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What is the Difference Between R1 and R2 Universities?

Posted by Shelly Quance on 11/30/22 8:08 AM

At R1 institutions, research study spans the academic spectrum, engaging grad students with research opportunities from the creative arts and humanities to the social sciences and applied sciences.

R1 universities are at the forefront of research and innovation, and they receive federal and/or private funding specifically for their academic research.

The Carnegie Foundation for the Advancement of Higher Education has classified approximately 146 U.S. institutions as having R1 status. In other words, R1 institutions are recognized as the best research universities in the country — and West Virginia University is one of them (and the only R1 institution in the state of West Virginia).

But what is the difference between R1 and R2 universities? Are they really that much different? Is it really worth choosing an R1 institution over one with R2 status? Let's talk about it.

Here's the difference between R1 and R2 universities.

There is a significant difference between the level of research and therefore, academic innovation that comes out of R1 universities as opposed to R2. Here are three specific (and significant) differences you should take note of. 

R1 institutions graduate more doctoral students than R2 institutions.

Research conducted at the graduate level cultivates a more comprehensive and cutting-edge knowledge base. Graduate programs offered at R1 institutions also foster a community that focuses on experimental learning and expands upon research , rather than solely focusing on existing facts in the field. In this way, R1 status universities help graduate students engage in cutting-edge research typically associated with PhD candidates. 

PhD candidates find that conducting research at an R1 institution greatly benefits their academic and professional path because they are actively engaged with the most recent findings coming out of their respective fields. For this reason, R1 institutions actually graduate more doctoral students than any other universities, including R2 status institutions. 

R1 institutions receive significantly more funding than R2 institutions.

R1 institutions are awarded significantly larger amounts of funding in comparison to R2 institutions. R1 institutions are required to have minimum funding of $43.8 million per academic year. R2 institutions have a much lower minimum funding requirement.

And because R1 institutions also employ research-driven faculty who are passionate about research and who are dedicated to staying at the forefront of innovation, most R1 universities actually bring in significantly more than the minimum funding requirement.

For instance, by the end of 2020, WVU's total sponsored expenditures for research funding was $172 million , and by the end of 2021, WVU was granted $203 million in external funding for research and other sponsored programs.

R1 institutions produce more accomplished researchers than R2 institutions.

Graduate students at R1 institutions are investigating new frontiers — looking at what has been discovered and making their own new discoveries.

With a graduate degree from an R1 university, research-driven students can expect to go out and be a leading scholar in their area , and they will be on the forefront of the next generation of people who are discovering great new ideas and changing and shaping the world.

At WVU specifically, you will go through a huge transformation , where you’ll move from being the student to being the professional — and then you’ll be ready to make a mark on the world.

Learn more about WVU's R1 status — connect with us!

At West Virginia University, you have the valuable opportunity of joining one of the best research universities in the United States. At an internationally recognized R1 institution , you will learn with and from a community of driven, research-focused professionals who are making a positive impact across industries.

West Virginia University offers many excellent graduate programs designed to prepare you for a successful career. For a list of current programs, visit our graduate programs page .

As you consider your next academic venture, we invite you to take advantage of a few of our resources:   read more stories ,   subscribe to our podcast , and   visit our resource library   to learn more.

Learn more about obtaining a graduate degree at one of the best research universities in the U.S. — download WVU's Research Collaboration Guide!

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Topics: Industry Research & Advice

Posted by Shelly Quance

Shelly Quance has spent almost 20 years working in higher education marketing communications. She currently serves as Director for West Virginia University’s Office of Graduate Admissions and Recruitment where she works collaboratively with College leadership to develop, implement, and evaluate creative and effective comprehensive communication and marketing plans to increase graduate student enrollment.

About the Blog

Deciding what graduate school to attend can be daunting at times, and navigating the admissions process can be that much more difficult. We hope to make the journey from considering graduate school to enrolling in a graduate program easier by publishing content that will be helpful to you as you discern if, when, and where, to pursue your next degree.

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2021 Carnegie Classifications of Higher Education Institutions released

In January, the Carnegie Classifications of Institutions of Higher Education released an updated 2021 classification list for universities. In this update, nine more universities have achieved the “Doctoral/Very High Research Activity” or “R1” category, the highest possible rank among research universities. Six additional universities were also added to the list following a six-week review period. To achieve the “R1” classification, a university must meet the following requirements : award at least 20 research/scholarship doctoral degrees in the update year; spend at least $5 million in total research (as reported through the National Science Foundation (NSF) Higher Education Research & Development Survey (HERD)); and, score high in a Research Activity Index calculation.

The Carnegie Classification list is updated every three years and provides a framework for administrators, policymakers, and researchers and impacts decisions on grant-making and federal and state funding for institutions. Overall, about 3,900 institutions were recognized in the 2021 classifications, down from 4,300 in 2018 and 4,600 in 2015. According to a press release from Indiana University — the current producer of the classification list — this appears to result from compressions in the higher education sector from mergers and closures.

More prominent research universities, like those classified as “R1” institutions, seem to be exempt from this compression. These “R1” institutions are the only division of the sector to show growth — by about 10 percent — in the number of classified institutions. 

The 15 additional universities that met the requirements and received their official “R1” classification status at the end of January, following six weeks of public review, are:

• Baylor University
• Colorado School of Mines
• Kent State University
• North Dakota State University
• Ohio University
• Old Dominion University
• The University of Alabama at Huntsville
• University of Denver
• University of Louisiana at Lafayette
• The University of Maine
• The University of Maryland-Baltimore County
• University of Memphis
• The University of Montana
• Utah State University
• University of Texas at San Antonio

Note: this story was updated Feb. 7 to reflect the final status.

