harvard phd education programs

Teaching and Teacher Leadership

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A groundbreaking approach to teacher education — for people seeking to learn to teach, for experienced teachers building their leadership, and for all educators seeking to enhance their practice and create transformative learning opportunities.

Teachers change lives — and at the Harvard Graduate School of Education, you can be part of the change. The Teaching and Teacher Leadership (TTL) Program at HGSE will prepare you with the skills, knowledge, support, and professional network you need to design and lead transformative learning experiences, advance equity and social justice, and generate the best outcomes for students in U.S. schools.

The program’s innovative approach is intentionally designed to serve both individuals seeking to learn to teach and experienced teachers who are deepening their craft as teachers or developing their leadership to advance teaching and learning in classrooms, schools, and districts. 

And through the Harvard Fellowship for Teaching , HGSE offers significant financial support to qualified candidates to reduce the burden of loan debt for teachers.

Applicants will choose between two strands:

• Do you want to become a licensed teacher? The Teaching Licensure strand lets novice and early-career teachers pursue Massachusetts initial licensure in secondary education, which is transferrable to all 50 states and Washington, D.C. Licensure candidates have two possible pathways — you can select a preference for either the residency fieldwork model or the internship fieldwork model . The residency model is for people ready to make an immediate impact as a teacher; the internship model offers a more gradual path.
• Do you want to focus on the art of teaching, without licensure? The Teaching and Leading strand will enable you to enhance your own teaching practice or to lead others in transforming learning in classrooms, schools, and other settings. Candidates can pursue a curriculum tailored toward an exploration of teaching practice or toward teacher leadership.

Note: Ideal candidates will come with the intention to work in U.S. schools.

“At the heart of TTL is helping teachers reach all students. Whether you are preparing for the classroom yourself or are an experienced teacher preparing to improve teaching and learning on a wider scale, our goal is to provide you with the knowledge and skills to lead others in learning.” Heather Hill  Faculty Co-Chair

After completing the Teaching and Teacher Leadership Program, you will be able to:

• Leverage your knowledge and skills to lead others in joyful, equitable, rigorous, and transformative learning.
• Analyze instruction for the purpose of improving it.
• Foster productive inquiry and discussion.
• Identify, understand, and counteract systemic inequities within educational institutions.

The Harvard Fellowship for Teaching

HGSE is committed to investing in the future of the teaching profession — and minimizing the student debt that teachers carry. We offer a signature fellowship — the Harvard Fellowship for Teaching — to qualified candidates. The fellowship package covers 80 percent of tuition and provides for a $10,000 living stipend.

This prestigious fellowship is prioritized for admitted students pursuing the Teaching Licensure Residency model. Additional fellowships may be awarded to qualified candidates admitted to the Teaching Licensure Internship model and the Teaching and Leading strand. Fellowship decisions are determined during the admissions process. Fellowship recipients must be enrolled as full-time students.       HGSE offers a range of other  financial aid and fellowship opportunities to provide greater access and affordability to our students.

Curriculum Information

The TTL Program is designed to help you gain the knowledge and practice the skills essential to leading others in learning — and will create pathways to success that will allow you to thrive as an expert practitioner and mentor in your community. A minimum of 42 credits are required to graduate with an Ed.M. degree from HGSE.

The main elements of the curriculum are:

• Commence your Foundations studies with How People Learn, an immersive online course that runs June–July and requires a time commitment of 10–15 hours per week.
• You will continue Foundations with Leading Change, Evidence, and Equity and Opportunity on campus in August. 
• Your Equity and Opportunity Foundations experience culminates in an elected course, which will take place during terms when electives are available.

To fulfill the program requirement, students must take a minimum of 12 credits specific to TTL.

• The TTL Program Core Experience (4 credits), is a full year course where all students come together to observe, analyze, and practice high-quality teaching.
• Teaching methods courses (10 credits) in the chosen content area, which begin in June. 
• A Summer Field-Based Experience (4 credits), held on site in Cambridge in July, allows you to begin to hone your teaching practice. 
• Two courses focused on inclusivity and diversity in the classroom (6 credits). 
• Field experiences , where students in the Teacher Licensure strand will intern or teach directly in Boston-area schools.
• Individuals interested in enhancing their own teaching practice can engage in coursework focused on new pedagogies, how to best serve diverse student populations, and special topics related to classrooms and teaching.  
• Experienced teachers may wish to enroll in HGSE’s Teacher Leadership Methods course, designed to provide cohort-based experience with skills and techniques used to drive adult learning and improve teaching.
• Candidates can take elective coursework based on interests or career goals, which includes the opportunity to specialize in an HGSE Concentration .

Advancing Research on Effective Teacher Preparation 

As a student in the TTL Program, you will have the opportunity to contribute to HGSE’s research on what makes effective teacher preparation. This research seeks to build an evidence base that contributes to the field’s understanding of effective approaches to teacher training, including how to support high-quality instruction, successful models of coaching and mentorship, and effective approaches to addressing the range of challenges facing our students.

TTL students will be able to participate in research studies as part of their courses, and some will also serve as research assistants, gaining knowledge of what works, as well as a doctoral-type experience at a major research university.

Explore our  course catalog . (All information and courses are subject to change.)

Note: The TTL Program trains educators to work in U.S. classrooms. Required coursework focuses on U.S. examples and contexts.

Teaching Licensure Strand

Students who want to earn certification to teach at the middle school and high school levels in U.S. schools should select the Teaching Licensure strand. TTL provides coursework and fieldwork that can lead to licensure in grades 5–8 in English, general science, history, and mathematics, as well as grades 8–12 in biology, chemistry, English, history, mathematics, and physics. In the Teaching Licensure strand, you will apply to one of two fieldwork models:

• The residency model – our innovative classroom immersion model, with significant funding available, in which students assume teaching responsibilities in the September following acceptance to the program. 
• The internship model – which ramps up teaching responsibility more gradually.

In both models, you will be supported by Harvard faculty and school-based mentors — as well as by peers in the TTL Program, with additional opportunities for network-building with HGSE alumni. Both models require applicants to have an existing familiarity with U.S. schools to be successful.  Learn more about the differences between the residency and internship models.

