ucla linguistics phd placement

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The Department of Linguistics

• The Graduate Program

Graduate Student Support

Courses and degree requirements.

• Getting in touch with us

UCLA’s Linguistics Department began as an interdepartmental graduate M.A. program in 1960; a Ph.D. program was introduced in 1962, and a B.A. program in 1965. The department was established in 1966, and has flourished ever since.

At the undergraduate level , the department currently administers twelve majors: Linguistics, Applied Linguistics, Linguistics and Anthropology, Linguistics and Asian Languages and Cultures, Linguistics and Computer Science, Linguistics and English, Linguistics and French, Linguistics and Italian, Linguistics and Philosophy, Linguistics and Psychology, Linguistics and Scandinavian Languages, and Linguistics and Spanish. The department also offers a linguistics minor and a Specialization in Computing.

At the graduate level , the department offers M.A. and Ph.D. degree programs in Linguistics, and its faculty participate in interdepartmental Ph.D. programs in  Biomedical Engineering , American Indian Studies , Asia Insititute and African Studies . Our faculty and graduate program are internationally acclaimed, and we attract some of the best and brightest graduate students from this country and abroad, with a current graduate student population of between 40 students from ten countries.

The goal of the UCLA Linguistics Department’s program is to provide a basic education in the nature of human language and linguistic theory for undergraduates, and to train graduate students as university teachers and as researchers in the major areas of linguistics.

Theoretical Orientation

The department has a strong theoretical orientation committed to research in formal linguistic theory, addressing questions in the fields of phonetics, phonology, morphology, syntax, and semantics, and at the interfaces of these fields with the fields of psycholinguistics, computational linguistics, mathematical linguistics, historical linguistics, and the linguistic study of particular language areas (especially African languages and American Indian languages). A number of factors distinguish the UCLA linguistics department from other departments with similar emphases.

Linguistics as an empirical science uses cross-linguistic evidence to develop and test theories of human language. In keeping with this goal, the UCLA program is committed to training its graduate students to analyze primary data in the Field Methods sequence, in which the students work with a native speaker consultant of a little-studied language. Substantial opportunities to develop fieldwork skills and to test theoretical ideas against novel data are provided, along with department funding for native speaker consultants. Several of the faculty have long experience in fieldwork and provide practical guidance to students embarking on their own field study. Los Angeles is probably the most linguistically diverse city in the United States, thus providing a living laboratory for field work research.

Graduate Student Career Development

The UCLA Linguistics Department emphasizes the development of professional skills among its graduate students, particularly in presenting their own research at conferences and for publication. The present department budget offers travel funding for students to present papers whose work has been accepted for presentation at regional, national, and international conferences. The department also offers some funding to its graduate students to pay for native speaker consultants, experimental subjects, and other research expenses.

The Linguistics Department undertakes to provide support packages for all the students that it admits, with a support commitment five years, subject to maintenance of satisfactory academic standing. All support packages include the cost of tuition, fees, and a salary or living stipend; consult the department for current stipend levels. Almost all support packages involve a mixture of fellowship, Research Apprenticeship (RA), and Teaching Apprenticeship (TA) positions, spread out over the five year period.

We admit only as many students as can be supported. Prospective applicants should apply for an extramural fellowship (such as a Mellon Fellowship , Jacob K. Javits Fellowship , or National Science Foundation Fellowships (NSF) ; or an equivalent type of fellowship from another country, such as the Canadian SSHRC  fellowship) where possible. Prospective applicants who have been granted such fellowships generally have an excellent chance of admission.

Available financial awards vary from year to year. The following outlines the principal sources:

Fellowships

UCLA Fellowships – Pauley Fellowships, Cota-Robles Fellowships, and Departmental Fellowships are combined with a mixture of TA and RA appointments to make up the full support package. All students who have been advanced to candidacy for the Ph.D. are also eligible to apply for Dissertation-year Fellowships for their fifth year; these are awarded on a competitive (university-wide) basis. In recent years UCLA Linguistics graduate students have had considerable success in winning these fellowships.

National Resource Fellowships (Title VI) –for language and area studies: e.g. Africa, the Near East, Latin America, East Asia. Applications are selected by the relevant area studies centers and the department. (For information see the admissions packet.) Title VI fellowships require students to enroll for one 4-unit course per quarter in the relevant language area and include a stipend which is supplemented by additional departmental support (RAship, TAship, etc.) to bring them up to the general annual support level.

Teaching Apprenticeships

These are awarded to students on the basis of admissions fellowship commitments, timely progress in graduate work, student specialization, and need. They are normally available only to students in the second year of graduate study and beyond.

Upper Division Undergraduate Courses , some of which may be taken by students to make up deficiencies, include courses in phonetics, phonology, syntax, semantics, syntactic typology and universals, language change, child language acquisition, psycholinguistics, and language disorders.

Graduate Courses   cover every major area of linguistics, including phonetics, phonology, syntax, semantics, morphology, psycholinguistics, computational linguistics, field methods, historical linguistics, and language areas and language structures.

Proseminars  are advanced graduate special-topics courses in the areas mentioned above. Most faculty offer proseminar courses in their area approximately once per year, often on the topic of their current research.

Area Seminars are informal talk series, meeting once per week, in which faculty and students present their current research to colleagues for comment and discussion. Currently, there are active area seminars in phonetics, phonology, syntax, semantics, psycholinguistics, and Native American languages.

Additional courses in various topics, including thesis preparation, college teaching practicum and practical phonetics, are also regularly offered.

Degree Requirements

Although the department offers both the M.A. and Ph.D. degrees, each with its own set of requirements, completion of the M.A. degree is normally just a milestone towards the completion of the Ph.D. requirements. We normally admit students to the graduate program only if they have the Ph.D. as their ultimate degree objective, and new graduate students are normally admitted directly into the Ph.D. program, regardless of whether they have already completed an M.A. elsewhere.

