science communication phd usa

Students in the doctoral program learn theories that guide research into communication processes and effects and into institutions and technologies that lend pattern to communication. Applicants for the PhD are expected to acquire and demonstrate humanistic and behavioral knowledge of communication while acquiring skills requisite to scholarly research in the discipline.

Screening Procedures

Student progress is carefully monitored by the School of Communication faculty. Students are normally screened at the end of their first year of graduate study. At that time they must have completed no fewer than 16 and no more than 24 units, including COMM 525   , COMM 526   , COMM 550    and COMM 552   . Students are evaluated on subject matter competence, teaching potential and their ability to conduct independent research. Upon successful passage of the screening procedure, the student has 30 days in which to form a qualifying exam committee.

Course Requirements

The student is required to take a minimum of 72 units and write an approved dissertation.

Four core courses

• COMM 525x Humanistic and Social Scientific Approaches to Human Communication I Units: 4
• COMM 526x Humanistic and Social Scientific Approaches to Human Communication II Units: 4
• COMM 550 Quantitative Research Methods in Communication Units: 4
• COMM 552 Qualitative Research Methods in Communication Units: 4

And Doctoral Dissertation

• COMM 794a Doctoral Dissertation Units: 2 are required for all students
• COMM 794b Doctoral Dissertation Units: 2 are required for all students

Students specialize in one of seven tracks by completing a minimum of three courses (12 units) in one of the following:

(1) rhetoric, politics and publics:.

• COMM 509x Classical Rhetorical Theory Units: 4
• COMM 511x Contemporary Rhetorical Theory Units: 4
• COMM 512x Rhetorical Criticism Units: 4
• COMM 513x Neoclassical Rhetorical Theory Units: 4
• COMM 514x Social Movements as Rhetorical Form Units: 4
• COMM 515x Postmodern Rhetorical Theory Units: 4
• COMM 517x Rhetorical Theory and Culture Units: 4
• COMM 518x American Public Address Units: 4
• COMM 520 The Rhetoric of the Presidential Campaign Trail Units: 4
• COMM 521x Argumentation Units: 4
• COMM 522x Kenneth Burke’s Dramatistic Theory Units: 4
• COMM 573 Networked Publics: Theories and Encounters Units: 4
• COMM 576 Civic Media and Participatory Politics Units: 4
• COMM 580 Media and Politics Units: 4

(2) Media, Culture and Community:

• CMGT 587 Audience Analysis Units: 4
• COMM 516x Feminist Theory and Communication Units: 4
• COMM 519x Cultural Studies in Communication Units: 4
• COMM 564 Communication, Culture and Capitalism Units: 4
• COMM 575 Advocacy and Social Change in Entertainment and the Media Units: 4
• COMM 605 Advanced Macro Theories of Communication Units: 4
• COMM 618 Mass Media Effects Units: 4
• COMM 629 Global Culture Units: 4
• COMM 653 Research, Practice and Social Change Units: 4
• COMM 654 Art, Artists and Society Units: 4
• COMM 655 Studies in Sound, Music and Communication Units: 4
• COMM 656 Theorizing Race, Culture, Cross-Cultural Exchange Units: 4
• COMM 662 Video Games Research Units: 4
• COMM 672 Experiments in Critical Writing Units: 4

(3) Health Communication and Social Dynamics:

• CMGT 581 Media in Social Services: Design and Evaluation of Campaigns Units: 4
• CMGT 583 Social Marketing and Entertainment Education Units: 4
• CMGT 588 Global Storytelling: The Power of Narrative Units: 4
• COMM 554 Regression and Multivariate Communication Research Units: 4
• COMM 602 Seminar in Persuasion Units: 4
• COMM 611 Communication Technology and Healthcare Units: 4
• COMM 612 Designing Health Communication Interventions Units: 4
• COMM 613 Grant Writing in Communication Units: 4
• COMM 614 Computational Approaches in Health Communication Units: 4
• COMM 615 Health Communication Units: 4
• COMM 616 Meta-Analysis in Health Communication Units: 4
• COMM 650 Survey Construction and Validation Units: 4
• COMM 651 Experimental and Quasi-Experimental Designs Units: 4

(4) Groups, Organizations and Networks:

• COMM 508x Power, Politics and Conflict in Communication Units: 4
• COMM 524x Small Group Process Units: 4
• COMM 585x Organizational Communication Units: 4
• COMM 635 Economics of Information Units: 4
• COMM 636 Interpretive and Cultural Approaches in Organizational Communication Units: 4
• COMM 637 Current Readings in Organizational Communication Units: 4
• COMM 638 Global, International and Intercultural Communication in Organizations Units: 4
• COMM 640 Communication and Organizational Change Units: 4
• COMM 641 Organizations and Communication Technologies Units: 4
• COMM 645 Communication Networks Units: 4
• COMM 648 Online Communities and Networks Units: 4
• COMM 652 Ethnographic Field Research in Communication Units: 4

(5) Political Economy of Global Communication:

• COMM 546 The Political Economy of Innovation Units: 4
• COMM 553 Global Internet Governance Units: 4
• COMM 559 Globalization, Communication and Society Units: 4
• COMM 560 Global Media and Communication in China and Asia Units: 4
• COMM 561 Leading and Communicating Change in Global Organizations Units: 4
• COMM 567 The Political Economy of Privacy and Cybersecurity Units: 4
• COMM 570 Economics of the Communication Industries Units: 4
• COMM 582 Information and Communication Technology for Development Units: 4
• COMM 630 Communication Technology and Social Change Units: 4
• COMM 647x Network Society Units: 4
• PUBD 504 Global Issues and Public Diplomacy Units: 4
• PUBD 510 Technologies and Public Diplomacy Units: 4
• PUBD 515 Transnational Diplomacy and Global Security Units: 4
• PUBD 516 International Broadcasting Units: 4
• PUBD 522 Hard Power, Soft Power and Smart Power Units: 4

(6) Information, Political Economy and Entertainment:

• CMGT 582 International Communication: National Development Units: 4
• COMM 563 Black Popular Culture: Theory and Central Debates Units: 4
• COMM 566 Using Theory to Craft Policies to Affect Change Units: 4
• COMM 660 Entertainment and Games Units: 4
• COMM 670 Economic Cultures Units: 4

(7) New Media and Technology:

• CMGT 530 Social Dynamics of Communication Technologies Units: 4
• CMGT 531 Communication and the International Economy Units: 4
• CMGT 537 The Industry, Science and Culture of Video Games Units: 4
• COMM 572 Theories of Computer-Mediated Communication Units: 4
• COMM 577 Fandom, Participatory Culture and Web 2.0 Units: 4
• COMM 578 New Media Literacies Units: 4

Additional Requirements

In addition, students must take at least two courses in one other track outside their specialization (8 units total).