Summer Experience for Teaching Licensure Candidates

All students in the Teaching Licensure strand will participate in the Summer Experience supporting the Cambridge-Harvard Summer Academy (CHSA), which takes place in Cambridge in July 2023. Through your work at CHSA, you will help middle and high school students in the Cambridge Public Schools with credit recovery, academic enrichment, and preparation for high school. Students in the Teaching Licensure strand will teach students directly as part of the teaching team. This is an opportunity for you to immediately immerse yourself in a school environment and begin to practice the skills necessary to advance your career.

Teaching and Leading Strand

The Teaching and Leading strand is designed for applicants who want to enhance their knowledge of the craft of teaching or assume roles as teacher leaders. Candidates for the Teaching and Leading strand will share a common interest in exploring and advancing the practice of effective teaching, with the goal of understanding how to improve learning experiences for all students. The program will be valuable for three types of applicant:

• Individuals interested in teaching, but who do not require formal licensure to teach. This includes applicants who might seek employment in independent schools or in informal educational sectors such as arts education, after-school programs, tutoring, and youth organizations. 
• Experienced teachers who wish to deepen their practice by learning new pedagogies and developing new capacities to help students thrive.
• Experienced teachers who seek leadership roles — from organizing school-based initiatives to more formal roles like coaching and professional development.

As a candidate in the Teaching and Leading strand, your own interests will guide your journey. If you are seeking a teacher leader role, TTL faculty will guide you to courses that focus on growing your skills as a reflective leader, preparing you to facilitate adult learning, helping you understand how to disrupt inequity, and teaching you how to engage in best practices around coaching, mentoring, and data analysis. If you are seeking to learn about the craft of teaching, our faculty will similarly direct you to recommended courses and opportunities that will meet your goals.

Students in this strand can also take on internships within the TTL Program (e.g., program supervisor, early career coach) or the HGSE community, and at surrounding schools or organizations. And you can customize your learning experience by pursuing one of HGSE's six Concentrations .

Note: Applicants in the Teaching and Leading strand should expect a focus on leadership within U.S. schools.

Program Faculty

Students will work closely with faculty associated with their area of study, but students can also work with and take courses with faculty throughout HGSE and Harvard.  View our faculty directory for a full list of HGSE faculty.

Faculty Co-Chairs

Heather C. Hill

Heather Hill studies policies and programs to improve teaching quality. Research interests include teacher professional development and instructional coaching.

Victor Pereira, Jr.

Victor Pereira's focus is on teacher preparation, developing new teachers, and improving science teaching and learning in middle and high school classrooms. 

Rosette Cirillo

Sarah Edith Fiarman

Noah Heller

Eric Soto-Shed

Career Pathways

The TTL Program prepares you for a variety of career pathways, including:

Teaching Licensure Strand:

• Licensed middle or high school teacher in English, science, math, and history

Teaching and Leading Strand: 

• Classroom teachers
• Curriculum designers 
• Department heads and grade-level team leaders 
• District-based instructional leadership team members 
• Instructional and curriculum leadership team members 
• Out-of-school educators; teachers in youth organizations or after-school programs
• Professional developers and content specialists 
• School improvement facilitators 
• School-based instructional coaches and mentor teachers
• Teachers of English as a second language
• International educators seeking to understand and advance a career in U.S. education

Cohort & Community

The TTL Program prioritizes the development of ongoing teacher communities that provide continued support, learning, and collaboration. Our cohort-based approach is designed to encourage and allow aspiring teachers and leaders to build relationships with one another, as well as with instructors and mentors — ultimately building a strong, dynamic network. 

As a TTL student, you will build a community around a shared commitment to teaching and teacher development. You will learn from and with colleagues from diverse backgrounds, levels of expertise, and instructional settings. To further connections with the field, you are invited to attend “meet the researcher” chats, engage in learning through affinity groups, and interact with teaching-focused colleagues across the larger university, by taking courses and participating in activities both at HGSE and at other Harvard schools. 

Introduce Yourself

Tell us about yourself so that we can tailor our communication to best fit your interests and provide you with relevant information about our programs, events, and other opportunities to connect with us.

Program Highlights

Explore examples of the Teaching and Teacher Leadership experience and the impact its community is making on the field:

Donors Invest in Teachers, Reaching Key Milestone

The $10 million Challenge Match for Teachers, now complete, will expand scholarships for students in Teaching and Teacher Leadership

HGSE Honors Master's Students with Intellectual Contribution Award

Program Type

• Combined Degree (4)
• Degree Granting (72)
• Summer Programs (1)
• Visiting Students (4)

Academic Areas

• Arts & Architecture (4)
• Biological Sciences (4)
• Engineering & Applied Sciences (10)
• Harvard Integrated Life Sciences (14)
• History (14)
• Humanities (22)
• Languages (9)
• Mathematics (2)
• Medical Sciences (7)
• Physical Sciences (6)
• Social Sciences (21)

Degrees Offered

• AB/AM, AB/SM (1)
• Doctor of Philosophy (PhD) (68)
• Master of Arts (AM) (8)
• Master of Engineering (ME) (2)
• Master of Science (SM) (4)

GRE Requirement

• Not Accepted (28)
• Optional (28)
• Required (14)

African and African American Studies

American studies, anthropology, applied mathematics, applied physics, architecture, landscape architecture, and urban planning, bioengineering, biological and biomedical sciences, biological sciences in public health.

Doctoral Programs

In this section, phd in public policy.

• PhD in Political Economy & Government

PhD in Health Policy

Phd in social policy.

• Job Market Candidates

Health care and politics. Inequality and public policy. Economics and disruption.

You see today's most compelling global issues as complex, interrelated, and urgent. You believe that fresh ideas—and research to carry them through—are critical to building stronger communities and a more just world.

In collaboration with the  Harvard Kenneth C. Griffin Graduate School of Arts and Sciences  (Harvard Griffin GSAS),  Harvard Kennedy School immerses you in rigorous learning that bridges academic disciplines and draws from leading faculties across the university’s graduate schools. When you pursue a doctoral degree at HKS, you are among extraordinarily bright minds, you’ll work with committed faculty members who are leaders in their fields, and you’ll have unparalleled access to resources across Harvard University.

