harvard college thesis

The Thesis Process

The thesis is an opportunity to work independently on a research project of your own design and contribute to the scholarly literature in your field. You emerge from the thesis process with a solid understanding of how original research is executed and how to best communicate research results. Many students have gone on to publish their research in academic or professional journals.

To ensure affordability, the per-credit tuition rate for the 8-credit thesis is the same as our regular course tuition. There are no additional fees (regular per-credit graduate tuition x 8 credits).

Below are the steps that you need to follow to fulfill the thesis requirement. Please know that through each step, you will receive guidance and mentorship.

1. Determine Your Thesis Topic and Tentative Question

When you have completed between 24 and 32 credits, you work with your assigned research advisor to narrow down your academic interests to a relevant and manageable thesis topic. Log in to MyDCE , then ALB/ALM Community to schedule an appointment with your assigned research advisor via the Degree Candidate Portal.

Thesis Topic Selection

We’ve put together this guide  to help frame your thinking about thesis topic selection.

Every effort is made to support your research interests that are grounded in your ALM course work, but faculty guidance is not available for all possible projects. Therefore, revision or a change of thesis topic may be necessary.

• The point about topic selection is particularly pertinent to scientific research that is dependent upon laboratory space, project funding, and access to private databases. It is also critical for our candidates in ALM, liberal arts fields (English, government, history, international relations, psychology, etc.) who are required to have Harvard faculty direct their thesis projects. Review Harvard’s course catalog online ( my.harvard.edu ) to be sure that there are faculty teaching courses related to your thesis topic. If not, you’ll need to choose an alternative topic.
• Your topic choice must be a new area of research for you. Thesis work represents thoughtful engagement in new academic scholarship. You cannot re-purpose prior research. If you want to draw or expand upon your own previous scholarship for a small portion of your thesis, you need to obtain the explicit permission of your research advisor and cite the work in both the proposal and thesis. Violations of this policy will be referred to the Administrative Board.

2. Prepare Prework for the Crafting the Thesis Proposal (CTP) Course or Tutorial

The next step in the process is to prepare and submit Prework in order to gain registration approval for the Crafting the Thesis Proposal (CTP) tutorial or course. The Prework process ensures that you have done enough prior reading and thinking about your thesis topic to benefit from the CTP.

The CTP provides an essential onramp to the thesis, mapping critical issues of research design, such as scope, relevance to the field, prior scholarly debate, methodology, and perhaps, metrics for evaluating impact as well as bench-marking. The CTP identifies and works through potential hurdles to successful thesis completion, allowing the thesis project to get off to a good start.

In addition to preparing, submitting, and having your Prework approved, to be eligible for the CTP, you need to be in good standing, have completed a minimum of 32 degree-applicable credits, including the statistics/research methods requirement (if pertinent to your field). You also need to have completed Engaging in Scholarly Conversation (if pertinent to your field). If you were admitted after 9/1/2023 Engaging in Scholarly Conversation (A and B) is required, if admitted before 9/1/2023 this series is encouraged.

Advising Note for Biology, Biotechnology, and Bioengineering and Nanotechnology Candidates : Thesis projects in these fields are designed to support ongoing scientific research happening in Harvard University, other academic institutions, or life science industry labs and usually these are done under the direction of a principal investigator (PI). Hence, you need to have a thesis director approved by your research advisor  prior  to submitting CTP prework. Your CTP prework is then framed by the lab’s research. Schedule an appointment with your research advisor a few months in advance of the CTP prework deadlines in order to discuss potential research projects and thesis director assignment.

CTP Prework is sent to our central email box:  [email protected]  between the following firm deadlines:

• April 1 and June 1 for fall CTP
• September 1 and November 1 for spring CTP.  
• August 1 and October 1 for the three-week January session (ALM sustainability candidates only)
• International students who need a student visa to attend Harvard Summer School should submit their prework on January 1, so they can register for the CTP on March 1 and submit timely I-20 paperwork. See international students guidelines for more information.

Your research advisor will provide feedback on your prework submission to gain CTP registration approval.  If your prework is not approved after 3 submissions, your research advisor cannot approve your CTP registration.  If not approved, you’ll need to take additional time for further revisions, and submit new prework during the next CTP prework submission time period for the following term (if your five-year degree completion deadline allows).

3. Register and Successfully Complete the Crafting the Thesis Proposal Tutorial or Course

Once CTP prework is approved, you register for the Crafting the Thesis Proposal (CTP) course or tutorial as you would any other course. The goal of the CTP is to produce a complete, well-written draft of a proposal containing all of the sections required by your research advisor. Creating an academically strong thesis proposal sets the foundation for a high-quality thesis and helps garner the attention of a well-respected thesis director. The proposal is normally between 15 to 25 pages in length.

The CTP  tutorial  is not a course in the traditional sense. You work independently on your proposal with your research advisor by submitting multiple proposal drafts and scheduling individual appointments. You need to make self-directed progress on the proposal without special prompting from the research advisor. You receive a final grade of SAT or UNSAT (failing grade).

The CTP for sustainability is a three-week course in the traditional sense and you receive a letter grade, and it must be B- or higher to receive degree credit for the course.

You are expected to incorporate all of your research advisor’s feedback and be fully committed to producing an academically strong proposal leading to a thesis worthy of a Harvard degree. If you are unable to take advice from your research advisor, follow directions, or produce an acceptable proposal, you will not pass the CTP.

Successful CTP completion also includes a check on the proper use of sources according to our academic integrity guidelines. Violations of our academic integrity policy will be referred to the Administrative Board.

Maximum of two attempts . If you don’t pass that CTP, you’ll have — if your five-year, degree-completion date allows — just one more attempt to complete the CTP before being required to withdraw from the program. If you fail the CTP just once and have no more time to complete the degree, your candidacy will automatically expire. Please note that a WD grade counts as an attempt.

If by not passing the CTP you fall into poor academic standing, you will need to take additional degree-applicable courses to return to good standing before enrolling in the CTP for your second and final time, only if your five-year, degree-completion date allows. If you have no more time on your five-year clock, you will be required to withdraw.

Human Subjects

If your thesis, regardless of field, will involve the use of human subjects (e.g., interviews, surveys, observations), you will need to have your research vetted by the  Committee on the Use of Human Subjects  (CUHS) of Harvard University. Please review the IRB LIFECYCLE GUIDE located on the CUHS website. Your research advisor will help you prepare a draft copy of the project protocol form that you will need to send to CUHS. The vetting process needs to be started during the CTP tutorial, before a thesis director has been assigned.

4. Thesis Director Assignment and Thesis Registration

We expect you to be registered in thesis soon after CTP completion or within 3 months — no later. You cannot delay. It is critical that once a research project has been approved through the CTP process, the project must commence in a timely fashion to ensure the academic integrity of the thesis process.