Students also pursue an approved cognate program of study in which at least 8 units (normally two courses) are taken in a related field outside Communication.

Students entering the School of Communication with a master’s degree may, with approval, apply part of their previous graduate course work toward the PhD degree.

Students will develop methodological abilities through coursework, collaboration with faculty advisers and mentors, work with Annenberg research groups and centers, and individual and group research projects.

Qualifying Exam Committee

This committee is composed of five faculty members, at least three of whom have appointments in the School of Communication. Students are expected to work closely with the members of their qualifying exam committee in selecting advanced course work and shaping areas of interest and research. In addition to helping the student plan a program, the committee administers the qualifying examination.

Qualifying Examination

Qualifying examinations for the PhD usually are taken near the end of the third year of study following completion of all required courses. The examination includes both written and oral portions. The student’s qualifying exam committee composes the questions for the written portion of the exam and administers the oral defense. Students must pass both portions to advance to candidacy.

Doctoral Dissertation

The dissertation is an original research project contributing to knowledge about human communication and should demonstrate a high level of competence in methodologies of scholarly inquiry.

Doctoral Dissertation Committee

This committee is composed of at least three and no more than five faculty members. A majority of the committee must have an appointment in the School of Communication.

Defense of Dissertation

Dissertations are defended in a formal meeting with the dissertation committee prior to submission of the final manuscript to the Graduate School.

Ph.D. in Mass Communications

Our doctoral program in mass communication, jointly administered with the Department of Life Sciences Communication, is internationally recognized for our faculty and areas of research. Applicants to the Joint Ph.D. in Mass Communications may apply to one or both departments, depending on your areas of research interest. Options are:

• Mass Communications: Journalism & Mass Comm (code G630L)
• Mass Communications: Life Sciences Comm (code G630A)

The Ph.D. degree in Mass Communications provides future academics and professionals with rigorous training in theory and research with highly individualized programs that students develop in consultation with their advisors. Our Ph.D. graduates become some of the most successful researchers and leaders in the field of mass communication.   We require our students to engage in a systematic search for answers to well-formulated and substantive questions. The research process culminates in the discovery and reporting of new knowledge to others.

A doctoral dissertation in Mass Communications demonstrates a student’s ability to examine in detail an important issue in the field, using original research. Faculty members expect the dissertation to be clearly presented while conveying the student’s close familiarity with his or her research area.

The program offers several internationally recognized areas of research and teaching excellence: 

• civic and political communication
• health and environmental communications
• history of media institutions
• information technologies
• social networking and digital media
• processes and effects of mediated communication
• law and ethics of media
• international and inter-cultural communication
• public opinion
• science and risk communication
• social marketing
• journalism studies
• media ecologies
• race and media

Working closely with their advisor and committee, students draw from courses offered in departments across campus to develop a plan of study in preparation for independent and original research in their area of specialization.

Visit the Ph.D. in Mass Communications website for more information.

Visit  Ph.D. in Mass Communications  for more information.

Ph.D. Handbook (PDF)

Request more information

/images/cornell/logo35pt_cornell_white.svg" alt="science communication phd usa"> Cornell University --> Graduate School

Communication ph.d. (ithaca), field of study.

Communication

Program Description

The Cornell University Ph.D. in Communication is designed to assist students in proposing, testing, and refining communication theories; in practicing skilled research; and in becoming knowledgeable about communication. It is the number two communication Ph.D. program in the country. The Ph.D. degree is a research degree. Cornell's doctoral program is designed to be a small, high quality program that will encourage students' interests in academic work as well as prepare them for nonacademic job opportunities.  Doctoral students focus on developing communication theory based on empirical social science research.  Program graduates will be able to compete successfully for teaching and research positions at colleges and universities, work at consulting firms, or conduct research and contribute to policy in government and private organizations.

Contact Information

452 Mann Library Cornell University Ithaca, NY  14853

Concentrations by Subject

• communication
• human-computer interaction
• language and communication
• media communication and society
• organizational communication
• science, environment and health communication
• social psychology communication

Visit the Graduate School's Tuition Rates page.

Application Requirements and Deadlines

Fall, Dec. 1; no spring admission

Note: The application deadline is December 1, by which all application materials must be submitted.

Requirements Summary:

Applicants are expected to have some competence in at least one area of communication or be willing to spend time beyond the normal degree requirements to gain competence. Persons with experience in communication are encouraged to apply; evidence of superior performance in the professional field will be considered in combination with academic records. 

• all Graduate School Requirements , including the  English Language Proficiency Requirement for all applicants
• only online submission of application materials; no hardcopy materials will be accepted
• academic statement of purpose
• personal statement
• transcripts
• writing sample
• three letters of recommendation
• further application information available

Learning Outcomes

Make an original and substantial contribution to the field

• Advance communication theory

Think originally and independently

• Identify new research opportunities within the field

Demonstrate advanced research skills

• Critically evaluate one’s own findings and those of others  
• Synthesizing existing knowledge 
• Identifying and accessing appropriate resources

Demonstrate commitment to advancing the values of scholarship

• Keeping abreast of advances within one’s field and related areas
• Showing commitment to professional development via professional societies, publication, and knowledge transfer
• Supporting learning via teaching, mentoring, and demonstration 

Demonstrate professional skills by adhering to ethical standards in the discipline, and by listening to, giving and receiving feedback effectively

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Science Communication, Certificate

Learn various approaches towards effective science communication and towards representing diverse voices across all communities involved in science..

