university of wisconsin statistics phd

Professor of Statistics

Department of Statistics and Department of Entomology , University of Wisconsin-Madison .

Campus mail: Department of Statistics, University of Wisconsin-Madison, 1300 University Avenue, Madison, WI 53706 USA.

E-mail: jzhu at stat.wisc.edu

STAT Office: 1220A MSC / Phone: 608-262-3720

ENTO Office: 437A Russell / Phone: 608-890-3916

• PhD, Statistics , Iowa State University , 2000

Areas of Interest

• Environmental statistics
• Spatial statistics
• Spatio-temporal statistics
• Applications in agricultural, biological, ecological, environmental, and social sciences

Research and Teaching

• Graduate Studies

Ph.D. Program

The PhD program prepares students for research careers in theory and application of probability and statistics in academic and non-academic (e.g., industry, government) settings.  Students might elect to pursue either the general Statistics track of the program (the default), or one of the four specialized tracks that take advantage of UW’s interdisciplinary environment: Statistical Genetics (StatGen), Statistics in the Social Sciences (CSSS), Machine Learning and Big Data (MLBD), and Advanced Data Science (ADS). 

Admission Requirements

For application requirements and procedures, please see the graduate programs applications page .

Recommended Preparation

The Department of Statistics at the University of Washington is committed to providing a world-class education in statistics. As such, having some mathematical background is necessary to complete our core courses. This background includes linear algebra at the level of UW’s MATH 318 or 340, advanced calculus at the level of MATH 327 and 328, and introductory probability at the level of MATH 394 and 395. Real analysis at the level of UW’s MATH 424, 425, and 426 is also helpful, though not required. Descriptions of these courses can be found in the UW Course Catalog . We also recognize that some exceptional candidates will lack the needed mathematical background but succeed in our program. Admission for such applicants will involve a collaborative curriculum design process with the Graduate Program Coordinator to allow them to make up the necessary courses. 

While not a requirement, prior background in computing and data analysis is advantageous for admission to our program. In particular, programming experience at the level of UW’s CSE 142 is expected.  Additionally, our coursework assumes familiarity with a high-level programming language such as R or Python. 

Graduation Requirements 

This is a summary of the department-specific graduation requirements. For additional details on the department-specific requirements, please consult the  Ph.D. Student Handbook .  For previous versions of the Handbook, please contact the Graduate Student Advisor .  In addition, please see also the University-wide requirements at  Instructions, Policies & Procedures for Graduate Students  and  UW Doctoral Degrees .  

General Statistics Track

• Core courses: Advanced statistical theory (STAT 581, STAT 582 and STAT 583), statistical methodology (STAT 570 and STAT 571), statistical computing (STAT 534), and measure theory (either STAT 559 or MATH 574-575-576).  
• Elective courses: A minimum of four approved 500-level classes that form a coherent set, as approved in writing by the Graduate Program Coordinator.  A list of elective courses that have already been pre-approved or pre-denied can be found here .
• M.S. Theory Exam: The syllabus of the exam is available here .
• Research Prelim Exam. Requires enrollment in STAT 572. 
• Consulting.  Requires enrollment in STAT 599. 
• Applied Data Analysis Project.  Requires enrollment in 3 credits of STAT 597. 
• Statistics seminar participation: Students must attend the Statistics Department seminar and enroll in STAT 590 for at least 8 quarters. 
• Teaching requirement: All Ph.D. students must satisfactorily serve as a Teaching Assistant for at least one quarter. 
• General Exam. 
• Dissertation Credits.  A minimum of 27 credits of STAT 800, spread over at least three quarters. 
• Passage of the Dissertation Defense. 

Statistical Genetics (StatGen) Track

Students pursuing the Statistical Genetics (StatGen) Ph.D. track are required to take BIOST/STAT 550 and BIOST/STAT 551, GENOME 562 and GENOME 540 or GENOME 541. These courses may be counted as the four required Ph.D.-level electives. Additionally, students are expected to participate in the Statistical Genetics Seminar (BIOST581) in addition to participating in the statistics seminar (STAT 590). Finally, students in the Statistics Statistical Genetics Ph.D. pathway may take STAT 516-517 instead of STAT 570-571 for their Statistical Methodology core requirement. This is a transcriptable program option, i.e., the fact that the student completed the requirements will be noted in their transcript.

Statistics in the Social Sciences (CSSS) Track

Students in the Statistics in the Social Sciences (CSSS) Ph.D. track  are required to take four numerically graded 500-level courses, including at least two CSSS courses or STAT courses cross-listed with CSSS, and at most two discipline-specific social science courses that together form a coherent program of study. Additionally, students must complete at least three quarters of participation (one credit per quarter) in the CS&SS seminar (CSSS 590). This is not a transcriptable option, i.e., the fact that the student completed the requirements will not be noted in their transcript.