Once you (1) successfully complete the CTP and (2) have your proposal officially approved by your research advisor (RA), you move to the thesis director assignment phase. Successful completion of the CTP is not the same as having an officially approved proposal. These are two distinct steps.

If you are a life science student (e.g., biology), your thesis director was identified prior to the CTP, and now you need the thesis director to approve the proposal.

The research advisor places you with a thesis director. Do not approach faculty to ask about directing your thesis.  You may suggest names of any potential thesis directors to your research advisor, who will contact them, if they are eligible/available to direct your thesis, after you have an approved thesis proposal.

When a thesis director has been identified or the thesis proposal has been fully vetted by the preassigned life science thesis director, you will receive a letter of authorization from the Assistant Dean of Academic Programs officially approving your thesis work and providing you with instructions on how to register for the eight-credit Master’s Thesis. The letter will also have a tentative graduation date as well as four mandatory thesis submission dates (see Thesis Timetable below).

Continuous Registration Tip: If you want to maintain continued registration from CTP to thesis, you should meet with your RA prior to prework to settle on a workable topic, submit well-documented prework, work diligently throughout the CTP to produce a high-quality proposal that is ready to be matched with a thesis director as soon as the CTP is complete.

Good academic standing. You must be good academic standing to register for the thesis. If not, you’ll need to complete additional courses to bring your GPA up to the 3.0 minimum prior to registration.

Thesis Timetable

The thesis is a 9 to 12 month project that begins after the Crafting the Thesis Proposal (CTP); when your research advisor has approved your proposal and identified a Thesis Director.

The date for the appointment of your Thesis Director determines the graduation cycle that will be automatically assigned to you:

Once registered in the thesis, we will do a 3-month check-in with you and your thesis director to ensure progress is being made. If your thesis director reports little to no progress, the Dean of Academic Programs reserves the right to issue a thesis not complete (TNC) grade (see Thesis Grading below).

As you can see above, you do not submit your thesis all at once at the end, but in four phases: (1) complete draft to TA, (2) final draft to RA for format review and academic integrity check, (3) format approved draft submitted to TA for grading, and (4) upload your 100% complete graded thesis to ETDs.

Due dates for all phases for your assigned graduation cycle cannot be missed.  You must submit materials by the date indicated by 5 PM EST (even if the date falls on a weekend). If you are late, you will not be able to graduate during your assigned cycle.

If you need additional time to complete your thesis after the date it is due to the Thesis Director (phase 1), you need to formally request an extension (which needs to be approved by your Director) by emailing that petition to:  [email protected] .  The maximum allotted time to write your thesis, including any granted extensions of time is 12 months.

Timing Tip: If you want to graduate in May, you should complete the CTP in the fall term two years prior or, if a sustainability student, in the January session one year prior. For example, to graduate in May 2025:

• Complete the CTP in fall 2023 (or in January 2024, if a sustainability student)
• Be assigned a thesis director (TD) in March/April 2024
• Begin the 9-12 month thesis project with TD
• Submit a complete draft of your thesis to your TD by February 1, 2025
• Follow through with all other submission deadlines (April 1, April 15 and May 1 — see table above)
• Graduate in May 2025

5. Conduct Thesis Research

When registered in the thesis, you work diligently and independently, following the advice of your thesis director, in a consistent, regular manner equivalent to full-time academic work to complete the research by your required timeline.

You are required to produce at least 50 pages of text (not including front matter and appendices). Chapter topics (e.g., introduction, background, methods, findings, conclusion) vary by field.

6. Format Review — Required of all Harvard Graduate Students and Part of Your Graduation Requirements

All ALM thesis projects must written in Microsoft Word and follow a specific Harvard University format. A properly formatted thesis is an explicit degree requirement; you cannot graduate without it.

Your research advisor will complete the format review prior to submitting your thesis to your director for final grading according to the Thesis Timetable (see above).

You must use our Microsoft Word ALM Thesis Template or Microsoft ALM Thesis Template Creative Writing (just for creative writing degree candidates). It has all the mandatory thesis formatting built in. Besides saving you a considerable amount of time as you write your thesis, the preprogrammed form ensures that your submitted thesis meets the mandatory style guidelines for margins, font, title page, table of contents, and chapter headings. If you use the template, format review should go smoothly, if not, a delayed graduation is highly likely.

Format review also includes a check on the proper use of sources according to our academic integrity guidelines. Violations of our academic integrity policy will be referred directly to the Administrative Board.

7. Mandatory Thesis Archiving — Required of all Harvard Graduate Students and Part of Your Graduation Requirements

Once your thesis is finalized, meaning that the required grade has been earned and all edits have been completed, you must upload your thesis to Harvard University’s electronic thesis and dissertation submission system (ETDs). Uploading your thesis ETDs is an explicit degree requirement; you cannot graduate without completing this step.

The thesis project will be sent to several downstream systems:

• Your work will be preserved using Harvard’s digital repository DASH (Digital Access to Scholarship at Harvard).
• Metadata about your work will be sent to HOLLIS (the Harvard Library catalog).
• Your work will be preserved in Harvard Library’s DRS2 (digital preservation repository).

By submitting work through ETDs @ Harvard you will be signing the Harvard Author Agreement. This license does not constrain your rights to publish your work subsequently. You retain all intellectual property rights.

For more information on Harvard’s open access initiatives, we recommend you view the Director of the Office of Scholarly Communication (OSC), Peter Suber’s brief introduction .

Thesis Grading

You need to earn a grade of B- or higher in the thesis. All standard course letter grades are available to your thesis director. If you fail to complete substantial work on the thesis, you will earn a grade of TNC (thesis not complete). If you have already earned two withdrawal grades, the TNC grade will count as a zero in your cumulative GPA.

If you earn a grade below B-, you will need to petition the Administrative Board for permission to attempt the thesis for a second and final time. The petition process is only available if you are in good academic standing and your five-year, degree-completion deadline allows for more time. Your candidacy will automatically expire if you do not successfully complete the thesis by your required deadline.

If approved for a second attempt, you may be required to develop a new proposal on a different topic by re-enrolling in the CTP and being assigned a different thesis director. Tuition for the second attempt is calculated at the current year’s rate.

If by not passing the thesis you fall into poor academic standing, you’ll need to take additional degree-applicable courses to return to good standing before re-engaging with the thesis process for the second and final time. This is only an option if your five-year, degree-completion deadline allows for more time.

The Board only reviews cases in which extenuating circumstances prevented the successful completion of the thesis.

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Start with  HOLLIS  (HarvardKey login required for some full text, including theses & dissertations)

• Those presented for graduate degrees 
• Bowdoin prize essays 
• Undergraduate honors theses

How do you know if it's available online? 

• “View Online” button links out to full text.
• If there's no "View Online" button, the work probably has not been digitized.

What Harvard theses and dissertations can you expect to find online in full text? How do you get to them?