This unique 12-credit graduate certificate program is entirely online and can help advance your career in science communication. In today’s increasingly more complex and global world, we are inundated with competing and often contradictory messages about science research, scientific progress, and the limitations of science. In such a world, effective and equitable science communication, or SciComm, plays a critical role for many professions intersecting with science. Effective science communication, we think, includes lots of practice. Therefore, we have designed a program that exposes students to different strategies in science communication, current research on the science of science communication, examples of science communication across various platforms and modalities (e.g., social media, journalism, academic publications).

Details, Dates & Deadlines

Program details, class format, program length, credits to complete, cost/credit hour.

In State: $769 Out of State: $994

• Online application
• $75 application fee
• Official transcripts
• 300–500 word essay
• Proof of English language proficiency
• CV or resume

Dates & Deadlines

Fall deadline: April 15 (Priority) Fall deadline: July 1 (Final)

Program Structure

The SciComm program is a 12-credit, four-course graduate certificate program offered in an asynchronous, 100% online environment. This means that we offer maximum flexibility to meet the needs of working professionals. There are no online meetings or set times when you'll need to log in; just submit your coursework before the posted deadlines and check back in for feedback from your instructors and classmates. As a student in this program, you will acquire expertise in science communication. Your classmates will most likely be practicing professionals with a health, scientific, or journalism background who are employed or seeking employment in areas related to science communication. 

At the end of the program, you will have a portfolio or revised work that can easily become part of your SciComm portfolio when applying for SciComm related positions in the future. Some students even get their work published while in the program (e.g., summaries of Cochrane Reviews, book reviews, and SciComm columns on UMB;s digital platform the Elm).

Is an Online Course Right for You?

Program Completion Timeline

• All four courses will be offered at least once each year to enable you to complete the program within one year.
• Participants begin the program in the fall and complete it in the spring (courses need to be taken in sequence).
• Although most students complete the program within one year, you will be allowed up to three years to complete the program.

What You Will Learn

Throughout the course of the program, students will read sections from the Faith Kearns’ groundbreaking book   Getting to the Heart of Science Communication: A Guide to Effective Engagement .   Dr. Kearns   is a scientist and science communication practitioner who focuses primarily on water, wildfire, and climate change in the western United States. Her work has been published broadly, including in the  New Republic ,  On Being ,  Newsweek , the BBC, and  Bay Nature.   Dr. Kearn's book has been described as a "terrific first step to handling [...] increasingly unpredictable conversations" with broad, potentially combative audiences (Candace J. Akins,  Native Plants Journal ) and "a must-read for amateurs and professionals" (Asmeret Asefaw Berhe, Office of Science for the U.S. Department of Energy). 

Other course material will consist of published articles in academic and non-academic journals, blogs, podcasts, social media posts, multimodal resources (e.g., YouTube channels and TikTok videos), sample grants, selections from books, reports and brochures from organizations such as the   American Academy of Arts & Science s or the   American Association for the Advancement of science   (AAAS), and other relevant materials.

This program is interesting to both novices or early career professional in science communication as well as those with experience in communicating scientific research and innovations to various audiences. It provides an overview of many important aspects that are of concern to science communication practitioners across disciplinary and professional backgrounds, with a particular focus on equity and social justice in SciComm. Many of our alumni work or pursue careers in communication department of universities, especially those with an emphasis on science, technology, engineering, mathematics, and medicine (STEMM); medical institutions; government agencies; and for-profit companies as well as non-profit research-based institutions. Some of our alumni are also researchers who have enrolled in this program to enrich their own SciComm practice across diverse audiences.

Student Testimonials

  “This program is one of the best career decisions I have ever made.”

“This course helped me grow as a science writer in ways outside of my comfort zone.”

“This program’s structure has been different from the typical course set up. By having one class at a time, I was able to focus on select skills at a steady pace. After the completion of the program, I felt prepared to write in any discipline within science whether for an academic audience or the general public.”

-Shaniece  

“I found Science Writing Principles one of the most productive courses that I’ve ever taken during my PhD program.”

-Raziyeh  

“I gained transferable skills that will assist me not only with my thesis, but my career as a scientist.”

-Paige  

“I learned writing techniques that I honestly wish I knew back in undergrad and even in high school.”

-Makeda  

Program Contacts

Nina Jackson Admissions Counselor  [email protected]   410.706.6489

Isabell C. May, Ph.D Program Director [email protected]   410.706.4450

Your path to success starts here

• Request Information
• Register for an Info Session

620 W. Lexington St. Baltimore, MD 21201 (410) 706-3100

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Master's in Science Communication

Bring science out of labs and libraries and into the world., a flexible degree for a growing professional field.

Complete your degree in as little as 1.5 years

33-credit program

Entirely online degree offered through synchronous and asynchronous courses

This program is offered in collaboration with the Alda Center for Communicating Science, a national leader in science communication training and research.

Keep reading, or get in touch, to learn more.

Request More Information

Explore the M.S. in Science Communication

Attend office hours.

Ask questions. Get answers.

Virtual office hours will be held monthly through the summer. Weekly sessions will resume in August.

Claim your time slot

Start your Application.

New students enroll every fall semester.

Applications are due March 15.

Start your Application

Meet our Faculty

Leaders in SciComm.

Our faculty include some of the leading science communication researchers and practitioners in the country.

33-credit M.S. in Science Communication

Complete your degree from anywhere, at your own pace, choose from two concentrations: general or climate communication.

Our students are a mix of working professionals and full-time students.

In your classes, you'll learn about the science of science communication, professional opportunities in this growing field, and have a chance to network with peers and potential future colleagues.

Admission Requirements

• Bachelor's degree in a STEM, social science, or health-related field 
• TOEFL scores required for international applicants
• GRE scores optional

Application Materials 

• CV or Resume
• Official transcripts from degree-granting colleges/universities
• 500-word personal statement
• 2 academic/professional writing samples or 1 academic/professional and 1 creative work 
• 3 letters of recommendation

March 15 Deadline for all applicants for fall enrollment

International students, please note that this online degree program does not support a US visa.

