SEE THE GRADUATE FELLOWSHIPS FACULTY ADVISORY COMMITTEE

Related Events

Students must be nominated by an eligible degree program to be considered for a SGF. Most nominees are newly admitted students in the sciences or engineering.

Contact [email protected] with any questions.

Departments that are eligible for SGF

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2023 Department of Medicine Teaching Awards

April 23, 2024 –  by DoM Central Communications

We're excited to reveal the winners of the 2023 Teaching Awards from the Department of Medicine!

Each year, these awards honor educators across the department's divisions for their outstanding dedication, commitment, and expertise in medical education.

Join us, either in person or online, for the Award Ceremony during Medical Grand Rounds at 8 AM on Wednesday, June 19, 2024, in Li Ka Shing Center, Room 130. Pedram Fatehi, Vice Chair of Education, will present the awards.

We hope you will also join us in congratulating these deserving awardees, whose exceptional teaching and commitment are a testament to the invaluable role of outstanding education in shaping future medical professionals.

10 colleges and universities shaping the future of cybersecurity education

Institutions featured on this list often provide undergraduate and graduate degrees, courses, as well as certificate programs tailored to meet the growing demand for cybersecurity professionals in various industries.

Some notable colleges and universities renowned for their cybersecurity programs and courses include:

Carnegie Mellon University (USA)

Information Networking Institute (INI)

The Information Networking Institute (INI) at Carnegie Mellon University (CMU) educates and develops engineers through technical, interdisciplinary master’s degree programs in information networking, security and mobile and IoT engineering that incorporate business and policy perspectives.

Program : Master of Science in Information Security (MSIS)

Georgia Institute of Technology (USA)

Institute for Information Security & Privacy (IISP)

The Georgia Institute of Technology’s Institute for Information Security & Privacy (IISP) is a research institution dedicated to advancing cybersecurity and privacy technologies. Established within Georgia Tech, the IISP serves as a focal point for interdisciplinary research, education, and collaboration in the field of information security and privacy.

Program : Master of Science in Cybersecurity

Massachusetts Institute of Technology (USA)

MIT Department of Electrical Engineering and Computer Science

A joint venture between the Schwarzman College of Computing and the School of Engineering, EECS is grounded in three overlapping sub-units: electrical engineering (EE), computer science (CS), and artificial intelligence and decision-making (AI+D).

• Computer Science and Engineering
• Artificial Intelligence and Decision Making

Stanford University (USA)

Cyber Policy Center and Computer Science Department

The Cyber Policy Center brings together researchers across the Stanford campus to solve the biggest issues in cybersecurity, governance and the future of work.

• Global Digital Policy Incubator
• The Program on Platform Regulation
• Geopolitics, Technology, and Governance

SANS Technology Institute (USA)

An independent subsidiary of SANS, the SANS Technology Institute offers graduate programs (master’s degree and graduate certificates) that develop technically-adept leaders and undergraduate programs (bachelor’s degree and undergraduate certificate) for people who want to enter the cybersecurity field.

Program : Cybersecurity Master’s Degree

University of California, Berkeley (USA)

School of Information

The School of Information is a graduate research and education community committed to expanding access to information and to improving its usability, reliability, and credibility while preserving security and privacy. This requires the insights of scholars from diverse fields — information and computer science, design, social sciences, management, law, and policy.

Program : Master of Information and Cybersecurity (MICS)

University of Cambridge (UK)

Department of Computer Science and Technology

The Department of Computer Science and Technology (formerly known as the Computer Laboratory) is the academic department within the University of Cambridge that encompasses computer science, along with many aspects of technology, engineering and mathematics.

• Cybersecurity
• Software and Security Engineering

University of Oxford (UK)

Global Cyber Security Capacity Centre (GCSCC)

The Global Cyber Security Capacity Centre (GCSCC) is an international centre for research on efficient and effective cybersecurity capacity-building, promoting an increase in the scale, pace, quality and impact of cybersecurity capacity-building initiatives across the world.

Course : MSc in Software and Systems Security

Technische Universität Darmstadt (Germany)

Department of Computer Science

The scientists of the Department of Computer Science combine their diverse research activities in three main research areas:

• Artificial Intelligence
• Complex Networked Systems
• Cybersecurity & Privacy

Program : Master’s degree program IT Security

Tel Aviv University (Israel)

Research is a cornerstone of Tel Aviv University’s mission, with its scholars making discoveries in fields ranging from biotechnology and cybersecurity to archaeology and social sciences.

