phd a stanford

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PhD Admissions

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The Computer Science Department PhD program is a top-ranked research-oriented program, typically completed in 5-6 years. There are very few course requirements and the emphasis is on preparation for a career in Computer Science research. 

Eligibility

To be eligible for admission in a Stanford graduate program, applicants must meet:

• Applicants from institutions outside of the United States must hold the equivalent of a United States Bachelor's degree from a college or University of recognized good standing. See detailed information by region on  Stanford Graduate Admissions website. 
• Area of undergraduate study . While we do not require a specific undergraduate coursework, it is important that applicants have strong quantitative and analytical skills; a Bachelor's degree in Computer Science is not required.

Any questions about the admissions eligibility should be directed to  [email protected] .

Application Checklist

An completed online application must be submitted by the CS Department application deadline and can be found  here .

Application Deadlines

The online application can be found here  and we will only one admissions cycle for the PhD program per respective academic term.

Eligibility

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To be eligible for admission to graduate study at Stanford, you must meet the university’s minimum requirements for academic credentials and English proficiency.

Minimum Education Requirements

You must hold, or expect to hold before enrollment at Stanford, a U.S. bachelor’s degree or its international equivalent from a college or university of recognized standing.

Stanford’s assessment of a post-secondary degree is based on the characteristics of a national educational system, the type of institution you attended, and the level of studies you completed. The following guidelines indicate the minimum level of study you should have achieved from a recognized academic institution to enroll in graduate study at Stanford.

English Proficiency

As a graduate student enrolled at Stanford, you will be expected to read English with ease, understand rapid idiomatic English as used in lectures and group discussions, and express thoughts quickly and clearly in spoken and written English.

If your first language is not English, you are required to take the Test of English as a Foreign Language Internet-Based Test (TOEFL iBT) before your program’s application deadline.

Refer to the link above for more information, including Stanford’s minimum TOEFL score requirements and TOEFL waivers/exemptions.

PhD Program

The PhD is conferred upon candidates who have demonstrated substantial scholarship and the ability to conduct independent research and analysis in Psychology.

A student typically concentrates in one of several areas within Psychology. Across all areas, the training program emphasizes the development of research competence, and students are encouraged to develop skills and attitudes that are appropriate to a career of continuing research productivity.

Two kinds of experience are necessary for this purpose. One is the learning of substantial amounts of theoretical, empirical, computational and methods information . A number of courses and seminars are provided to assist in this learning, and students are expected to construct a program in consultation with their advisor(s) to obtain this knowledge in the most stimulating and economical fashion.

A second aspect of training is one that cannot be gained from the courses or seminars. This is first-hand knowledge of, and practical experience with, the methods of psychological investigation and study . Therefore, students are expected to spend half of their time on research and to take no more than 10 units of course work per quarter, beginning in the first quarter.

Students achieve competence in unique ways and at different rates. Students and advisors work together to plan a program to accomplish these objectives.

If current students have any questions about the PhD program, please email the Student Services Manager, Dena Zlatunich, at  denamz [at] stanford.edu (denamz[at]stanford[dot]edu) . The current Director of Graduate Studies is Professor Hyo Gwoen.

If you are interested in applying for our PhD program, please carefully review the information on the  PhD Admissions website . Follow-up questions can be directed to the admissions staff at  psych-admissions [at] stanford.edu (psych-admissions[at]stanford[dot]edu) .

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.   

PhD Program

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The PhD degree in MS&E is intended for students primarily interested in a career of research and teaching, or high-level technical work in universities, industry, or government.

The PhD is conferred upon candidates who have demonstrated substantial scholarship and the ability to conduct independent research. Through course work and guided research, the program prepares students to make original contributions in Management Science and Engineering and related fields.

Doctoral Programs

Program overview Curriculum Admission

Program overview

Student Stories

“I became interested in the intersection between behavioral economics and energy policy, inspiring many of the projects I have undertaken during my time at Stanford.”

 - Melanie Craxton, graduating PhD candidate  

Career Placement

PhD graduates from MS&E have taken positions with a wide range of organizations that include high-tech businesses, government agencies, nonprofits, and academic institutions.

Click below to see where graduates have found employment.

Ph.D. Admissions

Apply here . 

Preparing to Apply

Before starting the application process please read the information about the graduate program requirements  and read our  Frequently Asked Questions . You may also find the Guide to Getting Into Grad School helpful. 

The Political Science department 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.

All questions regarding graduate admissions should be directed to politicalscience [at] stanford.edu (subject: Admissions%20Enquiry) ( politicalscience[at]stanford[dot]edu ) .

The principal goal of the Stanford Ph.D. program in political science is the training of scholars. Most students who receive doctorates in the program do research and teach at colleges or universities. We offer courses and research opportunities in a wide variety of fields in the discipline, including American Politics, Comparative Politics, International Relations, Political Theory, and Political Methodology. The program is built around small seminars that analyze critically the literature of a field or focus on a research problem. These courses prepare students for the Ph.D. comprehensive exam requirement within a two-year period and for work on the doctoral dissertation.  

Admission to the graduate program in political science is highly selective. About twelve to fifteen students, chosen from a large pool of applicants, enter the program each year. The small size of our student body allows more individual work with members of the faculty than most graduate programs. It also makes possible financial assistance in one form or another to most students admitted to the Ph.D. program. 

Graduate Admissions FAQ

Please visit our list of  frequently asked questions.

You may also find the following links useful if you have general questions about student life and graduate study at Stanford University:  

Vice Provost of Graduate Education (VPGE)

• Graduate Academic Policies and Procedures Handbook (GAP)
• Graduate Life Office
• Stanford Bulletin
• Explore Courses

Knight-Hennessy Scholars

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 leadership programming, and receive full funding for up to three years of your PhD 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 11, 2023. Learn more about KHS admission .

Planning for Ph.D. Programs

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Thinking of pursuing a doctoral degree?  Your Academic Advisor in your neighborhood is a Ph.D.-level advisor who can give you general information about the experience. But it will also be important to check in with your faculty mentors for more specific advice and support.  Here are some important considerations to keep in mind, both in the early days and as you start to apply.

Reflection and Exploration

Ask yourself the hard questions.

Before applying, consider your goals and what you hope to get out of a Ph.D. program. These days, many Ph.D. programs require five or more years of study, and being fully funded for your entire time in the program isn't guaranteed. Furthermore, tenure-track jobs as professors are highly competitive and difficult to attain even with a Ph.D. from an elite institution. So simply being good at school and wanting to stay a student for a while longer may not be the best reason to pursue a doctoral degree. Ask yourself, are you passionate about research? Are you committed to becoming a professor despite the challenges? Or can you envision how you might use your specialized training in a non-academic career?

Consider Your Finances

Unlike Master's programs, most Ph.D. programs at elite institutions will offer to fund you while you pursue your doctoral degree. This funding may take the form of a stipend, or teaching opportunities, or a combination of both. If the school you are considering does not offer any funding to its Ph.D. students, you may want to look elsewhere for a school that does. But just because a school offers you funding doesn't mean that your finances will be all set. Be aware that you may face challenges down the line, such as balancing your teaching work load and time spent on your dissertation, or supporting yourself if your funded years are finished and your dissertation takes longer than expected.

Check in With Your Faculty Mentors

Not sure if you need a Ph.D. for your dream career? Unsure if your GPA is good enough? Wondering what schools you should apply to? Your faculty mentors can be an invaluable source of advice on the Ph.D. planning process. Talking to them early on can give you a good sense of whether you need a Ph.D. to achieve your career goals. If you do decide to apply, your professors are experts in their fields and have a good sense of which schools you might want to look at. In addition, faculty members regularly sit on the admissions committees for their own department's Ph.D. programs, and can tell you what makes for a strong candidate in general.

Get Involved in Research

The centerpiece of most Ph.D. programs is a dissertation that showcases your own original research. Doing your own independent research project during your undergraduate years can help you figure out whether you enjoy the research process or not. Such projects also mark you as a strong candidate to Ph.D. programs because they demonstrate your readiness and ability to take on a dissertation someday. You may want to think about applying for an  Undergraduate Research grant,  or doing a senior capstone project or honors thesis.

