northwestern university history phd

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Michael J Allen

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Lydia Barnett

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DEPARTMENT OF ECONOMICS

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Economic History

Center for economic history.

The Center for Economic History currently supports the research of a number of graduate students from the Departments of Economics and History, all working on Economic History for their dissertations. Specifically, we support such items as traveling to obtain data from various sources, attending conferences, data processing, and utilizing undergraduate research assistance. 

Economic history at Northwestern has a tradition that now dates back more than half a century, to the first years of the "cliometric revolution" that altered the field by combining conventional historical analyses of economic activity with both theoretical rigor and quantitative sophistication. For Ph.D. students interested in economic history as either their primary field or in combination with other fields, Northwestern's faculty, course offerings, and regular seminar series provide a unique preparation for research and teaching in this field. Only a small number of other elite economics departments have similar strength.

The economic history faculty at Northwestern includes a past president of the Economic History Association, and editor of the  Journal of Economic History . Other Northwestern economic history faculty members include present or recent members of the editorial boards of  all  the leading economic history journals, the leading book series in economic history and all of them keep up  high-visibility research profiles .

Northwestern currently has two full-time senior faculty members in the economics department specializing in economic history (both with joint appointments in Northwestern's History Department) and one full-time tenured faculty member in the History Department.

Northwestern offers a weekly  economic history seminar , heavily attended by faculty and graduate students. In fact, the economic history seminar is the department's longest continuously-operating seminar, having been a staple of the department's diverse workshop schedule since the 1960s. The seminar meets 23 times each year, exposing faculty and students to the current research of scholars from throughout the world and providing students an opportunity to present their own research. The number of meetings and level of student and faculty involvement in the seminar are unequaled.

The  placement record  of Northwestern economic history students, which includes students who have gone on to tenured or tenure-track positions at top-five economics departments, demonstrates the value that the economics discipline has placed on the experience enjoyed by our students, many of whom came to Northwestern specifically to study economic history.

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Northwestern University

Going strong since 1851., on may 31, 1850, nine men gathered to begin planning a university that would serve the northwest territory ..

Given that they had little money, no land and limited higher education experience, their vision was ambitious. But through a combination of creative financing, shrewd politicking, religious inspiration and an abundance of hard work, the founders of Northwestern University were able to make that dream a reality.

In 1853, the founders purchased a 379-acre tract of land on the shore of Lake Michigan 12 miles north of Chicago. They established a campus and developed the land near it, naming the surrounding town Evanston in honor of one of the University's founders, John Evans. After completing its first building in 1855, Northwestern began classes that fall with two faculty members and 10 students.

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Northwestern University is second-to-none for higher learning. Explore what makes us special.

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World-class faculty, cutting-edge resources, supportive environment, great location.

The Graduate School offers PhD and master's degrees in more than 70 disciplines. Our interdisciplinary certificates and clusters provide additional opportunities to connect with students and faculty outside your department.  Find statistics for our programs.

Our faculty are leaders in their field. They are Nobel Prize laureates, Tony Award winners, Guggenheim Fellows, MacArthur Fellows, and more.  Explore a database of Northwestern Scholars.

Northwestern University is a leading research university with an annual budget of $2 billion and sponsored research in excess of $500 million, and our library system boasts more than 4.6 million volumes.  Visit the Northwestern Libraries website.

Our supportive graduate community is committed to the success of its members. Develop your professional skills and network with fellow graduate students through one of the many student groups and activities.  See all services and support offered by TGS.

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DEPARTMENT OF ART HISTORY

Art history, why study art history, our program.

In Art History, we study the art and architecture of cultures around the world and across millennia. We take a variety of approaches to our objects, but focus on understanding their aesthetic and historical significance as well as their social relevance.  

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Warnock Lecture Series

Rita Lucarelli (UC Berkeley)

Northwestern university department of art history presents the warnock lecture series:, doorscapes and guardians of the underworld : a comparative visual approach to the imagery of the ancient egyptian and etruscan demons, wednesday, may 22, 2024 lecture: 5:00 pm–6:30 pm reception: 6:30–7:30 pm pick-laudati auditorium, block museum of art, upcoming event.

AESTHETICS AND POLITICS: A Spring Reception for the Warnock Publication Fund in Art History

Join us at this Spring Reception , where we will be celebrating new books by Faye Gleisser (PhD 2016), Christina Kiaer, and Rebecca Zorach. The keynote lecture by Gleisser will be followed by a conversation with Kiaer and Zorach.