• Follow the links in HOLLIS.
• Not a Harvard affiliate? log in through the library of your academic institution OR
• you can usually purchase directly from  ProQuest Dissertations and Theses Express.  
• undergraduates are not required to submit theses or prizewinning papers to DASH
• Harvard Extension School ALM theses 2012-2016 were not entered into DASH. 
• Under certain circumstances dissertations may be embargoed by the author; DASH may be the only place this information is given.

If the work hasn't been digitized:

You can order PDFs or photocopies of most Harvard theses and dissertations (unless they're available through the Proquest database linked above) from 1873 through November 2011 (and ALM theses to 2016) 

• See our Reproduction Requests page to register
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For Extension School ALM theses  check out our  Library Guide for Harvard Extension School theses page

Want to view a dissertation or thesis at the library? Check with the archival collection location listed in HOLLIS.

Wondering what dissertations and theses have been submitted in the recent past?  Use DASH .

For more on undergraduate theses and dissertations, see our " How can I locate a Harvard undergraduate thesis?" FAQ.

Looking for non-Harvard theses & dissertations? See our "How can I find theses and dissertations?"  FAQ.

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• Senior Theses

Doing a senior thesis is an exciting enterprise. It’s often the first time students are engaging in truly original research and trying to develop a significant contribution to a field of inquiry. But as joyful as an independent research process can be, you don’t have to go it alone. It’s important to have support as you navigate such a large endeavor, and the ARC is here to offer one of those layers of support.

Whether or not to write a senior thesis is just the first in a long line of questions thesis writers need to consider. In addition to questions about the topic and scope of your thesis, there are questions about timing, schedule, and support. For example, if you are collecting data, when should data collection start and when should it be completed? What kind of schedule will you write on? How will you work with your adviser? Do you want to meet with your adviser about your progress once a month? Once a week? What other resources can you turn to for information, feedback, and support?

Even though there is a lot to think about and a lot to do, doing a thesis really can be an enjoyable experience! Keep reminding yourself why you chose this topic and why you care about it.

Tips for Tackling Big Projects:

Break the process down into manageable chunks.

• When you’re approaching a big project, it can seem overwhelming to look at the whole thing at once, so it’s essential to identify the smaller steps that will move you towards the completed project.
• Your adviser is best suited to help you break down the thesis process with field-specific advice.
• If you need to refine the breakdown further so it makes sense for you, schedule an appointment with an  Academic Coach . An academic coach can help you think through the steps in a way that works for you.

Schedule brief writing sessions at regular times.

• Pre-determine the time, place, and duration.
• Keep it short (15 to 60 minutes).
• Have a clear and reasonable goal for each writing session.
• Make it a regular event (every day, every other day, MWF).
• time is not wasted deciding to write if it’s already in your calendar;
• keeping sessions short reduces the competition from other tasks that are not getting done;
• having an achievable goal for each session provides a sense of accomplishment (a reward for your work);
• writing regularly can turn into a productive habit.

Create accountability structures.

• In addition to having a clear goal for each writing session, it's important to have clear goals for each week and to find someone to communicate these goals to, such as your adviser, a “thesis buddy,” your roommate, etc. Communicating your goals and progress to someone else creates a useful sense of accountability.
• If your adviser is not the person you are communicating your progress to on a weekly basis, then request to set up a structure with your adviser that requires you to check in at less frequent but regular intervals.
• Commit to attending Accountability Hours  at the ARC on the same day every week. Making that commitment will add both social support and structure to your week. Use the ARC Scheduler to register for Accountability Hours.
• Set up an accountability group in your department or with thesis writers from different departments.

Create feedback structures.

• It’s important to have a means for getting consistent feedback on your work and to get that feedback early. Work on large projects often lacks the feeling of completeness, so don’t wait for a whole section (and certainly not the whole thesis) to feel “done” before you get feedback on it!
• Your thesis adviser is typically the person best positioned to give you feedback on your research and writing, so communicate with your adviser about how and how often you would like to get feedback.
• If your adviser isn’t able to give you feedback with the frequency you’d like, then fill in the gaps by creating a thesis writing group or exploring if there is already a writing group in your department or lab.
• The Harvard College Writing Center is a great resource for thesis feedback. Writing Center Senior Thesis Tutors can provide feedback on the structure, argument, and clarity of your writing and help with mapping out your writing plan. Visit the Writing Center website to schedule an appointment with a thesis tutor .

Accept that there will be some anxious moments.

• To reduce this source of anxiety, try keeping a separate document where you jot down ideas on how your research questions or central argument might be clarifying or changing as you research and write. Doing this will enable you to stay focused on the section you are working on and to stop worrying about forgetting the new ideas that are emerging.
• You might feel anxious when you realize that you need to update your argument in response to the evidence you have gathered or the new thinking your writing has unleashed. Know that that is OK. Research and writing are iterative processes – new ideas and new ways of thinking are what makes progress possible.
• Breaking down big projects into manageable chunks and mapping out a schedule for working through each chunk is one way to reduce this source of anxiety. It’s reassuring to know you are working towards the end even if you cannot quite see how it will turn out.
• It may be that your thesis or dissertation never truly feels “done” to you, but that’s okay. Academic inquiry is an ongoing endeavor.

Focus on what works for you.

• Just because your roommate wrote 10 pages in a day doesn’t mean that’s the right pace or strategy for you.
• If you are having trouble figuring out what works for you, use the  ARC Scheduler  to make an appointment with an  Academic Coach , who can help you come up with daily, weekly, and semester-long plans.

Use your resources.

• There’s a lot of the thesis writing process that has to be done independently, but there are also a lot of free resources at Harvard to help you do the work.
• If you’re having trouble finding a source, email your question or set up a research consult via Ask a Librarian .
• If you’re looking for additional feedback or help with any aspect of writing, contact the Harvard College Writing Center . The Writing Center has Senior Thesis Tutors who will read drafts of your thesis (more typically, parts of your thesis) in advance and meet with you individually to talk about structure, argument, clear writing, and mapping out your writing plan.
• If you need help with breaking down your project or setting up a schedule for the week, the semester, or until the deadline, use the  ARC Scheduler  to make an appointment with an  Academic Coach .
• If you would like an accountability structure for social support and to keep yourself on track, come to Accountability Hours at the ARC.

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Honors & Theses

The Honors Thesis: An opportunity to do innovative and in-depth research.  

An honors thesis gives students the opportunity to conduct in-depth research into the areas of government that inspire them the most. Although, it’s not a requirement in the Department of Government, the honors thesis is both an academic challenge and a crowning achievement at Harvard. The faculty strongly encourages students to write an honors thesis and makes itself available as a resource to those students who do. Students work closely with the thesis advisor of their choice throughout the writing process. Approximately 30% of Government concentrators each year choose to write a thesis.