Applying to Ph.D. Programs

You don't need a master's degree to apply.

Many students think they have to do a coterm program or get a Master's degree elsewhere before they apply to Ph.D. programs. This is untrue! You can be a strong candidate for a Ph.D. program even without a Master's degree. In fact, it's common for students to be accepted into a Ph.D. program and earn a Master's degree along the way without any additional cost, usually after taking a certain number of classes or passing certain exams.

Know the Admissions Process

Generally speaking, the Ph.D. admissions process isn't centralized the way your Stanford undergraduate admissions experience was. Instead of applying to a university, you apply to a particular department's Ph.D. program within the university. The admissions committee isn't made up of professional admissions officers, but faculty members within that department. And different departments will have different application requirements and deadlines: be sure to double check what your desired program is asking of you. It's common for Ph.D. applications to ask for a personal statement, GRE scores, a transcript, and letters of recommendation. It's possible you may also be asked for a writing sample or an example of your past work, as well as other components.

Think About Applying Elsewhere

Just because you loved your Stanford undergraduate experience doesn't mean you should pursue a Ph.D. program at Stanford. Many professors will tell you they valued the chance to do their Ph.D. program at a different institution from their undergraduate college. There's a lot to be said for exposing yourself to the difference in perspective, knowledge, and skills that a new set of faculty at a new school can bring. Talk to your faculty mentors and dig around on department websites at different schools. Try to get a sense of the strengths of the particular department you're applying to, and whether they might be a good a fit for you.

Ask for Rec Letters Early On

Be sure to give your faculty mentors enough time to write you a thoughtful letter of recommendation. To be courteous, you should ask for letters at least a month in advance of when you'll need them, and two months in advance is even better! Even if you don't plan on going to graduate school immediately, it's a good practice to ask your professors to write you letters of recommendation during or shortly after your time at Stanford, while their knowledge of you is still fresh in their mind. You can use a dossier service like  Interfolio  to store your rec letters and then send them out at a later date.

Give Yourself Plenty of Time

Most Ph.D. programs have application deadlines in the fall, and a strong application usually can't be completed in just a couple days. You'll want to give yourself enough time to write a strong personal statement, request copies of your transcript, ask your faculty mentors for their rec letters, and take the GRE exam if it's required. The entire application process can be time-consuming and sometimes stressful. Don't make it harder than it needs to be by rushing it!

• Asking for Letters of Recommendation
• How do I pursue an independent research project?
• Planning for an Honors Program

Return to the Advising Student Handbook

PhD Program Overview

Main navigation, academic and departmental matters.

We have orientations and academic advising sessions for all new graduate students before you select your courses and start your first classes. Furthermore, you'll get ongoing support and advising from faculty and staff throughout your graduate career.

PhD Frequently Asked Questions

Where do i find information.

• Go to Stanford's Graduate Admissions site .
• Explore all the information available on our Chemical Engineering site, (including the faculty pages and and the multiple pages under the PhD and admissions tabs). If these resources do not address any remaining questions, please send an email to the department at [email protected] . Use your email subject line: Admissions - [family name] - [topic of your inquiry]

When may admitted PhD applicants visit Stanford?

March 2-5 2023, is the Chemical Engineering Virtual Visit Weekend. If you are seriously considering Stanford's Chemical Engineering's PhD program for your doctoral work, please reserve these dates for your virtual Stanford visit, as we will be unable to accommodate a request to visit at another time.

How long does it take to get the PhD degree?

The average time to earn a PhD degree is between 5 and 6 years. Some students finish a little earlier and some a bit later.

If I have a master's degree from another university, do I need to get a MS from Stanford before pursuing a PhD?

No. In Chemical Engineering, having an MS degree is not a requirement for conferral of a PhD degree. PhD students without a master's may petition for conferral of a Stanford master's in the course of fulfilling their PhD requirements. Matriculated PhD students with a MS earned elsewhere either may petition for conferral of a Stanford MS or may petition for approval of transfer units, to be applied toward the total unit requirements for a PhD degree. Any student contemplating petitioning for approval of transfer units should consult first with departmental student services.

How many faculty members do you have and how long have they been teaching?

See the faculty pages. Our faculty is well-distributed in terms of experience and areas of emphasis.

What are the course requirements, and how long do they generally take to complete?

PhD students take 10 units per quarter.

PhD students take three 3-unit courses and one 1-unit colloquium (seminar) per quarter in the first two quarters and the majority of their lecture courses during the first two academic years. Then they finish the coursework requirements by taking a class here and there until they have a total of 42 units for lecture courses in science and engineering, plus 3 units of colloquia (seminar). Because of the importance faculty place on honing communication skills while pursuing a doctorate, all candidates are also required to assist in the teaching of two chemical engineering courses.

What are PhD research rotations?

Each first-year PhD student rotates with two different faculty research groups before choosing an advisor and lab in which to develop his or her own research projects. The rotations enable students to gain a better understanding of a given faculty member’s research program and to determine if that lab is a good fit for their future research. Furthermore, during the first six months, there are multiple opportunities to talk with a wide range of faculty members about their research.

How do PhD qualifying examinations work? What is the usual pass rate?

To be admitted to PhD candidacy, students must pass a qualifying examination, taken at the end of the summer quarter of the first year, respectively. The PhD Qualifying Examination has three parts: 

• A one-page written summary of their research project
• A 20-minute presentation about the research project before research advisors and other faculty examiners
• A 20-minute question-and-answer session with faculty

This exam focuses on the student’s progress report on original research performed during the previous half-year, e.g. from April until the time of the exam in late September. A progress report may have no conclusions, but the talk should demonstrate a depth of thinking about the research strategy and the fundamental chemical, physical and biological concepts that govern the molecular behavior of the system being studied.  The focus is on the ability to think critically and to communicate understanding the fundamental concepts, techniques and questions within the field. The faculty are looking for the student's understanding of how one's research relates to the field as a whole and how he or she demonstrates an understanding of where the project will lead.

Most years, all rising second-year PhD students pass their PhD candidacy examination. The format of this examination is designed to test for the essential skills of the successful researcher — the abilities involved in approaching new problems from a perspective grounded in scientific fundamentals. The focus is not on having the right answers, but in formulating approaches rooted in the scientific method. The faculty do their utmost to select applicants who will thrive as doctoral researchers, with the objective that the selection process should take place at the time of admission. The faculty, other students and staff are all motivated by the ultimate success of each year’s PhD students with their examinations. This culture fosters a uniquely positive environment of collaboration and teamwork among all students, rather than competition based on a "survival of the fittest" mentality.

How does PhD advisor selection work?

All during the first two quarters, first-year PhD students have many ways to become familiar with individual faculty, their research projects, students in their research groups, and how a research group functions. Toward the end of the second quarter each student-faculty dyad formalize their advisee-advisor relationship and then PhD students join their advisors’ research groups at the beginning of spring quarter, and start on their own projects.

Can I work with faculty outside of the department?

Yes. Some past examples have been with faculty in physics, chemistry, materials sciences, mechanical engineering, environmental microbiology, bioengineering and biochemistry.  These students also have a Chemical Engineering faculty co-advisor who helps ensure good degree progress and sits on the reading committee formed in the second year.

What sort of job opportunities does a PhD degree in chemical engineering from Stanford usually enable?

Graduates of our department are extremely versatile with regards to their post-doctorate careers. Over the last few years, many of the graduates from various research groups have chosen to spend a couple of years as a post-doc in another research lab (usually not at Stanford) either in preparation for a research/academic job or in profiting from further research experience before entering industry. Stanford grads are now current professors at many top universities (MIT, Harvard, etc.) or members of prestigious research centers (IBM, national labs, etc.). A significant number of students decide to enter industrial positions upon graduation, as engineers, consultants, etc. You will find companies from all sectors actively recruiting Stanford chemical engineers, including companies in the local biotech and nanotechnology industries.