Machine Learning and Big Data Track

Students in the Machine Learning and Big Data (MLBD) Ph.D. track are required to take the following courses: one foundational machine learning course (STAT 535), one advanced machine learning course (either STAT 538 or STAT 548 / CSE 547), one breadth course (either on databases, CSE 544, or data visualization, CSE 512), and one additional elective course (STAT 538, STAT 548, CSE 515, CSE 512, CSE 544 or EE 578). At most two of these four courses may be counted as part of the four required PhD-level electives. Students pursuing this track are not required to take STAT 583 and can use STAT 571 to satisfy the Applied Data Analysis Project requirement. This is not a transcriptable option, i.e., the fact that the student completed the requirements will not be noted in their transcript. 

Advanced Data Science (ADS) Track

Students in the Advanced Data Science (ADS) Ph.D. track are required to take the same coursework as students in the Machine Learning and Big Data track. They are also not required to take STAT 583 and can use STAT 571 to satisfy the Applied Data Analysis Project requirement. The only difference in terms of requirements between the MLBD and the ADS tracks is that students in the ADS track must also register for at least 4 quarters of the weekly eScience Community Seminar (CHEM E 599). Also, unlike the MLBD track, the ADS is a transcriptable program option, i.e., the fact that the student completed the requirements will be noted in their transcript. 

UW-Madison Philosophy Grad Program Statistics

Prospective students may be interested in statistics on our grad program. The following data is updated each year.

UW-Madison Philosophy Program Profile  (compiled by the Graduate School)

UW-MADISON PHILOSOPHY PROGRAM ATTRITION RATES (COMPILED BY THE DEPARTMENT)

Dynamic title for modals, are you sure.

• Departments /
• Biostatistics /

PhD and MA Programs in Biostatistics at the Medical College of Wisconsin

If you are intrigued by the power that statistics and information delivers to the world of healthcare, we encourage you to explore the MCW PhD and MA programs in Biostatistics. 

PhD Program in Biostatistics

Our Biostatistics PhD program is a highly collaborative unit that is integral in the design of numerous research projects within MCW and its affiliates, which include the MCW Cancer Center, the Center for International Blood and Marrow Transplant Research (CIBMTR) and the Center for Advancing Population Science (CAPS). In this program you will receive in-depth training on the use of state-of-the-art software and consulting opportunities. Additionally, you will benefit from an expansive network of faculty, both during your tenure and as you seek a career upon completing your course of study.

Learn More About the PhD Program

MA Program in Biostatistics and Data Science

Our MA program in Biostatistics and Data Science combines traditional academic training and practical experience. Contemporary curriculum focuses on developing a broad range of skills in biostatistics, programming and data analytics. Our students benefit from continuous involvement in statistical consulting and collaborative work at MCW. Intense training in Biostatistics and Data Science will provide you with knowledge applicable in a variety of fields ranging from industry to academia. The 31-credit program can be completed in 18 months.

Learn More About the MA Program

Follow the Biostatistics YouTube Channel

Visit the Biostats youtube channel

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• Statistics: Statistics and Data Science, M.S.

This is a named option (formally documented sub-major) professional program in the Statistics M.S . Data science is the study of extracting knowledge from data. Our MS Statistics: Statistics and Data Science option combines a background in statistical theory, methods and practice related to data science with communication skills to train a new generation of leaders who will use data effectively for planning and decision making.

Data science concepts enable students to translate vague questions about complex data into pragmatic analysis steps using statistical thinking. We build from basic methods that compare groups and relate measurements, to more complicated models that depend on the way data are gathered. In practice, planning and decision making involve choices about how to analyze data and communicate findings. These concepts will be grounded at key points with projects that involve real data and/or realistic simulated data.

Students may also be interested in the MS Data Science  professional program, offered by the Department of Statistics in cooperation with Department of Computer Sciences. The MS Data Science program is designed for students who are primarily interested in entering the data science profession, and teaches key computational and statistical skills that may be applied to a variety of industries.

Please consult the table below for key information about this degree program’s admissions requirements. The program may have more detailed admissions requirements, which can be found below the table or on the program’s website.

Graduate admissions is a two-step process between academic programs and the Graduate School. Applicants must meet the minimum requirements of the Graduate School as well as the program(s). Once you have researched the graduate program(s) you are interested in, apply online .

Students with questions regarding the programs admission rules and standards should visit our application website .

The MS Statistics: Statistics and Data Science program is intended for three types of students:

• MS Statistics: Statistics and Data Science for VISP students: Students from the Visiting International Student Program (Stat VISP or Math VISP) who have completed some degree requirements at UW-Madison as VISP undergraduates. They may request transfer of up to 15 credits from their VISP coursework.
• MS Statistics: Statistics and Data Science for workforce students: Students coming with 5 or more years in the workforce who have worked extensively with data and are seeking a well-rounded training. Some students may be part-time students (6-8 credits per semester) if they remain in the workforce.
• MS Statistics: Statistics and Data Science for other general students:  Students who have BS degrees or expected to obtain BS degrees prior to the first semester as MS Statistics: Statistics and Data Science students.

Requisites for Admission

Course requirements - prerequisite courses, graduate school resources.

