phd programs in harvard

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• Doctor of Philosophy (PhD) (68)
• Master of Arts (AM) (8)
• Master of Engineering (ME) (2)
• Master of Science (SM) (4)

GRE Requirement

• Not Accepted (28)
• Optional (28)
• Required (14)

African and African American Studies

American studies, anthropology, applied mathematics, applied physics, architecture, landscape architecture, and urban planning, bioengineering, biological and biomedical sciences, biological sciences in public health.

Doctoral Programs

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Phd programs  , accounting & management, business economics (includes finance), health policy (management), organizational behavior, technology & operations management, admissions  , unlock your phd journey with full financial aid  , placement  , research community  .

Hila Lifshitz-Assaf

Filippo Mezzanotti

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Anastassia Fedyk

Alexandra C. Feldberg

Rohan Kekre

Do Yoon Kim

Talia Gillis

Erica Moszkowski

Sagar Saxena

Aurora Turek

A Jay Holmgren

Evan DeFilippis

Kala Viswanathan

Ahmmad Brown

Ximena Garcia-Rada

Patrick Ferguson

Byungyeon Kim

Ta-Wei "David" Huang

Mengjie "Magie" Cheng

Omar Olivarez

Dafna Bearson

Justine Murray

Celia Stafford

Olivia Zhao

Rowan Clarke

Jaylon Sherrell

Elliot Tobin

Fanele Mashwama

Maria Roche

Charles Wang

Student Research  

Differences in care team response to patient portal messages by patient race and ethnicity.

• 01 MAR 2024
• JAMA Network Open

Economic Budgeting for Endowment-Dependent Universities

• Faculty Research

Conveying and Detecting Listening in Live Conversation

• 01 FEB 2024
• Journal of Experimental Psychology: General

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The Ph.D. Program in the Department of Economics at Harvard is addressed to students of high promise who wish to prepare themselves in teaching and research in academia or for responsible positions in government, research organizations, or business enterprises. Students are expected to devote themselves full-time to their programs of study.

The program prepares students for productive and stimulating careers as economists. Courses and seminars offered by the department foster an intellectually active and stimulating environment. Each week, the department sponsors more than 15 different seminars on such topics as environmental economics, economic growth and development, monetary and fiscal policy, international economics, industrial organization, law and economics, behavioral economics, labor economics, and economic history. Top scholars from both domestic and international communities are often invited speakers at the seminars.  The Harvard community outside of the department functions as a strong and diverse resource. Students in the department are free to pursue research interests with scholars throughout the University. Faculty of the Harvard Law School, Kennedy School of Government, and Harvard Business School, for example, are available to students for consultation, instruction, and research guidance. As a member of the Harvard community, students in the department can register for courses in the various schools and have access to the enormous library resources available through the University. There are over 90 separate library units at Harvard, with the total collections of books and pamphlets numbering over 13 million.  Both the department and the wider University draw some of the brightest students from around the world, which makes for a student body that is culturally diverse and likely unequaled in the range of intellectual interests of its members. These factors combine to add an important dimension to the educational process. Students are able to learn from one another, collaborate on research projects and publications, and form bonds that are not broken by distance once the degree is completed and professional responsibilities lead them in different directions.

• Program Requirements
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PhD in Public Policy

In this section.

• Economics Track
• Judgment and Decision Making Track
• Politics and Institutions Track
• Science, Technology and Policy Studies Track
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• Doctoral Student Handbook
• Dissertations & Job Placements
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• Faculty & Research

As an exceptional scholar, you want an exceptional graduate program.

The PhD in Public Policy (PPOL) program provides the advanced graduate training you need to successfully launch yourself into a research or related position in academia, government, a nongovernmental organization, or the private sector. 

You will get the training you need to conduct analytical research, help shape and execute policy, and teach the next generation of educators, researchers, and practitioners. The program encourages scholarly research that empowers public policy practitioners like you to make informed decisions and be leaders in their fields. 

Finding firm grounding for research in environmental economics

PPOL PhD alumnus Todd Gerarden’s fascination with bike mechanics mingled with his love of cycling and the outdoors; what emerged was a budding interest in energy and environmental policy. An undergraduate professor suggested he read  Economics of the Environment,  a collection of selected readings edited by HKS professor  Robert N. Stavins . That suggestion changed the course of his career.

Todd Gerarden PPOL PhD 2018

The complete phd.