Prepare yourself for a career in academia or policymaking that demands advanced knowledge of economics, political science, and social policy. Translate your ideas into action that can untangle our world’s unprecedented challenges. Join us.

Media Literacy Education and AI

• Posted April 3, 2024
• By News editor
• Online Education
• Teachers and Teaching
• Technology and Media

How can educators help students think critically and evaluate all types of communication including digital platforms? In this edition of Education Now, panelists discuss the skills needed to navigate a world increasingly influenced by artificial intelligence, misinformation, and fake news.

• Merve Lapus , vice president, Education Outreach & Engagement, Common Sense Education 
• Sarah Newman , director of art and education, metaLAB (at) Harvard, Berkman Klein Center for Internet & Society at Harvard University
• Faith Rogow , author, Media Literacy for Young Children: Teaching Beyond the Screen Time Debates

Uche Amaechi , Lecturer on Education, HGSE

Key Takeaways:

• It is never too soon and never too late to empower students to think critically and creatively, not cynically, about generative AI and all media. An inquiry mindset is a good entry point.
• Teach students the habit of asking inquiry-based critical thinking questions and remind them that all media are created and what is included and excluded influences the messages that are conveyed. 
• Don’t give AI too much power. Everyone, including educators, should actively question the role they want new technologies to have in our lives, including our schools, colleges, and universities.

Additional Resources:

• The State of Media Literacy Education in the U.S.
• AI Literacy Lessons for Grades 6-12 - CommonSense.org
• Resources - DemocracyReadyNY
• Media Literacy Handouts - Project Look Sharp
• Media Literacy Education Musings - Faith Rogow
• Media Literacy for Young Children: Teaching Beyond the Screen Time Debates
• AI Guide - The AI Pedagogy Project
• Assignments - The AI Pedagogy Project
• Gram and Gran Save the Summer - A Whimsical Adventure in Media Literacy
• From Digital Native to Digital Expert - Usable Knowledge

Education Now

A webinar and newsletter series to shape new approaches to challenges in education

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The Challenge of Climate Change Messaging

• Posted October 24, 2023
• By Ryan Nagelhout
• Climate Change and Education
• Education Reform
• Moral, Civic, and Ethical Education
• Technology and Media

In many parts of the world, the impacts of climate change are an unavoidable reality of everyday life. Action to combat its life-threatening effects in many places including the United States, however, remains mired in political infighting and misinformation. The gridlock of climate denial in the face of ever-greater consequences for communities has created opportunities to look outside of the traditional scientific community for ways to reach the public with accurate information about climate change.

To help confront these issues, Harvard’s Salata Institute for Climate and Sustainability has established a new grant program that specifically seeks out proposals from researchers and educators without a climate background, in the hopes that new ideas and approaches can help develop a broader approach to combating climate change. Earlier this summer, Senior Lecturer Joe Blatt was awarded one of those grants.

Blatt, faculty co-chair of the Learning Design, Innovation, and Technology (LDIT) Program, has worked in children’s media and documentary development for decades. He’s worked extensively with Sesame Workshop and built an academic focus on the effects of media content and technology on development, learning, and civic behavior. Blatt says the urgency of the world’s climate crisis had already drawn his attention before the grant opportunity presented itself, and the persistence of climate change resistance, reinforced by misinformation and propaganda, made him realize his background could prove useful.

Blatt put together a cross-Harvard team to work on the project from a variety of perspectives and expertise, including Dustin Tingley, a department of government and Harvard Kennedy School professor whose book, Uncertain Futures , about resistance to climate crisis thinking was published earlier this year. Also involved is Mina Cikara, a Faculty of Arts and Sciences professor of psychology, who studies ways to overcome hostility between disparate groups; and Chan School of Public Health Professor Vish Viswanath, who Blatt describes as “deeply experienced in helping bring about large-scale behavior change with the public,” most notably in anti-smoking campaigns.

“You can see how those different skills converge,” says Blatt. “And our goal is to see if we can formulate and test some messages that would help actually reach people who are resistant to thinking about sustainability and alternate energy sources.”

Here, Blatt details his interest in climate change messaging and how he hopes his team can help develop more effective methods to mobilize broader public support.

The Salata Institute was specifically looking to give grants to educators who don’t specialize in climate science. Given your background in children’s media and television, you fit the bill. But what drew you to applying?

Sustainability and the climate crisis are pretty present concerns for my family. I have two children so I am very much focused on the world we are creating for them, and eager to take on something that would support sustainability and energy conversion.

As soon as I saw the Salata opportunity, it clicked that this could be a way I could both fulfill the desire to engage with the crisis, and also maybe more fruitfully apply the skills I have.

How did you approach applying for the grant?

I tried to learn as much as I could about what’s happening and, importantly, what’s not happening in climate change education. And it seemed to me a critical target would be people who ought to support sustainability and green energy in terms of self-interest and logical thinking, but who had been politicized to think differently. Could there be a way to engage with those folks, to help them come at the whole issue with fresh eyes?

I thought the answer could be “maybe,” but I need some colleagues who are more expert and more knowledgeable than I on how to do that. So I started reaching out to other faculty at Harvard and put together a team that I couldn’t be more excited about. Our goal is to see if we can formulate and test some messages that would help actually reach people who are resistant to thinking about climate.

Even acknowledging the existence of climate change and its impacts is often a politically loaded act. There are established biases to overcome and misinformation to combat with a project like this. Where do you even begin?

My belief is that there are people who have been persuaded that green energy is a threat to their livelihood and the climate crisis is not real, but could be persuaded otherwise if the facts reach them in credible and meaningful ways. The issue of credibility is really the focus of Dustin [Tingley]’s book, Uncertain Futures , where he points out one reason people may be skeptical is that, very often, they have experience with government putting forth some claim or promise and then not following through. So that’s one part.

But there’s also a larger propaganda effort by people whose interests are in fossil fuels and not changing current corporate commitments, people who have really pushed a line of thought that I think is wrong and can be successfully countered.

In a sense it’s going around these people who have made a campaign of denial, but it’s also trying to reach people who would probably consider themselves opponents now, but who are just regular people and we can hopefully talk to them in a meaningful way.

Communicating these important issues to young people, who often come to the conversation without as much bias, could certainly be a powerful tool if they’re engaged the right way. How does that level with the work you’ve done in other areas in the past?