Resources to help you afford graduate study might include assistantships, fellowships, traineeships, and financial aid.  Further funding information is available from the Graduate School. Be sure to check with your program for individual policies and restrictions related to funding.

Program Information

Students enrolled in this program are not eligible to receive tuition remission from graduate assistantship appointments at this institution.

Minimum Graduate School Requirements

Named option requirements.

Review the Graduate School minimum academic progress and degree requirements , in addition to the program requirements listed below.

MODE OF INSTRUCTION

Mode of instruction definitions.

Accelerated: Accelerated programs are offered at a fast pace that condenses the time to completion. Students typically take enough credits aimed at completing the program in a year or two.

Evening/Weekend: ​Courses meet on the UW–Madison campus only in evenings and/or on weekends to accommodate typical business schedules.  Students have the advantages of face-to-face courses with the flexibility to keep work and other life commitments.

Face-to-Face: Courses typically meet during weekdays on the UW-Madison Campus.

Hybrid: These programs combine face-to-face and online learning formats.  Contact the program for more specific information.

Online: These programs are offered 100% online.  Some programs may require an on-campus orientation or residency experience, but the courses will be facilitated in an online format.

CURRICULAR REQUIREMENTS

Required courses, graduate and undergraduate courses with similar topics.

Courses that cover the same or similar topic at the undergraduate- and graduate-level may both be used towards the MSDS requirements, but if both courses are to be used, the undergraduate level course must be completed first. Please note that this policy does not preclude students from taking just the undergraduate or just the graduate version of a topic.  These combinations would include STAT 349 and STAT 701 , STAT 351 and STAT 809 ,  STAT 405  and STAT 605 ,  STAT 411 and STAT 732 , STAT 456 and STAT 760 , STAT 443 and STAT 761 , STAT 451 and STAT 615 , and STAT/​COMP SCI  471 and STAT 771 . This will also apply to special topics courses that have similar topics between the undergraduate and graduate level.

Students in this program may not take courses outside the prescribed curriculum without faculty advisor and program director approval. Students in this program cannot enroll concurrently in other undergraduate or graduate degree programs.

Graduate School Policies

The  Graduate School’s Academic Policies and Procedures  provide essential information regarding general university policies. Program authority to set degree policies beyond the minimum required by the Graduate School lies with the degree program faculty. Policies set by the academic degree program can be found below.

Named Option-Specific Policies

Prior coursework, graduate work from other institutions.

With program approval, students are allowed to count no more than 9 credits of graduate coursework from other institutions toward the graduate degree credit and graduate coursework (50%) requirements. Coursework earned five or more years prior to admission to a master’s degree is not allowed to satisfy requirements.

UW–Madison Undergraduate

With program approval, up to 7 credits from a UW–Madison undergraduate degree are allowed to count toward minimum graduate degree credits. Coursework earned five or more years prior to admission to a master’s degree is not allowed to satisfy requirements.

UW–Madison University Special

With program approval, up to 15 statistics credits completed at UW–Madison while a University Special student numbered 300 or above are allowed to count toward minimum graduate degree and graduate residence credit requirements. Of these credits, those numbered 700 or above may also count toward the minimum graduate coursework (50%) requirement. Coursework earned five or more years prior to admission to a master’s degree is not allowed to satisfy requirements.

Students are required to follow all of the requirements listed in the program handbook for maintaining satisfactory academic program.  In particular, students must maintain a 3.0 GPA and have a minimum grade of B for any course used to satisfy program requirements.  Students who do not make satisfactory academic progress for multiple semesters may be dismissed from the program.

ADVISOR / COMMITTEE

Students are required to communicate with their advisor near the beginning of each semester to discuss course selection and progress.

CREDITS PER TERM ALLOWED

Time limits.

Students are expected to complete the program in 2 semesters (if coming from the Statistics VISP program) or 3-4 semesters.  Students who wish to pursue the program part time must receive permission from the program chair.

Grievances and Appeals

These resources may be helpful in addressing your concerns:

• Bias or Hate Reporting  
• Graduate Assistantship Policies and Procedures
• Office of the Provost for Faculty and Staff Affairs
• Dean of Students Office (for all students to seek grievance assistance and support)
• Employee Assistance (for personal counseling and workplace consultation around communication and conflict involving graduate assistants and other employees, post-doctoral students, faculty and staff)
• Employee Disability Resource Office (for qualified employees or applicants with disabilities to have equal employment opportunities)
• Graduate School (for informal advice at any level of review and for official appeals of program/departmental or school/college grievance decisions)
• Office of Compliance (for class harassment and discrimination, including sexual harassment and sexual violence)
• Office of Student Conduct and Community Standards (for conflicts involving students)
• Ombuds Office for Faculty and Staff (for employed graduate students and post-docs, as well as faculty and staff)
• Title IX (for concerns about discrimination)

Students should contact the department chair or program director with questions about grievances. They may also contact the L&S Academic Divisional Associate Deans, the L&S Associate Dean for Teaching and Learning Administration, or the L&S Director of Human Resources.

Take advantage of the Graduate School's  professional development resources to build skills, thrive academically, and launch your career. 

