international relations phd princeton

Graduate School

Princeton School of Public and International Affairs

General information, program offerings:.

• Joint Degree

Director of Graduate Studies:

Graduate program administrator:.

The Princeton School of Public and International Affairs (SPIA) offers a distinctive curriculum that strikes a careful balance between theory and practice. Graduate students spend time developing analytical skills and acquiring a substantive knowledge about the world's most important domestic and international issues.

The School has a diverse faculty representing a wide range of disciplines and expertise, with 20 affiliated research centers and programs.

The School's resources enable students to earn graduate degrees without incurring indebtedness, thereby making it more feasible to pursue careers of public service in the public and nonprofit sectors.

Graduate Programs

The principal graduate program of the school is a two-year curriculum leading to the degree of Master in Public Affairs (M.P.A.). Students can earn a dual degree in public affairs and law (M.P.A./J.D.) after four years of study at SPIA  and a collaborating law school. The School also offers a dual degree in business (M.P.A./M.B.A) with the Graduate School of Business at Stanford University. 

The School also has a graduate program leading to a Doctor of Philosophy (Ph.D.) in public and international affairs, as well as a one-year Master in Public Policy (M.P.P.) for mid-career professionals.

Additional departmental requirements

Ph.D. – sample of written work, 25 page maximum. Applicants are required to select an academic subplan when applying.

M.P.A. – Course list. 4 page policy memo. Applicants are required to select a field when applying.

M.P.A. – J.D. – Course list. 4 page policy memo. 2 page joint degree statement. Applicants are required to select a field when applying.

M.P.A. - M.B.A. – Course list. 4 page policy memo. 2 page joint degree statement. Applicants are required to select a field when applying.

M.P.P. – 4 page policy memo. Applicants are required to select a field when applying. Mid-career professionals are required to have a minimum of 7 years’ experience.

M.P.A. and M.P.P. - Must have 3 letters of recommendation: preference for 1 professional letter, 1 academic reference letter, and 1 letter from a faculty member, administrator, or professional who can comment on the applicant's commitment to public service.

Program Offerings

Program offering: ph.d., program description.

The purpose of the Princeton School of Public and International Affairs' doctoral program is to train top-quality researchers in critical areas of public policy.  It offers a Doctor of Philosophy in Public Affairs in two research clusters: Security Studies; and Science, Technology and Environmental Policy (STEP).  The goal is to enroll eight students per year in the program, with four in each research cluster.

Core courses and individual requirements are determined by the faculty in each cluster. Both clusters require advanced politics and econometrics training for social science research.  A student in the STEP cluster must take at least eight courses in the first two years, and a minimum of three courses must come from within SPIA or from science or engineering departments, selected with approval of the primary adviser and the faculty coordinator of the STEP Ph.D. cluster.  A student in the Security cluster takes 12 courses during the first two years.  All students are required to maintain an overall grade average of 85 (B) or higher to remain in the Ph.D. program.  Full requirements are available on the SPIA website.

Additional pre-generals requirements

Writing Requirement

Students are required to complete an original research paper of publishable quality.

General exam

The examination covers two fields identified by the student in consultation with a faculty committee and includes two written components.  Students in both clusters may be required to complete an oral examination, depending on their performance on the written components. Students are expected to complete all parts of the general examination by the end of the second year.

Qualifying for the M.A.

The Master of Arts (M.A.) degree is normally an incidental degree on the way to full Ph.D. candidacy and is earned after a student successfully completes all coursework and the general examination.  It may also be awarded to students who, for various reasons, leave the Ph.D. program, provided that the M.A. requirements have been met.

A six-hour teaching assignment (precepting), usually following the general examination, is required.

Post-Generals requirements

A written research prospectus is required.

Dissertation and FPO

After a candidate successfully completes the general examination and defends the written prospectus, the Ph.D. program committee approves entry into the dissertation phase of the program.  

The student prepares a dissertation for review by the faculty. Departmental acceptance of the dissertation qualifies the candidate for the final public oral examination.  The Final Public Oral (FPO) examination is required by University regulations, and is conducted after the dissertation has been recommended for acceptance by the School.

The Ph.D. is awarded after the candidate’s doctoral dissertation has been accepted and the FPO examination completed.

Program Offering: M.P.A.

The Master in Public Affairs (M.P.A.) offers rigorous preparation for international and domestic policy careers.

This two-year, full-time residential program cultivates among its students and graduates a lasting commitment to public service.

Through its core curriculum and a wide variety of elective courses, students learn analytical skills that address the political, economic, quantitative, behavioral and normative aspects of complex policy problems. 

Each M.P.A. candidate selects a policy field in which to specialize from the school’s four fields of concentration: international relations, international development, domestic policy, and economics and public policy. Students may also earn a joint degree in public affairs and law (M.P.A./J.D.), or in public affairs and business (M.P.A./M.B.A.). Certificate programs offer additional areas of specialization in fields such as health policy; science, technology, and environmental policy (STEP); and urban policy.

Significant financial aid resources are dedicated to enable SPIA students the opportunity to receive graduate degrees without incurring loan indebtedness and to launch them into public service careers in the public and nonprofit sectors.

Students must complete 16 full-term courses in an approved plan of study, attaining an overall average in the 16 courses of 80 or better. The overall average includes actual grades in courses taken Pass/D/Fail. The curriculum of the M.P.A. program includes seven required core courses that address skills and techniques needed for the systematic study of public policy problems. The courses cover political analysis, quantitative methods, and economic and behavioral analysis. 

Additional requirements

Policy Workshops Graduate policy workshops are a unique part of the SPIA graduate curriculum.

