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PhD Job Search Timeline and Tips

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The PhD job search can be a confusing process for a variety of reasons. The doctoral graduation timeline is often unclear and may not be fully within your control. For industry positions, your mentors in academia may be unfamiliar with non-academic norms and expectations, but there are tools and resources that can help you prepare for this process and develop a plan of action.

Job Search Timeline

General peak PhD recruitment timelines for different fields and positions assuming June graduation . Keep in mind, these are approximations; timelines vary considerably by field.

When should I start my job search? What if I missed peak recruitment times?

The job search varies widely in process, norms, and expectations. It is never too early to research your interest areas by searching online, attending events, and initiating informal career conversations. Even if you missed the peak recruiting season for your field, you can continue to inquire about opportunities through networking and online job search websites.

What if I am graduating in December?

Keep in mind that the start date of a position can often be negotiated. Also, the needs of employers vary so positions can open or start on a more flexible timeline.

Have more questions?

Make an appointment with CAPD.

Job Search Tips

Helpful self-assessment tools: Various assessment tools are available that were made with PhDs in mind. These include: MyIDP (Individual Development Plan), ChemIDP , and ImaginePhD .
Network early and often. It’s never too early to network, gather information, and try on different roles or career paths. Anytime during your graduate career, it’s helpful to attend career fairs and information sessions of companies that interest you. You can also learn more about specific industries through informational interviews or by applying for summer internships and IAP micro-internships.
Helpful networking tools: MIT Alumni Advisors Hub (conduct informational interviews or career conversations with MIT alumni working in various industries)
Make an appointment with a career advisor.
CAPD Career Handbook for resume/cover letter examples and much more
Handshake for CAPD appointments and job searches
Post-Graduate and Summer Outcomes data
LinkedIn, Indeed, and Professional Associations for networking and job listings

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October 30, 2020

Navigating an Academic Career: A Brief Guide for PhD Students, Postdocs and Early Career Faculty

Posted by larryohanlon

What would you say to a PhD student who is feeling stressed? I’d say: talk to someone; don’t suffer in silence. A recent survey found that more than 50 percent of PhD students struggled with their mental health during their program. Crises—from mild to major—are commonplace: difficulty writing a chapter; a challenging student colleague or committee member; a thorny relationship with your supervisor; stress linked to the uncertainty of what comes next. What is not common is discussing it. Talk about it with your supervisor, your peers, your friends outside of academia. Realise that stress, worry, and anxiety are very common for PhD students; and that you are not alone.

What are the main attractions of an academic career? Ah, there are so many! For most of us, the drive to pursue an academic career is the great curiosity and passion for our science. Another common reason is the rejection of the conventional workplace structure. After my master’s program, I spent a year working in the consulting industry, but I hated the structure of organizational rules and found the repetition and narrowness of the scientific tasks boring. I spent a year after my PhD working at NASA, which was thrilling on many levels but, again, I chafed against the bureaucracy and my limited scope to study what I wanted. I simply hate rules. I love freedom. An academic career offers maximum freedom and I’d say that’s the main attraction.

What do you think makes for a successful and happy academic scientist? Traits for successful scientists have been discussed since the 1600s. Among them are common sense, an inquiring mind, an outsized spirit of perseverance, and some sense of ambition. Many have noted that passion and curiosity are equally, if not more important, than IQ. If I were to encourage my new graduate students to get a tattoo it would be the words from Richard Hamming’s classic essay, You and Your Research : “If you do not work on an important problem, it’s unlikely you’ll do important work”. There’s little value focusing on narrow topics and obscure questions that only you are interested in. And remember that there’s more to life than academia. Achieving a work-life balance can be a challenge but it’s key to ensure that you have other interests, ways to relieve stress, and take time off.

How would you advise people facing a demanding and multi-faceted academic career? “What is important is seldom urgent and what is urgent is seldom important”. This quote, attributed to US President Dwight Eisenhower, captures academic life in a nutshell. Academic life is best wearing earmuffs (the things we wear here in Canada in winter!) to drown out the white noise of what is coming across your desk and being asked of you, and to filter out the unimportant. It’s daily triage, but with a long-term goal and purpose—keeping your main thing, the main thing.

How can a junior researcher start early with developing leadership skills? Early-career scientists often think about leadership in a formal sense and at the highest levels—an appointed administrator at a university, an elected leader of a scientific union. But leadership usually starts through small, informal roles, and leadership skills are cultivated over time. Find a senior faculty member willing to be your mentor then ask for opportunities such as speaking engagements to represent the department or university unit, serving on departmental committees to learn about organizational practices, or participating in professional societies as an early career representative. Through a variety of experiences, you will incrementally gain confidence, learn to express ideas publicly, and develop leadership experience.

If you could wind back the clock 30 years, what one thing would you do differently at the start of your academic career? That’s a tough question! For keeping my main thing, the main thing, I would make my younger self practice what I do now: the one-hour work day. Of course there are many more hours in a working day. But finding a small amount of time each day for writing—the “real” work of academia can pay huge dividends. Distractions abound including teaching classes and doing lab work, being an active member of your department and serving on committees, reviewing papers and preparing conference presentations. But writing does not need long stretches of uninterrupted time as I thought early on. Focus and regularity are what matter. So I recommend adoption of daily writing as an early-career habit and then protection of that short, daily sacrosanct time for the next 30 years!

Navigating an Academic Career: A Brief Guide for PhD Students, Postdocs, and New Faculty , published by AGU, is available via Wiley.com with 35% off using the discount code AGU20 .

Jenny Lunn, Director of Publications, American Geophysical Union Jeffrey McDonnell, Professor of Hydrology, University of Saskatchewan

Posted in: Career Advice No Comments/Trackbacks »

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CAREER COLUMN
08 April 2024

How two PhD students overcame the odds to snag tenure-track jobs

Violeta Rodriguez 0 &
Qimin Liu 1

Violeta Rodriguez is an assistant professor in the Department of Psychology at the University of Illinois Urbana-Champaign.

You can also search for this author in PubMed Google Scholar

Qimin Liu is an assistant professor in the Department of Psychological and Brain Sciences at Boston University in Massachusetts.

A group of people in a conference room practicing their interviewing skills.

Researching the institutions you’re applying for can help you personalize your application. Credit: Getty

Academic careers are meant to follow a set trajectory: PhD student, postdoctoral researcher, tenure-track job. But when we were thinking about what to do after our PhDs, we decided to skip the postdoc stage and go straight for tenure-track jobs owing to visa restrictions (Q.L., an international student at the time) and financial considerations (V.R., who had the looming pressure to pay student loans while supporting a family). Our mentors and peers were sceptical. A faculty member advised one of us (Q.L.) against it. Even we weren’t sure we could do it — but we did. By the end of our PhDs, we had received 15 tenure-track offers between us.

At a professional-development workshop, we were able to tell the discouraging faculty member that we would be starting our laboratories, not working as postdocs. His response — “I guess I was wrong” — was a moment of vindication for us. In proving others wrong, we had also disproved our own doubts of success.

We’ve previously shared our advice for maintaining an organized and successful job hunt . Here, we aim to demystify the interview process, showing that, even when the road seems impossible, there are routes to achieving your goals. We think that, with determination, support and a clear understanding of one’s values and goals, the academic-job market can be navigated successfully, even for those who, like us, choose to forgo the typical postdoc route.

Divas, captains, ghosts, ants and bumble-bees: collaborator attitudes explained

PhD students aspiring to tenure-track positions must recognize that, beyond the standard interview preparation, you should have a good record of research. We were unusual PhD graduates: by the time V.R. applied, she had published about 90 peer-reviewed papers after working full-time as a data analyst before starting her PhD (she also worked part-time during the PhD). In addition, V.R. had received several nationally competitive awards and fellowships. Q.L. had published more than 25 peer-reviewed papers, released 2 software packages (with more than 30,000 downloads), developed 3 web apps for statistical analysis and received prestigious research awards and funding.

Both of us also had master’s degrees in quantitative methods.

We aim to demystify the pre-interview screening and on-campus interviews. Interviewing can be nerve-wracking, and so we provide practical advice and insights on the basis of our personal experiences.

Research the institutions, departments and locations

Before a prescreening interview, do your homework on the institutions and departments. Familiarize yourself with faculty members and their research. Identify centres and institutes that complement your work and early-career programmes that would help you as you launch your career. Also, research the location and be ready to answer questions about why you want to live there. For example, we noticed that interviews were more likely to come from universities in states that we already had ties to — by having studied there or having lived in a nearby state. Personal motivations might make or break an interview; because faculty searches are costly, the search committee might take into consideration the likelihood of you coming to, living in and staying around the area.

People, passion, publishable: an early-career researcher’s checklist for prioritizing projects

Don’t start your job talk from scratch

Job talks are central to the faculty job search. The talk typically summarizes the core themes of your research and discusses your published, ongoing and future work as a cohesive and engaging narrative. At the end of the talk, you should have convinced the department that your work is important and fundable, that you will thrive at their institution, that you would be a great fit as a colleague and that you can teach students. Using materials from previous talks can ensure that you are familiar with the details, help you to feel more at ease and hopefully allow you to discuss your work more confidently. V. R. used some of her slides from talks she gave for her master’s degree, qualifying exams and dissertation proposal. Q.L. made slides from past posters and presentations that had already been refined and rehearsed.

Anticipate common interview questions

Prepare for a range of interview questions, and have a cohesive story ready about your research and why moving to that institution fits with your future research. In first-round online screening interviews, it was common to get questions about our teaching philosophy, future goals and fit with the department as well as why we would want to live in that particular location. We received fewer questions than we expected during in-person interviews; those were more about allowing us to ask questions about the department, culture, institution and what it’s like living in the area. We both had lists of questions that we asked depending on whether we were talking to, students or faculty members (junior, senior, out-of-area or teaching).

