phd stanford majors

Welcome to Graduate Admissions

Learn about university-wide admission requirements and processes for MA, MS, PhD, and other non-professional graduate programs.

Your Starting Point for Graduate Study at Stanford

Browse this website to learn about university-wide requirements and processes for admission to MA, MS, PhD, and other non-professional graduate programs in the following Stanford schools:

Graduate School of Education | School of Engineering | School of Humanities & Sciences | School of Medicine | Doerr School of Sustainability

Explore Graduate Programs

Applying to a Professional School?

The professional schools have separate admissions offices and applications. Visit their websites below for information about applying to their graduate programs.

• Graduate School of Business: MBA | MSx | PhD
• School of Law: JD | Advanced Degrees
• School of Medicine: MD | MS in Physician Assistant Studies

Why Stanford?

Consider joining Stanford’s globally diverse graduate community of 9,700 students.

• Watch Playlist: The Stanford Grad Experience and Advice to Prospective Students
• Visit Stanford’s Seven Schools
• See How Diversity Works at Stanford
• Fund Your Graduate Study
• Explore Campus Resources
• Pursue Leadership Development and Funding with Knight-Hennessy Scholars

Students sit around a table and discuss with a professor nearby. Photo source: Sallie

PhD Admissions

The PhD program in Psychology trains students for careers in research and teaching. In addition to a wide range of courses, the PhD program is characterized by close collaboration between students and their faculty advisors. 

General Information

The Department of Psychology holistically reviews each candidate's complete application to assess the promise of a career in teaching and research. Consideration is based on various factors, including courses taken, grade point average, letters of recommendation, and the statement of purpose. Additionally, the Department of Psychology places considerable emphasis on research training, and admitted students have often been involved in independent research as undergraduate students or post-baccalaureate settings. Although there are no course requirements for admission, all applicants should have sufficient foundational knowledge and research experience to engage in graduate-level coursework and research.

We accept students with undergraduate degrees and those with both undergraduate and master's degrees. An undergraduate psychology major is not required; the Department welcomes applicants from other academic backgrounds.

Our application portal is now OPEN for the AY25-26 admissions cycle.

How to Apply

Application and deadline.

Our 2025-26 Admissions application will open on September 15, 2024.

Applications will be due on November 22, 2024

The deadline for letters of recommendation will be  November 22, 2024 . 

Once an applicant submits the recommenders' information, the recommenders will receive an automated email with instructions for submitting the letter. Late letters should be sent directly to psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) . Staff will add them to the application file if the review process is still underway. Still, the faculty reviewers are not obligated to re-review files for materials submitted after the deadline.

Generally, students will hear from us by the end of January. 

The status of submitted applications can be viewed anytime by logging in to the   application portal . 

The deadline to apply for the '25-26 PhD cohort this year is  November 22, 2024 . Applicants who are admitted to the program will matriculate in Autumn 2025. 

Our next admissions cycle will open in September 2025 and have a November 2025 deadline.

In addition to the information below, please review the  Graduate Admissions  website prior to starting your application. The Department of Psychology does not have rolling admissions. We admit for the Autumn term only.

Requirements

• U.S. Bachelor's degree or its  foreign equivalent
• Statement of Purpose (submitted electronically as part of the graduate application). You will be able to specify three  Psychology Department faculty members , in order of preference, with whom you would like to work. 
• Three  Letters of Recommendation  (submitted electronically). A maximum of six letters will be accepted.
• Unofficial transcripts from all universities and colleges you have attended for at least one year must be uploaded to the graduate application. Applicants who reach the interview stage will be asked to provide official transcripts as well; Department staff will reach out to these applicants with instructions for submitting official transcripts. Please do  not  submit official transcripts with your initial application.
• Required for non-native English speakers: TOEFL (Test of English as a Foreign Language) scores, submitted by the Educational Testing Service (ETS) electronically to Stanford. 

Application Fee

The fee to apply for graduate study at Stanford is $125. Fee waivers are available for some applicants. Please visit Graduate Admissions for information on applying for an  Application Fee Waiver .

Application Review & Status Check

The Department of Psychology welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review of applications is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field.

To check the status or activity of your application, please log into your  application account . You can also send reminders to recommenders who have not yet submitted their letter of recommendation.

Due to limited bandwidth, the Department of Psychology staff will not answer any phone or email queries about application status, including requests to confirm the receipt of official transcripts.

Our faculty will interview prospective students before making final admission decisions. Candidates who progress to the interview round will be informed in January. Interviews are generally conducted in February.

The Department of Psychology recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

• Diversity and Engagement in Psychology PhD Programs 
• Vice Provost for Graduate Education
• Stanford IDEAL
• Graduate Application Fee Waiver Information

For More Information

Please see our  list of Frequently Asked Questions  and  psych-admissions [at] stanford.edu (contact us)  should you have additional questions.

Doctoral Program

The Ph.D. program is a full time program leading to a Doctoral Degree in Economics.  Students specialize in various fields within Economics by enrolling in field courses and attending field specific lunches and seminars.  Students gain economic breadth by taking additional distribution courses outside of their selected fields of interest.

General requirements

Students  are required to complete 1 quarter of teaching experience. Teaching experience includes teaching assistantships within the Economics department or another department .

University's residency requirement

135 units of full-tuition residency are required for PhD students. After that, a student should have completed all course work and must request Terminal Graduate Registration (TGR) status.

Department degree requirements and student checklist

1. core course requirement.

Required: Core Microeconomics (202-203-204) Core Macroeconomics (210-211-212) Econometrics (270-271-272).  The Business School graduate microeconomics class series may be substituted for the Econ Micro Core.  Students wishing to waive out of any of the first year core, based on previous coverage of at least 90% of the material,  must submit a waiver request to the DGS at least two weeks prior to the start of the quarter.  A separate waiver request must be submitted for each course you are requesting to waive.  The waiver request must include a transcript and a syllabus from the prior course(s) taken.  

2.  Field Requirements

Required:  Two of the Following Fields Chosen as Major Fields (click on link for specific field requirements).  Field sequences must be passed with an overall grade average of B or better.  Individual courses require a letter grade of B- or better to pass unless otherwise noted.

Research fields and field requirements :

• Behavioral & Experimental
• Development Economics
• Econometric Methods with Causal Inference
• Econometrics
• Economic History
• Environmental, Resource and Energy Economics
• Industrial Organization
• International Trade & Finance
• Labor Economics
• Market Design
• Microeconomic Theory
• Macroeconomics
• Political Economy
• Public Economics

3.  Distribution

Required:  Four other graduate-level courses must be completed. One of these must be from the area of economic history (unless that field has already been selected above). These courses must be distributed in such a way that at least two fields not selected above are represented.  Distribution courses must be passed with a grade of B or better.

4.  Field Seminars/Workshops

Required:  Three quarters of two different field seminars or six quarters of the same field seminar from the list below.   

The Graduate Program in Philosophy

Graduate Degree

Stanford's graduate program in Philosophy is by any measure among the world's best. We attract  excellent students , we provide them ample access to  leading scholars  for instruction and advice, and we turn out accomplished philosophers ready to compete for the best jobs in a very tight job market. We offer both MA and PhD degrees.

Doctoral Program

Masters Program

Our  graduate students  are part of a vigorous philosophical community.

Our tradition is to treat and regard our graduate students as much like colleagues as like students. Faculty and graduate students participate in workshops, in reading groups, in colloquium discussions and in nearly all department life on an equal basis. The Department covers the cost of graduate student participation in lunches and dinners with visiting speakers. Our graduate students participate in the running of the department. Two graduate students serve as representatives at department meetings, a graduate student serves on the Graduate Studies Committee, and graduate students also serve on faculty hiring committees. Graduate students are essential to our efforts to recruit new graduate students each year.

Graduate students have a lively society of their own, the Hume Society that is responsible for a range of both intellectual and social events.

Graduate students take a mixture of courses and seminars both in our department in other departments. They also regularly take directed reading courses or independent study courses when special needs are not met by scheduled courses or when students are working directly on their dissertations.

Our  calendar  is packed with a range of philosophical events. We have a regular  Colloquia series  with visiting speakers on Friday afternoons. Our Colloquia are followed by receptions for the speakers hosted by the graduate students followed by dinner with the speaker. In addition to the regular colloquia series, every year we host the  Immanuel Kant Lectures . Our graduate students, along with other local graduate students,  organize the  Berkeley/Stanford/Davis Conference  where every year graduate students have the opportunity to present papers to an even larger philosophical community.

Many more informal reading and research groups,  including the Social Ethics and Normative Theory Workshop, the Global Justice and Political Theory Workshop, and the  Logical Methods in the Humanities Workshop , existing within the department and the university and are able to invite speakers from all across the world.