What kinds of jobs do PhDs get and where?

There is a saying that a chemical engineer can do anything, and the range of employment and career options available to our students demonstrates this. Approximately two-thirds of our PhD students find challenging jobs in fundamental or applied research either in industry or national laboratories. Further generalization is not possible — graduates find careers in areas as diverse as the information technology companies, biotechnology, the oil industry, the chemical process industry, renewable resources and private consulting. (Approximately one-third go into teaching and research as a profession).

Student Life

Housing and living.

Stanford has a strong residential character. Over half of all graduate students live in university-operated apartments. The university’s residence system is among the largest and most diverse.

How does on-campus housing work?

There is a lottery and when you enter it, you list your choice of housing options in preferential order. Housing is guaranteed for first-year graduate students, but this means that you must apply on time and select the option that you are willing to accept any living arrangement (studio, two people in a two-bedroom, three people in a two-bedroom, etc.). If you submit your choices by the deadline, usually you obtain your top housing choices.

Students can renew the same housing assignment for the following year without entering a lottery. Thus, if you are happy with whatever assignment you get in the fall of your first year (and you live in a residence that is open year-round), in the spring of your first year you now can just check "renew" on your housing application for the next year and keep your assignment for the following year.

Pets are not allowed in campus housing.

How much does on-campus housing cost per month?

The cost of housing varies. The general rule of thumb is that the more room/suite-mates you have, the lower the rent. If you would like to have a room to yourself (double-occupancy two-bedroom, etc.) then you should expect to pay more. If you do not mind sharing a room, then the cost drops some. 

What is included in on-campus housing costs?

In addition to the rent, the cost of housing covers basic utilities (electricity and water). Laundry is free to students living on campus. Also, most on-campus apartments are furnished so you don't have to worry about the cost of furniture. Additional charges will apply for an internet connection, cable TV, etc. (These facilities are easily available and are relatively inexpensive). If you have a car, you will need to purchase a campus parking permit, but they are inexpensive for students.

What are the off-campus housing options?

A popular way to find off-campus housing is to use Craigslist . You can perform specific searches of price ranges or towns or places that accept pets. The places listed include condos, homes for rent, individual cottages, or apartments. If you do a search on Craigslist, go to "apts/housing" and then click on "Peninsula" at the top of the screen (S.F. Bay Area prompt). Depending upon the specific location, the following towns are within bikeable distance from Stanford: Menlo Park, Atherton and Palo Alto. Redwood City, Los Altos and Mountain View are a minimum of a ~30 min bike ride.

How much do off-campus apartments costs per month?

Depending upon how many roommates you have, monthly rent can range from $900-$1,700/per person.

How can I find a roommate?

Most incoming students do not know people at Stanford and so do not choose their roommates. However, if you do find/choose someone you would like to room with in university housing, then you can request that Housing Assignments Office assign both of you to the same housing location. There is also a roommate-finding website.

What about housing for couples or families?

There are several options for on-campus couples housing-furnished or unfurnished. Please see the Housing Options page for information about housing for couples without children and students with children.

What's the bottom line? Is it comfortable to live on the graduate stipend?

Yes. People can live comfortably and still afford to travel both nationally and internationally. Several students have hobbies such as skiing or cycling that they can afford on the graduate student stipend/salary. (English PhD students get by on ~10K less!)

Activities in the local and surrounding areas

How do i get involved in departmental social events.

All ChemE grad students are welcome to participate on the social subcommittees of the graduate student-run ACTION Committee, as well as staff-student planned events such as the annual Holiday Party in December.

What do people do for fun?

The  Office of Student Engagement supports over 600 university-recognized, incredibly diverse student groups on campus.

There are various gyms on campus, along with many intramural sports and club sports. There are also athletic classes you can take for credit (kickboxing, Pilates, boot camp, yoga, etc) or simply for fun at the residence complexes. Other than sports, there are a plethora of cultural events in the arts, dance, music and other live performances on and off campus. San Jose is ~20 minutes away while San Francisco is ~45 minutes away by car. Both are also accessible by public transportation. If you prefer outdoor activities, hiking trails and extensive bicycle routes are minutes away and a few hours of driving can take you to Lake Tahoe, Yosemite, the northern California Redwoods, etc. while Santa Cruz and Monterrey are closer attractions.

What are the common attractions in the area surrounding the San Francisco Bay?

San Francisco has abundant theaters and cultural events, SFMOMA, Civic Center, Asian Museum, China Town, Fisherman's Wharf, Golden Gate Park (de Young Museum) and Golden Gate Bridge. Further north, you can visit Muir Woods redwood park, various marinas, Point Reyes National Seashore, etc., while further south you can visit Monterey Bay Aquarium, stroll beaches along the Pacific Ocean, go rock climbing and tour wineries in the Santa Cruz mountains.

How is the transportation system? How do you get around?

There are on-campus shuttles that also access the local train stations, local bus lines, CalTrain, BART and Muni. Many students have cars. Many do not. The majority of students also have bikes to get around on campus.

Are there intramural sports and sports clubs?

Yes to both. Intramural sports range from volleyball to soccer to billiards, and club sports range from triathlon to sailing to martial arts. This department fields several teams.

How are the gym facilities?

The Arrillaga Family Sports and Recreation Center is the primary gym for students. The facility is on Campus Drive right across from the track. At Arrillaga, you'll find squash courts, a climbing wall, basketball courts and a weight room with cardio-machines (ellipticals, treadmills, stationary bikes, etc.). Students also can take classes for physical activities such as martial arts (Arrillaga has a training room), fencing, yoga, etc.

Also, the recently opened Arrillaga Outdoor Education and Recreation Center (AOERC) is the newest recreational facility on campus. It's on Santa Teresa Street right next to Roble Field. AOERC features a fitness center, outdoor recreational pool, three indoor courts, academic classrooms, a climbing wall and an outdoor recreation center.

Stanford also has a great outdoor pool center and has several tennis courts spread across campus. It is not unusual for Stanford to host national track-and-field or ATP tour events, so you shouldn't be surprised to see some big names in sports strolling about on campus.

Frequently Asked Questions for PhD Applicants

If you have questions about the application process, please consult the Application FAQ

Program FAQ

• When is the application deadline?  December 7, 2024 11:59 PM PST is the application deadline for Autumn 2025-2026.
• I will have just earned my bachelor’s degree before starting graduate study at Stanford. Should I apply to the MS or the PhD program?  You should apply to the degree program that can fulfill your ultimate degree goal. For example, if obtaining a PhD is your ultimate goal, you should apply directly to the PhD program.
• Do I need to have a master’s degree before applying to the PhD program?  No; the minimum degree requirement is a bachelor’s degree. Students who enter the PhD program may opt to pursue the master’s degree along the way to earning the PhD.
• If I apply to the PhD program but do not get admitted, will I be considered for the MS program?  The Electrical Engineering Department does not consider PhD applicants not admitted into the PhD program for the MS program. 
• If I am admitted and enrolled in the MS program, may I enter the PhD program later?  Admission to the PhD program is possible only through the  annual general admissions process . Current MS students must reapply through this process to be considered for the PhD program.
• May I apply for a start term other than autumn? No; applications are reviewed on an annual basis for autumn quarter start only.
• How long does it take to complete the PhD?  Typical completion time for the PhD program is 5-7 years.
• How important is it to contact faculty before I apply?  Contact with faculty members is not a required part of the application process nor does it guarantee admission to our graduate program. Admissions decisions are made by the Admissions Committee, not by individual faculty members.
• Is financial assistance available for PhD students?  Yes; all PhD students who maintain satisfactory academic progress receive full financial support for the duration of the doctoral program. For more information, please see  Financial Assistance for PhD Students .
• What are the minimum GPA requirements for admission?  Applicants do not need to meet any minimum grade point average (GPA) to secure admission, and we do not release information about average GPAs of admitted students. As a guideline, successful applicants typically earn undergraduate cumulative GPAs among the top of their class. However, please keep in mind that admission to our graduate programs depends on a combination of factors, and all areas of a student’s application are weighed when applications are reviewed.
• Am I eligible to apply if my undergraduate major is not Electrical Engineering?  Yes; students who meet the minimum degree requirements with a strong technical background in engineering, physical sciences, or mathematics are welcome to apply. A bachelor's degree in electrical engineering is not strictly required.
• Are specific prerequisite courses required for admission?  No; we advise prospective applicants to review the  EE Graduate Handbook  and the  Stanford Course Catalog  to evaluate what prerequisites are needed for graduate-level courses in your area(s) of interest.
• What is the minimum level of study required of international applicants from an academic institution outside of the U.S.?  Please refer to  Stanford Graduate Admissions | International Applicants  for eligibility guidelines related to study outside of the U.S.
• What is the process for transferring to the PhD program from another institution?  Students who wish to transfer to our PhD program from another institution must complete the same application procedure as new applicants. If you are admitted and enrolled, you may request to transfer up to 45 units of coursework from your previous institution toward the PhD degree requirements at Stanford, by following the procedures for  Graduate Residency Credit . Students must complete one quarter at Stanford before requesting to transfer units, and all transferred units are subject to approval by the Registrar’s Office.
• If I am admitted to a EE graduate program, can my admission be deferred?  The Department greatly discourages deferral of matriculation dates.  Deferrals are granted only to PhD applicants, and only in exceptional circumstances such as for US military service or visa issues for students arriving from designated countries.  Admitted students wishing to defer admission must send a written request (along with documentation if possible) to  [email protected] . Requests will be reviewed by the Admissions Committee. MS and Coterm applicants cannot defer admission dates.