The PPOL admits students to one of four tracks: Economics ; Judgment and Decision Making ; Politics and Institutions ; and Science, Technology and Policy Studies .    

PPOL graduates enter the workplace prepared to teach, carry out research, and make a profound impact in academia, while for others the degree leads to productive careers in think tanks, multinational organizations, NGOs, or the private sector.

"I've joined two research labs at HKS: Jennifer Lerner's and Julia Minson's. The brainstorming, feedback, and mutual pursuit of important research that comes from working in the labs is truly fulfilling."

Brad dewees ppol phd 2019, doctoral program admissions, funding your doctoral education.

Author: brv026

Zika epidemic forcing scientists to rethink assumptions about human biology.

On April 13, the Centers for Disease Control and Prevention (CDC) joined the World Health Organization (WHO) in confirming a link between Zika and the severe birth defect microcephaly. While officials at WHO also believe that there is enough evidence to conclude that the virus causes the autoimmune nervous disorder Guillain-Barré syndrome, the CDC is waiting … Continue reading “Zika epidemic forcing scientists to rethink assumptions about human biology”

Researchers optimistic about malaria vaccine progress

While the world is as close as it has ever been to having a malaria vaccine, the fight to eradicate the disease is far from over. That was the consensus among experts in the field who gathered at a forum hosted by Harvard’s Defeating Malaria: From the Genes to the Globe initiative on April 6, 2016. Focused … Continue reading “Researchers optimistic about malaria vaccine progress”

Theresa Betancourt, Dyann Wirth honored at annual Alice Hamilton lecture

Theresa Betancourt discussed her research on the role of conflict, adversity, and resiliency in children at the Sixth Annual Alice Hamilton Award Lecture on April 5, 2016 in Kresge Cafeteria. Following her talk, Betancourt, associate professor of child health and human rights and director of the Research Program on Children and Global Adversity at Harvard … Continue reading “Theresa Betancourt, Dyann Wirth honored at annual Alice Hamilton lecture”

Botswana study shows 96% rate of viral suppression for patients on HIV drugs

Botswana appears to have achieved very high rates of HIV diagnosis, treatment, and viral suppression—much better than most Western nations, including the United States—according to a new study from Harvard T.H. Chan School of Public Health and colleagues in Botswana. The findings suggest that even in countries with limited resources where a large percentage of the population … Continue reading “Botswana study shows 96% rate of viral suppression for patients on HIV drugs”

Special cells can “taste,” then help fight parasites in the gut

What spurs the human immune system into action when there’s a parasitic infection in the gut? A new study finds that special cells called tuft cells play a big role—by “tasting” the presence of intestinal parasites and setting the immune system into motion against them. The finding, outlined in a paper published February 2, 2016 … Continue reading “Special cells can “taste,” then help fight parasites in the gut”

Politics biggest threat to malaria effort

Politics is one of the biggest threats facing the global campaign to eradicate malaria, said a U.S. official tackling the disease, which kills nearly half a million people a year, including 300,000 children under age 5. Though some 214 million malaria cases are still reported annually, disease incidence has declined 37 percent over the last … Continue reading “Politics biggest threat to malaria effort”

Link between Zika virus and microcephaly strengthened

New research has found evidence of the Zika virus in the brain tissue of a fetus with microcephaly, providing support for a link between the mosquito-borne disease and a birth defect that causes small heads and underdeveloped brains. According to an editorial that accompanied the study, both published online February 10, 2016 in The New … Continue reading “Link between Zika virus and microcephaly strengthened”

Zika virus in Brazil may be mutated strain

The mosquito-borne Zika virus has been linked to a surge in cases of birth defects in Brazil, and is spreading in other countries in the southern hemisphere. Flaminia Catteruccia, associate professor of immunology and infectious diseases at Harvard T.H. Chan School of Public Health, says the virus may have adapted to the human environment and … Continue reading “Zika virus in Brazil may be mutated strain”

Targeting fat-tissue hormone may lead to type 2 diabetes treatment

A new study by researchers from Harvard T.H. Chan School of Public Health and colleagues describes the pre-clinical development of a therapeutic that could potentially be used to treat type 2 diabetes, fatty liver disease, and other metabolic diseases. The researchers developed an antibody that improves glucose regulation and reduces fatty liver in obese mice … Continue reading “Targeting fat-tissue hormone may lead to type 2 diabetes treatment”

In pursuit of an elusive foe

The bacteria that cause tuberculosis are experts at survival, allowing the disease to persist even when faced with the immune system and drugs. Harvard T.H. Chan School of Public Health’s Sarah Fortune is on a mission to figure out why. Of all the health problems that dominate our thoughts and anxieties, tuberculosis (TB) probably ranks low … Continue reading “In pursuit of an elusive foe”

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U.S. News Releases 2024 Best Graduate Programs Rankings

Find the top-ranked graduate schools in business, education, law, nursing and other fields.