The affiliated  Center for Ethics in Society  hosts many different events including the annual lectures such as   Tanner Lectures in Human Values , the   Wesson Lectures on democratic theory and practice , and the  Arrow Lecture Series on Ethics and Leadership , in addition to a vast range of other  conferences, lectures and workshops  on ethics and political philosophy.

The  Center for the Explanation of Consciousness  (CEC) is a research initiative at  Center for Study of Language and Information  which is devoted to studying materialistic explanations of consciousness. The CEC hosts talks and symposia from a variety of viewpoints exploring the nature of conscious experience. They also sponsor reading groups during the term, led by faculty and graduate students.

Doctoral Program

Main navigation.

The Ph.D. degree is intended primarily for students who desire a career in research, advanced development, or teaching; for this type of work, a broad background in mathematics and the engineering sciences, together with intensive study and research experience in a specialized area, are the necessary requisites.

The degree of Doctor of Philosophy (Ph.D.) is conferred on candidates who have demonstrated to the satisfaction of their department or school

• substantial scholarship
• high attainment in a particular field of knowledge
• and the ability to do independent investigation and present the results of such research.

They must satisfy the general requirements for advanced degrees, the program requirements specified by their departments, and the doctoral requirements for candidacy, as outlined in the Stanford Bulletin.

PhD Admissions information

For Current Stanford Students

The ME Student Intranet has detailed information about processes and requirements for the ME PhD .

“ Two of the biggest lessons I’ve learned over the years are ... ”

Doctoral Degree Programs

The PhD program in the Department of Sociology at Stanford offers rigorous training in sociological knowledge and research methods, and prepares students to embark on successful professional careers in sociology.  Our program prides itself on world-renowned faculty, cutting-edge research programs, and close interactions between faculty and students.

Through coursework, workshops, research assistantships, and teaching assistantships, students work closely with faculty members to develop research skills and experience and gain expertise in the substantive areas of sociology.  In collaboration with Stanford Law School, as well as other research programs on campus, we offer a JD/PhD joint degree and a multidisciplinary environment for students to pursue their intellectual interests in different areas.

Finalists for the Knight Hennessy scholarships work with Stanford lecturers. Photo credit: Linda A. Cicero / Stanford News Service

Knight-Hennessy Scholars

The Knight-Hennessy Scholars  develops a community of future global leaders to address complex challenges through collaboration and innovation. Each year, up to 100 students are awarded with funding to pursue any graduate degree at Stanford and participate in an experiential leadership development program that emphasizes collaboration and innovation. Citizens of any country may apply. Visit  khs.stanford.edu  to learn more.

Ph.D. program

The Applied Physics Department offers a Ph.D. degree program; see  Admissions Overview  for how to apply.  

1.  Courses . Current listings of Applied Physics (and Physics) courses are available via  Explore Courses . Courses are available in Physics and Mathematics to overcome deficiencies, if any, in undergraduate preparation. It is expected the specific course requirements are completed by the  end of the 3rd year  at Stanford.

Required Basic Graduate Courses.   30 units (quarter hours) including:

• Basic graduate courses in advanced mechanics, statistical physics, electrodynamics, quantum mechanics, and an advanced laboratory course. In cases where students feel they have already covered the materials in one of the required basic graduate courses, a petition for waiver of the course may be submitted and is subject to approval by a faculty committee.
• 18 units of advanced coursework in science and/or engineering to fit the particular interests of the individual student. Such courses typically are in Applied Physics, Physics, or Electrical Engineering, but courses may also be taken in other departments, e.g., Biology, Materials Science and Engineering, Mathematics, Chemistry. The purpose of this requirement is to provide training in a specialized field of research and to encourage students to cover material beyond their own special research interests.​

​ Required Additional Courses .  Additional courses needed to meet the minimum residency requirement of 135 units of completed course work. Directed study and research units as well as 1-unit seminar courses can be included. Courses are sometimes given on special topics, and there are several seminars that meet weekly to discuss current research activities at Stanford and elsewhere. All graduate students are encouraged to participate in the special topics courses and seminars. A limited number of courses are offered during the Summer Quarter. Most students stay in residence during the summer and engage in independent study or research programs.

The list of the PhD degree core coursework is listed in the bulletin here:  https://bulletin.stanford.edu/programs/APLPH-PHD .

3.  Dissertation Research.   Research is frequently supervised by an Applied Physics faculty member, but an approved program of research may be supervised by a faculty member from another department.

4.  Research Progress Report.   Students give an oral research progress report to their dissertation reading committee during the winter quarter of the 4th year.

5.  Dissertation.

6.  University Oral Examination .  The examination includes a public seminar in defense of the dissertation and questioning by a faculty committee on the research and related fields.

Most students continue their studies and research during the summer quarter, principally in independent study projects or dissertation research. The length of time required for the completion of the dissertation depends upon the student and upon the dissertation advisor. In addition, the University residency requirement of 135 graded units must be met.

Rotation Program

We offer an optional rotation program for 1st-year Ph.D. students where students may spend one quarter (10 weeks) each in up to three research groups in the first year. This helps students gain research experience and exposure to various labs, fields, and/or projects before determining a permanent group to complete their dissertation work. 

Sponsoring faculty members may be in the Applied Physics department, SLAC, or any other science or engineering department, as long as they are members of the Academic Council (including all tenure-line faculty). Rotations are optional and students may join a group without the rotation system by making an arrangement directly with the faculty advisor. 

During the first year, research assistantships (RAs) are fully funded by the department for the fall quarter; in the winter and spring quarters, RAs are funded 50/50 by the department and the research group hosting the student. RAs after the third quarter are, in general, not subsidized by the rotation program or the department and should be arranged directly by the student with their research advisor.

How to arrange a rotation

Rotation positions in faculty members’ groups are secured by the student by directly contacting and coordinating with faculty some time between the student’s acceptance into the Ph.D. program and the start of the rotation quarter. It is recommended that the student’s fall quarter rotation be finalized no later than Orientation Week before the academic year begins. A rotation with a different faculty member can be arranged for the subsequent quarters at any time. Most students join a permanent lab by the spring quarter of their first year after one or two rotations.  When coordinating a rotation, the student and the sponsoring faculty should discuss expectations for the rotation (e.g. project timeline or deliverables) and the availability of continued funding and permanent positions in the group. It is very important that the student and the faculty advisor have a clear understanding about expectations going forward.

What do current students say about rotations?

Advice from current ap students, setting up a rotation:.

• If you have a specific professor or group in mind, you should contact them as early as possible, as they may have a limited number of rotation spots.
• You can prepare a 1-page CV or resume to send to professors to summarize your research experiences and interest.
• Try to tour the lab/working areas, talk to senior graduate students, or attend group meeting to get a feel for how the group operates.
• If you don't receive a response from a professor, you can send a polite reminder, stop by their office, or contact their administrative assistant. If you receive a negative response, you shouldn't take it personally as rotation availability can depend year-to-year on funding and personnel availability.
• Don't feel limited to subfields that you have prior experience in. Rotations are for learning and for discovering what type of work and work environment suit you best, and you will have several years to develop into a fully-formed researcher!

You and your rotation advisor should coordinate early on about things like: 

• What project will you be working on and who will you be working with?
• What resources (e.g. equipment access and training, coursework) will you need to enable this work?
• How closely will you work with other members of the group? 
• How frequently will you and your rotation advisor meet?
• What other obligations (e.g. coursework, TAing) are you balancing alongside research?
• How will your progress be evaluated?
• Is there funding available to support you and this project beyond the rotation quarter?
• Will the rotation advisor take on new students into the group in the quarter following the rotation?

About a month before the end of the quarter, you should have a conversation with your advisor about things like:

• Will you remain in the current group or will you rotate elsewhere?
• If you choose to rotate elsewhere, does the option remain open to return to the present group later?
• If you choose to rotate elsewhere, will another rotation student be taken on for the same project?
• You don't have to rotate just for the sake of rotating! If you've found a group that suits you well in many aspects, it makes sense to continue your research momentum with that group.

Application process

View Admissions Overview View the Required Online Ph.D. Program Application  

Contact the Applied Physics Department Office at  [email protected]  if additional information on any of the above is needed.

Doctoral Degree Program

Anthropology Ph.D. degree requirements include successful enrollment and participation in graduate training seminars, completion of 2 qualifying exams (one for topic and one for area), approval of the dissertation proposal, and the successful defense and oral examination of the dissertation. Students are encouraged to plan for the completion of all work for the Ph.D. within 5-6 years. Anthropology Ph.D. students must take a minimum of 135 quarter units with a minimum GPA of 3.0. The maximum allowable number of transfer units is 45. The Ph.D. degree is conferred upon candidates who have demonstrated substantial scholarship and the ability to conduct independent research and analysis in Anthropology. Through completion of advanced course work and rigorous skills training, the doctoral program prepares students to make original contributions to the knowledge of Anthropology and to interpret and present the results of such research.