Demonstrate enthusiasm and engagement

Show genuine enthusiasm for the position and the opportunity to contribute to the institution’s academic community, both ahead of and during an interview. Engage with the interviewers by asking thoughtful questions about their research, departmental culture, teaching or the resources available. This demonstrates your interest in becoming an active and valued member of the department. Many in-person interviews involved one-on-one discussions with faculty members, as well as group interviews with students. V.R. learnt the hard way that yes, some might even ask inappropriate, and sometimes illegal, questions — on topics such as age, marriage or children. It’s helpful to have prepared answers, or deflections, for such questions.

Portrait of Violeta Rodriguez on a bench in Grant Park, Chicago, Illinois, U.S.

Violeta Rodriguez is now a tenure-track assistant professor. Credit: Violeta Rodriguez

Prepare for on-campus interviews

If you progress to the on-campus interview stage, prepare extensively by reviewing the itinerary, schedules and departmental expectations. Plan interactive and engaging research and teaching presentations tailored to the specific audience, showcasing your ability to communicate complex ideas effectively. Bring a notebook or tablet to write questions and answers to consider if you get an offer. Have your travel bags ready, because interview offers might come with little notice.

Prepare to be tired

Our interviews generally lasted one or two days. There is talking, walking and eating! Even when you are excited about a particular interview, the process can take a toll on you. If you can, schedule some rest time, and wear professional but comfortable clothes and shoes during interview days.

A year in the life: what I learnt from using a time-tracking spreadsheet

Negotiate job offers effectively

If you receive job offers, you must negotiate effectively to secure the best possible terms. Look up salary expectations and the cost of living in the area to inform your negotiation. Consider negotiating not only the financial aspects, but also your teaching load, research support, start-up funds and professional-development opportunities. Communicate your needs and expectations while remaining professional and open to a collaborative negotiation process. Be ready to negotiate over the phone or through e-mail.

Leverage multiple offers

If, like we did, you find yourself with multiple job offers, it’s essential to understand that each offer can serve as leverage in negotiations. Sharing — without fully disclosing the names of the places where you have other opportunities — can prompt institutions to improve their offers. Approach this carefully, ensuring that you communicate in a way that is professional and not confrontational. Express enthusiasm for each opportunity while highlighting your desire to make the best decision on the basis of a comprehensive evaluation of all offers. We used these negotiations as opportunities to find the institutions that would best support our research.

Three actions PhD-holders should take to land their next job

Seek guidance and support

Throughout the job-search process, seek guidance and support from mentors, faculty advisers or career consultants. They can provide valuable insights, review your negotiation strategies and offer advice from their own experiences. When considering benefits across multiple institutions, such as health insurance and retirement plans, we consulted financial advisers to determine our best paths.

Overall, we think that, with a strategic, personalized approach, complemented by a willingness to learn from each experience, PhD students can enhance their appeal to hiring committees, turning the daunting journey towards tenure-track positions into a series of informed, strategic steps. And if you can find a friend during this process, as we found in each other — to vent to, compare notes with, talk you out of your moments of self-doubt and offer encouragement — consider yourself extra lucky!

doi: https://doi.org/10.1038/d41586-024-01047-y

This is an article from the Nature Careers Community, a place for Nature readers to share their professional experiences and advice. Guest posts are encouraged .

Competing Interests

The authors declare no competing financial interests.

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Individual Development Plans for PhDs

What is an individual development plan (idp).

An individual development plan (IDP) is a personalized, interactive tool that you can use to identify and prioritize professional goals, and construct an actionable strategy to achieve them. Whether you are planning careers in academia or exploring non-academic positions, you will find IDPs to be a valuable device for managing their career and professional development while at Yale. An IDP provides tools for you to:

Assess your skills, interests and values
Explore career options
Determine gaps in professional skills and create action plans to develop them
Set research and professional goals and track progress

Assessing the transferability of your research and skills will empower you with new perspectives on the value of your PhD work both within and outside of the academy. IDP tools can also raise your productivity by helping you manage your time, direct your efforts more efficiently, and successfully meet PhD milestones and career development goals. By achieving greater clarity of career goals earlier in their graduate career, you can position yourself to invest in professional development that will enhance your success in the job market, regardless of your intended career path.

Online IDP Tools

Free online IDP tools for PhD students and postdocs are available online. Get started with the options below:

Versatile PhD (MyPlan) is for PhDs from all disciplines.
Imagine PhD is aimed at Humanities and Social Science PhDs but useful for anyone interested in non-STEM careers. Developed by the Graduate Career Consortium.
MyIDP is for STEM PhDs and produced by AAAS.
ChemIDP has content relevant to all STEM PhDs, by the American Chemical Society.

Additional Resources from OCS

The Office of Career Strategy offers many resources to help GSAS students and Yale postdocs complete each stage of the IDP. Make progress by taking the following steps:

Meet with an OCS career advisor to discuss any step of the IDP process, resources, and strategies
Attend career education panels, industry networking events, and employer information sessions to learn about diverse careers
Learn about humanities/social science PhD pathways and STEM PhD pathways
Join one or more of our career communities

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Yale university virtual postdoc recruitment event .

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Yale University’s Office for Postdoctoral Affairs is hosting its Virtual Postdoc Recruitment Event on February 15, 2024 from 1-4pm Eastern Time on Zoom and engages scholars interested in pursuing postdoctoral training at Yale University. Our goals are to support potential …

PhD Transferable Skills

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Employers value many skills in addition to the technical knowledge in your discipline that you have honed while at Yale. These skills are called “transferable” because they can be employed in a range of employer settings. The skills most cited …

PhD Pathways in Academic Administration

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Being a tenure-track professor is not the only career available at a university for PhD students and postdoctoral scholars. According to recent findings in 2014, the number of non-academic administrative positions at U.S. colleges & universities has doubled in the …

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Yale gsas program statistics and outcomes.

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Yale GSAS data about Ph.D. admissions, enrollment, degree completion, and employment, by program.

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See sample CVs, resumes, cover letters, job boards and more for a broad array of careers within and beyond the …

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You have put a lot of time and effort into pursuing your PhD degree. Now it’s time to focus on how …

Imagine PhD

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A career exploration and planning tool for the humanities and social sciences.

Versatile PhD

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Helping graduate students and PhDs envision, prepare for, and excel in non-academic careers since 1999.

Academic Career Readiness Assessment (ACRA)

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Tools to explore, plan for and apply to faculty positions at different types of institutions.

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Search continually updated U.S. market trends to learn about job types (job functions), growth trends, and desired skills. The results will include general information about each job (functional area), employment trends from the past two years and projections for the next 10 years, employers that have that role, desired education level, skills for the position, and more!

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Karlsruhe Institute of Technology (KIT) – The Research University in the Helmholtz Association creates and imparts knowledge for the society and the environment. It is our goal to make significant contributions to mastering the global challenges o...

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Job descriptionPLEASE NOTE: you are required to apply via the "apply now" button below, ánd to fill in an additional questionnaire before via this link before we can process your application.The Un...

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BackgroundThe Nanobiophysics and Soft Matter Interfaces research group is looking for a motivated PhD student in the context of the synthesis and characterization of bioinspired functional material...

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Research Programme Description “QuNEST– Quantum Enhanced Optical Communication Network Security Doctoral Training” is hiring 11 Doctorate Candidates to be funded by the Marie Skłodowska-Curie Actions (MSCA) Doctoral Networks. QuNEST is a highly i...

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UNC Chapel Hill

PhD Program

Since fall 2006, the Division of Occupational Science and Occupational Therapy has offered a PhD in Occupational Science. We accept qualified applications from individuals who have completed a graduate level degree in occupational therapy (e.g., MS OT, OTD), relevant social and behavioral sciences, or related fields. The PhD is designed for individuals who wish to pursue academic careers that include research, and the program is in-person.

Group of PhD students pose in a classroom

Graduates will be prepared to generate new knowledge in occupational science and translate their understanding of the complexity of occupational engagement to support participation in life situations.

The PhD program in Occupational Science benefits from a highly collegial and interdisciplinary environment. Students may participate in faculty research programs and have opportunities to be involved in teaching in our MS OT program.

The doctoral course of study includes content in four domains:

Occupational Science
Research design and methodology
Academic career development
Cognate areas that support the study of occupation of interest to students

We anticipate a four to five year course of study that allows doctoral students to build a deeper understanding in an area of interest in occupational science, learn how to study occupation and complete a doctoral dissertation.

View our current PhD Handbook .

Nancy Bagatell, PhD, OTR/L

Email: [email protected]

Occupational Therapy Ph.D. in Occupation and Rehabilitation Science

Occupational Therapy
Programs and Degrees

Ph.D. in Occupation and Rehabilitation Science

Further your career with a ph.d. in ors.

When you graduate from our Occupation and Rehabilitation Science Ph.D. program, you will be ready for an academic career in research, academia, industry, or government. Students and faculty mentors in the ORS program investigate human performance and participation in everyday occupations from the perspectives of occupational science and rehabilitation science. Core research areas include:

Cognitive, motor, sensory, and neurophysiological performance
Everyday occupation, play, and meaning
Health services research, disability, and rehabilitation

The Right Track for Careers in Research and Academia

We accept students from a variety of rehabilitation-related fields. Contact us to discuss your interest in our Ph.D. program.

Program of Study

Ph.d. application process, general information.