Guide to Writing a Senior Thesis in Government  

You undoubtedly have many questions about what writing a thesis entails. We have answers for you. Please read  A Guide to Writing a Senior Thesis in Government , which you can download as a PDF below. If you still have questions or concerns after you have read through this document, we encourage you to reach out to the Director of Undergraduate Studies, Dr. Nara Dillon ( [email protected] ), the Assistant Director of Undergraduate Studies, Dr. Gabriel Katsh ( [email protected] ), or the Undergraduate Program Manager, Karen Kaletka ( [email protected] ).  

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• Senior Thesis

A senior honors thesis is a chance to investigate an idea, theoretical issue, policy problem, or historical situation of keen economic interest. All economics senior thesis writers are required to take an ECON 985 Senior Thesis Seminar.   

Resources for Writing an Economics Thesis

• Thesis Canvas page
• Senior Thesis Guide, 2023-24
• Ec Thesis Registration Form  (due 10/10/23)
• Non-Ec Thesis Agreement (due 10/10/23)
• Thesis Formatting Guidelines , 2023-24 ( updated 2/20/24 )
• Check out Why to Write a Senior Thesis in Economics  by Professor Benjamin Friedman.
• Our  Writing Economics guide is a great reference for thesis writers, as well as for anyone doing any writing in economics (course paper, RAship, etc.).
• Sortable Thesis Advisor List, 2023-24  (updated 9/21/23)
• Advice from  former thesis writers
• Advice for  juniors thinking about a thesis
• Economics Senior Thesis Titles through 2023 , available in Harvard Archives
• Ec Dept Thesis Blog , launched May 2020!
• General (not ec-specific) thesis support from the Academic Resource Center  

Research Resources

• Undergraduate Research at Harvard , a source of info on research funding, research opportunities like BLISS, PRISE, PRIMO, and more.
• Resources for Economics Research
• Diane Sredl , Data Reference Librarian extraordinaire!
• HBS Baker Library: Data & Resources Overview ,  Financial Data FAQ .  HBS library contact:  Emilie Codega
• Sources for research funding   on our website and through the College
• Apply through Harvard's Committee on the Use of Human Subjects (CUHS).
• Fall 2023 Human Subject Training Seminars for undergraduates: details here .
• Guidance  about research that may need IRB approval and steps to follow for approval.
• FAQs  about human subjects research.
• If you have questions, please reach out to  the econ IRB contact person  at CUHS. 
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HLS Dissertations, Theses, and JD Papers

S.j.d. dissertations, ll.m. papers, ll.m. theses, j.d. papers, submitting your paper to an online collection, other sources for student papers beyond harvard, getting help, introduction.

This is a guide to finding Harvard Law School (“HLS”) student-authored works held by the Library and in online collections. This guide covers HLS S.J.D Dissertations, LL.M. papers, J.D. third-year papers, seminar papers, and prize papers.

There have been changes in the HLS degree requirements for written work. The library’s collection practices and catalog descriptions for these works has varied. Please note that there are gaps in the library’s collection and for J.D. papers, few of these works are being collected any longer.

If we have an S.J.D. dissertation or LL.M. thesis, we have two copies. One is kept in the general collection and one in the Red Set, an archival collection of works authored by HLS affiliates. If we have a J.D. paper, we have only one copy, kept in the Red Set. Red Set copies are last resort copies available only by advance appointment in Historical and Special Collections .

Some papers have not been processed by library staff. If HOLLIS indicates a paper is “ordered-received” please use this form to have library processing completed.

The HLS Doctor of Juridical Science (“S.J.D.”) program began in 1910.  The library collection of these works is not comprehensive. Exceptions are usually due to scholars’ requests to withhold Library deposit. 

• HLS S.J.D. Dissertations in HOLLIS To refine these search results by topic or faculty advisor, or limit by date, click Add a New Line.
• Hein’s Legal Theses and Dissertations Microfiche Mic K556.H45x Drawers 947-949 This microfiche set includes legal theses and dissertations from HLS and other premier law schools. It currently includes about 300 HLS dissertations and theses.
• Hein's Legal Theses and Dissertations Contents List This content list is in order by school only, not by date, subject or author. It references microfiche numbers within the set housed in the Microforms room on the entry level of the library, drawers 947-949. The fiche are a different color for each institution.
• ProQuest Dissertations and Theses @ Harvard University (Harvard login) Copy this search syntax: dg(S.J.D.) You will find about 130 SJD Dissertations dated from 1972 to 2004. They are not available in full text.
• DASH Digital Access to Scholarship at Harvard Sponsored by Harvard University’s Office for Scholarly Communication, DASH is an open repository for research papers by members of the Harvard community. There are currently about 600 HLS student papers included. Unfortunately it is not possible to search by type of paper or degree awarded.

The Master of Laws (“LL.M.”) degree has been awarded since 1923. Originally, the degree required completion of a major research paper, akin to a thesis. Since 1993, most students have the option of writing the LL.M. "short paper."  This is a 25-page (or longer) paper advised by a faculty supervisor or completed in conjunction with a seminar.  Fewer LL.M. candidates continue to write the more extensive "long-paper." LL.M. candidates holding J.D.s from the U.S. must write the long paper.

• HLS Written Work Requirements for LL.M. Degree The current explanation of the LL.M. written work requirement for the master of laws.

The library generally holds HLS LL.M. long papers and short papers. In recent years, we require author release in order to do so. In HOLLIS, no distinction is made between types of written work created in satisfaction of the LL.M. degree; all are described as LL.M. thesis. Though we describe them as thesis, the law school refers to them solely as papers or in earlier years, essays. HOLLIS records indicate the number of pages, so at the record level, it is possible to distinguish long papers.

• HLS LL.M. Papers in HOLLIS To refine these search results by topic, faculty advisor, seminar or date, click Add a New Line.

HLS LL.M. Papers are sometimes available in DASH and Hein's Legal Dissertations and Theses. See descriptions above .

The HLS J.D. written work requirement has changed over time. The degree formerly required a substantial research paper comparable in scope to a law review article written under faculty supervision, the "third year paper." Since 2008, J.D. students have the option of using two shorter works instead.

Of all those written, the library holds relatively few third-year papers. They were not actively collected but accepted by submission from faculty advisors who deemed a paper worthy of institutional retention. The papers are described in HOLLIS as third year papers, seminar papers, and student papers. Sometimes this distinction was valid, but not always. The faculty deposit tradition more or less ended in 2006, though the possibility of deposit still exists. 

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HLS Third Year Papers in HOLLIS

To refine these search results by topic, faculty advisor, seminar or date, click Add a New Line.

• HLS Student Papers Some third-year papers and LL.M. papers were described in HOLLIS simply as student papers. To refine these search results, click "Add a New Line" and add topic, faculty advisor, or course title.
• HLS Seminar Papers Note that these include legal research pathfinders produced for the Advanced Legal Research course when taught by Virginia Wise.