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Basic Classification

The Basic Classification is an update of the traditional classification framework developed by the Carnegie Commission on Higher Education in the early 1970s to support its research program. The Basic Classification was originally published for public use in 1973, and subsequently updated in 1976, 1987, 1994, 2000, 2005, 2010, 2015, 2018, and 2021. The 2021 update included only minor changes. Specifically, the label “Tribal Colleges” has been changed back to “Tribal Colleges and Universities.” In addition, there is a new category “Special Focus Research Institution,” comprised of the special focus institutions that meet the criteria for being considered a “Research University” but confer degrees in a limited range of academic programs. Additionally, the special focus categories of “Engineering Schools” and “Other Technology-Related Schools” have been combined into a single category.

Basic Classification Methodology

View the flowchart illustrating the logic of the six all-inclusive Classifications.

DOCTORAL UNIVERSITIES

Includes institutions that awarded at least 20 research/scholarship doctoral degrees during the update year and also institutions with below 20 research/scholarship doctoral degrees that awarded at least 30 professional practice doctoral degrees in at least 2 programs. Excludes Special Focus Institutions and Tribal Colleges and Universities.

The first two categories include only institutions that awarded at least 20 research/scholarship doctoral degrees and had at least $5 million in total research expenditures (as reported through the National Science Foundation (NSF) Higher Education Research & Development Survey (HERD)).

Institutions were included in these categories if they awarded at least 20 research/scholarship doctorates in 2019-20 or awarded at least 30 professional practice doctorates across at least 2 programs. These categories were limited to institutions that were not identified as Tribal Colleges and Universities or Special Focus Institutions.

Institutions that conferred at least 20 research/scholarship doctorates in 2019-20 and reported at least $5 million in total research expenditures in FY20 were assigned to one of two categories based on a measure of research activity. The research activity index includes the following correlates of research activity: research & development (R&D) expenditures in science and engineering; R&D expenditures in non-S&E fields; S&E research staff (postdoctoral appointees and other non-faculty research staff with doctorates); doctoral conferrals in humanities, social science, STEM (science, technology, engineering, and mathematics) fields, and in other fields (e.g., business, education, public policy, social work). The mapping of doctoral degrees to these four disciplinary clusters is documented in this  Excel file . These data were statistically combined using principal components analysis to create two indices of research activity reflecting the total variation across these measures (based on the first principal component in each analysis).

One index represents the aggregate level of research activity, and the other captures per-capita research activity using the expenditure and staffing measures divided by the number of full-time faculty within the assistant, associate, and full professor ranks. The values on each index were then used to locate each institution on a two-dimensional graph. We calculated each institution's distance from a common reference point (the minima of each scale), and then used the results to assign institutions to one of two groups based on their distance from the reference point. Before conducting the analysis, raw data were converted to rank scores to reduce the influence of outliers and to improve discrimination at the lower end of the distributions where many institutions were clustered. Detailed information about how the research activity index was calculated can be found  here . A more detailed description of the methodology is available  here .

Doctoral degree conferrals by field were based on IPEDS Completions data reporting 2019-20 degree conferrals. Faculty counts were from the IPEDS (HR) Full-time instructional staff by academic rank, faculty and tenure status, Fall 2020. R&D expenditures came from the NSF Higher Education Research and Development (HERD) Survey for fiscal year 2020. Research staff data came from the NSF Survey of Graduate Students and Postdoctorates in Science and Engineering for Fiscal Year 2018-19. These were the most current and complete data available at the time of our analysis, and we judged currency to be more important than temporal alignment of all data sources.

As in prior years, although to a lesser extent, there were some cases in which the NSF data were reported at a higher level of aggregation than is needed for classification purposes (i.e., a university system comprising multiple campuses that are distinct entities for classification purposes, but that are reported together as a single entity in the NSF data). We used the proportion of research/doctoral degrees conferred by campus as a proxy for allocating the expenditures across campuses. For the staffing data, where aggregate reporting was more slightly more common, we used the proportionate distribution of expenditures data to allocate staffing among multiple institutions reported as a single entity on the NSF research staffing survey.

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R1: Doctoral Universities – Very high research activity

R2: Doctoral Universities – High research activity

D/PU: Doctoral/Professional Universities

MASTER’S COLLEGES AND UNIVERSITIES

Generally includes institutions that awarded at least 50 master’s degrees and fewer than 20 doctoral degrees during the update year (with occasional exceptions – see Methodology). Excludes Special Focus Institutions and Tribal Colleges and Universities.

Institutions were included in these categories if they awarded at least 50 master's and/or doctoral degrees in 2019-20, but fewer than 20 research doctorates (as defined above). Some institutions with smaller master's programs were also included (see below). These categories were limited to institutions that were not identified as Tribal Colleges and Universities or Special Focus Institutions.

Master's program size was based on the number of master's and/or doctoral degrees awarded in 2019-20. Those awarding at least 200 degrees were included among larger programs; those awarding 100–199 were included among medium programs; and those awarding 50–99 were included among smaller programs. The smaller programs group also includes institutions that awarded fewer than 50 master's degrees if (a) their Enrollment Profile classification is Exclusively Graduate/Professional or (b) their Enrollment Profile classification is Majority Graduate/Professional and they awarded more graduate/professional degrees than undergraduate degrees.

Some institutions that were initially classified among Master's Colleges and Universities were reclassified or given the option of classification among Baccalaureate Colleges based on their overall profile (see Exception below).