Thank you for your interest in our program. Admission is based on a competitive review of all applicants. We anticipate supporting one to two students each year with graduate assistantships. Funding is limited and we will post opportunities on this page as they become available.

To be considered for the Fall 2024 admission, we prefer complete applications to be submitted by Feb. 1, 2024. Applications beyond this date will be accepted and considered on an individual basis.

Below are our application requirements and the process for applying to our Occupation and Rehabilitation Science Ph.D. program. As is common in most graduate programs, the below requirements reflect the minimum standards an applicant must meet. Certainly, achievement above the minimum standards will increase the competitiveness of your application. If you have any questions about the following application requirements and process, please contact Arlene Schmid , Ph.D. Program Director.

The application process entails two required components:

Identification of a Ph.D. adviser
Submission of the CSU Graduate School application

Find a Ph.D. Adviser

The first step in the application process involves determining which faculty member would be a “fit” as a potential Ph.D. adviser. Following a review of the individual research programs of the Ph.D. program faculty , you may contact individual faculty members to ask questions and discuss your goals and interests related to our ORS Ph.D. program.

Through a series of conversations, you should seek to determine which Ph.D. faculty member offers the best fit with your own research interests, as well as who is willing to serve as your mentor. Please note that, even if a faculty member makes a tentative commitment to be your adviser, applications will be evaluated on a competitive basis and decisions will be made by the ORS Ph.D. Committee.

You should also discuss with a potential adviser the possibilities for funding to support your education at CSU. This funding could come from your adviser’s program of research or from other sources. Keep in mind that decisions to financially support a student are sometimes decided through a competitive process.

Submit CSU Graduate School Application

Applicants apply to the Department of Occupational Therapy and the CSU Graduate School by completing a CSU Graduate School application . Applicants will be required to submit the following mandatory information:

Describes your specific interest in our Ph.D. in Occupation and Rehabilitation Science
Provides an overview of your past career and/or educational experiences and outlines your specific areas of research interest and expertise including references to extant literature
Details your future career ambitions and why they are a fit with one or more of our Ph.D. program’s core research areas.
Identification of a Ph.D. Adviser
Curriculum Vitae/ Resume
Three Letters of Reference: Applicants are required to identify three references who will be requested to provide information electronically.
Transcripts: Official transcripts must be submitted from all institutions in which the applicant earned college credit in undergraduate and graduate studies. Colorado State University transcripts are not required.
Test of English as a Foreign Language : Only required for international student applicants. As per the CSU graduate school admissions requirements, applicants must receive at least the minimum score of 80 internet-based. This graduate school requirement is detailed in the Graduate and Professional Bulletin .

Ph.D. Open Positions

Position: Ph.D. Student Research Assistant in Occupation and Rehabilitation Science

Benefits: Paid tuition and research assistant stipend for 3-years

Mentor: Dr. Laura Swink

Potential Research Focus Areas: Community-based Programming for people with Parkinson’s Disease, Dual-Task Training with Activities of Daily Living, Adults and Older Adults with Chronic and Progressive Conditions, Self-management interventions to promote healthy behaviors

Required Qualifications: Master’s degree in Occupational Therapy or related field; willingness to learn various research methodologies; interest in rehabilitation research and novel interventions for older adults

Information on Ph.D. in Occupation and Rehabilitation Science at CSU: https://graduateschool.colostate.edu/programs/occupation-and-rehabilitation-science-phd/

Occupation and Rehabilitation Science Ph.D. Advising Team

If you are interested in pursuing research or a faculty position in higher education, this is the right program for you.

As a first step, we encourage you to read about our faculty’s research and review our Ph.D. curriculum. Then talk with our Ph.D. Faculty to learn how our program can prepare you for your future career.

.st0{fill:#231f20} Explore Faculty Research Areas

Take a moment to get to know our Ph.D. program faculty members. Learn about their research interests to see if they are a good fit for your interests and goals. Make sure to reach out and begin a conversation before applying to our program.

Ph.D. Program Director, Dr. Arlene Schmid

Get in touch with Dr. Schmid via email regarding specific questions about the Ph.D. program you are unable to answer from the information on our website.

.st0{fill:#231f20} Meet Our Ph.D. Program Students

We encourage you to reach out to our current Ph.D. students to learn about their experiences in our program and about life at CSU and Fort Collins.

Resources More Information

Interested in becoming a practicing ot.

Check out our Occupational Therapy Doctorate program

Tuition and Paying for Graduate School

There are a number of funding opportunities available for our graduate students.

CSU Graduate School

Resources to assist you in your graduate school journey.

In the news

Occupational therapy alumna continues her journey as an instructor with a focus on research impact.

From being a master’s student to an assistant professor, and everything in between, Patricia Grady-Dominguez continues her occupational therapy journey at Colorado State University.

Search NYU Steinhardt

Current student bios, phd, occupational therapy, nana serwaa akrofi, otd.

Nana Serwaa Akrofi, OTD, is a Ph.D. student in the Occupational Therapy Department at NYU Steinhart. She has a Post Professional Doctorate in Occupational Therapy (OTD) and a Post Professional Master of Arts in Occupational Therapy from the University of Southern California. She received her Bachelor of Science in Occupational Therapy from the University of Ghana. At NYU, Nana Serwaa is mentored by Dr. Janet Njelesani. Nana Serwaa’s research focuses on developing culturally attuned occupational therapy interventions for historically marginalized and under-resourced disability populations. For her OTD studies, her work examined barriers and facilitators to the diagnostic odyssey of autistic children in the Greater Accra region of Ghana. As an occupational therapist, Nana Serwaa worked with Ghanaian children with disabilities in school, hospital, home health, and community rehabilitation settings. She is certified in implementing Ayres Sensory Integration and is licensed to practice as an occupational therapist in New York, California, and Ghana. She is currently the Newsletter Editor for the Occupational Therapy Africa Regional Group .

Publications

Angell, A. M., Carreon, E. D., Akrofi, J. N., Franklin, M. D., Taylor, E. E., Miller, J., ... & Maher, S. O. (2023). Challenges and facilitators to telehealth occupational therapy for autistic children during COVID-19 . OTJR: Occupational Therapy Journal of Research.

Akrofi, J., Angell, A. M., Gyamfi, B., & Bodison, S. (2023). Exploring Coloniality in Occupation-Based Education: Perspectives of Ghanaian Occupational Therapists . Journal of Occupational Therapy Education, 7 (4).

Akrofi JNS, Brew YN, Carreon ED, Cornelius IY, Angell AM. Exploring the autism diagnostic odyssey in the Greater Accra Region of Ghana . South African Journal of Occupational Therapy. Vol 53 No 3. December 2023.

Amanda Gahlot, MS, OTR/L, BCPR

Amanda Gahlot received a bachelor’s degree in Health Sciences and a master’s in Occupational Therapy both from Gannon University in Erie, PA. Prior to beginning the PhD in Occupational Therapy program in 2020, she worked as a clinical therapist at MedStar National Rehabilitation Hospital in Washington, DC with a clinical focus on brain injury recovery. She was also taught as adjunct faculty at Trinity Washington University in Washington, DC.

Amanda is mentored by Dr. Yael Goverover and at NYU will have the opportunity to focus on improving upper extremity function after brain injury, specifically understanding the cognitive and perceptual factors that impact motor recovery. In her free time, Amanda enjoys walking and cycling around New York and traveling.

Hayejin Kim, MA, OTR/L

Hayejin Kim is a PhD student under the supervision of Professor Grace Kim. Her research interests include home-based rehabilitation for stroke survivors, telehealth and mobile health programs, and the actual use of the affected arm of stroke survivors in daily life. She is currently working on a study about stroke survivors’ attitudes towards mobile technology and upper extremity exercise programs at home.

These research interests have grown out of her clinical experience. She had an opportunity to shadow therapists using various rehabilitation programs through advanced technologies like virtual reality and robotics when working as a fieldwork intern in a medical center. She also worked as an occupational therapist specializing in adults with neurological disorders at a rehabilitation hospital.

She holds an MA in Occupational Therapy from the University of Southern California and a BHS in Occupational Therapy from Hanseo University in South Korea.

Yating Lei, MS, OT

Yating Lei is a doctoral student in the Department of Occupational Therapy at NYU Steinhardt School. She holds a master's degree in Occupational Therapy from the Hong Kong Polytechnic University (PolyU) and a bachelor’s degree in Occupational Therapy from Sichuan University in China.

Prior to beginning the PhD in Occupational Therapy program in 2021, she worked as a research assistant at PolyU and got a great opportunity to contribute to various research projects that focused on cognitive and neurological rehabilitation as well as self-regulated learning. In addition, as an occupational therapist, Yating has over three years of clinical experience focusing on the treatment of neurological disorders in adults.

Yating is mentored by Professor Gerald Voelbel. Her research interests include cognitive remediation techniques, digital health applications in rehabilitation medicine, longitudinal outcome measurements and digital biomarkers. She is also interested in executive function and working memory, as well as using of functional and structural imaging methods to identify biomarkers of cognitive deficits.

Kavitha Murthi, MS, OTR, FHEA

Kavitha Murthi is pursuing her doctoral studies at NYU Steinhardt in the Department of Occupational Therapy. She works with Vice Dean Kristie Patten on a National Science Foundation (NSF) project titled “Developing Abilities and Knowledge for Careers in Design and Engineering for Students on the Autism Spectrum by Scaling Up Making Experiences.” Through this project, Kavitha intends to explore the impact of interest-driven and strength-based engineering activities on autistic students’ learning and social development. She is very interested in understanding how neurodiverse adolescents interested in engineering and designing participate in maker clubs to problem-solve using the Engineering Design Process (EDP) independently. She is also very keen to bring out authentic autistic voices through her research by involving them in the research process.