Furthermore, all students, including those who already have an M.A. degree, are normally expected to complete all of the M.A. degree requirements at UCLA, as part of the normal progress toward the Ph.D. The M.A. requirements include six obligatory core courses, three additional courses selected by the student from a list of survey courses covering various areas of the field, and completion of an M.A. thesis or M.A. paper (an original work of research of approximately 50 double-spaced pages). Students who choose to withdraw from the program and who wish to receive a terminal M.A. degree may elect to undergo a comprehensive oral exam instead of completing an M.A. paper.

The Ph.D. requirements involve taking a few additional courses, including our two-quarter sequence in Field Methods and various seminar and proseminar courses selected by the student. Other requirements include delivering a department colloquium , and completion of the Ph.D. dissertation.

Typical Progress

Most of our students take about five years to complete the full graduate program. Of course, students’ backgrounds and work patterns are diverse; some take less time and others take more.

Since the normal course load for graduate students is three courses per quarter, it is usually possible for students to complete all or most of the M.A. course requirements within the first year of the program. Students who enter the program with deficiencies in certain areas may need to take longer to satisfy the M.A. course requirements, since they may have to enroll in certain upper-division undergraduate courses during their first year.

All students must have completed the M.A. paper and all other M.A. requirements by the end of the spring quarter of the second year. Third-year students are encouraged to explore the field, take advanced seminars, prepare original research for publication or presentation at conferences, etc.

By the end of the third year, students should have a good idea of the area they plan to concentrate on for their dissertation, and they should have a Ph.D. committee assembled before the end of the spring quarter. Fourth years students should be advanced to candidacy before the end of the fall quarter; this entails the completion of all Ph.D. requirements other than the dissertation, including defense of a prospectus of their dissertation in an oral exam conducted by their committee.

The last two quarters of the fourth year, as well as the entire fifth year, is devoted to the completion of the dissertation and job-market activities.

More details about the graduate sequence can be found here .

Click on the links below for descriptions of department research facilities.

• Language Acquisition Lab
• Language Processing Laboratory
• Phonetics Laboratory
• Psycholinguistics Lab

We have a conference room on the second floor (2122) and a lounge on the third floor (3103C). Each floor has its own seminar room (the Syntax/Semantics Seminar Room in 3103D, the Phonetics Lab in 2101K).

Other resources

The strong research culture of the UCLA Linguistics Department is supported in many tangible ways by the department and by the university:

• Free statistics consulting on campus
• Free poster printer
• Experimental subject pool
• Phonetics Lab staff engineer
• Weekly research group seminar meetings
• Access to undergraduate RAs
• Access to laboratory facilities
• Staff assistance with IRB applications

and specifically for grad students:

• Funding for subjects/consultants
• Ladefoged Scholarship (research support for grad students)
• Funding for conference travel
• Experimental methods courses offered in both phonetics and psycholinguistics
• A Professional Development course (Ling. 444)

In addition, the Linguistics Department maintains a  department library , and provides office space to its graduate students.

The library system at UCLA, with over nine million volumes and extensive online offerings, is ranked in the top ten university libraries in the United States, and has strong collections in linguistics and language description.

Getting In Touch With Us

For information about applying to our graduate program, please visit our Graduate Admissions Information page.

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UCLA Graduate Programs

Program Requirements for Linguistics

Applicable only to students admitted during the 2022-2023 academic year.

Linguistics

College of Letters and Science

Graduate Degrees

The Department of Linguistics offers the Master of Arts (M.A.) and Doctor of Philosophy (Ph.D.) degrees in Linguistics.

The program as a whole is intended to lead to a Ph.D. degree, and admits only applicants who have this goal. Internally, however, the program consists of two stages, an M.A. stage and a Ph.D. stage. To receive the Ph.D. students must complete the requirements of both stages.

Admissions Requirements

Master’s Degree

During their first year, the adviser for all students is the department’s Director of Graduate Studies. During the second year, the Director of Graduate Studies initially continues as adviser; however, once a particular area of interest in linguistics has been identified, students select a new graduate adviser in their own area.

The student’s adviser is responsible for approving a quarterly Study List submitted to the department, and more generally for guiding the student’s academic progress. Students may have two co-advisers instead of one adviser, either of who may sign the study list.

By the end of their fourth quarter of study, students enrolled under either the Writing Requirement provision of the Capstone Plan or under Thesis Plan must select a faculty committee, which is subject to the agreement of the committee members and approval of the Department Chair or his/her delegate. The chair of the thesis committee becomes the official adviser. The chair also appoints the examination committee for students who complete their M.A. under the Oral Examination version of the Capstone Plan (below).

First-year students are evaluated by the faculty for satisfactory performance at the beginning of Spring Quarter, and are notified of the results of the evaluation. They may be evaluated again at the end of Spring Quarter, at the department’s discretion. All other students undergo an annual evaluation at the end of the academic year, and are notified of the results.

Areas of Study

Consult the department.

Foreign Language Requirement

Course Requirements

The master’s degree requires the completion, with a B average or better, of nine courses (36 units) in linguistics. All students are required to take Linguistics 200A, 200B, 200C and two of 201A, 201B, 201C.  Students also must take one course chosen from Linguistics 204C, 209A, 213A, 213B, 213C, 217, or 236. The remaining three courses must be chosen from Linguistics 201A, 201B, 201C, 202 through 209C, 211 through 216, 218, 219, 239, 244, 104, 111 or 140. All second-year students must take Linguistics 444.

The following undergraduate courses or the equivalent are prerequisite to graduate courses in the corresponding areas: Linguistics 103, 110, 120A, and 120B. Linguistics 103, or an examination in practical phonetics, must be completed with a grade of B or better as a prerequisite to Linguistics 210A, a required course for the doctoral degree that may be taken at the master’s stage of the program.