Policy workshops provide students with an opportunity to use the analytical skills they have acquired in the first year in the program to analyze complex and challenging policy issues, usually for real clients. Each workshop consists of about 10 students who work in teams to evaluate a policy challenge.

The workshops emphasize policy implementation, and it is this emphasis that distinguishes them from regular courses. The goal of the workshops is to understand a policy issue in great depth and to make policy recommendations that are both creative and realistic, given the relevant institutional and political constraints.

Policymaking in Diverse Societies half-term course All students must take at least one half-term course that focuses on policymaking in diverse societies during the two-year course of study.  A list of pre-approved courses will be made available to students each academic year.

Required summer course in Race, Power and Inequality  All students must take a summer course (SPI 500) Race, Power and Inequality which precedes all other core courses and is integrated into the four-week summer program. This is a for-credit half-term course, with mandatory PDF grading.

Integrated Policy Exercise (IPE) In late January, before spring semester courses begin, first-year M.P.A. students are required to take part in a policy project called the Integrated Policy Exercise, or IPE.

The IPE requires students to apply the skills they acquired in the fall term core courses. They are given briefing materials to review in advance and are then required to submit a comprehensive memo in response to a set of specific policy questions. The IPE is a trial run for the first-year qualifying examination (QE1).

Qualifying Examination 1 (QE1) In early May, at the end of the second semester, students are required to take the QE1, a graded exercise that closely parallels the IPE.

The QE1 requires an integrated use of all the analytical skills acquired in the first-year core curriculum.

Qualifying Examination 2 (QE2) Second-year students are required to take and pass a second qualifying exam (QE2) in their chosen field of concentration at the end of the second year.

Internship  Students must successfully complete an internship approved by the Internship Committee.

Program Offering: M.P.P.

The Princeton School of Public and International Affairs offers a one-year Master in Public Policy (M.P.P.) degree for mid-career professionals who are rising leaders in international and domestic public policy.  This residential program is designed for mid-career professionals with seven or more years of public service experience in government agencies or nonprofit organizations in the United States and abroad.

The M.P.P. program provides rigorous training in economic, behavioral, political, and organizational analysis. Students may also choose to specialize and earn a certificate in one of the following: health and health policy (HHP); science, technology, and environmental policy (STEP); or urban policy (UP).

To qualify for the degree, M.P.P. candidates must successfully complete eight courses.

A typical M.P.P. program of study will include a specialization in one of the school’s four fields of concentration:

• International Relations
• International Development
• Domestic Policy
• Economics and Public Policy

All M.P.P. students begin with a six-week summer program that includes intensive courses in microeconomics and statistics, and a policy analysis and leadership seminar.

The summer program is designed to enhance students’ preparation for graduate-level courses. The seminar aims to introduce them to the approaches they will encounter in SPIA courses during the academic year, while also helping them get to know their peers and refine their learning objectives for the year.

Program Offering: Joint Degree

Some students may wish to combine the School's program in public affairs with study for a degree in a related professional field.

A joint M.P.A.-J.D. degree program that combines public affairs with the study of law is offered in cooperation with the law schools of New York University, Columbia, Stanford, and Yale. On occasion, joint programs with other law schools have been approved by the Princeton School of Public and International Affairs and the cooperating law school.

The joint program shortens the time involved in obtaining the two degrees and makes possible an effective combination of the several disciplines involved in public policy analysis. Participating students spend five semesters at the cooperating law school and three semesters at SPIA, thus reducing by two semesters the normal time required to earn the two degrees. Enrollment in the joint program requires a separate application and admission to each school.

For a small number of exceptionally strong candidates, the School will accept applications for a joint program that combines public and international affairs with the study of business administration. Proposals giving a detailed rationale for such a joint program must be submitted at the time of application. At this time, Stanford’s Graduate School of Business is the only cooperating business school. A joint degree programs will normally shorten by one semester the length of time required to complete each of the individual programs.

• Amaney A. Jamal
• David S. Wilcove

Director of Graduate Studies

• Elke U. Weber

Director of Undergraduate Studies

• Susan L. Marquis
• Gary J. Bass
• Roland J. Benabou
• Alan S. Blinder
• Carles Boix
• Charles M. Cameron
• Miguel A. Centeno
• Christopher F. Chyba
• Alin I. Coman
• Janet M. Currie
• Rafaela M. Dancygier
• Navroz K. Dubash
• Pascaline Dupas
• Kathryn J. Edin
• Christopher L. Eisgruber
• Aaron L. Friedberg
• Filiz Garip
• Noreen Goldman
• Bryan T. Grenfell
• Gene M. Grossman
• G. John Ikenberry
• Harold James
• Seema Jayachandran
• Jennifer L. Jennings
• Henrik J. Kleven
• Ilyana Kuziemko
• David S. Lee
• Frances E. Lee
• John B. Londregan
• Denise L. Mauzerall
• Nolan McCarty
• C. Jessica E. Metcalf
• Atif R. Mian
• Helen V. Milner
• Sanyu A. Mojola
• Eduardo Morales
• Andrew Moravcsik
• Layna Mosley
• Michael Oppenheimer
• Pietro Ortoleva
• Elizabeth L. Paluck
• Grigore Pop-Eleches
• Deborah A. Prentice
• Markus Prior
• Emily Pronin
• Laurence Ralph
• Stephen J. Redding
• Richard Rogerson
• Cecilia E. Rouse
• Aysegül Sahin
• Kim Lane Scheppele
• Eldar Shafir
• Jacob N. Shapiro
• Patrick T. Sharkey
• Stacey A. Sinclair
• Paul E. Starr
• Florencia Torche
• Zeynep Tufekci
• James Raymond Vreeland
• Keith A. Wailoo
• Leonard Wantchekon
• Mark W. Watson
• Ismail K. White
• Jennifer A. Widner
• Deborah J. Yashar
• Julian E. Zelizer
• Owen M. Zidar