Thursday, May 2, 5-7 pm

Faculty Spotlight

Two of our newest faculty members, Hollyamber Kennedy and Yuthika Sharma, are featured on the Faculty Spotlight page.

Warnock Gift

News & events, department news, congratulations to professor krista thompson, one of the 2024 recipients of the guggenheim fellowship..

Professor Emerita Hollis Clayson has been named the Distinguished Scholar for the College Arts Association 2024 Annual Conference.

Warnock Lecture Series: Rita Lucarelli (University of California,...

5:00 PM - 6:30 PM, Evanston

Spring 2024 Warnock Lecture, presented by the Department of Art History "Doorscapes and Guardians of the Underworld: a comparative visu...

Keyman 2024 Annual Conference: Looking Turk-ish: A Modern Identit...

9:00 AM - 8:00 PM, Evanston

Each year, the Keyman Modern Turkish Studies Program convenes a conference around a chosen theme. This year's conference will be dedica...

9:00 AM - 9:00 PM, Evanston

Bronwen Wilson (PhD’99) named Vice President of the Renaissance Society of America. Wilson is the Edward W. Carter Chair in European Art at UCLA.

A stroll — and vigorous debate — along the seine: art history students reenact the 1937 paris expo.

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CENTER FOR NATIVE AMERICAN AND INDIGENOUS RESEARCH

• 6th Annual Research Symposium

FRIDAY: ELEVATING TRIBAL KNOWLEDGE EXCHANGE

Friday, May 17th 11 AM - 12 PM

Elevating tribal knowledge exchange: honoring cnair fellows, affiliates, community and tribal college scholars , research posters, mini-presentations, and round tables , research fellows, faculty, graduate students, undergraduate students from northwestern, tribal colleges and local partnership organizations will be sharing and presenting their indigenous-focused work, mini-presentations/poster sessions (1st floor music room) .

11:00 AM - 11:15 AM - Anti-Colonial Dramaturgy: Indigenous Temporality in Dramaturgical Practice

• Presenter: Sierra Rosetta (Lac Courte Oreilles), PhD Student,  Theatre
• Keywords: Anti Colonial dramaturgy, practice, theory, NAIS, methods

11:30 A M -   Weave to Stitch: Indigenous Studies as a Critical Lens   (Pre-recorded presentation) 

• Presenter: Coredlia Rizzo (PhD Candidate, Performance Studies) 
• Keywords:   Indigenous methodologies, object performance, queer muxe

11:45 AM -   Indigenous Research Methods, Nexus Research and Rights-Based Approaches

(Pre-recorded presentation) 

• Presenter: Reynaldo Morales Cardenas (Assistant Professor, Medill School of Journalism) 
• Keywords: Indigenous, journalism, nexus

Research Poster

11 AM -12 PM  - Indigenous Methods and Reparative Creativity from Prison

Presenters: Stateville Cohort 3 Students, RTVF 398: Indigenous Studies and the Moving Image

• Northwestern Prison Education Program - The students in the third cohort of the Northwestern Prison Education Program at the Stateville Correctional Center are strong academics who will receive a Bachelor of Science degree upon completing the program. The RTVF 398 course is taught by Michael Anthony Turcios who is Faculty in RTVF and a CNAIR affiliate. 
• Keywords: Speculative creativity, Indigenous methods, reparative stories, incarceration

Roundtables (1st Floor Tea Room)

1. what is an indigenous book: reflections from student research, student presenters:.

• Alivia Britton (Odawa/Potawatomi)
• Toubby Chau, Naomi Gizaw
• Athena GoingSnake (Cherokee Nation/Muscogee Creek)
• Stephanie Marin
• Faculty chair: Professor Kelly Wisecup (English/CNAIR affiliate)

Keywords: Indigenous literatures; archives and exhibits; pedagogy; student presentations

Roundtables (2nd floor ballroom), 2.  exploring native student affairs: navigating roles and realities.

Presenters:

• Aaron Golding (Seneca), Associate Director, MSA, Northwestern University
• Alexis Syrette (Ojibwe, Odawa, Mohawk), Assistant Director, Native American Support Program, UIC
• Bobbi Skenandore (Oneida Nation), Program Coordinator, Indigenous Student Center, University of Wisconsin-Madison
• Andrea Wilkerson (Aamjiwnaang First Nation of Sarnia), Assistant Director of Native American Student Enrichment and Belgoning, University of Michigan 

Keywords: Supporting Indigenous Students Outside the Classroom

3.  historical repertoires then & now: against the grain theatre's operatic indigenous activism.