Ph.D. Minor

How to Apply

Graduate Degree Programs

Our graduate program aim at training world-class scholars in History.   We offer the following degree programs:

• Ph.D. Minor in History : Become a world-class historian by training with 
• Joint J.D./M.A. Program in Law and History  : Obtain top-notch training in law and history and explore complex intersections between the two fields toward a J.D./ M.A.
• Masters in History : Train with world-class faculty before pursuing a Ph.D. in History.

Over 1,500  doctoral dissertations have been completed in the department since 1895.  Student accomplishments are recognized through a number of endowed awards and fellowships.   Our alumni   pursue successful careers in teaching, research, or higher education administration at colleges and universities both in the United States and worldwide .

Fields of Study

Our graduate students work closely with faculty members in fourteen distinct subfields: Africa, Britain, Early Modern Europe, East Asia, Jewish History, Latin America, Medieval Europe, Modern Europe,  Ottoman Empire and Middle East, Russia/Eastern Europe, Science, Technology, Environment, and Medicine, South Asia, Transnational, International, and Global History, and United States. Graduate training is based on cross-cutting methodologies and approaches, ranging from gender to digital history.  Explore each field and its faculty .

Beyond the Classroom

In close collaboration with Stanford  faculty members  and  department leadership , our graduate students organize number of event series that contribute to the department's intellectual life and community.   Graduate student representatives , "grad reps", act as a liaison between the department leadership and graduate student body, actively participate in department issues, and help provide a supportive community for the first year cohort as well as other graduate students. Graduate students also engage with unique research, curricular, and professionalization activities offered on Stanford campus. 

The History Department offers 5 years of financial support to PhD students.  No funding is offered for the co-terminal and terminal M.A. programs.

Join dozens of  Stanford School of Humanities and Sciences students  who gain valuable leadership skills in a multidisciplinary, multicultural community as  Knight-Hennessy Scholars  (KHS). KHS admits up to 100 select applicants each year from across Stanford’s seven graduate schools, and delivers engaging experiences that prepare them to be visionary, courageous, and collaborative leaders ready to address complex global challenges. As a scholar, you join a distinguished cohort, participate in up to three years of KHS's leadership program, and receive full funding for up to three years of your studies at Stanford. Candidates of any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years, and must apply to both a Stanford graduate program and to KHS. Stanford PhD students may also apply to KHS during their first year of PhD enrollment. If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is October 9, 2024. Learn more about  KHS admission .

How to Apply

Please review admissions for policies and requirements for each degree program by visiting the specific degree program page listed above. Please also consider reviewing the Stanford School of Humanities & Sciences'  Guide on Getting into Grad School  to explore which graduate program may best suit your interest, what graduate committees look for, and the benefits and challenges for pursuing a graduate degree.

Program Contacts

Director of Graduate Studies

Director of Graduate Teaching

Assistant Director of Student Services, Graduate Degree Program

Department Bookshelf

Browse the most recent publications from our faculty members.

Against Constitutional Originalism: A Historical Critique

Italian Fascism in Rhodes and the Dodecanese Islands, 1922–44

A World Made by Travel: The Digital Grand Tour

The Chinese Computer: A Global History of the Information Age

In the Shadow of Liberty: The Invisible History of Immigrant Detention in the United States

See Undergraduate Major Offerings and More

Explore majors, joint majors, minors, honors, interdisciplinary programs, and coterm programs here. For the most up-to-date information about Majors and Programs, please refer to the  programs section of the bulletin.  Stanford students should speak with their Undergraduate Academic Advisor regarding major decisions; students looking to attend Stanford should direct inquiries to the Admissions Office .

Aeronautics and Astronautics

African and African American Studies

African Studies

American Studies

Anthropology

Applied Physics

Archaeology

Art History

Art Practice

Asian American Studies

Atmosphere / Energy

Bioengineering

Biomechanical Engineering

Biomedical Computation

Chemical Engineering

Chicana/o - Latina/o Studies

China Studies

Civil Engineering

Communication

Community Health and Prevention Research

Comparative Literature

Comparative Studies in Race and Ethnicity

Computer Science

Creative Writing

Dance (TAPS Minor)

Data Science

Data Science & Social Systems

Democracy, Development, and the Rule of Law

Digital Humanities

Earth and Planetary Sciences

Earth Systems

East Asian Studies

Electrical Engineering

Energy Science and Engineering

Engineering Physics

Environmental Systems Engineering

Ethics in Society

European Studies

Feminist, Gender, and Sexuality Studies

Film and Media Studies

German Studies

Global Studies

Honors in the Arts

Human Biology

Human Rights

Iberian and Latin American Cultures

International Policy Studies

International Relations

International Security Studies

Iranian Studies

Islamic Studies

Jewish Studies

Laboratory Animal Science

Latin American Studies

Linguistics

Management Science and Engineering

Materials Science and Engineering

Mathematical and Computational Science

Mathematics

Mechanical Engineering

Medieval Studies

Middle eastern language, literature and culture.

Modern Languages

Modern Thought and Literature

Music, Science, and Technology

Native American Studies

Philosophy and Religious Studies

Political Science

Public Policy

Religious Studies

Science, Technology, and Society

Slavic Languages and Literatures

South Asian Studies

Sustainability

Sustainable Architecture + Engineering

Symbolic Systems

Theater and Performance Studies

Translation Studies

Urban Studies

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Ilya A. Strebulaev

The David S. Lobel Professor of Private Equity

Additional administrative titles, research statement, research interests.

• Innovation Financing, Venture Capital, Corporate Innovation, Innovation Ecosystems, Private Equity
• Corporate Finance, Financial Decision Making

Teaching Statement

Ilya A. Strebulaev is The David S. Lobel Professor of Private Equity and Professor of Finance at Stanford Graduate School of Business, where he has been a faculty member since 2004, and a research associate at the National Bureau of Economic Research. He also is the founder and director of the Stanford GSB Venture Capital Initiative. He graduated from the London Business School with a doctorate in finance. He also holds degrees from Lomonosov Moscow State University (BSc Economics) and the New Economic School, Moscow (MA Economics). 

Professor Strebulaev is an expert in corporate finance, venture and angel capital, innovation financing, corporate innovation, private equity, and financial decision-making. His work has been widely published in leading academic journals, including   the  Journal of Finance,  the  Review of  Financial Studies,  and the  Journal of Financial Economics.  He has been awarded a number of prestigious academic awards, including the First Paper Prize of the Brattle Award for the best corporate paper published in the Journal of Finance, the Fama-DFA Prize for the best asset pricing paper published in the Journal of Financial Economics , and the Trefftzs Award by the Western Finance Association. His research has also been featured in a variety of media, including the  New York Times,  the  Wall Street Journal and Harvard Business Review .

His most recent research has examined many aspects of the venture capital industry. In the largest ever survey of VCs to date, he and his co-authors analyze all the aspects of decision-making by venture capitalists. He and his co-author developed a valuation framework of private VC-backed companies. In applying this framework to the valuation of highly valued VC-backed companies (called “unicorns”), hey found that these companies on average are overvalued by 50% and that many of the so-called unicorns lose their unicorn status once their fair value is taken into consideration. He has also recently researched the decision making and organizational structure of corporate VC units.

Professor Strebulaev teaches the MBA, MSx, PhD, and executive education programs, and has been awarded the Stanford MBA Distinguished Teaching Award, the Sloan Teaching Excellence Award, as well as the inaugural Masters in Management Best Teacher Award at the London Business School. He developed an MBA-level course on Angel and Venture Capital that he has been teaching for more than ten years. The course enables the students to study many aspects of innovation financing at various stages, including decision making, attracting venture and angel investments, negotiating contractual terms, valuing VC-backed companies, and analyzing the performance of venture capital funds. Recently, he also developed a course on the private equity industry that covers all aspects of the organization and design of PE firms and funds, as well as the relationship between general partners of these funds and their investors, limited partners.

Professor Strebulaev has also led many workshops and executive sessions on new innovation trends, venture capital, the ecosystem of Silicon Valley, corporate innovation, and strategic decision making for senior business and government leaders around the world. He also has been consulting companies and investors around the world on valuation of VC-backed companies, selection of VC investments and managers, and portfolio allocation. He also serves as an expert witness in litigation matters.

When not teaching or doing research, Ilya enjoys spending time with his family, reading, traveling, listening to classical music, and appreciating fine wine and art. 