Prize Papers

HLS has many endowed prizes for student papers and essays. There are currently 16 different writing prizes. See this complete descriptive list with links to lists of winners from 2009 to present. Note that there is not always a winner each year for each award. Prize winners are announced each year in the commencement pamphlet.

The Library has not specifically collected prize papers over the years but has added copies when possible. The HOLLIS record for the paper will usually indicate its status as a prize paper. The most recent prize paper was added to the collection in 2006.

Addison Brown Prize Animal Law & Policy Program Writing Prize Victor Brudney Prize Davis Polk Legal Profession Paper Prize Roger Fisher and Frank E.A. Sander Prize Yong K. Kim ’95 Memorial Prize Islamic Legal Studies Program Prize on Islamic Law Laylin Prize LGBTQ Writing Prize Mancini Prize Irving Oberman Memorial Awards John M. Olin Prize in Law and Economics Project on the Foundations of Private Law Prize Sidney I. Roberts Prize Fund Klemens von Klemperer Prize Stephen L. Werner Prize

• Harvard Law School Prize Essays (1850-1868) A historical collection of handwritten prize essays covering the range of topics covered at that time. See this finding aid for a collection description.

The following information about online repositories is not a recommendation or endorsement to participate.

• ProQuest Dissertations and Theses HLS is not an institutional participant to this collection. If you are interested in submitting your work, refer to these instructions and note that there is a fee required, which varies depending on the format of submission.
• EBSCO Open Dissertations Relatively new, this is an open repository of metadata for dissertations. It is an outgrowth of the index American Doctoral Dissertations. The aim is to cover 1933 to present and, for modern works, to link to full text available in institutional repositories. Harvard is not one of the institutional participants.
• DASH Digital Access to Scholarship at Harvard

Sponsored by Harvard University’s Office for Scholarly Communication, this is an open repository for research papers by members of the Harvard community. See more information about the project. 

Some HLS students have submitted their degree paper to DASH.  If you would like to submit your paper, you may use this authorization form  or contact June Casey , Librarian for Open Access Initiatives and Scholarly Communication at Harvard Law School.

• ProQuest Dissertations and Theses (Harvard Login) Covers dissertations and masters' theses from North American graduate schools and many worldwide. Provides full text for many since the 1990s and has descriptive data for older works.
• NDLTD Networked Digital Library of Theses and Dissertations Union Catalog Worldwide in scope, NDLTD contains millions of records of electronic theses and dissertations from the early 1900s to the present.
• Law Commons of the Digital Commons Network The Law Commons has dissertations and theses, as well as many other types of scholarly research such as book chapters and conference proceedings. They aim to collect free, full-text scholarly work from hundreds of academic institutions worldwide.
• EBSCO Open Dissertations Doctoral dissertations from many institutions. Free, open repository.
• Dissertations from Center for Research Libraries Dissertations found in this resource are available to the Harvard University Community through Interlibrary Loan.
• British Library EThOS Dissertation source from the British Library listing doctoral theses awarded in the UK. Some available for immediate download and some others may be requested for scanning.
• BASE from Bielefeld University Library Index of the open repositoris of most academic institutions. Includes many types of documents including doctoral and masters theses.

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Search the site, search suggestions, to thesis or not to thesis.

For many students at Harvard, whether or not to write a thesis is a question that comes up at least once during our four years.

For some concentrations, thesising is mandatory – you know when you declare that you will write a senior thesis, and this often factors into the decision-making process when it comes to declaring that field. For other concentrations, thesising is pretty rare – sometimes slightly discouraged by the department, depending on how well the subject lends itself to independent undergraduate research. 

In my concentration, Neuroscience on the Neurobiology track, thesising is absolutely optional. If you want to do research and writing a thesis is something that interests you, you can totally go for it, if you like research but just don’t want to write a super long paper detailing it, that’s cool too, and if you decide that neither is for you, there’s no pressure. 

Some Thesis Work From My Thesis That Wasn't Meant To Be

This is from back when I thought I was writing a thesis! Yay data! Claire Hoffman

While this is super nice from the perspective that it allows students to create the undergraduate experiences that work best for them, it can be really confusing if you’re someone like me who can struggle a little with the weight of such a (seemingly) huge decision. So for anyone pondering this question, or thinking they might be in the future, here’s Claire’s patented list of advice:

1.    If you really want to thesis, thesis.

If it’s going to be something you’re passionate about, do it! When it comes to spending that much time doing something, if you’re excited about it and feel like it’s something you really want to do, it will be a rewarding experience. Don’t feel discouraged, yes it will be tough, but you can absolutely do this!

2.    If you really don’t want to write one, don’t let anyone tell you you should.  This is more the camp I fell into myself. I had somehow ended up writing a junior thesis proposal, and suddenly found myself on track to thesis, something I hadn’t fully intended to do. I almost stuck with it, but it mostly would have been because I felt guilty leaving my lab after leading them on- and guilt will not write a thesis for you. I decided to drop at the beginning of senior year, and pandemic or no, it was definitely one of the best decisions I made.

3.    This is one of those times where what your friends are doing doesn’t matter. I’m also someone who can (sometimes) be susceptible to peer pressure. Originally, I was worried because so many of my friends were planning to write theses that I would feel left out if I did not also do it. This turned out to be unfounded because one, a bunch of my friends also dropped their theses (senior year in a global pandemic is hard ok?), and two, I realized that even if they were all writing them and loved it, their joy would not mean that I could not be happy NOT writing one. It just wasn’t how I wanted to spend my (limited) time as a senior! On the other hand, if none of your friends are planning to thesis but you really want to, don’t let that stop you. Speaking from experience, they’ll happily hang out with you while you work, and ply you with snacks and fun times during your breaks.

Overall, deciding to write a thesis can be an intensely personal choice. At the end of the day, you just have to do what’s right for you! And as we come up on thesis submission deadlines, good luck to all my amazing senior friends out there who are turning in theses right now.  

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March 26, 2024

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If university grades are going up, does that mean there's a problem?

by Phillip Dawson and Thomas Corbin, The Conversation

In 1894, Harvard University commissioned a report on grading standards, due to concerns that:

Grades A and B are sometimes given too readily—Grade A for work of no very high merit, and Grade B for work not far above mediocrity.

More than a century later, the fear of declining academic standards continues. In Australia, there are ongoing media reports about universities awarding increasing numbers of high grades. Evidence has also been found in the United Kingdom and the United States . Some US studies suggest grade averages have been steadily increasing since at least the early 1960s .

This week, a report by academics at the University of Sydney found a 234% increase in the number of high distinctions awarded to students at the university between 2011 and 2021 (the university notes it changed its grading model in 2012).

Education experts call this " grade inflation ." It is often presented as a negative, a sign of lowering standards. However, this is only one way to look at the phenomenon of marks going up.