Program Resources

Students in the Statistics: Statistics and Data Science, M.S. program are encouraged to participate in program specific professional development events and work directly, one-on-one, with advisors as well.   Information about events and resources will be made available to currently enrolled students via email.

Cecile Ane , Professor

Joshua Cape , Assistant Professor 

Richard Chappell , Professor 

Peter Chien , Professor

Jessi Cisewski-Kehe , Assistant Professor

Deshpande, Sameer , Assistant Professor

Nicolas Garcia Trillos , Assistant Professor

Yinqiu He , Assistant Professor

Hyunseung Kang , Associate Professor

Sunduz Keles , Professor 

Bret Larget , Professor

Keith Levin , Assistant Professor

Wei-Yin Loh , Professor 

Michael Newton , Professor 

Vivak Patel , Assistant Professor

Alejandra Quintos , Assistant Professor

Garvesh Raskutti , Associate Professor

Karl Rohe , Professor

Kris Sankaran , Assistant Professor

Jun Shao , Professor 

Miaoyan Wang , Assistant Professor

Yahzen Wang  (chair), Professor

Brian Yandell , Professor 

Chunming Zhang , Professor 

Yiqiao Zhong , Assistant Professor

Jun Zhu , Professor 

• Requirements
• Professional Development

Contact Information

Department of Statistics College of Letters & Science stat.wisc.edu http://maps.wisc.edu/s/elsvbe9f

Contact Us Sign up here to receive more information

MSDS Program Coordinator [email protected] 1300 University Avenue, MSC, Madison, WI 53706

Professor Jun Shao, VISP & MSDS Committee Chair [email protected] 1300 University Avenue, MSC, Room 1235a, Madison, WI 53706

Graduate Program Handbook View Here

Graduate School grad.wisc.edu

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Insurance (Business) & Economics—Joint Degree

About the phd program.

The Insurance Economics and Actuarial Analytics (Business) and Economics joint degree trains researchers for tenure-track positions at the nexus of insurance and economics. Specializing in this area will provide you with the opportunity to expand your academic career path to both fields at top universities.

The program stresses high-quality research with a focus on developing the core basics of economics before specializing in risk and insurance. Students in the joint program are required to take a common curriculum and to meet all requirements of both the economics and insurance economics and actuarial analytics PhD programs.

Our faculty members contribute to significant advancements in these fields, as evidenced by our recently published journal articles .

Core areas of research

Our faculty have specific expertise in:

• Microinsurance
• Insurance regulation
• Financial management of insurance organizations
• Corporate risk management
• Behavioral economics
• Predictive modeling
• Health care analytics
• Health services management
• Statistical methods development

Academic Requirements

All students must meet the general PhD requirements of the Wisconsin School of Business , the UW–Madison Graduate School , and the Department of Economics . Applicants to the program should have the following:

• A strong mathematics and statistics background. Students generally have completed three semesters of calculus and linear algebra at a minimum for mathematics. For statistics training, prior coursework has covered applied regression models in statistics and/or econometrics.
• A background in some combination of economics, finance, insurance, actuarial science, and statistics.

For additional information about which topics are most important to review before graduate coursework begins, read the Department of Economics’ Doctoral Program Math Requirements .

Program Coursework

Students in the joint PhD program are required to take a common curriculum and meet all requirements in both the economics and insurance economics and actuarial analytics PhD programs. The course sequence for PhD students in insurance economics and actuarial analytics is customized to fit each student’s unique research interests and background.

• Economics core: microeconomics, macroeconomics, and econometrics
• Economics micro and macro comprehensive exams
• Two courses to complete their primary economics field
• Three other classes in economics
• Presentation of preliminary research in economics under supervision of faculty in both departments

Years 2 and 3

• Two courses in economics to meet the economics minor requirement
• Required courses in the insurance economics and actuarial analytics program (Because risk and insurance department courses are offered every two years, the order of the coursework depends on the time of the offering.)

Year 3—Summer

• Insurance economics and actuarial analytics comprehensive exam containing a written and oral portion

Advancement to dissertator status— requirements

• Successful completion of economics micro and macro comprehensive exams
• Successful completion of a sole-authored paper
• Successful completion of risk and insurance comprehensive exams

Milestone requirements

Each milestone requirement—field paper, three-signature proposal, and dissertation committee—must include at least one faculty member from both the economics and risk and insurance departments. A single dissertation, approved by faculty in both departments, is sufficient to fulfill the dissertation requirement.