U.S. News Ranks Best Graduate Schools

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To help prospective graduate students find a school that fits their needs, U.S. News released the 2024 rankings for multiple graduate fields.

Depending on the job or field, earning a graduate degree may lead to higher earnings, career advancement and specialized skill development.

But with several types of degrees and hundreds of graduate schools, it can be difficult to narrow down the options. To help prospective graduate students find a school that fits their needs, U.S. News released its 2024 Best Graduate Schools rankings today. They evaluate business, education, fine arts, health, law, library studies, nursing, public affairs, science, and social sciences and humanities graduate programs. Medical school and engineering rankings are not being released at this time.

A notable methodology change includes a new salary indicator based on profession in the business rankings.

Additionally, for the first time in four years, there are new rankings for a blend of doctoral and master's programs in audiology, occupational therapy, physical therapy, pharmacy, nurse midwifery and speech-language pathology. Graduate programs in nurse anesthesia and social work are also ranked for the first time since 2016 and 2022, respectively. Those and other specialty rankings are based on reputation ratings from scholars at other surveyed schools.

Read each program's specific methodology for the most detailed explanations of all the changes. The rankings are one source of information among many that prospective college students can use to inform their college decision. Below is a summary of the top-ranked schools in four major graduate program areas:

Best Law Schools

Best business schools, best nursing schools, best education schools.

Among the top 10 law schools . Yale Law School in Connecticut and California-based  Stanford Law School shared the top spot again. The  University of Chicago Law School in Illinois maintained its No. 3 rank, followed by a four-way tie at No. 4: Duke University School of Law in North Carolina, Harvard Law School in Massachusetts, the University of Pennsylvania Carey Law School and the University of Virginia School of Law .

Columbia Law School in New York ranked No. 8 again, while there was a three-way tie for No. 9: New York University School of Law , Northwestern University's Pritzker School of Law in Illinois and the University of Michigan—Ann Arbor Law School .

Looking beyond the top 10, multiple law schools moved up in the rankings. William & Mary Law School in Virginia, for instance, jumped nine spots from a tie at No. 45 to a five-way tie at No. 36.

U.S. News also ranked 13 law specialties: business/corporate, clinical training, constitutional, contracts/commercial, criminal, dispute resolution, environmental, health care, intellectual property, international, legal writing, tax and trial advocacy. (You can filter by specialty on the  main ranking page .)

Meanwhile, in the  part-time law school rankings – which consists of law schools with at least 20 part-time students enrolled in fall 2022 and fall 2023 – the top three stayed the same. The  Georgetown University Law Center in Washington, D.C., is once again at the top while D.C.-based  George Washington University Law School , now No. 3, switched places with the  Fordham University School of Law in New York City, which claimed second place.

Previously ranked at No. 3 and No. 6 respectively, the University of Pennsylvania's Wharton School and Stanford Graduate School of Business took the top spot in this year's full-time MBA program rankings . Northwestern's Kellogg School of Management and the University of Chicago's Booth School of Business moved down from their previous places in the top two to tie at No. 3.

While the top 10 mostly consists of the same schools as last year, both the Haas School of Business at the University of California, Berkeley and the University of Virginia's Darden School of Business joined those ranks this year. UC Berkeley rose from a three-way tie at No. 11 to a three-way tie at No. 7, while UVA moved up four spots from No. 14 to a tie at No. 10.

Farther down the full-time MBA rankings, there were some big changes. For example, Pitt's Joseph M. Katz Graduate School of Business soared 39 spots from a tie at No. 86 to a tie at No. 47.

Meanwhile, the very top of the part-time MBA rankings looks similar to last year, with the same schools in the top 5: UChicago, UC Berkeley, Northwestern, NYU's Leonard N. Stern School of Business and the Anderson School of Management at the University of California—Los Angeles. But UChicago took the No. 1 spot from UC Berkeley this year.

