harvard phd programs anthropology

Anthropology

Undergraduate Program

Anthropology brings global, comparative, and holistic views to the study of the human condition, exploring the enormous range of similarities and differences across time and space. It includes the study of how human behavior has evolved as well as how language, culture, and society have shaped and continue to shape the human experience. At Harvard, the Anthropology Department is divided into two programs: Archaeology and Social Anthropology.

Graduate Programs

The Department of Anthropology offers coursework and training leading to the Ph.D. in two principal fields of specialization—archaeology and social anthropology—that have their own programs of study and examination procedures. The department also offers an AM in medical anthropology.

Students enrolled in the Master of Liberal Arts program in Anthropology and Archeology will explore human cultures and societies, and gain a deep understanding of our global complexities and their implications on the human experience.

The graduate program in archaeology provides informed, critical examinations of core issues; comprehensive training in principal methods and theories of anthropologically-oriented archaeology; and direction and support for PhD candidates preparing for research and teaching positions in a wide variety of domains of archaeological practice.

Anthropology Master’s Degree Program

Online Courses

11 out of 12 total courses

On-Campus Experience

2 weekends or one 3-week summer course

$3,220 per course

Explore human cultures and societies.

Gain a deep understanding of global complexities and their implications on the human experience.

Program Overview

Through the graduate degree in the field of anthropology you:

• Build a foundation in the theories and methods of anthropology through the investigation of the material culture of past societies.
• Enhance your understanding of the similarities and differences across cultures, including their origins and their contemporary implications for ideology, religion, gender, land use, ethnic conflict, race, and current political and environmental crises.
• Choose between an individual one-on-one thesis research project or a final capstone project completed in community with your fellow candidates.
• Earn an optional graduate certificate in social justice.

Program Benefits

Customizable path

Expert instructors, including faculty from Harvard University’s Faculty of Arts and Sciences

Personalized academic advising

A faculty-supported thesis or applied research project

Paid research opportunities

Harvard Alumni Association membership upon graduation

Customizable Course Curriculum

Our course curriculum is flexible in pace and customizable by design. You can study part time, choosing courses that fit your schedule and align with your career goals.

As you work through the 12-course program, you’ll have the opportunity to examine topics focused on identity and social justice. You can further customize your studies by selecting either a thesis or capstone track and by choosing electives that align with your interests.

11 Online Courses

• Primarily synchronous
• Fall, spring, January, and summer options

You’ll complete 1 on-campus course at an accelerated or standard pace:

• A 3-week summer session

Thesis or Capstone Track

• Thesis: a 9-month independent research project with a faculty advisor
• Capstone: an academic project in a classroom community

The path to your degree begins before you apply to the program.

You first register for and complete 3 required courses, earning at least a B in each. These foundational courses are investments in your studies and count toward your degree, helping ensure success in the program.

Getting Started

We invite you to explore degree requirements, confirm your initial eligibility, and learn more about our unique “earn your way in” admissions process.

Our Community at a Glance

Our working adult students don't need to wait to finish their degrees to start enjoying the career benefits of their Harvard education. Well over 50% of graduates every year report to us that simply completing courses toward their degrees contributes to career benefits.

Upon successful completion of the required curriculum, you will receive your Harvard University degree — a Master of Liberal Arts (ALM) in Extension Studies, Field: Anthropology.

Download: Anthropology Master's Degree Fact Sheet

Average Age

Average Courses Taken Each Semester

Work Full Time

Would Recommend the Program

Professional Experience in the Field

Pursued for Career Change or Personal Enrichment

Be part of the community. The people at the Extension School have life experience, knowledge, and diversity, all of which is absolutely critical.

Tuition & Financial Aid

Affordability is core to our mission. When compared to our continuing education peers, it’s a fraction of the cost.

After admission, you may qualify for financial aid . Typically, eligible students receive grant funds to cover a portion of tuition costs each term, in addition to federal financial aid options.

Coffee Chat: All About Liberal Arts Programs at HES

Are you interested in learning more about liberal arts graduate degree programs at Harvard Extension School? Attendees joined us for an informational webinar where they had the opportunity to connect with program directors, academic advisors, and alumni.

