phd experience design

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Art + Design

Experience Design, BFA

Investigate human needs and experiences to devise improved services, systems and environments.

Design is the practice-based discipline that poses important questions about—and provides significant answers to—how we live. Designers are needed when we don’t know what is needed as well as when we think we do. Designers propose alternative futures and create new choices using principles and processes to create, compose, and construct meaning in diverse knowledge fields. Designers seek a broad understanding of principles and systems of perception, communication, and action. Experience designers take a holistic and integrative approach that focuses on the quality of the human experience in concrete situations. They employ research, analysis, creativity and technology as tools to understand human goals, needs, and desires. Their work examines and improves contexts, systems, services or events.

Learning Outcomes

• Apply iterative design processes to create, revise, evaluate, and develop effective prototypes and innovative solutions.
• Engage human-centered design research methods and systems thinking to identify and understand values, goals, motivations of intended audiences as a mode of inquiry, question framing and guide to action.
• Develop a high level of craft and technical skills in a relevant range of media and tools and effectively weigh applicability for intended audiences and outcomes.
• Develop and realize intent, concept and content with awareness of context and consequence.
• Implement visual patterns incorporating text, image, diagram including temporal and spatial representations to recognize, categorize, and articulate significant form and meaning
• Employ and embody ethical practices, team and cross-disciplinary collaboration, and effective communication and presentation skills.
• Apply relevant communication theories and principles and appreciate the pervasive and long-term impact of design decisions on people and societies.

Co-op Opportunities

• design and media sectors
• news and publishing sectors
• arts sectors
• food and beverage sectors
• fashion and travel sectors
• government and civic sectors
• health care and pharmaceutical sectors
• educational sector
• financial and business sector

Career Opportunities

• Design Consultant
• Design Lead
• Design Researcher
• Design Strategist
• Entrepreneur
• Exhibition Designer
• Experience Designer
• Futurist Product Designer
• Product Manager
• Strategist Service Designer
• User Experience Designer
• User Experience Manager
• UX Designer

Multidisciplinary Skills

• collaboration
• creative problem-solving
• critical thinking
• data analysis
• design research
• design software
• experience mapping
• graphic representation
• fabrication
• facilitation
• human factors
• information design
• observation
• programming
• project management
• problem framing
• rapid prototyping
• technical skills
• UI/UX design
• user stories
• user testing
• verbal and written communication
• visual synthesis
• visualization

Featured Work

Mary Evans, CAMD Senior Show

Columbinus – interactive explorer of US school shootings

Motivated by the 1999 massacre at Columbine High School, Columbinus is a multi-media docudrama that connects fact and fiction to illuminate today’s culture of violence.

Katelyn Dobberphul

Katelyn Dobberphul, CAMD Senior Show

Using narrative to learn a new language

Many language learners are familiar with apps like Duolingo. Wen Yao wanted to see if his game, which uses narrative and real audio clips, would teach users Mandarin more effectively than Duolingo.

Brianna Bradley

Brianna Bradley, CAMD Senior Show

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Additional resources

Department of art + design, undergraduate admissions, art + design faculty and staff, course catalog, tuition and aid, camd scholarships and aid.

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PhD in Transition Design

Fundamental change at every level of society is needed to address the issues confronting us in the 21st century. From climate change, loss of biodiversity, and depletion of natural resources, to systems of oppression, inequality, and inequity, Transition Design tackles these kinds of complex, wicked problems.

About our PhD Program

The PhD in Transition Design is for people committed to making a positive change in the world. Our unique program develops future design leaders with the capacity to envision and realize purposeful change across a range of complex systems—from food, water, materials and products, to policy, culture, economy, cities, and social movements. Transition Design acknowledges that we are living in transitional times, takes as its central premise the need for societal transition (systems-level change) to more just, equitable, and sustainable futures, and argues that design and designers have a key role to play in these transitions. This kind of design is connected to long horizons of time, pluriversal perspectives, compelling visions of desired futures, and must be based upon new knowledge and skill sets. Research in Transition Design, while grounded in systems thinking, can also be undertaken from the perspective of many areas of interest—circular economies, commoning, decoloniality, sociotechnical transitions, public policy, stakeholder participation, and futuring, to name a few.

Complex challenges must be addressed through ecologies of interventions that draw on multiple design specialisms, alongside expertise from other disciplines. In this way, Transition Design is a transdisciplinary field that unites researchers from within and beyond Design. This involves service designers, social designers, communication designers, product designers, environments designers, and design historians, working alongside ecologists, anthropologists, philosophers, economists, and political scientists.

Our PhD researchers develop their own research interests within the broad framework of Transition Design. We practice a collective, rather than competitive approach to creating a strong cohort. Program faculty and researchers alike operate as one supportive community with the shared goal of producing transformational work that matters. Throughout the program, you will maintain fluid interactions between theory and practice, through critical engagements with texts, images, media, objects, and experiences. The program is designed to encourage a supportive, critical research culture in which students, their peers, and advisory committees work closely together to shape new knowledge. As a PhD Researcher at CMU, your research will directly shape the development of this dynamic and emerging field.

The School of Design at Carnegie Mellon is a top-ranked Design School, situated at the heart of a world-leading research university, with a thriving undergraduate, graduate and doctoral student community. Upon completing the PhD, graduates are equipped to drive design-led systems-change through academic posts in leading universities and take on influential roles in nonprofit organizations, business, and government. Recent graduate destinations have included the University of Technology Sydney, New York University, Microsoft, University of Michigan, and Northeastern University.

Read more about Transition Design .

Program Structure

The program has two key stages: the first is taught (year 1); the second comprises a self-defined project developed in consultation with an advisory committee (years 2–4). Where schedules permit, our students can take electives from across Carnegie Mellon's rich and diverse curricular offering.

The core curriculum is as follows:

Advancing your understanding of how research from diverse disciplinary domains can inform new kinds of research and practice. Through this 15-week course, you will explore the intersections of theory, practice and praxis, to develop a holistic understanding of research as a reflexive theoretical and practical process. Coursework includes the design of praxis methods to shape your own research. Topics include: research of design, research for design, research by design, and design praxis.

"Teaching Design" focuses on planning, conducting, reviewing, and revising learning experiences in academic and professional contexts. Students will study learning theories and instructional design approaches, probing their value to design education. Students will investigate traditional and emergent approaches to instruction through readings and discussions situated in the realm of cognitive studies, neuroscience, learning science, instructional design, and educational pedagogy. Students will discuss challenges that are common to design, which they will use to brainstorm ways of effectively addressing obstacles that they are likely to encounter when teaching. Students will apply their discoveries to the design of learning objectives, outcomes, instructional activities, performance measures, formative assessments, and summative evaluations, to create innovative and effective teaching and learning experiences based on a context they define. The course will culminate in the design of concrete teaching plans that may take the form of syllabi, project briefs, class exercises, assessment tools, and evaluation metrics.

An “ecoliterate” mindset is the starting point for Transition Design. Indeed, to be ecoliterate is to understand the principles through which natural systems flourish and to apply these principles to society, so that we too may flourish without compromising or destroying the natural systems on which we depend. Spanning 7-weeks, this seminar class focuses on key themes of ecoliteracy to help us navigate our social, ecological, and existential crises. Topics include: place and bioregions, Goethean science, living systems and Gaia, relationality and context, radical holism, and everyday life and infrastructure

This seminar exposes students to the emergent issues in the research and practice of Design through weekly discussions with individual faculty members. Faculty primarily resident to the School of Design present their research and interests to students in 50 minute sessions; two faculty presenting one day each week. The course aims to provide masters students (and some PhD students) first-hand exposure to faculty, their research, and interests. It's also a nice way for faculty to begin meeting grad students.

Driving design-led, systems-level change towards socially and ecologically sustainable, convivial and equitable place-based lifestyles. Through this 15-week course, you will explore multilevel problems to establish mutually beneficial relationships between people, the natural environment and the designed world; repositioning designers as agents of sustainable change. Topics include: living systems & complex problems, mindsets & postures, theories of change, visions, and transition designing.

Introducing future-focused design practices with practical training in futuring and foresight methods. Through this 15-week course, you will be introduced to a broad array of future-focused design practices, coupled with practical training in futuring and foresight techniques and methods. Coursework includes the development of a "Time Machine"—an immersive, future-focussed scenario for storytelling and research activation. Topics include: world modeling, futuring & foresight, emerging design practices, criticality & speculation, design pedagogy, and sustainable futures.

Defining a 3-year research project with your advisory committee, geared toward activating sustainable change. Through this 7-week course, you will frame new research contexts, define questions, plan methodological approaches, design open research structures that adapt and change, and speculate upon research outcomes and their impacts. Coursework includes writing a PhD proposal. Topics include: framing research problems, building an argument, planning your project, keeping research open, and writing a research proposal.

Developing a 2-year period of deep, reflective and self-directed research. Across this sequence of courses—spanning 4 semesters—you work closely with your advisory committee to build upon your research proposal and literature review. During this phase, you will deepen your literature review, undertake field research, develop your practice and begin pulling together your research into a coherent body of work.

Deepening your connection with the craft of writing via a cross-section of academic, journalistic and creative styles. Through this 15-week course this practical hands-on course helps you develop your style, structure and confidence in design writing. Writing is framed as a creative process where ideas are explored, discovered and expressed. Coursework includes planning a literature review. Topics include: conference papers & journal articles, design criticism, podcasts & digital publishing, and transformational design curricula.

Creating the critical space for divergent research themes to coalesce into a clear and conclusive body of research. You will assemble your dissertation in advance of the defense in May of the final semester. Dissertations can be entirely written (60–80K words), or a body of written and practical work (40–60K words, by negotiation). Your final body of work must demonstrate an original contribution to knowledge which expands understanding of transition design.

Click here to view our PhD in Transition Design Planner, illustrating how these courses map across the 4 years of the program.

Current Researchers & Faculty

Phd researchers.

Tricia Douglas

Kyla Fullenwider

Luis Garcia

Joshua Harvey

Bryna Lipper

William Martin

Saurin Nanavanti

Alexander Polzin

Alisha Saxena

Russell Singer

Andrew Twigg

Associate Teaching Professor, PhD in Transition Design

Matthew Wizinsky

Faculty advisors.

Toward the end of the first year, you are supported in assembling a 2-4 member advisory committee. This mentoring group comprises diverse expertise from faculty from the School of Design , from other schools across CMU, and advisors external to CMU where appropriate.

Requirements & Costs

Entry requirements.

Qualifications Applicants should meet the following requirements:

• A Bachelor's degree from an accredited institution with a strong record of academic achievement.
• A Master's degree from an accredited institution with a strong record of academic achievement. In some circumstances, we will consider applicants without a Master's degree, where there is evidence of equivalent community-engagement, leadership, research, writing, or other related experience.
• Candidates for the PhD teaching fellowship will ordinarily have a Master's degree in Design, and at least two years of professional and/or teaching experience. In select cases, 5+ years of professional design experience, demonstrated by portfolio, may be considered if the applicant's Master's degree is in a related or complementary field.

Language Requirements All applicants whose native language is not English are required to submit a TOEFL (Test of English as a Foreign Language), the IELTS (International English Language Testing System), or the online Duolingo English Test score. All applicants must submit their highest test score by the application deadline.