A student may petition to apply up to a maximum of two courses toward the master’s degree that were completed with grades of B or better at institutions outside the University of California and not used toward another degree.

Teaching Experience

Not required.

Field Experience

Capstone Plan

The department’s capstone plan exists in two forms, one with an oral examination requirement, and one with a writing requirement.

Oral Examination Requirement . This version of the Capstone Plan is available to three classes of students: (1) undergraduates who are enrolled for an M.A. degree in the Department Scholar Program; (2) graduate students who have not already received a linguistics M.A. degree elsewhere, and have chosen not to continue in the graduate program past the M.A. level; (3) graduate students who have not already received a linguistics M.A. degree elsewhere, and, by faculty vote, will not be permitted to continue beyond the M.A. level.

To receive the degree under the Oral Examination Requirement version of the Capstone Plan, students must satisfy the course requirements for the M.A. degree, and must in addition pass an oral examination, general in scope, one hour in length, and administered by a committee of three faculty appointed by the Department Chair or his/her delegate. In addition, M.A. students under the Capstone Plan must file a Petition for Advancement to Candidacy form by the third week of the quarter during which they expect to receive the degree.

Writing requirement . This version of the Capstone Plan is available to all graduate students who are in the M.A. stage of the program. To satisfy the requirements of this plan, students must complete all required M.A. level course work, and must also complete a substantial research paper. This paper is written under the direction of a committee of three faculty which is appointed by the Department Chair in consultation with the student. The committee shall consist of a chair, or two co-chairs, plus additional members to make a total of three. The M.A. paper should demonstrate the student’s ability to perform original, independent research.

The M.A. paper is evaluated as either Acceptable or Unacceptable; an Acceptable paper is required in order to satisfy the requirements of the Writing Requirement version of the Capstone Plan. In addition, the quality of the M.A. paper is a key element in the faculty’s decision whether to advance the student into the Ph.D. stage of the program; see “Doctoral Degree” below.

The normal deadline for the M.A. paper is as follows. Copies of the paper, complete and clearly legible but not necessarily in final form, must be given to the committee and the Student Affairs Officer at least two weeks before the last day of classes of the sixth quarter in the program. M.A. students must file a Petition for Advancement to Candidacy form early in the quarter during which they expect to receive the degree.

M.A. students under either version of the Capstone Plan must file a Petition for Advancement to Candidacy form early in the quarter during which they expect to receive the degree.

Thesis Plan

Every master’s degree thesis plan requires the completion of an approved thesis that demonstrates the student’s ability to perform original, independent research.

The Thesis Plan is available to all graduate students who are in the M.A. stage of the program, but have not already received an M.A. in linguistics elsewhere. To satisfy the requirements of this plan, students must complete all required M.A. level course work, and must also complete an M.A thesis. This thesis is written under the direction of a committee of three faculty which is appointed by the Department Chair in consultation with the student. The committee shall consist of a chair, or two co-chairs, plus additional members to make a total of three. The M.A. thesis should demonstrate the student’s ability to perform original, independent research.

In addition, M.A. students under the Thesis Plan must file a Petition for Advancement to Candidacy form early in the quarter during which they expect to receive the degree.

The M.A. thesis is evaluated as either Acceptable or Unacceptable; an Acceptable thesis is required in order to receive an M.A. degree under the Thesis Plan. In addition, the quality of the M.A. thesis is a key element in the faculty’s decision whether to advance the student into the Ph.D. stage of the program; see “Doctoral Degree” below.

The normal deadline for the M.A. thesis is as follows. Copies of the thesis, complete and clearly legible but not necessarily in final form, must be given to the committee and the Student Affairs Officer at least two weeks before the last day of classes of the sixth quarter in the program. M.A. students must file a Petition for Advancement to Candidacy form early in the quarter during which they expect to receive the degree.

Time-to-Degree

Six quarters is considered the normative time to complete the M.A.-level portion of the program. The Department Chair or his/her delegate may authorize in advance one additional quarter of study in order complete experimental work or field work; as well as additional quarters to complete deficiency courses. Allowances to normative and maximum time-to-degree may be made to make up deficiencies due to approved Leaves of Absence.

A student who does not complete the M.A. stage of the program in seven quarters, excluding quarters needed to make up deficiencies and quarters of approved leave of absence, is subject to a recommendation for academic disqualification.

Doctoral Degree

At the stage they have completed all of the requirements for the M.A. stage of the program, including an M.A. paper or thesis, students are considered by faculty for further advancement through the Ph.D. stage of the program. This vote will be based on consideration of the student’s entire record, including the M.A. paper or thesis. If this vote is negative, the student will be considered not to be making normative progress and will be recommended for dismissal. A student who completes the M.A. portion of the program but who is denied admission into the Ph.D. program will not be permitted to continue to register beyond the end of the academic year in which the M.A. degree is awarded.

Students are required to formally nominate a doctoral committee prior to the oral qualifying examination. The chair of the doctoral committee is the primary adviser at this stage, is the person responsible for signing the student’s quarterly Study List, and provides intellectual guidance and advice in the student’s area of interest. It is permitted for students to have two co-chairs, either of whom may sign the student’s Study List. Students are encouraged to consult the department’s director of graduate studies at any time and for any academic advice or purpose.

All students in the Ph.D. stage of the program undergo an annual evaluation at the end of the academic year, and are notified of the results.

Major Fields or Subdisciplines

Students may specialize in syntax, semantics, phonology, phonetics, language change, typology, psycholinguistics, computational linguistics, and many language areas, notably African languages and American Indian languages. Other specializations may be possible, depending on the availability of faculty expertise.