That’s one of the strategies we’ll investigate in this project. It’s almost always the case that peer exchange is the most compelling manner of communicating anything. It’s not about getting people to listen to us, it’s about helping people who are thinking more openly to talk to their families and friends. How do we do that?

I’m thinking there might be a role for media of various kinds, maybe social media. There are interesting possibilities for local outlets like Next Door, very local social media. Or block parties. Maybe some role for technology, I’m not sure.

One fantasy I have is that maybe we could develop a low-cost augmented reality program that would enable people literally to see the difference between now and what could be if we move in the direction of green energy. There are also some intriguing interactive tools out there for examining at a very local level what climate change means for your area — what parts of your town would be underwater with sea level rise, things like that.

I think there are a lot of potential levers. Which ones and what to say around them and how to get them out is what we’re going to work on.

There’s often a nihilism or hopelessness that comes with the way we talk about climate change, because the problems are so big, and the impact individuals can make often seems so small. A project like this sounds very hopeful, at least in finding more productive paths for communicating with people about the issue.

People can get discouraged or feel cynical, that’s absolutely right. Ultimately, we do have to act politically to make a difference and approve major policy changes and commitments. But I bet that acting locally and on a smaller scale enables people to think more positively politically. You can’t necessarily overcome the political propaganda problem until you have people thinking about what climate change means for their job, their neighborhood. That’s the underlying strategy.

What does your background — which ranges from studying children’s programming like Sesame Street to research and other educational consulting — bring to a project that will focus on climate?

My arc, so to speak, has been about discovering how media can be a powerful source of learning. I started in news and public affairs, pivoted into documentaries, and eventually into more interactive media. Along the way, I realized that there are ways to get ideas to stick with people through those media. That led me to this concept I’ve been trying to develop and define of informal learning, which is learning outside of formal school systems, and how a combination of media and face-to-face experiences can really be a constructive learning platform. Especially about things that don’t easily fit the standard school curriculum.

That feels very on the nose for this. This is not a subject schools have a place for or expertise in. I envision a combination of media messages and face-to-face experiences, like block parties or get-togethers and back-to-school nights, all built on some understanding of what designs work to make effective informal learning materials. That’s the kind of thinking that I bring.

The grant is for just under a year of work. What do you realistically think you can create with a report in that amount of time?

The goal is to launch something and see if we can build on it. I do think that the Salata Institute was very smart not only to attract people who haven’t worked on climate already, but also to encourage cross-university engagements. I’ve never been involved in a project that had three other schools joining in, and I’m not sure anybody else here has, either. So that’s exciting and promising as well.

It’s the different expertise those colleagues bring but also the different networks they bring. We hope to benefit from the cross-school collaboration in a lot of ways.

Ideally, what does this project become for you? Do you expect this to be the start of a new area of interest?

In narrow terms, we will only get as far as developing some messages and lightly testing. I hope we get the opportunity, through further funding, to go beyond the initial project to do some substantive testing and, if we come up with something that works, to get broader dissemination.

I think there’s a natural convergence between education, psychology, government policy, and public health. And if this project demonstrates we can actually work together across those disciplines and across those schools, which could be a real contribution to how other good ideas at Harvard actually find their way into the world. It’s something I’ll be thinking about a lot as we do this.

We don’t know yet all the other things that will have to happen to deal with climate change. So, if the process we’re embarking on yields something useful, then it will demonstrate a way to design future projects to tackle the ever-expanding climate change challenge.

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U.S. News Releases 2024 Best Graduate Programs Rankings

Find the top-ranked graduate schools in business, education, law, nursing and other fields.

U.S. News Ranks Best Graduate Schools

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To help prospective graduate students find a school that fits their needs, U.S. News released the 2024 rankings for multiple graduate fields.

Depending on the job or field, earning a graduate degree may lead to higher earnings, career advancement and specialized skill development.

But with several types of degrees and hundreds of graduate schools, it can be difficult to narrow down the options. To help prospective graduate students find a school that fits their needs, U.S. News released its 2024 Best Graduate Schools rankings today. They evaluate business, education, fine arts, health, law, library studies, nursing, public affairs, science, and social sciences and humanities graduate programs. Medical school and engineering rankings are not being released at this time.

A notable methodology change includes a new salary indicator based on profession in the business rankings.

Additionally, for the first time in four years, there are new rankings for a blend of doctoral and master's programs in audiology, occupational therapy, physical therapy, pharmacy, nurse midwifery and speech-language pathology. Graduate programs in nurse anesthesia and social work are also ranked for the first time since 2016 and 2022, respectively. Those and other specialty rankings are based on reputation ratings from scholars at other surveyed schools.

Read each program's specific methodology for the most detailed explanations of all the changes. The rankings are one source of information among many that prospective college students can use to inform their college decision. Below is a summary of the top-ranked schools in four major graduate program areas:

Best Law Schools

Best business schools, best nursing schools, best education schools.

Among the top 10 law schools . Yale Law School in Connecticut and California-based  Stanford Law School shared the top spot again. The  University of Chicago Law School in Illinois maintained its No. 3 rank, followed by a four-way tie at No. 4: Duke University School of Law in North Carolina, Harvard Law School in Massachusetts, the University of Pennsylvania Carey Law School and the University of Virginia School of Law .

Columbia Law School in New York ranked No. 8 again, while there was a three-way tie for No. 9: New York University School of Law , Northwestern University's Pritzker School of Law in Illinois and the University of Michigan—Ann Arbor Law School .

Looking beyond the top 10, multiple law schools moved up in the rankings. William & Mary Law School in Virginia, for instance, jumped nine spots from a tie at No. 45 to a five-way tie at No. 36.

U.S. News also ranked 13 law specialties: business/corporate, clinical training, constitutional, contracts/commercial, criminal, dispute resolution, environmental, health care, intellectual property, international, legal writing, tax and trial advocacy. (You can filter by specialty on the  main ranking page .)

Meanwhile, in the  part-time law school rankings – which consists of law schools with at least 20 part-time students enrolled in fall 2022 and fall 2023 – the top three stayed the same. The  Georgetown University Law Center in Washington, D.C., is once again at the top while D.C.-based  George Washington University Law School , now No. 3, switched places with the  Fordham University School of Law in New York City, which claimed second place.