What are grades for?

Behind concerns about grade inflation are assumptions about what grades are and what they are meant to do.

Several decades ago, assessment used to be " norm referenced ." This means the performance of students was measured against their peers. In this system, the best students get high distinctions, the worst fail and there's a bell curve in between. This holds true regardless of the quality of the teaching and the capability of the students.

A high distinction in this system communicates you were one of the best students. It's a commodity valuable primarily because of its rarity, like a gold medal at the Olympics. It says nothing about what you are capable of, because your performance was entirely judged against what your peers could do.

But norm referenced assessment has since gone out of fashion. In Australia, the Higher Education Standards Framework now requires students to be assessed against predetermined standards. If a student meets the standard for a high distinction, they get one.

The mark of high distinction signals they met a very high standard. The performance of their peers does not matter. If there's a particularly strong student cohort, or improvements to teaching, more people get high grades.

There has been a change in assessment

Grades are the product of assessment, so significant changes to assessment in recent years may also have driven grade inflation.

On top of the move towards standards-based assessments, many universities now give students rubrics (or scoring guides) before they begin their work.

These guides tell students how their work will be graded. So it's no surprise they can? lead to significant improvements in student performance. If we tell students what good work looks like , they are more likely to be able to do it and achieve higher grades.

Similarly, there is growing attention given to the quality of feedback practices in higher education . We know feedback is a significant part of student learning.

So, in a standards-based grading system, where grades are directly tied to student learning outcomes, this improvement in performance should naturally translate to higher grades.

Other explanations

There are other explanations for why grades have been going up.

Since 1979, some academics have been arguing student evaluations drive grade inflation.

This refers to the increasing practice of universities asking students for feedback on their lecturers and tutors, which in turn has an impact on academics' career progression.

The logic is , if teachers give students a better grade they will get better evaluation scores.

But while there is some correlation between students who get better grades giving better scores to their teacher, it's not clear if this is a causal link. It might be that successful students like their teachers more, or perhaps students learn more from people they think are good teachers.

'Grade improvement'

Society depends on universities to produce competent graduates and grades are one signal of competence.

But we need to be careful about equating rising grades with declining academic standards.

If better teaching is enabling students to meet a higher standard then it's not grade inflation , it's actually " grade improvement ."

Provided by The Conversation

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Student Spotlight: Chassidy Winestock PhD ’24

Chassidy Winestock is a PhD candidate in the Harvard Department of History of Art and Architecture. She is writing her dissertation on the work of Maren Hassinger, Howardena Pindell, Liliana Porter, and Mildred Thompson—four women artists who developed innovative abstract languages and vocabularies. Alongside her dissertation work, Winestock curated an exhibition at Radcliffe’s Johnson-Kulukundis Family Gallery titled A Female Landscape and the Abstract Gesture that centers on these four artists.

Winestock always had an interest in abstract art. When she began studying abstraction, she was drawn to the ways that certain artists during the 1960s and ’70s became conscious of the materiality of their work, drawing attention to the physical act of creating it and broadening previous concepts of modernism and abstraction.

Winestock first became involved with Radcliffe in 2019, when she was a research assistant with Jennifer L. Roberts, then faculty director for the arts, for Roberts’s exhibition Willie Cole: Beauties . During this time, Winestock was formally introduced to Meg Rotzel, curator of exhibitions at Harvard Radcliffe Institute, who was instrumental in creating a new visiting curator position. In 2022, Jinah Kim, the current Johnson-Kulukundis Family Faculty Director of the Arts at Radcliffe, invited Winestock to apply and submit an exhibition proposal, which she did—and the rest, as they say, is history.

Exhibitions make arguments in much the same way that thesis papers make arguments, says Winestock, with the artworks on display being “the primary source of your evidence for the argument you’re making.” Identifying and obtaining access to the pieces for A Female Landscape was a huge part of the curation process, years in the making.

“It is an incredibly valuable and wonderful opportunity to be able to see a part of your dissertation come to life in the gallery,” Winestock says. She encourages others who might be interested in curation to take ownership of their scholarship: “The thing that I want to leave anybody who might take on a visiting curator position with is to really feel empowered to make it yours and to feel confident in your research, in your voice, and in the message that you ultimately are trying to impart.”

After completing her dissertation, Winestock hopes to become a professor and continue curating.

Sam Zuniga-Levy is a writer at Harvard Radcliffe Institute.

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The Sounds of Change

Episode 205: A Conversation with Ruth J. Simmons

Episode 204: Math—It’s Not Just Numbers

Episode 203: Is Losing an Hour of Sleep Really That Big a Deal?

Episode 202: A Conversation with Sherrilyn Ifill

Episode 201: Riding the Radcliffe Wave

Student Spotlight: Justis Gordon ’24

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Harvard Divinity Scholar, Student Explore Museums as Sites for Buddhist Ministry

This interview is one in an ongoing series exploring the intersection of art and religion in HDS courses.

How can we imagine a better world from within our current context? When Charles Hallisey , MDiv ’78, and Molly Silverstein, MDiv ’22, began discussing their Harvard Divinity School course “The Museum as a Buddhist Institution,” this question directed their investigations and collaboration.

Hallisey, Yehan Numata Senior Lecturer on Buddhist Literatures, met Silverstein while she was a student at HDS. While pursuing her degree, Silverstein helped organize the Faith in Arts Initiative at the Black Mountain College Museum + Arts Center in North Carolina, where she previously worked. Faith in Arts was an interdisciplinary program series that explored the role of art in spiritual practice. Her combined experience of working at the museum and her studies at HDS became part of her conversations with Hallisey about the possibilities for reimaging religious experiences outside of denominational religion. Hallisey’s long-term research interests intersected with Silverstein’s on-the-ground experiences in museums, and they started generating course ideas.

The result was an experience-led inquiry into the place of religious encounters within secular institutions and the potential for museums to be places for individual learning, community building, and ministry. While some students brought art history backgrounds, the majority of the students came to the course with experience across a vast expanse of backgrounds, with an interest in Buddhism or curatorial practices. This interview explores how the course originated, some of the student's field experiences as coursework, and the central query: how can museums become sites for ministry?

HDS: Where did the idea for this course come from?

Silverstein: When I first started taking Professor Hallisey's classes, I went to a conference at the Black Mountain College Museum on spirituality and art and told Professor Hallisey I would be out for the conference. He told me that he loved Black Mountain College, and that's how we started talking about museums.

Hallisey : When I learned more about Molly’s background in museums and her academic experiences, I began to think more about museums as sites not only for educating about Buddhist life and practice but also for Buddhist ministry. I had already been keeping track of shows that New York museums were doing on Buddhist art and their cooperation in making the public more aware of things about the Buddhist world. I also knew people who were involved in teaching meditation in museums. I'm also a big fan of the New York Times art critic Holland Cotter, someone I described in the class as one of the great Buddhist thinkers of contemporary America.