Academic Degrees

• PhD in Finance, London Business School, 2004
• MA, New Economic School, 1999
• BSc, Lomonosov Moscow State University, 1997

Academic Appointments

• At Stanford University since 2004

Awards and Honors

• Shanahan Family Faculty Fellow for 2021–22
• Dhirubhai Ambani Faculty Fellow in Entrepreneurship for 2014-15
• Shanahan Family Faculty Scholar for 2013–14
• The Sloan Teaching Excellence Award, Stanford, 2013
• First Place, Fama-DFA Prize for Best Paper, Journal of Financial Economics, 2012
• The Masters in Management Inaugural Best Teacher Award, London Business School, 2010
• The MBA Distinguished Teacher Award, Stanford, 2009
• First Paper Prize, Brattle Award for Best Paper, Journal of Finance, 2007
• The Trefftzs Award for the Best Student Paper, WFA, 2004
• Award for Best Paper, Dimitris B. Chorafas Foundation, 2004

Academic Publications

Degree courses, executive education & other non-degree programs, stanford case studies, stanford gsb affiliations, service to the profession.

• Member, American Finance Association
• Member, American Economic Association
• Member, Western Finance Association
• Member, European Finance Association
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Anti-Racism Resources

Find curated resources for anti-racist education, activism and self-care.

Anti-Racist Education

• Advancing Health Equity: Guide to Language, Narrative, and Concepts
• Archives of the Anti-Racist Coalition's Black Lives Matter weekly entries in the StanfordMed Daily
• Justice in June (becoming an active ally to the Black community)
• Allyship Guide: From Awareness to Action
• Anti-racism resources for white people : Resource guide compiled by Sarah Sophie Flicker and Alyssa Klein for white people to deepen their anti-racist work
• Confronting White Supremacy: Educational resource shee t put together by educators to discuss and dismantle white supremacy in the classroom.
• Syllabus: A History of Anti-Black Racism in Medicine from the African American Intellectual History Society Black Perspectives
• AAMC Anti-racism in Medicine Collection provides toolkits and curricula for anti-racist education for health professionals, students, and trainees.
• Academic Medicine:  New Collection of Articles on Addressing Race and Racism in Medical Education
• Centering Black Community Needs developed by the Office of Graduate Education for faculty and staff to engage in difficult conversations and better support students, postdocs, and research staff
• Office of Faculty Development and Diversity Black Lives Matter Resources for Faculty
• Resource Hub for Black History and Activism: Google Drive compiled by Charles Preston, filled with books and other important work by Black activists and readings on a range of topics.
• An Essential Reading Guide For Fighting Racism
• Resources by Rachel Cargle
• Academics for Black Survival and Wellness was organized by a group of Black counseling psychologists and their colleagues who practice Black allyship. Guided by a Black feminist frame, we hope to foster accountability and growth for non-Black people and enhance healing and wellness for Black people.
• Join the Lane Library Antiracism Book Club for a media-based discussion group geared toward Stanford Health affiliates, students, staff, and faculty.
• Say Their Names : a spotlight exhibit at the Green Library supporting the Black Lives Matter movement
• Audible Syllabus for George Floyd created by Stanford CTL Graduate Teaching Consultants – Spotify playlist included!
• Black Lives Matter site by Stanford's Women's Community Center
• Stanford Clearinghouse on Diversity, Equity & Inclusion Research by Stanford Law School (SLS) and SLS's Robert Crown Law Library
• List of bail funds by city:  Bail funds are a way to support frontline protesters who are being arrested - as well as building towards a movement to end cash bail and free hundreds of thousands of people who are in pre-trial detention during a pandemic.
• Nonprofits Supporting Black People in STEM
• Resources to Center Black Community Needs
• 26 Ways to be in the Struggle Beyond the Streets
• Your Black Friends Are Busy : A growing resource for learning about anti-racism, and supporting the people & organizations doing important work for the Black Lives Matter movement.

Anti-Racist Toolkits

• Cardinal At Work Manager Toolkit: Anti-Racist Toolkit
• Differences Matter at UCSF: Action Matters Toolkit
• Diversity and Resiliency Institute at of El Paso: Online Anti-Racism Training and Booklet
• Anti-Racism Action Plan Guidebook : This guide from the College of the Holy Cross is targeted for those who are beginners to engaging in anti-racism work.
• Standing Together Coming Out for Racial Justice : An Anti-Racist Organizational Development Toolkit for LGBT Equality Groups and Activists
• USC's Center for Urban Education Racial Equity Tools : Each tool prompts reflection on the racialized characteristics of everyday practices, setting the foundation for change.
• Office of Faculty Development, Diversity and Engagement CREATEngagement – Toolkit for Fostering a Faculty Climate of Engagement

Black Mental Health Resources

• 44 Mental Health Resources for Black People Trying to Survive in This Country
• It’s OK to Pause: 27 Resources to Support Black Mental Health
• Self-care menu activity to personalize your needs
• Resources for Black Healing compiled by the University of North Carolina Wilmington Counseling Center

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We recognize and acknowledge the following offices and organizations (this is not an exhaustive list). Thank you to the countless individuals that partner with OFDD and do this work on a daily basis.

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DIANA LOOSER | TAPS Department Chair; Associate Professor

  [email protected]  ROBLE GYM ROOM 105

Associate Professor of Theater & Performance Studies; TAPS Department Chair. Diana Looser comes to theatre academia from a background in theatre practice and education (acting, voice and speech), with other disciplinary training in literary studies, sociolinguistics, and social psychology. Before moving to Cornell to train as a theatre professor, she spent a decade working in New Zealand as a registered drama teacher, performer, and performing arts festival adjudicator. 

Her research and teaching interests lie in the following areas: historiographic approaches to performance; ethnographic approaches to performance; postcolonial, transnational, and intercultural performance; performance from/about the Pacific Islands region (Oceania) and the Southern Ocean; transpacific studies; environment and performance; global humanities; theatre history studies; contemporary theatre and performance.

Diana is the author of  Remaking Pacific Pasts: History, Memory, and Identity in Contemporary Theater from Oceania  (University of Hawai‘i Press, 2014; paperback edition, 2023), winner of the 2016 Rob Jordan Book Prize from the Australasian Association for Theatre, Drama and Performance Studies. Her subsequent book  Moving Islands: Contemporary Performance and the Global Pacific  (University of Michigan Press, 2021) was named a Finalist for the 2022 Outstanding Book Award from the Association for Theatre in Higher Education, and a Finalist for the 2022 Barnard Hewitt Award for Outstanding Research in Theatre History from the American Society for Theatre Research. She is currently at work on a new book, Performing Beaches , under contract with Palgrave Macmillan Press. 

Diana’s writing has also appeared in  Theatre Journal ,  Theatre Survey ,  TDR ,  Theatre Research International,   Contemporary Theatre Review ,  Performance Research ,  New Theatre Quarterly ,  Modern Drama ,  Recherche littéraire/Literary Research ,  Pacific Arts ,  Australasian Drama Studies ,  The Journal of Dramatic Theory and Criticism , and  The Contemporary Pacific , as well as in numerous edited collections. Her articles have received several awards, including the ADSA Marlis Thiersch Essay Prize, the ASTR Gerald Kahan Scholar’s Prize, and the ASTR Oscar G. Brockett Essay Prize. She has been an editorial board member of  Theatre Survey  and  Theatre Research International , and was the Book Review Editor for  Modern Drama  from 2016-2021. Diana currently serves on the editorial board for Palgrave Macmillan’s Transnational Theatre Histories monograph series.

Prior to working at Stanford, Diana taught Drama at The University of Queensland in Australia. 

JENNIFER DEVERE BRODY | Professor

  [email protected]    (650) 725-9109      ROBLE GYM ROOM 107

Jennifer DeVere Brody holds a BA in Victorian Studies from Vassar College and an MA and PhD in English and American Literature from the University of Pennsylvania. Her scholarship and service in African and African American Studies, Gender and Sexuality Studies, visual and performance studies have been recognized by numerous awards: a 2022 Guggenheim Fellowship, a 2023 Virginia Howard Fellowship from the Bogliasco Foundation, support from the Mellon and Ford Foundations, the Monette-Horwitz Prize for Independent Research Against Homophobia, the Royal Society for Theatre Research, and the Thurgood Marshall Prize for Academics and Community Service among others. Her scholarly essays have appeared in Theatre Journal, Signs, Genders, Callaloo, Screen, Text and Performance Quarterly and other journals as well as in numerous edited volumes. Her books include: Impossible Purities: Blackness, Femininity and Victorian Culture (Duke University Press, 1998), Punctuation: Art, Politics and Play (Duke University Press, 2008) and Moving Stones: About the Art of Edmonia Lewis (forthcoming from Duke University Press). She has served as the President of the Women and Theatre Program, on the board of Women and Performance and has worked with the Ford and Mellon Foundations. She co-produced “The Theme is Blackness” festival of black plays in Durham, NC when she taught in African American Studies at Duke University. Her research and teaching focus on performance, aesthetics, politics as well as black feminist theory, queer studies and contemporary cultural studies. She co-edited, with Nicholas Boggs, the re-publication of James Baldwin’s illustrated book, Little Man, Little Man (Duke UP, 2018). She held the Weinberg College of Board of Visitors Professorship at Northwestern University and has been a tenured professor at six different Universities in her thirty-year career. Her expertise in Black Queer Studies led to be the co-editor with C. Riley Snorton of the flagship journal GLQ. She serves on the Editorial Board of Transition and other key journals in global 19th Century Studies. At Stanford, she served as Chair of the Theater & Performance Studies Department (2012-2015) and Faculty Director of the Center for Comparative Studies in Race & Ethnicity (2016-2021) where she won a major grant from the Mellon Foundation and developed the original idea for an Institute on Race Studies.