Return to Program Overview:

PhD Admissions

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The Doctor of Philosophy (PhD) degree is intended primarily for students who desire a career in research, advanced development, or teaching. Students in the PhD program obtain a broad education in the core areas of Aeronautics and Astronautics through coursework, while also engaging in intensive research in a specialized area, culminating in a doctoral thesis.

As of the 2021-2022 application term, an MS degree will no longer be required to apply to the PhD program in Aeronautics and Astronautics. Students with a Bachelor’s degree who ultimately intend to complete a PhD degree are strongly encouraged to apply directly to the PhD program, rather than the MS program.

Current Stanford MS students interested in adding a PhD program to their academic career should speak with the staff at the Aero/Astro Student Services Office about the necessary paperwork and relevant policies. If you are a current master's student in the Stanford Aeronautics and Astronautics Department, to apply for the PhD, you must complete paperwork prior to conferring the MS degree.

Application Deadlines

We have one PhD admission cycle. Application deadlines are final. A completed application (including letters of recommendation, transcripts and TOEFL scores) must be uploaded by the deadline. Applications will NOT be accepted after the deadline. A completed application (including letters of recommendation, transcripts and TOEFL scores) must be received by the following date:

Autumn 2024-25: December 5, 2023

Application Requirements

To be eligible for admission to the PhD program, applicants must either:

• hold, or expect to hold before enrollment at Stanford, a bachelor’s degree from a U.S. college or university.
• Applicants from institutions outside the U.S. must hold the equivalent of a U.S. bachelor’s degree from a college or university of recognized standing. See minimum level of study required of international applicants .

Students who meet the above degree requirement with a strong technical background in engineering, physics, or a comparable science program are welcome to apply; a bachelor's degree in aeronautics and astronautics or mechanical engineering is not strictly required.

All students interested in pursuing a PhD in Aeronautics and Astronautics should use the Stanford Graduate Admissions Application . Your application must include all of the materials listed below and be received by Stanford by the application deadline. The fee for online graduate applications is $125.

Required Application Documents

• Online Application
• Application Fee

Statement of Purpose

• 3 Letters of Recommendation
• Official TOEFL* Scores, if applicable

Application Fee Waiver

If you are considering Stanford graduate programs and need assistance with the application fees, consider applying for a fee waiver .

Your statement of purpose should identify personal and professional goals. It should also discuss your development to date and your intentions relative to graduate study and life beyond Stanford. The Aero/Astro Graduate Admissions Committee reads your statement of purpose with interest because, along with the letters of recommendation, it offers insight into who you are as an individual. Your statement of purpose should not exceed two pages (single-spaced).

Transcripts

Submitting transcripts when you are applying, and after you have been offered admission are two separate steps. When applying: You must upload one scanned version of your transcript(s) in the online application. Please read the Applying section of this website for important information about submitting transcripts. If offered admission: Please see this page for information on submitting final official transcripts.

Letters of Recommendation

Three letters of recommendation are required; one letter must come from an academic source, although at least two are preferred. Recommendations must be submitted online. Please see the "Recommendations" section of the online application for information. Please  do not  submit letters of recommendation through Interfolio.

TOEFL Scores

Adequate command of spoken and written English is required for admission. Applicants whose first language is not English must submit an official test score from the Test of English as a Foreign Language (TOEFL) . Stanford accepts only ETS (Educational Testing Service) scores. TOEFL results must be from an examination taken within the past two years. The Stanford institution code for ETS reporting is 4704. You do not need a department code. For more information on TOEFL requirements, please see the Required Exams and Frequently Asked Questions sections on the Graduate Admissions website .

*Stanford will temporarily accept the TOEFL ITP Plus test with the Vericant interview for applicants from Mainland China who are unable to sit for the TOEFL iBT. This exception is requested only for the 2020-2021 application cycle. Applicants may be asked to re-test at a later time once the Stanford TOEFL iBT becomes available, or applicants may be asked to re-test through the Stanford Language Center. Per current University policy, all international students including those from Mainland China must receive English language clearance from the English for Foreign Students program prior to becoming a teaching assistant.

Exemptions are granted to applicants who have earned (or will earn, before enrolling at Stanford) a U.S. bachelor’s, master’s or doctoral degree from a college or university accredited by a regional accrediting association in the United States, or the international equivalent degree from a university of recognized standing in a country in which all instruction is provided in English. U.S. citizenship does not automatically exempt an applicant from taking the TOEFL if the applicant’s first language is not English.

Reapplicants must submit new supporting documents and complete the online application as outlined above, in the graduate application checklist. Only prior official test scores can be reactivated.

Application Status

You may view your application status and decision by logging into your status page . Due to the volume of applications we receive, we are not able to confirm with individual applicants when documents have been received. All applicants should monitor the online checklist to track individual documents. It is the applicant's responsibility to monitor the checklist and ensure that all documents are received by the deadline.

Admission Decisions

Completed applications are reviewed by the faculty Admissions Committee throughout the winter. A select group of applicants will be interviewed during the evaluation process. Letters are sent as decisions are made, beginning in March. The selection of graduate students admitted to the Department of Aeronautics and Astronautics is based on an individualized, holistic review of each application, including (but not limited to) the applicant’s academic record, the letters of recommendation, the statement of purpose, personal qualities and characteristics, and past accomplishments.

PhD Funding

All SoE PhD students who are in good standing relative to their PhD program requirements will be funded to the department’s PhD standard. In all departments, this is at least equivalent to Stanford’s 20-hour-RA salary plus tuition to cover the department’s required enrollment (summer enrollment requirements vary by department).  Funding can include fellowships, research assistantships, training grants and teaching assistantships. PhD students are encouraged to pursue outside fellowships. Besides the prestige, fellowships give the recipient greater flexibility in determining their own research direction.

Knight-Hennessy Scholars

Join dozens of Stanford Engineering 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 multidisciplinary and multicultural cohort, participate in up to three years of leadership programming, and receive full funding for up to three years of your graduate studies at Stanford.

Candidates from any country may apply. KHS applicants must have earned their first undergraduate degree within the last seven years (or nine years, if you have served in your country's military). Applicants must apply to both a Stanford graduate program and to KHS.

If you aspire to be a leader in your field, we invite you to apply. The KHS application deadline is October 11, 2023. Learn more about KHS admission .