• Keary Watts (Department of Theatre at Northwestern)
• Caroline Gleason-Mercier (Specialist in women-composed opera)
• & Tracy C. Davis (Barber Professor Performing Arts) 

Keywords: performance; historical repertoires; indigenous arts; opera; theatre; Northern-led performance practice; activism

4. Community Engaged Research Roundtable - Feinberg School of Medicine Partners 

Presenters: Gregory Phillips II (Feinberg School of Medicine) &  Edith Freeze (Pachacamak Foundation) 

•  Keywords: Community Engagement; Public Health; LGBTQ
• Keywords: Environmental Stewardship, Indigenous Wisdom, Microplastic Pollution Community, Engagement Sustainable Practices

5. Native American and Indigenous Studies & History Roundtable 

Presenters: Reese Rosental Saporito (Legal Studies, Science in Human Culture, and Native American and Indigenous Studies) & Juliana Sexauer (JD-Ph.D. Student, Religious Studies)

• Keywords: discovery doctrine, land, Puritanism, law
• Keywords: Education, Native Studies Reform, Decolonizing Teaching

6.    Airing our "Dirty" Laundry: Talking about Resilience

• Jeff Feng (Manoomin Collective Postdoc)
• Kimberly Marion Suiseeya (Associate Professor, Political Science)
• Jennifer Michals (Manoomin Collective Project Manager)
• Aaron Packman (Professor, Environmental Engineering) 

Keywords: Resilience, Climate Justice, Sovereignty

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AI Tool Instantly Assesses Self-Harm Risk

Behavioral economics principles allow researchers to predict suicidal thoughts and behaviors, the problem.

Suicidality hit a new record high in the US in 2022.

A new assessment tool able to predict whether participants exhibited suicidal thoughts and behaviors using a quick and simple combination of variables.

Why it Matters

Determining who is most at risk for self-harm is a crucial but difficult task that must be done quickly.

Professor Aggelos Katsaggelos, PhD student Shamal Shashi Lalvani

Trigger Warning: Sensitive Content

A new assessment tool that leverages powerful artificial intelligence was able to predict whether participants exhibited suicidal thoughts and behaviors using a quick and simple combination of variables.

Developed by researchers at Northwestern University, the University of Cincinnati (UC), Aristotle University of Thessaloniki, and Massachusetts General Hospital/Harvard School of Medicine, the system focuses on a simple picture-ranking task along with a small set of contextual/demographic variables rather than extensive psychological data. 

The tool was on average 92 percent effective at predicting four variables related to suicidal thoughts and behaviors.

“A system that quantifies the judgment of reward and aversion provides a lens through which we may understand preference behavior,” said first author Shamal Shashi Lalvani, a PhD student in electrical engineering at Northwestern Engineering. “By using interpretable variables describing human behavior to predict suicidality, we open an avenue toward a more quantitative understanding of mental health and make connections to other disciplines such as behavioral economics.”

The study,  published in the journal Nature Mental Health , concludes that a small set of behavioral and social measures play a key role in predicting suicidal thoughts and behaviors. The current work details the components of a tool that could be an app for medical professionals, hospitals, or the military to provide assessment of who is most at risk of self-harm.

“It’s reported we have about 20 suicides daily among veterans in the US, and a salient number of students. We all can cite statistics to how the American medical system is at a breaking point. I wish we’d had this technology sooner. The data strongly argues it would change outcomes,” said Hans Breiter, contact PI for the study, and a professor in computer science and biomedical engineering at UC. 

“People have developed good techniques with big data,” Breiter said, “but we have problems interpreting the meaning of many predictions based on big data. Having a small number of variables grounded in mathematical psychology appears to get around this issue and is needed if current machine learning is ever going to approach the issue of artificial general intelligence.”

Data was collected from surveys completed in 2021 by 4,019 participants ages 18 to 70 across the United States. Identities of participants were protected and not shared with researchers and participants gave informed consent.

Participants were asked to rank a random sequence of 48 pictures on a seven-point like-to-dislike scale of 3 to -3 in six categories: sports, disasters, cute animals, aggressive animals, nature, and adults in bathing suits. Researchers also collected a limited set of demographics about age, sex assigned at birth, race or ethnicity, highest education level achieved, and handedness. 

“The usage of a picture-rating task may seem simple but understanding individual preferences and how one evaluates reward and aversion plays a large role in shaping personality and behavior,” said co-PI for the study and co-senior author Aggelos Katsaggelos , the Joseph Cummings Professor of Electrical and Computer Engineering at the McCormick School of Engineering and director of the AI in Multimedia-Image and Video Processing Lab at Northwestern.