It was just like a synergy of long-standing interests of mine that got ramped up by meeting Molly and talking to her and her gentle enthusiasm for ideas that I would toss out that then made me think it was more and more doable. Once we started to investigate more things together, a course became something that was completely feasible and quite interesting.

In addition, my long-term interests were grounded by something I heard from a Lutheran bishop, who said, “We are living in the end times of denominational religion.” Since a school like Harvard Divinity School is premised on the existence of denominational religion, I wondered how a place like Harvard Divinity School might begin to prepare itself for a future without denominational religion.

Combining these three threads, Molly and I decided to harvest the low-hanging fruit and ask, “What's going on in these museums where people do Buddhist practices, and educate about Buddhist ideas, life, and places that are outside more conventional centers of Buddhist practice and life?”

HDS: What educational benefits do you see from exploring museums as a religious space in the instruction of your HDS students?

Hallisey: While most museums won’t be religiously based because they are public and secular institutions, they can still be sites where people do ministry. While not ignoring the profound differences between museums and hospitals, doing ministry in museums might not actually be much different than people being chaplains in a hospital. Perhaps the emerging and evolving practice of Buddhist ministry is leading the way in how this can be so.

A hospital is not a religious institution. You do have religiously-identified hospitals, of course, but even those that are not religiously-identified have chaplains. In other words, there is a space within hospitals that has become institutionalized to allow the spiritual needs of those who come into that building to be addressed. We think that something analogous is beginning to happen in museums.

Currently, the self-understandings and missions of museums are expanding. The museum has become both an educational space and something else already. To take just one example, some museums now offer programs that use art as therapy. For example, the Rubin Museum in New York is dedicated to education about Himalayan Buddhist art, but they also promote various caregiving activities in the museum. They have programs for people with dementia, as well as programs for caregivers of people with Alzheimer's and dementia. They have all kinds of family days with professionals who do art as therapy, and they do stuff with children, whether with their families or on school trips. Such programs make it clear that the public services of a museum are expanding. And some of those services now, I would say, look like what we count as ministry at Harvard Divinity School.

HDS: For this course, did you participate in any experiences outside the classroom?

Hallisey: The members of the class visited a lot of museums. The whole class didn't travel together to museums, but there were a variety of field exercises that individuals and small groups were doing. For assignments, students went and did their own explorations, which came together in the class as a whole. In the Boston area and especially at Harvard, there are lots of museums, so it was easier for members of the class to go to these museums and explore what was displayed there.

The Rubin Museum in New York had a show about Buddhism that was being shown at the Boston College Museum in the fall. So, that became a key case study.

We were also fortunate to receive funding from the Ho Family Foundation that made it possible for everyone in the class to travel to New York to see a major show of Indian Buddhist Art at the Metropolitan Museum of Art, “ Tree and Serpent:  Early Buddhist Art in India, 200 BCE-400 CE .” The art show also happened to be funded through the Ho Family Foundation. A number of the people in the class took advantage of that to go to the Rubin Museum on the same trip. It was clear, in student conversations and writing assignments following these visits, the real impact they had on the group’s shared understanding.

Silverstein: The one place we also visited together as a class was the CAMLab at Harvard . It's an AI interactive exhibition focused on cultural heritage sites worldwide. The exhibitions right now are focused on ancient Buddhist cave shrines and dances.

Hallisey: The exhibit we visited was an experiment the CAMLab was running about the experiences that virtual reality can make possible. Museums are doing quite a lot of expansion and rethinking their purposes and what they're capable of. That inquiry has led them to incorporate more of what today is called “intangible cultural heritage.” Museums have become more intentional about the experiences that people have when they're visiting their displays. When we visited the CAMLab, their displays showed us what it would be like to go into ninth-century Chinese caves that were sacred sites for Buddhist rituals.

They had all these paintings of individual dancers, which, if you were studying, you would be limited to viewing them as if they were frames in a film or individual pictures. But when we moved around the space with AI and virtual reality, we could see the dancers' motion, which you miss when you view them as still frames. Now, you can do that artificially with AI and virtual reality.

Some students felt the virtual experience was odd, and others said it was incredible. They would have never been able to see it without that kind of virtual experience. While disoriented, they felt a different sense of moving in space.

Museums are changing a lot. So, imagining possibilities for future Buddhist ministry in museums also needs to acknowledge how museums are imagining different futures for themselves. Sometimes, that may involve people doing Buddhist rituals within the museum to show what is displayed as art as part of a religious or ritual context in the Buddhist world. Within that also is taking advantage of things that new kinds of technology make possible.

HDS: What were the goals that you had while teaching this course for your students?

Hallisey: One of our goals was, how do we prepare ourselves to perceive possibilities for better futures in ministry? A part of the academic field of Buddhist studies has a very strong orientation, looking back, toward tracing the history of Buddhism. While we learn a lot from that, we don't learn how to become what we are not already.

What I wanted to come out of this course was, how do we help ourselves prepare to bring about better futures when what currently exists is not good enough or will not continue? That line of questioning has been so fruitful that I've persuaded Molly that we should keep exploring this kind of thing together.

It may be that museums are a particularly appropriate thing for religious scholars at Harvard Divinity School, which describes itself as a multireligious institution, to pay attention to. It's in museums that we see the possibilities of taking the multiplicity of religions seriously rather than just the sectarian or denominational divisions between religions.

In the museum, we see not only see different religions side by side, we see their histories in which they are shown to be completely interacting with each other. It makes it obvious that each religion can't be fully understood without making sense of its interactions with other religions. There are important lessons in that for our future here at HDS, but also for our world at large.

I came into the course fully understanding and disclosing to students that Molly and I were not experts on the intersectionality of religions and that we were depending on the members of the class to help us learn something about it and figure out what we should carry forward from it. I don't know if we could write a thesis from what came out of the course, but I think all of us experienced a sense of shared exploration and experimentation that pervaded the course. For me, that's a goal in its own right, and that space is valuable as a student to have a course that just wants you to be completely open and ask questions, and it’s not only about accumulating information.

HDS: Are there any artistic spaces you find yourself in?

Silverstein: I recently took an art class at the Museum of Fine Arts Boston where you sketch the different paintings. I was thinking a lot about this course during the process of sketching the paintings and just how sketching forces you to sit with something for long periods of time. When we first started thinking about the course, we discussed several books that speak about sitting with a painting for hours and how that experience changes your relationship with the art.

Hallisey: At the Harvard Art Museums, there is a particularly well-designed space with a number of Buddha images in it. Two of the four walls in the room are glass looking out onto Broadway. There is also an installation of these gigantic round stone balls outside those glass walls, yet still in the museum. They mediate between what's outside and inside. And having gone to the room several times, the glass walls and the stone balls kind of make the images take on an appearance that they're actually facing the world outside of the museum.

