ESS-PHD - Earth System Science (PhD)

The University's requirements for the Ph.D. degree are outlined in the "Graduate Degree" 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.

Annual Review

Each year, the department evaluates students to assess progress to degree, identify areas of strength, provide helpful resources, and note potential issues or areas of concern. This annual review includes a record of accomplishments presented by the student, written evaluations by the faculty advisor of the student’s progress, and committee feedback on the academic and research progress of the student. The student should have no 'I' grades in core courses, must maintain at least a 3.0 grade-point average, and show evidence of productive and sustained research progress, with no conflict of interest or conflict of commitment.

Possible outcomes of the annual review include: (1) continuation of the student in good standing, and (2) placing the student on probation, with specific written guidelines of the period of probation and the necessary steps for reinstatement to good standing.

Annual reviews are required for all Ph.D. students, including first-year Ph.D. students. In the first year, the annual review is conducted between the student and the Ph.D. advisor(s) (prior to forming a doctoral committee). After the first year, the annual review must be conducted between the student and the student's doctoral committee. In all years, the written annual review form must be completed and signed by both the student and the advisor.

In the year in which students are undertaking their candidacy exam (research qualifying exam), that exam serves as the annual review. In addition, any student who has scheduled the dissertation defense and petitioned to graduate in Axess may elect not to hold an additional annual review meeting. Annual reviews that are not the qualifying exam or dissertation defense should take place in the Autumn or Winter Quarter (with the exception of first-year students, who may hold their annual review meeting with their advisor(s) in Spring Quarter).

Candidacy and Qualification Exam

Admission to a doctoral degree program is preliminary to, and distinct from, admission to candidacy. Admission to candidacy for the doctoral degree is a judgment by the faculty in the department or school of the student’s potential to successfully complete the requirements of the degree program. Candidacy is valid for five calendar years (through the end of the quarter in which candidacy expires), unless terminated by the department (for example, for unsatisfactory progress).  University policy requires completion of the department qualifying procedures and application for candidacy by the end of the second year in the Ph.D. program. Therefore, it is strongly advised that the qualifying exam be taken during the fith (non-Summer) quarter so that the student may retake the exam in the case of inadequate performance and still advance to candidacy by the end of the sixth (non-Summer) quarter. 

Students must present a draft proposal to their advisor in a timely fashion, and take account of the advisor’s comments and require revisions before preparing a final draft. The student submits a copy of the final draft of the research proposal to each member of the examining committee at least two weeks before the scheduled date of the examination.

The qualifying exam is an oral exam based on the candidate’s written research proposal. The exam is a test of the student’s ability to recognize, evaluate, and plan a significant research project and his/her mastery of fields essential to the completion of research. The research proposal must provide a concise review of the background literature, and must discuss the proposed problem, its importance, and the methods to be applied to its examination. The methods should be made clear. The proposal must contain a timetable and, if appropriate, the student should discuss such matters as funding, field logistics, laboratory scheduling, and availability of equipment. The proposal must be well thought out, carefully written and edited, and finished with appropriate references and illustrations. It must not exceed 15 double-spaced pages in length, exclusive of figures and bibliography. The qualifying exam is oral and consists of three parts:

1. A presentation of the proposed research (no more than 30 minutes duration);

2. An examination of the candidate on the merits of the proposal, touching on but not limited to the aspects listed in the proposal; and

3. An examination of any subject matter judged by committee members to be relevant to the student’s ability to carry out the proposed research.

It is recognized that, in practice, parts 1‐ 3 may not be entirely separate and distinct. The entire examination lasts no less than 2 hours and no more than 3 hours; the examination under part 3 is at least one hour. No part of examination is public.

Doctoral Dissertation and Oral Defense

Under the supervision of the research advisory committee, the candidate must prepare a doctoral dissertation that is a contribution to knowledge and is the result of independent research; curriculum must also be developed with the supervision of the committee, which should be designed to provide a rigorous foundation for the research area. The format of the dissertation must meet University guidelines. The student is urged to prepare dissertation chapters that, in scientific content and format, are readily publishable.

The doctoral dissertation is defended in the University oral examination. The department appoints the research advisor and two other members of the research committee to be readers of the draft dissertation. The readers are charged to read the draft and to certify in writing to the department that it is adequate to serve as a basis for the University oral examination. Upon obtaining this written certification, the student is permitted to schedule the University oral examination.

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 

  • For Ph.D. students, the thesis committee conducts the qualifying exam and the oral exam (i.e., dissertation defense), and approves the written dissertation

  • 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.