“We find that our results in predicting suicidality exceed typical methods of measurement without using extensive electronic health records or other forms of big data,” Katsaggelos said. 

Along with the picture ratings, participants completed a limited set of mental health questions and were asked to rank perceived loneliness on a five-point scale. 

When the data was plugged into an artificial intelligence system developed by Northwestern and the University of Cincinnati, the software was able to predict four measures of suicidal thoughts and behaviors: passive suicidal ideation (desire without a plan); active ideation (current and specific thoughts); planning for suicide; and planning coping strategies to prevent self-harm.

Researchers noted that respondents in other countries could have unique cultural influences that might affect prediction success, although race and gender effect were the least predictive of any measures used. Another potential limitation, the researchers said is the surveys were self-reported rather than through clinical assessments, adding that it’s difficult to see how a prospective study of suicide might be performed. Lastly, the cohort was sampled during the COVID-19 pandemic at a time that has seen higher-than-normal rates of loneliness and self-harm.

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Northwestern, Brown University reach deals with student demonstrators to curb protests

EVANSTON, Ill. — Hundreds of student activists who pitched tents and camped on university lawns to protest Israel's military attacks in Gaza have begun to declare victory at select universities around the country after hammering out agreements with school administrators. 

Northwestern University became the first U.S. school to publicly announce a deal on Monday, which was followed by Brown University's announcement on Tuesday with student organizers to curb protest activity. The peaceful conclusion of the protests and the victorious stance of students come as encampments have become a flashpoint in the nationwide movement.

The scene was a significant contrast to those that have played out on other college campuses where tensions have only escalated. At Columbia University , students took over Hamilton Hall, barricading themselves inside. The White House condemned the surge in protests that seized and occupied university buildings, which included Cal Poly Humboldt in Northern California, where an occupation was broken up Tuesday.

Organizers hope the deals set a new precedent for protest encampments around the U.S. and show a way to find common ground without using force.

“What these students have done is truly, truly historical,” Summer Pappachen, a graduate student and organizer of the Northwestern encampment, told USA TODAY Tuesday amid cleanup of the lawn students held for days. “We have been able to achieve [our goals] while keeping students safe.”

See our map: From Harvard to UT Austin to USC, college protests over Gaza are spreading.

Northwestern: Deal represents 'sustainable and de-escalated path forward '

The concessions, according to a copy of the agreement published by Northwestern leadership, include:

• Disclosure of school investments to students who request information.
• Funding to support two visiting Palestinian faculty members for two years; full-ride scholarships for five Palestinian undergraduate students; and a commitment to fundraise for similar opportunities. 
• Immediate establishment of a temporary community house for Muslim, and Middle Eastern, and North African students and a promise to establish a permanent space. 

In exchange, students will only have one tent set up on the picturesque university lawn and will only use amplified sound devices with advanced permission from the school, according to the agreement. They also risk suspension if they don't follow the terms of the agreement.

The encampment began on April 25 with around 200 protesters and a dozen tents. After an early scuffle with police attempting to seize the tents, organizers posted pictures on social media of demonstrators linking arms to form a barricade and called for more support.

By nightfall, over 500 people were at the encampment and dozens of tents were pitched. Using blow horns and speakers, organizers chanted well into the night and gave instructions on what to do if police returned.

The university released a statement on Monday, saying the deal was forged by the collaboration of students and faculty working closely with school administrators to "help ensure that the violence and escalation we have seen elsewhere does not happen here at Northwestern."

"This agreement represents a sustainable and de-escalated path forward, and enhances the safety of all members of the Northwestern community while providing space for free expression that complies with University rules and policies," the statement added.

The long history of college protests. Do they make a difference?

Brown will vote on divestment

Brown University's pro-Palestine encampment  agreed to clear out Tuesday in exchange for the Brown Corporation voting on a divestment measure in October. Dozens of students who camped out on the campus green for a week had called on the university to stop investing in an array of weapons manufacturers amid the Israel-Hamas War.

According to a copy of the agreement published by the university, the deal alsoincludes:

• Allows for a select group of students to meet with university officials to discuss its investments and possible divestment from the Israeli-held holdings.
• The concluding recommendation around divestment coming from that meeting will then be voted on by university officials.
• Anyone affiliated with the university can request it divest the Brown endowment from assets of specific companies.
• Guarantees students and others affiliated with the university who participated in the protest will not be subject to expulsion or suspension.