See Guide for all course requirements

Faculty Research Interests

Infectious Disease Fellowship Manager

• Madison, Wisconsin
• SCHOOL OF MEDICINE AND PUBLIC HEALTH/DEPARTMENT OF MEDICINE
• Health and Wellness Services
• Partially Remote
• Staff-Full Time
• Opening at: May 6 2024 at 09:10 CDT
• Closing at: May 20 2024 at 23:55 CDT

Job Summary:

The division of Infectious Disease (ID) at the University of Wisconsin-Madison is seeking a highly motivated and organized individual to manage the administrative activities of the (ID) fellowship program as outlined in the accreditation program requirements and other regulatory agencies. The Fellowship Manager will be responsible for ensuring ID fellows meet administrative and regulatory responsibilities while serving as the primary liaison between the Program Director, fellows, program faculty, institutional Graduate Medical Education (GME) office, and affiliated teaching sites concerning program matters. Must demonstrate a broad knowledge of GME practices and principles, make recommendations and implement changes approved by program leadership, and may supervise or lead the work of others to ensure their programs achieve and maintain the highest quality standards in GME. Works under general supervision of the Department of Medicine GME Programs Administrator, ID Division Administrator, and in consultation and collaboration with the ID Operations Manager, ID Program Director and Associate Program Director, and the sponsoring institution's DIO and Director of Graduate Medical Education.

Responsibilities:

• 20% Maintains a thorough understanding of accreditation program requirements and related policies, regulatory requirements, and hospital and program policies to provide expert consult to the Program Director to maintain accreditation and compliance with regulatory bodies and pertinent policies
• 20% Collaborates with the Program Director to assess curriculum and evaluations, developing the structure and delivery mechanism, and maintaining accurate records of curriculum, evaluations, and participation
• 10% Provides guidance for resident/fellow recruitment, credentialing, and onboarding to maintain compliance with regulatory bodies and hospital policies
• 20% Serves as the primary contact for the program, liaising with those directly associated with the program, the Institutional GME Office, and regulatory agencies. Advises residents/fellows, program staff/faculty of program and institutional policies and procedures
• 10% Regularly attends monthly program coordinator meetings and GME educational offerings. Collaborates with other colleagues to develop best practices, and serves as an administrative reviewer of other GME programs. Should regularly attend national GME or specialty conference(s)
• 10% Maintains the resident/fellow and program expenditures. Advises fiscal leadership on program budgetary needs and monitors program expenses within budget constraints
• 10% Responsible for ensuring resident/fellow and program compliance with policy, accreditation, and regulatory requirements and that appropriate documentation is maintained

Institutional Statement on Diversity:

Diversity is a source of strength, creativity, and innovation for UW-Madison. We value the contributions of each person and respect the profound ways their identity, culture, background, experience, status, abilities, and opinion enrich the university community. We commit ourselves to the pursuit of excellence in teaching, research, outreach, and diversity as inextricably linked goals. The University of Wisconsin-Madison fulfills its public mission by creating a welcoming and inclusive community for people from every background - people who as students, faculty, and staff serve Wisconsin and the world. For more information on diversity and inclusion on campus, please visit: Diversity and Inclusion

Preferred Bachelor's Degree

Qualifications:

At least five years of experience in a healthcare related field required. At east one year of infectious disease (ID) program experience preferred. Strong program management, communication, and administrative experience preferred.

Full Time: 100% This position may require some work to be performed in-person, onsite, at a designated campus work location. Some work may be performed remotely, at an offsite, non-campus work location.

Appointment Type, Duration:

Ongoing/Renewable

Minimum $66,000 ANNUAL (12 months) Depending on Qualifications

Additional Information:

University sponsorship is not available for this position, including transfers of sponsorship. The selected applicant will be responsible for ensuring their continuous eligibility to work in the United States (i.e. a citizen or national of the United States, a lawful permanent resident, a foreign national authorized to work in the United States without the need of an employer sponsorship) on or before the effective date of appointment. This position is an ongoing position that will require continuous work eligibility. UW-Madison is not an E-Verify employer, and therefore, is not eligible to employ F1-OPT STEM Extension participants. If you are selected for this position you must provide proof of work authorization and eligibility to work.

How to Apply:

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Wisconsin Energy Institute Spotlight: Madeline Hayes

Madeline Hayes is leveraging microbial communities to turn leftovers into valuable chemicals. A fifth-year graduate student in the Venturelli Lab , Hayes is earning her Ph.D. in the Microbiology Doctoral Training Program (MDTP) exploring microbial communities and how humans can use those systems to turn leftover plant materials into valuable chemicals. Hayes was highlighted in the Wisconsin Energy Institute’s Graduate Student Spotlight series, which features work at the Great Lakes Bioenergy Research Center (GLBRC). The story originally appeared here.

Tell us about your research.

I work with bacterial communities. Most people know that there are bacterial communities all over the place. You have microbes that live in your gut; they are also closely associated with plants; you find them in the soil. And together microbial communities can do some really interesting chemistry that individual microbes might not be able to do by themselves.

My research goal is to use a microbial community to try and transform what is essentially a waste stream from biofuel production into valuable chemicals. Most people know that biofuel production is taking plant matter and feeding it to some microbe, usually yeast or a bacterium, to create bioethanol. But this process isn’t 100% efficient. There’s still carbon leftover after that process is complete. So I get the leftovers, the waste, and I’m trying to leverage bacterial community metabolism which might be able to more effectively break down the leftovers and turn them into other valuable chemicals. And we hope that by bringing this extra value to the process, we can increase the economic viability of biofuel production.

What motivates you?