Associate Professor

• Elizabeth M. Armstrong
• Thomas Fujiwara
• Alexander Glaser
• Adam M. Goldstein
• Jonathan Mayer
• Jonathan F. Mummolo
• Anuj K. Shah
• Hye Young You

Assistant Professor

• Benjamin H. Bradlow
• Pauline Carry
• Amelia M. Frank-Vitale
• Tanushree Goyal
• Naima N. Green-Riley
• John R. Grigsby
• Saad A. Gulzar
• Peter Henderson
• Aleksandra Korolova
• Karthik A. Sastry
• Maria Micaela Sviatschi
• Guadalupe Tuñón
• Andreas B. Wiedemann

Associated Faculty

• Alison E. Isenberg, History
• Guy J.P. Nordenson, Architecture

Lecturer with Rank of Professor

• Robert L. Hutchings
• Stanley N. Katz

Professor of the Practice

• Heather H. Howard
• Lakshmi N. Balaji
• Frederick D. Barton
• Andrew Buher
• Zack Cooper
• Varun Gauri
• Jean B. Grossman
• Kerry M. Healey
• Razia Iqbal
• Gregory B. Jaczko
• Daniel C. Kurtzer
• Tom Malinowski
• Anastasia Mann
• Carol L Martin
• Timothy J. Nelson
• Deborah N. Pearlstein
• Juan C. Pinzon
• Kenneth Roth
• Thomas A. Shannon
• Arian M. Sharifi
• Alyssa B. Sharkey
• Nathaniel Zbaida
• Sam van Noort

Visiting Professor

• Martin S. Flaherty

Visiting Lecturer

• Eduardo Bhatia
• Brendan F. Boyle
• Martha B. Coven
• Barton D. Gellman
• Pallavi Gogoi
• Dee L. Mewbourne
• Mark A. Milley
• Teddy Nemeroff
• Steven Strauss

For a full list of faculty members and fellows please visit the department or program website.

Permanent Courses

Courses listed below are graduate-level courses that have been approved by the program’s faculty as well as the Curriculum Subcommittee of the Faculty Committee on the Graduate School as permanent course offerings. Permanent courses may be offered by the department or program on an ongoing basis, depending on curricular needs, scheduling requirements, and student interest. Not listed below are undergraduate courses and one-time-only graduate courses, which may be found for a specific term through the Registrar’s website. Also not listed are graduate-level independent reading and research courses, which may be approved by the Graduate School for individual students.

ENE 549 - Integrated Assessment Modeling for Climate Policy Making (also SPI 583)