• Our minimum TOEFL total score is 102, with minimum subscores of 25. In addition to single test date TOEFL iBT scores, the School of Design also accepts MyBest scores for TOEFL iBT.
• Our minimum IELTS score is 7.5
• Our minimum Duolingo score is 128 total. Subscore minimums: Literacy: 125, Conversation: 120, Comprehension: 135, Production: 105

Scores below these minimums will not be considered for admission. Note : There are additional requirements for teaching fellowship candidates, in regards to written and verbal English language capacities by Pennsylvania State Legislation. All non-native English speakers are required to pass an International Teaching Assistant Test administered by CMU.

There are two funding routes through the program: professional track and teaching fellowships.

Professional track candidates find their own sources of funding. This route is for people who wish to continue their employment whilst also undertaking PhD research, and keep the flexibility to study in a low-residency mode once the first year of coursework is complete.

Teaching fellowships cover tuition, individual health insurance, and provide an annual stipend of $22,500 ($11,250 per semester). Teaching fellows co-teach one course per semester, from semesters 2–7. All teaching fellows must be in residence at CMU for the duration of the program.

Applicants who are accepted into the program, but do not receive an offer of a teaching fellowship, are required to pay the following fees, totalling approximately $69,975 over 4-years:

• Year 1: $45,700 (2024-2025)
• Year 2: $6,490 (2025-2026)
• Year 3: $6,625 (2026-2027)
• Year 4: $6,760 (2027-2028)

University fees (annual estimate)

• Activity Fee: $238
• Transportation Fee: $256
• Technology Fee: $460

Note : Professional track candidates are responsible for their own individual health insurance at approximately $3,000 per year.

Application

Information on how to apply and what you'll need to include with your application can be found HERE .

Further Information

Please feel free to email us with any questions. You can also check out our FAQs page . As this is a relatively new program, insufficient data exists to provide helpful transparency statistics. This will be shared as it becomes available.

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• PhD in Design

The first PhD in design program in the US, Institute of Design’s PhD is a top-rated graduate program for those seeking to teach or conduct fundamental research in the field. Our PhD alumni have gone on to lead noted design programs at universities all over the world and lead practices at global corporations.

By pursuing rigorous research in an area that aligns with work by our PhD faculty, you’ll work directly in some of the most exciting design-focused work being done today. To learn more about research at ID and our PhD in Design, complete this form .

PhD Faculty Advisors

Weslynne ashton.

Professor of Environmental Management and Sustainability & Food Systems Action Lab Co-Director

Anijo Mathew

Dean & Professor of Entrepreneurship and Urban Technology

Assistant Professor of Data-Driven Design

Ruth Schmidt

Associate Professor of Behavioral Design

Carlos Teixeira

Charles L. Owen Professor of Systems Design and PhD Program Director

Degree Requirements

All PhD students will work closely with their advisors to plan their course of study and research. Students complete a total of 92 credit hours:

• Up to 32 credits can be transferred from a master’s program
• 12 course credits
• 48 research credits

Courses may be selected from across the university’s course offerings to complement the objectives of the student’s program.

Admitted doctoral students will be required to submit and obtain approval for a program of study. Within two years of being admitted, students take a comprehensive examination, after which, students will be considered candidates for the PhD degree.

The research component of the program grows as the student progresses. The dissertation created from this work is intended to create a substantial and original contribution to design knowledge.

Featured Courses

Phd principles & methods of design research, phd research and thesis, phd philosophical context of design research, student work, future archetypes of ev charging, exploring controlled environment agriculture, partnership with city clerk’s office aims to reform fines and fees, phd corporate partnership initiative.

Designed for professionals who want to reach the next level of design leadership, ID’s PhD Corporate Partnership provides candidates and organizations the tools and techniques needed to grow leadership and innovation within your organization.

Candidates should have a master’s degree in design (or equivalent) and/or significant experience as a professional designer.

A Global Network

Across the entire school, ID alumni make up a strong network—a uniquely skilled set of more than 2,400 people across 32+ countries who deal with difficult issues and navigate them with clarity, purpose, and discipline.

Alumni Hiighlights

Jessica meharry, phd, associate professor, columbia college chicago, id’s phds make their mark, andré nogueira, co-founder and deputy director of the design laboratory at the harvard t.h. chan school of public health.

Estimated Costs

Tuition and research stipends are extremely limited. Only self-funded applicants will be considered.

Fall 2024 Admission

January 19, 2024 (priority admission) March 1, 2024 (final general admission)

Spring 2025 Admission

October 26, 2024 (final admission)

Request More Info

Request more information.

Please complete the form to request more information or if you have additional questions regarding our application process or requirements.

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Design (Experience Design), MSD

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Alternate Reality, Augmented Reality, Entertainment, Human-Centered, Mixed Reality, Prototyping, Storytelling, User Experience, Virtual Reality, Worldbuilding

Learn to design all kinds of experiences, including games, extended and virtual realities, interactive environments, themed entertainment and other forms of immersive storytelling in this immersive, cross-disciplinary program. By working collaboratively with peers and faculty, you can transform research into creative, world-building projects that have public impact.

The MSD program with a concentration in experience design focuses on design practices for virtual experiences in extended reality technologies, including environmental design, programmatic in both real and virtual universes, rapid prototyping, storytelling and world-building. This program is distinct among emerging media programs with its application of these technologies and practices in socially engaged and transdisciplinary modalities. It takes tools that evolved primarily from and for entertainment and applies them to the modeling of authentic challenges and futures.

Students develop human-centered design methods to improve user experience using theories and concepts from cognition and psychology, in addition to developing the ability to manage projects, work effectively in teams, and transform research into creative and technological products.

• College/school: Herberger Institute for Design and the Arts
• Location: ASU at Mesa City Center
• STEM-OPT extension eligible: No

36 credit hours and a thesis, or 36 credit hours including the required applied project course (DSC 593)

Required Core (3 credit hours) DSC 501 Qualitative Research in Design (3)

Concentration (9 credit hours) DSC 550 Prototyping Futures (3) DSC 551 Immersive Experience Design I (3) HDA 581 Emerging Media Colloquium (3)

Research Methods (3 credit hours) DSC 500 Research Methods (3)

Electives (11 credit hours)

Other Requirements (4 credit hours) DSC 584 Internship (4) DSC 590 Reading and Conference (4) DSC 592 Research (4) HDA 580 Practicum (4)

Culminating Experience (6 credit hours) DSC 593 Applied Project (6) or DSC 599 Thesis (6)

Additional Curriculum Information In the concentration coursework, HDA 581 should be taken three times for one credit hour.

For other requirements, students must complete a minimum of 4 credit hours of faculty-led research (DSC 592), individualized instruction (DSC 590), the design and implementation of public programs (HDA 580) or an internship (DSC 584).

Applicants must fulfill the requirements of both the Graduate College and the Herberger Institute for Design and the Arts.

Applicants are eligible to apply to the program if they have earned a bachelor's or master's degree in design and media arts or a related field from a regionally accredited institution.

Applicants must have a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in the last 60 hours of their first bachelor's degree program, or a minimum cumulative GPA of 3.00 (scale is 4.00 = "A") in an applicable master's degree program.

All applicants must submit:

• graduate admission application and application fee
• official transcripts
• letter of intent
• contact information of two references
• proof of English proficiency

Additional Application Information An applicant whose native language is not English must provide proof of English proficiency regardless of their current residency.

International students are required to submit proof of English proficiency through either the TOEFL or the IELTS if their native language is not English. The minimum score for admission to the program is 80 on the TOEFL iBT® taken in a testing center or an overall band score of 6.5 on the IELTS.

The portfolio, letter of intent, resume and contact information of two references must be submitted via SlideRoom ( https://asudesign.slideroom.com/#/Login ). The Design School requires that these be submitted in addition to the graduate application requirements.

Admission to the program is selective. Students must enroll in the semester for which they are admitted; otherwise, they will need to go through the entire application process again for the year in which they are applying.

Program learning outcomes identify what a student will learn or be able to do upon completion of their program. This program has the following program outcomes:

• Evaluate human experience needs and wants using immersive concepts and technologies.
• Apply their understanding and practice of design, storytelling, and worldbuilding through a design proposal that utilizes immersive technologies to addressing problems, challenges and obstacles.
• Develop solutions to real-world challenges through collaboration with interdisciplinary, transdisciplinary, and multi-stakeholder partners.

Graduates of this program are well prepared for careers in a variety of fields related to the application of immersive experience design and extended reality technologies and practices.

Virtual and augmented reality have obvious and popular applications in entertainment, gaming, workforce development and research, but alumni of this program also had direct experience with the application of these tools to other areas that can expand their available pathways: architecture, interior design, urban planning, health care and education, among others. They are ideally suited for the rapidly changing climate of this field.

Career opportunities include:

• architects and interior designers
• experience designers
• film and video editors
• graphic designers
• mobile developers
• software developers
• 3D modelers and visualizers
• web developers

The Design School | CDN 162 [email protected] 480-965-3436 Admission deadlines

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The School of Information is UC Berkeley’s newest professional school. Located in the center of campus, the I School is a graduate research and education community committed to expanding access to information and to improving its usability, reliability, and credibility while preserving security and privacy.

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The School of Information offers four degrees:

The Master of Information Management and Systems (MIMS) program educates information professionals to provide leadership for an information-driven world.

The Master of Information and Data Science (MIDS) is an online degree preparing data science professionals to solve real-world problems. The 5th Year MIDS program is a streamlined path to a MIDS degree for Cal undergraduates.

The Master of Information and Cybersecurity (MICS) is an online degree preparing cybersecurity leaders for complex cybersecurity challenges.

Our Ph.D. in Information Science is a research program for next-generation scholars of the information age.

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The School of Information's courses bridge the disciplines of information and computer science, design, social sciences, management, law, and policy. We welcome interest in our graduate-level Information classes from current UC Berkeley graduate and undergraduate students and community members.  More information about signing up for classes.

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User Experience Research

Research by faculty members and doctoral students keeps the I School on the vanguard of contemporary information needs and solutions.

The I School is also home to several active centers and labs, including the Center for Long-Term Cybersecurity (CLTC) , the Center for Technology, Society & Policy , and the BioSENSE Lab .

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I School graduate students and alumni have expertise in data science, user experience design & research, product management, engineering, information policy, cybersecurity, and more — learn more about hiring I School students and alumni .

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Related Faculty

Morgan Ames

Jenna Burrell

Kimiko Ryokai

Recent publications.

When you go to a new healthcare clinic in the United States, doctors and nurses pull up your patient record based on your name and birthdate.  Sometimes it’s not your chart they pull up.  This is not only a healthcare problem; it’s a data science problem.

In The Charisma Machine , Morgan Ames chronicles the life and legacy of the One Laptop per Child project and explains why — despite its failures — the same utopian visions that inspired OLPC still motivate other projects trying to use technology to “disrupt” education and development.

User Experience Research news

A group of researchers, including the I School’s own Professor Kimiko Ryokai, recently received a grant of $1.29M from the National Science Foundation (NSF) to tackle this challenge.

Would you prefer a chart or text when being presented with information? Ph.D. student Chase Stokes has dedicated his studies to answering this question.

ScholarPhi is an augmented reading interface that makes scientific papers more understandable and contextually rich

Professors Hany Farid and Joshua Blumenstock have been awarded seed funding for their projects designed to mitigate the COVID-19 crisis by CITRIS and the Banatao Institute.

Prof. Farid: “Coronavirus misinformation is going to get a lot of people killed.”

I School researchers have developed a custom-fit earpiece that that can capture “passthoughts” through brainwave signals from the ear canal, and for the first time demonstrated one-step three-factor authentication.