Moving up from No. 2, Johns Hopkins University School of Nursing in Maryland tied with Emory University's Nell Hodgson Woodruff School of Nursing in Georgia to claim the top spot in this year's nursing master's program rankings. Duke University School of Nursing in North Carolina climbed up by one to claim the third spot.

Johns Hopkins ranked No. 1, as it did last year, in the Doctor of Nursing Practice program rankings. George Mason University School of Nursing in Virginia – which reported more graduates and resources per faculty – soared from a four-way tie at No. 39 to take the No. 2 spot. Duke tied with the University of Washington School of Nursing to round out the top three.

Duke also ranked No. 1 in all of the ranked nursing master's nursing practice specialties, including administration, family, both acute and primary care adult gerontology, and mental health.

Once again, Teachers College, Columbia University in New York was No. 1 in the graduate education schools rankings. This year, however, it tied with the University of Wisconsin—Madison School of Education , which climbed two spots.

The University of Michigan—Ann Arbor's School of Education dropped from the top position to tie with the UCLA School of Education and Information Studies at No. 3. UCLA was previously tied at No. 7.

U.S. News also ranks nine education specialties, with the College of Education at Michigan State University claiming the top spot in the following categories: curriculum and instruction, educational administration, elementary teacher education, higher education administration and secondary teacher education.

Searching for a grad school of education? Access our  complete rankings  of Best Graduate Schools.

Grad Degree Jobs With $100K+ Salaries

Tags: students , graduate schools , medical school , business school , law school , education graduate school , engineering graduate school , MBAs , nursing programs

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Exploring generative ai at harvard.

Jessica McCann

Harvard Correspondent

Leaders weigh in on where we are and what’s next

The explosion of generative AI technology over the past year and a half is raising big questions about how these tools will impact higher education. Across Harvard, members of the community have been exploring how GenAI will change the ways we teach, learn, research, and work.

As part of this effort, the Office of the Provost has convened three working groups . They will discuss questions, share innovations, and evolve guidance and community resources. They are:

• The Teaching and Learning Group , chaired by Bharat Anand , vice provost for advances in learning and the Henry R. Byers Professor of Business Administration at Harvard Business School. This group seeks to share resources, identify emerging best practices, guide policies, and support the development of tools to address common challenges among faculty and students.
• The Research and Scholarship Group , chaired by John Shaw , vice provost for research, Harry C. Dudley Professor of Structural and Economic Geology in the Earth and Planetary Sciences Department, and professor of environmental science and engineering in the Paulson School of Engineering and Applied Science. It focuses on how to enable, and support the integrity of, scholarly activities with generative AI tools.
• T he Administration and Operations Group , chaired by Klara Jelinkova , vice president and University chief information officer. It is charged with addressing information security, data privacy, procurement, and administration and organizational efficiencies.

Klara Jelinkova, Bharat Anand, and John Shaw.

Photos by Kris Snibbe/Harvard Staff Photographer; Evgenia Eliseeva; and courtesy of John Shaw

The Gazette spoke with Anand, Shaw, and Jelinkova to understand more about the work of these groups and what’s next in generative AI at Harvard.

When generative AI tools first emerged, we saw universities respond in a variety of ways — from encouraging experimentation to prohibiting their use. What was Harvard’s overall approach?

Shaw: From the outset, Harvard has embraced the prospective benefits that GenAI offers to teaching, research, and administration across the University, while being mindful of the potential pitfalls. As a University, our mission is to help enable discovery and innovation, so we had a mandate to actively engage. We set some initial, broad policies that helped guide us, and have worked directly with groups across the institution to provide tools and resources to inspire exploration.

Jelinkova: The rapid emergence of these tools meant the University needed to react quickly, to provide both tools for innovation and experimentation and guidelines to ensure their responsible use. We rapidly built an AI Sandbox to enable faculty, students, and staff to experiment with multiple large language models in a secure environment. We also worked with external vendors to acquire enterprise licenses for a variety of tools to meet many different use cases. Through working groups, we were able to learn, aggregate and collate use cases for AI in teaching, learning, administration, and research. This coordinated, collective, and strategic approach has put Harvard ahead of many peers in higher education.