Previously ranked at No. 3 and No. 6 respectively, the University of Pennsylvania's Wharton School and Stanford Graduate School of Business took the top spot in this year's full-time MBA program rankings . Northwestern's Kellogg School of Management and the University of Chicago's Booth School of Business moved down from their previous places in the top two to tie at No. 3.

While the top 10 mostly consists of the same schools as last year, both the Haas School of Business at the University of California, Berkeley and the University of Virginia's Darden School of Business joined those ranks this year. UC Berkeley rose from a three-way tie at No. 11 to a three-way tie at No. 7, while UVA moved up four spots from No. 14 to a tie at No. 10.

Farther down the full-time MBA rankings, there were some big changes. For example, Pitt's Joseph M. Katz Graduate School of Business soared 39 spots from a tie at No. 86 to a tie at No. 47.

Meanwhile, the very top of the part-time MBA rankings looks similar to last year, with the same schools in the top 5: UChicago, UC Berkeley, Northwestern, NYU's Leonard N. Stern School of Business and the Anderson School of Management at the University of California—Los Angeles. But UChicago took the No. 1 spot from UC Berkeley this year.

Moving up from No. 2, Johns Hopkins University School of Nursing in Maryland tied with Emory University's Nell Hodgson Woodruff School of Nursing in Georgia to claim the top spot in this year's nursing master's program rankings. Duke University School of Nursing in North Carolina climbed up by one to claim the third spot.

Johns Hopkins ranked No. 1, as it did last year, in the Doctor of Nursing Practice program rankings. George Mason University School of Nursing in Virginia – which reported more graduates and resources per faculty – soared from a four-way tie at No. 39 to take the No. 2 spot. Duke tied with the University of Washington School of Nursing to round out the top three.

Duke also ranked No. 1 in all of the ranked nursing master's nursing practice specialties, including administration, family, both acute and primary care adult gerontology, and mental health.

Once again, Teachers College, Columbia University in New York was No. 1 in the graduate education schools rankings. This year, however, it tied with the University of Wisconsin—Madison School of Education , which climbed two spots.

The University of Michigan—Ann Arbor's School of Education dropped from the top position to tie with the UCLA School of Education and Information Studies at No. 3. UCLA was previously tied at No. 7.

U.S. News also ranks nine education specialties, with the College of Education at Michigan State University claiming the top spot in the following categories: curriculum and instruction, educational administration, elementary teacher education, higher education administration and secondary teacher education.

Searching for a grad school of education? Access our  complete rankings  of Best Graduate Schools.

Grad Degree Jobs With $100K+ Salaries

Tags: students , graduate schools , medical school , business school , law school , education graduate school , engineering graduate school , MBAs , nursing programs

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Exploring generative ai at harvard.

Jessica McCann

Harvard Correspondent

Leaders weigh in on where we are and what’s next

The explosion of generative AI technology over the past year and a half is raising big questions about how these tools will impact higher education. Across Harvard, members of the community have been exploring how GenAI will change the ways we teach, learn, research, and work.

As part of this effort, the Office of the Provost has convened three working groups . They will discuss questions, share innovations, and evolve guidance and community resources. They are:

• The Teaching and Learning Group , chaired by Bharat Anand , vice provost for advances in learning and the Henry R. Byers Professor of Business Administration at Harvard Business School. This group seeks to share resources, identify emerging best practices, guide policies, and support the development of tools to address common challenges among faculty and students.
• The Research and Scholarship Group , chaired by John Shaw , vice provost for research, Harry C. Dudley Professor of Structural and Economic Geology in the Earth and Planetary Sciences Department, and professor of environmental science and engineering in the Paulson School of Engineering and Applied Science. It focuses on how to enable, and support the integrity of, scholarly activities with generative AI tools.
• T he Administration and Operations Group , chaired by Klara Jelinkova , vice president and University chief information officer. It is charged with addressing information security, data privacy, procurement, and administration and organizational efficiencies.

Klara Jelinkova, Bharat Anand, and John Shaw.

Photos by Kris Snibbe/Harvard Staff Photographer; Evgenia Eliseeva; and courtesy of John Shaw

The Gazette spoke with Anand, Shaw, and Jelinkova to understand more about the work of these groups and what’s next in generative AI at Harvard.

When generative AI tools first emerged, we saw universities respond in a variety of ways — from encouraging experimentation to prohibiting their use. What was Harvard’s overall approach?

Shaw: From the outset, Harvard has embraced the prospective benefits that GenAI offers to teaching, research, and administration across the University, while being mindful of the potential pitfalls. As a University, our mission is to help enable discovery and innovation, so we had a mandate to actively engage. We set some initial, broad policies that helped guide us, and have worked directly with groups across the institution to provide tools and resources to inspire exploration.

Jelinkova: The rapid emergence of these tools meant the University needed to react quickly, to provide both tools for innovation and experimentation and guidelines to ensure their responsible use. We rapidly built an AI Sandbox to enable faculty, students, and staff to experiment with multiple large language models in a secure environment. We also worked with external vendors to acquire enterprise licenses for a variety of tools to meet many different use cases. Through working groups, we were able to learn, aggregate and collate use cases for AI in teaching, learning, administration, and research. This coordinated, collective, and strategic approach has put Harvard ahead of many peers in higher education.

Anand: Teaching and learning are fundamentally decentralized activities. So our approach was to ask: First, how can we ensure that local experimentation by faculty and staff is enabled as much as possible; and second, how can we ensure that it’s consistent with University policies on IP, copyright, and security? We also wanted to ensure that novel emerging practices were shared across Schools, rather than remaining siloed.

What do these tools mean for faculty, in terms of the challenges they pose or the opportunities they offer? Is there anything you’re particularly excited about?

Anand: Let’s start with some salient challenges. How do we first sift through the hype that’s accompanied GenAI? How can we make it easy for faculty to use GenAI tools in their classrooms without overburdening them with yet another technology? How can one address real concerns about GenAI’s impact?

While we’re still early in this journey, many compelling opportunities — and more importantly, some systematic ways of thinking about them — are emerging. Various Harvard faculty have leaned into experimenting with LLMs in their classrooms. Our team has now interviewed over 30 colleagues across Harvard and curated short videos that capture their learnings. I encourage everyone to view these materials on the new GenAI site; they are remarkable in their depth and breadth of insight.