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User Experience Design

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About the Program

The User Experience program is situated at the intersection of technology and creative practice. Here, students learn to design technologically mediated systems, experiences, and human interactions with objects, spaces, and interfaces. Through in-depth user research, iterative prototyping, and usability testing, students will explore experiences amidst new and emerging technologies in areas including progressive web app design (PWA), artificial intelligence (AI), extended reality (XR), sonic interaction design (SID), smart mobility, and the Internet of Things (IoT). Below, you’ll find examples of representative student projects.

User Experience Design Online Program

The Online MA in User Experience Design offers a flexible and immersive virtual learning experience tailored for working professionals. With asynchronous coursework, you can seamlessly integrate your studies into your busy schedule without disrupting your current commitments. Synchronous sessions provide interactive engagement opportunities with classmates and faculty.

• The program is structured into 7-week fully online courses, each strategically designed to consecutively and seamlessly flow into the subsequent course, ensuring a cohesive learning journey.
• Graduate program faculty teach and mentor students to provide expert-level guidance.
• Emphasis on practical skill development, ensuring graduates possess applicable knowledge for real-world scenarios.
• Multi-modal content delivery, including visual, audio, and written materials, catering to diverse learning preferences.
• Weekly overviews and clear outcome explanations provide students with precise expectations, fostering clarity and focus.
• An integrated assessment tool confirms weekly learning outcomes, ensuring comprehension and progress tracking.
• Asynchronous learning dominates the course structure, featuring video lectures, supplementary resources, and discussion boards, promoting flexibility and accommodating varied schedules. Additionally, a weekly synchronous Zoom session (60-90 minutes) facilitates interactive engagement and real-time clarification of concepts with faculty.
• Projects are meticulously outlined and include a focus on tackling re-world user experience problems.

The program is grounded in creativity, speculative thinking, and experimental practices in response to rich socio- and techno-cultural themes. Students have access to CCS’s world-class studios and resources to further their own skills and knowledge through hands-on learning. Critical inquiry and design provocations sharpen insights as students become adept with models of interaction, experience, and communication.

Students will learn to sketch and prototype with hardware and software for design ideation and development and apply code to bring creative concepts to life. Students will also learn about physical and cognitive ergonomics in human-machine and system interactions.

User Experience (UX) Designer User Interface (UI) Designer Interaction Designer Visual Designer UX Researcher Mobile or Web UX Designer AI UX Designer Smart Mobility UX Designer Automotive UX Designer Content Designer Systems Designer Service Designer Product Designer UX Strategists Lead/Principal UX Designer Entrepreneur/UX Startup Founder UX Director/Head of UX

Graduates of the User Experience (UX) Design program will expand future possibilities in people’s daily lives through products, environments, systems and services that are enhanced by technologically mediated human interactions.

The program boasts a 100% placement rate* in 2022 (based on a 100% knowledge rate**)

*Placement Rate – is the percentage of graduates engaged in a career outcome in an art or design field 1.5 years after graduation. ** Knowledge Rate is the percentage of alumni in the graduating class for whom we have information.

Our Alumni are changemakers, leading and inspiring the next generation of design.

In the News

CCS Graduate UX Student Project Featured at ARS Electronica

Agricultural App by Graduate UX students nominated for 2023 UX Design Awards

CCS Welcomes New Faculty for Fall 2023

Outbound and Beyond – An Exploration of Space and Virtual Reality Through An Academic Partnership Between CCS and Oakland University

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 Ph.D. in Human Behavior and Design

The research tradition within the Human Behavior and Design major is based on the social sciences, in particular environmental psychology and human factors and ergonomics. The underlying premise is that systematic, empirical research based in the social sciences, when combined with an understanding of design processes, can contribute to the planning, design, and management of environments that enhance individual and organizational effectiveness.

Program Focus

The Ph.D. in Human Behavior and Design at Cornell University is a multidisciplinary program integrating the social sciences and design. Research focuses on environmental settings across a range of scales (from products to buildings to cities), that support safe, healthy and productive behaviors and foster sustainable design and lifestyles.

The program brings together faculty and students with expertise in the fields of interior, industrial and graphic design, architecture, art, design history, historic preservation, design with digital media, building technology, environmental psychology, human factors and ergonomics, economics, and facility planning and management to work on problems related to the interior environment.

The Ph.D. in Human Behavior and Design rests on the following basic premises:

• Development of the knowledge base guiding the planning, design, and management of physical settings requires systematic, empirical research.
• The physical environment affects the realization of human and organizational potential including health, safety, comfort, productivity and satisfaction.
• The users of environments are diverse and have different needs. Individual characteristics such as culture, gender, stage in the life course, family structure, role or task affect environmental needs.
• Organizational culture, goals, and structure help shape building design and use.
• The planning, design, and management of good environments require consideration of all users.
• Understanding organizational and human needs is no less critical than understanding financial, technological and aesthetic factors influencing the planning, design, and management of our physical surroundings.
• Multidimensional spatial experiences are heightened through an understanding of design elements, such as circulation, materials, lighting and acoustics.
• Theory provides a foundation that both informs and is informed by research and practice.

The program draws its strength from faculty knowledge and research in the following four areas:

• Environmental Psychology
• Facility Planning and Management
• Human Factors and Ergonomics

Ph.D. Requirements

Ph.D. in Human Behavior and Design curriculum requirements  and the graduate student handbook.

People who embrace thinking across disciplinary boundaries and who have a passion for teaching and scholarship are encouraged to apply. The strength of this unique new program is the integration of scientific and creative expertise within the same department. Applicants' prior disciplines might include (but are not limited to): social science, design, or engineering.

For more information, please contact the Graduate Field Assistant at [email protected] .

Applications are due November 1st . Applications are accepted for Fall Admission only.  

In addition to the online application via the Graduate School website , the following required documents must be submitted online:

• Academic Statement of Purpose (within 500 words)
• Personal Statement (limit 500 words)
• Three letters of recommendation
• Official transcripts
• Writing sample
• Curriculum vitae
• GRE general test (The desired combined score should be greater than or equal to 310—for the new scoring system effective November 2011—or, a combined score of 1200 for the old scoring system.)
• TOEFL - test for International students (DEA overall minimum: 105, plus Graduate School minimums must be met for each section: writing: 20; listening: 15; reading: 20; speaking: 22)
• OR IELTS - The Graduate School requires an overall band score of a 7.0 or higher on the IELTS

For additional information on how to apply, please visit Graduate School Admissions.

The intent of the Ph.D. in Human Behavior and Design program is that all admitted students will be fully funded with tuition, fees, and a stipend for a period of four academic (9 months) years contingent upon satisfactory progress toward the degree.

Prospective Ph.D. Student Application Requirement FAQ

Contact the Director of Graduate Studies (DGS) at  [email protected] .

First, you should read papers written by faculty with whom you might like to work to see if your interests align. Carefully review the websites and online materials provided by the program. In your application, describe your experience related to research, statistics, design, etc. Demonstrate your research experience. Describe you interests – possible dissertation research directions. Indicate your goals following the PhD. Request letters of recommendation from people who can speak to your research aptitude, commitment, preparedness, work ethic.

Yes, the Graduate School can help with this, but you must still adhere to our requirements and deadlines. 

No, we only have one admission cycle, applications are due in November for PhD; students start in the Fall semester of the following year.

All application materials are submitted online via the Graduate School’s application system (available on the web at: http://www.gradschool.cornell.edu/admissions/applying/apply-now ). 

No, a portfolio is not required for the Ph.D. degree.

No, but scholarly writing sample submissions are preferred (ex: Master’s Thesis; Peer Review Journal Article; Senior Honors Project).

One writing sample is sufficient.

HCD provides four years of funding to Ph.D. students in HBD, as long as students’ progress and performance is satisfactory. This funding could take the form of teaching assistantships, research assistantships, fellowships, or some combination and is typically for the nine-month academic year.

No, it is not necessary to have an MS or MA before beginning the PhD.  The strongest applicants are those who have a foundation in research (e.g., have completed a research thesis (undergrad or graduate), have participated in a lab as a research assistant, have perhaps taken a social science research methods class).

For the PhD in Human Behavior and Design, a background in both design and research is preferred, but students may come from a variety of disciplines.

Yes, HOWEVER, if substantial progress has not been made on their Master’s, then it’s a long shot. Applicants should be told the following two things: 1. Their Ph.D. work will take 4 years to complete, and 2. Lack of substantial progress on their Master’s Thesis will be viewed as a liability.

Yes. Note that GRE scores must be less than five years old. See the language proficiency requirement here . 

No. Academic letters of recommendation are valuable and somewhat preferable; however recommendations should be from people who can best assess the qualities, characteristics, and capabilities of the applicant. 

Cornell’s institutional test code for ETS is 2098. DEA’s department code is 4499.

D+EA recommends a combined verbal/quantitative GRE score of 310 (new scoring system effective November 2011) or a combined score of 1200 (old scoring) but this is not an absolute cutoff. Candidates with strong applications, but scores below this level, may be considered. You may submit scores to D+EA more than once if you re-take the test. Your scores may not be older than 5 years. Please plan to take the GRE in time to submit your scores by the application due date. 

No, the GR’s can't be waived.

Yes, GREs can be retaken, but scores must be submitted by the application deadline. 

We strongly encourage you to take the GRE and TOEFL/IELTS tests early enough in advance that your scores will be received by our application due date. We may allow some latitude, however. If your official scores have not arrived by the due date, but your unofficial scores have, we may hold your application if approved by the DGS. Your scores are automatically reported to Cornell by the testing service (ETS) as soon as they are ready, and the Graduate Field Assistant will automatically add them to your packet.

Please see the graduate school's website .

D+EA recommends a GPA of 3.0 (minimum), but this is not an absolute cutoff.

The online application requires you to upload an unofficial copy of each official transcript from each college or university previously attended. To prepare your transcripts, follow the steps below:

Admitted students who accept the admission offer are required to submit an official  transcript prior to matriculation.  For more information visit:  https://gradschool.cornell.edu/admissions/prepare/transcripts/

It is advised that you periodically check your application on line to see if your application is complete, especially if you are waiting for letters of recommendation to be uploaded. D+EA’s Graduate Field Assistant may, as a courtesy, send you a reminder if you have missing information when the committee begins to review applications. If you have questions, please contact D+EA’s Graduate Field Assistant at [email protected] .

Yes, we allow deferments up to one year, but this must be decided when responding to the department’s offer.  To request a deferral, by the "reply by" date (typically April 15) an applicant must first accept the offer of admission and then request (and provide a reason for) the deferral.  Applicants cannot defer admission after declining our offer; instead the applicant must re-apply.

Yes, but this is on a case-by-case basis, and the D+EA Graduate Faculty will make decisions as to what is allowed or not allowed. Typically, you will need to provide a syllabus for your prior course(s).

 If you would like to schedule a visit, you should first make an appointment with D+EA’s DGS. If you would like to meet with other D+EA Faculty, you could also schedule meetings with them while you are on campus. Many students also enjoy taking a walking tour of campus while they are here: http://www.cornell.edu/visiting/ithaca/walking_tours.cfm .    Other useful links include the campus map  and the Visit Ithaca web site: http://www.visitithaca.com/

Ph.D. Program FAQ

Our Ph.D. students often find jobs in academia but some choose to pursue jobs in industry (e.g. Apple, Google) or as design researchers/environmental psychologists within large architecture firms.

Yes, The Graduate School regularly collects and shares information on graduate student experiences and outcomes to support prospective applicants in their decision-making process. For more information please see their metrics and outcomes data .