Application Questions

email: [email protected]

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Program on Democracy and the Internet

Postdoctoral Fellowship

Philanthropist Resource Guide

About the fellowship

The application cycle for 2022-2023 has closed..

The Program on Democracy and the Internet (PDI) invites promising new scholars to Stanford University for 1 year appointments as postdoctoral fellows, with potential for extension. Fellows will be affiliated with PDI and potentially a department or school at Stanford University. Each fellow will collaborate with one of the PDI faculty on research relevant to their field of study and current line of scholarship. The fellows will spend 80 percent of their time working on their own research and 20 percent assisting in the research of one of the PDI directors.  For examples of past work, see the publications page .  In addition, fellows may be asked to coordinate speaker series and seminars. 

The annual fellowship stipend is $70,000, plus the standard benefits that postdoctoral fellows at Stanford University receive, including health insurance and travel funds. The fellowship program falls under U.S. Immigration J-1 Exchange Visitor Visa activities. 

The start date of the fellowship will be September 2022, unless otherwise agreed. To assume a postdoctoral fellowship, scholars must have a PhD in hand by July 1, 2022. We cannot consider applications from scholars who earned a PhD earlier than September 1, 2019.  

We encourage applications from candidates representing a broad range of disciplines including the social sciences, humanities, law, computer science and engineering.  

About the Program on Democracy and the Internet

The Program on Democracy and the Internet (PDI) envisions digital technologies supporting rather than subverting democracy by maximizing the benefits and minimizing the threats through changes in policy, technology, and social and ethical technological norms.

Digital technologies are having a profound impact on democracy in the United States and around the world. New communication platforms that give voice to the previously unheard also empower nefarious actors who seek to undermine democracy, silence journalists and minority groups, manipulate search engines, sow distrust, and more. Concerns about virality, deception, anonymity, echo chambers, and platform information monopolies pose new challenges for democracy in the digital age. Current research to understand these challenges and, on the basis of theory and evidence, craft solutions, remains nascent, fragmented, and incomplete. A strong knowledge base is critical for policy makers, corporate leaders, and technologists to make decisions that protect and promote democracy in the digital age.

The Program on Democracy and the Internet is investigating key research themes which include:

• Government censorship, propaganda, and information operations on digital media platforms
• Reform options for platforms to combat hate speech, bots, and disinformation
• Algorithmic bias
• Deteriorating health of digital information ecosystems and its effect on democracy and civil rights
• Changes in the media landscape due to shifts caused by digital innovation
• Impact of the internet on election campaigns and voting

The Program on Democracy and the Internet’s work draws from the social sciences, humanities, engineering, computer science, and the law to understand the challenges digital technologies pose to liberal democracies around the world.

The program is led by Principal Investigators Nathaniel Persily , James B. McClatchy Professor of Law at Stanford Law School and Co-Director of the Cyber Policy Center, Francis Fukuyama , Senior Fellow at the Freeman Spogli Institute, and PACS Faculty Co-Director and Professor of Political Science, Rob Reich .

PDI is a joint initiative of the Stanford Center on Philanthropy and Civil Society (Stanford PACS) and the Cyber Policy Center at the Freeman Spogli Institute for International Studies. 

For a sense of the scholarship that PDI supports, see: https://pacscenter.stanford.edu/research/project-on-democracy-and-the-internet/projects/

Questions about the Program on Democracy and the Internet should be directed to [email protected]

• November 8, 2021: Application period opens
• January 31, 2022: Application period closes
• February 2022: Interviews with shortlisted candidates
• March 2022: Offers extended to finalists

How to apply

To be considered for a postdoctoral fellowship with the Program on Democracy and the Internet, submit an application via the online application portal . 

 Applicants will be asked to include the following: 

• Cover letter detailing the reasons for the applicant’s interest in the fellowship.
• Curriculum vitae.
• Fellowship proposal detailing the research that the applicant would undertake while at Stanford, and how it fits within the research agenda of the specific initiative to which the applicant is applying. In this section, please disclose if you have additional funding arrangements.
• Writing sample consisting of either a dissertation chapter or a recent published paper. There are no specific page length or formatting requirements for this sample.
• Graduate transcript with proof that the applicant has completed all the requirements for the PhD, or a letter from their PhD advisor stating when they will do so.
• Two (or more) letters of recommendation submitted via the application portal.

Stanford University is an affirmative action and equal opportunity employer, committed to increasing the diversity of its workforce. It welcomes applications from women, members of minority groups, veterans, persons with disabilities, and others who would bring additional dimensions to the university’s research and teaching mission.  

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Communicating Through Conflict: How to Get Along with Anyone

In this episode, Amy Gallo shares how disagreements, if reframed, can lead to more productive outcomes.

May 29, 2024

Many of us would rank getting along with colleagues as an important aspect of work, but, as Amy Gallo explains, relationships devoid of disagreement can actually be less productive.

“While our natural human instinct is to avoid conflict, I believe that conflicts are not only an inevitable part of interacting with other humans, but they’re a necessary part.”

Gallo is a workplace expert, host of HBR’s Women at Work podcast, and the author of Getting Along: How to Work With Anyone . Across her work, Gallo demonstrates that the key to transforming conflicts into something productive is to understand their root causes and learn how to reframe them.

“Even at the base of those unhealthy conflicts or those unproductive conflicts is something that needs to be resolved,” she says.

In her conversation with host and strategic communications lecturer Matt Abrahams, Gallo provides useful frameworks and new concepts on how we can approach conflicts at work.

Listen & Subscribe

Think Fast, Talk Smart is a podcast produced by Stanford Graduate School of Business. Each episode provides concrete, easy-to-implement tools and techniques to help you hone and enhance your communication skills.

Full Transcript

Note: Transcripts are generated by machine and lightly edited by humans. They may contain errors.

Matt Abrahams: Many of us seek to keep conflict out of our work, but counterintuitively conflict can actually help us be better at work. My name is Matt Abrahams and I teach Strategic Communication at Stanford Graduate School of Business. Welcome to Think Fast Talk Smart, the podcast . Today I look forward to speaking with Amy Gallo. Amy is a workplace expert who writes and speaks about gender, interpersonal dynamics, difficult conversations, feedback, and effective communication. She’s the author of Getting Along: How to Work with Anyone, even Difficult People , and the HBR Guide to Dealing With Conflict , and she co-hosts HBR’s popular Women at Work podcast. Amy, thanks for being here.

Amy Gallo: Thanks for having me. I feel like we’re going to have a lot to talk about.

Matt Abrahams: Oh, I agree, and I’m so excited to get started. Are you ready?

Amy Gallo: I’m Ready.

[01:00] Matt Abrahams: Many of us see conflict as bad as something that we should avoid. Can you give us your thoughts on conflict and its importance in relationships, teams and organizations?

Amy Gallo: Yeah, it’s funny you’d think that I would be brought in to situations, organizations, teams where people are having too much conflict, but it’s actually quite the reverse. I’m often brought in because there’s not enough disagreement happening, there’s not enough feedback, not enough tension or friction, and I am a big believer that while our natural human instinct is to avoid conflict, because of course we are hardwired for likability and we see conflict as a potential rupture in our relationship or possibly damaging to our reputation, I actually believe that conflicts are not only inevitable part of interacting with other humans, but they’re a necessary part. There’s lots of research that shows that conflict leads to better work outcomes, stronger relationships, and of course that depends on navigating the conflict in a professional, productive, relational way with compassion and caring. But when done well, conflict has a whole host of good outcomes, both for our relationships, most certainly for teams, and as well for organizations. And I think we actually should be spending more time not trying to eliminate conflict, but trying to create the right kinds of conflict.

Matt Abrahams: Wow, I love that you’re brought in to talk about how to actually facilitate effective conflict. What are some of the things we can do to bring around what you call the right type of conflict? How do we do that?