All doctoral degree students must satisfy the requirements of the M.A. stage of the program, as described above. In addition, doctoral students must take 36 units of additional graduate course work, which must include Linguistics 210A, 210B, and eight units in an area distinct from that of the student’s major area of concentration. If Linguistic 210A and 210B have already been taken at the M.A. stage of the program, other courses must be taken to satisfy the 36-unit requirement. The 36 units may not include Linguistics 275 (colloquium), any 300- or 400-level course, 597, or 599. Of the 36 units, no more than 12 units may be in Linguistics 596A. A maximum of four two-unit seminars may be included in the 36 units. Normative time to complete these 36 units is by the end of the 10th quarter of graduate study.

In the tenth quarter of doctoral study, students are required to meet in a dissertation prospectus meeting with the appointed doctoral committee to discuss the topic of the dissertation research, and the background necessary to pursue it. A written prospectus of the dissertation is to be submitted to the doctoral committee, with a copy for the departmental file, at least one month prior to this meeting. Following the meeting, the doctoral committee is to report, via a departmental form, to the department that the filed prospectus is satisfactory, and that the student has completed the required 36 units of post-master’s course work.

Students who fail to provide an approved prospectus and/or complete the required 36 units of post-master’s course work by the end of the tenth quarter may be subject to academic disqualification, and may not be eligible for departmental teaching assistantships or fellowships.

At some point in time, some of the results of the student’s research must be presented at a meeting of the Department of Linguistics Colloquium. This presentation is a requirement for the degree.

Written and Oral Qualifying Examinations

Academic Senate regulations require all doctoral students to complete and pass university written and oral qualifying examinations prior to doctoral advancement to candidacy. Also, under Senate regulations, the University Oral Qualifying Examination is open only to the student and appointed members of the doctoral committee. In addition to university requirements, some graduate programs have other pre-candidacy examination requirements. What follows in this section is how students are required to fulfill all of these requirements for this doctoral program.

All committee nominations and reconstitutions adhere to the  Minimum Standards for Doctoral Committee Constitution .

In order to be advanced to candidacy, the student is required to prepare and submit one substantive research paper. Normally, this paper will be the M.A. thesis or M.A. paper written earlier during the M.A. stage of the program.

The University Oral Qualifying Examination is administered by the doctoral committee. Students must satisfactorily complete this examination and advance to candidacy no later than the tenth quarter of graduate study. This examination may coincide with the prospectus meeting.

Advancement to Candidacy

Students are advanced to candidacy and awarded the Candidate in Philosophy (C.Phil.) degree upon successful completion of the written and oral qualifying examinations.

Doctoral Dissertation

Every doctoral degree program requires the completion of an approved dissertation that demonstrates the student’s ability to perform original, independent research and constitutes a distinct contribution to knowledge in the principal field of study.

Final Oral Examination (Defense of Dissertation)

Not required for students in the program. The decision as to whether a defense is required is made by the doctoral committee.

Full-time students with no deficiencies upon admission to graduate study in the department should be able to complete requirements for the doctoral degree in 15 academic quarters (five calendar years). The normative time-to-degree cannot be changed, but allowances to normative and maximum time-to-degree may be made to make up for deficiencies due to approved leaves of absence. The maximum time limit for the doctoral degree from the first quarter of graduate study in the department is seven years.

In addition, there are departmental policies that link progress through the program to financial support. These policies are based on the normative times for advancement through the program, not on the absolute limits mentioned above.

Academic Disqualification and Appeal of Disqualification

University Policy

A student who fails to meet the above requirements may be recommended for academic disqualification from graduate study. A graduate student may be disqualified from continuing in the graduate program for a variety of reasons. The most common is failure to maintain the minimum cumulative grade point average (3.00) required by the Academic Senate to remain in good standing (some programs require a higher grade point average). Other examples include failure of examinations, lack of timely progress toward the degree and poor performance in core courses. Probationary students (those with cumulative grade point averages below 3.00) are subject to immediate dismissal upon the recommendation of their department. University guidelines governing academic disqualification of graduate students, including the appeal procedure, are outlined in Standards and Procedures for Graduate Study at UCLA .

Special Departmental or Program Policy

A student who does not complete the M.A. degree in seven quarters, excluding quarters needed to make up deficiencies and quarters of approved leave of absence, is subject to a recommendation for academic disqualification. Any student who has not completed the M.A. degree in three years and one quarter is subject to a recommendation for academic disqualification. A student who completes the M.A. degree but who is denied admission into the Ph.D. program will not be permitted to continue to register beyond the end of the academic year in which the M.A. degree is awarded.

The Department of Comparative Literature

• Job Placement

UCLA Comparative Literature Professor Zrinka Stahuljak at the Michael Heim Memorial Lecture

As of March 2024, the following list documents UCLA Comparative Literature PhDs currently working at (or affiliated with) educational institutions.