Pol 506 - qualitative methods (also spi 595), pop 507 - generalized linear statistical models (also spi 509), spi 500 - race, power, and inequality, spi 501 - the politics of public policy, spi 502 - psychology for policy analysis and implementation, spi 503 - management of non-profit organizations, spi 504 - policy issues and analysis of civil society, non-profits, and philanthropy, spi 505 - financial management in the corporate and public sectors, spi 506 - the sociology of organizations, spi 507b - quantitative analysis for policymakers, spi 507c - quantitative analysis for policymakers (advanced), spi 508a - econometrics for policymakers: applications (half-term), spi 508b - econometrics for policymakers (half-term), spi 508c - econometrics for policymakers (advanced), spi 508d - econometrics and public policy (accelerated), spi 511b - microeconomic analysis for policymakers, spi 511c - microeconomic analysis for policymakers (advanced), spi 512b - macroeconomic analysis for policymakers, spi 512c - macroeconomic analysis for policymakers (advanced), spi 515b - program and policy evaluation, spi 515c - program and policy evaluation: impact evaluation tools, spi 519a - negotiation, persuasion and social influence: theory and practice (also psy 528a), spi 521 - domestic politics, spi 522 - microeconomic analysis of domestic policy, spi 523 - legal and regulatory policy toward markets, spi 524 - the political economy of central banking, spi 525 - public economics and public policy, spi 527a - topics in domestic policy, spi 527b - topics in domestic policy, spi 527c - topics in domestic policy, spi 527d - topics in domestic policy, spi 528a - topics in domestic policy, spi 528b - topics in domestic policy, spi 528c - topics in domestic policy, spi 528d - topics in domestic policy, spi 528f - topics in domestic policy, spi 528g - topics in domestic policy, spi 529 - great leadership in historical perspective, spi 530 - values based leadership, spi 531 - identity, power, and policy, spi 533 - planning theory and process (also arc 535), spi 534 - land use policy and planning, spi 535 - planning methods, spi 537 - urban inequality and social policy (also soc 537), spi 538 - urban economics, spi 539 - urban politics and policymaking, spi 540 - urbanization and development, spi 541 - international politics, spi 542 - international economics, spi 543 - international trade policy, spi 544 - international macroeconomics, spi 547 - the conduct of international diplomacy, spi 548 - weapons of mass destruction and international security, spi 549 - national security policy, spi 550 - phd gateway in security studies, spi 552 - the politics of globalization, spi 555a - topics in ir, spi 555b - topics in ir, spi 555c - topics in ir, spi 555d - topics in ir, spi 555e - topics in ir, spi 555f - topics in ir, spi 556a - topics in ir, spi 556b - topics in ir (also las 566/pol 564), spi 556c - topics in ir, spi 556d - topics in ir (also pol 522), spi 556e - topics in ir, spi 556f - topics in ir, spi 556g - topics in ir, spi 558 - human rights, spi 559 - the rule of law, spi 561 - the comparative political economy of development (also pol 523), spi 562b - economic analysis of development, spi 562c - economic analysis of development (advanced), spi 564 - poverty, inequality and health in the world (also pop 564), spi 565 - social determinants of health (also pop 565/soc 565), spi 566a - topics in health (also pop 566), spi 568 - economics of health in developing countries, spi 571 - topics in development, spi 571a - topics in development, spi 571b - topics in development, spi 571c - topics in development, spi 571d - topics in development, spi 572 - topics in development, spi 572a - topics in development, spi 572b - topics in development, spi 572c - topics in development, spi 574 - making government work, spi 576a - topics in regional and country studies, spi 576b - topics in regional and country studies, spi 581a - topics in economics, spi 581c - topics in economics, spi 582a - topics in economics, spi 582b - topics in economics, spi 582c - topics in economics, spi 582f - topics in economics, spi 585a - topics in step, spi 585b - topics in step, spi 585c - topics in step, spi 586a - topics in step, spi 586b - topics in step (also eeb 516), spi 586d - topics in step, spi 586e - topics in step, spi 586f - topics in step (also cos 586), spi 588 - extramural summer research project, spi 589 - methods in science, technology, and environmental policy, spi 590a - economic perspectives on inequality (half term), spi 590b - politics of inequality and redistribution (half-term) (also pol 598), spi 590c - sociological studies of inequality (half-term) (also soc 571), spi 590d - psychological studies of inequality (half-term) (also psy 590), spi 590s - workshop in social policy, spi 591 - policy workshops, spi 591a - policy workshop, spi 591b - policy workshop, spi 591c - policy workshop, spi 591d - policy workshop, spi 591e - policy workshop, spi 591f - policy workshop, spi 591g - policy workshop, spi 591h - policy workshop, spi 592 - policy workshops, spi 593 - policy analysis: selected topics (half-term), spi 593a - topics in policy analysis (half-term), spi 593b - topics in policy analysis (half-term), spi 593c - topics in policy analysis (half-term), spi 593d - topics in policy analysis (half-term), spi 593e - topics in policy analysis (half-term) (also soc 585), spi 593f - topics in policy analysis (half-term), spi 593g - topics in policy analysis (half-term), spi 593h - topics in policy analysis (half-term), spi 593i - topics in policy analysis (half-term), spi 593j - topics in policy analysis (half-term), spi 593k - topics in policy analysis (half-term), spi 593l - topics in policy analysis (half-term), spi 593m - topics in policy analysis (half-term), spi 593n - topics in policy analysis (half-term), spi 593o - topics in policy analysis (half-term), spi 593p - topics in policy analysis (half-term), spi 593q - topics in policy analysis (half-term), spi 593r - topics in policy analysis (half-term) (also pop 593r), spi 593s - topics in policy analysis (half-term), spi 593t - topics in policy analysis (half-term), spi 593z - topics in policy analysis (half-term), spi 594 - policy analysis: selected topics (half-term), spi 594a - topics in policy analysis (half-term), spi 594b - topics in policy analysis (half-term), spi 594c - topics in policy analysis (half-term) (also pop 594c), spi 594d - topics in policy analysis (half-term), spi 594e - topics in policy analysis (half-term), spi 594f - topics in policy analysis (half-term), spi 594g - topics in policy analysis (half-term), spi 594h - topics in policy analysis (half-term), spi 594i - topics in policy analysis (half-term), spi 594j - topics in policy analysis (half-term), spi 594k - topics in policy analysis (half term), spi 594l - topics in policy analysis (half-term), spi 594m - topics in policy analysis (half-term), spi 594n - topics in policy analysis (half-term), spi 594o - topics in policy analysis (half-term), spi 594p - topics in policy analysis (half-term), spi 594q - topics in policy analysis (half-term), spi 594r - topics in policy analysis (half-term), spi 594s - topics in policy analysis (half-term), spi 594t - topics in policy analysis (half-term) (also pop 594t), spi 594u - topics in policy analysis (half-term), spi 594v - topics in policy analysis (half-term), spi 594w - topics in policy analysis (half-term), spi 594x - topics in policy analysis (half-term), spi 594y - topics in policy analysis (half-term) (also ene 594), spi 595b - phd seminar: qualitative research design (also pol 509), spi 597 - public policy approaches to health and health care, spi 598 - epidemiology (also pop 508), spi 599 - extramural public policy fellowship.

The Niehaus Center for Globalization and Governance

Apply for our Fellowships

Fellows Programs

The  Niehaus Center for Globalization and Governance (NCGG)  at Princeton University's School of Public and International Affairs, directed by Helen V. Milner, is pleased to announce that it is accepting applications for the 2025-2026 academic year. NCGG  postdoctoral fellows pursue research and contribute to the intellectual life of the Center, the Princeton School of Public and International Affairs, and the Department of Politics.

NCGG will award one-year research positions to eligible, talented scholars. These awards are designed to promote basic research in the broad areas of international and comparative political economy, international organization and global governance, and globalization. Applicants should apply by Wednesday, November 1 (11:59pm EST), for full consideration, however; posting will remain open until filled. 

Related links

• More Information / Apply

Plan of Study

All graduate students in Politics are candidates for the Ph.D. There is no separate M.A. program. The M.A. may be awarded as an incidental degree for students continuing to the Ph.D. or as a terminal degree for those leaving the program. The departmental requirements for the Ph.D. fall into six categories, listed below and described in more detail in the program regulations and graduate student handbook.