I personally am pretty passionate about clean energy and sustainability. So understanding how to leverage naturally occurring systems to do the things that we want them to do and improve sustainable solutions is something that I really enjoy.

These bacteria exist in nature; they do these things on their own. It doesn’t always require any special effort or engineering on our part other than to figure out how to put them together and provide them an environment in which they do the things that we find useful. So I like the idea of being able to just look in the environment for the functions that we want rather than trying to make things more complicated than they need to be. If you’re looking for a type of chemistry, microbes have probably figured out how to do it.

What do you wish more people understood about your field?

Microbes are in, on, and around all of us. And they are not necessarily something to be feared. They’re not all bad for you. There are a lot of very good microbes in the world. And understanding how they work is good for all of us. Although there are disease-causing microbes, and they’re a little bit scary, lots of microbes do really good things.

Understanding how individual microbes work together is not only specific to this type of chemical transformation that we’re trying to achieve. It will help us understand microbial communities the world over. If you can understand a little bit more about how your gut microbiome functions, that will have applications for human health. And also understanding how microbes, in association with plants, work together or function can help us understand how to grow better food and understand the world around us.

What part of your work brings you the most joy?

There’s this one very particular moment when you’re analyzing data, where you have just stumbled across the answer to something that you’re trying to answer. And no one else in the world knows about it yet. That is always a really nice moment, even if it’s not very good data or something went wrong. There’s still that moment of anticipation that is like a crazy adrenaline rush where you’re just like, “Show me what I want!” And then if it’s really, really good, it’s like, it’s like a roller coaster ride.

When did you discover your passion for science?

I got to work in a research lab during my freshman year in college. I really wasn’t sure if I was going to like it and decided that I could do one semester and have it pad my resume if I hated it. But it was super fun, and it was so different than any lab classes that I had ever taken. It was just very free and open ended. I could design experiments how I wanted to and make as many mistakes as I needed to. That’s when I realized I wanted to go to graduate school and keep doing research, because it’s so entertaining.

How did you end up studying microbes?

I started out as a microbiology major at Colorado State University and I worked with animal pathogens and human pathogens for about four years there. And then after graduating, I took a job here at UW–Madison in the Department of Plant Pathology, looking at bacterial pathogens of certain crops like tomatoes and potatoes. I got to keep working with bacterial pathogens, which was really nice, but I also got to start working in a new plant system, which was fun. And then after three years in that department, I started my PhD in the microbiology doctoral training program, and I joined a lab working with bacterial communities. So I don’t work with host associated microbes anymore, I just work with anaerobic bacteria that we put in bioreactors, to see what we can do with them.

What attracted you to the microbiology program?

MDTP was just really inclusive and had a really broad range of trainers. It’s not really associated with any one department and trainers from all of the (College of Agricultural and Life Sciences) departments on campus train for MDTP. So if you’re looking for researchers that are looking at stuff that you might not be looking at in your lab, chances are, you’ll be able to find someone in person on campus that can help you develop assays, and it’s really easy to connect with other people in your cohort that are working on diverse systems.

Also Madison is a really fun town. It’s the biggest city I’ve ever lived in, but it’s not a very large place. And it feels kind of small town and a little bit homey. And the cheese curds.

I grew up in Frisco, Colorado, which is about 70 miles west of Denver. And that area has a very small town feel, so I was glad to find a city that didn’t feel overwhelmingly large. My mom taught skiing, so I kind of grew up skiing and doing ski school. And that was one hard thing about living here is there’s not very much skiing, but I like still having snow and a real winter.

What previous skills helped prepare you for the work that you do now?

I have played the cello since I was about 10 years old. It takes a lot of strength in your hands and calluses on your fingers, and your shoulders have to be really strong to play for long periods of time. That hand strength and the fine motor skills and having endurance in your shoulders is really important for doing bench work, especially in the anaerobic chamber, where you’re holding your hands up, and you have to be very careful. That’s definitely a niche skill that has become very translatable.

What advice do you have for future researchers?

For anyone who wants to get into biological research, if you’re just starting out, or even if you’re just thinking about going to graduate school, I would say take some computer coding classes. We used to be able to get away with not doing any computer programming. Everyone could analyze their data in Excel and make other figures in PowerPoint. But as the size of datasets increase and as data analysis gets more complicated, being able to use computer programming languages to do custom workflows, and analyze your data is super useful. And it’s really hard to teach yourself how to code. I’m 100% self taught in coding. And I really wish that I’d had a basic introduction to Python or introduction to R class at some point in time because it would have saved me a lot of headaches.

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Alumni career profiles

Explore the variety of career paths open to you as a UW–Madison graduate by reading the success stories of some of our alumni.

Jared Knowles

President, Civilytics Consulting LLC Jared Knowles founded Civilytics Consulting, LLC, in 2016 to pursue his passion of providing high-quality public performance metrics for government services. Knowles completed his political science PhD in 2015 at UW–Madison, where he was also a fellow in the Interdisciplinary Training Program in Education Sciences.