• Ahmed, Ali Jimale (PhD 1989), Chair / Professor of Comparative Literature at Queens College & CUNY Graduate Center
• Al-Mousawi, Nahrain (PhD 2012), Assistant Professor of English, Balamand University, Lebanon
• Amuka, Peter (PhD 1986), Professor of Literature (Arts and Social Sciences), Moi University, Kenya
• Anam, Nasia (PhD 2016), Postdoctoral Lecturer (Writing Programs), Princeton University
• Andary, Nezar (PhD 2008), Professor of Humanities, Zayed University, United Arab Emirates
• Arnold, Whitney (PhD 2012), Director of the Undergraduate Research Center, UCLA
• Austin, Kelly (PhD 2005), Associate Professor of Romance Languages and Literature, University of Chicago
• Badejo, Diedre (PhD 1985),  Professor of English and Chair, Pan-African Studies Department, Kent State University
• Bar, Noa  (PhD 2018), Adjunct Faculty, University of San Francisco
• Beltran, Rosa (PhD 1992), Literary Studies Faculty, National Autonomous University of Mexico
• Bertonneau, Thomas (PhD 1990), Affiliated Faculty, Oswego State University of New York
• Blustein, Rebecca (PhD 2007), Academic Advisor, UCLA
• Bogdanou, Christina (PhD 2004), Director of the Basil P. Caloyeras Center for Modern Greek Studies, Loyola Marymount University
• Bogost, Ian (PhD 2004), Ivan Allen College Distinguished Chair in Media Studies and Professor of Interactive Computing, Georgia Tech
• Boss, Joyce (PhD 1995), Professor of English, Warburg College
• Boyadjian, Tamar (PhD 2010), Assistant Professor of Medieval Literature, Michigan State University
• Burney, Fatima (PhD 2016), Postdoctoral Researcher, SOAS, University of London
• Bush, Christopher (PhD 2000), Professor of French and Italian, Northwestern University
• Chahinian, Talar (PhD 2008), Professor of Comparative Literature and Classics, California State University (Long Beach)
• Chaochuti, Thosaeng (PhD 2008), Assistant Professor of Comparative Literature, Chulalongkorn University, Bangkok
• Chi, Ta-wei (PhD 2006), Assistant Professor of Taiwanese Literature, National Chengchi University, Taipei
• Chiesa, Laura (PhD 2005), Associate Professor of Romance Languages and Literatures, State University of New York (Buffalo)
• Christensen, Matthew (PhD 2002), Associate Professor of English at the University of Texas, Pan American
• Christova, Elena (PhD 1993), Director of Special Sessons, California State University, Dominguez Hills
• Cohen, Simch i (PhD 2013), English Faculty, Harvard-Westlake School
• Collins, Allison  (PhD 2020), High School English Teacher, Brentwood School
• Cooper, Pravina (PhD 2005), Professor of Comparative Literature and Classics, California State University (Long Beach)
• Djobadze, Irene (PhD 1978), Professor, UC San Diego (Retired)
• Douzjian, Myrna (PhD 2013), Lecturer in Slavic Languages and Literatures, UC Berkeley
• Dramé, Kandioura (PhD 1984), Professor of French and African Literatures, University of Virginia
• Dromi, Dalia (PhD 2000), Professor of Law, Tel Aviv University
• Edwards, Magdalena (PhD 2007), Writer/translator for Paris Review, Boston Review, El Mercurio, and LA Review of Books
• Eisel, Erik (PhD 1997), Management education for ARCO, AMPM, BP, and the University of Pheonix
• Egejuru, Phanuel (PhD 1973), Professor Emeritus of English, Loyola University (New Orleans)
• El Shakry, Hoda (PhD 2012), Assistant Professor, Department of Comparative Literature, Pennsylvania State University
• Farzaneh, Milani (PhD 1979), R.J. Nelson Professor & Chair, Middle Eastern & South Asian Languages & Cultures / Women, Gender & Sexuality, University of Virginia
• Feldman, Leah (PhD 2013), Assistant Professor, Department of Comparative Literature, University of Chicago
• Felipe, Lisa (PhD 2013), Director, UCLA Excellence in Pedagogy and Innovative Classrooms (EPIC)
• Ferlito, Susanna (PhD 1993), Professor of French and Italian, University of Minnesota
• Fieni, David (PhD 2006), Writing Faculty, Sarah Lawrence College
• Fisher, Carl (PhD 1992), Chair of Comparative Literature and Classics, Cal State (Long Beach)
• Forsythe, Jennifer  (PhD 2018), Assistant Professor of English, Western Washington University
• Fu, Hongchu (PhD 1995), Professor of Chinese Language and Literature, Washington & Lee University
• Gabra-Khasay, Marian (PhD 2010), Director of Professional Development Advising, UCLA
• Gabriel, David (PhD 2005), Assistant Professor, Dept. of English, Yale University
• Gallou, Claire (PhD 2005), French Faculty, Phillips Andover Academy
• Ghandour, Sabah (PhD 1994), Professor of Comparative Literature and Chair of the Department of Languages, Balamand University (Lebanon)
• Gladfelder, Hal (PhD 1993), Professor of English, American Studies, and Creative Writing, University of Manchester, UK
• Gourgouris, Stathis (PhD 1990), Professor of Comparative Literature and Classics, Columbia University
• Grobbel, Michaela (PhD 1995), Professor of German, Sonoma State University
• Grubber, Karen (PhD 2004), Associate Professor of Middle Eastern Studies, University of Texas (Austin)
• Grumberg, Karen (PhD 2004), Associate Professor of Hebrew Studies, Dept. of Middle Eastern Studies, University of Texas at Austin
• Gully, Jennifer (PhD 2009), Lecturer of German Studies, William and Mary
• Hahn, Timothy (PhD 2014), English Faculty, Yeshiva University of Los Angeles Boys High School
• Halim, Hala (PhD 2004), Associate Professor of Comparative Literature, New York University
• Halloran, Vivian (PhD 2002), Professor of Comparative Literature, Indiana University
• Ho, Tamara (PhD 2005), Associate Professor Gender and Sexuality Studies, UC Riverside
• Hopkins, Rebecca (PhD 2008), Lecturer in English, John Hopkins University
• Huang, Yibing (PhD 2001), Professor of Chinese, Connecticut College
• Huang, Yu-Ting (PhD 2015), Assistant Professor of East Asian Studies, Wesleyan University
• Hui, Barbara (PhD 2010), Software Developer at California Digital Library
• Izadpanah, Hedayat (PhD 1981), Affiliated Faculty in English, Moorpark College
• Jackson, Spencer (PhD 2013), Postdoctoral Fellow (ARC Center for the History of Emotions), University of Queensland, Australia
• Jenkins, Joseph (PhD 2004), Research Associate and Lecturer in Law and Education, UC Irvine
• Jeong, Kelly (PhD 2003), Associate Professor, Korean Studies & Comparative Literature, UC Riverside
• Jones, Melanie  (PhD 2021), Adjunct Faculty, Bard College
• Karabaş, Seyfi (PhD 1974) Professor, Middle Eastern Technical University (Turkey)