Anand: Teaching and learning are fundamentally decentralized activities. So our approach was to ask: First, how can we ensure that local experimentation by faculty and staff is enabled as much as possible; and second, how can we ensure that it’s consistent with University policies on IP, copyright, and security? We also wanted to ensure that novel emerging practices were shared across Schools, rather than remaining siloed.

What do these tools mean for faculty, in terms of the challenges they pose or the opportunities they offer? Is there anything you’re particularly excited about?

Anand: Let’s start with some salient challenges. How do we first sift through the hype that’s accompanied GenAI? How can we make it easy for faculty to use GenAI tools in their classrooms without overburdening them with yet another technology? How can one address real concerns about GenAI’s impact?

While we’re still early in this journey, many compelling opportunities — and more importantly, some systematic ways of thinking about them — are emerging. Various Harvard faculty have leaned into experimenting with LLMs in their classrooms. Our team has now interviewed over 30 colleagues across Harvard and curated short videos that capture their learnings. I encourage everyone to view these materials on the new GenAI site; they are remarkable in their depth and breadth of insight.

Here’s a sample: While LLMs are commonly used for Q&A, our faculty have creatively used them for a broader variety of tasks, such as simulating tutors that guide learning by asking questions, simulating instructional designers to provide active learning tips, and simulating student voices to predict how a class discussion might flow, thus aiding in lesson preparation. Others demonstrate how more sophisticated prompts or “prompt engineering” are often necessary to yield more sophisticated LLM responses, and how LLMs can extend well beyond text-based responses to visuals, simulations, coding, and games. And several faculty show how LLMs can help overcome subtle yet important learning frictions like skill gaps in coding, language literacy, or math.

Do these tools offer students an opportunity to support or expand upon their learning?

Anand: Yes. GenAI represents a unique area of innovation where students and faculty are working together. Many colleagues are incorporating student feedback into the GenAI portions of their curriculum or making their own GenAI tools available to students. Since GenAI is new, the pedagogical path is not yet well defined; students have an opportunity to make their voices heard, as co-creators, on what they think the future of their learning should look like.

Beyond this, we’re starting to see other learning benefits. Importantly, GenAI can reach beyond a lecture hall. Thoughtful prompt engineering can turn even publicly available GenAI tools into tutorbots that generate interactive practice problems, act as expert conversational aids for material review, or increase TA teams’ capacity. That means both that the classroom is expanding and that more of it is in students’ hands. There’s also evidence that these bots field more questions than teaching teams can normally address and can be more comfortable and accessible for some students.

Of course, we need to identify and counter harmful patterns. There is a risk, in this early and enthusiastic period, of sparking over-reliance on GenAI. Students must critically evaluate how and where they use it, given its possibility of inaccurate or inappropriate responses, and should heed the areas where their style of cognition outperforms AI. One other thing to watch out for is user divide: Some students will graduate with vastly better prompt engineering skills than others, an inequality that will only magnify in the workforce.

What are the main questions your group has been tackling?

Anand: Our group divided its work into three subgroups focused on policy, tools, and resources. We’ve helped guide initial policies to ensure safe and responsible use; begun curating resources for faculty in a One Harvard repository ; and are exploring which tools the University should invest in or develop to ensure that educators and researchers can continue to advance their work.

In the fall, we focused on supporting and guiding HUIT’s development of the AI Sandbox. The Harvard Initiative for Learning and Teaching’s annual conference , which focused exclusively on GenAI, had its highest participation in 10 years. Recently, we’ve been working with the research group to inform the development of tools that promise broad, generalizable use for faculty (e.g., tutorbots).

What has your group focused on in discussions so far about generative AI tools’ use in research?

Shaw: Our group has some incredible strength in researchers who are at the cutting edge of GenAI development and applications, but also includes voices that help us understand the real barriers to faculty and students starting to use these tools in their own research and scholarship. Working with the other teams, we have focused on supporting development and use of the GenAI sandbox, examining IP and security issues, and learning from different groups across campus how they are using these tools to innovate.

Are there key areas of focus for your group in the coming months?

Shaw: We are focused on establishing programs — such as the new GenAI Milton Fund track — to help support innovation in the application of these tools across the wide range of scholarship on our campus. We are also working with the College to develop new programs to help support students who wish to engage with faculty on GenAI-enabled projects. We aim to find ways to convene students and scholars to share their experiences and build a stronger community of practitioners across campus.

What types of administration and operations questions are your group is exploring, and what type of opportunities do you see in this space?