[02:39] Amy Gallo: Well, one, I think we have to normalize conflict, right? So I’m sure you’ve been in this situation where you’re in a team meeting and someone disagrees with someone, someone says, or maybe is a slightly dismissive or just something starts to happen and the whole room just gets tense, right? And everyone feels like, oh gosh, well, how are we going to deal with this? And some people may immediately try to smooth it over. It might devolve quickly. The reality is we don’t make conflict normal. We don’t say we’re going to disagree. We’re not going to see eye to eye all the time. We should be debating ideas. And that’s the first step I think for teams and organizations. We want leaders who say, conflict’s going to happen. That’s good. We want the tensions. We want people to disagree about the best way to roll out this project or the right way to design a feature for our customers.

We want that disagreement and we want it to be about the ideas, not about the people. And I think that’s the key part is that when conflicts happen, we immediately think, oh, Matt and Amy aren’t getting along. Oh, there’s going to be a fight. What’s going to happen here? And we immediately think it’s you versus me as opposed to, oh wow, Matt really cares about speed. Matt is always the one who really puts the pedal to the metal, wants us to get there fast, whereas Amy is pressing on the brakes saying No highest quality product possible. Those are good tensions to have. We’re glad Matt and Amy are debating this because we’ll figure out the right way to proceed if we keep it on that level of ideas. The other thing I think is really key is I go back always to Amy Edmondson or at Harvard Business Schools work around psychological safety. You really need to have psychological safety on your team in order to have these disagreements, right? We talk about admitting mistakes, speaking up without fear of retribution or fear of negative consequences. If people are going to feel comfortable enough to say, you know what, Matt, I’m not sure I see that the same way. Let’s talk it through. That is a potential risk to our relationship, so it’s going to cause a disruption, but we have to normalize those disruptions and give people permission to raise them.

[04:45] Matt Abrahams: So there’s a lot that we can do to set up in our relationships, be they in our personal life or in our work life, to actually facilitate conflict that is actually productive. So establishing psychological safety makes a lot of sense. Amy was a guest on the podcast, and I encourage everybody to listen in to the specifics of how we can do that. We have to feel comfortable disagreeing, and then it sounds like those in power, the leaders of a group can acknowledge that conflict is good and recognize it when it’s happening. I like that example you gave where you say, Hey, these two people are in conflict and we need that conflict to help us stay of the course. And then clearly it’s really important that we focus on the problem or the issue and not the people, because once it becomes personal, the emotions can certainly change. So I really appreciate you helping us understand how we can set up an environment for positive conflict. Now, I’d like to have you help us when that conflict we’re having is not so positive. Can you share a framework or two for helping us navigate conflict that might not be the kind of conflict we really want to have?

Amy Gallo: Yeah, and the idea is not to eliminate conflict even if we feel like it’s unhealthy, but it’s to try to transform it into something more productive. Because usually even at the base of those unhealthy conflicts or those unproductive conflicts is something that needs to be resolved. So one framework I’ll share, and this is from my first book, the HBR Guide to Dealing with Conflict, is really thinking about before you even have a difficult conversation, say you have a conflict where you and the other person have been disrespecting each other, maybe there was a snarky email that got sent with lots of people CC’d on it, and you need to actually have a conversation before you do that. I recommend taking four steps, and these also, by the way, can be used as a coaching tool. So perhaps you’re a leader and someone comes to you and says, I’m having a conflict with so-and-So you can use these four steps to help that person think through the conflict as well.

[06:42]: The first step is to think about the other person. So when we are under stress or when we have a threat, conflict is often seen as a threat, as a threat to our identity, to our resources, to the sense of harmony we have. When that happens, we become naturally narcissistic and we become focused on what do I want to say? What do I want to do? We don’t think about the other person, not out of generosity, but the very first step is to think strategically what’s going on with that other person? What’s motivating them? What do they care about? What would be a rational reason that they’re behaving this way? And that’s going to give you some cues as to how to navigate this not so healthy conflict. Put yourself in their shoes just for a few minutes. Then you want to think about what are we actually disagreeing about?

[07:27]: Because sometimes we take these shortcuts, like the snarky email goes out and we’re like, oh, Matt and I have never gotten along. We have this total personality clash attributed to the person, or we make it bigger than it really is, and you have to really think what is at issue here, right? Are we disagreeing about the goal of this project? Are we disagreeing about status? Who actually gets to make the call? What do we actually disagree about? Really try to understand. Then the third step is to think about your goal. What is it that I actually want to achieve? You might be tempted to have a short-term goal. I just want to prove I’m right and he’s wrong, not helpful. What’s your long-term goal? What is it you? Is it that you need to get this project done on time? Is it that you want to preserve your relationship with the other person because you need to work closely together for the next six months?

[08:14]: Whatever it is, focus on that and with that information, what you know about the other person, what you’re disagreeing about, what your goal is, you then make a decision about how to proceed. It has to be really thoughtful. I think we often act rashly because we’re sort of activated from the conflict, but you have to really be thoughtful. Does it make sense to sit down and talk this through? Who else might need to be in the room? Should I have a phone call if we’re remote, should I do a zoom meeting? Whatever it is, think through what’s the best way to set up this conversation for success. So that four step framework is something I always use whenever I’m trying to coach someone who’s really uncomfortable in thinking, I don’t want to have this conversation, or I just want to tell them they’re wrong and have them fix it. So those four steps can help you be much more thoughtful about preparing and being ready for the conversation.

[09:06] Matt Abrahams: One of the things I appreciate so much about your work is the frameworks that you provide, and I think frameworks are wonderful to help. Give us a moment to step back and reflect on what it is in terms of the best approach to managing these situations. I love that we first start by being other focused. It is so easy to get focused on our needs and what we want in that moment, and then to really look at what’s the source? What’s causing this conflict? What is it I want to achieve for me and perhaps for the other person or the organization. And then to really create a plan for how to proceed and then to think about when I actually do have the conversation, what’s the best way to do it in terms of timing, in terms of who else needs to be present and in terms of which is the best channel through which to have that communication really, really matters. I know for myself, when I’m in conflictual situations, I just want it to be over. I want to make sure that I get my way and I just want to move on. Having a framework like yours can really help slow me down and make me other focused, which I think will really help in resolving these conflicts.

Amy Gallo: Can I just make a comment? Having it my way is so normal, it’s so relatable. I mean, I’m thinking about a conflict I had yesterday and I was like, how can I set this up and truthfully, how can I manipulate this situation so it just goes my way? And then I was like, wait a second, I’m going to put this person completely on the defensive. This is all going to devolve, and then I’m going to have to have five more conversations instead of one in which I’m actually collaborative instead of manipulative. And so I think we really, that’s an important part is I often get asked, well, how can I make them do this? I was like, you cannot make them do anything, but what you can do is lay the groundwork for a collaborative discussion in which hopefully you both will get what you want or at least part of what you want. It’s rare to have a zero sum situation where you can’t sort of find something where you both can win a little.

[11:09] Matt Abrahams: People can’t see that I’m smiling broadly because it does my heart well to know that an expert in conflict management still falls into some of the traps that I do. Something there that you said that I think is really critical that I want to call out is that the goal of these conversations is invitation rather than getting the person to be defensive, that you want to invite the person to work with you to solve the problem. It’s a collaborative effort rather than a manipulative effort where you’re just trying to work around the other person. And one of the biggest payoffs beyond collaboration is it ultimately saves you time because as you implied, if you just try to manipulate the situation, you then have to spend so much time cleaning up that mess. So there’s an incentive just in terms of efficiency, I think, in all of this.

Amy Gallo: Absolutely.

[11:56] Matt Abrahams: Now, we’ve talked a lot about conflict and people that are difficult. I’d like to switch gears and look at the other side of the coin. In your book getting along, you share the benefits of having friends at work and actually seeking out those friendships. Can you shed some light on the benefits of having colleagues and friends at work, and what are some of your principles for how we can get along with anyone that we work with?