Before starting her journey at NYU, Kavitha received her master's in Occupational Therapy in the UK and completed her undergraduate studies in Occupational Therapy from the Maharashtra University of Health Sciences in India. She has experience working with a diverse population of children with developmental disabilities in both Mumbai and Edinburgh. Apart from this, she has contributed to various research projects, the most notable being the Global Co-operation on Assistive Technology with the World Health Organization through her nomination from the World Federation of Occupational Therapists in 2019.

Dora Onwumere, MS, OTR/L

Dora Onwumere is a Ph.D. student in the Department of Occupational Therapy at New York University Steinhardt School under the supervision of Vice Dean Dr. Kristie Patten. Dora holds a Master of Science degree in occupational therapy from New York Institute of Technology (with distinction) and a Bachelor of Science degree from Stony Brook University with a concentration in Healthcare Management. Dora has over 15 years of clinical experience, primarily in pediatrics in various settings, including private practice, early intervention, and the NYC Department of Education (DOE) ASD Nest program. In the DOE, Dora served as an ASD (ASD Nest and Horizon Programs) Senior Instructional Therapist, a role that afforded her the privilege of collaborating with occupational therapists across all five NYC boroughs and at NYU. As part of the ASD programs, Dora helped develop workshops and training for therapists and staff on inclusion and evidence-based practices for autistic students. She has co-presented several times at the American Occupational Therapy Association (AOTA). In addition to a publication in OT Practice, developing the OT Starter Guide for the Nest Program, and co-authoring the Independence Checklists and Independence Curriculum, Dora is the first practicing occupational therapist in the DOE to receive an IRB (Institutional Review Board) approval to conduct a quasi-experimental research study which was published in February 2020 in the Journal of Occupational Therapy, Schools, & Early Intervention . Dora's focus and passion are in working with autistic individuals and examining intervention's efficacy using strength-based approaches and inclusive practices. She is a married mother of two adorable children and loves watching her children evolve into empathetic, kind, and loving human beings. Her mission is to serve as a shining example for her children and the children that she works with daily.

Dora is a published author:

Onwumere, D.D., Cruz, Y.M., Lauren I. Harris, L.I., Malfucci, K.A., Seidman, S., Boone, C., & Patten, K. (2020) The Impact of an Independence Curriculum on Self-Determination and Function in Middle School Autistic Students. Journal of Occupational Therapy, Schools, & Early Intervention, DOI: 10.1080/19411243.2020.1799904

Onwumere, D., Seidman, S., Harris, L., & Koenig, K. P. (2016). Developing an occupational therapy–based independence curriculum for middle school students with autism. OT Practice, 22(2), 13–17.

She co-authored a chapter: Cohen, S., & Hough, L. (2013) The ASD Nest Model: A Framework for Inclusive Education for Higher Functioning Children With Autism Spectrum Disorders. AAPC Publishing.

Meirav Rosenfeld, MS, OTR/L

Meirav Rosenfeld sitting on a couch in front of an abstract piece of wall decor.

Meirav is a PhD student under the supervision of Professor Yael Goverover. Meirav holds a master’s degree and bachelor’s degree in occupational therapy from Tel-Aviv University (TAU) in Israel.

Meirav has diverse clinical experience as an occupational therapist across populations and settings, both in Israel and Massachusetts. Prior to joining the program at NYU in 2021, she worked with pediatric populations as well as adults with neurological conditions in an outpatient rehabilitation center. In addition, she served as a teaching assistant at the Department of Occupational Therapy at TAU.

Meirav is particularly interested in the domain of functional cognition and cognitive impairments. Through her PhD, she plans to concentrate on the development and implementation of ecological evaluations and cognitive preventive intervention plans for at-risk populations such as individuals with chronic health conditions (e.g., diabetes, cancer survivors), the elderly, and people who experience decline related to social circumstances. Within this context, Meirav aspires to explore opportunities to utilize technological advancements such as connected devices and telehealth platforms for research and clinical purposes. In her free time, Meirav enjoys spending time with family and friends, practicing yoga and Pilates, and cooking.

Judy Wilson, OTR

Judy Wilson is a part-time PhD student in the Research in Occupational Therapy program. She has her BS in Occupational Therapy from Tufts University and her MA in Anthropology from Hunter College. She has worked in Bellevue Hospital since 1990 and is currently the assistant director of the Occupational Therapy Department there. She is involved in projects with the Traumatic Brain Injury Model Systems, including helping create the Sexuality and Intimacy After Brain Injury training program. She contributed to the “Occupational Profile” chapter to the texts The Texture of Life (2004, 2009, 2014). Her research interests include health disparities and traumatic brain injury.

Post-Doctoral

Current PhD Students

Stuti chakraborty ⟩ (she/her/hers).

Faculty Mentor: Sook-Lei Liew PhD, OTR/L, FAOTA Research Lab: Neural Plasticity and Neurorehabilitation (NPNL) Year of Entry: 2022

My research interests involve understanding the neural mechanisms behind recovery from stroke and traumatic brain injury. I am interested in the use of functional and structural neuroimaging methods to determine regions of the brain affected in stroke to develop improved outcomes for recovery and also to aid in the understanding of disease processes. I have prior experience in the use of non-invasive brain stimulation to enhance motor skills in stroke patients with mild to moderate deficits. As an Occupational Therapist trained in one of the largest tertiary care hospitals in India, I have had the opportunity to work with a wide range of patients with neurological disorders, stroke being the most common. At the Neural Plasticity and Neurorehabilitation Lab, I look forward to combining my previous clinical training as an OT with my interest in neuroimaging to design, test and validate programs that are better equipped to treat and detect stroke lesions.

Elizabeth Choi-Tucci MS, CCC-SLP ⟩ (she, her)

Faculty Mentor: Grace Baranek PhD, OTR/L, FAOTA Research Lab: Innovations in Neurodevelopmental Sensory Processing Research (insp!re) Year of Entry: 2018

My career interests include bridging the knowledge gaps between occupational science and speech, language, and hearing sciences and moving both disciplines and related professions toward societal and global action. I hope to contribute to the development and support of multidisciplinary knowledge mobilization teams and research-clinical-stakeholder partnerships.

The Parent Expectations, Aspirations, and Concerns for Children (PEACCh) study is my mixed-methods dissertation project exploring the impact of sociocultural/socioeconomic and birth-related influences on infant development. One major goal of this research is to address persistent disparities in autism diagnoses that impact families from historically marginalized groups. Using an intersectional framework, I am explicitly incorporating sociodemographic factors as interdependent, intertwined, and reflective of social and power dynamics (such as racism and oppression). Part of my research includes using narrative-based interviews to gain a contextualized understanding of one aspect of developmental surveillance — caregiver concerns — that is crucial for taking steps toward addressing existing service gaps, changing public policies for promoting infant and child health, and improving early infant care.

In the insp!re lab , I am supporting research in the Sensory and Social Development in Infants and Toddlers project, a longitudinal study examining individual differences in sensory regulation and social communication development in infants using biobehavioral and neurophysiological measures. I was also the project coordinator of the Southern California Child Development Survey, an ongoing study to obtain norms on early sensory regulation and social communication development in 6- to 16-month-old infants through parent report.

Zama Dlamini MPH ⟩

Faculty Mentor: Rebecca Aldrich PhD, OTR/L ; Shawn C. Roll PhD, OTR/L, RMSKS, FAOTA, FAIUM Research Lab: Human Occupation, Precarity, and Employment (HOPE) Year of Entry: 2023

Sanibona!(Hello) My background is Public Health and my work has involved working with marginalized communities. I am from South Africa, and I’m currently a PhD student in Occupational Science under the guidance and support of Dr. Aldrich and Dr. Roll, and I am working as a research assistant to support the work that is currently taking place in Dr. Aldrich’s lab. Broadly speaking, my research interests revolve around occupational justice and the intersection of indigenous African health systems, culture, and management of chronic health conditions. One of my favorite quotes is by Dr. Molefi Kete Asante, a researcher, author, and professor in the discipline of Africana Studies, which highlights the importance of a culturally and historically grounded approach to studying people’s lived reality: “It’s not who we study, it’s how we study.”

Caitlin G. Dobson OTR/L ⟩

Faculty Mentor: Alison M. Cogan PhD, OTR/L Research Lab: Rehabilitation and Functional Recovery Studies in Health Services (ReFReSH) Year of Entry: 2023

My research interests have been informed by my practice as a home health occupational therapist in the California Central Valley from 2018 to 2023. My work in Dr. Cogan’s lab has focused on Medicare policy changes and disorders of consciousness among patients with brain injuries. I am especially interested in how health policy affects occupation, particularly among individuals who have conditions with unpredictable, nonlinear, or lengthy recovery times. I am also interested in narratives describing how transitioning to another social context or role affects social participation and the occupational challenges that arise.

Miranda Donnelly MS, OTR/L ⟩

Faculty Mentor: Sook-Lei Liew PhD, OTR/L, FAOTA Research Lab: Neural Plasticity and Neurorehabilitation (NPNL) Year of Entry: 2019

I am interested in innovations that serve people with neurologic conditions and support their everyday needs through meaningful engagement with technology. In the Neural Plasticity and Neurorehabilitation Lab, I support research projects that leverage technology to enhance stroke rehabilitation, including the development and testing of a game-based telerehabilitation muscle-computer interface that provides electromyography (EMG) biofeedback for chronic stroke survivors with upper extremity hemiparesis. Additionally, I help manage the stroke lesion segmentation and processing pipeline for the ENIGMA Stroke Recovery working group, which uses large datasets of post-stroke brain images to study how brain structural changes influence function after stroke.