Here’s a sample: While LLMs are commonly used for Q&A, our faculty have creatively used them for a broader variety of tasks, such as simulating tutors that guide learning by asking questions, simulating instructional designers to provide active learning tips, and simulating student voices to predict how a class discussion might flow, thus aiding in lesson preparation. Others demonstrate how more sophisticated prompts or “prompt engineering” are often necessary to yield more sophisticated LLM responses, and how LLMs can extend well beyond text-based responses to visuals, simulations, coding, and games. And several faculty show how LLMs can help overcome subtle yet important learning frictions like skill gaps in coding, language literacy, or math.

Do these tools offer students an opportunity to support or expand upon their learning?

Anand: Yes. GenAI represents a unique area of innovation where students and faculty are working together. Many colleagues are incorporating student feedback into the GenAI portions of their curriculum or making their own GenAI tools available to students. Since GenAI is new, the pedagogical path is not yet well defined; students have an opportunity to make their voices heard, as co-creators, on what they think the future of their learning should look like.

Beyond this, we’re starting to see other learning benefits. Importantly, GenAI can reach beyond a lecture hall. Thoughtful prompt engineering can turn even publicly available GenAI tools into tutorbots that generate interactive practice problems, act as expert conversational aids for material review, or increase TA teams’ capacity. That means both that the classroom is expanding and that more of it is in students’ hands. There’s also evidence that these bots field more questions than teaching teams can normally address and can be more comfortable and accessible for some students.

Of course, we need to identify and counter harmful patterns. There is a risk, in this early and enthusiastic period, of sparking over-reliance on GenAI. Students must critically evaluate how and where they use it, given its possibility of inaccurate or inappropriate responses, and should heed the areas where their style of cognition outperforms AI. One other thing to watch out for is user divide: Some students will graduate with vastly better prompt engineering skills than others, an inequality that will only magnify in the workforce.

What are the main questions your group has been tackling?

Anand: Our group divided its work into three subgroups focused on policy, tools, and resources. We’ve helped guide initial policies to ensure safe and responsible use; begun curating resources for faculty in a One Harvard repository ; and are exploring which tools the University should invest in or develop to ensure that educators and researchers can continue to advance their work.

In the fall, we focused on supporting and guiding HUIT’s development of the AI Sandbox. The Harvard Initiative for Learning and Teaching’s annual conference , which focused exclusively on GenAI, had its highest participation in 10 years. Recently, we’ve been working with the research group to inform the development of tools that promise broad, generalizable use for faculty (e.g., tutorbots).

What has your group focused on in discussions so far about generative AI tools’ use in research?

Shaw: Our group has some incredible strength in researchers who are at the cutting edge of GenAI development and applications, but also includes voices that help us understand the real barriers to faculty and students starting to use these tools in their own research and scholarship. Working with the other teams, we have focused on supporting development and use of the GenAI sandbox, examining IP and security issues, and learning from different groups across campus how they are using these tools to innovate.

Are there key areas of focus for your group in the coming months?

Shaw: We are focused on establishing programs — such as the new GenAI Milton Fund track — to help support innovation in the application of these tools across the wide range of scholarship on our campus. We are also working with the College to develop new programs to help support students who wish to engage with faculty on GenAI-enabled projects. We aim to find ways to convene students and scholars to share their experiences and build a stronger community of practitioners across campus.

What types of administration and operations questions are your group is exploring, and what type of opportunities do you see in this space?

Jelinkova: By using the group to share learnings from across Schools and units, we can better provide technologies to meet the community’s needs while ensuring the most responsible and sustainable use of the University’s financial resources. The connections within this group also inform the guidelines that we provide; by learning how generative AI is being used in different contexts, we can develop best practices and stay alert to emerging risks. There are new tools becoming available almost every day, and many exciting experiments and pilots happening across Harvard, so it’s important to regularly review and update the guidance we provide to our community.

Can you talk a bit about what has come out of these discussions, or other exciting things to come?

Jelinkova: Because this technology is rapidly evolving, we are continually tracking the release of new tools and working with our vendors as well as open-source efforts to ensure we are best supporting the University’s needs. We’re developing more guidance and hosting information sessions on helping people to understand the AI landscape and how to choose the right tool for their task. Beyond tools, we’re also working to build connections across Harvard to support collaboration, including a recently launched AI community of practice . We are capturing valuable findings from emerging technology pilot programs in HUIT , the EVP area , and across Schools. And we are now thinking about how those findings can inform guiding principles and best practices to better support staff.

While the GenAI groups are investigating these questions, Harvard faculty and scholars are also on the forefront of research in this space. Can you talk a bit about some of the interesting research happening across the University in AI more broadly ?

Shaw: Harvard has made deep investments in the development and application of AI across our campus, in our Schools, initiatives, and institutes — such as the Kempner Institute and Harvard Data Science Initiative. In addition, there is a critical role for us to play in examining and guiding the ethics of AI applications — and our strengths in the Safra and Berkman Klein centers, as examples, can be leading voices in this area.

What would be your advice for members of our community who are interested in learning more about generative AI tools?

Anand: I’d encourage our community to view the resources available on the new Generative AI @ Harvard website , to better understand how GenAI tools might benefit you.

There’s also no substitute for experimentation with these tools to learn what works, what does not, and how to tailor them for maximal benefit for your particular needs. And of course, please know and respect University policies around copyright and security.

We’re in the early stages of this journey at Harvard, but it’s exciting.

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What is Happening to U.S. Higher Education?

By Olivia Robertson

Recent technological advancements and new players have shaken up various industries, like entertainment and transportation. Now, these same changes are affecting higher education in America. New research out of Vanderbilt Business uses Layton’s marketing systems theory to understand the disruptions of the academic system. 

“ United States Education Structure is Under Stress: Exploring the Destabilization of Academia’s System Settings ” emphasizes that while education leaders don’t directly control these changes, their decisions can impact the outcomes and structure of the U.S. higher education system. Co-authored by Jen Riley , Morgan M. Bryant , Kate Nicewicz-Scott , Amy Watson , and Tiffanie Turner-Henderson , the study aims to analyze how the U.S. higher education system deals with these disruptions. The authors discuss 3 primary power shifts influencing how education is marketed and provide a reference for academic leaders to make decisions and take action in response to these changes.