As a grad student, you will learn to

• Share scientific discoveries in ways that resonate with diverse audiences
• Conduct  and evaluate empirical, social science research
• Design targeted communication campaigns that respond to the needs, values and cultures of an audience
• Recognize your own biases and understand how your experiences shape how you see and interact with individuals and communities 
• Support diversity and inclusion in written and verbal communication
• Contribute to high quality, professional projects that build bridges between science and society

You will also experience the Alda Center's unique approach to communication training that blends social science research, communication strategy and improvisational techniques to help you prepare for and remain nimble in an ever-changing world.

When you graduate, you'll be able to

• Combine your previous expertise with evidence-based communication practices
• Pursue a career in science communication, a fast-growing and vital field
• Help build bridges between science and society

Academic Concentrationss

In the Master of Science in Science Communication Program, you will be able to choose between two concentrations: General Science Communication and Climate Communication. 

Both concentrations require the same number of credits (33), and can be completed in as little as 1.5 years.

Degree Requirements Checklist

Required Courses

• COM 516: Communication Research Methods
• COM 526: Building and Assessing Communication Strategies
• COM 565: Foundations of Science Communication
• COM 577: Communication Law and Ethics
• COM 583: Principles of Inclusive Education
• COM 699: Master's Project in Science Communication

Elective Courses

Students must complete 15 elective credits from among the following three-credit courses:

• COM 517: Advanced Communicaton Research Methods
• COM 522: Communicating Science to Policy Makers
• COM 534: Communicating Science using Digital Media
• COM 550: Climate Communication
• COM 575: Special Topics in Science Communcation
• COM 585: Communicating Science & Health Risks to the Public
• COM 587: Independent Study
• COM 588: Graduate Internship
• COM 605: Environmental Communication
• Or select JRN courses, with approval

Required Courses:  Climate Communication Concentration

• COM 585: Communicating Science and Health Risks to the Public

Students must complete six elective credits from among the following three-credit courses:

• MAR 514: Environmental Management
• MAR 525: Environment & Public Health
• MAR 534: Scientific Decision Support
• MAR 568: Practical Skills for Scientists

Helpful Links

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Stony Brook Graduate Bulletin

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Alda Center for Communicating Science

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Journalism & Media Communication

Research, outreach, & creative scholarship, alumni & giving, undergraduate, a college of liberal arts department, center for science communication.

The JMC Center for Science Communication brings together experts, professionals, and students in pursuit of research-driven strategies for understanding the communication of science and science-related topics.

We define science broadly to include interwoven topics and issues related to agriculture, environment and natural resources, energy, food, human health (including “one health” issues ), nutrition, risk, technology, veterinary medicine and animal health.

Facebook | Instagram | Twitter  | LinkedIn

We are a hub for interdisciplinary, stakeholder-engaged scholarship in science communication.

Our goal is to foster better communication outcomes in pursuit of socially sustainable agricultural, environmental, and health systems.

Through research, teaching, mentoring, training, and outreach, we help stakeholders communicate effectively about science and provide expert solutions to science communication problems.

Student Involvement

Many students are involved in projects tied to the Center. Undergraduate students have internships, part-time work, portfolio pieces, and class projects in science communication.

Graduate students work in research assistantships or hourly research appointments to gain both science communication work experience and research experience. Often, students find opportunities to tie their honors thesis, master’s thesis or doctoral dissertation to one of the projects.

Learn more about our faculty and researchers who are a part of the CSC.

Katie Abrams

• Graduate Director

Ashley Anderson

• Associate Professor

Marilee Long

• Professor and Department Chair

Samuel M. Tham

• Assistant Professor

Jaime Jacobsen

• Director, Center for Science Communication

Gayathri Sivakumar

Our history.

From its inception, the Department of Journalism and Media Communication’s trajectory has been based on the values of awareness, adaptability, and convergence. JMC was born out of the sciences and the humanities. From the start, CSU leaders charged the department with maintaining a strong research base while also providing state-of-the art communication and technology education. In combination this would supply students with the knowledge and skills to keep pace with the challenges of sharing meaningful, informative communications about increasingly complex processes. From overcoming the relatively recent challenges of the digital revolution and increasing public scrutiny of science and journalism, JMC has remained aware, adaptable, and convergent.

As the Center for Science Communication, we are here to bring the sciences and humanities back together. For a number of years, we have become increasingly aware of other efforts—on campus, in state and federal agencies, politics, the business and nonprofit world, health care, the sciences, engineering, veterinary medicine, natural resources, agriculture, and others—on the part of a growing number of researchers and practitioners to engage with science communication. Our goal is identifying ongoing science communication efforts whatever and wherever they are and making sure that all the different players in this phenomenon are aware of the efforts of others.

Research Projects

Encouraging respectful sea turtle viewing among tourists using the social marketing framework

How do we apply and advance behavior change and communication sciences to help protect wildlife? This series of projects developed and tested social marketing approaches to encourage behaviors among national park visitors and tourists that prevent wildlife harassment and harm.

Authors/Advisors: Katie Abrams, Amanda Martinek, Jordan Gorostiza, Meagan Black, Bonnie Palmatory, Kirsten Leong (NOAA)

Website part of the campaign

https://medium.com/@CSC_CSU/amazing-from-afar-q-a-with-dr-c7e474a47e5e

Crop Diversity Video Series

Crop genetic diversity is essential to global food security in light of a changing climate and shrinking biodiversity. This 6-part web series explores the origins and uses of potato, tomato, sorghum, and cowpea. Conserving these crops and their wild relatives provides researchers and plant breeders with the tools they need to help feed the world.