M1: Master’s Colleges and Universities – Larger programs

M2: Master’s Colleges and Universities – Medium programs

M3: Master’s Colleges and Universities – Small programs

BACCALAUREATE COLLEGES

Includes institutions where baccalaureate or higher degrees represent at least 50 percent of all degrees but where fewer than 50 master’s degrees or 20 doctoral degrees were awarded during the update year. (Some institutions above the master’s degree threshold are also included; see Exception.) Excludes Special Focus Institutions and Tribal Colleges and Universities. The formal expression of these classifications is (Classification):(Subset). For example: Baccalaureate Colleges: Diverse Fields.

Institutions were included in these categories if bachelor's degrees accounted for at least 50 % of all degrees awarded and they awarded fewer than 50 master's degrees (2019-20 degree conferrals). In addition, these categories were limited to institutions that were not identified as Tribal Colleges and Universities or as Special Focus Institutions.

Institutions in which at least half of bachelor's degree majors were in arts and sciences fields were included in the "Arts & Sciences" group, while the remaining institutions were included in the "Diverse Fields" group.

The analysis of major field of study is based on degree conferral data (IPEDS Completions). Up to two majors can be reported, and both were considered for this analysis. Thus for an institution with 1,000 bachelor's degree recipients, half of whom completed double majors, the analysis would consider all 1,500 majors. The mapping of fields of study to arts & sciences or professions is documented in this  Ex cel  file.

As in the past, some institutions that had been classified among Master's Colleges and Universities or Doctoral/Professional Universities are given the option of classification among Baccalaureate Colleges based on their overall profile. These institutions met the following criteria:

• FTE enrollment of fewer than 4,000 students
• Highly residential (Size & Setting classification)
• Enrollment Profile classification of Very high undergraduate or High undergraduate, combined with No graduate coexistence or Some graduate coexistence (Undergraduate Instructional Program classification)
• Enrollment Profile classification of Majority undergraduate combined with No graduate coexistence.

We continue to provide this choice and used previous requests for exception to determine which institutions were granted this exception.

Arts & Sciences Focus

Diverse Fields

BACCALAUREATE/ASSOCIATE’S COLLEGES

Includes four-year colleges, by virtue of having at least one baccalaureate degree program, that conferred more than 50 percent of degrees at the associate’s level (but excluding special focus institutions, Tribal Colleges and Universities, and institutions that have sufficient master’s or doctoral degrees to fall into those categories). These institutions are divided into two subcategories: Mixed Baccalaureate/Associate’s Colleges are those that conferred more than 10% of degrees at the baccalaureate level or higher (fewer than 90% associate’s degrees); Associate’s Dominant institutions are those that conferred fewer than 10% of degrees at the baccalaureate level or higher (at least 90% associate’s degrees).

Mixed Baccalaureate/Associate’s Colleges

Associate’s Dominant

ASSOCIATE’S COLLEGES

Institutions at which the highest level of degree awarded is an associate’s degree. The institutions are sorted into nine categories based on the intersection of two factors: disciplinary focus (transfer, career & technical or mixed) and dominant student type (traditional, nontraditional or mixed). Excludes Special Focus Institutions and Tribal Colleges and Universities. The formal expression of these classifications is (Classification):(Subset). For example: Associate’s Colleges: Mixed Transfer/Career & Technical-Mixed Traditional/Nontraditional.

For institutions that conferred associate degrees as the highest degree level offering, we used the methodology introduced with the 2015 update. First, the institutions were separated according to whether their total awards (associate degrees and certificates), were primarily in one or a few disciplinary fields. These fields were identified according to the first two digits of the CIP* code. Institutions that meet the criteria of being a special focus institutions (see section below) were classified into one of four Special Focus groups noted below. Two-year institutions not designated as special focus were classified according to the combination of two factors, each divided into three groups (3x3=9 categories total): program mix and student mix.

Because IPEDS does not capture information regarding type of associate degree conferred (e.g., AA, AS, AAA or AAS), we use the field of study for awarded associate's degrees and longer term certificates (at least 1 but less than 2 years) as a proxy measure to categorize institutions into one of three program mix groups: high transfer, mixed transfer/career-technical, and high career-technical. This designation was derived starting with the arts & sciences and professions distinction used for classifying baccalaureate colleges. The "professional" disciplines are then further distinguished according to the percent of awards nationally, awarded at the associate degree or less than two-year certificate levels. The CIP codes were then further reviewed and additional ones changed from professional to career & technical if they were in a sequence where the majority were career & technical, or if it was obvious that the field of study was associated with employment opportunities that did not require a higher credential. The detailed disciplinary designations are available in an Excel spreadsheet.

Institutions in which 35.7% or less of awards were in career & technical disciplines were designated as having a high transfer program mix. Those with at least 53.8% of programs in such disciplines were considered as having a high career & technical program mix. Institutions between which 35.7% and 53.8% of awards were in career & technical fields were categorized as mixed transfer/career & technical program mix. This categorization is based on the rationale that the career & technical programs are designed to provide the award recipient with a credential for immediate employment within that field. Awards in other fields (professional and arts & sciences) generally require further education to obtain employment requiring a postbaccalaureate or higher credential in the field. We recognize that many associate's colleges offer awards in the specific field, "Liberal Arts & Sciences, General Studies or Humanities" as a "Transfer Degree." However, in this classification, we take a broader view of transfer preparation to include fields in which the terminal associate's degree or more than one-year but less than two-year certificate is not sufficient for employment in positions within the field that require a baccalaureate or higher credential. In creating this classification, we recognize that individual states and individual institutions vary in their policies and practices as to whether such non-career-technical fields (by our definition) prepare students for transfer to a four-year institution.