• Cyber Security Program
• Cyber Politics & Government

Fill out the form to get your copy of this whitepaper and find out what it takes to join a growing industry:

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40 facts about elektrostal.

Written by Lanette Mayes

Modified & Updated: 02 Mar 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy, materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes, offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

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Best Global Universities for Mechanical Engineering in Russia

These are the top universities in Russia for mechanical engineering, based on their reputation and research in the field. Read the methodology »

To unlock more data and access tools to help you get into your dream school, sign up for the  U.S. News College Compass !

Here are the best global universities for mechanical engineering in Russia

Tomsk polytechnic university.

See the full rankings

• Clear Filters
• # 74 in Best Universities for Mechanical Engineering
• # 879 in Best Global Universities  (tie)

Meet the four types of millennials, from the Great Recession–blighted set to the ‘peak’ of the generation

The frivolous millennials spending their money on avocado toast, living at home with their parents, and “killing” industries along the way is a well-worn trope by now. Many members of the generation will tell you it isn’t true, and with good reason: Generations are much more nuanced than their stereotypes, especially given just how many millennials there are .

Turning ages 28 to 43 this year, per Pew Research Center (the definitive source on generations that has nevertheless retired the concept of generational framing), millennials are a generation defined by economic events spanning the dotcom bubble to the Great Recession to the advent of social media. But how old they were when those landed really depends on what period they were born in, between 1981 and 1996. 

While there’s debate over whether microgenerations (or generations as a whole, for that matter) are a real thing at all, there’s no denying there are sub-cohorts of millennials with vastly different experiences of business and culture. All four are important to understand—because, love ’em or hate ’em, they’ve become an economic force .

1981 to 1984: The ‘geriatric millennial’

You might know the OG millennials, turning 40 to 43 this year, as elder or “geriatric millennials.” The term divided the internet in 2021 when leadership expert Erica Dhawan published a Medium article about the microgeneration. This early ’80s cohort, on the cusp of Gen X, was the first to grow up with PCs in their homes but also feels comfortable with TikTok, she wrote. Because they straddle the line between digital native and digital adapter, she believes they can bridge the divide between older and younger workers in the workplace, teaching both traditional body language and digital skills.

Generational researcher Jason Dorsey, president of the Center for Generational Kinetics , tells Fortune this group entered a pretty robust job market—even for those who didn’t graduate from college and got to benefit from more years in the workplace. It was the early 2000s, pre-financial crisis but on the heels of the dotcom bubble burst in the millennium, which saw a mild recession. But unemployment was already declining by the time most of this group began graduating from college.

In this way, the “geriatric millennial” microgeneration is a bit more like Gen X “because they sort of have the wind at their back and had more of a foothold than the segment of millennials right after them,” Dorsey says. While they still struggled with high student debt, this stronger footing put them in a better financial position to pay their loans. This is where he says the “tale of two cities” of millennials emerges. 

1985 to 1989: The Great Recession millennial

The mid-to-late-thirties millennial who graduated into the teeth of the 2007 financial crisis and its lingering aftermath has arguably become the economic face of the generation, known for their rocky road to building a career and wealth. The unemployment rate peaked at 10% in 2009, leaving many millennials hopping around the job market, ending up in jobs they didn’t want or with a gap on their résumé as they waited to find the right job, or any job at all. Dorsey says this could have delayed their job prospects by two to five years.

“You didn’t get the benefit of entering the workforce where you planned, and now you’re competing with all of these people who have more experience and oftentimes better networks. It really does set you back in a meaningful way,” he says. “And that’s a pretty steep mountain to climb. Because every progressive graduating year after that, you’ve got this whole new group of people and the recruiters talking to them instead of you because you’ve been out of work for two years.”

Recession graduates typically earn less for at least 10 to 15 years than normal graduates and can find themselves stuck on a downward economic trajectory, finds research published in the Stanford Institute for Economic Policy Research . It didn’t help recession millennials that the cost of living was rising and they were saddled with student loan debt—but didn’t have the work experience to help pay it down, Dorsey points out.