Jelinkova: By using the group to share learnings from across Schools and units, we can better provide technologies to meet the community’s needs while ensuring the most responsible and sustainable use of the University’s financial resources. The connections within this group also inform the guidelines that we provide; by learning how generative AI is being used in different contexts, we can develop best practices and stay alert to emerging risks. There are new tools becoming available almost every day, and many exciting experiments and pilots happening across Harvard, so it’s important to regularly review and update the guidance we provide to our community.

Can you talk a bit about what has come out of these discussions, or other exciting things to come?

Jelinkova: Because this technology is rapidly evolving, we are continually tracking the release of new tools and working with our vendors as well as open-source efforts to ensure we are best supporting the University’s needs. We’re developing more guidance and hosting information sessions on helping people to understand the AI landscape and how to choose the right tool for their task. Beyond tools, we’re also working to build connections across Harvard to support collaboration, including a recently launched AI community of practice . We are capturing valuable findings from emerging technology pilot programs in HUIT , the EVP area , and across Schools. And we are now thinking about how those findings can inform guiding principles and best practices to better support staff.

While the GenAI groups are investigating these questions, Harvard faculty and scholars are also on the forefront of research in this space. Can you talk a bit about some of the interesting research happening across the University in AI more broadly ?

Shaw: Harvard has made deep investments in the development and application of AI across our campus, in our Schools, initiatives, and institutes — such as the Kempner Institute and Harvard Data Science Initiative. In addition, there is a critical role for us to play in examining and guiding the ethics of AI applications — and our strengths in the Safra and Berkman Klein centers, as examples, can be leading voices in this area.

What would be your advice for members of our community who are interested in learning more about generative AI tools?

Anand: I’d encourage our community to view the resources available on the new Generative AI @ Harvard website , to better understand how GenAI tools might benefit you.

There’s also no substitute for experimentation with these tools to learn what works, what does not, and how to tailor them for maximal benefit for your particular needs. And of course, please know and respect University policies around copyright and security.

We’re in the early stages of this journey at Harvard, but it’s exciting.

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Sasha de Vogel

Raphael Morrison Dorman Memorial Postdoctoral Fellow, Weatherhead Scholars Program

I am a political scientist researching the politics of authoritarian regimes and collective action in Russia and the post-Soviet region.

I am a Raphael Morrison Dorman Memorial Postdoctoral Fellow at the  Weatherhead Center for International Affairs  at  Harvard University . I received my PhD in  Political Science  from the  University of Michigan  in 2021 and I was a post-doctoral fellow at  New York University 's  Jordan Center for the Advanced Study of Russia  from 2021-2022.

My work examines when and why autocratic regimes promise concessions to protestors, how these promises affect mobilization and their impact on policies.

In my  book project , I emphasize that a concession entails a process of potential policy change that begins with a promise of future action. Because these promises are not inherently credible, concessions are vulnerable to reneging, or the deliberate failure to implement concessions. I argue that while concessions can be an avenue to address problems about which the government lacked information, in many cases, they are used to undermine mobilization in the short-term, even if later reneging allows the grievance to endure. The book uses an original database on protest campaigns against the Moscow City government about policy-related grievances and is also informed by interviews with activists I conducted during fieldwork in Moscow. My related dissertation won the Juan Linz Prize for Best Dissertation in the Comparative Study of Democracy.

My other  research  interests in comparative politics include authoritarian institutions, repression, authoritarian responsiveness, urban politics and post-Soviet politics.

I also hold an MA in Russian, Eastern European and Eurasian Regional Studies and a BA in Slavic Studies, both from  Columbia University . My research has been supported by the  National Science Foundation  and the  Carnegie Corporation/Harriman Institute , among others.

My Insights:

A War With No End in Sight

"More Russians have died in Ukraine than in all wars the country has fought since 1945 combined. But escalating repression and a culture of helpless disengagement have kept support for the war high," writes Sasha de Vogel.

• Read more about A War With No End in Sight

For Current Students

Student i-lab

The student i-lab helps undergraduate and graduate students from all 13 harvard schools turn their ideas into impact., batten hall 125 western ave allston, ma 02163.

Our community of matriculated, degree-seeking Harvard founders consists of over 400 ventures.

RxAll, Inc.

Making early diagnosis of gum disease more accessible and efficient while saving time and money for patients and providers.

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Leveraging AI to deliver personalized corporate training that enhances learning with tailored content and analytics.