Student mix, within this classification, is determined by a combination of the proportion of total enrollment accounted for by "degree-seeking" students (as opposed to "non-degree" students), and the ratio of fall headcount to annual unduplicated headcount. Specifically, we multiply these two ratios and designate as "high traditional" student focus those institutions for which the product is greater than 0.628. Institutions for which the product is lower than 0.533 are designated as "high non-traditional," and the remaining institutions are designated as "mixed traditional/nontraditional." The student mix index was created by examining the distribution of students within these institutions across the stated variables as well as percent part-time students and the percent students age 25 or older. The derived factor was selected due the comprehensiveness of data availability and the distributional properties that allowed for identification of cutoff points for groups of three roughly equivalent numbers of institutions.

HIGH TRANSFER

• High Traditional
• Mixed Traditional/Nontraditional
• High Nontraditional

MIXED TRANSFER/CAREER & TECHNICAL

SPECIAL FOCUS INSTITUTIONS

Institutions where a high concentration of degrees is in a single field or set of related fields. Excludes Tribal Colleges and Universities. The formal expression of these classifications is (Classification):(Subset). For example:  Special Focus Two-Year: Technical Professions.

The special-focus designation was based on the concentration of degrees in a single field or set of related fields, at both the undergraduate and graduate levels. Institutions were determined to have a special focus if they met any of the following conditions:

• Conferred at least 75% of degrees in just one field (as determined by the first two digits of the CIP Code) other than "Liberal Arts & Sciences, General Studies or Humanities" (CIP2=24) and did not confer degrees in any more than 6 different CIP2 categories
• Conferred 70-74% in one field and conferred degrees in no more than 2 other CIP2 categories.
• Conferred 60-69% in one field and conferred degrees in no more than 1 other CIP2 category.

We also examined institutions’ past classifications to determine if the special focus designation was still appropriate. Institution web sites also were consulted to determine the nature of the institution’s mission and program mix.

• Health Professions
• Technical Professions
• Arts & Design
• Other Fields
• Faith-Related Institutions
• Medical Schools & Centers
• Other Health Professions Schools
• Research Institution
• Engineering and Other Technology-Related Schools
• Business & Management Schools
• Arts, Music & Design Schools
• Law Schools
• Other Special Focus Institutions

TRIBAL COLLEGES AND UNIVERSITIES

Colleges and Universities that are members of the American Indian Higher Education Consortium, as identified in IPEDS Institutional Characteristics.

Tribal Colleges and Universities

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Old Dominion University Earns Prestigious Research 1 Designation from Carnegie Classification of Institutions of Higher Education

By Amber Kennedy

Old Dominion University earned the Research 1 Classification, indicating "very high research activity," from the Carnegie Classification of Institutions of Higher Education, placing it among the highest level of research institutions in the United States. The Carnegie Classification® has been the leading measure of research activities at U.S. colleges and institutions for more than half a century.

The University joins a group of just 137, or 5%, of four-year research institutions with the R1 classification in the nation. The classification, produced this year by the Center for Postsecondary Research at Indiana University, is published every three years. Previously, ODU was ranked as a Research 2 institution for doctoral institutions with "high research activity."

The Research 1 designation represents a key step in recruiting high-quality faculty and students, obtaining prestigious and larger research grants, and attracting industry and government agency partners.

"This is a significant milestone for our campus community and a historic moment in our research efforts," said President Brian O. Hemphill, Ph.D. "ODU is truly honored to join the elite ranks of the nation's top-producing research institutions, which comprise less than 5% of all institutions. Our faculty are so deserving of this prestigious honor and the limitless opportunities and well-deserved recognition that come with it!"

Governor Ralph Northam, a Norfolk resident, celebrated the University's designation, stating, "I'm so excited to move back home and live next door to a leading research university. Congratulations to the whole ODU team - this is an important achievement!"

The Carnegie Commission on Higher Education developed the Carnegie Classification® in 1970 to support its program of research and policy analysis. The classification is considered the leading framework for describing the diversity of U.S. colleges and universities. The tool informs research, grant-making and funding decisions, and annual rankings, including those by U.S. News & World Report.

Universities with the R1 classification engage in the highest levels of research activity. To be considered R1, universities must meet benchmarks across 10 indicators, including research doctorates awarded, total research expenditures, the aggregate level of research activity and the number of research staff.

"ODU's designation as an R1 institution demonstrates its national standing as a top-tier research university," Virginia Secretary of Education Fran Bradford said. "I am pleased that ODU has become the latest Virginia member of that elite academic club and thankful for all that ODU does for innovation and workforce development in Hampton Roads and the commonwealth."

Over the past decade, the number of scientific publications from ODU faculty has doubled, and over the past five years external funding for applied research projects has tripled, contributing to $69 million annually in overall research expenditures. More than half of ODU faculty have been involved in externally funded research projects, which have grown by 22% in total expenditures in the last decade. In the same period, ODU doubled the size of its nonfaculty Ph.D. research staff.

ODU has nationally known research strengths in coastal resilience, modeling and simulation, bioelectrics, port logistics and maritime engineering, and cybersecurity. ODU is a key academic partner for the Thomas Jefferson National Accelerator Facility (JLab), NASA Langley Research Center, NASA Wallops Flight Facility, the National Oceanic and Atmospheric Administration and the Department of Defense, among other agencies.

"ODU's strategy has been to focus on research that is meaningful to people living and working in Hampton Roads that also is applicable globally, such as in maritime domains," Vice President for Research Morris Foster said. "R1 designation recognizes the national significance of that local strategy."

Provost and Vice President for Academic Affairs Austin Agho noted the classification could be attributed to the hard work and dedication of the ODU community.

"This accomplishment represents the collective efforts of our faculty, scientists, students and staff to further ODU's mission as a leading public doctoral research institution," he said. "Being named a Research 1 institution signals ODU is well-positioned to support research faculty, provide robust opportunities to undergraduates and graduate students, and work with partners to find innovative answers to complex and challenging questions."