BRANISLAV JAKOVLJEVIĆ | Professor; Artistic Director

  [email protected]    (650) 725-9109      ROBLE GYM 109

The Sara Hart Kimball Professor in the Humanities; Artistic Director. My main teaching and research interests are performance theory, avant-garde and experimental performance, performance and politics, theater history and, most recently, performance and climate change. My approach to the study of theater and performance is interdisciplinary. I often approach performance from the perspective of visual arts, film, feminist theory, critique of ideology, and political theories on the left.

My most recent scholarly monograph is Alienation Effects: Performance and Self-Management in Yugoslavia 1945-1991 (University of Michigan Press 2016), which was the co-recipient of the 2017 ATHE Outstanding Book Award and the winner of the Joe A. Callaway Prize for the Best Book on Drama or Theater for 2016-17. I have recently completed my new book manuscript Performance Apparatus: Impossible Communities, Unextractable Behaviors , in which I investigate the relationship between performance art and theories of ideological formations from the 1970s until the present. If all goes well, it should come out in 2023.  

In TAPS, I have served as Director of Undergraduate Studies, Director of Graduate Studies, and Chair (2015-2019). As of the fall of 2021, I again assumed the role of Director of Undergraduate Studies. It is my hope that in this capacity I will be able to help TAPS transition back to its regular activities, which were disrupted by COVID closures. 

I teach both graduate and undergraduate courses. Over the years, I have offered a number of graduate seminars. Some of the seminars I offer on graduate level are Ars Theoretica: On Scholar-Artists, which explores the integration of scholarly research and creative practice as the main methodological premise of TAPS doctoral program, and Dramaturgy, which aims to help scholars to apply in production situations the skills and creativity they developed in their research. At undergraduate level, I teach History of Directing, The Avant-Garde, Revolutions in the Theater, and other courses. In Spring 2023, I will offer a new Introductory Seminar Climate Change and the Arts . In this seminar, I will share my research on this issue, on which I have worked for a few years now.  Over the past year, I have co-edited with my colleagues from TAPS Diana Looser and Matthew W. Smith a two-part special issue of TDR: The Drama Review on performance and climate change.

More information

YOUNG JEAN LEE | Professor

  [email protected]      ROBLE GYM 145

Denning Family Professor in the Arts. Young Jean Lee is a playwright, director, and filmmaker who has been called “the most adventurous downtown playwright of her generation” by The New York Times and “one of the best experimental playwrights in America” by Time Out New York. She is the first Asian-American female playwright to have had a play produced on Broadway, and she has written and directed ten shows in New York with Young Jean Lee’s Theater Company. Her plays have been performed in more than eighty cities around the world and have been published by Dramatists Play Service, Samuel French, and Theatre Communications Group. Her short films have been presented at The Locarno International Film Festival, Sundance Film Festival, and BAMcinemaFest. Lee is the recipient of a Guggenheim Fellowship, two OBIE Awards, a Prize in Literature from the American Academy of Arts and Letters, a PEN Literary Award, a United States Artists Fellowship, and the Windham-Campbell Prize. She has worked as a television writer for Disney, Hulu, and FX, and is currently developing an original television series with Made Up Stories for Fifth Season.

JISHA MENON | Professor

  [email protected]    (650) 723-2682  ROBLE GYM ROOM 143

Professor of Theater and Performance Studies and, by courtesy, of Comparative Literature. Fisher Family Director of Stanford Global Studies. Jisha Menon teaches courses at the intersection of critical theory and performance studies. Her research interests lie at the intersection of law and performance, affect theory and capitalism, aesthetics and politics. Her four books include Brutal Beauty: Aesthetics and Aspiration in Urban India (Northwestern UP, 2021,) which explores the aesthetic dimensions of neoliberalism. The book considers the city and the self as aesthetic projects that are renovated in the wake of neoliberal economic reforms in India. Her first monograph, Performance of Nationalism: India, Pakistan, and the Memory of Partition (Cambridge UP, 2013), analyzes the affective and performative dimensions of nation-making. The book recuperates the idea of “mimesis” to think about the mimetic relationality that undergirds the encounter between India and Pakistan. She is also co-editor of two volumes: Violence Performed: Local Roots and Global Routes of Conflict with Patrick Anderson (Palgrave-Macmillan Press, 2009) and Performing the Secular: Religion, Representation, and Politics with Milija Gluhovic (Palgrave Macmillan, 2017.) She has published essays on toxic waste, governance feminism, diasporic feminist theatre, transnational queer theory, and neoliberal urbanism. She has served as Denning Faculty Director of Stanford Arts Institute and as Faculty Director of Stanford Center for South Asia. Previously, she served as Assistant Professor of English at the University of British Columbia in Vancouver, Canada. She received her M.A. in English Literature from Jawaharlal Nehru University, New Delhi and her PhD in Drama from Stanford University.

PEGGY PHELAN | Professor

  [email protected]    (650) 725-7017    ROBLE GYM ROOM 103A

My publications include: Unmarked: the politics of performance (Routledge, 1993); Mourning Sex: performing public memories (Routledge, 1997; honorable mention Callaway Prize for dramatic criticism 1997-1999); the survey essay for Art and Feminism , ed. by Helena Reckitt (Phaidon, 2001, cited as one of the “The top 25 best books in art and architecture” by Amazon.com, 2001, translated into several languages, and three editions); the survey essay for Pipilotti Rist (Phaidon,2001). Additionally, I contributed to the Getty’s Pacific Standard Time Initiative, primarily by editing and writing the lead essay for Live Art in Los Angeles: Performance in Southern California, 1970-1983 (Routledge, 2012). With the late Lynda Hart, I co-edited, Acting Out: Feminist Performances (University of Michigan Press, 1993; cited as “best critical anthology” of 1993 by American Book Review); and with Jill Lane, I co-edited The Ends of Performance (New York University Press, 1997). Some essays I have written for art catalogs include: Intus: Helena Almeida (Lisbon, 2004). Everything Loose Will Land: 1970s Art and Architecture in Los Angeles (Mak Center, 2013), Haunted: Contemporary Photography, Video, and Performance (Guggenheim Museum, 2010); WACK! Art and the Feminist Revolution (Museum of Contemporary Art, 2007); Out of Now, The LifeWorks of Tehching Hsieh (MIT Press, 2015) and Andy Warhol: Giant Size (Phaidon, 2008), among others. With my colleague in Art and Art History, Richard Meyer, I co-curated the Cantor Art Center’s exhibition, Andy Warhol: Photography Without End , and MIT Press published our book with the same title in 2018. With Amy di Pasquale, I organized and wrote the text for the Stanford Library online exhibition devoted to Andy Warhol’s photography: https://exhibits.stanford.edu/warhol .