No, D+EA does not offer online classes for the Ph.D. program.

Yes, the Ph.D. program is STEM certified.

The first two years are dedicated primarily to course work (in your major field and two minor fields).  At the end of year 2, PhD students complete qualifying exams (“A Exam”).  Arrangements for you’re A-Exam are made with your dissertation committee. A dissertation is required.  Years 3 and 4 focus primarily on research and the completion of the dissertation.  The “B Exam” is the dissertation defense. 

Four years.

Yes, PhD students are expected to be on campus for the 4-year PhD degree. For more information please see: https://living.cornell.edu/live/wheretolive/housingoptions/index.cfm  

This depends on what sort of funding is awarded to the doctoral student. In most cases, Ph.D. students will be asked to function as a teaching assistant for at least part of their time in D+EA.

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Doctor of Philosophy Human Centered Design

The Ph.D. in Human Centered Design prepares students to become interdisciplinary scholars who can apply a variety of methodological approaches at the intersection of technology, human behavior, and design. Students will be able to explore the use of technologies in the context of complex problems through empirical studies and apply results to the design of innovative technologies, strategies, and practices. By working with world renowned faculty, students will be trained to advance the field of human centered design through participation in research relevant to both academic and practitioner communities. Students will be prepared for careers in academic institutions, industry research labs, and government and civic organizations.

For international students: this is a STEM-designated program , which can qualify you to extend your post-graduation stay in the United States .

Learning Outcomes

Students will be able to:

• Design and conduct research studies including determining the appropriate research methodology for the context and implementing research protocols, and analyzing data.
• Engage in academic research discussions, including, but not limited to, conducting literature reviews and engaging in academic writing.
• Translate research findings into principles to design human-centered experiences.
• Create design-based artifacts and experiences in a chosen disciplinary area.

Career Opportunities

Students will engage in research that integrates theories from various fields, including (but not limited to) social computing, human computer interaction, games and learning sciences.

Students will be prepared for careers in:

• academia (in departments such as information sciences, computing, design, learning sciences),
• industry research labs (like Google, Motorola Labs, Lucent Technologies, IBM), and
• government and civic organizations (e.g., OpenCivic, City of Chicago, Data & Society).

View All Faculty

Research areas: games development, game studies, queer studies, gender and media, design research.

Research areas: learning environments, learning analytics, educational technology, design methods, broadening participation in STEM

Research Spotlight

Faculty Mike DeAnda and HCD student Gracie Straznickas co-authored " Undetectable Starting Points: Rethinking ‘Passing’ in Level Design through Queerness, Disability, and Roxy’s Got Balls ," which was recently published in Design Issues . This project, which uses game studies and human centered design to explore level design through lenses of queerness and disability, stems from year-long ethnographic research conducted during COVID-19 shelter in place ordinances on a group of people who met via Zoom to play bingo with Roxy Wood, a Black, transgender actor.

Flexible Curriculum

In collaboration with their advisors, HCD students select courses and electives that align with their research interests, allowing for a highly customized program of study. The flexible curriculum also allows students to select courses that will help them become well-rounded scholars who can teach and conduct research in a variety of disciplines.

Technology for Social Good Lab

Students have many opportunities to participate in design and research through various groups and labs at DePaul, like the Technology for Social Good Research and Design Lab (TSG). TSG is focused on designing, building, and studying tools with the goal of fostering equitable education and empowerment in urban communities.

Interdisciplinary Research Opportunities

DePaul's urban location and faculty research areas provide HCD PhD students the unique opportunity to work with international scholars in translating theory into practical solutions that impact urban environments. Students work with faculty across the university as well as labs in the School of Design.

Application Deadlines

Admission Process

The graduate application process involves completing an online application, sending in your transcripts and submitting any supplemental material (e.g., letters of recommendation, certifications, etc.). To learn more about your program specific requirements, visit our Graduate Admission page.

Admission Requirements

Contact Graduate Admission

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• Learning Design and Technology

Doctor of Philosophy (PhD)

Advance Your Career

Graduate programs in Learning Design and Technology at Purdue University prepare students to design effective learning experiences and environments that incorporate technology with a special emphasis on inquiry-based, authentic practices in face-to-face and distributed learning settings.

The PhD program in Learning Design & Technology program is a residential program offered on the Purdue West Lafayette campus.

Applications must be fully complete and submitted (including all required materials) and all application fees paid prior to the deadline in order for applications to be considered and reviewed. For a list of all required materials for this program application, please see the “ Admissions ” tab.

Application Deadlines

September 15 is the deadline for Spring applications.

December 1 * is the deadline for Fall and Summer applications.

*Those applicants interested in being considered for any available PhD funding should submit completed applications by December 1 for the following Fall semester.

Program at a Glance

• Major/Department: Curriculum and Instruction
• Research Area: Learning Design and Technology
• Degree Objective: Doctor of Philosophy (PhD)
• Program Delivery: Residential
• Does this program lead to licensure? * No , this is a non-licensure program

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Prerequisites

• Introduction to Learning Design and Technology (e.g., EDCI 51300-Foundations of Ed Tech)
• Introduction to e-Learning (e.g., EDCI 56900)
• Learning Systems Design (e.g., EDCI 57200 or equivalent)
• Learning Theories and Instructional Design (e.g., EDCI 53100 or equivalent)
• Introduction to Educational Research (e.g., EDPS 53300 or equivalent)
• Graduate competencies (if any) in addition to those addressed above

It is expected that students will enter the Ph.D. program having satisfied these basic requirements in advance. If they have not, students will complete these courses at the beginning of the program in addition to other requirements. No more than 9 of these credits total may be applied toward the 90 credits required for the Ph.D. program.

C&I Department Seminar Requirements for PhD Students

2 credit hours

• EDCI 62800, Curriculum and Instruction Seminar (1 cr)
• EDCI 63800, Curriculum and Instruction Seminar (1 cr)

Core Ph.D. Learning Design and Technology Requirements

21 credit hours

• EDCI 66000, Learning Design and Technology Seminar (1 cr)
• EDCI 67600, Unpacking Research: Writing Literature Reviews In Learning Design And Technology (2 cr)*
• EDCI 67700, Unpacking Research: Writing Research Proposals In Learning Design And Technology (2 cr)*
• EDCI 59100, Unpacking Research: Data Collection and Analysis (2 cr), taken individually with advisor*
• EDCI 67800, Unpacking Research: Writing For Scholarly Publications In Learning Design And Technology (2 cr)*
• EDCI 67200, Advanced Instructional Development and Systems Technology (3 cr)
• EDCI 67300, Issues and Methods in Learning Systems Design Research (3 cr)
• EDCI 67400, Advanced Instructional Design Theory (3 cr)
• EDCI 69500, Internship in Learning Design and Technology (3+ cr)

*It is expected that students will take these courses in the designated order as each course builds off the previous course, resulting in a completed research study and write-up.

Electives in Learning Design and Technology

12-15 credit hours

Students will construct a cohesive program of electives in LDT and related areas of interest. Sample electives include the following. Please note that LDT faculty frequently offer special topic classes (generally listed as EDCI 627 or EDCI 591) which may be taken as Electives in Learning Design and Technology.

Educational Foundations

• EDPS 53000, Advanced Educational Psychology
• EDCI 58500, Multicultural Education
• EDPS 53100, Introduction to Measurement and Instrument Design
• EDCI 56000, Educational Technology for Teaching and Learning
• EDCI 55600, Educational Game Design
• EDCI 67500, Instructional Strategies
• EDCI 62700, Current Topics in Learning Design and Technology

Development

• EDCI 56400, Integration and Management of Technology for Learning
• EDCI 56600, Educational Applications of Multimedia
• EDCI 57500, Blended and Online Learning
• EDCI 58800, Motivation and Instructional Design
• EDCI 66300, Interactive Multimedia
• EDCI 66400, Learning Environment Design

Workplace Learning

• EDCI 52800, Human Performance Technology
• EDCI 57700, Strategic Assessment and Evaluation
• EDCI 63300, Instructional Design Project Management

Outside Electives

6 credit hours

Students will take at least two related graduate-level courses in consultation with advisor in an outside area such as Adult Education, Educational Psychology, Management, Psychology, Educational Administration, Technology, Technical Writing, Computer Science, or another field of interest.

Educational Research

12 credit hours

Students are encouraged to complete an introductory research course (e.g., EDPS 53300) as part of their prerequisite requirements, as well as a sequence of research methods courses. Students should work with their advisors to find the appropriate sequence of courses that include quantitative and qualitative research methodology courses. Following are example courses.

• Introductory Statistics (e.g., EDPS 55600, STAT 50100, SOC 58000, SOC 58100, SOC 58300, PSY 5000, PSY 60000, PSY 68000, COM 58200)
• Qualitative Research (e.g., EDCI 61500, SOC 68600, ANTH 60500, TECH 69700, COM 58500)
• Advanced Statistics or Qualitative Research (e.g., EDPS 55700, EDCI 61600, EDCI 684, STAT 50200, STAT 51200, PSY 60000, PSY 60100, PSY 60500, PSY 61000, SOC 68000, HDFS 62700)
• EDPS 63000, Research Procedures in Education (REQUIRED)

*Some research courses may require prerequisite coursework or experience

Dissertation Research

In addition to a submitted application (and any applicable application fees paid), the following materials are required for admission consideration, and all completed materials must be submitted by the application deadline in order for an application to be considered complete and forwarded on to faculty and the Purdue Graduate School for review.

A completed master’s degree is required prior to admission.

Application Requirements

Here are the materials required for this application

• Transcripts (from all universities attended)
• Minimum undergraduate GPA of 3.0 on a 4.0 scale
• 3 Recommendations
• Academic Statement of Purpose
• Personal History Statement
• International Applicants must meet English Proficiency Requirements set by the Purdue Graduate School

We encourage prospective students to submit an application early, even if not all required materials are uploaded. Applications are not forwarded on for faculty review until all required materials are uploaded.

How to Apply

When submitting your application for this program, please select the following options:

• Select a Campus: Purdue West Lafayette (PWL)
• Select your proposed graduate major: Curriculum and Instruction
• Please select an Area of Interest: Learning Design and Technology
• Please select a Degree Objective: Doctor of Philosophy (PhD)
• Primary Course Delivery: Residential

This program does not lead to licensure in the state of Indiana or elsewhere. Contact the College of Education Office of Teacher Education and Licensure (OTEL) at [email protected] before continuing with program application if you have questions regarding licensure or contact your state Department of Education about how this program may translate to licensure in your state of residence.

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Mary bonhomme, linda campion, marisa exter, holly fiock, sangeetha gopalakrishnan, george hanshaw, carole hruskocy, wanju huang, adrie koehler, nilufer korkmaz, jennifer lee, james lehman, victoria lowell, christopher mong, timothy newby, david paredes, jennifer c. richardson, dana ruggiero, valerie schmitz, shaun scott, sunnie watson, william r. watson, heidi watson-held, maryshannon williams, questions contact the office of graduate studies at [email protected] ..

Future Students

Phd program.

The PhD in Human Centered Design & Engineering at the University of Washington provides unparalleled depth and experience for students interested in studying the conception, design, implementation, evaluation, and effects of technologies.

The University is located on a beautiful campus in the heart of the city of Seattle. HCDE is housed in the  College of Engineering , and benefits from the research tradition of a leading R1 research institution.