• Karni, Rebecca (PhD 2010), Assistant Professor, Feinstein College of Arts and Sciences, Roger Williams University
• Kernan, Ryan (PhD 2007), Assistant Professor of English, Rutgers University
• Keshishyan, Lilit (PhD 2013), English Faculty, East Los Angeles College
• Khanna, Neetu (PhD 2011), Assistant Professor, Department of Comparative Literature, University of Southern California
• Kinjo, Hiromi (PhD 1999), Lecturer in Japanese/Modern Languages and Literatures, Loyola Marymount University and UCLA Extension
• Kramer, Nicolas (PhD 2009), Visiting Professor, Lewis and Clark College
• Kruse, Jens (PhD 1982), Professor Emeritus of German, Wellesley College
• Leddy, Annette (PhD 1985), Collector of Archives (American Art), Smithsonion Institution
• Lehman, Peter (PhD 2013), Lecturer and Visiting Scholar, Comparative Literature, UCLA
• Lee, Jin-Kyung (PhD 2000), Professor of Korean and Comparative Literatures, UC San Diego
• Linda, Dana (PhD 2017), Executive Operations and Content Strategy, Menlo Ventures (San Francisco)
• Long, LaShonda (PhD 2006), English Faculty, Phillips Andover Academy
• McKenna, Irene (PhD 1978), Professor of English (Retired), California State University, Dominguez Hills
• McKenna, Teresa (PhD 1980),   Associate Professor Emerita of English, University of Southern California
• McLoone, Katherine (PhD 2012), Assistant Professor of Comparative Literature and Classics, Cal State Long Beach
• Mehrez, Samia (PhD 1985), Professor, Department of Arab and Islamic Civilizations, American University in Cairo
• Ming, Feng-Ying (PhD 1999), Lecturer, California Institute of Technology
• Mirmotahari, Emad (PhD 2008), Associate Professor of English, Duquesne University
• Mukhopadhyay, Indra (PhD 2008), Associate Professor, Writing Programs, University of Southern California
• Murray-Roman, Jeanine (PhD 2008), Assistant Professor of French and Spanish, Florida State University
• Naved, Shad (PhD 2013), Assistant Professor, School of Human Studies, Ambedkar University (Delhi)
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• Nisonsen, Evan (PhD 1999), CEO and President, Epsilen (K-12 E-learning)
• Niżyńska, Joanna (PhD 2002), Associate Professor of Slavic Languages and Literatures, Indiana University
• Nowak, Alexei  (PhD 2018), Adjunct Faculty, Woodbury University
• Okawa, Rachel (PhD 2010), Adjunct Faculty (English), California State University, Long Beach
• Older Aguilar, Sarah (PhD 2009), Humanities Faculty, Vistamar School
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• Pack, Ethan  (PhD 2018), Lecturer, UCLA
• Palmer, Lisa (PhD 1998), Professor of English, Canada College
• Paulson, Linda (PhD 1984), Associate Dean and Director, MLA (Master of Liberal Arts) Program, Stanford University
• Pazargadi, Leila (PhD 2012), Assistant Professor, Department of English, Nevada State College
• Pickens, Theri (PhD 2010), Associate Professor of English and African American Studies, Bates College
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• Ratskoff, Benjamin  (PhD 2021), Assistant Professor of Modern Jewish History and Culture, Louchheim School for Judaic Studies Rabbinical School (US)
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• Rutter, Itala (PhD 1977), Professor of Italian, University of Michigan (Retired)
• Sanchez–Gonzalez, Lisa (PhD 1995), Professor of English, University of Connecticut
• Scholick, Jennie (PhD 2016), Associate Director of Audience Engagement, San Francisco Ballet
• Shaw, Christopher (PhD 2012), Adjunct Instructor/Lecturer at Long Beach City College, CSU Long Beach
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• Siassi, Guilan (PhD 2011), Assistant Professor, Department of French, University of Southern California
• Sides, Kirk (PhD 2014), Assistant Professor of World Literatures at the University of Bristol, England
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• Soong, Micheline (PhD 1999), Associate Professor, Department of English and Applied Linguistics, Hawaii Pacific University.
• Ssensalo, Bede (PhD 1978), Professor of Africana Studies, California State University, Long Beach
• Sternberg, Ricardo (PhD 1978), Professor Emeritus of Spanish and Portuguese, University of Toronto
• Stocking, Damian (PhD 2004), Associate Professor, Comparative Studies in Literature and Culture Department, Occidental College
• Swartz, Wendy (PhD 2003), Associate Professor of Chinese Literature, Rutgers University
• Szeto, Mirana May (PhD. 2004), Associate Professor of Comparative Literature, University of Hong Kong
• Tahani-Bidmeshki, Amy (PhD 2012), Mellon Postdoctoral Fellow, American Studies, Occidental College
• Taufer, Alison (PhD 1988), Professor of English, California State University, Los Angeles
• Thompson, Douglas (PhD 1989), Head, Peninsula High School, Meno Park
• Thornton, Bruce (PhD 1983), Professor of Classics and Humanities, Fresno State University
• Townsend, Julie (PhD 2001), Johnston Center Professor, University of Redlands
• Tucker, Kathryn (PhD 2007), Assistant Professor of English, Nevada State College
• Van Deventer, Allison (PhD 2011), Freelance Editor (Medford, Massachusetts) / Lecturer, Harvard University
• Velcic, Vlatka (PhD 1995), Professor of Comparative Literature, California State University, Long Beach
• Viers Andronico, Carole (PhD 2008), Academic Coordinator, UC Paris
• Von Hofe, Erin (PhD 2009), Visiting Assistant Professor, Brooklyn College
• Wang, Ban (PhD 1993), Professor of Asian Languages and Comparative Literature, Stanford University
• Wasif Khan, Maryam (PhD 2013), Assistant Professor, Humanities and Social Sciences, Lahore University of Management Sciences, Pakistan
• Wen, Patrick (PhD 2005), Lecturer, Scandinavian Section, UCLA
• Wu, Chien–Heng (PhD 2013), Assistant Professor of Film and Comparative Literature, National Tsing Hua University, Taiwan
• Yoon, Duncan (PhD 2014), Assistant Professor, Department of Comparative Literature, NYU
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Welcome to the Graduate Program pages for the Department of Classics at UCLA! We are an interdisciplinary, diverse, and thriving department of over fifteen graduate students, fifteen faculty (not counting emeriti and contributing faculty in other departments), and fifty or so undergraduate majors. We hope that you will find enough information on these pages to help you get to know us, but if you have additional questions please contact the Director of Graduate Programs, Professor Hannah Čulík-Baird or the Student Affairs Officer,  Neli Petrosyan .