The new classification, released Dec. 15, is undergoing a review and comment period that concludes at the end of January, when the classifications become official. The 2021 update will be the final administered by the IU Center for Postsecondary Research, now transferring responsibility to Albion College in Michigan.

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Sat / act prep online guides and tips, what is a research university complete definition.

College Info

In many lists of colleges, research universities are listed or ranked separately from other schools that focus exclusively on the undergraduate experience, like liberal arts colleges. Why? What's the point?

In this article, I’ll list the main characteristics of research universities, give you some information about what life is like at a few different schools, and help you decide whether a research university is the right choice for you.

What Is a Research University?

As you may have guessed from the name, research universities are universities where the main focus is on the research of professors and graduate students.   These universities may be less oriented towards undergraduate teaching, but they can still provide excellent experiences for students who are willing and able to seek out the resources they offer.

Here are some of the main characteristics of research universities:  

More Interaction with Graduate Students

Since all research universities have graduate programs associated with them, you’ll have more opportunities to interact with grad students as an undergraduate.  This may give you insight into your future or lead to collaboration on research projects conducted by more advanced students.  

State-of-the-Art Research Facilities

The main mission of a research university is to produce new and exciting research, and to do that it needs to provide the best equipment to its students and professors.  This is a big plus for students focused on the hard sciences because large research universities will usually have access to the latest technology.    

Wide Variety of Majors 

Research universities, due to their size and diversity, offer a wide range of majors to students.  Although it’s sometimes more difficult to change your major or create your own major at these universities due to a large bureaucracy, you’ll have lot of choice in the first place.  

Larger Class Sizes with Less Individual Attention

For most research universities, large class sizes, particularly at the introductory level, are common.  You may find yourself in lecture halls with more than 100 students, which means less attention and personalized feedback.

However, most of these large classes are split off into discussion sections taught by graduate students, so you'll get a chance to interact with other students and TAs.  Also, a s you take more advanced classes, class sizes will shrink.  Many of these universities also offer honors programs to qualified students where the environment is more like that of a small college.  

Distinguished Faculty

Research universities attract well-known faculty because of the resources and opportunities they offer.  You'll have the chance to network with very important people in fields that interest you. You may even be able to work side by side with high profile researchers on lab projects and become a coauthor on published research.   

International Reputation

Research universities have better reputations on a global scale than smaller teaching colleges. Since big discoveries and scientific breakthroughs often take place at research universities, they get more recognition abroad than other colleges that might have excellent undergraduate programs but less robust research capabilities.

Advantages for Future Graduate Students

Spending four years as an undergraduate at a research university can give you a leg up in the competition for graduate school admissions.  You can get letters of recommendation from top researchers in your field that will encourage other universities to accept you based on reputation. 

What Is the Student Experience Like?

The learning environment at a research university will be different from  the learning environment at a small college in most cases.  Here are a few examples of research universities along with some details on what the student experience is like. All student quotes are from the  Fiske Guide to Colleges 2015 :

Massachusetts Institute of Technology

Learning at MIT is based on research and hands-on experimentation.  Students in electrical engineering and computer science have the option of pursuing a five-year degree , meaning they obtain a masters upon completion of their studies. One student says, “The average MIT student can be characterized as having a passion and singular drive for what they really want in life.” 

The Undergraduate Research Opportunities Program facilitates student/faculty research projects and allows students to earn course credit and stipends for research. There are nine Nobel laureates on the MIT faculty at present.

MIT is home to many, many different research facilities. Currently under construction is a $350 million facility called MIT.nano, which will provide resources for students to do research in the exciting new field of nanotechnology. 

University of Colorado - Boulder

At UC Boulder, the 45,000 square foot Discovery Learning Center has 12 labs where engineering students can work on different technological challenges with high-tech capabilities and video conferencing.  A student says that “professors and graduate student instructors alike have taken a keen interest in students’ progress, success, and learning, making themselves available to students as a valuable resource for extra assistance with class concepts and assignments.” 

Programs such as the Special Undergraduate Enrichment Program and Presidents Leadership Class give high-performing students the ability to stand out from the crowd.  Students say that “It’s such a large, broad campus that just about any sort of student can be found” and  “every student, teacher, and department always has something new and exciting going on. It would be very hard to get bored here.”

Washington University in St. Louis

Students say that Washington University in St. Louis is “a place to grow and learn while having an unbelievably fun time.”  Undergraduates enroll in one of five schools: arts and sciences, architecture, art, business, or engineering , and the University also accommodates interdisciplinary majors and double majors.  

The medical school runs a faculty exchange program with the undergraduate biology department , giving biology majors the opportunity to conduct advanced lab research.  A program called the University Scholars Program allows students to apply for both undergraduate and graduate admission before entering college.

Unlike some research universities, Washington University in St. Louis gives students the chance to have one on one mentoring relationships with impressive faculty members.   According to one student, “one of my classes was a 150-person lecture class, and another was a 12-person seminar...despite these disparate class sizes, I was on a first-name basis with both of the professors.”

Should You Consider a Research University?

You may still be unsure about whether a research university is the right choice for you.  If these characteristics apply to you, you should consider research universities as options in your college search:

You Plan to Go to Grad School

As mentioned above, many research universities have programs that will put you on track for a strong graduate school application or even provide extended five-year programs that allow you to graduate with a masters.  These schools offer a more streamlined path to graduate school considering their reputable faculty and research opportunities. 