• Attain a passing grade in 12 to 14 seminars in the first two to three years of enrollment.  Attend and actively participate in a year-long weekly research seminar in your main field every year.
• Successfully complete a workshop in Responsible Conduct of Research.
• Successfully write at least three research papers, including at least two by the end of the second year, and an independent, article-length, directed research paper (the “591”) submitted after the summer of the second year.
• Pass the General Examination in three fields, normally taken in May of the second year. 
• Make yourself available to serve as a preceptor to a faculty-taught undergraduate course for a minimum of four semesters, normally after passing the General Examination. Waived once student has led a minimum of nine precepts. 
• Complete an acceptable dissertation prospectus by the end of the third year.
• Complete an acceptable dissertation and pass a final public oral examination.

The program is summarized in the Graduate Program at-a-Glance . Additional information for current students can be found on the Ph.D. program SharePoint site .

Important dates for graduate students outlines the annual calendar for graduate students in the program. The  Office of the Registrar also publishes the academic calendar for this year and future years. Please check the Registrar's website for the examination and grading dates.

Current students must enroll for classes by logging into the  TigerHub system. Details about classes in which you have enrolled can be found on Canvas .

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Featured News

During a trip to Botswana last spring, a group of four juniors from the Princeton School of Public and International Affairs studying social protection policies in Southern Africa came face to face with a frustrated local farmer named Mma Mogaetsho. Although she had cultivated her family’s fields for decades, Mogaetsho had recently struggled with local wildlife — primarily elephants — trampling her crops, which threatened not only her livelihood but also her family’s means of subsistence.

The Journal of Public and International Affairs recently published its 35th edition, featuring nine articles related to U.S. domestic policy, international relations, international development, and economic policy.

JPIA is a student-run, peer-reviewed journal co-published by the Princeton School of Public and International Affairs and the Association of Professional Schools of International Affairs. Each submission for publication must be written by a student or recent graduate at an APSIA-member school.

The Princeton School of Public and International Affairs’ Innovations for Successful Societies has released summaries and analyses of hundreds of Ukrainian laws pertaining to reconstruction, the second component of a larger project aimed at helping the country rebuild infrastructure the Russian invasion has destroyed or damaged.

Princeton SPIA’s Research Record series highlights the vast scholarly achievements of our faculty members, whose expertise extends beyond the classroom and into everyday life.

If you’d like your work considered for future editions of Research Record, click here and select “research project.”

Hundreds of thousands of species are under the threat of extinction and will disappear if substantial conservation efforts are not made.  In the face of this biodiversity crisis, policymakers and government officials across the globe have expanded protected areas that harbor threatened species and taken other measures to reduce threats to their survival, but evidence from a new study shows that current conservation efforts may not be going far enough.  

Dylan Epstein-Gross ’25 has been awarded a Goldwater Scholarship , an annual award which recognizes outstanding undergraduates interested in careers in the sciences, engineering, and mathematics.  The scholarship program was created as part of the Barry Goldwater Scholarship and Excellence in Education Foundation established by Congress in 1986 in honor of Senator Barry Goldwater. This year, 438 scholarship recipients were selected across the United States.

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Pavel podvig.

Russian nuclear forces and U.S.-Russian arms control

Fissile materials

Nuclear disarmament

Email: [email protected]

Voicemail: +1-650-924-1204

Twitter: @russianforces

Pavel Podvig is a member of SGS based in Geneva. There, he also runs his research project Russian Nuclear Forces  and works as a Senior Researcher at the UN Institute for Disarmament Research ( UNIDIR ). He started his work on arms control at the Center for Arms Control Studies at the Moscow Institute of Physics and Technology (MIPT), which was the first independent research organization in Russia dedicated to analysis of technical issues of disarmament and nonproliferation. In recognition of his work in Russia, the American Physical Society awarded Podvig the Leo Szilard Lectureship Award of 2008 (with Anatoli Diakov). Podvig worked with the Program on Science and Global Security at Princeton University, the Security Studies Program at MIT, and the Center for International Security and Cooperation at Stanford University. Pavel Podvig is a member of the International Panel on Fissile Materials. He has a physics degree from MIPT and PhD in political science from the Moscow Institute of World Economy and International Relations.

Research Interests

My current research focuses on nuclear disarmament verification and specifically on two areas. One is the development of approaches to verification of the dismantlement of nuclear warheads and the elimination of fissile materials that does not require access to sensitive information about warheads or materials. The other is the analysis of nuclear disarmament arrangements that focus on verifiable removal of nuclear weapons from operations. I also continue my research on the Russian nuclear forces, nuclear weapons complex, nuclear arms control and disarmament, and missile defense.

Publications

Pavel Podvig and Joseph Rodgers, Deferred Verification: Verifiable Declarations of Fissile Material Stocks , UNIDIR, 2017.

Pavel Podvig , Who Lost the INF Treaty? , Bulletin of the Atomic Scientists , October 26, 2018.

Pavel Podvig , Ryan Snyder, and Wilfred Wan, Evidence of Absence: Verifying the Removal of Nuclear Weapons , UNIDIR, 2018.

Pavel Podvig , ed.,  The Use of Highly-Enriched Uranium as Fuel in Russia , International Panel on Fissile Materials, 2017.

Pavel Podvig , “Did Star Wars Help End the Cold War? Soviet Response to the SDI Program” , Science & Global Security, 25 (1), 2017, pp. 3–27.

Pavel Podvig , The Window of Vulnerability That Wasn’t: Soviet Military Buildup in the 1970s , International Security, 33 (1), 2008, pp. 118–138.

Verifying the removal of nuclear weapons, UN First Committee side event, United Nations Headquarters, New York, October 18, 2018.

Elements of a Fissile Material Cutoff Treaty, Session of the Subsidiary Body 2 of the Conference on Disarmament, Palais des Nations, Geneva, May 15, 2018.

Verifying nuclear disarmament without access to sensitive information, NPT PrepCom 2018 side event, UNODA, Palais des Nations, Geneva, May 4, 2018.  