Authors/Advisors: Eric Forbes, Matt Ross, Zach Bermejo, Rhea Maze, Meagan Black, Sam Martinez, Pat Bryne, Gina Cerimele, Kat Chen

Crop Diversity Series - YouTube

Awards/Honors:

-Best of Show, Faculty Film & Video Category, Broadcast Education Association (BEA) On-Location Creative Competition, 2022 -Awards of Excellence, Web Series and Educational/Instructional Films, IndieFEST Film Awards and the Accolade Global Film Competition, 2022 -Finalist, Science Shows, China Dragon Awards, China International Conference of Science and Education Producers, 2022 -Official screening, University Film & Video Association (UFVA) annual conference, 2022

Stop the Spread: Community-Engaged Education to Address Misinformation Around Pandemic Disease

Stop the Spread is an interdisciplinary group of researchers at Colorado State University developing partnerships with community leaders to identify, address, and prevent misinformation around the topic of pandemic disease.

Authors: Ashley Anderson, Marilee Long, Colleen Duncan, Nicole Kelp

https://vimeo.com/user178010269 .

Project mentioned in this profile feature: https://cvmbs.source.colostate.edu/raise-your-voice-three-pioneers-in-science-communication-tackle-climate-change-misinformation-and-social-media/

American Bird Conservatory Conservation & Justice Fellowship Mentor

ABC, in partnership with the Indigenous Working Group of the Central Grassland Roadmap, created a graduate fellowship for the purpose of developing internal and external media materials based in community engagement with Indigenous conservation efforts across several disciplines and practices.

Author: Jamie Folsom

https://environmentaljustice.colostate.edu/noco-food-justice/

To Vaccinate or Not? The Role Played by Uncertainty Communication on Public Understanding and Behavior Regarding COVID-19

What role does scientific uncertainty play on public health behaviors?

Author: Nicole Kelp, Jessica Witt, Gayathri Sivakumar

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PhD in Communication Sciences and Disorders

The phd program in baylor's department of communication sciences and disorders centers on god and our faith mission as scientists, clinical scientists, and educators..

Our aim is to mentor servant leaders in research and education in Communication Sciences and Disorders and to create an inter-professional and inter-disciplinary environment for learning, promoting evidence-based practice, and innovative clinical and research endeavors. 

Program Highlights

• Has a rigorous curriculum, and yet is flexible enough that it can be individualized for each student
• Fosters collaboration amongst professionals to seek solutions for the whole person and family of those with communication disorders
• Offers excellent research and teaching experiences throughout a student’s program
• Opportunities for competitive assistantships

Emphasis Areas

• Child Language and Literacy Disorders
• Alternative and Augmentative Communication
• Adult Disorders
• Voice Disorders
• Fluency Disorders
• Hearing Loss
• Autism Spectrum Disorders

Communication Sciences and Disorders

Robbins College of Health & Human Sciences

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Communication (PhD)

USC Annenberg offers an interdisciplinary PhD program in humanistic and behavioral approaches to communication.

Communication Data Science (MS)

The first program of its kind, the MS in Communication Data Science is a STEM-designated cross-disciplinary joint degree offered by USC Annenberg’s School of Communication and USC Viterbi School of Engineering.

Communication Management (MCG)

The Communication Management (MCG) program trains students with the knowledge and tactics to decipher, design and execute effective communication strategies valued by executives, stakeholders and customers.

Digital Media Management (Online) (MS)

The online Digital Media Management (MS) program prepares students to propel innovation, make data-driven decisions and influence the future of the digital media landscape.

Digital Social Media (MS)

This STEM-designated degree program prepares students with the critical foundation in the science and practice of digital social media that they need to drive the future of communication, new media technologies and business.

Global Media and Communication (MA) / Global Media (MSc)

With this dual degree program with The London School of Economics (LSE), students learn to redefine the way the world communicates in two important global media capitals: Los Angeles and London.

Journalism (MS)

The Journalism (MS) helps students drive innovation in today’s converged media landscape by preparing them to be highly-skilled, technologically fluent journalists.

Public Diplomacy (MPD)

The Public Diplomacy (MPD) accelerates careers at the dynamic intersection of communication and global affairs.

Public Relations and Advertising (MA)

The public relations industry is rapidly expanding, and our Public Relations and Advertising (MA) prepare to deliver more — more strategy, more content, more channels, more creativity, and more insights.

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Build a foundation in critical thinking, ethics and data-driven decision making to lead across the full spectrum of PR, marketing and advertising functions.

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Cathy Hughes School Of Communications

Ph.d. communication science, communication sciences & disorders (ph.d.) | graduate.

Our students seek to understand the etiology, symptomatology, prevention, and remediation of speech, language, and hearing disorders. They significantly contribute to the communication sciences and disorders field, applying clinical and research evidence to real-world cases.

The Ph.D. in Communication Sciences and Disorders at Howard's Graduate School attracts exceptional students from diverse backgrounds and prepares them for fulfilling careers in research, teaching, or clinical practice in communication sciences and affiliated fields. Our program welcomes applicants with a master's degree in speech-language pathology or speech, language, and hearing sciences. You may choose from two research specialization areas: the adult neurological track or the child language track. In addition, you may elect to complete the more traditional dissertation or to develop a research project. You’ll have the opportunity to conduct case-based research, working alongside clinicians at Howard's Speech and Hearing Clinic or our partner schools, hospitals, early intervention and community clinics, and private practice settings throughout the DC Metropolitan Area. You'll pursue interdisciplinary coursework spanning psychology, special education, neurophysiology, linguistics, cognitive science, and health policy fields. You’ll also enjoy a highly collegial atmosphere and learn from faculty committed to your professional development. Our faculty conduct research on measures associated with treatments in childhood aphasia and apraxia of speech, eye tracking methodology to examine cognitive and linguistic processing issues, early intervention in aural rehabilitation, language processing and development in second language learning and monolingual contexts, and novel treatment approaches for neurogenic and swallowing disorders, among other areas of research. 

Program Snapshot

      ❱  72 credit hours        ❱  Full-time       ❱  On-campus format       ❱  Degree: Ph.D.

Application Deadline

Spring 2024 entry:         ❱  No spring entry

Fall 2024 entry:         ❱  Dec. 1, 2023 (early deadline)       ❱  Feb. 15, 2024 (priority deadline)       ❱  Apr. 1, 2024 (final deadline)

Applicants should submit their applications as early as possible for earlier consideration of departmental funding opportunities. Applicants have until the final deadline to apply. However, applications will be reviewed on a rolling basis throughout the admissions cycle. 