In exchange, students at the school will completely dismantle their encampment, according to the deal, and will not participate in any "unauthorized protest activity" until the end of the year.

The encampment went up last Wednesday, according to The Providence Journal , part of the USA TODAY Network, and consisted close to 100 students in around two dozen tents. Student activists declared the outcome of negotiations a "victory" and "unprecedented" on social media .

In a statement, Brown University President Christina Paxson said that universities were "built to hold disagreement and grapple with competing views" and added that students agreed to "refrain from further actions that would violate Brown’s conduct code through the end of the academic year, which includes commencement and reunion weekend."

Brown said it will enforce disciplinary action against students involved in the encampment.

"The establishment of tents and other related activities have violated a range of policies, and while Brown will continue to follow its conduct processes related to unauthorized activities, University leaders agreed that ending the encampment will be viewed favorably in disciplinary proceedings," Paxson added.

Reaction to Northwestern agreement

As other schools have threatened students with suspension and arrested them by the score , Pappachen lauded Northwestern school administrators and Palestinian student negotiators for reaching an agreement. 

"This deal benefits Northwestern, as an institution and as a name. They’re already showing other universities what it means to contribute to a more peaceful world, what it means to be a moral and truthful university," she said. "They have an option now not to just build a reputation but build a new and beautiful one."

Among the critics of the deal, the American Jewish Committee said that the Northwestern agreement "clearly communicates that if your protest threatens with escalation or violence" adding that the school "succumbed to the demands of a mob."

Other agreements

• The Record, part of the USA TODAY Network, reported that student activists reached an agreement with administrators at Rutgers University on May 2. University leaders  agreed to several of a 10-point list  of demands from the protesters, including a commitment to explore creating an Arab cultural center and a discussion on the student movement's main demand that universities divest from companies with business interests in Israel.
• At the University of Minnesota, administrators and protesters also reached an agreement May 2 in exchange for breaking up their encampment. The university committed to allowing some protesters to address the school's board on divestment, discuss banning companies that do business with Israel from attending campus events, provide additional details on university disclosures, and not arrest or press criminal charges against demonstrators.
• Administrators at Evergreen State College in Olympia, Washington, reached a deal with students on April 30, according to an agreement published by the school , in exchange for students clearing their encampment. The college also committed to forming four groups that consist of faculty and students that will investigate divestment policies; recommend new criteria for grants; and propose a new structure for a police oversight board.

Contributing: Charles Ventura, USA TODAY; Amy Russo, Providence Journal

FARLEY CENTER FOR ENTREPRENEURSHIP AND INNOVATION McCORMICK SCHOOL OF ENGINEERING

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Farley Center Introduces Summer Fellowship Program

Farley names two undergraduate students as farley center entrepreneurship fellows.

The Farley Center for Entrepreneurship and Innovation has launched the Farley Center Entrepreneurship Fellowship, a 10-week program that provides stipends to undergraduate students who wish to pursue an entrepreneurial activity full-time over the summer.     

The fellows will each receive $6,000 and work with Farley Center faculty and mentors. They also will have access to University spaces, including at the Farley Center and The Garage.   

“Students often have to table their entrepreneurial activities over the summer so that they can earn money," said Hayes Ferguson, Farley Center director and clinical professor. "Thanks to the generosity of Northwestern alumni, we'll be able to pay students to work on early-stage ventures that are meaningful to them.”  

The fellowship, funded in part by a donation from Northwestern alumni, is open to any Northwestern undergraduate who has taken one or more classes at the Farley Center. Projects can span various areas, including technology, social impact, arts, and more.   

This year, two students have been awarded stipends. They are:  

Ashley Guo (’26)  

Cognitive science and learning and organizational change major with an entrepreneurship minor and  segal design certificate  .

Guo is a co-founder of ReCat, a relationship app that provides a gamified way for young couples to build healthy communication habits. She took part in The Garage program Jumpstart last summer and participated in the Bay Area Immersion Program this winter.  

“My goal for the summer fellowship is to successfully launch our minimum viable product and iterate on our current app, focusing on extensive user testing to gain crucial insights,” Guo said. “This will prepare us for a bigger launch in the fall, ensuring our product meets the needs and expectations of our users.”  

Emma Rens (’24)   

Biomedical engineering major with segal design certificate  .