Stackable Certificate

• Social Justice Graduate Certificate

Harvard Division of Continuing Education

The Division of Continuing Education (DCE) at Harvard University is dedicated to bringing rigorous academics and innovative teaching capabilities to those seeking to improve their lives through education. We make Harvard education accessible to lifelong learners from high school to retirement.

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PhD Programs

The Center for Middle Eastern Studies offers three joint PhD programs with the departments of Anthropology, History of Art and Architecture, and History:

• Joint PhD in Anthropology and Middle Eastern Studies .  Note that admissions to the PhD in Anthropology and MES has been paused and will not be accepting applications for fall 2024.
• Joint PhD in History and Middle Eastern Studies
• Joint PhD in History of Art and Architecture and Middle Eastern Studies

Students of the joint PhD programs complete both the requirements of the related department and the language and area studies requirements established by the  Committee on Middle Eastern Studies . In addition to coursework and comprehensive exams, PhD students develop a high proficiency in at least one  Middle Eastern language  and complete a dissertation based on original research. More details for each program can be found at the links above.

Applicants to these programs are advised to consult the pages in this section, the information in the Harvard Kenneth C. Griffin Graduate School of Arts and Sciences (Harvard Griffin GSAS) Policies site on programs in Middle Eastern Studies , and the  CMES Prospective Student FAQs . Admissions information can be found in the Applying to CMES  section of this site and on the Harvard Griffin GSAS website .

• Applying to CMES
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• PhD Program in Anthropology and Middle Eastern Studies
• PhD Program in History and Middle Eastern Studies
• PhD Program in History of Art and Architecture and Middle Eastern Studies
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Ph.d. in anthropology and middle eastern studies.

The joint program in Anthropology and Middle Eastern Studies is designed for students interested in enriching their program of study for the Ph.D. in Anthropology with firsthand knowledge about the Middle East based on literacy in its languages and an understanding of its political and economic realities, its culture and traditions.

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Can School Counselors Help Students with FAFSA Fiasco?

• Posted April 1, 2024
• By Elizabeth M. Ross
• College Access and Success
• Education Finances
• Education Policy
• Inequality and Education Gaps

Doreen Kelly-Carney, Ed.M.’93, fondly describes the school that she helped start 27 years ago as “The Little Engine That Could.” Tuition is free at the Academy of the Pacific Rim Charter Public School (APR) in Boston’s Hyde Park neighborhood, and students apply through a lottery system. The majority of its learners are students of color, and many come from immigrant families. APR prides itself on offering students intensive and personalized help in every aspect of the college search, application, and financial aid process, beginning in ninth grade. It’s a level of support that resembles what you would find at a wealthy independent school. Seventy percent of its alumni go on to graduate from colleges and universities, some of whose prestigious insignia grace the school’s website .

APR is not a place where the co-directors of college placement, Kelly-Carney and Diane Scott, Ed.M.’97, typically struggle to get their students across the federal aid application finish line, but this year has been different. Why?

The pain points

The rollout of the new Free Application for Federal Student Aid (FAFSA) form, used to determine a student’s eligibility for grants, scholarships, federal work study funds, and loans, has faced delays, mathematical errors, and technical difficulties that have put even the most seasoned and well-resourced school counselors, like Kelly-Carney and Scott, to the test this year. 

The glitchy December 30 debut versus the traditional October 1 start for the FAFSA “pushed everything back for us,” explains master's student Daniel Gutierrez, a college counseling intern at APR. Gutierrez and the college placement team found themselves doing a lot of financial aid work in January, at the same time as regular decision college application deadlines, which created “a double burden on students trying to get their college essays finished … and being worried about the FAFSA,” he says. 

At APR’s annual FAFSA assistance night for students and parents this year, gone was the usual air of calm and quiet confidence conveyed by the college counseling team. “That night was pretty chaotic,” admits Scott who has worked at the school since 2002, because the new process has been “so problematic.”

Around 30 percent fewer high school students have submitted the FAFSA compared with last year, as of March 22, according to the National College Attainment Network .

Challenges for first-generation and low-income students

Gutierrez says he encountered “totally weird” and unexpected issues when trying to help students and parents set up their FSA IDs — the first step in the new and supposedly simpler financial aid application process this year. Concerns included disappearing electronic signatures and cell phone numbers that showed up in the financial aid system as still belonging to their previous owners rather than APR students and families.  