The HCDE doctoral program prepares students for careers as scholars and researchers through relevant coursework, mentorship from faculty , and collaboration with peers. Early in the program, students may explore different topics and research areas through  Directed Research Groups  and other independent projects. PhD students choose their dissertation adviser within their first year and begin to focus on a research area for their dissertation .

HCDE PhD Information Sessions

Hosted by HCDE PhD Program Director Sean Munson and Academic Services Director Kathleen Rascon, this information session is for prospective PhD students looking to apply the Department. 

Students in the HCDE PhD program complete a minimum of 90 credits of coursework and research as they progress toward degree completion. The first two years are primarily focused on academic course work as the foundation for ensuing research. The remainder of the program is focused on extensive research and program milestones. 

Applicants to the HCDE PhD program are required to apply to both the HCDE department and the UW Graduate School. The application deadline for the 2025-2026 academic year is December 2nd, 2024. 

Costs & Financing

Students are obligated to pay the associated tuition for courses they are enrolled in, but the department strives to fund all of its PhD students through Teaching Assistantships (TAs) and Research Assistantships (RAs). 

Faculty & Research

HCDE's award-winning, interdisciplinary  faculty  focus on six areas of research and teaching: influencing awareness, thinking, and behavior; design for emergent collaborations and organizations; low resource and underserved populations; material and embodied technologies, and ubiquitous computing; data visualization and big data; and learning in professional and technical environments. 

We have 116 user experience PhD Projects, Programmes & Scholarships

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user experience PhD Projects, Programmes & Scholarships

Enhancing iot security, quality, and user experience in epileptic ehealth, phd research project.

PhD Research Projects are advertised opportunities to examine a pre-defined topic or answer a stated research question. Some projects may also provide scope for you to propose your own ideas and approaches.

Self-Funded PhD Students Only

This project does not have funding attached. You will need to have your own means of paying fees and living costs and / or seek separate funding from student finance, charities or trusts.

Enhancing Video Quality Assessment for 6G Networks: Leveraging Low Latency, High Data Rates, and Massive Connectivity for Improved User Experience

Designing meaningful mixed reality experiences, 1 year - mres project - playable archives: creating engagement with specialist collections through data-driven tools and digital innovation, trust, risk and digital identity for digitally-unsure citizens, designing interactive digital storytelling experiences, the role of digital technologies in shifts towards sustainable behaviours – empowering end user engagement through user-centred design, digital literacy for workers in ageing health workforces, funded phd project (students worldwide).

This project has funding attached, subject to eligibility criteria. Applications for the project are welcome from all suitably qualified candidates, but its funding may be restricted to a limited set of nationalities. You should check the project and department details for more information.

Self-funded PhDs in Health and Social Care: Social Work and Social Care

Self-funded phds in health and social care: nursing and midwifery, self-funded phds in health and social care: allied health professions, turst detection from brain signals in human-ai teaming, ai-based interventions for mental health conditions, user-centred assistance control in physical human-robot collaboration: a predictive model-based approach, funded phd project (uk students only).

This research project has funding attached. It is only available to UK citizens or those who have been resident in the UK for a period of 3 years or more. Some projects, which are funded by charities or by the universities themselves may have more stringent restrictions.

PhD Studentship in Designing AI for Home Wellbeing through Participatory Design

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• Schools & departments

Design PhD, MPhil

Awards: PhD, MPhil

Study modes: Part-time, Full-time

Funding opportunities

Programme website: Design

Introduction to Postgraduate Research

Join us online on 19 June to learn about applying for and studying a research degree at Edinburgh.

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Research profile

Design research is part of a dynamic and supportive environment within a vibrant community of world-class research. Design research integrates practice and theory within a dynamic and supportive environment. It connects across disciplines and research initiatives to support doctoral study within a vibrant community of world-class research. The range of subjects possible is vast and includes but is not limited to:

• Design anthropology
• Design history and theory
• Methodological development
• Design informatics
• Design for healthcare and wellbeing
• Design management
• Craft studies
• Service design
• Design for change (transition and transformation)
• Cultural and heritage studies
• Sustainability and the circular economy
• Design Cultures
• Design and Digital Media

You will also be supported through our practice specialisms (in theory or practice) in:

• Film and television
• Graphic design
• Illustration
• Performance costume
• Product design
• Screen studies (film and animation)
• Silversmithing

Programme structure

You can undertake the Design MPhil or PhD programme either as a practice-based programme of research, or theory based. And it is possible to change between approaches during your programme of study.

The PhD programme comprises three years of full-time (six years part-time) research under the supervision of an expert in your chosen research topic within Design. If you study by theory then the period of research culminates in a supervised thesis of up to a maximum of 100,000 words. For the practice-based approach your research would culminate in a portfolio of artefacts or artworks which would be accompanied by a thesis of up to a maximum of 50,000 words.

The MPhil programme comprises two years of full-time (four years part-time) research under the supervision of an expert in your chosen research topic within Design. If you study by theory then the period of research culminates in a supervised thesis of up to a maximum of 60,000 words. For the practice-based approach your research would culminate in a portfolio of artefacts or artworks which should be accompanied by a thesis of up to a maximum of 20,000 words.

Regular individual meetings with your supervisor provide guidance and focus for the course of research you are undertaking.

You will be encouraged to attend research methods courses at the beginning of your research studies.

And for every year you are enrolled on programme you will be required to complete an annual progression review.

Training and support

All of our research students benefit from Edinburgh College of Art's interdisciplinary approach, and you will be assigned at least two research supervisors.

Your first/ lead supervisor would normally be based in the same subject area as your degree programme. Your second supervisor may be from another discipline within Edinburgh College of Art or elsewhere within the University of Edinburgh, according to the expertise required. On occasion more than two supervisors will be assigned, particularly where the degree brings together multiple disciplines.

Our research culture is supported by seminars and public lecture programmes and discussion groups.

Tutoring opportunities will be advertised to the postgraduate research community, which you can apply for should you wish to gain some teaching experience during your studies. But you are not normally advised to undertake tutoring work in the first year of your research studies, while your main focus should be on establishing the direction of your research.

You are encouraged to attend courses at the Institute for Academic Development ( IAD ), where all staff and students at the University of Edinburgh are supported through a range of training opportunities, including:

• short courses in compiling literature reviews
• writing in a second language
• preparing for your viva

The Scottish Graduate School for Arts and Humanities ( SGSAH ) offers further opportunities for development. You will also be encouraged to refer to the Vitae research development framework as you grow into a professional researcher.

You will have access to study space (some of which are 24-hour access), studios and workshops at Edinburgh College of Art’s campus, as well as University wide resources. There are several bookable spaces for the development of exhibitions, workshops or seminars. And you will have access to well-equipped multimedia laboratories, photography and exhibition facilities, shared recording space, access to recording equipment available through Bookit the equipment loan booking system.

You will have access to high quality library facilities. Within the University of Edinburgh, there are three libraries; the Main Library, the ECA library and the Art and Architecture Library. The Centre for Research Collections which holds the University of Edinburgh’s historic collections is also located in the Main Library.

The Talbot Rice Gallery is a public art gallery of the University of Edinburgh and part of Edinburgh College of Art, which is committed to exploring what the University of Edinburgh can contribute to contemporary art practice today and into the future. You will also have access to the extraordinary range and quality of exhibitions and events associated with a leading college of art situated within a world-class research-intensive University.

St Cecilia’s Hall which is Scotland’s oldest purpose-built concert hall also houses the Music Museum which holds one of the most important historic musical instrument collections anywhere in the world.

In addition to the University’s facilities you will also be able to access wider resources within the City of Edinburgh. Including but not limited to; National Library of Scotland, Scottish Studies Library and Digital Archives, City of Edinburgh Libraries, Historic Environment Scotland and the National Trust for Scotland.

You will also benefit from the University of Edinburgh’s extensive range of student support facilities provided, including student societies, accommodation, wellbeing and support services.

PhD by Distance option

The PhD by Distance is available to suitably qualified applicants in all the same areas as our on-campus programmes.

The PhD by Distance allows students who do not wish to commit to basing themselves in Edinburgh to study for a PhD in an ECA subject area from their home country or city.

There is no expectation that students studying for an ECA PhD by Distance study mode should visit Edinburgh during their period of study. However, short term visits for particular activities could be considered on a case-by-case basis.

• For further information on the PhD by Distance, please see the ECA website

Entry requirements

These entry requirements are for the 2024/25 academic year and requirements for future academic years may differ. Entry requirements for the 2025/26 academic year will be published on 1 Oct 2024.

Normally a UK 2:1 honours degree or its international equivalent. If you do not meet the academic entry requirements, we may still consider your application on the basis of relevant professional experience.

You must also submit a research proposal; see How to Apply section for guidance.

If your research is practice-based a portfolio should also be submitted; see How to Apply section for guidance.

International qualifications

Check whether your international qualifications meet our general entry requirements:

• Entry requirements by country
• English language requirements

Regardless of your nationality or country of residence, you must demonstrate a level of English language competency at a level that will enable you to succeed in your studies.

English language tests

We accept the following English language qualifications at the grades specified:

• IELTS Academic: total 7.0 with at least 6.0 in each component. We do not accept IELTS One Skill Retake to meet our English language requirements.
• TOEFL-iBT (including Home Edition): total 100 with at least 20 in each component. We do not accept TOEFL MyBest Score to meet our English language requirements.
• C1 Advanced ( CAE ) / C2 Proficiency ( CPE ): total 185 with at least 169 in each component.
• Trinity ISE : ISE III with passes in all four components.
• PTE Academic: total 70 with at least 59 in each component.

Your English language qualification must be no more than three and a half years old from the start date of the programme you are applying to study, unless you are using IELTS , TOEFL, Trinity ISE or PTE , in which case it must be no more than two years old.

Degrees taught and assessed in English

We also accept an undergraduate or postgraduate degree that has been taught and assessed in English in a majority English speaking country, as defined by UK Visas and Immigration:

• UKVI list of majority English speaking countries

We also accept a degree that has been taught and assessed in English from a university on our list of approved universities in non-majority English speaking countries (non-MESC).

• Approved universities in non-MESC

If you are not a national of a majority English speaking country, then your degree must be no more than five years old* at the beginning of your programme of study. (*Revised 05 March 2024 to extend degree validity to five years.)

Find out more about our language requirements:

Fees and costs

Tuition fees.

Scholarships and funding

Featured funding.

• Edinburgh College of Art scholarships

UK government postgraduate loans

If you live in the UK, you may be able to apply for a postgraduate loan from one of the UK’s governments.

The type and amount of financial support you are eligible for will depend on:

• your programme
• the duration of your studies
• your tuition fee status

Programmes studied on a part-time intermittent basis are not eligible.

• UK government and other external funding

Other funding opportunities

Search for scholarships and funding opportunities:

• Search for funding

Further information

• Edinburgh College of Art Postgraduate Research Team
• Phone: +44 (0)131 651 5741
• Contact: [email protected]
• Postgraduate Research Director, Design, Dr Craig Martin
• Contact: [email protected]
• Edinburgh College of Art Postgraduate Office Student and Academic Support Service
• The University of Edinburgh
• Evolution House, 78 West Port
• Central Campus
• Programme: Design
• School: Edinburgh College of Art
• College: Arts, Humanities & Social Sciences

Select your programme and preferred start date to begin your application.

PhD Design by Distance - 6 Years (Part-time)

Phd design by distance - 3 years (full-time), phd design - 3 years (full-time), phd design - 6 years (part-time), mphil design - 2 years (full-time), mphil design - 4 years (part-time), application deadlines.