[12:22] Amy Gallo: I love this question because I think we could spend all day talking through the patterns of behavior that drive us up a wall, but the reality is when you look at all of the stats, most people have a majority of positive relationships at work, or at least neutral. The problem is those negative relationships take up an outsized portion of our energy and emotion, and so we’re really thinking a lot about the difficult people when in reality we should be spending most of our time focusing on the more positive relationships because there’s lots and lots of research that shows that those positive relationships have such a huge benefit, not only emotionally on us, right? Of course, it feels good to have a best friend on work, but also creatively in terms of efficiency. One of my favorite pieces of research I found in working on the book was a group of researchers at Rutgers University found that people who reported having a best friend at work had higher performance ratings.

[13:20] I think we often think about relationships as a bonus, right? Like, oh, I like the people I work with. Oh, how lucky you are. But the reality is it affects how we actually do our jobs. It’s not the icing on the cake. It is the cake. Now, that doesn’t mean that everyone at work has to be your best friends. You don’t have to go out for drinks. You don’t have to invite each other over for cookouts on the weekend. It just means you have to care about one another and be invested in one another’s success. That sort of warmth and benevolence between people really can make a big difference in how we experience work, but also in how we carry out and do the work.

[13:58] Matt Abrahams: But I’m hearing you say as your friends help you lighten your load. That’s right. That’s amazing. I know I made a mistake early in my managerial career where my whole goal was to be liked. I just wanted people to like me to be my friends, and I over-indexed on that so much so that people would take advantage of me. I’d love for you to share some advice about how to actually foster friendships at work without going to the extreme as I did and actually end up not making friends and actually making life a little bit worse for those who are reporting to me.

[14:29] Amy Gallo: So many people have been in your shoes, myself included, of if I’m liked, that is the gold. Every manager just wants to be everyone’s favorite manager. Why wouldn’t you want that? But if you think back to the managers you had, they weren’t necessarily my favorite managers. Sometimes it was actually the person who I didn’t have the warmest relationship with, but I respect it and I learned a lot and they pushed me. So I think really mentally thinking, focus on respect over likability. The other key piece is boundaries, and I think the issue there is you’re managing people, you’re becoming friends, and then you either feel taken advantage of, people start to perceive favoritism, all of those things that can happen, and that’s where you really need boundaries. In fact, I actually reported at one point in my career to someone who was a very good friend from college, and when we began our working relationship, we were very clear.

[15:22] We’re like, we got to keep this separate for the perception of others. We don’t want us to be perceived as playing favorites or giving one another advantages, but also because we don’t want it to impact our friendship. If she called me, I would say I’d pick up and say, friend call or work call, and I think it was really clear, and when there were potential conflicts of interest, which there were sometimes we were very clear about, okay, how are we going to navigate this? And I think that has to be true even if your friend is your peer, right, have a conversation. It doesn’t have to be sort of this in depth define the relationship conversation, but it could be helpful to say, sometimes I’m going to have information that you’re not going to be privy to. Sometimes I’m going to have to make a decision that I know is not going to be something you’re going to be super happy with, but how do we want to handle that? When that comes up, how do we want to make sure our friendship stays intact and not impact the work relationships? So I think boundaries are really important.

[16:16] Matt Abrahams: That is so helpful, and the notion of boundary setting is critical to those relationships, and you might set different boundaries with different colleagues, but having an overt, explicit conversation about the boundaries I think is critical, and certainly your advice to focus on being respected versus being liked is what I ultimately came to that conclusion, but it certainly had some, there were negative consequences before I learned that lesson, and in fact, the advice I give all new managers is focus on building trust, focus on building respect and liking often comes from that.

Amy Gallo: That’s right.

Matt Abrahams: Amy, this has been fantastic. I’ve enjoyed listening to all of your advice and guidance and it is so applicable in my daily life and I’m sure in the lives of the listeners we have. Before we end, I’d like to ask you three questions. One, I’m going to create just for you, and the other two are consistent across all of our guests. Are you up for answering?

Amy Gallo: Absolutely

[17:12] Matt Abrahams: Great. I’d like for you to think back to a challenging or conflictual situation you’ve had and what are you most proud of in terms of how you handled it?

[17:23] Amy Gallo: I have a 17-year-old daughter, and we talk about conflict a lot. What I’m realizing and what I’m most proud of in negotiating conflicts with her is being able to in the moment say, here are the various things that I’m struggling with. I want to be a good mom. I want to appear as a good mom. I want to care for you, and I also need my needs met, and to be able to talk through the conflicts of interest that have, it’s not always easy. Sometimes I’m just at level 10 and losing my mind, but when I can sort of take it down a few levels and actually be present enough to say, Hey, this is what’s going on, she’s so much more responsive because instead of being that know it all mom who’s just telling her what to do instead, I’m a real person who’s struggling saying, I don’t know what the best answer is, and this is why I’m doing what I’m doing.

[18:16] Matt Abrahams: I think that is wonderful that you can do that, and I strive to do that. It can help in any interaction, not just with our kids to say, here are the things I’m struggling with in this moment, sounding real, and maybe even getting some advice and guidance to be more collaborative. Question number two, who is a communicator that you admire and why?

Amy Gallo: I have maybe a slightly strange answer, but there’s a comedian named TIG Nataro. She’s an interesting communicator. She speaks very slowly. She’s very dry, sense of humor. The other thing I like about the way she communicates, it’s delightful. She doesn’t always say what you expect, the element of surprise, not in a bad way because you can also really feel the authenticity and the intention behind what she says, and so the way that she sort of surprises you by reacting in a certain way or just sort of laying a joke that’s very relatable, very human. I always appreciate what TIG has to say.

Matt Abrahams: So it sounds like the conversational and surprising nature of the communication is what really attracts you to it. I think those are two criteria that can draw all of us into communication. We often can be very scripted and purposeful in everything we say, and sometimes having a little bit of surprise can be helpful. Final question for you, what are the first three ingredients that go into a successful communication recipe?

Amy Gallo: First, I would say empathy. I think ultimately communication is about balancing your needs and someone else’s needs. I would say assertiveness, actually knowing what you want to say and saying it confidently, and then curiosity. I really always try to lead with what do I not know that I want to know, and how do I communicate in a way that will help me get that

[20:01] Matt Abrahams: Empathy, curiosity, and assertiveness. Great communication recipe. Start with what the others need, understand their perspective. Be curious about how you can connect and collaborate and then be clear and assertive in what you want. Amy, thank you so much for your time and for your guidance. I certainly have benefited personally in dealing with challenging situations. I appreciate your time and your information. Thank you so much.

Amy Gallo: Thank you, Matt. This has been really fun.

[20:34] Matt Abrahams: Thanks for joining us for another episode of Think Fast Talk Smart, the podcast from Stanford Graduate School of Business. This episode was produced by Jenny Luna, Michael Reilly, and me Matt Abrahams. For more information and episodes, visit gsb.stanford.edu or subscribe to our show wherever you get your podcasts. Finally, find us on social media at StanfordGSB.

For media inquiries, visit the Newsroom .

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Power, culture, persuasion, and the self: communication insights from stanford gsb faculty, when words aren’t enough: how to excel at nonverbal communication, navigating the nuance: the art of disagreeing without conflict, editor’s picks.

April 15, 2024 Embracing Failure: How to Make Mistakes That Work In this podcast episode, Amy C. Edmonson outlines how leaders can foster an environment where failure is viewed as a success.

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Stanford Athletics

Men’s Basketball Adds Blakes as Graduate Transfer

STANFORD, Calif. – Welcoming its fourth transfer, and first graduate transfer, under Kyle Smith, the Anne and Tony Joseph Director of Men's Basketball, Stanford has announced the addition of Jaylen Blakes from Duke.

"Adding Jaylen Blakes to our team enhances us on many levels. He will provide us with athleticism and experience in the backcourt," said Smith. "Offensively he has the ability to score and distribute by getting paint touches with his strength and quickness, while also keeping defenses honest with the ability to knock down 3-pointers."