As an occupational scientist and therapist with clinical experience in adult neurologic rehabilitation, I value holistic rehabilitation. The sensorimotor, cognitive, psychological, social, and emotional recovery domains are complexly interwoven into the fabric of identity. When traditional rehabilitation approaches these domains separately, I believe we miss opportunities for people to have a deeper sense of alignment between their pre and post injury sense of self and belonging. My career interest is to study the intersection of technology, health, and occupation to empower people to live meaningful lives that reflect their values and identity.

Yiyang (Sunny) Fang OTD, OTR/L ⟩ (she/her/hers)

Faculty Mentor: Shawn C. Roll PhD, OTR/L, RMSKS, FAOTA, FAIUM Research Lab: Musculoskeletal Sonography and Occupational Performance (MSOP) Year of Entry: 2021

My research interests are focused on prevention of work-related musculoskeletal injuries in the upper extremity and ergonomics to reduce pain and discomfort. I am particularly interested in behavioral prevention strategies to help workers in industries that have high risk for developing work-related injuries. I am currently working on a research project that assesses the risk of musculoskeletal injuries in dental hygiene students.

Marshae Franklin OTD, MSOT, OTR/L ⟩ (she/her/hers)

Faculty Mentor: Amber Angell PhD, OTR/L Research Lab: Disparity Reduction and Equity in Autism Services (DREAmS) Year of Entry: 2021

As a PhD student in the Disparity Reduction and Equity in Autism Services (DREAmS) lab under the direction of Dr. Amber Angell, I use qualitative methods to gather in-depth knowledge about the lived experiences of underrepresented and underserved families of autistic girls. In alignment with the mission of the DREAmS lab, I am particularly interested in promoting authentic ‘belonging’ and increasing participation for vulnerable populations (e.g., neurodiverse and BIPOC) in various social spaces. Currently, my research centers around using participatory action research approaches (e.g., photovoice) to explore the experiences of neurodivergent women of color in higher education. As an occupational scientist and therapist, I seek to amplify the voices of historically marginalized populations. While closing knowledge gaps is critical, my scholarly work is also action-oriented, i.e., equipping readers with steps to improve diversity, equity, inclusion, justice, and belonging (DEIJB) outcomes for those at the margins.

Yoko Ellie Fukumura ⟩

Faculty Mentor: Shawn C. Roll PhD, OTR/L, RMSKS, FAOTA, FAIUM Research Lab: Musculoskeletal Sonography and Occupational Performance (MSOP) Year of Entry: 2019

Workplace injury continues to prevail despite guidelines and policy level change. Through the PhD program, I hope to further understand musculoskeletal injury from an occupational science perspective to change the ways in which we address injury prevention. As a research assistant in the Musculoskeletal Sonography and Occupational Performance lab , I am working on an interdisciplinary project to create an office workstation that uses machine learning to promote health behavior change and prevent injury. We are currently studying ergonomics of computer users to develop an algorithm that accurately senses the user’s posture in a pilot study. Through this study, we also hope to enhance our understanding of ergonomics and human behavior at the office workstation. I hope to apply the knowledge I gain from this project to address injury prevention in musicians in the future.

Sahar Ghahramani ⟩ (she/her/hers)

Faculty Mentor: Bobbi Pineda PhD, OTR/L, CNT Research Lab: NICU Therapy Year of Entry: 2023

I firmly believe that every experience you have, every choice you make, and every encounter you have with the universe is a chance to grow and learn and this was proven to me more and more up until this moment!

I come from the beautiful country of Iran, where I pursued my Bachelor’s and Master’s degrees. My academic path took me into the realm of pediatric therapy, particularly focusing on children with Autism Spectrum Disorder (ASD). For three years, I had the privilege of working mostly with these incredible young minds, helping them find their unique paths to play, learning, and childhood.

My time as a therapist, which began during my master’s studies, was rewarding yet left me with countless questions, serving as a constant reminder of the vast knowledge yet to be uncovered. It was during my master’s program that my academic orientation shifted as I embarked on a six-month internship at a prominent Neonatal Intensive Care Unit (NICU) center in the Middle East. This experience not only deepened my fascination with neonatal care but also laid the foundation for my research interests. My current focus revolves around the SENSE program in the NICU and the field of implementation science within this context. I’m particularly intrigued by the development and application of implementation strategies aimed at enhancing the accessibility of interventions within NICUs.

I have a fascination for research. The process of piecing together studies into comprehensive literature reviews gives me a unique sense of fulfillment. Writing the introductory section of a research article, followed by the anticipation of feedback from reviewers, is a thrilling journey of its own.

Savannah Gluck ⟩ (she/her)

Faculty Mentor: Grace Baranek PhD, OTR/L, FAOTA Research Lab: Innovations in Neurodevelopmental Sensory Processing Research (insp!re) Year of Entry: 2022

My research interests are focused on early indicators that may lead to an autism diagnosis, including sensory processing and communication differences. I am particularly interested in strengths-based parent education in relationship to screening, diagnosis, and early-intervention. As a research assistant in the Innovations in Neurodevelopmental Sensory Processing Research (insp!re) lab, I am working on a project that will use Respiratory Sinus Arrythmia (RSA) levels of both infants and caregivers to measure parent engagement and synchrony during early occupations (such as play, sleep, feeding, etc).

Prior to my time as a PhD student, I worked clinically as an occupational therapist in schools and for California Children’s Services for 4 years. During this time, I identified a need for more understanding of the parent and child relationship and how this impacts early occupation and development in young children with neurodevelopmental disorders. I am eager to explore this relationship, among many others, under the guidance of Dr. Baranek.

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ACOTE accreditation | NBCOT certification

The USC entry-level master’s degree program ( cost of attendance ) is fully accredited by the Accreditation Council for Occupational Therapy Education® (ACOTE). The USC entry-level OTD degree program ( cost of attendance ) has been granted Candidacy Status by ACOTE. View our program’s ACOTE standards public data . ACOTE c/o Accreditation Department, American Occupational Therapy Association, Inc.®, 6116 Executive Boulevard, Suite 200, North Bethesda, MD 20852-4929, (301) 652-6611 x2914, acoteonline.org

Professional program graduates are eligible to apply for certification by National Board for Certification in Occupational Therapy, Inc.® (NBCOT), nbcot.org . Program results from the NBCOT can be found online at www.nbcot.org/Educators-Folder/SchoolPerformance .

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Personal Finance for PhDs

Live a financially balanced life - no Real Job required

How to Prepare Your Grad Student Tax Return (Tax Year 2023)

January 24, 2019 by Emily

It’s common for funded graduate students to be a bit intimidated by preparing their own tax returns, particularly if they are inexperienced in doing so. The sources of PhD student funding, namely fellowship stipends and the scholarships or waivers that pay tuition and fees, are rather unusual , so most people and even most professional tax preparers don’t have any experience with them. The strategies that apply for undergraduate-level taxes are pretty different from those that apply for graduate-level taxes. But learning how to prepare your grad student tax return isn’t actually difficult, nor are the resulting steps complicated. There’s no reason to be intimidated! This post covers the essential points you need to know to prepare your grad student tax return , whether you do it manually, with tax software, or with the help of another person.

This post is for tax year 2023. This post only covers federal tax due for graduate students in the United States who are citizens, permanent residents, or residents for tax purposes; you may have additional state and local tax due. I am detailing only the aspects of preparing your grad student tax return that are specific to higher education; I am not covering more general tax information that applies to the population at large.

This article is for educational purposes only and does not constitute tax, legal, or financial advice advice. It was last updated on 2/12/2024. For more tax content, visit the Personal Finance for PhDs Tax Center .

Table of Contents (Links)

Preliminary remarks, collect all your income sources, categorize your income, decide which education tax benefit(s) to use on your grad student tax return, fill out your grad student tax return, other education tax benefits, if you were under age 24.

This post is a step-by-step guide on how to prepare your grad student tax return. I want to clear up some confusion right up front so that you can work your way through the guide without becoming sidetracked.

All of your income is potentially taxable. The purpose of your tax return is to show that you don’t have to pay tax on all of it. What graduate students don’t often realize is that they have income sources aside from the one(s) that hits their bank accounts or is reported on an official tax document, and they need to deal with those incomes on their tax returns.

You have your stipend/salary that serves as your take-home pay; this is potentially taxable, even if you don’t receive an official tax form about it and you didn’t have any taxes withheld. In fact, I’ll say you’re very likely to end up owing tax on it unless it’s quite low and/or you have a lot of tax deductions and/or credits.

You also have another kind of potentially taxable income if you are funded: the money that pays your tuition, fees, and other education expenses. Your university might refer to this as scholarships, waivers, remissions, etc. Even if this money never passes through your personal bank account, it does pass through your name via your student account, which makes it potentially taxable to you as an individual. There is a very high chance you can use an education tax benefit to reduce your taxable income and/or reduce your tax due, but you have to sit down and do the arithmetic on it, not just assume that you won’t owe any tax on it. (In fact, doing the arithmetic may very well help you pay even less tax than if you ignored it!) This guide shows you exactly how to do that.

Qualified Education Expenses

The definition of a QEE changes slightly for each tax benefit. From Publication 970 p. 4:

“Even though the same term, such as qualified education expenses, is used to label a basic component of many of the education benefits, the same expenses aren’t necessarily allowed for each benefit.”