If you are applying for funding or will require a visa then we strongly recommend you apply as early as possible. All applications must be received by the deadlines listed above.

• How to apply

You must submit two references with your application.

One of your references must be an academic reference and preferably from your most recent studies.

You should submit a research proposal that outlines your project's aims, context, process and product/outcome. Read the application guidance before you apply. If you wish to undertake research that involves practice then a portfolio will also be required, full details are listed in the application guidance document.

• Preparing your application - postgraduate research degrees (PDF)

Find out more about the general application process for postgraduate programmes:

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Are there PhD topics for user experience?

What topics in user experience can have areas to do PhD in?

• This is two separate questions. Please focus on just one question for each post. For this one, I would say that you should just ask the first question, because if you search, you will find multiple questions already exist regarding books on UX. –  Charles Boyung Commented Jun 30, 2011 at 1:37

7 Answers 7

Yes. (My Ph.D., for example, relates strongly to UX, although it is in cognitive science / computer science.)

There are a lot of ways to come at UX. Pick one that interests you, and start looking at professors who are doing work in that area. Look at papers they are writing and research they are leading.

Read conference proceedings and figure out who is leading the research behind papers that look interesting. Read CHI and CSCW and HCI and IUI and UPA and UXE. See a name on more than one paper that fascinates you? Send them an email and see whether they're looking for new students.

You're not going to figure out your Ph.D. topic in the first year. So pick professors that seem like they are interested in general areas you can work within, and expect to rattle around a bit.

• 1 HCI is easily one of/the most directly related degrees with common PhD programs (coming from an HCI Bachelor's student) –  Zelda Commented Nov 11, 2011 at 20:56
• While I agree you may not figure out the precise nuts and bolts of your PhD in the first year, I would also argue that you should have a reasonably clear idea of what you want to do before you start, and the OP is far more vague than I would expect a PhD candidate to be. This is from my experience in the UK, other countries may be different. –  Peter Commented Mar 17, 2014 at 14:39
• Experiences definitely differ here. While some came in with the same idea they left with, many of my cohort either had no idea--or had an idea only to discover their PhD ended up wildly different than what they'd originally aimed for. –  Alex Feinman Commented Mar 17, 2014 at 14:43
• @AlexFeinman - When you say they had no idea, do you mean as per the OP 'I want to do a PhD what could I do in this area?'? Genuinely surprised if this was the case! –  Peter Commented Mar 17, 2014 at 14:47

There are many UX topics you can do a PhD in. For a start, look at universities having a graduate program in human computer interaction (or human-machine interaction / human media interaction) and take a look at the types of research they do. Read a couple of scientific papers, and investigate the topics which people are talking about at the scientific conferences.

Some of current UX research is close to psychology (or linguistics, or anthropology, it's quite a broad subject), other topics are more focused on methodology (including statistics) or technology. If you want to to a PhD yourself, choose a topic that you're genuinely interested in and want to spend a few years of your life on.

• I've also heard Human Centered Computing (that's what Georgia Tech calls their PhD program, the Masters is HCI) –  Pam G Commented Nov 12, 2011 at 2:19

I hired a woman who received a PhD in Human Computer Interaction from Cal Berkeley. Im not sure how much of that degree helps her, but she has it nonetheless.

• +1. Yes, human computer interaction + psychology. some think like combination of these two's –  Pir Abdul Commented Jun 30, 2011 at 15:18
• HCI is extremely related to UX! It covers a great deal of the usability, data visualization, interaction design and psychology important in UX. –  Zelda Commented Nov 11, 2011 at 20:55
• Im just going on her word for it. She says it wasnt that applicable to daily work. –  Glen Lipka Commented Nov 13, 2011 at 15:01

I am doing a PhD in HCI - in the area of software use for work environments. I would suggest that you find a university that has a good HCI-type department, and talk to them about the right subject within their and your experience. It is, IMO, more important to find the right place to study and work out a topic within this to look at.

There are different research areas where UX community has strong presence. The most common is Human Computer Interaction. Furthermore, I have experienced that Pervasive Computing and Mobile Computing area are also prone to consider UX-related research.

For example, if you take a look at journals such as IEEE Pervasive Computing , you will find technical articles regarding sensors, and application frameworks but also many articles related to UX design. So you can target one of those communities depending on the specifics of your thesis, and following a UX approach will be a plus.

A good start certanly to look at a conference proceedings (especially CHI, here are this year's proceedings: http://portal.acm.org/citation.cfm?id=1979742&picked=prox&CFID=30641377&CFTOKEN=93259723 and Table of Contents). With this you can get a picture about current goings on the field.

You can also search for HCI educational programs and look for resarch topics there. A great resource for this is the HCI Bibliography website's Education section: http://hcibib.org/education/ .

Finally you can ask fellow PhD students about their programs and topic. I attend a Computer Science PhD school and my research topic is usability and processes.

People come to the ux from a lots of fields, engineering, programmings, designing etc, To understand people before designing. how people read, write, mental process. You should look at Psychology of User experiences and UX/HCI.

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PhD in Design

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College of Professional Studies

Learning experience design and technology.

Our Graduate Certificate in Learning Experience Design and Technology  (LXDT) teaches you today’s in-demand learning design skills through meaningful, learner-centered experiences and flexible, customizable coursework.

Today’s learning designers are facing unique and rapidly evolving challenges. They must create environments that combine in-person, online, and mobile learning while taking advantage of our media-rich, digital, networked world. For your educational design career to grow and thrive, you need to stay on top of not only today’s trends but also tomorrow’s advances.

Northeastern’s Graduate Certificate Learning Experience Design and Technology provides an experience-based curriculum designed for the challenges facing today’s learning designers, educators, trainers, and instructional technologists in higher education, pre-K-12, government, corporate, and nonprofit organizations. You’ll strengthen your design and instructional thinking to create educational experiences that meet today’s demands and expectations.

You’ll receive both foundational and advanced design-related coursework taught by industry experts. And you’ll be able to hone your classwork through real-world, skill-building opportunities to expand your expertise and network.

Plus, your certificate can stack into the Master of Professional Studies in Learning Experience Design and Technology program for those who aren’t ready for a full master’s program.

The evolving field of learning design requires that the LXDT programs remain agile and open to changes in professional practice, design methodologies, technology, and other emerging innovations in the field. LXD Skill Building Labs (SBL) are shorter intensive courses that provide students with opportunities to focus deeply on a key skill or knowledge base to support professional goals and enhance employability. SBLs are experiential in nature, including specific design challenges for learners to resolve using newly-honed skills, while also earning both elective credit and a skills-based badge upon completion. Examples of SBLs include Design Thinking, Design Blueprinting, Universal Design, Designing with Articulate 360: Rise/Storyline, Designing for Diversity, Equity, and Inclusion, Backward Design, and Gamification. 

More Details

Unique features.

• Gain real-world experience before you graduate through experiential learning opportunities, including design studio electives and professional internships.
• Earn a specific skills badge in every design-related course.
• Learn from industry professionals who provide practical and meaningful experiences.
• Receive flexible, personalized, and agile learning opportunities needed to succeed in today’s educational environment.
• Benefit from innovative course designs and formats, including badge-earning opportunities, skill-building labs, and open elective options.

Career Outlook

Educators with the skills and experience to tackle today’s educational design challenges are finding themselves in demand across the industry:

• Employment for training and development specialists is projected to grow 9% between 2019 and 2029—much faster than the average rate. (U.S. Bureau of Labor Statistics)
• It’s projected that 37,300 job openings will be available for training and development specialists between 2019 and 2029. (O*NET Online)

Accreditation

The Learning Experience Design and Technology graduate certificate program falls under the accreditation umbrella of the New England Commission of Higher Education (NECHE). Therefore, the program will adhere to the NECHE guidelines and requirements necessary to maintain good standing. ( https://cihe.neasc.org )

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Elizabeth mahler, associate teaching professor and lead faculty, lxdt programs, jacquelyn bertman, assistant director of operations, higher education, elissa c. cadillic, training coordinator, boston public library, looking for something different.

A graduate degree or certificate from Northeastern—a top-ranked university—can accelerate your career through rigorous academic coursework and hands-on professional experience in the area of your interest. Apply now—and take your career to the next level.

Program Costs

Finance Your Education We offer a variety of resources, including scholarships and assistantships.

How to Apply Learn more about the application process and requirements.

Requirements

• Online application 
• Statement of purpose (500–1000 words): identifies your educational goals and expectations of the program; please be aware that the university's academic policy on plagiarism applies to your statement of purpose
• Professional resumé
• The Foreign Credential Evaluation (FCE) is a required assessment of all transcripts and documents from non-U.S. accredited post-secondary education institutions. (Review the FCE requirements by country.)
• Official associate or bachelor's degree transcript from an accredited college or university in the U.S, stating degree conferral and date
• TOEFL, IELTS, PTE, Duolingo, or NU Global Exam scores

Are You an International Student? Find out what additional documents are required to apply.

Admissions Details Learn more about the College of Professional Studies admissions process, policies, and required materials.

Admissions Dates

Our admissions process operates on a rolling basis; however, we do recommend the application guidelines below to ensure you can begin during your desired start term:

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*International deadlines are only applicable if the program is F1 compliant.

Industry-aligned courses for in-demand careers.

For 100+ years, we’ve designed our programs with one thing in mind—your success. Explore the current program requirements and course descriptions, all designed to meet today’s industry needs and must-have skills.

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Northeastern's signature experience-powered learning model has been at the heart of the university for more than a century. It combines world-class academics with professional practice, allowing you to acquire relevant, real-world skills you can immediately put into action in your current workplace. This makes a Northeastern education a dynamic, transformative experience, giving you countless opportunities to grow as a professional and person.

Learn About Getting Real World Experience

Our Faculty

Northeastern University faculty represents a broad cross-section of professional practices and fields, including finance, education, biomedical science, management, and the U.S. military. They serve as mentors and advisors and collaborate alongside you to solve the most pressing global challenges facing established and emerging markets.

Within the Learning Experience Design and Technology program, our faculty's expertise varies from instructional design to grant development and management to staff development.

Elizabeth Mahler, EdD

By enrolling in Northeastern, you’ll be connected to students at our 13 campuses, as well as 300,000-plus alumni and more than 3,500 employer partners around the world. Our global university system provides you with unique opportunities to think locally and act globally and serves as a platform for scaling ideas, talent, and solutions.

Below is a look at where our Education & Learning alumni work, the positions they hold, and the skills they bring to their organization.

Where They Work

• Boston Public Library
• Thomas Edison State University
• Middle School
• Large Retail Corporation
• Massachusetts General Hospital
• Real Estate Company
• Employee Union

What They Do

• Training Coordinator
• Instructional Designer
• Regional Training Manager
• Training Specialist
• Director of Education & Events

What They're Skilled At

• Library Science
• Design & Quality Assurance
• Special Education & Technology
• Hispanic Language & Culture
• Continuing Education

Learn more about Northeastern Alumni on  Linkedin .

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Purdue Polytechnic Institute

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UX Design Major

A major in the Computer Graphics Technology Program in the Department of Computer Graphics Technology

If you are looking for our graduate degree offerings, check out the MS concentration in UX Design

What is UX design?

User Experience (UX) design is an approach to creating products, systems, and services that are effective and enjoyable to use. By placing the user at the center of the design process, we ensure that technologies are easy to learn and use, are fun and enjoyable, and help users to achieve their goals.

What kinds of experiences can you create as a UX designer?