Recent writing includes:

“Bodies to Come” on feminism and trans art: https://feministartcoalition.org/essays-list/peggy-phelan

On the Supreme Court’s Dobbs v. Jackson and adoption: https://muse.jhu.edu/pub/30/article/881455/pdf

MICHAEL RAU | Assistant Professor

  [email protected]      ROBLE GYM ROOM 142

Assistant Professor, Performance-making. Michael Rau is a live performance director specializing in new plays, opera, and digital media projects. He has directed projects internationally in Germany, the UK, Brazil, Ireland, Denmark, Mexico, Canada, Australia, and the Czech Republic. He has created work in New York City at Lincoln Center, The Public Theater, PS122, HERE Arts Center, Ars Nova, The Bushwick Starr, The Brick, 59E59, 3LD, and Dixon Place. Regionally, his work has been seen at the American Repertory Theatre in Cambridge, MA, the Ann Arbor Summer Festival, and the Humana Festival at Actors Theater of Louisville. His work with composer Kate Soper has been performed at the Seattle Symphony, Smith College, and The New York Festival of Song at the Dimenna Center. He has developed new plays at the Eugene O’Neill National Playwrights Conference, Playwrights Realm and the Kennedy Center in Washington DC. His production of temping was selected by the Guardian and the Telegraph as one of the best productions of the 2022 Edinburgh Festival Fringe, and the piece was featured twice in New York Times. He is a recipient of a 2021 Artists + Machine Intelligence Research Award from Google, as well as fellowships from the Likhachev Foundation, the Kennedy Center, and the National New Play Network. He has been a resident artist at the Orchard Project, E|MERGE, and the Tribeca Performing Arts Center. His experimental opera, developed in collaboration with MeowWolf narrative director Joanna Garner was a finalist for the Finnish National Opera’s Opera Beyond competition. Rau is a Forward/Story fellow and a speaker at Books in Browsers, Performing Robots, and StoryCode. He is a fellow of the Akademie für Theater und Digitalität and a resident of Stochaistic Labs. He has been an assistant director for Francesca Zambello, John Turturro, Robert Woodruff and associate director for Anne Bogart, Les Waters, and Ivo Van Hove. He is a New York Theater Workshop Usual Suspect and a member of the Lincoln Center Directors Lab. He is a graduate of Wesleyan University and received his MFA in Theater Directing from Columbia University. At Stanford, he is an affiliate faculty member with the Stanford Institute for Human-Centered Artificial Intelligence.

RUSH REHM | Professor

Aileen robinson | assistant professor; director of undergraduate studies.

  [email protected]  ROBLE GYM ROOM 138A

Her primary research and teaching interests are in the history of optics and physics, magic performance and practice, and eighteenth- and nineteenth-century British theatrical performance and stagecraft. She teaches classes on the intersection between science, stagecraft, and theatre, as well as British and American theatrical traditions. At Northwestern, she also served as dramaturg and assistant director on productions such as The Secret Garden and Lydia Diamond’s The Bluest Eye . She served as a Mellon Fellow in the Scholars in the Humanities program for 2016-2018 at Stanford University.

MATTHEW WILSON SMITH | TAPS Professor; Director of Graduate Studies

  [email protected]    (650) 723-2576    ROBLE GYM ROOM 141

ARTISTS-IN-RESIDENCE

Amy freed | artist-in-residence; coordinator of the acting concentration.

  [email protected]    (650) 736-4154    MEMORIAL HALL ROOM 203

Freed received a BFA in theater from Southern Methodist University, and an MFA in Acting from the American Conservatory Theater. She has taught acting and directed for ACT’s MFA program. She’s also taught playwriting at San Francisco State and for the MFA playwriting program of UCSD.

amara tabor-smith | Artist-In-Residence

  [email protected]   ROBLE GYM 111

amara tabor-smith is a dancer, choreographer/performance maker, and the artistic director of Deep Waters Dance Theater. She describes her work as Afro Futurist Conjure Art. Her site responsive and community specific performance making practice utilizes Yoruba Lukumí spiritual ritual to address issues of social and environmental justice, race, gender identity, and belonging. amara is a 2024 recipient of the Guggenheim Fellowship award, and a 2023 recipient of the Religion in the Arts Award from the American Academy of Religion. She is also a 2021 inaugural recipient of the Kenneth Rainin Foundation Fellowship, a  2019 Dance/USA Fellow, and a 2018 United States Artist Fellow. Her work has been performed nationally and internationally. amara has performed in the works of artists such as,  Ed Mock, Joanna Haigood, Ana Deveare Smith, Marc Bamuthi Joseph, Faustin Linyekula, and was formerly the associate artistic director and company member with Urban Bush Women. Other grants and awards include, A Blade of Grass Fellowship (2019); Creative Work Fund (2016); Sacatar artist in residence (2018); MAP Fund (2017, 2022); Kenneth Rainin Foundation (2017); Urban Bush Women Choreographic Center Fellowship (2017), and she is a co-recipient of the 2016 Creative Capital grant with longtime collaborator, Ellen Sebastian Chang.

amara received an MFA in Dance from Hollins University and the University of Music and Performance in Frankfurt, Germany.

EMERITUS PROFESSORS

William eddelman | associate professor emeritus.

  [email protected]

HARRY J. ELAM, JR. | Professor Emeritus

  [email protected]

Senior Vice Provost for Education, Vice President for the Arts, Freeman-Thornton Vice Provost for Undergraduate Education and the Olive H. Palmer Professor in Humanities, Emeritus. Harry J. Elam, Jr. is author of and editor of seven books, Taking It to the Streets: The Social Protest Theater of Luis Valdez and Amiri Baraka ; The Past as Present in the Drama of August Wilson (Winner of the 2005 Errol Hill Award from the American Society of Theatre Research); and co‑editor of four books, African American Performance and Theater History: A Critical Reader ; Colored Contradictions: An Anthology of Contemporary African American Drama; The Fire This Time: African American Plays for the New Millennium ; and Black Cultural Traffic: Crossroads in Performance and Popular Culture . His articles have appeared in American Drama, Modern Drama, Theatre Journal, Text and Performance Quarterly as well as journals in Israel, Taiwan and Poland and several critical anthologies. Professor Elam is also the former editor of Theatre Journal and on the editorial boards of Atlantic Studies, Journal of American Drama and Theatre , and Modern Drama . He was elected to the College of Fellows of the American Theatre in April 2006. In August 2006 he won the Betty Jean Jones Outstanding Teaching Award from the American Theatre and Drama Society and in November 2006 he won the Distinguished Scholar Award form the American Society of Theatre Research. In July 2014, Elam received the Association of Theatre in Higher education’s highest award for theatre scholars, the Career Achievement Award. In addition to his scholarly work, he has directed professionally for over twenty years: most notably, he directed Tod, the Boy Tod by Talvin Wilks for the Oakland Ensemble Company, and for TheatreWorks in Palo Alto California, he directed Jar the Floor by Cheryl West and Blues for an Alabama Sky by Pearl Cleague, which was nominated for nine Bay Area Circle Critics Awards and was the winner of DramaLogue Awards for Best Production, Best Design, Best Ensemble Cast and Best Direction. He has directed several of August Wilson’s plays, including Radio Golf , Joe Turner’s Come and Gone , Two Trains Running , and Fences , the latter of which won eight Bay Area “Choice” Awards. At Stanford he has been awarded five different teaching awards: The ASSU Award for Undergraduate Teaching, Small Classes (1992); the Humanities and Sciences Deans Distinguished Teaching Award (1993); the Black Community Service Center Outstanding Teacher Award (1994), The Bing Teaching Fellowship for Undergraduate Teaching (1994-1997); The Rhodes Prize for Undergraduate Teaching (1998). He received his AB from Harvard College in 1978 and his Ph.D. in Dramatic Arts from the University of California Berkeley in 1984.

MICHAEL RAMSAUR | Professor Emeritus

  [email protected]

RUSH REHM | Professor Emeritus

  [email protected]    (650) 723-0485  MEMORIAL HALL ROOM 208

Professor Emeritus, TAPS and also Professor in the Department of Classics.

Founder and Artistic Director of Stanford Repertory Theater (SRT), Rush has overseen the work of this professional company for the past 25 years. Go to http://stanfordreptheater.com/ for production histories, cast, reviews, scripts, and translations SRT presented the visual version of Voices of the Earth: From Sophocles to Rachel Carson and Beyond at the Sebastopol Center for the Arts in November 2021. We hope to re-stage the production in South Africa in May/June 2023.

Rehm’s books include Aeschylus’ Oresteia: A Theatre Version (Melbourne 1978); Greek Tragic Theatre (Routledge: London 1992, paper 1994, modern Greek translation 1999; a new edition entitled Understanding Greek Tragedy appeared in 2016); Marriage to Death: The Conflation of Marriage and Funeral Rituals in Greek Tragedy (Princeton 1994, paper 1996); The Play of Space: Spatial Transformation in Greek Tragedy (Princeton 2002); Radical Theatre: Greek Tragedy and the Modern World (Duckworth: London 2003), and Euripides: Electra (Bloomsbury 2021), the final volume in the Duckworth Companion to Greek and Roman Drama series. 

Recent contributions to edited volumes include essays in Eurypides Innowator (Osrodek Praktyk Teatralnych „Gardzienice” Warszawa); Dramaturgias 17 , Aeschylus , (Brasilia) ; Looking at Persians , Looking at Agamemnon , and Looking at Antigone (all Bloomsbury); Aeschylus’ Tragedies: The Cultural Divide and the Trauma of Adaptation (Brill); Close Relations : The Spaces of Greek and Roman Theatre (Cambridge); The Brill Companion to Euripides ; The Brill Companion to Sophocles ; The Cambridge Companion to Greek and Roman Theatre; The Oxford Handbook of Greek Drama in the Americas ; Rebel Women (Methuen); Aeschylus’ Agamemnon in Performance (Oxford); Sophocles and the Greek Language (Brill); Antigone’s Answer ( Helios Supplement), and Post-Colonial Classics (Oxford).