Board Liaison and Strategic Initiatives at the Overture Center for the Arts; Founder and Executive Director of the LunART Festival Iva Ugrčić moved to the U.S. in 2014 to pursue a Doctor of Musical Arts degree at UW–Madison, which she earned in 2017. While on campus, she also earned a minor in Business in the Arts from the Bolz Center for Arts Administration at the Wisconsin School of Business. She now serves in the Board Liaison and Strategic Initiatives role for the Overture Center for the Arts.

Ángel Casanova-Torres

Sr. Regulatory Affairs Specialist, Exact Sciences Ángel earned a PhD in Microbiology in 2016. Now, as a Senior Regulatory Affairs Specialist at Exact Sciences in Madison, Ángel is a liaison on regulatory affairs for his colleagues, providing strategic and technical advice for the development and commercialization of healthcare products.

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Our philosophy is clear and time-tested: the creation of new knowledge through research depends on educational excellence and graduate education is perfected through research. Our graduate students, and the work they do, illustrate this synergistic relationship. This Wisconsin tradition is built on a foundation of world-class faculty, diverse students determined to succeed, research innovation and facilities and programs second to none.

Pancreatic cancer is difficult to treat. Nano-drugs hitching a ride on bacteria could help.

These jacks-of-all-trades are masters, too: yeast study helps answer age-old biology question, nanomaterial that mimics proteins could be basis for new neurodegenerative disease treatments, undergrads embrace opportunity to showcase research at symposium, investing in graduate education.

The Wisconsin Alumni Research Foundation (WARF) plays an essential role in supporting the innovative research and graduate education that are cornerstones of the University of Wisconsin–Madison.  These profiles illustrate the diverse and important ways that WARF contributes to graduate student success at UW–Madison.

Fernanda Szewc

PhD candidate, Clinical Investigation Fernanda is a PhD candidate working in the Department of Pediatrics at the School of Medicine and Public Health. She develops cancer treatments that utilize immune cells.

PhD student, Electrical and Computer Engineering Ilhan's research on magnetic particle imaging has earned journal articles and campus news coverage for paving the way for scientific advances in brain and organ imaging.

Claire Kilgore

PhD candidate, Art History Claire’s dissertation explores depictions of pregnancy, reproductive anatomy, and childbirth in devotional art from the late Middle Ages. She analyzes what those depictions say about perceptions of the human body, reproductive health, and their connections to philosophy and religion.

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Soon to graduate at 72, student reflects on the life lessons she’s learned

JoAnne Potter is 72 years old. That makes her among a very small group of older seniors working on a bachelor’s degree at UWM, and almost certainly the oldest student ever in the Honors College. She’s set to graduate this month with her bachelor’s degree, 55 years after she first began college.

Though she’s learning from her UWM professors, Potter has plenty of her own wisdom to share. Here are some of the life lesson’s she’s picked up along the way.

It’s never too late to finish what you started

Potter began her college career in 1969. She entered UWM without much of a vision. After a year that went “relatively poorly,” she decided that perhaps college wasn’t for her.

Instead, she moved to Illinois and went to work for a small steel manufacturer as a secretary. She eventually worked her way up to become one of its vice presidents, but, “I had a hard time rising through the ranks without a degree,” Potter said. “Nothing specifically held me back, but I think it wouldn’t have taken as long (with a degree).”

After 14 years in the corporate world, she and her husband retreated to Richland Center, Wisconsin, where they built up a small hobby farm. Potter took on jobs as a freelance writer and worked for a friend’s public relations firm, but her true joy was in teaching at a small private school. She found that she loved educating young minds.

“I realized that that’s primarily my vocation, and has been for a really long time,” Potter said. “But I couldn’t exercise it because I didn’t have the degree to do it.”

She did take classes here and there when she could – Potter jokes that she completed her sophomore year of college over 25 years – but after her husband passed away, Potter moved back to Milwaukee and found herself without much to do.

“I realized I could go back to school,” she said. She conceived the idea in November 2021 and began classes at UWM in January of 2022. And, she was delighted to find, all of her past credits were accepted. Potter was on her way to her degree.

Surround yourself with people who accept you and challenge you

Potter calls herself a person of faith, but she had questions about life that her long years in church hadn’t answered. When she started school once again, she decided to major in philosophy, searching for new points of view. She found them, not only in her classes and in the Honors College, but in the mentors and classmates she met along the way.

In particular, Potter found a kindred spirit in philosophy lecturer Ágúst Magnússon.

“He is a man of faith, and as a philosopher, that’s extremely unusual,” she said. “We clicked from the very first semester, and we’ve developed a relationship of sharing that’s helpful in processing some of the things that I couldn’t make sense out of.”

Her classmates are also a source of delight; Potter has enjoyed her time in the classroom alongside students of all ages. “We don’t all think alike, but we all think in the same direction,” she said with a smile.

And in return, she’s left her mark on them. Magnússon reflected on the impact that Potter has had on his classes.

“She perfectly embodies the idea that true wisdom comes from knowing that we don’t know, that we are always beginners,” he said. “She approaches every conversation and every topic with such joy that it inspires the rest of us to try to live up to her standards, both as a student and as a person.”