A three-year graduate from Duke, Blakes comes to Stanford as a two-time all-academic honoree in the ACC. He appeared in 83 games with three starts over a trio of seasons with the Blue Devils, averaging 2.2 points and 1.0 rebounds per game while operating as one of the program's top defensive players. Blakes averaged 1.8 points per night as a junior while grabbing a career-best 21 steals on the season, helping Duke advance to the NCAA Elite Eight. He previously reached the NCAA Final Four in 2021-22 as a freshman.

"Defensively, Jaylen gives us a defender with a pit bull mentality," continued Smith. "He has the ability to guard the ball which is vital to setting any defense. Being a college graduate, we will lean into his maturity and leadership. He has been a great role model and leader as a true student-athlete in prep school and college, and his knowledge and experience of the league will be helpful as we transition into the ACC."

Blakes joined the Duke program as a four-star, top-100 recruit via On3 and ESPN. He was ranked as high as No. 74 nationally and as the top-rated player in the state of New Jersey from On3, and he was slotted No. 89 by ESPN as the second-best player in New Jersey. He originally chose Duke over a plethora of high major programs, including Stanford.

Blakes is the fourth incoming transfer of the Kyle Smith era, joining Oziyah Sellers (USC), Derin Saran (UC Irvine) and Chisom Okpara (Harvard).

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by Steve Walentik | Jun 3, 2024

Luis Scheegans will be the first member of his immediate family to graduate from college when he completes his BS in mathematics later this summer. He will begin a doctoral program in geophysics at Stanford University this fall. (Photos by Derik Holtmann)

Luis Schneegans remembers his mother’s excitement and pride when he called home from the Emerging Researchers National Conference in STEM in March in Washington, D.C.

The soon-to-be graduate of the University of Missouri–St. Louis had just gotten the email letting him know he’d been accepted into a doctoral program in geophysics at Stanford University, and he was eager to share the news with his family.

“I could just hear her screaming on the phone,” Schneegans said of his mother. “It was even funnier because she was with my youngest sister, who’s 9 years old. She doesn’t even understand the magnitude of any of this that I’m doing. But she just knew it was a big deal for me. She ran around the house.”

Schneegans felt a strong desire to be around and to set an example for all three of his younger siblings when he became the first member of his immediate family to pursue higher education. That was a big reason he decided to enroll at UMSL in the fall of 2019, though he had many options after graduating from Parkway North High School as part of the National Hispanic Recognition Program .

“They were they were like 4, 7 and 13 at the time when I was making a decision for college,” Schneegans said of his younger sisters and younger brother. “I don’t think a 4-year-old can remember their older brother very often if he’s only coming to visit during holidays.”

Luis Schneegans presents some of his research on “Mathematical Modeling of EGaIn Droplets Sliding Down an Inclined Plane,” during UMSL’s Undergraduate Research Symposium in late April.

By living at home, they got to observe the work it took to finish his degree. With the completion of one elective course later this summer, Schneegans will have earned his Bachelor of Science in mathematics with a minor in philosophy .

“They don’t have to follow in my footsteps at all,” said Schneegans, who participated in a May 11 commencement ceremony for graduates of the College of Arts and Sciences . “They’re not me, and I’m not them. I can’t make them do anything. In the end, if I can just have them acknowledge that it’s possible, that’s fine by me because I didn’t even know this was a possible route in the first place.”

He relied on his own mentors to help him navigate his path to college, through his course work, into opportunities taking part in undergraduate research and through the process of applying to graduate school, all with the encouragement of his parents. But it wasn’t always easy.

Schneegans was helped financially by receiving the Curators Scholarship as well as the Margaret Bush Wilson , Eugene Meehan , Purdy Emerging Leaders and Mathematical Sciences Alumni scholarships and a Bright Flight Scholarship during his time at UMSL. But he had to overcome other challenges along the way to earn his degree.

“It started off pretty rough,” Schneegans said. “My freshman year, I had a go on a break my first semester for two months. It was a mental health break. I feel like every college student goes through. Sometimes personal life and school life jumbles up into one and becomes too difficult. For me, it just so happened to be in my first year when it happened.”

It set back his academic progress and led him to complete 27 hours of course work in the spring semester – the previous fall’s slate of classes plus new ones – as he tried to catch up.

The COVID-19 pandemic hit during that semester, adding another challenge as all his classes shifted online.

“If I didn’t learn how to time manage through that, I don’t know where I would learn time management in the future,” Schneegans said.

He intended to major in physics, but he wound up changing plans to pursue philosophy and later switched his major to mathematics. It better fit his interest in finding solutions to real-world problems, though he credits his study of philosophy in helping him learn to think logically and more critically.

“Luis was a very motivated and hard-working student,” said Associate Teaching Professor David Covert , the undergraduate mathematics director in the Department of Mathematics, Physics, Astronomy and Statistics . “He was not deterred by any setbacks, and he tended to learn from his mistakes. He was very responsive to feedback.”

Schneegans also was intentional about finding learning opportunities outside the classroom, first getting involved in the Missouri Louis Stokes Alliance for Minority Participation , or MOLSAMP, an alliance of nine institutions of higher education in Missouri that have collaborated to try to increase the number of underrepresented minority students statewide completing undergraduate and advanced degrees in STEM fields.

He learned of the program through a friend who received an invitation as a biology major. Though he was then undeclared, he reached out to Professor E. Paulette Isaac-Savage , a co-PI on the project, to see if he could participate and was approved.

The program is funded through a grant from the National Science Foundation . Participating students attend monthly meetings and receive a stipend each semester provided they maintain a minimum GPA and meet other requirements for involvement.

By taking part in MOLSAMP, Schneegans discovered how to pursue NSF-supported Research Experiences for Undergraduates or REUs. That proved invaluable to his own educational experience, and he was quick to share that with others.

“Luis is passionate about learning, which shines through in his coursework and research projects,” said Jamillah Boyd , an associate teaching professor of information systems and technology and the faculty advisor for the MOLSAMP program at UMSL. “He is always open to sharing what he learns in the classroom, at conferences, and at his summer research experiences. He uses his experiences to mentor others, which makes him an invaluable asset to our community.”

Schneegans participated in three REUs during his time at UMSL, spending summers gaining research experience at the University of Missouri–Columbia, Kansas State University and North Carolina State University.

“I was very impressed by his pursual of REUs,” Covert said. “They are one of the best tools students can use to determine what graduate research will be like.”

In the first, he learned about nonlinear dynamics and chaos theory. In the second, he researched a partial differential equation and helped model it for multiple dimensions. In his most recent internship, he worked on a mathematical physics project focused on model liquid metal dynamics for Eutectic gallium-indium , or EGaIn, a liquid metal alloy that’s a combination of gallium and indium.

By the end of his second REU, at Kansas State, he decided he wanted to go to graduate school to pursue a PhD, eventually deciding to focus on geophysics.

“It just so happened that I fell in love with research,” he said. “I fell in love with it due to the struggles of research, rather than the easiness of research.”

He relayed the experience of writing a paper highlighting his findings from a summer spent gathering and analyzing data. He estimated it was about 20 pages long, but because of a critical error made defining terms, about half those pages had to be deleted. He worked with his mentor for several hours trying his best to salvage what he could from the work.

“I didn’t realize I was going to become so passionate about the research,” Schneegans said.

He had multiple chances to present last summer’s work on “ Mathematical Modeling of EGaIn Droplets Sliding Down an Inclined Plane ,” taking part in the Emerging Researchers National Conference and UMSL’s Undergraduate Research Symposium .

Schneegans, who was also active in Math Club throughout his time at UMSL and served as an iMentor in the to freshmen, sophomores and transfer students adjusting to the university, would like to continue doing similar research work as he pursues his doctorate. He’s still deciding where that might lead him in the future.

“I’m leaning more towards the industry-research track,” he said, rather than a position in academia. “Specifically, I would like to work at a national lab. There’s a few national labs and private labs that are specifically lined up with what I want to do – Livermore National Lab , Santa Fe Institute . But I don’t want to limit my options.”

He has time to figure it out, of course, but he’s continuing to show those around him – and himself – just what is possible.

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