“Our work critically examines these shifts by intertwining historical perspectives with the demands of today’s evolving landscape, emphasizing the need for transformative change within higher education,” says Riley. 

What is Layton’s theory of marketing systems?

Layton’s theory of marketing systems is a framework that looks at how changes in power, technology, or societal values act as catalysts, sparking a series of events in a system. This system involves the exchange of goods, services, or ideas. Once a catalyst occurs, opportunities and threats arise, and people or institutions respond based on self-interest, mutuality, and morality. The outcome is a transformation of the marketing system, affecting offerings and how it contributes to the community’s well-being. Layton emphasizes adapting to these changes to remain relevant and influential.

The authors discuss how the American Industrial Revolution was the “technological shock” that led to the transformation of higher education into what it is today. At the turn of the 20th century, many prominent American universities were established, focusing on applying science to industry needs. Now, higher education faces another revolution marked by technological, economic, and cultural changes. These shifts question the value of the exchange between society and U.S. higher education, leading to power shifts in various aspects. This tension pushes for a change in the types of educational offerings, causing traditional institutions and degrees to lose perceived and actual value. 

“To remain relevant, higher education must evolve and adjust program offerings to fit current market needs,” says Riley. “Failure to evolve may lead to declining relevance and influence as society seeks greater value elsewhere.”

What are the governance and political influences on higher education in the United States?

Recent scandals like the ‘ Varsity Blues ‘ and partisan politics have eroded trust in college leadership with increased political influence over universities. This influence is exemplified by instances like former Senator Ben Sasse becoming president of the University of Florida amid protests. Political appointments in university boards have risen, and students’ contributions to university budgets have doubled in the past 40 years. Yet, despite reduced allocations, states maintain significant influence. Recent legislative actions target tenure , DEI initiatives , and expenditures. Supreme Court rulings have favored conservative positions, impacting affirmative action and race-conscious admissions, prompting calls to end similar programs at institutions.

Does accreditation matter in the U.S. higher education system?

Accreditation signals quality and legitimacy, particularly the AACSB designation for business schools. Maintaining this accreditation focuses heavily on faculty research, creating a disconnect with student-centric objectives. While being a great researcher doesn’t necessarily correlate with practical teaching, there is value in the research-teaching nexus, especially in experiential learning. However, institutional emphasis on research poses challenges. Public distrust in scientists has increased , impacting the perceived value of inflated tuition funding scientific research, and critics argue that research doesn’t necessarily benefit student learning, especially when faculty are juggling teaching priorities for paying students with expectations for research productivity. 

“The current structure creates a tension between resource allocation and student success,” the authors write. “Considering the looming threat of a decline in prospective students due to a shrinking population, it is crucial to prioritize student outcomes and retention.”

How does macromarketing impact the desire for higher education in the United States?

Prior research indicates one macromarketing (big-picture, economic, and societal) effect of a successful higher education marketing system is the evidence of community quality improvement. However, Americans have lost confidence in the economic benefit of higher education, questioning its payoff, affordability, and access . Recent studies indicate a declining enthusiasm for college among Gen Z, with 50% believing a college degree is unnecessary. With the national birth rate decline since the 1960s posing challenges, there aren’t enough young workers to replace retiring Baby Boomers, threatening the historically counter-cyclical nature of the economy and demand for education. And, despite a growing need for skilled workers, many Americans feel that colleges and universities are not adequately preparing graduates for the workforce.

How has competition, especially technological, affected U.S. higher education?

Google, a key player in digital marketing , introduced Career Certificates as an affordable alternative to traditional degrees, making education more widely accessible. Google partnered with universities, shifting classroom responsibilities to external entities. By collaborating with universities, Google is a curriculum provider that bridges the gap between professors’ expertise and current industry practices. This partnership shifts traditional classroom responsibilities from professors to external, for-profit entities. Google’s approach, outlined in the company’s marketing materials, encourages faculty to provide “wraparound support” to a curriculum they did not participate in creating or delivering. Similar models are adopted by other companies like Ziplines Education, formerly GreenFig , which partners with prestigious institutions to support or replace traditional education.

Guild Education , a for-profit company, brokers employer-sponsored education benefits, directing millions of adult learners to selected programs. Industry leaders like Bloomberg and Salesforce offer branded certificates, emphasizing skills over degrees. Guild Education’s influence as a power player in education is significant, directing millions of credit hours. Despite its limited partnership with less than 1% of 4-year degree-granting institutions, it manages tens of millions of credit hours, establishing itself as a significant educational power player. Its focus on employer-sponsored adult learners positions Guild Education as a disruptive force. In turn, many companies, including Google, no longer require degrees for all hiring, focusing on skills and experience, further emphasizing the significance of Guild Education and similar opportunities.

The shift toward skills-based hiring and technology implementation in education is reshaping the value and demands of higher education. In addition to the presentation of one’s skills via certificate becoming more prominent and desirable, the pandemic accelerated the shift to online learning, emphasizing the need for educators to adapt to modern tools and experiential teaching methods. Additionally, COVID-19, leading to the switch to online learning, strengthened theories that traditional classroom learning environments were no longer sufficient, leading universities to show how they can provide value to in-person students, especially given the high price tag of higher education. 

Conclusion: How do Layton’s model and industry shifts affect higher education?

The described changes place a significant responsibility on academia to make informed and strategic choices to stay relevant. Layton’s model emphasizes the need for adaptation, showcasing the unidirectional nature of the system setting arrow. Implementing simulations and modern technology may divide instructors, requiring a critical examination of traditional market system structures. Proposing innovative models that optimize self-interest, mutuality, and morality could make traditional institutions more adaptable. The suggestion of collaboration between professors and industry leaders could bridge the knowledge gap and decrease university overhead. 

“ This manuscript underscores the urgency for academia to evolve and address current challenges in a meaningful way,” says Riley.

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Sasha de Vogel

Raphael Morrison Dorman Memorial Postdoctoral Fellow, Weatherhead Scholars Program

I am a political scientist researching the politics of authoritarian regimes and collective action in Russia and the post-Soviet region.