Rens works for Greenwell, a nonprofit startup founded by a Northwestern alum that seeks to influence health systems to reduce greenhouse gas emissions. Rens has received a Fulbright Scholarship to research sustainable healthcare innovation in the Netherlands starting in the fall of 2024. Read more about Emma’s experience here .  

“I'm super excited for the opportunity to work for Greenwell, a nonprofit startup focusing on medical environmental sustainability,” Rens said. “We are hopeful that our digital platform will unify patient and provider voices to fight for climate action at the level of health systems.”  

Hosseini Elected to APPE Board

Mohammad Hosseini, PhD, assistant professor of Preventive Medicine in the Division of Health and Biomedical Informatics, was recently elected to the board of directors of the Association for Professional and Practical Ethics (APPE). Hosseini is a research ethics and integrity expert, who collaborates closely with the Galter Health Science Library, Northwestern University Clinical and Translational Sciences Institute and the Institute for Artificial Intelligence in Medicine on topics related to technology ethics, including artificial intelligence. His term begins July 1. APPE recently conducted a Q&A with Hosseini, which is presented below.

You are a newly elected board member. Congratulations! What does it mean to you to be elected by your peers to serve in this role?

Thanks, it honestly means so much to me, and I feel wonderful about it. I feel privileged to have been nominated and elected, both indicate lots of trust and recognition from my favorite professional community. I also feel a great deal of responsibility to advocate for APPE and professional ethical expertise in my other networks, as well as supporting the APPE board.

Caring about ethics and integrity while being kind and supportive of each other is APPE’s northern star, and its members are what I like the most about APPE.”

What kind of impact do you hope to make as a board member?

I’d like to characterize my desired impact through what I’m hoping to achieve and prioritize. I thought about this when I was writing my candidacy statement. I really meant it and would like to repeat it here: “supporting the board in organizing APPE events and promotion of critical thinking skills among students through Ethics Bowl and similar initiatives, engaging effectively with diverse cohorts within APPE and advocating for a more sustainable, inclusive and equitable network for more ethics enthusiasts.”

You've been a leader in the APPE RISE community. For those who aren't members, can you explain what APPE RISE is, and what role being part of that community has played in your career?

Officially, APPE RISE is the specialized group that focuses on promoting education and research on research ethics, research integrity and responsible conduct of research. The community holds a preconference event before the annual meeting, providing an opportunity for members to present their ongoing work or debate important topics. But my more personal answer includes anecdotes and examples. I certainly would have not been here without the support of APPE members and I’m grateful to many of them who have been so welcoming to me even before I came to the US. I remember when members of APPE RISE attended the National Dialogue on Research Integrity event in November 2023 in DC, Tristan McIntosh asked what I like about this community and how does APPE RISE compare with other professional communities I have been a member. My response was that APPE RISE is a tight-knit family of professionals who are extremely supportive of each other and deeply care about the common goal of developing and promoting research ethics and integrity. Its members are humble, knowledgeable, generous, and extremely supportive. For example, Sam Bruton, my first American co-author, was mentoring me when I was still an MA student in Applied Ethics in the Netherlands in 2016; Dena Plemmons kindly edited and patiently proofread one of my early manuscripts on international co-authorships and later invited me to co-author a book with her; David Resnik read my PhD thesis and provided feedback in 2021, and has mentored me on several papers and projects; Michael Loui mentored me to obtain my teaching certificate here in the US; Lisa Rasmussen invited me and has been mentoring me to support Accountability in Research as an associate editor; Kelly Laas invited me to co-teach an RCR class with her in Illinois Tech and encouraged me to judge regional Ethics Bowl competitions; Greg Kelly has trusted me to moderate the annual RCR trainings for NIAID; and Stephanie Bird patiently described the history of research ethics in the US when we were co-authoring a book with Dena in 2023. The list is long and I’m only mentioning a few here, but these are all extremely busy people who trusted me, mentored me, and made a positive contribution to my career, and I’m sure they are as supportive to others who are interested in ethics of research. Briefly put, caring about ethics and integrity while being kind and supportive of each other is APPE’s northern star, and its members are what I like the most about APPE.

You've spent a lot of time outside the U.S. How do you think APPE can grow its global membership? What services could we provide?

To my understanding, APPE leadership has been working on this goal, and made valuable strides with the help of Jun Fudano and Elisabeth Hildt, two current Board members. I think strengthening APPE’s brand and presence abroad will certainly help. What APPE offers does not necessarily need to be different in different countries, but I think we could make some minor tweaks to contextualize it. While professional ethics is an internationally recognized topic, the debate in various countries has different focus areas depending on what matters in that part of the world and what is considered urgent. We can capitalize on these differences and promote APPE as a global institution that can engage with various ethical issues in a meaningful way. I would like to brainstorm with the board and share more specific ideas to support APPE in growing its international membership.