“This is the same group that was told if you go to college and get good grades, everything’s going to work out, and then they crashed into the Great Recession,” he adds. “They won the bad luck lottery.”

1990 to 1993: The peak millennial

Those turning 33 and 34 this year are the largest age groups in America. There were 4.74 million and 4.75 million of them in 2022, respectively, per U.S. Census Bureau data. These happen to be the millennials born in 1990 and 1991, which the New York Times ’ Jenna Smialek deems “peak millennials” (for the purpose of this article, we’re expanding the name of this cohort to encompass the entire early thirtysomething millennial set since they share similar characteristics). 

They started their adult life post–Great Recession when there was a significant ramp-up in the economy, Dorsey says. But, he adds, it didn’t feel that way for many because they were dealing with the snowball effect of student debt and the rising cost of living, particularly with housing . 

That there were so many of them didn’t help. As Smialek points out, the outsize number of ’90 and ’91 babies meant greater economic power but more competition to get into college, get a job, and buy homes, as we saw during the heated pandemic housing market. It makes sense, then, that they’re continuing to follow the larger millennial trend of delaying homeownership, as well as marriage and having kids, which could have implications for future workforces. 

“You end up with the trendline, but you also end up with changing peer pressure,” Dorsey says, explaining that if your friends also aren’t married or haven’t had kids or bought a house, then you might not feel some of the societal pressure previous generations did at the same age. While the oldest millennials were trendsetters around delaying these key milestones , he adds, being in the middle or middle-end of the generation puts peak millennials in a different holding power in which they decide whether this change should be the norm. “You’re not having to be the pioneer of these generational characteristics, but you are deciding which are the ones you want to carry forward.”

1994 to 1996: The cusper millennial

The youngest millennials have a lot in common with the oldest millennials, in that both groups straddle two generations, often referred to as “cuspers.” The mid ’90s cohort has been nicknamed Zillennials for sitting in between the digital-pioneer world of millennials and the digital-native world of Gen Z. But Dorsey says they don’t identify with millennials or with Gen Z, as many of them don’t remember 9/11. 

This gives the group a challenging identity, he adds: “They feel like there’s sort of a bridge or stuck between these two worlds.” But like their older peers, this creates an opportunity for the youngest millennials to develop unique characteristics that impact the workplace. As Dorsey explains, they often end up in management-leadership type roles “because they’re used to being a bridge between people.”

Of course, microgenerations are more nuanced than the catch-all term they’re intended as. And they aren’t specific to millennials, especially with larger generations like baby boomers. But the characteristics specific to each microgeneration often tend to stick with them as they age, Dorsey says. 

“The events or experiences that created the microgenerations were so formative and impactful that they maintain those differences for a really long time,” he says. “You may lose some of the rougher edges over time, but this is still something that these generations carry with them.”

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Spring 2024 Newsletter

Welcome to Our Newly Announced 2024 Residency Matches

Uchechukwu “Uche” Ezeh, MS

Medical School:  University of Miami Undergraduate: Cornell Enjoys:   Golden State Warriors, R&B (ie. Boyz II Men, Musiq Soulchild, Dru Hill), cooking Nigerian Egusi soup for friends and family, and home-brew coffee.

David Grimm, MS

 Medical School: Stanford   Undergraduate:  UC Davis Enjoys:  Aqua scaping, Saltwater Reefing, Soccer, Brazilian Jiu-Jitsu.

Brooke Warren

 Medical School: UCSF  Undergraduate: UC Davis  Enjoys:  Dance, Golden Gate Park, staying active with weightlifting, LA Lakers, finding the best coffee shops with quality lattes.

Lekha Yesantharao

 Medical School:  Hopkins Undergraduate:  Columbia Enjoys: Singing, dance, and visual arts.

CLINICIAN-SCIENTIST RESEARCH TRACK 

Michaele Francesco Corbisiero, MSc, MPH

 Medical School:  Colorado  Undergraduate:  Queen’s University (Canada) Enjoys: Playing ice hockey, the Italian soccer club Juventus, reading, and old classic cars, especially Alfa Romeo.

John Sunwoo, MD has received a Stanford Medicine Catalyst Award.