You’re Interested in the Sciences

The advanced facilities and resources at research universities will make the most difference to students who are interested in the sciences. Th e most cutting-edge scientific discoveries are occurring at these universities , so you'll have many opportunities to meet people who are leaders in their fields (and even collaborate with them on projects).

Libraries at research universities are excellent, but at most colleges you'll be able to get the resources you’re looking for in the humanities. If you’re interested in science, however, other colleges might not give you access to the same high tech equipment available at research universities. 

You Want to Do Research as an Undergraduate 

It should come as no surprise to you that research universities are the best places to do research!   This goes hand in hand with a desire to continue your education past an undergraduate degree.  If you plan on going on to grad school (particularly in the sciences), you will almost certainly be expected to do research as an undergraduate for your thesis and other projects. 

If you fit these characteristics, a research university may be the right choice for you, but it’s not necessarily the only good choice.  There are many small colleges that will afford you similar opportunities on a slightly smaller scale and may give you more one-on-one time with professors and a stronger advising system.  Students sometimes have to be very independent at research universities since the focus is not explicitly on undergraduate teaching.  However, these schools offer great opportunities to gather hands-on experience in the subject areas that interest you and connect with the brightest minds in any field.

What's Next?

Still trying to decide what type of college you want to attend? One factor you might consider besides a school's research capabilities is its status as a public or private institution. Read this article to find out which is a better fit for you.

If you're thinking of attending a research university, you may be looking at schools that are far from your home town. Learn more about the pros and cons of going to school out of state.

Not sure whether a large university is the right choice for you? Take a look at this article to see whether a big or small college will be a better fit for you.

Samantha is a blog content writer for PrepScholar. Her goal is to help students adopt a less stressful view of standardized testing and other academic challenges through her articles. Samantha is also passionate about art and graduated with honors from Dartmouth College as a Studio Art major in 2014. In high school, she earned a 2400 on the SAT, 5's on all seven of her AP tests, and was named a National Merit Scholar.

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Life Science Research Professional 1

🔍 school of medicine, stanford, california, united states.

The Stanford University Center for Definitive and Curative Medicine and the Oro lab seek a Life Science Research Professional 1 and work as part of an innovative team creating novel genetically-corrected Tissue Regeneration cell therapeutics. Successful candidates will work within a dynamic team to perform basic functions and activities involved in defined research projects, and independently conduct and analyze experiments that aim to mature a first-in-human cell therapy into the clinic. 

The LSRP will help to optimize pluripotent cell-derived protocols and optimize organoid in vitro and in vivo assays. 

Duties include: 

• Plan, conduct and optimize in vitro organoid and in vivo clinically-relevant tissue assays to document the efficacy of tissue regeneration products.
• Independently conduct experiments; maintain detailed records of experiments and outcomes of
• Apply the theories and methods of a life science discipline to interpret and perform analyses of experiment results; offer suggestions regarding modifications to procedures and protocols in collaboration with senior researcher.
• Review literature on an ongoing basis to remain current with new differentiation approaches and experimental procedures and apply learnings to related research.
• Contribute to publication of findings as part of a dynamic research team. Participate in the preparation of written documents, including procedures, presentations, and proposals.
• Help with project-specific mouse husbandry and provide general lab support as needed.
• Assist with orientation and training of new staff or students on lab procedures or techniques.

*- Other duties may also be assigned

DESIRED QUALIFICATIONS: 

• Experience working with murine animal models preferred.
• At least one year of research experience in molecular biology and cell culture, with preference for pluripotent cell long term cultures. 
• Candidate should possess technical skills and problem-solving abilities generally associated with one year of laboratory experience or one year of college coursework in experimental science. Preference for histology and flow cytometry experience.

EDUCATION & EXPERIENCE (REQUIRED):

Bachelor's degree in related scientific field.

KNOWLEDGE, SKILLS AND ABILITIES (REQUIRED):

• General understanding of scientific principles. Demonstrated performance to use knowledge and skills when needed.
• Demonstrated ability to apply theoretical knowledge of science principals to problem solve work.
• Ability to maintain detailed records of experiments and outcomes.
• General computer skills and ability to quickly learn and master computer programs, databases, and scientific applications.
• Ability to work under deadlines with general guidance.
• Excellent organizational skills and demonstrated ability to accurately complete detailed work.

PHYSICAL REQUIREMENTS*:

• Frequently stand, walk, twist, bend, stoop, squat, grasp lightly, use fine manipulation, grasp forcefully, perform desk-based computer tasks, use telephone, write by hand, lift, carry, push and pull objects weighing over 40 pounds.
• Occasionally sit, kneel, crawl, reach and work above shoulders, sort and file paperwork or parts.
• Rarely climb, scrub, sweep, mop, chop and mix or operate hand and foot controls.
• Must have correctible vision to perform duties of the job.
• Ability to bend, squat, kneel, stand, reach above shoulder level, and move on hard surfaces for up to eight hours.
• Ability to lift heavy objects weighing up to 50 pounds.
• Ability to work in a dusty, dirty, and odorous environment.
• Position may require repetitive motion.

*- Consistent with its obligations under the law, the University will provide reasonable accommodation to any employee with a disability who requires accommodation to perform the essential functions of his or her job.

WORKING CONDITIONS:

• Will require work in an environment where mice and rats are used for teaching and research.
• Position may at times require the employee to work with or be in areas where hazardous materials and/or infectious diseases are present.
• Employee must perform tasks that require the use of personal protective equipment, such as safety glasses and shoes, protective clothing and gloves, and possibly a respirator.
• May require extended or unusual work hours based on research requirements and business needs.