Transfer credits accepted (reviewed by director)

Dr. Andrea Toliver-Smith

Dr. alaina davis, program details.

• Degree Classification: Graduate
• Related Degrees: Ph.D.

Admission Requirements

Application for admission.

• Online GradCAS application
• Statement of purpose/ Statement of academic interest ( 500-1,000 words )
• GRE scores not   required
• Official transcripts sent to GradCAS
• 3 letters of recommendation
• Master’s degree in speech-language pathology or speech, language, and hearing sciences from an accredited college or university or the international equivalent 
• Resume or Curriculum Vitae
• Autobiographical statement (500-750 words)

GRE Required?

Gre preferred minimums     .

• GRE Verbal Reasoning: N/A
• GRE Quantitative Reasoning: N/A
• GRE Analytical Writing: N/A

GPA Required Minimums    

• Overall GPA minimum: 3.2
• Undergrad GPA minimum: 3.0

Reference Requirements    

Evaluator type accepted:

• Professor (Required)
• Supervisor/Manager

Evaluator type not accepted:

• Family Member

The Ph.D. in Communication Sciences and Disorders at Howard University is designed for advanced study in communication sciences and disorders, intersecting disciplines, and the development of research and teaching strategies. Any applicant with a superior academic record and a master’s degree from a regionally accredited institution, or any international student with equivalent qualifications, is eligible to apply for admission to the doctoral program in Communication Sciences.  Application for admission is made to the Graduate School of Howard University.  For regular admission as a doctoral student, the applicant must hold the master’s degree and have a graduate cumulative grade point average of 3.5 or better.

In addition, applicants must submit the following to the Office of Graduate Admissions, Howard University:

1.    A nonrefundable application fee of $75.

2.    Statement of Research Interest.

3.    Autobiographical Sketch.

4.    Official university transcripts from all institutions from which the applicant has received academic credit.

5.    Three letters of recommendation, at least two of which should be from persons familiar with the applicant’s academic performance and potential. Applicants to the Ph. D. program should request at least two letters from persons who presently hold the Ph. D. Degree.

6.    GRE Scores within the past 5 years. The Graduate Record Examination (GRE) is required; however, the minimum score is considered in relation the applicant’s GPA, letters of recommendation and other admissions documents.

***NOTE TO PROSPECTIVE STUDENTS

The Board of Trustees of Howard University on September 24, 1983, adopted the following policy statement regarding applications for admission: "Applicants seeking admission to Howard University are required to submit accurate and complete credentials and accurate and complete information requested by the University. Applicants who fail to do so shall be denied admission. Enrolled students who as applicants failed to submit accurate and complete credentials or accurate and complete information on their application for admission shall be subject to dismissal when the same is made known, regardless of classification.

*** All credentials must be sent to: Howard University Graduate School Office of Graduate Recruitment and Admissions 2400 Sixth Street NW Washington, D.C. 20059

Doctoral Students

Main navigation, daniel akselrad.

[email protected] CV

Daniel works at the intersection of technology, rhetoric, and organizations, using historical and ethnographic methods to study language, ideology, and organizational culture. He has used this lens to examine distributed decision-making in fighter jet cockpits, the role of euphemism in Nazi bureaucracy, and the internal communications of the global cigarette industry.

Sacha Alanoca

[email protected] CV

Sacha's interdisciplinary research lies at the frontier of AI, public policy, and social justice. Her work particularly focuses on examining the role of AI governance and regulation in mitigating rising inequalities and power asymmetries driven by algorithmic systems.

David Barnstone

[email protected] CV Barnstone studies the dynamics of media use in families with young children. He is particularly interested in understanding the influence of media exposure during infancy on child development and parental wellbeing.

Rachel Bergmann

[email protected] CV

Bergmann uses interpretive and archival methods to deeply and critically contextualize contemporary information technologies. Her research interests include histories of computing, feminist science and technology studies, and the cultural politics of AI and algorithmic systems.

Caitlin Burke

[email protected]

Burke is interested in user experience design, design ethics, and human-computer interaction.

[email protected]

Chi is interested in leveraging media consumption and mobile sensing data and deep learning for the detection and prediction of mental well-being related issues.

Ross Dahlke

[email protected]   CV

Dahlke researches the connection between online and offline civic life, particularly participation in political collective action such as social media use and political donations. 

Matthew DeButts

[email protected]

Matt is interested in how institutions get people to believe things, especially in China and the United States (media, politics, beliefs).

Cid Decatur

[email protected] CV

Decatur focuses on the cognitive impacts of social media, social networks, language, and jargon online.

Cyan DeVeaux

[email protected]   CV

DeVeaux is interested in augmented and virtual reality, human-computer interaction, and human-centered design.

Elizabeth Fetterolf

[email protected]   CV

Fetterolf is interested in how care work technologies shape and are shaped by the ongoing crisis of care in the US, particularly as this relates to workplace and intimate surveillance. 

Thay Graciano

[email protected]   CV

Graciano is interested in reducing political polarization and ensuring policy-making is guided by the wishes of common citizens through the implementation of Deliberative Democracy methods.

Tomás Guarna

[email protected] CV

Guarna is interested in the new meanings of citizenship, trust, and legitimacy in the digital public sphere.  

[email protected] CV Bingxu explores in the intersection of communication, psychology, and health. She is interested in harnessing technology-mediated communication to facilitate (mental) health support and help individuals navigate challenging psychological scenarios.

[email protected] CV

Han is interested in understanding how virtual reality environments and the embodiment of digital identities transform cognitive processes.

Zhenchao Hu 

[email protected] CV

Zhenchao is interested in (intensive) longitudinal methods, social media uses and effects, interpersonal relationships, children and adolescents' identity development, sexuality, and well-being.

Young Jee Kim

[email protected] CV

Kim studies democratic processes for risk prevention in society through deliberative practices.

[email protected] CV

Lee is interested in understanding the impact of media and technology on users’ health and well-being by studying psychological processes such as mindsets, particularly in the context of adolescent and parent-child relationships.