What is something you're planning over the summer, personally or professionally, that you're excited about?

Between June 15-21, I’ll be in San Diego to join University of Virginia’s Biomedical Data Science Innovation Lab retreat. This retreat is specifically focused on generative AI and aims to promote thinking outside of the box to develop new biomedical and data science solutions with generative AI. I’m excited to join this retreat to promote ethical, human-centered, and responsible approaches to development and deployment of generative AI, ensuring that core human values and democratic institutions are not undermined. After the retreat I’ll go camping in Sol Duc Hot Springs in Olympic National Park (WA).

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Academic Catalog

2023-2024 Edition

Art History PhD

Degree requirements.

The following requirements are in addition to, or further elaborate upon, those requirements outlined in  The Graduate School Policy Guide .

There is no terminal MA in the Department of Art History. The MA is awarded to all students who successfully complete the first and second year requirements in good standing and apply for the degree with The Graduate School. All students entering the program, whether with or without a master’s degree from another institution, are required to complete the qualifying paper at the end of their second year to verify their readiness to complete major and minor doctoral field requirements.

Students are expected to take courses with a wide range of faculty members. Students must take 8 courses the primary field, and 4 courses in 3 major fields other than the student's own major field. Two of these courses must be in a geographic area that is different from the student's primary field. 300-level courses approved by The Graduate School may be taken with permission of the graduate advisor and instructor.

Total Required Graded Courses: 18

Other PhD Degree Requirements

• Examinations, Language:  Students must demonstrate proficiency in two foreign languages before being advanced to candidacy. One of these must be completed by spring quarter in the first year; the second by the end of the third year. Typically, one of these languages is either French or German. The second language is selected by the student and advisor in relations to the student's plan of study.  In some circumstances, additional language competency may be required. Please see the Department of Art History Graduate Handbook for more information.
• Review, Holistic Second Year Review: In early fall of the second year, no later than October 15, students meet with committee consisting of the advisor and a second faculty member. In advance of the meeting, the student will update the Academic Progress section on GSTS and submit to the committee a seminar paper from their first year that they feel represents their best art history work to date as well as self-evaluation of their first year performance. These materials, along with seminar reports from the student's first year, are discussed, along with a proposed topic for the PhD qualifying paper. More information about this review can be found in the Department of Art History Graduate Handbook.
• Paper, Qualifying: At the end of the winter quarter of the second year, students are required to submit a PhD qualifying paper. This paper must demonstrate an advanced level of art historical research, rigorous analysis, convincing argumentation, clear organization, and mastery of the discipline's (or subfield's) conventions of citation and illustration.
• Examinations, Oral Qualifying:  In the winter quarter of the third year, all students take a three-hour oral PhD qualifying exam. The exam is administered by a three-person committee chosen by the student in consultation with the advisor and is based on field bibliographies generated in consultation with the advisor and appropriate committee members by the fall quarter of the third year.
• Paper, Dissertation Prospectus: After passing the oral PhD qualifying exam, students write an 8-10 page dissertation prospectus (plus bibliography) in the spring of the third year. This is written in close consultation with the advisor and refined in ART_HIST 406-0 Dissertation Prospectus (Prospectus Seminar). It is meant to present a clear vision of the student's project, the objects/issues on which it focuses, and the contribution it stands to make to the field.
• Paper, Fifth Year Chapter: Before the end of the spring quarter of the fifth year, a candidate is expected to have completed an acceptable draft of at least one chapter of the dissertation. Candidates should submit a copy to their primary advisors and committee members. The chapter need not be “defended” in a meeting with the committee, nor is it awarded a pass/not pass grade, but is vetted by the committee who provide feedback to the candidate within a reasonable amount of time, no more than one month after submission.
• PhD Dissertation: Dissertation supervised by at least three-person faculty committee and defended at an oral defense with the committee.
• Other: Students are regularly assigned teaching and research roles in the department. Written evaluations of seminars and teaching are submitted by the faculty after every quarter, distributed to the students, and reviewed collectively by the faculty. Students with worrying reports meet with the advisor and DGS or Chair to discuss paths to improvement. On the basis of consistently observed and formally noted difficulties and problems, students in serious difficulty at end of the first or second year may not be permitted to continue in the program. Students must select an advisor by the last day of exam week in spring quarter of their first year, their exam committee by the second week of the fall quarter of their third year, and their dissertation committee by the end of winter quarter in their third year.