WORK STANDARDS;

• Interpersonal Skills: Demonstrates the ability to work well with Stanford colleagues and clients and with external organizations.
• Promote Culture of Safety: Demonstrates commitment to personal responsibility and value for safety; communicates safety concerns; uses and promotes safe behaviors bases on training and lessons learned.
• Subject to and expected to comply with all applicable University policies and procedures, including but not limited to the personnel policies and other policies found in the University’s Administrative Guide,  http://adminguide.stanford.edu .

The expected pay range for this position is $26.44 to $36.54 per hour. Stanford University provides pay ranges representing its good faith estimate of what the university reasonably expects to pay for a position. The pay offered to a selected candidate will be determined based on factors such as (but not limited to) the scope and responsibilities of the position, the qualifications of the selected candidate, departmental budget availability, internal equity, geographic location and external market pay for comparable jobs.

At Stanford University, base pay represents only one aspect of the comprehensive rewards package. The Cardinal at Work website ( https://cardinalatwork.stanford.edu/benefits-rewards ) provides detailed information on Stanford’s extensive range of benefits and rewards offered to employees. Specifics about the rewards package for this position may be discussed during the hiring process.

Consistent with its obligations under the law, the University will provide reasonable accommodations to applicants and employees with disabilities. Applicants requiring a reasonable accommodation for any part of the application or hiring process should contact Stanford University Human Resources by submitting a contact form .

Stanford is an equal employment opportunity and affirmative action employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability, protected veteran status, or any other characteristic protected by law.

The job duties listed are typical examples of work performed by positions in this job classification and are not designed to contain or be interpreted as a comprehensive inventory of all duties, tasks, and responsibilities. Specific duties and responsibilities may vary depending on department or program needs without changing the general nature and scope of the job or level of responsibility. Employees may also perform other duties as assigned.

• Schedule: Full-time
• Job Code: 4945
• Employee Status: Regular
• Requisition ID: 99147
• Work Arrangement : On Site

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Risk of death from COVID-19 lessens, but infection still can cause issues 3 years later

Study also shows that patients hospitalized within 30 days after infection face 29% higher death risk in 3rd year compared with those not infected

by Kristina Sauerwein • May 30, 2024

New findings on long COVID by Washington University School of Medicine in St. Louis and the Veterans Affairs St. Louis Health Care system reveal that COVID-19 patients who were hospitalized within the first 30 days after infection face a 29% higher risk of death in the third year post-infection compared with people who have not had the virus. However, the three-year death risk marks a significant decline compared with such risk at previous time points post-infection. The study also shows that even people with mild COVID-19 still experienced new health problems related to the infection three years later.

New findings on long COVID — long-term effects on health experienced by many who have had COVID-19 — present a good-news, bad-news situation, according to a study at Washington University School of Medicine in St. Louis and the Veterans Affairs St. Louis Health Care system.

The bad news: COVID-19 patients who were hospitalized within the first 30 days after infection face a 29% higher risk of death in the third year compared with people who have not had the virus. However, the three-year death risk still marks a significant decline compared with such risk at the one- and two-year marks post-infection. The findings also show that even people with mild COVID-19 were still experiencing new health problems related to the infection three years later.

The good news: The increased risk of death diminishes significantly one year after a SARS-CoV-2 infection among people who were not hospitalized for the virus. This demographic accounts for most people who have had COVID-19.

The new research, published May 30 in Nature Medicine, tracked the virus’s health effects in people three years after being infected with the original strain of COVID-19 in 2020. That year, about 20 million people tested positive for the virus in the U.S. The new study assessed the risk of death and 80 adverse health conditions in people three years after being diagnosed with COVID-19.

“We aren’t sure why the virus’s effects linger for so long,” said senior author Ziyad Al-Aly, MD, a Washington University clinical epidemiologist and a global leader in long COVID research. “Possibly it has to do with viral persistence, chronic inflammation, immune dysfunction or all the above. We tend to think of infections as mostly short-term illnesses with health effects that manifest around the time of infection. Our data challenges this notion. I feel COVID-19 continues to teach us — and this is an important new lesson — that a brief, seemingly innocuous or benign encounter with the virus can still lead to health problems years later.”

Up to 10% of people infected with the virus experience long COVID, according to federal data.

Al-Aly’s prior research has documented COVID-19’s damage to nearly every human organ, contributing to diseases and conditions affecting the lungs, heart, brain, and the body’s blood, musculoskeletal and gastrointestinal (GI) systems.

Such studies with longer follow-up are limited, said Al-Aly, a nephrologist who treats patients at the Washington University-affiliated John J. Cochran Veterans Hospital in midtown St. Louis. “Addressing this knowledge gap is critical to enhance our understanding of long COVID and will help inform care for people suffering from long COVID.”

Al-Aly and his team analyzed millions of de-identified medical records in a database maintained by the U.S. Department of Veterans Affairs, the nation’s largest integrated health-care system. The study included more than 114,000 veterans with mild COVID-19 who did not require hospitalization; more than 20,000 hospitalized COVID-19 patients; and 5.2 million veterans with no COVID-19 diagnosis. Patients were enrolled in the study from March 1, 2020, to Dec. 31, 2020, and followed for at least three years, until Dec. 31, 2023. Patients included people of diverse ages, races and sexes; statistical modeling ensured parity in representation.

In the third year after infection, COVID-19 patients who had been hospitalized experienced a 34% elevated health risk across all organ systems compared with people who did not have COVID. That number is down from a 182% increased risk one year after a COVID infection and a 57% risk two years after.

Among nonhospitalized patients, researchers found a 5% increased risk in suffering from long COVID in the third year after infection. This translates into 41 more health problems per 1,000 persons – a small but not trivial burden. The long-term health effects in the third year primarily affected the GI, pulmonary and neurological systems. By comparison, the risk was increased by 23% one year after infection and increased by 16% two years after.