Your age is what you make of it

Most college students intend to use their degree to help them advance in their chosen career. Potter is past that point in her life, but she has plenty of things that she wants to do with her degree. She wants to start writing her own poetry and start her own poetry critique group in her community. She wants to emulate the French salons of the Enlightenment days where groups of people meet to pose difficult questions and puzzle through them together. She wants to start a program where she teaches cooking skills to college kids who many not have learned them.

In the short term, she’s planning to finish the last of her college credits by traveling to London for a two-week study abroad program through the Honors College. She’s leaving the day after graduation and plans to complete the class, extend her European travels by visiting Paris for a few days, and then sail back to the United States aboard the Queen Mary, a trans-Atlantic cruise ship.

“That’s my graduation present to me,” she said.

Potter does not view her age as an obstacle. Indeed, Magnússon said, her wisdom and experience have improved the classroom.

“One of the great things about having someone with such profound life experience in class is that I can see it inspiring other students to think about the process of aging and becoming a full person,” he added. “I think many young people today are profoundly afraid of growing old, associating that process with negative qualities such as becoming more close-minded or angry. JoAnne is such an amazing antidote to this kind of thinking. She is joyous, vibrant and energetic. I think all of us who know JoAnne can’t help but think to ourselves: ‘That’s what I want to be like when I get to be that age.’”

If you point out Potter’s distinction as one of the most mature students to ever graduate from UWM, though, she brushes it off.

“Yes, it’s pleasant to be recognized for something I’ve waited a long time to do, but my achievement is a small one compared to some of my fellow philosophy nontraditional graduates who have not only taken heavier schedules, held jobs, and tended to young families,” she said. “They are the ones who should be congratulated. I just got old.”

Perhaps – but she also got wisdom, a wealth of experience and now, finally, her degree.

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2024 Graduate Teaching Award Presented to Dr. Gina Martin

May 3, 2024

Written by Kari Borne

On May 2, the 2024 Graduate Teaching Award was presented to Dr. Gina Martin, assistant professor in the Department of Counselor Education at UW-Whitewater. Martin was enthusiastically selected as the nominee from the College of Education and Professional Studies with support from students, colleagues and leaders.

At the core of Martin’s teaching philosophy is her commitment to building relationships with her students in the classroom and in supervisory roles.  “I have to be willing to demonstrate being vulnerable in order to invite students to feel vulnerable, too,” Martin said. “It is a value of mine to be genuine and transparent in the classroom, as I believe that builds credibility and builds relationships. It also models what happens within the counselor client relationship.”

Martin’s students recognize the ways she goes above and beyond for them.  Mason Batman, first-year graduate student in Counselor Education says she is one-of-a-kind. “She is the type of instructor who sticks with you as a student because her teaching goes beyond the textbook and transforms into real-world applications,” he said. Second year graduate student Grant Thompson has worked with Martin through his practicum since applying to the program. “She made me feel welcomed and cared for,” he said. “Two years later Dr. Martin still shows how much she cares for her advisees as she is always willing to help and wants her students to succeed.” Thompson valued Martin’s work ethic and intuition as his practicum supervisor. “Dr. Martin’s direct communication style has been vital in the development of trust as I always know she will tell me what I need to hear.”

Colleagues also identify Martin as a skilled and effective teacher. Jennifer Betters-Bubon, Counselor Education Department Chair, noted that Martin is committed to practicing the art of teaching, including sharing her expertise in online learning. “Gina applies multiple strategies to keep students engaged, including experiential role plays, inviting guest speakers from the field, and sharing relevant current and past counseling experiences,” Betters-Bubon said. During a class visitation, Brenda O’Beirne, Professor Emerita of Counselor Education, observed Martin’s passion for her students’ learning. “When difficult questions were asked regarding the content, Dr. Martin responded genuinely and directly,” O’Beirne wrote. “These are challenging topics for our novice counselors and she did excellent work with helping them know the important of a working knowledge of these ethical dilemmas and their resolution.”

Gina Martin earned her Ph.D. from the University of Iowa and joined UW-Whitewater Faculty the same year. She is a national certified counselor and a licensed professional counselor in Illinois and Wisconsin. She teaches classes in Marriage and Family Counseling, Treatment of Mental Health Disorders, and Professional Practices and Ethics, and supervises students in clinical practicums.  She has found meaning and purpose in her role as an educator. “My teachers have been my mentors and have inspired me to give this gift of education to others,” she said. “My hope is to infuse that same sense of belonging to future counselors as well.”

First awarded in 2019 to Balaji Sankaranarayanan ( Information Technology Supply Chain Management ), the School of Graduate Studies presents the Graduate Teaching Award to an exceptional member of the graduate faculty who demonstrates innovative teaching approaches and real-life problem-solving techniques. Past recipients also include Carrie Merino ( Counselor Education ), Cody Marie Busch ( Communication Sciences and Disorders ), Amal Ibrahim ( Communication ) and Soroush Aslani ( Management ).

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