Separate usernames and passwords for parents and students to complete their individual sections of the new FAFSA form have made the process “much more difficult from a counselor perspective,” says Scott, especially when trying to assist immigrant and low-income families who work multiple jobs and have limited English proficiency and time.

The new FAFSA form’s ability to draw on federal tax data from the IRS — meant to make the transfer of tax information easier — has led to additional layers of security and challenges, too. For example, when Kelly-Carney tried to help a student and her mom by setting up a phone call in her office with a federal student aid helper, she says they were left on hold for almost an hour. When they finally got through, Kelly-Carney says she was asked to take the call off speakerphone so the representative could speak privately with the parent, but the mother struggled to understand the questions she was being asked.

Hiring more counselors 

This year’s unique challenges and obstacles underscore how crucial counselors can be in helping students and families access financial aid. In fact, research shows that when schools hire more school counselors, students receive significantly more aid dollars. However, while the American School Counselor Association recommends a 250-to-1 ratio of students to school counselors, the ratios differ greatly from state to state and the national average is 385-to-1. APR has a senior class of just 61 students.

“You can’t get the results everybody wants with a [traditional] guidance counselor at a school with a big caseload, having to do course scheduling and social emotional counseling, lunch duty, college counseling, alternative pathways, because we know how many hours it takes per kid,” explains Kelly-Carney who once worked as an admissions officer at Harvard College and excels, with her colleagues, in helping talented students get into some of the most highly selective schools in the country including ones that meet full demonstrated financial need.

Preparing for "summer melt"

Some colleges and universities have extended their enrollment deadlines beyond May 1 this year to give prospective students more time to consider delayed financial aid packages. Kelly-Carney and Scott welcome the move but they also worry about unintended consequences, such as an adverse impact on summer melt — when college-bound students fail to turn up in the fall because they have been overwhelmed by the many administrative tasks they have to complete to get there. While the counselors hope to apply for extra funding so they can hire Gutierrez to work this summer to support APR students, they are concerned about the implications of enrollment delays nationally.

In the best of years there are “so many talented, talented students in our country that are totally falling through the cracks because they don’t have the knowledge and the support” they need to steer themselves successfully through the college and financial aid application process, explains Scott. This year has already been so much harder.  

Parts 1 and 2 of our FAFSA series:

Tips for navigating financial aid, getting to college: fafsa challenges for first-gen students.

The latest research, perspectives, and highlights from the Harvard Graduate School of Education

Related Articles

The Future of DEI in Higher Education

The impact of the Supreme Court's decision to end race conscious admissions and the future of diversity work on college campuses

The hurdles faced by first-generation college students as they make their way through the financial aid process — and how to help them overcome the barriers

The first in our series on how students, families, and colleges can find their way through the government’s “FAFSA Fiasco”

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Important Dates

• Application Opens: April 15, 2024
• Application Deadline: June 17, 2024 at 5:00 p.m. ET
• HILS Preview Weekend: September 26-28, 2024

Please read the program description, eligibility criteria, and application instructions before beginning your application.

Program Description

The goal of the  Harvard Integrated Life Sciences  (HILS) Preview Weekend is to provide an in-person academic professional development and community building experience for prospective HILS PhD program applicants who have not previously had the opportunity to visit Harvard and become familiar with its programs and resources. Core to the mission of the HILS Preview Weekend is the promotion of equity, diversity, inclusion, and belonging in STEM.

At the HILS Preview Weekend, participants will:

• connect and network with  HILS PhD program students, staff, and faculty
• gain insights into the application process and how to prepare a strong application for HILS PhD programs
• learn about resources, support, and the life sciences research environment at Harvard
• explore the city of Boston.

Lodging, airfare, and all meals are covered for HILS Preview Weekend participants.

Eligibility Criteria

Eligible applicants must meet  all of the following criteria:

• US citizens, permanent residents, or non-US citizens with DACA 
• individuals who will be applying to PhD programs in the life sciences in 2024
• must be available to attend the entire in-person program.