Rebecca Lewis 

Becca Lewis researches ideological and social histories of Silicon Valley and the internet.

Marijn Mado

[email protected] CV

Mado studies media literacy education. She uses ethnographic methods to explore the practices and epistemological assumptions that underlie the design and teaching of media literacy programs.

[email protected] CV

Moore is interested in older adults’ digital media use. 

Natalie Neufeld

[email protected] CV

Neufeld studies how people talk about (and make sense of) American politics.

Michelle Ng

[email protected]   CV

Ng is interested in how media can be leveraged by community-based organizations to advocate for more equitable natural resource management.

Rinseo Park

[email protected] CV

Park is interested in understanding how individual decision-making diverges from policy actors’ (e.g., political elites or scientific experts) views and the underlying cognitive processes.

Katherine Roehrick

[email protected]   CV

Roehrick uses computational and linguistic analyses to study human-computer interaction and digital media. She is a Stanford Graduate Fellow.

Reagan Ross

Reagan is interested in the intersections of race, gender, and new media and technology. She is also interested in understanding how new technology might be used to disrupt anti-Black racism.

Monique Santoso

[email protected] CV

Santoso is interested in the social, psychological, and behavioral implications of virtual reality, particularly in the context of climate and sustainability.  

[email protected]  

Soh is interested in understanding how identity development unfolds in the digital context, particularly in terms of how digital interventions can be designed to promote positive identity development. 

Noah Vinoya 

[email protected] CV

Vinoya is interested in how digital media can be leveraged as a tool to understand human behavior in a more natural context. Particularly, media habits can be captured to help unveil aspects of personality expression, well-being, and life outcomes.

Portia Wang 

[email protected] CV

Portia is interested in building up a theoretical framework towards understanding the role of personalized immersive technologies in supporting social and creative processes. She hopes to develop personalized tools for facilitating social interactions and the creative process in virtual and augmented reality and characterize how individuals and groups utilize these tools over time.

Morgan Weiland

[email protected] CV morganweiland.com

Morgan N. Weiland is the  Executive Director of the Constitutional Law Center at Stanford Law School , where she received her JD in 2015. She is in the process of completing the first joint degree program between SLS and Stanford’s Communication Department, where she is a PhD candidate. Her dissertation investigates the structural role of speech platforms like Facebook and Twitter in the public sphere to understand what responsibilities these companies have to the public, and what policies ought to be enacted to ensure both free expression and accountability.

Weiland was a Lecturer in Law at SLS during the 2017-18 academic year, when she developed and taught a new course about platforms, law, and ethics with Professor Barbara van Schewick. She is also a Graduate Fellow at SLS’s Center for Internet & Society. She clerked for the Honorable M. Margaret McKeown on the Ninth Circuit Court of Appeals during the 2018-19 term. She is admitted to the California Bar.

[email protected]

Zou is interested in how people come to know things online, which manifests in questions like: 1. How do online platforms and communities shape the content, process, and outcomes of political communication? and 2. How can we measure/interpret new norms and means of political engagement emerging out of online spaces?

University of South Florida

Department of Communication

College of Arts and Sciences

Main Navigation

Graduate students, weston wright, contact information.

Email Office: CIS 3022

Weston Wright is a PhD student in the department of Communication at the University of South Florida. Weston received his BA in Religious Studies and Philosophy at USF; likewise, he also received his MA at USF in Religious Studies. His academic interests include theories of communication and modernity, mainly Niklas Luhmann’s, and applying said theories to better understand the practice of magic (the occult, esoterica, magick) in our modern context.

Aside from studying religion and communication, Weston also taught musical theatre for six years for children, ages 4-17, in the Palm Harbor area.

RESEARCH AREAS

Modernity, Religion, Magic, Luhmann, Communication, System’s Theory

Mariaelena Bartesaghi

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Agricultural Sciences Education and Communication

Supported Degree Objectives

• Doctor of Philosophy (PhD)
• Master of Science (MS) 
• Agricultural Sciences Education, Extension and Communication Graduate Certificate
• Graduate Certificate

Required Supporting Documents

• Online Graduate Application Form
• Supplemental Questions
• Academic Statement of Purpose
• Personal History Statement
• Transcripts
• Recommendation Letters
• Statement of Purpose
• GRE (Graduate Record Examination)

English Proficiency Requirements

• This program accepts the  Office of the Vice Provost for Graduate Students and Postdoctoral Scholars basic requirements as described on the English Proficiency Requirements page.

Master's Degree Program Requirements

• 3.0 or equivalent (A=4.0)

Doctoral Degree Program Requirements

• Not required

Application Deadlines

Program Contact Information

Additional Information

• Current master’s students wishing to move to a doctoral degree program in this same graduate program will be required to submit a new application.
• Signify on your application under “subject area” if you would like to pursue Agricultural Extension Education, Agricultural and Science Communication or Life Science Education.
• If you are interested in working with a particular faculty member, who specializes in the area you hope to go into, please signify on the application.
• Applications are reviewed by the graduate committee starting two months prior to listed deadlines for accelerated consideration.
• Earlier application increases opportunity for external funding.

This program accepts the Graduate School's basic requirements as described on the English Proficiency Requirements page.

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SpaceX accused of dumping mercury into Texas waters for years

By Andrew Paul

Posted on Aug 12, 2024 3:40 PM EDT

3 minute read

SpaceX’s Starship launches at the company’s Starbase facility near Boca Chica, Texas, have allegedly been contaminating local bodies of water with mercury for years. The news arrives in an exclusive CNBC report on August 12, which cites internal documents and communications between local Texas regulators and the Environmental Protection Agency.

SpaceX ’s fourth Starship test launch in June was its most successful so far—but the world’s largest and most powerful rocket ever built continues to wreak havoc on nearby Texas communities, wildlife, and ecosystems. But after repeated admonishments, reviews, and ignored requests, the Environmental Protection Agency and the Texas Commission on Environmental Quality (TCEQ) have had enough.