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PDF of the 2023-2024 The Graduate Catalog.

DEPARTMENT OF PSYCHOLOGY

Sandy waxman wins the wcas award for mentoring undergraduate research.

March 11, 2024

Mark Pollock, Loyola University Chicago communication professor, dies at 70

Mr. pollock taught political rhetoric and communication for more than two decades and was a friend and mentor to a flock of former students as well as an expert on the german-jewish philosopher hannah arendt..

Mark Pollock and a family friend.

Almost every year, Mark Pollock would gather a small group of his former students for a group meal — dubbed “The Dinner Club.”

Sometimes, it would be at a Thai restaurant. Other times, a Mediterranean one. They even met at his home, said Alma Tello, a former student.

This was a time for the professor, who taught political rhetoric and communication at Loyola University Chicago for 25 years, to catch up with his former students.

“He was just a really fun person to break bread with and talk to,” Tello said. “What a remarkable relationship he had with his favorite students.”

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Mr. Pollock, 70, of Rogers Park, died May 4 of complications following surgery at Evanston Hospital.

David Romanelli, the director of debate and senior instructor at Loyola University Chicago, said Mr. Pollock was a mentor to him — often offering “valuable feedback” on Romanelli’s instruction.

Mr. Pollock helped create the major Romanelli now teaches, called Advocacy and Social Change, which encourages students to work toward social good.

“That was a big part of Mark’s belief — we could use rhetoric, discourse and argument to try and shape the world around us,” Romanelli said.

“In teaching, he wanted students to realize that and develop their own voices, so they could also advocate for social justice,” said Whitney Woodward, another former student.

Mr. Pollock’s research concerned 20th and 21st century U.S. political rhetoric. He taught classes on social justice, communication, rhetoric and advocacy and was an expert on the German-Jewish philosopher Hannah Arendt, whom he researched for his dissertation.

He did his undergraduate studies at Northwestern University, Oakton Community College and Northern Illinois University. Later, he did graduate work in rhetoric and philosophy at Penn State and Northwestern.

After teaching at Temple University for five years, Mr. Pollock came to Loyola University Chicago in 1992. He retired in 2018.

His daughter, Alexandra, said her grandparents were involved in the social justice movement of the 1960s, which may have shaped her father’s academic interests.

“Coming of age at the time that [my father] did, throughout the ‘60s and ‘70s, gave [my father] a sense of the world,” she said.

Mark Pollock studied 20th and 21st century U.S. political rhetoric and taught classes on social justice, communication, rhetoric and advocacy at Loyola University.

Courtesy of Alexandra Pollock

“He was someone who was substance, not style,” Romanelli said. “He was someone who stood up for what he believed.”

Woodward, who took Mr. Pollock’s classes, said he fostered discussion and got students to think critically. She felt challenged “all the time.”

“I felt like it was my little brain going up against his big brain,” Woodward said.

Woodward, who wrote for the student newspaper, said Mr. Pollock was supportive of her journalistic career during college and afterward.

“When you’re an undergrad, you take courses, you learn a lot and for the most part, you graduate. That’s it,” Woodward said. “To have someone who I looked up to, knowing that he was in my corner, was nice.”

Mr. Pollock was an avid reader, according to those who knew him, with many noting his book recommendations.

His daughter said his favorite book growing up was “The Phantom Tollbooth” — a children’s fantasy novel, which explores the value of education. He read it to her and her brother.

“Our house was filled with books,” his daughter said. “I remembered him talking to us about banned books, censorship and the importance of engaging.”

His daughter said Mr. Pollock had an “eclectic” taste in music, ranging from Bruce Springsteen to Kanye West. It rubbed off on her, she added.

“I remember getting an iPod for the first time and being so excited. He loaded his iTunes library onto it for me,” his daughter said.

Mr. Pollock and Romanelli often went to concerts together. They loved to talk about everything — politics, classes, the world.

“Half the fun of the concert was just getting a meal beforehand,” Romanelli said.

But when it came to baseball, “we never argued over that,” Romanelli said. “I’m a Cubs fan. He’s a Sox fan.”

His family joked about how he took baseball “very seriously,” his daughter said.

Mr. Pollock hated “when people do the wave. He was there to focus on the game,” his daughter said.

Services have been held. In addition to his daughter and son, Benjamin, Mr. Pollock is survived by his wife, Kristin Davis.