Individuals ineligible for the HILS Preview Weekend include those:

• who have participated in summer research, postbaccalaureate, or other outreach programs at Harvard, its affiliated hospitals and/or institutes
• who are current or former research assistants or master's students at Harvard or its affiliated institutes.

Please note that applications that do not meet these eligibility criteria will not be considered.

Who Should Apply?

• college seniors, postbaccalaureate students, research assistants, master's students, and STEM professionals

Individuals with:

• a demonstrated interest in pursuing a PhD in the life sciences
• a strong interest in  HILS PhD programs
• prior hands-on research experience in a wet lab or dry lab environment.

We especially encourage applications from students who are from  underrepresented or disadvantaged backgrounds (see also  NOT-OD-20-031 ). Applications are open to all, and HILS does not consider race, ethnicity, or national origin in reviewing applications.

Application Components

The HILS Preview Weekend application consists of the following components:

• personal, academic, and research background
• unofficial transcripts
• statement of purpose – see instructions below
• personal statement – see instructions below
• a letter of recommendation (from a faculty member in whose laboratory you have performed research) – see instructions below
• resume – see instructions below
• Note: There is no application fee for the HILS Preview Weekend.

Please note that incomplete applications will not be reviewed.

Stay tuned for the launch of the application!

Statement of Purpose (750 words max)

Your statement of purpose should be clear, concise, and coherent, including all of the following components.

• Describe your reasons and motivations for participating in the HILS Preview Weekend and pursuing a PhD in your chosen field(s), including how you will benefit from the HILS Preview Weekend. 
• Briefly indicate your career objectives. 
• the central question and/or hypothesis driving each of your research projects or research experiences
• key methods, results, and conclusions
• your specific experimental and intellectual contributions to the work.

Your statement should be free from spelling or grammatical errors, well structured with transitions, labeled with your first and last name, and comprehensible for someone who is not an expert in your field. Please upload your statement of purpose as a PDF.

Personal Statement (500 words max)

A core part of the Harvard Griffin GSAS mission is to identify and attract the most promising students to form a dynamic and diverse community. We are committed to training individuals who reflect the growing diversity of society today and who will contribute to our commitment to sustain a welcoming, supportive, and inclusive environment. Please briefly describe your personal journey to graduate education and how your experiences have impacted your decision to pursue graduate study. In addition, please describe any personal experiences in your education or upbringing—including opportunities, hardships, or obstacles—that you believe to be pertinent to your application.

Letter of Recommendation

Please have a faculty member in whose lab you have conducted research submit a letter of recommendation for you, describing and discussing (1) your work in their laboratory, (2) academic performance, (3) intellectual potential, (4) motivation for graduate study, (5) creativity and originality, and (6) other qualities that make you a strong candidate for PhD programs in the life sciences.

Note: You are responsible for ensuring that the faculty member writing your letter of recommendation submits it by the application deadline. Applications without a letter of recommendation will be considered incomplete and will not be reviewed.

Resume (1-2 pages)

Your resume should include a brief overview of the following elements, as applicable: your relevant education, research experience, laboratory skills, teaching experience, presentations, publications, honors and awards, and relevant leadership, outreach, and extracurricular activities. Resumes that are longer than two pages will not be reviewed.

Harvard Integrated Life Sciences

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ASU business school launches AI degree program

W. p. carey school graduate program accepting applications for fall 2024 admission.

Catherine Phillips is an MBA student in the W.P. Carey School of Business. The school is officially launching a new degree program — the Master of Science in Artificial Intelligence in Business (MS-AIB). ASU photo

Following Arizona State University’s groundbreaking announcement of the first university collaboration with OpenAI , the W. P. Carey School of Business is officially launching a new degree program — the Master of Science in Artificial Intelligence in Business (MS-AIB).

Backed by faculty from the Department of Information Systems, it is the first AI graduate degree program from a business school in the United States.

“There is no doubt that AI is quickly becoming a vital business skill. We are excited to meet the needs of students and employers through our new graduate degree program within our top-ranked information systems department,” said Ohad Kadan , Charles J. Robel Dean and W. P. Carey Distinguished Chair in Business.

The new W. P. Carey MS-AIB program, to be held on the Tempe campus, incorporates an applied curriculum and career coaching to prepare graduates for success in emerging roles across industries. Taught by world-renowned faculty, the MS-AIB degree will help students develop technical AI and professional skills needed to thrive in the constantly evolving landscape of technology and business. 