 As well as courses on ancient theater and culture, Rehm teaches courses on contemporary politics, the media, and U.S. imperialism. Rush received the Dinkelspiel Award for outstanding service to undergraduates in 2014.

JANICE ROSS | Professor Emerita

  [email protected]

Professor Emerita, Dance Studies, Dance History, Dance in Prisons.   Former Professor in the Department of Theater and Performance Studies and Founding Faculty Director of ITALIC, Immersion In The Arts Living In Culture, freshman residential program. She has a BA with Honors from UC Berkeley and MA and PhD degrees from Stanford. Her newest book, The Choreography of Environments: How the Anna and Lawrence Halprin Home Transformed Contemporary Dance and Urban Design, is forthcoming from Oxford University Press in 2025. Her other books include  Like a Bomb Going Off: Leonid Yakobson and Ballet as Resistance in Soviet Russia  (Yale University Press, 2015). The Russian translation of Like A Bomb was published in 2024 by Academic Studies Press (Boston, USA/Moscow, Russia).  Anna Halprin: Experience as Dance,  (University of California Press 2007/2009 paper), winner of a de la Torre Bueno Award 2008 Special Citation,  San Francisco Ballet at 75  (Chronicle Books 2007) and  Moving Lessons: The Beginning of Dance in American Education , (University of Wisconsin 2001/UPF 2021 second edition). She is co-editor, with Susan Manning and Rebecca Schneider, of  Futures of Dance Studies , (University of Wisconsin Press, 2020). 

Her essays on dance have been published in numerous anthologies including  The Articulate Body , ed. Lynn Brooks, (University Press of Florida, 2024), The Oxford Handbook of Contemporary Ballet , (Oxford University Press, 2021), The Oxford Handbook of Dance Improvisation, Ed.V. Midgelow, (Oxford University Press 2019), On Stage Alone , ed. Claudia Gittleman, (Univ. of Florida Press, 2012),  Dignity in Motion: Dance, Human Rights and Social Justice , ed. by Naomi Jackson (Scarecrow Press 2008),  Perspectives on Israeli and Jewish Dance , ed. Judith Brin Ingber, (Wayne State University Press, 2008),  Performance and Ritual, edited by Mark Franco  (Routledge 2007),  Everything Was Possible (Re) Inventing Dance in the 1960s , edited by Sally Banes (University of Wisconsin Press 2003),  Caught by Surprise: Essays on Art and Improvisation , edited by Ann Cooper Albright and David Gere (Wesleyan University press 2003). 

Her awards include Guggenheim and Fulbright Fellowships, two Stanford Humanities Center Fellowships, a 2022 Bogliasco Foundation Fellowship, Italy, NYU Center for Ballet and the Arts 2018-19 Fellowship, research grants from the Iris Litt Fund of the Clayman Institute for Research on Women and Gender, the Memorial Foundation for Jewish Culture, a Jacobs’ Pillow Research Fellowship, and a fellowship from the Djerassi Resident Artists Program. She received the 2021-2022 Dean’s Award for Distinguished Teaching at Stanford, and in 2022 she was named an Honorary Fellow of the Jerusalem Academy of Music and Dance, Israel. From 2012-2018 she was co-director, with Susan Manning and Rebecca Schneider, of the Mellon Foundation Initiative,  Dance Studies in/and The Humanities . She is past President of the international Society of Dance History Scholars and past President of the Dance Critics Association and a former delegate to the American Council of Learned Societies.

Statistics MS Required Courses (2023-24)

The four core disciplines of the Statistics M.S. program provide students the foundational structure for building their program.

Probability Theory

Provides the framework of probability to quantify uncertainty and update beliefs given the right evidence; learn how to use a variety of strategies to calculate probabilities and expectations, both conditional and unconditional, as well as how to understand the generative stories for discrete and continuous distributions and recognize when they are appropriate for real-world scenarios.

Stochastic Processes

A stochastic process is a set of random variables indexed by time or space; gain the theoretical knowledge and practical skills necessary for the analysis of stochastic systems; including basic concepts of the theory of stochastic processes and explore different types of stochastic processes including Markov chains, Poisson processes and birth-and-death processes.

Applied Statistics

Survey of regression techniques from both a theoretical and applied perspective. Numerical reasoning and predictive data modeling, with an emphasis on conceptual rather than theoretical understanding. Modeling and interpretation of observational and experimental data using linear and nonlinear regression methods. Model building and selection methods. Multivariable analysis. Fixed and random effects models. Experimental design. Practice of linear regression; Interactions and qualitative variables; analysis of variance; transformations and weighted least squares.

Statistical Theory

Statistical concepts and methods developed in a mathematical framework: Hypothesis testing, point estimation, confidence intervals. Neyman-Pearson theory, maximum likelihood estimation, likelihood ratio tests, Bayesian analysis. Asymptotic theory and simulation-based methods.

Statistics Core Courses

Students must complete all four courses to provide depth in the field of statistics. Students with prior background may replace each course with a more advanced course from the same area. All must be taken for a letter grade.

STATS 116 Explore Courses Schedule

Textbook: A First Course in Probability, 10th ed. by Sheldon Ross

This course is a prerequisite for Introduction to Statistical Inference (Stats 200), Stochastic Process (Stats 217) and Introduction to Regression Models and Analysis of Variances (Stats 203).

As stated in the Stanford bulletin, enrollment in STATS 116 after successfully completing STATS 217, 218, and/or 219 may not be used to fulfill degree requirements, including as an elective.”

STATS 217 Explore Courses Schedule

• Essentials of Stochastic Processes by Durrett
• An Introduction to Stochastic Modeling by Pinsky and Karlin
• Introduction to Stochastic Processes by Ross
• Stochastic Processes by Ross

STATS 200 Explore Courses Schedule

Mathematical Statistics and Data Analysis, third edition (2009) by John Rice.

STATS 191 Explore Courses Schedule

Students with prior background may replace each course with a more advanced course from the same area:

When replacing STATS116, students must take two courses in stochastic processing or probability theory taught by the Statistics department.

• When replacing STATS 116 with 217, students do not need to replace STATS 217 however, students must take an additional course in probability or stochastic processes taught by the department when replacing STATS 116.

and/or one of the following:

• STATS 218 Intro to Stochastic Processes II,
• STATS 219 Stochastic Processes, or
• STATS 310A Theory of Probability I
• STATS 317 Stochastic Processes
• STATS 221 Random Processes on Graphs and Lattices

When replacing STATS 217, students must take either

• STATS 218 Intro to Stochastic Processes II, or
• STATS 219 Stochastic Processes

When replacing STATS 200, students may take either:

• STATS 300A Theory of Statistics I
• STATS 300B Theory of Statistics II
• STAT 270 A Course in Bayesian Statistics (STATS 370)

In this order, students may replace:

• STATS 203  Introduction to Regression Models and Analysis of Variance
• STATS 305A Applied Statistics I

Statistics Depth

At least five additional Statistics courses must be taken from graduate offerings in the department. All must be taken for a letter grade (with the exception of courses offered satisfactory/no credit only).

STATS 202 through 376A

except for the following courses that may only be used to fulfill elective credit :

Literature study of topics in statistics and probability culminating in oral and written reports.

Linear Algebra requirement

Students who have had linear algebra may take a more advanced mathematics course, such as from the following, or other math course with program advisor's approval. Must be taken for a letter grade .

Substitution of more advanced courses in Mathematics, that provide similar skills, may be made with consent of the advisor. All must be taken for a letter grade, with the exception of courses offered satisfactory/no credit only.

Select one of the following:

offered A,S,Su

Programming requirement

CS 106A/B, CS 107, CS 140 - 182, or other course with the faculty advisor's approval. Students who have these skills may elect a more advanced CS course. Must be taken for a letter grade .

Substitution of other courses in Computer Science may be made with consent of the advisor. All must be taken for a letter grade, with the exception of courses offered satisfactory/no credit only.

offered A,W,S,Su

 offered A,W,S

Introduction to Scientific Computing Numerical computation for mathematical, computational, physical sciences and engineering: error analysis, floating-point arithmetic, nonlinear equations, numerical solution of systems of algebraic equations, banded matrices, least squares, unconstrained optimization, polynomial interpolation, numerical differentiation and integration, numerical solution of ordinary differential equations, truncation error, numerical stability for time dependent problems and stiffness. Implementation of numerical methods in MATLAB programming assignments. Prerequisites: CME 100 , 102 or MATH 51 , 52, 53; prior programming experience (MATLAB or other language at level of CS 106A or higher).

offered W,Su

Breadth/General Electives

Elective courses in the area of statistics, computational mathematics and engineering, programming (Python and C/C++ programming languages), biomedical data science, economics, operations management, electrical engineering, machine learning, etc.