Master of Science in International Relations

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Learn to Lead in Global Governance in Our Master’s in International Relations Degree Online 

The world is in need of compassionate, level-headed, and strategic thinkers to help solve global conflicts and encourage communities worldwide to work together. Liberty University’s 100% online Master of Science in International Relations degree is designed to give you insights into the ideological and practical motivations of global actors that impact international relations and governance. The field of international relations encompasses many fascinating topics in politics, law, and government so that you have the broad background needed to tackle complex global issues.

As a pioneer in distance learning since 1985 and a Christian university recognized for its academic quality, affordability, and accessibility, Liberty fulfills its mission to Train Champions for Christ by equipping international relations experts to engage worldwide issues with Christ-like compassion and dedication to justice. Our international relations master’s degree is taught through the lens of a biblical worldview to prepare you for the challenges that will arise in your future career. Our curriculum is engrained in biblical principles so that you can be confident in your international relations training and your ability to lead with integrity. In as little as 1.5 years, you can develop the in-demand skills you need to further your career in international relations1.5

What Will You Learn in the Master’s Degree in International Relations?

• Global governance and the complexity of the overlapping authority structures
• Geopolitics and international diplomacy in an increasingly interconnected world
• International law, policy, and politics in contemporary society
• Comparative politics between different cultures and political systems

Liberty’s 100% online master’s degree in international relations program is an excellent option if you enjoy traveling, politics, and communication. You will learn from professors with real-world experience who are excited about seeing you further your career and make a lasting impact in the world. Through an in-depth study of history, philosophy, governing structures, and processes, you can gain the knowledge to become a valuable asset in your global career.

You may also be interested in exploring our master’s degree in government, political science, or law.

Potential Career Options with a Master’s in International Relations Degree

• Foreign services or public affairs officer
• Global missions worker/director
• International business consultant
• International lawyer

Master’s in International Relations Program Benefits

As a leader in distance education since 1985, we understand what it takes to create a flexible and affordable education for busy people. Since we have been investing in distance and online learning for decades, our experience has taught us how to streamline our degree options so you can focus on what really matters to you. While many schools offer online degrees, we believe Liberty stands out.

Here’s what sets us apart:

• We are recognized by multiple institutions for our academic quality, affordability, and accessibility . Our commitment to excellence also helped us rank in the top 10% of Niche.com’s best online schools in America . Earning your online graduate degree in international relations from a nonprofit university with this kind of recognition can help set you apart from others in your field.
• The majority of tuition for undergraduate, graduate, and doctoral programs has not increased in 9 years. While many other online colleges have raised tuition, Liberty has been able to keep costs low as a nonprofit university. 
• You can complete this master’s degree in international relations in 1.5 years.

Master’s in International Relations Military Benefits

Service is important to us, so whether you’re currently serving in the Armed Forces, have served, or are married to someone who serves, we’re here to serve you. Liberty’s military benefits are available to:

• Active duty service members of the U.S. Armed Forces
• Reserve/National Guard
• Veterans/retirees
• Spouses of service members and veterans/retirees
• Current Department of Defense employees

We are proud to support you in your pursuit of a flexible and affordable online education by offering you the following benefits:

• Tuition discounts – $275 per credit hour for graduate courses
• Additional discount for veterans who serve in a civilian capacity as a First Responder (less than $625 per course)
• 8-week courses, 8 different start dates each year, and no set login times (may exclude certain courses such as practicums, internships, or field experiences)

Credit Hours

Available Online

100% online, 8-week courses

Transfer Credits

Transfer in up to 50% of the degree total

Next Start Date

Sep 16, 2024

Accreditation

Liberty University is accredited by SACSCOC

Areas of Interest

Choose your area of Interest:

Training Champions for Christ

Liberty’s promise to you is an education that expertly brings knowledge and faith together. Here, education is designed around you. It connects you to people and opportunities that help you develop the skills and confidence you’re looking for. At Liberty, you’ll find the knowledge, experience, and mentorship you want to make your career — and life — a fulfilling one.

Why Liberty

Liberty University is not just another school. It is the realization of a dream, the product of thousands of prayers. It was built to invite students into a bigger, better story. Discover the Liberty difference for yourself.

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When it comes to choosing a college, finances make a difference. That’s why at Liberty, we believe in offering you a top-notch education — that’s also affordable. Discover how Liberty can help you keep your college costs down.

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At Liberty University, we believe everyone should have an equal opportunity to pursue higher education, and it's our job to keep private education affordable. Explore the many ways a Liberty education can be an affordable one.

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Academic Excellence

Liberty University is institutionally accredited by the Southern Association of Colleges and Schools Commission on Colleges, and certain programs have earned additional field-specific accreditation as well.

Global Health at Princeton

Global health exchange program fosters academic fellowship and unity.

From left: Connor McCord '26, Rohan Kumar ’26, Thia Bian ’25, and Mary Kate Cloonan ’26 at Zhejiang University

In a world divided by conflict, academic collaboration remains a beacon of unity and hope. Nowhere is this more evident, perhaps, than the field of global health, where researchers share such goals as curing disease, addressing climate change, and promoting a healthier future for even the most vulnerable populations. That cooperative spirit drives Princeton University’s Center for Health and Wellbeing (CHW) and many of its key initiatives, including a global health exchange program between Princeton and Zhejiang University  in Hangzhou, China. 

The exchange program, launched in 2017, reflects an international partnership between two of the nations’ leading universities. According to CHW Executive Director Gilbert Collins, “The Center for Health and Wellbeing maintains strong connections with scholars and research institutions from all over the world. This collaboration is unique because it equally benefits undergraduate students from both universities, advancing research on cancer, infectious diseases, health equity, and other global health challenges while also providing an enriching cross-cultural experience.”