Allowing students to lead what’s next

The goal of the program is to equip leaders with a business-aligned framework and strategies for implementing AI — delivering both technical skills and business skills to design, deploy and apply AI mindfully in diverse business contexts.

“Students will learn to understand and plan for the implications and possibilities enabled by artificial intelligence, in addition to the importance of governance, ethics and principled innovation,” explained Pei-yu Chen , chair of the Department of Information Systems and Red Avenue Foundation Professor. Chen is also the co-director of the Center for AI and Data Analytics for Business and Society .

Students will complete the program able to:

• Analyze diverse business situations and apply AI to further business goals.
• Understand and effectively communicate the impact of AI transformations.
• Practice mindful AI and pay attention to ethics, bias, welfare, privacy and trust.
• Lead cross-functional conversations and collaboration for effective implementation.
• Advance their careers and solve pressing challenges for global businesses.

Learn more about the MS-AIB , now accepting applications for fall 2024 admission.

AI skill development a focus across programs

In addition to the groundbreaking new graduate program, the W. P. Carey School offers a host of ways for students to grow their understanding of AI and apply those skills to solve business problems. For example, students have the opportunity to select AI concentrations within the MBA and Master of Science in Information Systems Management (MS-ISM) programs. 

“W. P. Carey has been at the forefront of integrating AI into its academic programs, showcasing a commitment to leadership in AI education and its applications in business,” said Dan Mazzola , faculty director of the MS-ISM program. “The school's offerings of AI-focused degrees, alongside various AI-related certificates and concentrations, highlight its active role in shaping the conversation around AI and fostering innovation and entrepreneurship in technology.”

W. P. Carey also offers a  certificate in artificial intelligence in business , which allows learners to train in the mechanics of this cutting-edge technology, design intelligent systems, learn how to harness these systems mindfully for value creation, and then how to embed them into business to transform organizational strategy and revolutionize business processes and operations. Credit completed in the certificate program can later be transferred toward several W. P. Carey master’s degrees.

By integrating AI into its core educational offerings and providing flexible learning opportunities tailored to various student needs, the W. P. Carey School aims to ensure its graduates are well equipped to fulfill the diverse and evolving career demands in AI-enabled organizations.

These programs each demonstrate W. P. Carey's long-standing dedication to preparing students for the evolving business landscape through a multifaceted educational approach.

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World Anthropology Day showcases many facets of Binghamton University programs

Featured labs focused on plants, animals, remote sensing and historical analysis, skeletal analysis, forensic anthropology and human genetics.

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Binghamton University’s Anthropology Department hosted a World Anthropology Day celebration on Feb.15, with 12 archeology and biological anthropology labs in three science buildings showcasing the department’s full range of academic offerings.

Featured labs focused on plants (paleoethnobotany), animals (zooarchaeology), remote sensing and historical analysis, skeletal analysis (osteology), forensic anthropology and human genetics, just to name a few. Professors shared their research topics and what opportunities await curious students in the wide world of anthropology.

At the Lab for Anthropometry and Biomarkers, students interested in biology could learn about organismal biology, exosystems and biomarkers in the field of biological anthropology. Associate Professor Katherine Wander led the presentation at her new lab in Science 2.

Examining these patterns of information can further research in identifying biological changes, assessing disease risk and contributing toward advancements in public health. In the fall, Wander will offer a new lab course called “Biomarkers: Measurement & Interpretation,” which will offer an in-depth understanding of how biomarkers are measured and why we use them.

“Biomarkers are the things that are easy to measure that give us that systems-level interpretation,” she said.

If students are interested in excavating artifacts and piecing together their place in our shared history, they may be inclined to visit the Public Archaeology Facility (PAF) in Science 1. Peppered throughout the room were artifacts excavated from across the Northeast, from rusted cannon balls from the French and Indian War to stone tools discovered in the Susquehanna River.

“It’s really cool to dig a hole and find things that people haven’t touched in either hundreds or thousands of years,” said PhD student Kara Jonas.

PAF offers cultural resource management services to clients as well as community-based programs and a lab open to student volunteers.