The issues stem from a complaint filed to the TCEQ just over a year ago on August 6, 2023. Reportedly 14 separate incidents are cited in the letter regarding “environmental impacts from the Facility’s deluge system” stemming from “discharging deluge water without TCEQ authorization.”

Water deluge systems work in tandem with flame deflectors to mitigate the intense heat, energy, and sound that accompany orbital rocket launches. Despite Starship possessing 33 methane- and liquid-oxygen fueled Raptor engines that generate a collective 16.7 million pounds of thrust, such a system was not installed at the Boca Chica Starbase before its first launch, although they are now in place. The initial test reportedly damaged local endangered species’ nesting and migration sites and caused a 3.5-acre fire at Boca Chica State Park.

[Related: SpaceX’s Starship launch caused a ‘mini earthquake’ and left a giant mess .]

Ahead of its second launch, SpaceX reportedly then bypassed regulatory permit processes regarding pollutant discharge limits, as well as failed to provide plans to treat its wastewater. The EPA issued SpaceX a formal notice of violation on March 13, 2024, but still proceeded with another launch the very next day using the unauthorized water deluge system.

Local residents near Boca Chica have frequently voiced concerns about potentially dangerous conditions created by the 15-story-tall Starship’s engines. Meanwhile, SpaceX’s residential neighbors have described a liftoff’s deafening noise and physical effects as “ truly frightening .” Dust plumes created from the spacecraft thrusters have allegedly caused health issues, while bowling ball-sized debris from a launch site’s 25-foot-deep crater has severely damaged vehicles and shattered windows. In April 2024, 27 community and environmental organizations published an open letter voicing anger with the tests while highlighting Starbase’s proximity to indigenous sacred lands.

Monday’s news came the same day as the FAA’s announcement that it was indefinitely postponing a series of four public environmental impact assessment meetings. The four scheduled events were focused on Starship’s future test launches at SpaceX’s spaceport near Boca Chica, Texas. SpaceX hoped to receive approval to increase its total number of Starship tests there to 25 annual launches.

A fully reusable Starship system is key to SpaceX CEO Elon Musk’s goal of eventually transporting humans to Mars . Before that, however, it is currently scheduled to ferry NASA’s Artemis 3 mission astronauts to the moon sometime in September 2026. It is unclear how or if the charges will affect that timeline for both the private space company and NASA. But even if the timeline remains the same, at least one recent study has raised concerns about the effects of Starship’s massive landing thrusters on surrounding lunar surface conditions. SpaceX announced on August 8 that Starship was “ready to fly” on its fifth test launch “pending regulatory approval.” The odds of receiving that green light, however, now appear slimmer than they did last Thursday.

“We will get back to you,” an FAA spokesperson told Popular Science earlier today ahead of CNBC ‘s story. They have not responded to requests for a follow-up at the time of writing. Popular Science has also reached out to both NASA and local Texas representatives for comment.

This story is developing…

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Effective Communication Strategies for Ph.D. Research Presentations

Affiliated faculty.

Experienced mentors often find that Ph.D. students struggle with tailoring their research presentations to a diverse audience. Deeply immersed in their research, students frequently overestimate audience familiarity with the subject matter. Thomas Stewart , an associate professor of data science and the Ph.D. program director, shares his advice for enhancing clarity and impact for Ph.D. research presentations.

"In my experience, Ph.D. students can struggle with tailoring their presentation to the audience," Stewart says. "They spend so much time in the nitty-gritty details of their work. They struggle to reset their expectations for how much the audience will be familiar with the topic and relevant details." This discrepancy can lead to presentations that are either too detailed or too vague, making it difficult for the audience to grasp the key points. 

The guidance provided to Ph.D. students preparing for research presentations is crucial for ensuring their work is effectively communicated. A poster worksheet (available below), utilized during practice sessions, can serve as a key tool in this preparation. This worksheet, comprising questions related to audience, message, impact, and clarity, is instrumental in honing the students' presentation skills. 

To address this, the message and impact sections of the worksheet are designed to help students focus on what truly matters to the audience. Students may be inclined to present their findings chronologically, detailing each step of their research journey. 

"Because students arrive at their results taking steps A, B, C, D, there is a temptation to present the results as a travel log, saying we did A then B then C, etc.," Stewart explains. "The truth is that the audience doesn’t care about the journey." 

The audience is typically more interested in understanding the main message and the impact of the research. Therefore, students are encouraged to design their posters and presentations with these elements as the focal points. 

The worksheet also includes an exercise in focus. Stewart asks students to go through each section of the poster or paragraph of the talk and to identify how it communicates the main message or impact. "If there isn’t a direct link to the message or impact, I encourage them to delete it. A very common mistake is to cram too much material into too little time or space. It is hard for students to edit in this way, but it is a helpful exercise." 

A peer review session constitutes the second page of the worksheet. "After showing a poster for 15 to 20 seconds, I blank the screen and ask the students to answer the questions on the second page," Stewart says. This exercise simulates the audience's initial reaction, providing valuable feedback on the clarity and effectiveness of the presentation. 

Additionally, students practice delivering a concise two-sentence introduction, prompted by an audience member's inquiry: “Hey, tell me about your poster.” This practice is essential, as students often find themselves unprepared for such impromptu interactions. By rehearsing this introduction and focusing on how the research impacts the audience's life, students can significantly improve their communication skills. 

Stewart recalls a particularly effective introduction honed after many attempts. "My favorite intro after several iterations was from a student who said, 'Hi, my name is Joseph, and I use deep learning to make better bombs.'"

Students frequently inquire about presenting to mixed audiences of experts and the general public. To navigate this challenge, they are advised to use the “to-X-we-did-Y” strategy. 

Stewart shares an example: "To understand the nonlinear relationship between patient age and risk of mortality (X), age was added to the regression model as restricted cubic splines using 5 knots (Y)." This approach involves prefacing technical details with a high-level explanation of their purpose, ensuring that both technical and non-technical audience members remain engaged. 

These structured exercises and strategies help Ph.D. students craft presentations that are not only informative but also engaging and accessible to a diverse audience.

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Student Perspective: Opportunities to Learn About Ph.D. Research

Thomas Stewart

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