Tuition at an eligible education institution is a QEE for both tax benefits (although to make awarded income tax-free you have to be a degree candidate). “Required fees” are QEEs for making awarded income tax-free. The Lifetime Learning Credit uses the wording “the fees and expenses [that] must be paid to the institution for enrollment or attendance” to define a QEE. Other fees and expenses beyond tuition may be QEEs; you should refer to the definition of a QEE with respect to each benefit.

If you received a 1098-T from your university, Box 1 will contain the sum of the payments for your the “qualified tuition and related expenses” that were processed by the office at your university that prepared the form. You may have additional QEEs not reported on the Form 1098-T , because the qualified tuition and related expenses on Form 1098-T do not include “charges and fees for room, board, insurance, medical expenses (including student health fees), transportation, and similar personal, living, or family expenses” ( Form 1098-T Instructions , p. 2)

Make Awarded Income Tax-Free

The awarded income that you receive can directly cancel against your QEEs to become tax-free. For example, if the tuition that you are charged and the scholarship or tuition reduction that pays it are exactly the same amount, they net to zero and you won’t be taxed on that portion of your awarded income. In fact, you don’t even have to show the IRS this calculation; you only have to report the portion of your awarded income that exceeds your QEEs.

The definition of a QEE to make awarded income tax-free is (excerpted from Publication 970 Chapter 1 p. 6):

Qualified education expenses. For purposes of tax-free scholarships and fellowship grants, these are expenses for:

Tuition and fees required to enroll at or attend an eligible educational institution; and
Course-related expenses, such as fees, books, supplies, and equipment that are required for the courses at the eligible educational institution. These items must be required of all students in your course of instruction.

Expenses that don’t qualify. Qualified education expenses don’t include the cost of:

Room and board,
Clerical help, or
Equipment and other expenses that aren’t required for enrollment in or attendance at an eligible educational institution. “

Are you unsure whether one of your expenses is a “qualified education expense” to net against awarded income? In my tax workshop, I present the common higher education-related expenses that graduate students incur and tell you whether or not they are QEEs under each of the education tax benefits.

Lifetime Learning Credit

The Lifetime Learning Credit reduces your tax burden and may be beneficial to apply if 1) your QEEs exceed your awarded income and/or 2) a 20% credit is more valuable to you than a deduction.

The Lifetime Learning Credit is a 20% credit ; that means that if you use $1,000 in QEE expenses for the Lifetime Learning Credit, your tax due will be reduced by $200. There is a $10,000 limit on QEEs that can be used for the Lifetime Learning Credit , so the maximum benefit is $2,000 even if you have additional QEEs.

The modified adjust gross income phase-out for this deduction begins at $80,000 for a single person and $160,000 for a married couple filing jointly.

The definition of a QEE for the Lifetime Learning Credit is (excerpted from Publication 970 Chapter 3 p. 24, 28):

“Qualified Education Expenses

For purposes of the lifetime learning credit, qualified education expenses are tuition and certain related expenses required for enrollment in a course at an eligible educational institution. The course must be either part of a postsecondary degree program or taken by the student to acquire or improve job skills.

Related expenses. Student activity fees and expenses for course-related books, supplies, and equipment are included in qualified education expenses only if the fees and expenses must be paid to the institution for enrollment or attendance.

Expenses That Don’t Qualify

Qualified education expenses don’t include amounts paid for:

Medical expenses (including student health fees);
Room and board;
Transportation; or
Similar personal, living, or family expenses.

This is true even if the amount must be paid to the institution as a condition of enrollment or attendance. “

If you take the Lifetime Learning Credit, you must fill out and file Form 8863.

The Numbers You Need for Your Tax Return

Once you have decided how you would like to use your QEEs, you should bring a few numbers with you to enter into your federal tax return:

Your total amount of employee income (W-2 pay with respect to your grad student income),
Your net awarded income (after applying your QEEs to reduce it),
The amount of your Lifetime Learning Credit (maximum $2,000) from Form 8863, and
The amount of income tax you already paid, whether through withholding or estimated tax.

You now have an idea of the actions to take and decisions to make regarding your grad student tax return. I know it can seem overwhelming! I don’t want you to spend hours and hours feeling frustrated paging through IRS documentation or wrestling with tax software.

Commit a couple hours to taking my tax return workshop, feel confident and supported, and emerge with an accurate and minimized tax return!

With respect to your taxable grad student income, Lifetime Learning Credit, and tax already paid, how to report them on your tax return is very straightforward. Of course, you will fill out the rest of your tax return by following the form instructions; this section only relates to the grad student aspects of your return.

Report Your Income

Write your employee income (reported on your Form W-2) on Form 1040 Line 1a.

Write your taxable awarded income on Form 1040 Schedule 1 Line 8r. (This dedicated line is new as of 2022!)

Further reading: Where to Report Your PhD Trainee Income on Your Tax Return

Report Your Lifetime Learning Credit

Report your Lifetime Learning Credit on Line 3 of Form 1040 Schedule 3 ; you will also file Form 8863. The amount of this credit will directly reduce your tax due.

Report Your Tax Already Paid

If you received a Form W-2 and/or Form 1099 for part or all of your grad student income, you will enter the amount of federal tax that was withheld from your income in Line 25 of Form 1040 . There are different parts of the line depending on which form was used.

Further reading: The Complete Guide to Quarterly Estimated Tax for Fellowship Recipients

If you paid quarterly estimated tax on your fellowship income, report the total of the estimated tax payments you made in Line 26 of Form 1040 .

I have omitted from detailed discussion two education tax benefits that you may be familiar with from past experiences preparing your tax return.

American Opportunity Tax Credit

The American Opportunity Tax Credit is typically used during the undergraduate years only. It can be claimed in only 4 tax years and not in any tax year after the one in which you finish your first four years of postsecondary education. Therefore, if you graduated from college in 2023 (in four years) and you (or your parents) claimed the American Opportunity Tax Credit in no more than 3 previous tax years (e.g., freshman spring/sophomore fall, sophomore spring/junior fall, and junior spring/senior fall but not freshman fall), you may be eligible to claim it in 2023.

The American Opportunity Tax Credit is the most valuable education tax benefit available, so if you are eligible for it, you will almost certainly want to use it to the greatest degree you can. It is a 100% credit on up to $2,000 of QEEs and a 25% credit on up to $2,000 of QEEs.

The definition of a QEE for the American Opportunity Tax Credit is distinct from the definition for other education tax benefits.

If you claim the American Opportunity Tax Credit, you cannot use the Lifetime Learning Credit or the Tuition and Fees Deduction. If you are considered a dependent on your parents’ tax return in 2023, you cannot claim the credit (your parents would).

To claim the American Opportunity Tax Credit, you need to fill out and file Form 8863.

Tuition and Fees Deduction

The Tuition and Fees Deduction expired at the end of 2020.

If you were age 23 or younger on December 31, 2023 and a full-time student for at least five months of the year, you may be subject to an alternative, higher tax known as the Kiddie Tax. This could be the case if your income was primary awarded income.

Further reading: Fellowship Income Can Trigger the Kiddie Tax

As a full-time student (for at least part of 5 calendar months) and under age 24, your parents (or another relative) might also be able to claim you as a dependent, though you will have to pass the ‘residency test’ and ‘support test.’

One entire module of my tax return workshop is devoted to the special tax considerations of graduate students under the age of 24. Please consider joining the workshop for much more details about the Kiddie Tax and dependency.

The most challenging aspect of this process is simply knowing the various aspects that you have to consider. The most complicated aspect is collecting and categorizing all of your income sources and education expenses.

Best of luck to you as you prepare your grad student tax return this year! If you need additional support:

Download my tax “cheat sheet”
Register for my workshop (includes live Q&As!) for only $34

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Reader Interactions

March 13, 2020 at 9:42 am

A tax situation I have seen goes like this: Graduate student applies for external funding award/grant and receives it. The amount of this award/grant is paid by check directly to the student. The conditions of the award/grant are that the student must use the money to cover research expenses – say, cost of laboratory supplies, equipment, etc. Per the fund-granting organization, the student is not to use the money to pay their own cost of living expenses or wages. How would you deal with this tax situation?

March 31, 2020 at 2:05 pm

Thanks for following up over email!

April 8, 2020 at 5:42 pm

Thank you so much for posting this. I got a number of scholarships and grants this year that showed up on my 1098 and my initial H&R block estimate for taxes owed nearly gave me a heart attack, so I’ve trying to figure out how I can change that. I am in the same situation as Emily, with a scholarship that was awarded directly to me but can only be used for research allowances. Could you share the feedback you sent Emily in an email? Thanks!

April 17, 2020 at 2:35 pm

Same situation as posted by Jessica and Emily as far as award can only be used for funding research, in shock at the amount owe in taxes. Could you also share feedback you sent on how to deal with this situation?

May 13, 2020 at 11:40 pm

I have a similar situation regarding scholarships/grant money that can only be used towards research. Could you share the response you sent to the above inquiries?

Thanks, Dorian

May 24, 2020 at 3:51 pm

I’m sorry to say I don’t have a great answer! Worst case scenario is that it’s fully taxable within your personal income.

April 20, 2020 at 3:41 pm

So I am confused about how to collect My Income. My Pay stubs totaled 39K My 1098T Box5-Box1 was 7K and my W2 was 3k. Do I report the 29k difference as income as well? Or is that already reported in Box5?

April 20, 2020 at 10:45 pm

For an in-depth exploration of definitions and methods, I suggest joining my tax workshop: https://gum.co/tax2019gradstudent

March 5, 2021 at 7:55 am

Has your stance changed on whether health insurance premiums paid directly by a fellowship are considered as qualified education expenses? Insurance is required at my university, although we do have the option to have an outside insurer. In my case, I have the university plan which is covered by a ~$3,300 fellowship. This amount is paid directly by the university. Based purely on my 1098T, this increases my tax burden by ~$600. It seems unfair I should be taxed on this. Thanks!