One of the things that this particular installation asks of us is to go outside the space of the exhibit room and see the images from the world outside. I am reminded of this almost every day. I may be driving home on Broadway coming toward the museum in the evening when it's dark, but when I see that exhibit room all lit up, I see those Buddha images looking out the windows, looking at all of us out there. And, in my car, I know that while the museum is not a Buddhist temple, it is doing what Buddhist temples commonly do, in the sense of being a space that is both apart and intimately connected to everything around it.

HDS: Do you believe art can change our world?

Hallisey : I think it does, but we must have a strong qualification about that, too. Last night, I was reading Muriel Barbary’s wonderful novel, A Single Rose , and a poem by the Japanese Buddhist poet Issa is quoted a few times in it. The poem says, "In this world, we walk on the roof of hell, gazing at flowers." And so with that in mind, it can seem that in the museum, we are only gazing at flowers, but there is still a world outside that is close to hell or even part of hell. When I see the room of Buddha images lit up inside from the street outside, I remember that it's not that the gazing at flowers and the roof of hell are unconnected. Rather, we must never forget that the two are connected and that we have to figure out how to connect them today in different ways than they were once connected in the past. Otherwise, we just go back outside to walk on the roof of hell all over again.

Silverstein: I think that speaks to some hopeful element of this moment where the museum as an institution is being questioned and viewed with a lot of cynicism and righteous anger. If you think of that shift as a way of really bringing the world and its problems into the museum space and helping the museum remind us that the museum itself is in the world, it's an important moment and can potentially open us up to a whole new realm of human possibilities.

—by Maddison Tenney, HDS communications editorial assistant  

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Some results uranium dioxide powder structure investigation

• Processes of Obtaining and Properties of Powders
• Published: 28 June 2009
• Volume 50 , pages 281–285, ( 2009 )

Cite this article

• E. I. Andreev 1 ,
• K. V. Glavin 2 ,
• A. V. Ivanov 3 ,
• V. V. Malovik 3 ,
• V. V. Martynov 3 &
• V. S. Panov 2  

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Features of the macrostructure and microstructure of uranium dioxide powders are considered. Assumptions are made on the mechanisms of the behavior of powders of various natures during pelletizing. Experimental data that reflect the effect of these powders on the quality of fuel pellets, which is evaluated by modern procedures, are presented. To investigate the structure of the powders, modern methods of electron microscopy, helium pycnometry, etc., are used. The presented results indicate the disadvantages of wet methods for obtaining the starting UO 2 powders by the ammonium diuranate (ADU) flow sheet because strong agglomerates and conglomerates, which complicate the process of pelletizing, are formed. The main directions of investigation that can lead to understanding the regularities of formation of the structure of starting UO 2 powders, which will allow one to control the process of their fabrication and stabilize the properties of powders and pellets, are emphasized.

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Elektrostal’ Polytechnical Institute (Branch), Moscow Institute of Steel and Alloys, ul. Pervomaiskaya 7, Elektrostal’, Moscow oblast, 144000, Russia

E. I. Andreev

Moscow Institute of Steel and Alloys (State Technical University), Leninskii pr. 4, Moscow, 119049, Russia

K. V. Glavin & V. S. Panov

JSC “Mashinostroitelny Zavod”, ul. K. Marksa 12, Elektrostal’, Moscow oblast, 144001, Russia

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Original Russian Text © E.I. Andreev, K.V. Glavin, A.V. Ivanov, V.V. Malovik, V.V. Martynov, V.S. Panov, 2009, published in Izvestiya VUZ. Poroshkovaya Metallurgiya i Funktsional’nye Pokrytiya, 2008, No. 4, pp. 19–24.

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Andreev, E.I., Glavin, K.V., Ivanov, A.V. et al. Some results uranium dioxide powder structure investigation. Russ. J. Non-ferrous Metals 50 , 281–285 (2009). https://doi.org/10.3103/S1067821209030183

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Published : 28 June 2009

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DOI : https://doi.org/10.3103/S1067821209030183

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Campus Green, Harvard Divinity School

• Publication date March 26, 2024

• Victor Mukhin

Victor M. Mukhin was born in 1946 in the town of Orsk, Russia. In 1970 he graduated the Technological Institute in Leningrad. Victor M. Mukhin was directed to work to the scientific-industrial organization "Neorganika" (Elektrostal, Moscow region) where he is working during 47 years, at present as the head of the laboratory of carbon sorbents.     Victor M. Mukhin defended a Ph. D. thesis and a doctoral thesis at the Mendeleev University of Chemical Technology of Russia (in 1979 and 1997 accordingly). Professor of Mendeleev University of Chemical Technology of Russia. Scientific interests: production, investigation and application of active carbons, technological and ecological carbon-adsorptive processes, environmental protection, production of ecologically clean food.   

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No one has done more to shape legal interpretation of the first amendment than Floyd Abrams. Yet when Abrams litigated Citizens United, some proponents of free speech thought that this just gave big money the biggest voice. By contrast in ancient democratic Athens, parrhesia , free and frank speech, was thought to give voice to citizens who lacked power. Join Floyd Abrams , Matt Landauer and Yael Melamede in a conversation about the value of public speech and the relationship between free speech, equality and power, then and now. We will be screening excerpts from Yael Melamede’s 2023 documentary Floyd Abrams: Speaking Freely.

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30 Best universities for Mechanical Engineering in Moscow, Russia

Updated: February 29, 2024

• Art & Design
• Computer Science
• Engineering
• Environmental Science
• Liberal Arts & Social Sciences
• Mathematics

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

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

1. Moscow State University

For Mechanical Engineering

2. Bauman Moscow State Technical University

3. National Research University Higher School of Economics

4. Moscow Aviation Institute

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

6. National Research Nuclear University MEPI

7. National University of Science and Technology "MISIS"

8. Moscow Institute of Physics and Technology

9. Moscow State Technological University "Stankin"

10. RUDN University

11. Moscow Polytech

12. Moscow State University of Railway Engineering

13. Finance Academy under the Government of the Russian Federation

14. Moscow Medical Academy

15. Russian State University of Oil and Gas

16. mendeleev university of chemical technology of russia.

17. Russian National Research Medical University

18. Plekhanov Russian University of Economics

19. National Research University of Electronic Technology

20. Moscow State Pedagogical University

21. Russian Presidential Academy of National Economy and Public Administration

22. State University of Management

23. Moscow State Institute of International Relations

24. Russian State Geological Prospecting University

25. russian state agricultural university.

26. New Economic School

27. Moscow State Technical University of Civil Aviation

28. Russian State University for the Humanities

29. Russian State Social University

30. Moscow State Linguistic University

Universities for Mechanical Engineering near Moscow

Engineering subfields in moscow.