Dr. John Sunwoo has received a Stanford Medicine Catalyst Award , for his project “Harnessing tissue-resident NK Cells for Cellular Therapy of Solid Tumor” to develop a novel tissue-resident NK cell therapy for clinical use.

The Stanford Medicine Catalyst Program is a joint strategic effort between Stanford’s School of Medicine, Stanford Health Care, and Stanford Children’s Health to support inventors across the Stanford community in developing and accelerating the most promising innovations for transformative health. Dr. Sunwoo’s team includes Dr. Allison Betof Warner (Assistant Professor of Medicine/Oncology, Director of Solid Tumor Cellular Therapy, Director of Melanoma Medical Oncology, and co-Director of the Pigmented Lesion and Melanoma Program); Dr. Dimitri Colevas (Professor of Medicine/Oncology and Leader of the Head and Neck Cancer Clinical Research Group), and Dr. Steven Feldman (Site Head and Scientific Director for Stanford's Laboratory of Cell and Gene Medicine). The project will use information from discoveries made in Dr. Sunwoo’s laboratory to generate a clinical-grade NK cell therapy product endowed with unique properties that are advantageous for the treatment of solid malignancies, like head and neck squamous cell carcinoma and melanoma.

Nesrine Benkafadar, PharmD, PhD has received an R21 grant from NIH/NIDCD.

Dr. Nesrine Benkafadar has received an Early Career Research R21 grant from NIH/NIDCD for her project entitled “Avian-inspired Regenerative Therapies for Hearing Loss”. Her research aims to unravel the mechanisms underlying the quiescent and non-regenerative nature of cochlear supporting cells in adult mice, shedding light on their molecular and epigenetic signatures. 

Through a comprehensive characterization of these cells under both normal and damage-induced conditions, this study will provide critical insights into the barriers that impede their ability to re-enter the cell cycle and regenerate hair cells. The end goal is to translate this newfound knowledge into effective clinical treatments that can reverse hearing loss and restore auditory function in humans. 

 Michael Chang, MD has received a Seed grant from Stanford Center for Asian Health Research and Education (CARE).

Dr. Michael Chang has received a Seed grant for his project “Improving Nasopharyngeal Carcinoma Diagnosis Through Deep Learning of Endoscopic Images.” This project, funded by the Stanford Center for Asian Health Research and Education (CARE) grant, aims to develop an artificial intelligence (AI) based platform to enhance detection and surveillance of nasopharyngeal cancer. This collaborative research grant further strengthens our team’s foundational work towards being an AI research center of distinction in rhinology.

Jennifer Cochran, PhD, Anthony Ricci, PhD, and Kristen Steenerson, MD are Co-Principal Investigators on a Coulter Seed Award.

Professor Jennifer Cochran ,  Professor Anthony Ricci , and  Clinical Assistant Professor Kristen Steenerson  have received funding for their project entitled, “Small molecule potassium channel modulator to treat acute episodes of peripheral vertigo.”

Vertigo is a debilitating dysfunction of the inner ear that can strike suddenly but often chronically. It can worsen with age and lead to many secondary problems associated with falling and with a loss of social interactions. Patrick Lo, a recent Innovation Fellow from Stanford Biodesign, leads the initiative attempting to reduce vestibular input in the short term by selectively modulating a potassium channel found in the sensory hair cells. Reducing the vestibular input should alleviate vertigo symptoms without the present side effects associated with today’s standard of care. Recent funding targets proof-of-concept experiments to create a cell-based assay for channel modulation and to identify compounds that selectively modulate this channel. Following identification of these compounds, local application to the inner ear will test the fundamental hypothesis that vestibular input is reduced by modulation of these potassium channels.

Peter Santa Maria, MBBS, PhD and Viktoria Schiel, PhD are Co-Principal Investigators on a Seed grant from Stanford SPARK.

Dr. Peter Santa Maria , Dr. Viktoria Schiel (Co-Principal Investigator), and Anping Xia (Co-Investigator) have received funding for their project entitled “Targeting NLRP3 inflammasome induced sensory hearing loss.”  

Together they are investigating a small molecule approach to treat macrophage-associated hearing loss in the inner ear. The Seed grant will be used to help develop a treatment for immune-mediated hearing loss and sudden sensorineural hearing loss.