ESS-MS - Earth System Science (MS)

The University's requirements for M.S. degrees are outlined in the "Graduate Degrees" section of this bulletin.

Admission 

For admission to graduate work in the department, completion of the Aptitude Test (verbal, quantitative, and analytical writing assessment) of the Graduate Record Examination is optional. In keeping with University policy, applicants whose first language is not English must submit TOEFL (Test of English as a Foreign Language) scores from a test taken within the last 18 months. Individuals who have completed a B.S. or two-year M.S. program in the U.S. or other English-speaking country are not required to submit TOEFL scores.

Teaching Assistantship

As a program requirement, advanced degree candidates in ESS complete TA-appointed (25%) quarters at a minimum of:  2 for Ph.D. students and 1 for master's students, to be completed over the course of study. In addition, additional TA quarters may be considered and/or required in consultation with the research advisor, depending on academic goals, funding availability, or the requirements of individual doctoral programs.

Advising

The department's graduate coordinator, in coordination with the departmental faculty, appoints an academic advisor prior to registration with appropriate consideration of the student's background, interests, and professional goals. In consultation with the advisor, the student plans a program of course work for the first year. The faculty advisor is charged with designing the curriculum in consultation with the student specific to the research topic.

Thesis

Each student must complete a thesis describing his or her research. Thesis research should begin during the first year of study at Stanford and should be completed before the end of the second year of residence. Early during the thesis research period, and after consultation with the student, the thesis advisor appoints a second reader for the thesis who must be approved by the graduate coordinator; the thesis advisor is the first reader. The two readers jointly determine whether the thesis is acceptable for the M.S. degree in the department.

Master of Science, Course Work Only Option for ESS Ph.D. Students

The course-work-only M.S. for ESS Ph.D. students requires 45 unduplicated units of which all 45 must be course work (non-research, non-independent study, non-thesis units). All required units must be in courses at the 100-level or above, 50 percent of those units must be in graduate-level courses (generally, at the 200-level or above). No units are awarded for course work completed elsewhere (i.e., not eligible to transfer-in units). All 45 units can be applied to the 135 unit requirement for the Ph.D. The remaining 90 units can consist of all research units

The Department of Earth System Science is committed to providing academic advising in support of graduate student scholarly and professional development. When most effective, this advising relationship entails collaborative and sustained engagement by both the advisor and the advisee. As a best practice, advising expectations should be periodically discussed and reviewed to ensure mutual understanding. Both the advisor and the advisee are expected to maintain professionalism and integrity.

Purpose of Advising

Faculty advisors guide students in key areas such as selecting courses, designing and conducting research, developing of teaching pedagogy, navigating policies and degree requirements, and exploring academic opportunities and professional pathways.

Graduate students are active contributors to the advising relationship, proactively seeking academic and professional guidance and taking responsibility for informing themselves of policies and degree requirements for their graduate program.

For a statement of University policy on graduate advising, see the Advising and Credentials section of this bulletin.

Expectations

• Students are paired with a primary advisor at the time of admission to the Earth System Science graduate program. A secondary advisor may also be designated at the time of admission.

• Beginning with the first quarter, and at least annually thereafter, a shared expectations conversation occurs. This clarifies educational philosophies and individual responsibilities, and generates a written record for student, advisor, and department. As part of this process, advisors provide clear statements of their expectations, discuss those expectations with the student, and articulate which areas may be open to amendment based on student input. Broad areas in which to align expectations include:

  • Course selection and other academic development

  • Navigating policies and degree requirements

  • Financial support

  • Identifying research opportunities and level of independence

  • Research milestones, publications, co-authorship, outside collaborations, and timeline

  • Frequency of individual and group meetings, expectations for campus and departmental presence, vacations

  • Frequency of and funding for off-campus research and professional development activities (such as conferences, workshops, short courses, and field work)

  • Preparation for future employment and exploration of professional pathways

• There is an annual review of progress that generates a written record. This review is documented by the thesis committee as part of the annual review meeting. In addition, students should be meeting with their advisor frequently enough that if they are not making sufficient progress, they ideally receive such feedback sooner than at an annual meeting. 

• Students can expect advisors to: 

  • Exercise high professional standards in their academic work, research, and mentoring partnerships

  • Serve as intellectual and professional mentors

  • Understand University and department policies pertinent to graduate students

  • Provide timely, regular, and constructive feedback on progress

  • Provide insights into career options and pathways and/or point students toward relevant career and professional development resources 

• Advisors can expect students to: 

  • Exercise high professional standards in their academic work, research, and mentoring partnerships

  • Be pro-active in seeking advice and keeping the advisor informed about academic and research progress

  • Consult with the advisor, and others as necessary, to resolve problems

  • Take primary responsibility for meeting timelines, policies, and milestones that impact degree progress

Additional Resources and Pathways

• The thesis committee is convened by the student’s second year. Once convened, the thesis committee:

  • Meets annually with the student to discuss research progress, research plans, coursework, and professional/career goals, and to provide verbal and written feedback on degree progress 

  • In some cases, members of the thesis committee may also be research collaborators, and may also serve as mentors and/or letter writers for applications

• As part of their advising network, students are encouraged to consult departmental resources (such as department and school student services staff, the thesis committee, the department Director of Graduate Studies, and the department Chair), Stanford institutional resources (such as VPGE, the Office of Graduate Life, CAPS, and the campus Ombuds), as well as individuals and networks in the broader scientific community (such as the American Geophysical Union and the Earth Sciences Women’s Network).

• In the event that a student has a formal concern or complaint about their advising experience, they are encouraged to contact the department Director of Graduate Studies, the department Chair, the school Associate Dean for Educational Affairs, and/or the school Associate Dean for Human Resources and Faculty Affairs.

• In the event that either the student or advisor feels that the advising relationship is not effective, the school process for formally evaluating student/advisor assignments may be activated

The objectives of the doctoral program in Earth System Science are to enable students to develop the skills needed to conduct original investigations in environmental and earth system sciences, to interpret the results, and to present the data and conclusions in a publishable manner. Graduates should develop strong communication skills with the ability to teach and communicate effectively with the public.

The objectives of the master's program in Earth System Science is to continue a student's training in one of the earth science disciplines and to prepare students for a professional career or doctoral studies.