Websites, mobile apps, desktop applications, kiosks, vehicle dashboards, smartwatches, educational tools, productivity applications, visual interfaces, and more.

What exactly will I get to do as a UX designer?

There are several common processes that you will use to design experiences in a human-centered way, ensuring that solutions are not only technically functional, but also meet the needs and desires of users:

• User Research —get to know users and their needs by conducting observations and interviews
• Problem Framing —use insights from user research to ensure the right problem is addressed, and identify ways we can frame the problem in innovative ways
• Prototyping —brainstorm, sketch, and create low and high fidelity physical and digital prototypes
• Evaluation —conduct usability tests and other types of evaluations to understand how users think about technological solutions, and to identify and correct any issues that prevent users from having great experiences 

What kind of jobs do people with these skills get?

Job titles include: UX designer, UX researcher, product designer, interaction designer, user experience architect, information designer, user interface designer, UX developer, and user researcher.

Are these skills in demand on the job market?

UX skills are in high demand, ranking in several lists of top high-paying careers. Starting salaries in UX design are about $69,000, according to a  report by the Nielsen Norman Group , and average salaries are about $83,000 according to glassdoor.com . Try searching job sites for some of the titles listed above to see for yourself what the current job-market demand is like.

What is the student experience like in the UX design major?

Most courses are taught in studio environments, where students are actively engaged in working on projects and learning concepts and skills that have tangible application. The UX major is structured around two types of studios: Learning Studios and Experience Studios. In Learning Studios, students learn—hands-on—how to conduct user research, frame problems, and create and evaluate prototypes. In Experience Studios, students apply the skills they learned in the Learning Studios to work on projects for industry clients. By the time they graduate, UX students will have 3.5 years of experience working on real client projects.

Great! Where can I learn more about Purdue's UX degree?

Follow Purdue_UX on Twitter or Purdue_UX on Twitter  or Instagram , connect with the CGT department on Facebook . Feel free to contact us anytime!

What can I do?

Where can i go.

The Computer Graphics Technology program  is accredited by the Engineering Technology Accreditation Commission of ABET, https://www.abet.org , under the commission’s General Criteria with no applicable program criteria.

The Computer Graphics Technology program is accredited by the Computing Accreditation Commission of ABET, https://www.abet.org , under the commission’s General Criteria with no applicable program criteria.

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What to expect in this major

Core courses.

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The Polytechnic learning environment

Our learning experience is designed to produce graduates who not only have deep knowledge, applied skills, and experiences in their chosen discipline, but also problem solving, critical thinking, communications, and leadership skills sought by industries and communities.

About the school/department

The Department of Computer Graphics Technology touches all aspects of computer graphics, from animation to scientific visualization, and from user experience to game studies. Research projects on these topics push the boundaries of how the medium can be used, while the variety of degree options prepares students to be practitioners and managers in an array of computer graphics-related careers.

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Prospective students can reach out to [email protected] to request an appointment to speak with a Department of Computer Graphics Technology advisor or student services professional.

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Current students can schedule an appointment to meet with academic advisors in person or virtually via BoilerConnect .

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Uc berkeley’s development engineering programs.

Development Engineering at Berkeley (DevEng) is an interdisciplinary graduate program that trains the next generation of social change-driven engineers to solve challenges in underserved communities across the globe.

WHAT IS DEVELOPMENT ENGINEERING

Development Engineering as a field merges technology and social impact. It engages with communities to develop scalable and innovative solutions that solve complex challenges globally and locally. Development Engineering differs from traditional engineering by:

• combining social sciences with technical training
• focusing on social impact: designing for sustainability and practicality first
• underscoring the value of failure as a key step in the engineering process
• fostering a deep understanding of the context and culture in which engineers are working
• emphasizing human-centered design and collaboration with the end user communities

Development Engineering Programs

Currently, students may pursue: 

Professional Master of Development Engineering

Designated emphasis in development engineering (phd), other programs.

Other programs that support the students: 

Digital Transformation of Development Fellows Program (DToD)

Professional Pathways

The development sector needs engineers with both strong technical skills and the interdisciplinary background necessary to understand complex local contexts. The engineering world needs a stronger understanding of how to learn from and work in partnership with underserved communities to catalyze change. Many innovative solutions that aim to address the needs of marginalized populations never realize their potential or reach those who would benefit from them most.

Previous Development Engineering Career Pathways include: 

• Program Manager, Energy Storage Systems
• Climate Tech Program Manager
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• Electrical Design Engineer
• Senior Mechanical Design Engineer
• Technology Architect
• Innovative Health Finance Manager
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CBD 2024: In-person Interactive Workshop, The Power of the Pause with Tia Rich, PhD

• Contemplation by Design

Saturday, October 26, 2024 8:30am to 9:30am PT

Lathrop Library, 282 518 Memorial Way, Stanford, CA 94305 View map

This event is open to: General Public Everyone

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Event Details:

“The Power of the Pause” Illuminates the Light Within and Promotes Health and Well-being for Individuals, Communities, and the Planet

Experience how contemplative practices strengthen our capacity to effectively engage in the complex work of creating health and well-being for all individuals, communities, countries, and the planet. 

“ iPause to Thrive, Create, and Serve” describes lives that integrate Contemplation by Design ®.

This interactive workshop provides opportunities to:  - Cultivate your understanding of evidence-based contemplative lifestyle skills that develop wise compassionate competence and sustain moral courage to meet the needs of the moment.  

- Develop a lifestyle that includes contemplative practices (e.g., loving-kindness cultivation, moral engagement, breath-based movement, mindfulness meditation, compassionate communication, and transformative service). 

- Develop a Personal Action Plan for greater equanimity, insight, empathy, kindness, and wise action.  

- Become more fully equipped to address the societal challenges and meaningful causes to which you are dedicated.

Scholars have pointed to the role of American colleges and universities as embodied places of societal values and aspirations, reflecting both academic traditions and heritages alongside social and scientific change and innovation. Campus communities can engender positive outcomes including skills for inter- and intra-personal relationships, moral courage, and civic engagement. Collectively, these outcomes can contribute to individual, community and planetary health and well-being, and to thriving functional democracies.

Tia Rich, PhD, MA, MSW , is the founder and director of the Stanford School of Medicine’s Contemplation by Design® program. As the principal lecturer for the School of Medicine’s Applied Contemplative Science concentration in Community Health and Prevention Research, Rich teaches and mentors Stanford undergraduate and graduate students. Academic classes she teaches include: Contemplative Science , Applying Contemplative Practices , Contemplative Competence for Sustainability of Public and Planetary Health and Well-being , Contemplative Movement , and Translating Contemplative Science into Timely Community Programming . She also teaches co-curricular classes through the Stanford Healthy Living program, including the "The Power of the Pause" contemplative retreat for faculty, staff, students, and community members. She has been integrating contemplative science and practices into Stanford academic classes and professional development programs since her completion of graduate studies in Social Welfare at UC Berkeley, and in Education at Stanford, after earning her undergraduate degree in Human Biology at Stanford.

This workshop is offered twice, first at 8:30am and again at 10:00am. Choose to particiapte in the workshop offered at the time most conveneint for you.

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Home » Academics » Fashion (MFA)

Fashion (MFA)

• School Home
• Introduction
• Fashion Shows
• Student Work

Graduate programs in the School of Fashion refine and focus your individual artistic vision with degree options in Fashion, Knitwear Design, Textile Design, Costume Design, Footwear & Accessory Design, Fashion Product Development, Fashion Merchandising & Management, and Fashion Marketing & Brand Management. Studio courses hone your knowledge of industry standards, combining design excellence with the mastery of the latest digital tools. Graduate candidates are guided through Directed Study which culminates in the production of a final collection, portfolio, or project.

Master of Fine Arts (MFA) Degree

Available Online

Major Classes

You will study alongside students from different disciplines to explore various approaches to design and illustration.

Build a foundation in 3D design and garment development. You will be introduced to pattern shape manipulation and learn core principles of pattern drafting and garment construction to meet commercial fashion standards.

You will build up your core design knowledge, gain an increased awareness of market place relevance, and increase your technical abilities.

Master the art of tailoring. You will draft and construct tailored garments to meet industry standards using advanced pattern making, construction, and sewing techniques. Get professional instruction on handling fashion fabrics and using industrial sewing equipment.

Take your design skills to the next level. You will collaborate on a project to expand your knowledge of target markets, apply sustainable practice in your design process, and develop a body of work that represents your ideal future in the fashion industry and showcases your design philosophy and strengths.

Put your knowledge to work. Learn to make raglan-style garments and use your newfound skills to create a customized raglan trench coat. You will also work with your peers to produce a group collection using looks from your design class.

You will consult with your tutors to select a project that will increase your knowledge in a specific area.

Consult with your tutors and choose projects that prepare patterns for the Final Project.

Use Adobe software to create technical flats and garment presentations in a digital format. (This course is cross-listed with FSH 266.)

Explore and prepare for your career in fashion. You will develop professional personal branding, job search materials, digital and physical portfolios, and prepare for job interviews.

FOR YOUR INDIVIDUALIZED ENROLLMENT PLAN, CONTACT YOUR ADVISOR

Unit requirements.

Degree Requirements

MFA FASHION DEGREE REQUIREMENTS

• Successful completion of Final Thesis Project.
• Minimum grade of C in all required 63 units.
• Minimum 2.0 cumulative GPA and the following Academic Study requirements: 1 Art Historical Awareness & Aesthetic Sensitivity course 1 Cross Cultural Understanding course

Additional Information

• Graduate Liberal Arts

Program Learning Outcomes

Graduate students will meet the following student performance criteria:

MFA Thesis Project

• Present an original thesis concept worthy of the MFA degree
• Demonstrate the feasibility of their thesis project

Specialty Skills: Design

• Design Thesis: Create a body of work that will be built into a portfolio, representing an advanced level of achievement and targeted to a specific market segment
• Conduct research to develop their creative concept and build a visual story
• Demonstrate good understanding of their market
• Communicate their design ideas 2-dimensionally using traditional and/or digital media
• Create advanced flat technical specification drawings by hand and by computer
• Design collections demonstrating a sophisticated understanding of fashion design and advanced technical skills

Specialty Skills: 3-Dimensional Design/Technical Design/CDFP

• Thesis: Create a body of work that will be built into a portfolio, representing an advanced level of achievement and targeted to a specific market segment
• Apply advanced 3D design techniques to create clothing to a professional standard

Collaborative Skills

• Collaborate effectively to produce creative projects

Professional Practices

• Create a relevant and original portfolio and collateral materials which can be used to market themselves to the industry

Academy of Art University Learning Outcomes Graduates of the Academy of Art University will demonstrate the ability to:

• Produce a body of work suitable for seeking professional opportunities in their chosen field of art and design.
• Solve creative problems within their field of art and design, including research and synthesis of technical, aesthetic, and conceptual knowledge.
• Communicate their ideas professionally and connect with their intended audience using visual, oral, and written presentation skills relevant to their field.
• Execute technical, aesthetic, and conceptual decisions based on an understanding of art and design principles.
• Evaluate work in their field, including their own work, using professional terminology.
• Recognize the influence of major cultural and aesthetic trends, both historical and contemporary, on art and design products.
• Learn the professional skills and behaviors necessary to compete in the global marketplace for art and design.
• Engage with a variety of communities beyond the classroom through internship opportunities, study abroad programs, athletics, student interest clubs as well as collaborative, civic and pro bono projects.