Up to 6 units of the following courses may be used to fulfill breadth/elective credit:

• STATS 260 series: Workshop in Biostatistics (1-2 units)
• STATS 242: NeuroTech Training Seminar (1 unit)
• STATS 352: Topics in Computing for Data Science (1 unit)
• STATS 298/398: Industrial research of statisticians (1 unit)
• STATS 299/399: Independent study/research (1 unit)
• STATS 319: Literature of Statistics (1 unit)
• STATS 390: Statistical Consulting (1 unit)

Writer & Podcast Producer

🔍 graduate school of business, stanford, california, united states.

Stanford's Graduate School of Business (GSB) has built a global reputation based on its immersive and innovative management programs. We provide students a transformative leadership experience, pushing the boundaries of knowledge with faculty research, and offering a portfolio of entrepreneurial and non-degree programs that deliver global impact like no other. We are committed to advancing diversity, equity, and inclusion in service of our mission of developing innovative, principled, and insightful leaders who change lives, change organizations, and change the world. We invite you to be part of this mission.   The Communications & Marketing Department at Stanford Graduate School of Business seeks a  Writer & Podcast Producer. In this role, you will oversee the podcast program for the GSB, including our flagship show, If/Then, which showcases our faculty research. You will also create written content for multimedia, social media, and other stories for the school. You will have the opportunity to work with faculty, staff, students, and alumni in creating compelling stories in both audio and written formats. In addition, you will assign and manage freelance producers and agencies and collaborate closely with other team members within the department. This role reports to the senior director of content & design. 

The ideal candidate has extensive experience creating high-impact audio content, is a natural storyteller, and loves to explore and try new ideas. You love words, whether they are written or spoken, and are excited to communicate across multiple channels. You have solid technical skills, strong project management capabilities, and curiosity about new tools. You are keenly attuned to audience needs and are able to deliver on the broad communication goals of the school. You bring experience working with faculty or senior-level professionals, and you thrive on teamwork and collaboration. 

This is a hybrid position and requires a minimum of two days per week on the Stanford University campus in Palo Alto, CA. 

  Your primary responsibilities* include:

• Act as executive producer for the GSB podcast program, including strategy, implementation, and marketing, to support the dissemination of faculty research and other GSB communication strategies. Lead podcasts from conceptualization through completion in order to satisfy the dean’s priorities of disseminating faculty research to broader audiences. Collaborate extensively with faculty and senior leadership. Oversee editorial calendar, ideation, guest strategies, production plans, and marketing. Collaborate with internal teams across the organization.
• Create and oversee the creation of original audio content and produce high-impact audio storytelling. Manage process from conception, to production, to completion utilizing best practice standards that foster audio excellence. Ensure quality of audio and communication approaches. Supervise production, record, and edit podcast episodes and other audio content
• Produce and create written material for diverse audiences, across a variety of channels, including web, social media, podcast & video platforms, and newsletters.
• Manage vendors/consultants on all podcast projects. Identify and manage multiple agencies and freelancers, including production agencies, engineers, marketing agencies, and consultants.
• Conduct market research, including competitive benchmarking, and audience research. Analyze program effectiveness to inform decisions regarding strategic direction, product segmentation, and customer targeting. Monitor podcast performance across all channels to evaluate effectiveness.
• May manage project/program budget(s) and coordinate invoice processing.
• May oversee interns and other contingent staff; provide staff training.

To be successful in this position, you will bring:

• Bachelor’s degree and five years of relevant experience; or a combination of education and relevant experience. Seven years or more in communications, including at least three years of podcast development preferred.
• Expert-level technical experience using digital media equipment, editing software, and extensive knowledge of all aspects of professional-quality productions and podcasting platforms highly preferred.
• Previous experience in product, program and/or services marketing.
• Ability to drive cross-functional groups toward a common goal. Demonstrated experience working with senior leaders is highly desirable.
• Experience with project management and the ability to manage multiple projects simultaneously.
• Understands how to implement integrated marketing programs across channels including digital and print.
• Experience with market research and data analysis.
• Demonstrated problem solver.
• Excellent written and oral communication and presentation skills. Proven success in writing for publication in print, web, social media, and other platforms highly preferred.
• Able to work a flexible hybrid schedule with an expectation of a minimum of two days per week on the Stanford University campus in Palo Alto, CA.
• Occasional work on evenings and weekends. 

The expected pay range for this position is $80,000 to $135,000 per year.

Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

How to Apply

We invite you to apply for this position by clicking on the “Apply for Job” button. To be considered, please submit a cover letter and résumé along with your online application.

Why Stanford is for You

Stanford’s dedicated 16,000 staff come from diverse educational and career backgrounds. We are a collaborative environment that thrives on innovation and continuous improvement. At Stanford, we seek talent committed to excellence, driven to impact the future of our legacy, and improve lives on a global sphere. We provide competitive salaries, excellent health care and retirement plans, and a generous vacation policy, including additional time off during our winter closure. Our generous perks align with what matters to you.

• Freedom to grow . Take advantage of career development programs, tuition reimbursement, or audit a course. Join a TedTalk, film screening, or listen to a renowned author or leader discuss global issues.
• A caring culture . We understand the importance of your personal and family time and provide you access to wellness programs, child-care resources, parent education and consultation, elder care and caregiving support.
• A healthier you . We make wellness a priority by providing access to world-class exercise facilities. Climb our rock wall, or participate in one of hundreds of health or fitness classes.
• Discovery and fun . Visit campus gardens, trails, and museums.
• Enviable resources . We offer free commuter programs and ridesharing incentives. Enjoy discounts for computers, cell phones, recreation, travel, entertainment, and more! 

We pride ourselves in being a culture that encourages and empowers you.

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned. Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources by submitting a contact form . Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.  

• Schedule: Full-time
• Job Code: 4893
• Employee Status: Regular
• Requisition ID: 104573
• Work Arrangement : Hybrid Eligible

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105-year-old Stanford graduate finally gets her diploma after 80+ year wait

Virginia hislop had waited 83 years for this day, by garvin thomas • published june 18, 2024 • updated on june 22, 2024 at 9:21 pm.

On Sunday morning, commencement exercises for Stanford University's Graduate School of Education started late. The school's undergraduate ceremony had run behind schedule, so the smaller ceremonies for graduate students ended up being pushed back half an hour.

It was a minor inconvenience for most of the 160 students getting their master's degrees and doctorates in education. For one student, though, it was downright inconsequential. Virginia Hislop had waited 83 years for this day, so what were another 30 minutes?

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"My goodness, I've waited a long time," were Hislop's exact words when she accepted her diploma.

The 105-year-old Hislop, who grew up in Southern California and now lives in Yakima, Washington, said she always wanted to go to Stanford. Her mother had attended the school in the 1920s.

"There was a desire to come to Stanford and take advantage of everything I could," Hislop said.

Hislop earned her undergraduate degree in 1940 and by the summer of 1941, Hislop had earned enough credits to qualify for a master's degree in education and only needed to write a thesis to finish meeting the degree requirements. But then, on the eve of the Second World War, her husband George, a second lieutenant in the U.S. Army, was called up to active duty. He was ordered to report to Fort Sill, Oklahoma.

“Not my idea of a place for a honeymoon,” Hislop said. “But I had no choice in the matter.”

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Hislop was soon the mother of two small children, so returning to her studies was not a possibility.

Still, the lack of a master's in education did not stop Hislop from spending a lifetime being involved in education.

"No, it had absolutely no effect," Hislop said.

For decades, Hislop served on boards and committees overseeing every level of schooling, from kindergarten to college in Yakima.

“I gave it a great deal of thought and tried to improve the education where I lived,” Hislop said. 

One thing Hislop did not give a great deal of thought to, however, was that nearly-finished degree. It was such a non-issue her son-in-law had never heard the story until recently. He contacted Stanford to inquire about it and learned something revelatory: sometime after Hislop left Stanford, the thesis requirement for a master's had been dropped. She had earned the degree, after all.

"I was surprised and pleased," Hislop said.

So, by her grand and great-grandchildren, Hislop joined the class of 2024 on the commencement stage and received a well-deserved standing ovation. 

She viewed it as a recognition, not just for her diploma, but for all the work in education she has done in the past 80 years. 

"I feel like I've made a difference in my community," she said.

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