I am a Raphael Morrison Dorman Memorial Postdoctoral Fellow at the  Weatherhead Center for International Affairs  at  Harvard University . I received my PhD in  Political Science  from the  University of Michigan  in 2021 and I was a post-doctoral fellow at  New York University 's  Jordan Center for the Advanced Study of Russia  from 2021-2022.

My work examines when and why autocratic regimes promise concessions to protestors, how these promises affect mobilization and their impact on policies.

In my  book project , I emphasize that a concession entails a process of potential policy change that begins with a promise of future action. Because these promises are not inherently credible, concessions are vulnerable to reneging, or the deliberate failure to implement concessions. I argue that while concessions can be an avenue to address problems about which the government lacked information, in many cases, they are used to undermine mobilization in the short-term, even if later reneging allows the grievance to endure. The book uses an original database on protest campaigns against the Moscow City government about policy-related grievances and is also informed by interviews with activists I conducted during fieldwork in Moscow. My related dissertation won the Juan Linz Prize for Best Dissertation in the Comparative Study of Democracy.

My other  research  interests in comparative politics include authoritarian institutions, repression, authoritarian responsiveness, urban politics and post-Soviet politics.

I also hold an MA in Russian, Eastern European and Eurasian Regional Studies and a BA in Slavic Studies, both from  Columbia University . My research has been supported by the  National Science Foundation  and the  Carnegie Corporation/Harriman Institute , among others.

My Insights:

A War With No End in Sight

"More Russians have died in Ukraine than in all wars the country has fought since 1945 combined. But escalating repression and a culture of helpless disengagement have kept support for the war high," writes Sasha de Vogel.

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Johns Hopkins graduate programs again ranked among nation's best

'u.s. news & world report' includes 38 jhu programs among the top 10 in the u.s. in its annual rankings, including no. 1 ranked programs in nursing and public health.

By Hub staff report

Johns Hopkins University has 38 graduate schools, academic programs, and specialties ranked among the top 10 in the nation, including nine with No. 1 rankings, according to the latest edition of "Best Graduate Schools" from U.S. News & World Report , published earlier today.

Two schools at Hopkins—the Bloomberg School of Public Health and the School of Nursing —earned No. 1 rankings overall, and the School of Education entered the top 10, according to U.S. News & World Report .

Portions of the publication's annual list were released today but rankings for schools of medicine and engineering were delayed and will be released at a later date.

Among the new rankings released today:

The School of Nursing's DNP program ranked No. 1 for the third year in a row. Its master's degree programs tied at No. 1, up from No. 2 last year. In gerontology, the school moved up two spots to No. 1 for primary care, and up one spot to No. 2 for acute care. In other specialty areas, the School of Nursing's doctoral programs ranked:

• Psychiatric/mental health: No. 1
• Family: No. 3 (tied)
• Leadership: No. 4 (tied)
• Nursing Anesthesia: No. 36 (tie)

Public Health

The Bloomberg School retained its longtime No. 1 overall ranking among public health programs—it has held the top spot since 1994, the year the rankings began. In specialty areas, the Bloomberg School ranked:

• Environmental Health Sciences: No. 1
• Epidemiology: No. 1
• Health Policy and Management (Public Health): No. 1
• Social and Behavioral Sciences: No. 1
• Biostatistics: No. 2

Johns Hopkins tied at No. 8 in the Education category, up from No. 13 last year. The school also tied at No. 23 in higher education administration programs.

Public Affairs

Overall, Johns Hopkins programs in public affairs tied at No. 39. In subcategories, Johns Hopkins tied at No. 6 in Health Policy and Management (Public Affairs), No. 11 in International/Global Policy and Administration, and tied at No. 35 in Public Policy Analysis.

U.S. News & World Report updates some of its rankings each year and republishes the most recent rankings in other areas. Among the republished rankings for Hopkins, which are still current:

Biological Sciences

Hopkins is tied for No. 6 overall with six top 10 specialty rankings:

• Molecular biology: No. 3 (tie)
• Cell biology: No. 4
• Neuroscience: No. 4 (tie)
• Immunology: No. 5
• Genetics, genomics, and bioinformatics: No. 6 (tie)
• Biochemistry, biophysics, and structural biology: No. 8

Biostatistics

Hopkins is ranked No. 1 (tie) for Biostatistics at the doctoral level. (Note: U.S. News & World Report also ranks biostatistics as a sub-category of public health, where Hopkins is No. 2.)

The university is tied at No. 20 in Chemistry and ranks No. 9 in the Biochemistry subcategory.

Computer Science

The university is tied for No. 24 overall and tied at No. 21 in the specialty of Artificial Intelligence.

Earth Sciences

The university is tied at No. 30 in Earth Sciences.

Johns Hopkins' program in economics is tied at No. 22.

English tied at No. 13 overall with the following specialty rankings:

• Literary criticism and theory: No. 3
• British literature: No. 10 (tie)
• American literature after 1865: No. 17

Health Care Management

The university is No. 7.

Johns Hopkins ranks No. 10 overall, with the following specialty rankings:

• African-American history: No. 3 (tie)
• Cultural history: No. 4 (tie)
• U.S. Colonial history: No. 5 (tie)
• Women's history: No. 6 (tie)
• African history: No. 7 (tie)
• European history: No. 7 (tie)
• Modern U.S. history: No. 16 (tie)

Mathematics

Johns Hopkins is tied at No. 20 in Mathematics with the following specialty rankings: + Analysis: No. 18 (tie) + Algebra: No. 23 (tie) + Applied Math: No. 25

Overall, the university is tied at No. 13 with the following specialty rankings: + Living Systems: No. 5 (tie) + Cosmology: No. 7 + Condensed Matter: No. 13 (tie)

Political science

Overall, political science is tied at No. 41. In sub-categories, Johns Hopkins ranked: + Political theory: No. 8 (tie) + International politics: No. 24 (tie)

The university's graduate program in psychology is tied at No. 12 overall and tied at No. 5 in the subcategory of behavioral neuroscience.

Overall, sociology is tied at No. 29. The sub-category of sociology of population is tied at No. 17.

Posted in University News

Tagged u.s. news and world report , university rankings

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