*Semester plans are subject to change at any time. Semester breakdowns displayed are suggested and additional options are available to help customize your educational experience. Speak to an admissions or student services representative for more information. Please see our catalog for more details at: https://catalog.academyart.edu

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Admission Steps

Higher education - phd, admission requirements.

Terms and Deadlines

Degree and GPA Requirements

Additional Standards for Non-Native English Speakers

Additional standards for international applicants.

For the 2025-2026 academic year

See 2024-2025 requirements instead

Fall 2025 quarter (beginning in September)

Priority deadline: December 2, 2024

Final submission deadline: June 16, 2025

International submission deadline: May 5, 2025

Priority deadline: Applications will be considered after the Priority deadline provided space is available.

Final submission deadline: Applicants cannot submit applications after the final submission deadline.

Degrees and GPA Requirements

Bachelors degree: All graduate applicants must hold an earned baccalaureate from a regionally accredited college or university or the recognized equivalent from an international institution.

Masters degree: This program requires a masters degree as well as the baccalaureate.

University GPA requirement: The minimum grade point average for admission consideration for graduate study at the University of Denver must meet one of the following criteria:

A cumulative 2.5 on a 4.0 scale for the baccalaureate degree.

A cumulative 2.5 on a 4.0 scale for the last 60 semester credits or 90 quarter credits (approximately two years of work) for the baccalaureate degree.

An earned master’s degree or higher from a regionally accredited institution or the recognized equivalent from an international institution supersedes the minimum GPA requirement for the baccalaureate.

A cumulative GPA of 3.0 on a 4.0 scale for all graduate coursework completed for applicants who have not earned a master’s degree or higher.

Official scores from the Test of English as a Foreign Language (TOEFL), International English Language Testing System (IELTS), C1 Advanced or Duolingo English Test are required of all graduate applicants, regardless of citizenship status, whose native language is not English or who have been educated in countries where English is not the native language. Your TOEFL/IELTS/C1 Advanced/Duolingo English Test scores are valid for two years from the test date.

The minimum TOEFL/IELTS/C1 Advanced/Duolingo English Test score requirements for this degree program are:

Minimum TOEFL Score (Internet-based test): 80

Minimum IELTS Score: 6.5

Minimum C1 Advanced Score: 176

Minimum Duolingo English Test Score: 115

Additional Information:

Read the English Language Proficiency policy for more details.

Read the Required Tests for GTA Eligibility policy for more details.

Per Student & Exchange Visitor Program (SEVP) regulation, international applicants must meet all standards for admission before an I-20 or DS-2019 is issued, [per U.S. Federal Register: 8 CFR § 214.3(k)] or is academically eligible for admission and is admitted [per 22 C.F.R. §62]. Read the Additional Standards For International Applicants policy for more details.

Application Materials

Transcripts, letters of recommendation.

Required Essays and Statements

Other Required Materials

We require a scanned copy of your transcripts from every college or university you have attended. Scanned copies must be clearly legible and sized to print on standard 8½-by-11-inch paper. Transcripts that do not show degrees awarded must also be accompanied by a scanned copy of the diploma or degree certificate. If your academic transcripts were issued in a language other than English, both the original documents and certified English translations are required.

Transcripts and proof of degree documents for postsecondary degrees earned from institutions outside of the United States will be released to a third-party international credential evaluator to assess U.S. education system equivalencies. Beginning July 2023, a non-refundable fee for this service will be required before the application is processed.

Upon admission to the University of Denver, official transcripts will be required from each institution attended.

Three (3) letters of recommendation are required.  Letters should be submitted by recommenders through the online application.

Essays and Statements

Personal statement instructions.

The Higher Education Department understands equity, diversity, and social justice as essential and fundamental concerns in the study, practice, and leadership of post-secondary education.  Please provide a personal statement of academic and professional goals (1-2 pages, double-spaced).  Include in your statement: (1) Research interests and professional objectives in the study of higher education. (2) Any personal, educational, and employment experiences that have shaped your research and professional interests in the study of higher education. (3) Expectations for how the PhD in Higher Education at the University of Denver specifically will support your research interests and professional objectives.  Note: if there is a specific faculty member with whom you would like to work, based on your research interests, please mention and discuss in this statement.

Diversity Statement Instructions

Please provide a statement of equity, diversity, and social justice (1-2 pages, double-spaced). Include in your statement: (1) Your thoughts on the roles and opportunities for equity, diversity, and social justice in postsecondary institutions and/or higher education policy. (2) Any personal, academic, and/or professional experiences that have shaped your understanding and commitment to equity, diversity, and social justice in higher education.

Résumé Instructions

The résumé (or C.V.) should include work experience, research, and/or volunteer work.

Additional requirements for this program:

Virtual interview may be required.

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Online Application

Financial Aid Information

Start your application.

Your submitted materials will be reviewed once all materials and application fees have been received.

Our program can only consider your application for admission if our Office of Graduate Education has received all your online materials and supplemental materials by our application deadline.

Application Fee: $65.00 Application Fee

International Degree Evaluation Fee: $50.00 Evaluation Fee for degrees (bachelor's or higher) earned from institutions outside the United States.

Applicants should complete their Free Application for Federal Student Aid (FAFSA) by February 15. Visit the Office of Financial Aid for additional information.

MaP+S Group

Material processes and systems @ harvard gsd, open research position: data science / machine learning for design.

Location: Cambridge MA (remote option is possible but must have a US work visa/authorization) Position Type: Part-time, Temporary Compensation: part-time 10 – 20 hours/week, hourly rate dependent on experience. Duration: Fall 2024 Job Description: We are seeking a highly motivated and talented graduate student with expertise in Data Science and Machine Learning to join our research team for a short-term research project. The primary focus of this position is to develop predictive models that can forecast preferences and ratings based on image data, in the context of an on-going design study on the aesthetic perception of wall and floor tiles. This role will provide an excellent opportunity to apply advanced machine learning techniques to a practical problem while contributing to cutting-edge research. This work is part of the Laboratory of Design Technologies and the Material Processes and Systems Group at the Harvard Graduate School of Design. Key Responsibilities: • Model Development: Design and implement machine learning models to predict user preferences and ratings from image data. • Data Processing: Clean, preprocess, and augment mid-size datasets of images to prepare them for model training and evaluation. • Model Training and Evaluation: Train, validate, and tune models to ensure high accuracy and robustness. Conduct performance evaluations using appropriate metrics. • Research Documentation: Document methodologies, experiments, and results in a clear and concise manner for both internal use and potential publication. • Collaboration: Work closely with interdisciplinary team members including designers, architects, industry experts, and supervisors to refine models and achieve research goals. • Literature Review: Stay updated with recent advancements and trends in machine learning and related fields to incorporate best practices into the project. Required Qualifications: • Education: Currently enrolled in, or recent graduate of a graduate program (Master’s or Ph.D.) in Data Science, Computer Science, Machine Learning, or a closely related field. • Technical Skills: o Proficiency in machine learning frameworks such as TensorFlow, PyTorch, or Keras. o Strong programming skills in Python. • Analytical Skills: Strong understanding of statistical and machine learning algorithms, including supervised and unsupervised techniques. • Research Experience: Proven experience in conducting research projects, with a strong emphasis on machine learning or data science. • Problem-Solving: Strong analytical and problem-solving skills with the ability to work independently and in a team environment.

Preferred Qualifications: • Experience with deep learning frameworks (e.g., TensorFlow, PyTorch). • Experience with computer vision techniques and libraries such as OpenCV, scikit-image, or similar. • Publications or significant coursework in machine learning, computer vision, or related areas. • Familiarity with data visualization tools and techniques. Application Process: Interested candidates should submit the following documents: 1. Resume/CV: Detailing relevant educational background and research experience. 2. Statement: Explaining your interest in the position and highlighting any specific expertise that aligns with the job description. Max. 250 words. 3. References: Contact information for at least one academic or professional reference. Please send your application materials to [email protected] by September 15th 2024.

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School of Electrical and Computer Engineering

College of engineering, collaborative graduate training in computational neural engineering expands.

Funding for the Georgia Tech and Emory University training program in computational neural engineering was recently renewed and increased by the National Institutes of Health, expanding opportunities for students and scholars.

Since it began in 2019, Georgia Tech and Emory University’s Computational Neural-Engineering Training Program has funded and trained doctoral students at the intersection of neuroscience, engineering, computation, and clinical experience.  

“We saw that there was a new kind of neuroscience that was happening, to both understand the mysteries of the brain and nervous system and to treat related diseases and disorders,” says Garrett Stanley , program co-director, professor, and McCamish Foundation Distinguished Chair in the Walter H. Coulter Department of Biomedical Engineering (BME). “The program was created to fill this gap in training, and to provide a community for like-minded scientists and engineers across these disciplines.” 

Combined with support from Georgia Tech and Emory, that community is set to grow with recently renewed and increased funding from the National Institutes of Health (NIH). 

“We’re excited to expand the number of students funded and continue to grow our programs,” says Lena Ting , program co-director, professor, and McCamish Foundation Distinguished Chair in BME. “With this funding, we’ll continue to attract the best and brightest students.” 

Expanding Access  

Through courses, research, professional development, and community outreach, the two-year program provides unprecedented training and community for doctoral students in BME, electrical and computational engineering, neuroscience, machine learning, and beyond.

“Our program is unique in that it combines computation — both how the brain computes and how we can use computational tools to better understand the brain — and engineering of technologies for interfacing with the brain and nervous system,” says Stanley, who also co-directs the Neural Engineering Center with Ting. 

Students are also exposed to neurology, rehabilitation, and other related fields through clinical course requirements. 

“We teach our students alongside physical therapy and occupational therapy students to solve clinically relevant problems,” explains Ting, who teaches several of the courses. “We think early exposure to such clinical problems can accelerate the translation of basic research to the clinic.”  

Originally slated to last five years, funding for the program comes from the T32 program of institutional training grants by the NIH and the National Institute of Biomedical Imaging and Bioengineering. Michael Borich , associate professor in the Emory University School of Medicine, and Chris Rozell , professor and Julian T. Hightower Chair in Georgia Tech’s School of Electrical and Computer Engineering , also serve as directors of the program. 

“The NIH T32 funding mechanism is great because it enables universities to create training programs that span different traditional disciplines,” says Stanley. Without the need to create entirely new academic units, training programs like these provide funding for students conducting interdisciplinary research. Since the funding isn’t tied to a specific research group, it also gives students the flexibility to rotate through multiple labs to find the best fit. “In other words, it’s a game changer.” 

With NIH funding renewed and expanded by 50%, the program will now have the capacity to fund more trainees. 

“I love to see the program grow so more of our students and faculty can benefit,” said Ting. “Thanks to generous funding from Georgia Tech, we will also be able to support international students now, something we couldn’t do in the past.” 

In addition to support from the NIH, Emory University School of Medicine , and the joint Georgia Tech-Emory BME Department, the program is further bolstered by support from Georgia Tech’s College of Engineering and the Office of the Executive Vice President for Research . 

“While the NIH funding enables us to support the salary and tuition for students,” said Stanley, “local support from Georgia Tech and Emory enables us to not only manage the growing program and provide reporting back to the NIH, but also to provide student-initiated training workshops in emerging technical areas, career development activities, training in neuroethics, and social events that help to bring the community together.” 

The community, he said, is the “most exciting and significant part of this. The network of talented people brought together through this program will be valuable and influential for years to come.” 

Audra Davidson Communications Manager Neuro Next Initiative

[email protected]

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