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How to Prepare Your Grad Student Tax Return (Tax Year 2018) – Personal Finance for PhDs

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Pitt’s Occupational Therapy program secures No. 1 spot in 2024 US News and World Report graduate school ranking

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The University of Pittsburgh’s advanced degree offerings again earned illustrious rankings in the 2024 U.S. News & World Report Best Graduate Schools report, released April 9.

Four graduate degree offerings in the School of Health and Rehabilitation Sciences were named top 10 programs, including a No. 1 slot for occupational therapy — a first-time honor — and speech-language pathology (No. 5), audiology (No. 6) and physical therapy (No. 8).

Other notable top 10 distinctions include pharmacy (No. 9) and nurse anesthesia (No. 2).

Pitt’s College of Business Administration climbed 39 spots to No. 47, and its part-time MBA ranking rose eight spots to No. 35. The Swanson School of Engineering also saw some gains. Overall, the Swanson School rose three spots to No. 44, and six engineering specialty programs ranked in the top 50: industrial/manufacturing/systems engineering (No. 24), biomedical engineering/bioengineering (No. 25), chemical engineering (No. 42), environmental/environmental health engineering (No. 48) and mechanical engineering (No. 50).

Four of the University’s specialty programs achieved top 50 rankings: Pitt Law’s health care law (No. 28), tax law (No. 40) and intellectual property law (No. 48) and the School of Nursing’s Doctor of Nursing Practice degree program in psychiatric and mental health across the lifespan (No. 5).

The U.S. News and World Report evaluates business, education, engineering, law, medicine and nursing advanced degree programs and associated specialties in each category yearly. According to its website, the rankings in these areas are based on two types of data: expert opinions about program excellence and statistical indicators that measure the quality of a school's faculty, research and students.

— Nichole Faina, photography by Aimee Obidzinski

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CWRU, UC, OSU, Ursuline named in top 50 graduate school program rankings by U.S. News & World Report

Updated: Apr. 10, 2024, 1:10 a.m. |
Published: Apr. 09, 2024, 2:22 p.m.

Ohio State University ranked the highest for business, education and law graduate schools in Ohio. (Associated Press file photo) AP

Zachary Smith, cleveland.com

CLEVELAND, Ohio - Multiple Ohio universities landed in the top 50 rankings for best graduate programs in various fields, according to the new 2024-2025 U.S. News and World Report Best Graduate Programs Rankings released Tuesday.

Ohio State University was the big winner in Ohio, tying for the No. 4 best overall business school in the country with the University of Pennsylvania and Vanderbilt University in Tennessee. It improved four sports from the previous year.

In addition, OSU ranked No. 21 for the overall graduate education program, No. 26 for the overall graduate law program, and No. 30 for the overall graduate business program, which is the top Ohio school in each category.

The only other Ohio schools to be in the top 50 rankings in one of the four categories were Case Western Reserve University (No. 17 in Nursing), the University of Cincinnati (No. 41 in Nursing), and Ursuline College (No. 41 in Nursing).

For last year’s rankings (2023-2024), visit this link .

Specializations within graduate programs

Several Ohio State graduate programs also ranked among the top 10 programs in the country in specialized categories.

For full-time MBA programs, Ohio State ranked sixth in supply chain management, eighth in production operations and ninth in accounting. John Carroll University tied for No. 14 in international business.

OSU also tied for No. 10 for part-time MBA programs in the country.

In education, OSU ranked sixth in educational administration and supervision, seventh in curriculum and instruction, seventh in student counseling, eighth in elementary teacher education, eighth in secondary teacher education, ninth in education psychology and ninth in higher education administration programs.

For law programs, OSU ranked No. 1 for dispute resolution. Case Western Reserve University ranked No. 13 in international law.

For nursing, OSU ranked second in adult primary care nurse practitioner, second in family nurse practitioner, fourth in leadership, sixth in family nurse practitioner, fifth in adult gerontology acute care, and sixth in psychiatric nurse practitioner.

CWRU ranked fourth in adult primary care nurse practitioners.

Change in methodology

For business programs, Best Business Schools ranking of full-time MBA programs placed more emphasis on earnings through a new ranking factor that assessed how each school’s post-graduate salaries across different professions compared with other schools’ post-graduate salaries in those professions.

U.S. News published updated rankings of graduate programs in audiology, occupational therapy, physical therapy, pharmacy, nurse-midwifery, and speech-language pathology for the first time since 2020. Social work was ranked for the first time since 2022, and nurse anesthesia was ranked for the first time since 2016. These rankings are all based solely on reputational data.

Rankings for medical schools and engineering schools will be released at a later date.

View the chart below for the complete overall graduate school program rankings list. Lower-ranked schools are grouped together. Some mobile users may need to use this link .

Zachary Smith is the data reporter for cleveland.com . You can reach him at [email protected] .

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Occupational & Environmental Health

Education & Degree Programs

School of medicine.

The Division of Occupational and Environmental Health sponsors the following occupational health degrees and programs within the Department of Family and Preventive Medicine. These programs are operated in conjunction with the Rocky Mountain Center for Occupational and Environmental Health (RMCOEH), which also facilitates additional programs through the Department of Mechanical Engineering and Weber State University.

See RMCOEH for comprehensive information about the degrees and emphases, including how to apply, as well as descriptions of the other programming students can pursue through the center. Brief summaries follow.

Master of Occupational Health

The Master of Occupational Health (MOH) is designed for professionals who either 1) already have a terminal degree or 2) are currently working in occupational health and safety.

The MOH is offered in the following emphases:

General Occupational Health
Industrial Hygiene
Occupational Injury Prevention
Occupational Medicine (also offered in an online format)
Occupational Safety (also offered in an online format)

Master of Science in Occupational Health

The Master of Science in Occupational Health (MSOH) degree program is designed to train students for professional careers in occupational health or for further research training. The MSOH is offered in the following emphases:

Occupational Safety

Doctor of Philosophy in Occupational and Environmental Health

The Doctor of Philosophy in Occupational and Environmental Health (PhD in OEH) program trains students who are interested in advanced-level OEHS problem solving, furthering professional occupational health practice through coursework applicable to research, attaining higher placement in a desired career area, or academia. The PhD in OEH is offered in the following emphases:

General Occupational and Environmental Health

Online, Distance-Based Degrees

Students can pursue an online Master of Occupational Health (MOH) in one of two emphases: Occupational Safety and Occupational Medicine. The online MOH is particularly geared toward professionals who are already employed in occupational safety and health positions and are seeking additional education to advance in their careers.

Graduate Certificate of Occupational Safety and Health

The Graduate Certificate of Occupational Safety and Health (COSH) is designed to help meet graduate-level regional and national needs for personnel trained in occupational safety and health. Students typically have a bachelor’s degree and are often working within the industry. The certificate provides them with the training and knowledge to advance their careers. Some students may pursue a graduate degree after obtaining the certificate. The following emphases are available: Industrial Hygiene, Ergonomics and Safety, Occupational Health, and General.

Learn more about military programs available

Special Course Fees

Moravian University News

U.S. News & World Report Ranks Moravian University Among 2024 Best Graduate Schools

Nursing, Occupational Therapy and Speech-Language Pathology recognized in the 2024 rankings

BETHLEHEM, PA, April 9, 2024: Today, Moravian University announced that U.S. News & World Report has included the Bethlehem school in its 2024 rankings for Best Graduate Schools. Designed for prospective students looking to advance their education post-college, the Best Graduate Schools rankings evaluate programs in a variety of disciplines, including business, education, law and nursing. The Best Graduate Schools rankings in these areas are based on two types of data: expert opinion about program excellence and statistical indicators that measure the quality of a school’s faculty, research, and students and their post-graduate outcomes.

“The faculty and staff responsible for all of our graduate programs have done a tremendous job designing effective curriculums that include impactful coursework and foster a culture of learning that prepares our students for post-graduate success,” said Bryon L. Grigsby, president of Moravian University. “These rankings are just one part of the story and seeing the graduates of these programs be successful in their respective fields has validated our continued investment in graduate programs.”

By collecting graduate school data annually, U.S. News is able to present the latest enrollment numbers, job placement rates, faculty statistics and other essential quality indicators that help prospective students make informed decisions.

Moravian University’s U.S. News & World Report Graduate School Rankings:

147 in Best Nursing Schools: Master’s (tie)
159 in Occupational Therapy (tie)
136 in Speech-Language Pathology (tie)

“Deciding where to attend graduate school can be formidable, considering the wealth of schools with distinctive and quality programs,” said LaMont Jones, Ed.D., managing editor for Education at U.S. News. “The Best Graduate Schools rankings and related content empower prospective students to choose the best fit for their educational needs and ultimately achieve career success.”

Media contact: Moravian University Michael Corr Assistant Vice President of Marketing and Communications [email protected] 610.861.1365

About Moravian University Moravian University is the nation’s sixth-oldest university, located in Bethlehem, Pennsylvania, and offers undergraduate and graduate degrees that blend liberal arts with professional programs. For more than 275 years, the Moravian University degree has been preparing students for reflective lives, fulfilling careers, and transformative leadership in a world of change. Moravian University is a member of The New American Colleges and Universities (NAC&U), a national consortium of selective, small to midsize independent colleges and universities dedicated to the purposeful integration of liberal education, professional studies, and civic engagement. Visit moravian.edu to learn more about how the Moravian University focus on education for all prepares its students for life-long success.