Our Graduate Students have gone on to enjoy success both in academia and elsewhere. Please visit our current Graduate Students and Alumni pages to learn more.

Program Strengths:

• Intellectual diversity: Areas of faculty strength include cultural and gender studies, literary criticism and theory, linguistics, papyrology, archaeology and material culture, digital reconstruction, and ancient philosophy.
• Collegiality and intellectual convergence: We pride ourselves on an atmosphere of cooperation and collegiality. Faculty from diverse areas are keen to work with students to create new disciplinary and critical approaches. A link with examples of how this might work will be available soon.
• Distinguished faculty and a strong academic environment: UCLA has consistently been ranked among the leading research universities in the country.
• Emphasis on mastery of and proficiency in the ancient languages.
• Particular importance given to the apprenticeship of graduate students for teaching. Departmental teaching appointments cover a wide variety of undergraduate courses, and include the opportunity to teach both in language and in civilization courses.
• Close ties with the nearby J. Paul Getty Center, with its Museum, Research Institute and Library, and Conservation Institute.
• One of the top ten academic research libraries in North America.
• Admission to the program usually carries with it a six-year support package, (Fellowship years are combined with Teaching Assistantships).
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Spanish and Linguistics

Students pursuing the Spanish and Linguistics Major or Minor gain technical mastery of the Spanish language through the study of modern linguistic theory. Linguistics-focused courses provide a deeper understanding of how Spanish works, how it has changed over time, and how it varies from one region, context, or social group to the next. 

Offered jointly by UCLA’s Department of Spanish & Portuguese and the Department of Linguistics, the Spanish and Linguistics BA is built around courses exploring the pronunciation (phonetics and phonology), history (historical linguistics), and structure (syntax) of Spanish. Students then apply their knowledge by conceiving and executing a spoken-language research project with an emphasis on Latin American Spanish, Chicano Spanish, or the Los Angeles Spanish vernacular. Students in any major can also supplement their knowledge of Spanish with the Spanish Linguistics Minor . 

Learn more about the degree requirements below:

Spanish and Linguistic Major   Spanish Linguistics Minor

PhD Program

The department accepts applications for its doctoral degree program (PhD). The department only offers a terminal master’s degree (MA) for the Teaching Asian Languages MA Program. Students interested in a MA degree in Asian Languages and Cultures only should apply to the East Asian Studies Interdepartmental Program, which is housed in the International Institute at UCLA .

Students who are interested in pursuing doctoral level work are encouraged first to contact the relevant faculty members or the Director of Graduate Studies before submitting an application to the Graduate Division at UCLA .

Admission is very competitive. Decisions on admission are handled by the department, with final approval by the Graduate Division. There is funding available through the department for a limited pool of successful applicants, though all applicants are encouraged to apply to external fellowship sources as well.

Achievements

Sung eun kim made assistant professor at duke university, yeonseob lee awarded best student paper presentation at 2023 biennial meeting of the international circle of korean linguistics, ariel chan awarded ideal provostial fellowship at stanford university, jinaeng choi made assistant professor at university of houston, graduate news.

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Contracts, Procurement, and Supplier Diversity Intern (Fall 2024)

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For brilliant minds in science, technology, engineering and business operations, Battelle is the place to do the greatest good by solving humanity’s most pressing challenges and creating a safer, healthier and more secure world.

At Battelle, interns and co-ops make an impact through hands-on learning and exciting and challenging projects. Our interns are an integral part of the teams they support and will feel like they are a true, valued team member. We recognize and appreciate the value and contributions of individuals with diverse backgrounds and experiences and welcome all qualified individuals to apply.

A brighter future is possible with you .

Job Summary

We are currently seeking a Contracts, Procurement, and Supplier Diversity Co-Op for Fall 2024 . This position is remote/hybrid located in Columbus, OH .

The Contracts, Procurement and Supplier Diversity Summer Intern will work throughout the CPSD department to obtain hands on experience throughout the federal acquisition process. Tasks may include issuing Subcontracts for services and materials of varying complexity and risk to the business unit, conducting data analytics of contract portfolio data, trend analysis, processing contract modifications, contract negotiation preparation and execution, analysis of key contract clauses, dissemination of contract details throughout the enterprise. . Interns can also expect to gain knowledge of established procurement/contracting policies and procedures, and government laws and regulations. Assists with compliance documentation and policies. In addition to learning the day to day activities of the CPSD teams, Interns are often asked to contribute on other miscellaneous special projects and present findings to department leadership. Teamwork is encouraged and expected.