“Something that I really love is working with local communities (on a site), and having their input and their perspective completely change the stories that you can tell and the questions you can ask,” Jonas said.

This summer, Maria O’Donovan, the director of the Master of Arts in Public Anthropology program, will offer an archeology field school in Broome County, giving students the chance to gain a wide variety of archeological skills and earn 6 credits.

“Archeology is that great combination of history and science,” O’Donovan said. For students who may be on the fence about anthropology, she offered some advice about where to begin: “Start with an Intro to Anthropology course, where you can learn a little bit about all of the different four subfields, and then you can gauge whether you’re interested in anthropology as a whole, and if you are, where your specific interests lie.”

At Professor Rolf Quam’s paleoanthropology lab, skeletons of animals and skulls of human ancestors were prominently on display. A degree in paleoanthropology can offer students a chance to understand the wonders of human evolution by examining ancient fossils.

“I really enjoy learning about human evolution, but there’s also the capacity for traveling and digging up dirt,” said PhD student and graduate teaching assistant Cai Caccavari, MA ‘23. “There is a lot of biochemistry in the field, and we rely heavily on it for understanding the relationships beyond just looking at the morphology, because just looking at the bones can only get us so far.”

Biochemistry is a crucial part of investigating the past and is used in various ways in the study of anthropology. Coupled with human evolution, students can investigate the growth of development of fossils while utilizing other tools such as CT scans.

“If you like biochemistry and human evolution, you could go to graduate school,” Caccavari said.

Lecturer Lubna Omar’s Archaeological Analytical Lab is devoted to the study of human-animal interactions through bone remains. Through zooarcheology, students can piece together small pieces of bones to create a vivid picture of the life of various animals.

“It is a type of field for people with specific types of skills. You have to be into solving complex puzzles because the bones are fragmented,” Omar said.

The work is closely tied to that of archaeologists, since in excavations, many bones are found in ancient garbage pits, she said.

“Cultural resources management usually hires zoo archaeologists like me to help them with their work, otherwise they won’t understand what happened at the site,” she explained.

At the Archaeology Teaching Lab, Assistant Professor Sébastien Lacombe studies people of the past by analyzing their ancient technology. Students in his lab can also examine the social implications and purpose of crafting these technologies and see the variations of culture across different periods of human evolutionary history.

“You have anthropology everywhere. Do you want to be a doctor? Biological anthropology. Do you want to work for the parks service? Archaeology,” Lacombe said. “It’s the human dimension that distinguishes us from any other.”

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30 Best universities for Mechanical Engineering in Moscow, Russia

Updated: February 29, 2024

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Below is a list of best universities in Moscow ranked based on their research performance in Mechanical Engineering. A graph of 269K citations received by 45.8K academic papers made by 30 universities in Moscow was used to calculate publications' ratings, which then were adjusted for release dates and added to final scores.

We don't distinguish between undergraduate and graduate programs nor do we adjust for current majors offered. You can find information about granted degrees on a university page but always double-check with the university website.

1. Moscow State University

For Mechanical Engineering

2. Bauman Moscow State Technical University

3. National Research University Higher School of Economics

4. Moscow Aviation Institute

5. N.R.U. Moscow Power Engineering Institute

6. National Research Nuclear University MEPI

7. National University of Science and Technology "MISIS"

8. Moscow Institute of Physics and Technology

9. Moscow State Technological University "Stankin"

10. RUDN University

11. Moscow Polytech

12. Moscow State University of Railway Engineering

13. Finance Academy under the Government of the Russian Federation

14. Moscow Medical Academy

15. Russian State University of Oil and Gas

16. mendeleev university of chemical technology of russia.

17. Russian National Research Medical University

18. Plekhanov Russian University of Economics

19. National Research University of Electronic Technology

20. Moscow State Pedagogical University

21. Russian Presidential Academy of National Economy and Public Administration

22. State University of Management

23. Moscow State Institute of International Relations

24. Russian State Geological Prospecting University

25. russian state agricultural university.

26. New Economic School

27. Moscow State Technical University of Civil Aviation

28. Russian State University for the Humanities

29. Russian State Social University

30. Moscow State Linguistic University

Universities for Mechanical Engineering near Moscow

Engineering subfields in moscow.