About U.S. News & World Report U.S. News & World Report is the global leader in quality rankings that empower consumers, business leaders and policy officials to make better, more informed decisions about important issues affecting their lives and communities. A multifaceted digital media company with Education, Health, Money, Travel, Cars, News, Real Estate, Careers and 360 Reviews platforms, U.S. News provides rankings, independent reporting, data journalism, consumer advice and U.S. News Live events. More than 40 million people visit USNews.com each month for research and guidance. Founded in 1933, U.S. News is headquartered in Washington, D.C.

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WNE's Occupational Therapy Program Recognized Among the BEST Graduate Schools by U.S. News & World Report

Occupational Therapy students working on patients in the Bear Paw Center.

Western New England University (WNE) proudly announces that its Occupational Therapy program has been named one of the BEST Graduate Schools in the latest rankings by U.S. News & World Report. This prestigious recognition underscores the program's commitment to excellence and its standing among peer academic leaders in the field of occupational therapy.

The U.S. News & World Report's rankings are highly regarded and are based solely on surveys of peer academic leaders. Experts and leaders within the occupational therapy field provide their insights and evaluations, considering various factors such as program quality, faculty expertise, research opportunities, and overall reputation within the academic community.

WNE's College of Pharmacy and Health Sciences Occupational Therapy program, ranked at 105 of 263, demonstrates the program's high regard among peer academic leaders within the occupational therapy field. This recognition not only highlights the strength of the Occupational Therapy program but also strengthens the University's overall reputation as a leader in higher education.

Dr. John Pezzuto, Dean of WNE's College of Pharmacy and Health Sciences, stated "As a relatively new program, we appreciate this peer recognition and proudly note we already have reached a ranking of fourth among the 11 programs in the Commonwealth offering the entry-level OT doctorate. Moreover, having worked with the OT team over the past several years, I can say without equivocation the program is as good as the best. The esprit de corps of this group is contagious. The faculty, staff, and students are all extraordinary."

Established in 2017, the Occupational Therapy program at Western New England University has quickly risen to prominence. Spearheading innovation in the field, the program offers a distinctive emphasis on experiential education, including five semesters of level one fieldwork and the student-operated pro bono clinic, the BEAR PAW Center. From the first semester, students engage with clients of all ages, ensuring they are well-prepared for fieldwork by the sixth semester. Additionally, the program's doctoral experiential capstone projects consistently yield outstanding outcomes, with students presenting and publishing peer-reviewed work, both within and beyond the occupational therapy landscape.

Dr. Maria Toyoda, Senior Vice President and Provost at Western New England University, remarked, "Being recognized among the BEST Graduate Schools by U.S. News & World Report is a testament to the dedication and hard work of our faculty, staff, and students within the Occupational Therapy program. This achievement reflects our ongoing commitment to providing a top-notch education that prepares our students for successful careers in healthcare."

Reflecting on the program's success, Chair of the WNE OT Department Dr. Brittany Adams highlighted the faculty's passion for the profession and their active engagement in partnerships and collaborations with institutions nationwide. She emphasized the program's commitment to fostering collegiality and camaraderie among faculty and students, which has contributed significantly to its recognition by U.S. News & World Report.

Western New England University continues to enhance the Occupational Therapy program's excellence through ongoing initiatives. Plans include the launch of a distance learning cohort and the expansion of the BEAR PAW Center to offer telehealth services in 2025. These endeavors aim to further solidify the program's position as a trailblazer in occupational therapy education.

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By the end of our PhDs, we had received 15 tenure-track offers between us. At a professional-development workshop, we were able to tell the discouraging faculty member that we would be starting ...
Doctor of Philosophy
A Doctor of Philosophy (PhD, Ph.D., or DPhil; Latin: philosophiae doctor or doctor philosophiae) is the most common degree at the highest academic level, awarded following a course of study and research. The degree is abbreviated PhD and sometimes, especially in the U.S., as Ph.D. It is derived from the Latin Philosophiae Doctor, pronounced as three separate letters (/ p iː eɪ tʃ ˈ d iː ...
Individual Development Plans for PhDs
Online IDP Tools. Free online IDP tools for PhD students and postdocs are available online. Get started with the options below: Versatile PhD (MyPlan) is for PhDs from all disciplines. Imagine PhD is aimed at Humanities and Social Science PhDs but useful for anyone interested in non-STEM careers. Developed by the Graduate Career Consortium.
543 PhD positions
Upcoming fully funded PhD Positions in Neurosciences and Translational Psychiatry research, including a residency/PhD track option for medical doctors. There are no tuition fees for this PhD program.We welcome applications through our online application portal starting on August 15, 2023 for a start in fall 2024.
PhD Program
Cognate areas that support the study of occupation of interest to students; We anticipate a four to five year course of study that allows doctoral students to build a deeper understanding in an area of interest in occupational science, learn how to study occupation and complete a doctoral dissertation. View our current PhD Handbook. Contact:
PhD, Occupational Therapy
The degree combines rigorous research experience, intensive course work, and collaboration with faculty mentors who are pushing the boundaries of occupational therapy research. Completing a dissertation is a significant component of the PhD. You will develop, write, and defend a dissertation proposal and ultimately your full dissertation with the guidance of a faculty mentor.
PhD students— When website or application asks what your occupation is
My occupation is student, my field of employment depends on what they actually offer in the dropdown: life science, environmental science, researcher, and 'other professional' are all options I've chosen in the past. ... In most of Europe, a PhD student will have dual status as a student and a university employee (e.g. research assistant ...
USC Chan Division of Occupational Science and Occupational Therapy
Doctor of Philosophy (PhD) in Occupational Science. The PhD in Occupational Science degree program prepares you to become a career scientist engaged in the study of human occupation — the purposeful activities that constitute our life experiences. Occupational scientists examine the function and structure of occupation, the impact of occupation on individuals and communities, and the ...
Ph.D. in Occupation and Rehabilitation Science
Effective Fall 2022. Ph.D. course requirements include a minimum of 72 credits for each of three entry routes: Entry A: For students enrolled in the continuous Master's/Ph.D. degree program in occupational therapy at CSU, 18 credits of the CSU M.S. degree in Occupational Therapy will apply toward partial fulfillment of the required 72 credits.
PDF Doctoral Programs in Occupational Health
occupational health, occupational hygiene and exposure assessment, physiology and toxicology. In their third or fourth semester at the Harvard Chan School, pre-doctoral students identify a thesis topic and work on that until completion of the doctoral degree. The total time in training at the School is four to five years.
OT
Judy Wilson, OTR. Judy Wilson is a part-time PhD student in the Research in Occupational Therapy program. She has her BS in Occupational Therapy from Tufts University and her MA in Anthropology from Hunter College. She has worked in Bellevue Hospital since 1990 and is currently the assistant director of the Occupational Therapy Department there.
Current PhD Students
Faculty Mentor: Rebecca Aldrich PhD, OTR/L; Shawn C. Roll PhD, OTR/L, RMSKS, FAOTA, FAIUM Research Lab: Human Occupation, Precarity, and Employment (HOPE) Year of Entry: 2023. Sanibona! (Hello) My background is Public Health and my work has involved working with marginalized communities. I am from South Africa, and I'm currently a PhD student ...
How to Prepare Your Grad Student Tax Return (Tax Year 2023)
Your grad student income (assistantship pay, fellowships, scholarships, etc.) falls into two broad categories: employee income and awarded income. Employee income is easy to define, as you will receive a Form W-2 for it. Awarded income is best defined as any grad student-related income that is reported somewhere other than a W-2 or not reported.
Pitt's Occupational Therapy program secures No. 1 spot in 2024 US News
The University of Pittsburgh's advanced degree offerings again earned illustrious rankings in the 2024 U.S. News & World Report Best Graduate Schools report, released April 9.. Four graduate degree offerings in the School of Health and Rehabilitation Sciences were named top 10 programs, including a No. 1 slot for occupational therapy — a first-time honor — and speech-language pathology ...
CWRU, UC, OSU, Ursuline named in top 50 graduate school program
CLEVELAND, Ohio - Multiple Ohio universities landed in the top 50 rankings for best graduate programs in various fields, according to the new 2024-2025 U.S. News and World Report Best Graduate ...
Education & Degree Programs
The Graduate Certificate of Occupational Safety and Health (COSH) is designed to help meet graduate-level regional and national needs for personnel trained in occupational safety and health. Students typically have a bachelor's degree and are often working within the industry. The certificate provides them with the training and knowledge to ...
Duquesne University Nursing, Law Excel in 'U.S. News' Graduate School
The Duquesne University School of Nursing received strong rankings in three categories: The School of Nursing's Doctor of Nursing Program ranked No. 85. "It is so gratifying that U.S. News and World Report has again recognized our cutting-edge nursing graduate programs," said Dr. Mary Ellen Glasgow, dean of nursing at Duquesne.
U.S. News & World Report Ranks Moravian University Among 2024 Best
Nursing, Occupational Therapy and Speech-Language Pathology recognized in the 2024 rankings. BETHLEHEM, PA, April 9, 2024: Today, Moravian University announced that U.S. News & World Report has included the Bethlehem school in its 2024 rankings for Best Graduate Schools. Designed for prospective students looking to advance their education post-college, the Best Graduate Schools rankings ...
Western New England University's Occupational Therapy Program
Established in 2017, the Occupational Therapy program at Western New England University, has quickly risen to prominence. Spearheading innovation in the field, the program offers a distinctive emphasis on experiential education, including five semesters of level one fieldwork and the student-operated pro bono clinic, the BEAR PAW Center.