• Learn More about Resources By Stage
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As an Explorer, you want to see if entrepreneurship is for you by immersing yourself in our innovation community. Work with us to come up with ideas — or sort through any you've been noodling — and figure out which may be worth pursuing. Or attend a networking mixer to join an existing venture team or meet your future cofounder.

In Test, you'll come to the i-lab with an idea you'd like to pursue, or maybe you're already pursuing it. Our advisors will help you with consumer research, discovery, and building your prototype. We'll also introduce you to experts via office hours and workshops , and connect you with funding opportunities .

In Propel, you'll be in full venture-building mode. You'll have a good idea of who your customer is and be ready to accelerate your venture's growth. We'll help you with scalability, funding opportunities , dedicated mentors, and advisors so you can nail down the perfect pitch to go to market and raise capital.

I hope that sharing my story can encourage other students on campus, who may be questioning whether they are fit to be entrepreneurs, to visit the i-lab, knowing that startups can take many different forms.

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Lomonosov Moscow State University

Preparatory course (pre-university programme).

• Duration of study: March 2024 – July 2025.
• Holidays: July – August 2024.
• Start date: 1 March – 30 March 2024.
• Exams: June 2025.
• Tuition: $8900.
• The level of Russian: Beginner.
• Duration of study: September/October 2024 – July 2025.
• Start date: September – October.
• Tuition: $7000.
• The level of Russian: All levels.

• 1 BUSINESS SCHOOL
• 2 FACULTY OF BIOENGINEERING AND BIOINFORMATICS
• 3 FACULTY OF BIOLOGY
• 4 FACULTY OF BIOTECHNOLOGY
• 5 FACULTY OF CHEMISTRY
• 6 FACULTY OF COMPUTATIONAL MATHEMATICS AND CYBERNETICS
• 7 FACULTY OF EDUCATIONAL STUDIES
• 8 FACULTY OF ECONOMICS
• 9 FACULTY OF FOREIGN LANGUAGES
• 10 FACULTY OF FINE AND PERFORMING ARTS
• 11 FACULTY OF FUNDAMENTAL MEDICINE
• 12 FACULTY OF FUNDAMENTAL PHYSICAL-CHEMICAL ENGENEERING
• 13 FACULTY OF GEOLOGY
• 14 FACULTY OF GEOGRAPHY
• 15 FACULTY OF HISTORY
• 16 FACULTY OF JOURNALISM
• 17 FACULTY OF LAW
• 18 FACULTY OF MATERIALS SCIENCE
• 19 FACULTY OF MECHANICS AND MATHEMATICS
• 20 FACULTY OF PHYSICS
• 21 FACULTY OF PHILOLOGY
• 22 FACULTY OF PHILOSOPHY
• 23 FACULTY OF PUBLIC ADMINISTRATION
• 24 FACULTY OF SOCIOLOGY
• 25 FACULTY OF WORLD POLITICS
• 26 GRADUATE SCHOOL OF INNOVATIVE BUSINESS
• 27 GRADUATE SCHOOL OF MANAGEMENT AND INNOVATION
• 28 GRADUATE SCHOOL OF PUBLIC ADMINIASTRATION
• 29 HIGHER SCHOOL OF MODERN SOCIAL SCIENCES
• 30 HIGHER SCHOOL OF POLICY IN CULTURE AND ADMINISTRATION IN HUMANITIES
• 31 HIGHER SCHOOL OF STATE AUDIT
• 32 HIGHER SCHOOL OF TRANSLATION/INTERPRETING
• 33 HIGHER SCHOOL OF TELEVISION STUDIES
• 34 INSTITUTE OF ASIAN AND AFRICAN STUDIES
• 35 MOSCOW SCHOOL OF ECONOMICS
• 36 SOIL SCIENCE FACULTY
• Admission procedure

Creating Space for Community

• Posted April 10, 2024
• By Carolina Ruggero
• Diversity, Equity, and Inclusion
• Entrepreneurship
• Families and Community
• Nonprofit/Organizational Leadership

Carina Traub, Ed.M.'21, is the co-founder and director of development of the QT Library , an accessible space opening in Boston this year that centers LGBTQ+ stories. The QT Library aims to create an inclusive environment using the transformative power of literature to foster understanding and community. 

Ed. Magazine

The magazine of the Harvard Graduate School of Education

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