Responsibilities

Intern activities may include some or all of the following:

• Issues/Reviews RFP/RFQ’s and obtains/provides proposals/quotes for products and services in support of new business proposals and on-going projects. Seeks and promotes competition in the acquisition of goods and services.
• Reviews and evaluates vendor proposals/quotes to ensure fair and reasonable prices and compliance with the requirements of the procurement. Assists in the review of complex solicitations and helps prepares responses for proposals, bids, and subcontract modifications.
• Supports negotiation of agreements of various levels of complexity to mitigate risks and optimize profitability. Proposes solutions to problems encountered in negotiations and assists in solving problems that may arise.
• Prepares, organizes, and maintains procurement records and file documentation in an audit ready condition. Identifies potential compliance problems and provides recommended solutions for the approval of higher-level staff/management.
• Recommends sources of supply to users/technical staff and makes recommendations for vendor/order selection and order placement.
• Analyzes procurement/contract requirements, special provisions, terms and conditions, and contract flow downs to ensure compliance with appropriate laws, regulations, and Battelle policies under the direction of and in collaboration with supportive contracts/procurement teammates.
• Assists senior procurement/contracts staff in working with internal and/or external business teams on issues and developments relative to assigned procurements/contracts.
• Assists with administering compliance reviews, mock audits, and other regulatory and operational compliance reviews.
• Maintain compliance documentation and policies.

Key Qualifications

• Must be currently pursuing a bachelor’s or master’s degree in Business, Supply Chain, Operations, or related field
• Must be a sophomore standing or higher
• Solid verbal and written communication skills.
• Able to work independently and as part of a team.
• A positive attitude and willingness to take on challenges.
• Working knowledge of Microsoft Office software including Word, Excel, and PowerPoint.
• Applicants for this position must be a U.S. Person, as defined by U.S. export control laws.

Preparing You for Career Success

The Battelle intern and co-op program is a great way to increase experience both on a team and as an independent contributor. Ninety-eight percent of internship survey respondents said they felt better prepared to enter the workforce after their Battelle internship and 100% said they were treated with respect by their colleagues.

You will have the opportunity to thrive in a culture that inspires you to:

• Apply your talent to challenging and meaningful projects
• Pursue ideas in scientific and technological discovery
• Collaborate with world-class experts in an inclusive environment
• Become the next generation of scientific leaders and business professionals

Are you ready to help solve the most important challenges of today and tomorrow?

If so, we are ready to support you with:

• Flexible work schedules: Most teams follow a flexible, compressed work schedule that allows for every other Friday off
• Employee Resource Groups that help cultivate an inclusive and welcoming community
• Social and professional networking events with Battelle Senior Leadership and your colleagues
• Opportunities for philanthropic involvement to give back and make an impact in the community

Vaccinations & Safety Protocols

Battelle may require employees, based on job duties, work location, and/or its clients’ requirements to follow certain safety protocols and to be vaccinated against a variety of viruses, bacteria, and diseases as a condition of employment and continued employment and to provide documentation that they are fully vaccinated. If applicable, Battelle will provide reasonable accommodations based on a qualified disability or medical condition through the Americans with Disabilities Act or the Rehabilitation Act or for a sincerely held religious belief under Title VII of the Civil Rights Act of 1964 (and related state laws).

Battelle is an equal opportunity employer. We provide employment and opportunities for advancement, compensation, training, and growth according to individual merit, without regard to race, color, religion, sex (including pregnancy), national origin, sexual orientation, gender identity or expression, marital status, age, genetic information, disability, veteran-status veteran or military status, or any other characteristic protected under applicable Federal, state, or local law. Our goal is for each staff member to have the opportunity to grow to the limits of their abilities and to achieve personal and organizational objectives. We will support positive programs for equal treatment of all staff and full utilization of all qualified employees at all levels within Battelle.

The above statements are intended to describe the nature and level of work being performed by people assigned to this job. They are not intended to be an exhaustive list of all responsibilities, activities and skills required of staff members. No statement herein is intended to imply any authorities to commit Battelle unless special written permission is granted by Battelle’s Legal Department.

For more information about our other openings, please visit www.battelle.org/careers

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UCLA Anderson Master of Science in Business Analytics (MSBA)

Master of Science in Business Analytics (MSBA)

Ranked #1 in the World

by QS World University Rankings, 2023

Become a Master of Business Analytics (MSBA)

About our program, a day in the life of the msba program.

Trailblazing Faculty

Faculty Spotlight

Felipe Caro Faculty Director of the MSBA Program, Professor of Decisions, Operations and Technology Management

Professor Caro, known for helping Zara re-engineer its supply chain to become a “fast fashion” global retailer (and more profitable), is a renowned researcher who is highly published and frequently awarded for his work. His design of the MSBA curriculum is greatly influenced by changing markets and is engineered to produce the critical, analytical thinkers that the organizations of tomorrow need most.

Listen to the Podcast

Professor Decisions, Operations and Technology Management

One of Long 's specialties includes applying quantitative analysis to the ambiguities of the health care industry.

Professor of Behavioral Economics and Strategy

Beyond his award-winning teaching and research, Professor Chen advises companies on topics at the intersection of behavioral economics, business strategy and dynamic pricing. At Uber, he redesigned its dynamic “surge” pricing model.

Distinguished Professor of Marketing, Economics and Statistics

While more recently focusing on consumer targeting and analytic pricing tools, Professor Rossi’s Bayesian hierarchical choice models created the most widely used methods for analysis of choice and conjoint data used today.

Professor of Economics

In her research, Professor Giuliano studies the nexus of culture, economics and political economy. She holds prestigious research positions at the National Bureau of Economic Research (Cambridge), the Centre for Economic Policy Research (London) and the Institute for the Study of Labor (Bonn).

Associate Professor Marketing

Consistently awarded the MSBA faculty excellence award, Bodapati ’s Customer Analytics course addresses marketing problems in value creation, value communication, customer acquisition, customer development, customer retention and the assessment of customer response to marketing. 

Assistant Professor Decisions, Operations and Technology Management

A multiple MSBA faculty excellence award winner,  Mišić focuses on decisions in uncertainty, customer choice problems and machine learning-based optimization in his operations analytics course.

Follow the UCLA Anderson MSBA Program

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