Professor Yibin Kang in his lab at Princeton

After a three-year hiatus due to the Covid-19 pandemic, the CHW-sponsored summer program resumed in 2024 with four Princeton students traveling to Hangzhou and four Zhejiang University students visiting the Princeton campus. CHW affiliate and Warner-Lambert/Parke-Davis Professor of Molecular Biology Yibin Kang facilitated the partnership and plays a key role in managing the initiative. “The arrangement is valuable to both universities,” he said. “Princeton students have the opportunity to travel to China, fully immerse in a new culture, and engage in global health studies at one of the country’s top universities. Zhejiang students get a taste of what it’s like to work in a research laboratory at Princeton and live in the United States; for many of them, it’s their first experience at an American university.”

Zhejiang Students at Princeton    

The visiting Zhejiang students participated in the Summer Undergraduate Research Program co-hosted by Princeton’s Department of Molecular Biology and the Lewis-Sigler Institute for Integrative Genomics. The program offers an intensive laboratory experience through which students contribute to an original research project. For eight weeks, the Zhejiang cohort worked side-by-side with Princeton undergraduates, graduate students, postdoctoral fellows, and faculty. They participated in research discussion groups and career forums, attended weekly seminars, and presented their research findings to other scientists.

Zhejiang student Tianyi Cheng (front) enjoyed the camaraderie at Princeton, inside and outside the lab.

Tianyi Cheng, a clinical medicine major, and Zou Jie, who is studying biology, worked in the Kang Lab, which focuses on the molecular mechanisms of cancer metastasis.

“This summer gave me the chance to learn at a world-renowned, prestigious university and to see how a pioneering American lab conducts its research,” said Cheng, whose project investigated how the main receptors of TNF-α, a cytokine that mediates cell activity, trigger distinct effects in immune cells. The research strengthened his interest in cancer immunology and shed light on differing research styles across the two countries. He was particularly impressed by the collaborative nature of Princeton’s science community.

Jie’s project examined the tumor-promoting interaction between the Metadherin gene (MTDH) and SND1, a protein that controls gene expression, in breast cancer. “Princeton’s academic environment gave me the chance to broaden my horizons and learn a lot of advanced techniques that will contribute to my future career as a researcher,” said Jie.

Jie Zou, who studies biology at Zhejiang University, immersed himself in the culture at Princeton.

Jianche Liu, who is studying bioinformatics, worked under Alexander Ploss, a CHW affiliate and Harry C. Wiess Professor in the Life Sciences and Molecular Biology. Liu’s research focused on the human papillomavirus (HPV), investigating factors effecting HPV genome repair, a key step in the infection cycle. The objective, he explained, is to eliminate genomic material formation so that we could prevent the disease and also develop better treatments.

Finally, Xiang Yao, a biomedical science major, worked in the lab of CHW affiliate Ai Ing Lim, assistant professor of molecular biology. Her project deciphered the impact of maternal helminth infection on the immune system of offspring. “My experience was unforgettable,” said Yao, who gained new skills while strengthening her interest in pursuing an international Ph.D. program.

Princeton Students at Zhejiang University

In China, the four visiting Princeton students were hosted by Zhejiang University’s School of Medicine, with funding from CHW’s Internships in Global Health program. 

Connor McCord '26 (left) performs an experiment under the supervision of his mentor at Zhejiang University.

Rohan Kumar ’26 and Connor McCord ’26 worked in the school’s Lab of Translational Medicine, where they investigated the molecular mechanisms underlying gastric cancer, a leading cause of cancer-related death in China. 

Kumar’s project focused on pancreatic cancer. Specifically, the neuroscience major studied how a particular gene, when overexpressed, leads to the migration of cancer cells. “Pancreatic cancer is one of the most difficult cancers to treat, so I was excited to research something that could have such a big impact,” he said. The experience underscored his interest in a medical degree/Ph.D program. “Understanding and researching diseases will undoubtedly make me a better clinician,” Kumar added.

McCord, a molecular biology major, analyzed the impact of various genes on gastric cancer metastasis. “The lab experience has been incredibly valuable in terms of preparing me for my coursework next semester, helping me understand the deeper aspects of Chinese culture, and giving me the tools to succeed at Princeton and beyond,” he said. It also affirmed McCord’s plans to pursue a research-centered job prior to beginning medical school and training to be a neurosurgeon.

Mary Kate Cloonan '26, who spent her summer in Zhejiang’s State Key Lab of Infectious Diseases, gained new perspective on health economics.

Mary Kate Cloonan ’26, a medical anthropology major, worked in Zhejiang’s State Key Lab of Infectious Diseases, where she looked at how medical devices in the United States move through the health system, from FDA approval through patient care. “I learned about health economics, which gave me new perspective on health and economic policy,” she said. On a pre-med track, Cloonan feels the internship also offered insight into the dynamics between hospitals, surgeons, and administrators, which will be useful in navigating the medical field.

Thia Bian ’25, a comparative literature major who is minoring in global health, conducted research on the prevention and treatment of obesity and related chronic diseases at the university’s Chronic Disease Research Institute. The work reinforced her interest in medicine and studying how socio-cultural factors should impact how we structure health systems and implement policy-based interventions.

Partnering for Progress 

CHW’s global health exchange program exemplifies academic partnership at its finest, embracing diversity as a catalyst for innovation and bringing together some of the world’s most promising scholars and scientists to advance global health. 

“Collaboration between the U.S. and China, for the purpose of this educational exchange, is really beneficial, especially given the current geopolitical tensions,” said Kang. He emphasized the rewards of cooperative research and the opportunity for students to grow -- scientifically, culturally, and personally.

“Global health has been a big part of my academic trajectory at Princeton,” added Bian, who plans to earn a master’s degree in the health humanities before attending medical school. “Being able to travel and to learn about health and health systems in a Chinese-based context has been so valuable. I’m incredibly grateful for the experience.”

Eisgruber urges new students to embrace the ‘transcendent education’ offered by the liberal arts

Incoming Princeton students proudly wear their residential college shirts during the Opening Exercises ceremony on Sunday, Sept. 1. The event welcomed members of the Class of 2028 and entering transfer students to campus.

President Christopher L. Eisgruber welcomed incoming students to campus during the annual Opening Exercises ceremony Sunday, Sept. 1, sharing his hopes that Princeton’s commitment to the liberal arts will provide them with a “transcendent education.”

“Liberal arts education includes a commitment to the idea that learning and research are among the activities that enable the human spirit to soar,” Eisgruber told the entering transfer students and members of the Class of 2028, seated for the ceremony on the lawn in front of Nassau Hall.

“That education is not just for success, or for citizenship, it is also valuable for its own sake,” he noted.

Opening Exercises is a Princeton tradition that dates to at least 1802. The interfaith ceremony marks the start of a new academic year for undergraduate and graduate students — classes begin Sept. 3 — and includes the awarding of undergraduate academic prizes .

Entering the ceremony, Whitman College students make a “W” in honor of their residential college.

In presenting this year’s honors, Dean of the College Michael D. Gordin said the six students showed “superb academic accomplishments” along with a wide range of scholarly interests. 

The event also provided an opportunity to reflect on the values that guide the Princeton community. Eisgruber expressed his appreciation for a campus “that values the fearless pursuit of truth, cherishes the importance of service, and celebrates the dazzling diversity of identities, cultures, faiths, and backgrounds that form the rich tapestry of our community.”

Princeton Pre-Read inspires theme of transcendence

Eisgruber’s Opening Exercises address connected to themes from this year’s Pre-Read book, “The Worlds I See” by Fei-Fei Li. A trailblazing computer scientist and Class of 1999 graduate, Li will discuss her book with the President and incoming students at the Pre-Read Assembly tonight.

“The Worlds I See: Curiosity, Exploration, and Discovery at the Dawn of AI” blends Li’s personal story as a young immigrant and scientist with the origin stories of artificial intelligence and human-centered AI. Li writes how she flourished at Princeton, sharing memories like how the University’s vast library collections made her feel that she was “in the presence of something transcendent.” 

“I love that idea of ‘something transcendent,’” Eisgruber said, “because I think it expresses a profound insight about this place and the education that happens here.”

President Christopher L. Eisgruber addresses students seated on the lawn in front of Nassau Hall. Opening Exercises dates back to at least 1802.

Li’s undergraduate studies “exemplified the breadth that we expect from a liberal arts education at Princeton, where that concept encompasses the natural sciences, the social sciences, and engineering along with the humanities,” he said.

“She became a leader in the field of computer science by posing novel questions about how the human mind categorizes images — questions that drew inspiration from art, psychology and neuroscience, among other fields.”

Looking out at the rows of students wearing their colorful residential college shirts, Eisgruber said: “We want you to feel the thrill of discovery, to get carried away by ideas, and to get lost in thought. We hope that amidst the books, experiments, artworks and equations you will sometimes feel, as Fei-Fei Li did, that you are in the presence of something transcendent.”

“We hope that these moments and experiences will give you joy and kindle a life-long love of learning,” he added.

Along with expressing gratitude for the opportunity to gather for Opening Exercises, Eisgruber opened the ceremony by asking the students to join him “in observing a moment of silent compassion for all of the many people in the world, be they near this campus or far from it, who bear the burdens of injustice, violence, hunger, disease, natural disaster, or poverty.”

The event also included readings and blessings led by students and an invocation by Dean of Religious Life and the Chapel Theresa Thames. “May we welcome new truths and build a community where every person can truly belong,” Thames said.

Eisgruber smiles for a selfie with a student from Mathey College during the Pre-rade following the ceremony.

Following the ceremony, students walked in the Pre-rade, a joyous mini version of the P-rade that takes place each spring during Princeton Reunions. Alumni, cheerleaders and the Princeton University Band gathered along the Pre-rade route, along with members of the greater Princeton community including the President, faculty members and administrators, to cheer on the new Princeton students.

Opening Exercises part of a robust Orientation program

Opening Exercises was just one part of the University’s robust Orientation programming, which introduced students to academic, co-curricular and extracurricular life at Princeton.

In his third-annual Orientation session on academic freedom and free expression , held last week, Eisgruber joined Vice President for Campus Life W. Rochelle Calhoun to underscore the University’s essential role as a community where members feel welcome to engage in vibrant discussion and argument.

Orientation also included three small group experiences for incoming undergraduates, including Outdoor Action, Community Action, and Dialogue and Difference in Action.

Community Action, coordinated by the John H. Pace Jr. ’39 Center for Civic Engagement, introduces first-year students to community at Princeton and beyond.

Dialogue and Difference in Action provides an opportunity to engage in critical conversations around identity, power, privilege and difference — both in the context of the Princeton University community and society at large.

Outdoor Action lets incoming undergraduates disconnect from their many responsibilities and distractions to establish new friendships through activities such as camping, canoeing, biking and hiking.

Opening Exercises can be viewed on the University’s YouTube channel. The event will be archived online for later viewing.

Students enjoy a canoe trip as part of Outdoor Action, one of the three small group experiences during Orientation.

As part of Community Action, students learned about the Pace Center for Civic Engagement’s Community House and helped organize school supplies for the upcoming year.

During Dialogue and Difference in Action, incoming students engaged in critical dialogues focused on topics related to identity, power, privilege and difference. 

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