In the analysis, researchers also measured and compared the number of healthy life-years lost due to COVID-19. They found that among the nonhospitalized, at three years after infection, COVID-19 had contributed to 10 lost years of healthy life per 1,000 persons. By comparison, three years post-infection, those hospitalized for COVID-19 had experienced 90 lost years of healthy life per 1,000 persons.

For context, in the U.S., heart disease and cancer each cause about 50 lost years of healthy life per 1,000 persons, while stroke contributes to 10 lost years of healthy life per 1,000 persons.

“That a mild SARS-CoV-2 infection can lead to new health problems three years down the road is a sobering finding,” said Al-Aly, who is also director of the Clinical Epidemiology Center at the VA St. Louis Health Care System, and head of the research and development service. “The problem is even worse for people with severe SARS-CoV-2 infection. It is very concerning that the burden of disease among hospitalized individuals is astronomically higher.”

“COVID-19 is a serious threat to the long-term health and well-being of people and it should not be trivialized,” he said.

The extended trajectory for long COVID may change as researchers incorporate data from years beyond 2020. At that time, vaccines and antivirals had not been developed. Similarly, Al-Aly’s analysis does not consider subsequent variants such as omicron or delta.

“Even three years out, you might have forgotten about COVID-19, but COVID hasn’t forgotten about you,” Al-Aly said. “People might think they’re out of the woods, because they had the virus and did not experience health problems. But three years after infection, the virus could still be wreaking havoc and causing disease or illness in the gut, lungs or brain.”

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Sydney now 18th globally in QS World University Rankings

The University surpassed its previous result of 19th to be placed 18th globally, and 2nd in Australia in the prestigious QS rankings . 

The impressive result was due to the University’s strong performance in sustainability, academic reputation, employer reputation, citations to research papers and its international research network. 

For sustainability, the University kept its rank of 7th globally and first in Australia.

Vice-Chancellor and President,  Professor Mark Scott AO  said, “This exceptional result in these highly regarded rankings is a credit to all our staff and an endorsement of the vision of our 2032 Strategy to champion sustainability and continue to achieve excellence in research, teaching, learning and the student experience.

“That commitment includes our unprecedented investment in recruiting the best early and mid-career researchers and educators from around the world with 40 Sydney Horizon Fellowships  and 220 Sydney Horizon Educators  and in the Sydney Biomedical Accelerator, a nation-leading biomedical precinct to fast-track research and patient care in New South Wales.

“It is only through these investments that we and other Australian universities can continue to be competitive and recognised on the world stage. 

“These results demonstrate again that Australian higher education is a global powerhouse.”

Australia has three universities in the top 20, six in the top 50 and nine in the top 100 in the global rankings. 

The QS World University Rankings are among the most comprehensive rankings of their kind, and this year’s rankings feature 1,503 universities from 106 locations (from 5,663 institutions evaluated overall). 

Deputy Vice-Chancellor (Research)  Professor Emma Johnston  said, “I congratulate our academics on this result, which follows hard on the heels of our strong performance in the 2024 QS World University Rankings by Subject, with six disciplines ranked in the global top 20 and 36 in the top 50.” 

“Strong rankings reflect our well-established connections with critical stakeholders including government, industry and the community, as well as the important new discoveries we make and translate as our research community addresses pressing global challenges.

“I’m especially proud that our research is having such impressive global impact and, given my own background as an environmental scientist, that the University is first in Australia for sustainability.” 

Examples of the University’s most recent sustainability research and engagement include:  

establishing The  Net Zero Institute , which brings together more than 150 researchers across various disciplines to develop practical decarbonisation solutions , from extracting critical minerals from waste to net zero health and green computing 

contributing to an MJA-Lancet Countdown report calling for urgent and sustainable action to safeguard against the health impacts of climate change

the first musician and composer ever to be awarded an Australian Research Council Laureate Fellowship to communicate the urgency of climate change and lead social change through music . 

geoscience research on critical restoration of Australian reefs , taking lessons from three oyster reefs

examining how breastfeeding could be a valuable carbon offset, addressing our economic dependence on commercial milk formula, which causes excessive greenhouse gas emissions

a new chemical engineering plasma technique, which turns methane emissions from landfill into sustainable jet fuel , that could help create a circular economy 

a Nature study on unauthorised road building in tropical forests in South-East Asia, which found there were up to six times more actual roads than those recorded in official datasets

an architectural study on more than 580,000 new homes in Australia, examining the relationship between big design and inefficient energy use

a business school study on the most effective messaging to encourage ‘green investment’ , attracting institutional investors to sustainable investments 

the University’s One Tree Island Research Station, renowned for its research to save the Great Barrier Reef, which this year celebrates 50 years in operation

Find out why we're no. 1 in Australia

Our world rankings, verity leatherdale.

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Research and Writing Jumpstart

From Tue May 28–Fri, May 31, enjoy morning (10-noon) and/or afternoon (1-3) sessions dedicated to research and writing, available both in-person and via Zoom. Can’t make all 4 days or stay all day? You are still welcome!

Posted in: Research

Brief breaks to share highlights will increase focus and help us all benefit from the sense of being together in the challenge of research and writing. Our program culminates in a hybrid gathering at the week’s end, with lunch provided for in-person participants, providing a valuable chance for participants to share their progress and insights.

As part of the program, we will invite registrants to complete a brief intention-setting worksheet that we will review; in addition, we will offer short 1-1 coaching sessions. Don’t miss this opportunity to advance your research in a supportive, collaborative environment. Coffee and tea will be available throughout the day in the OFE Office.

Daily schedule: 10-12: Morning writing session

12-1: Lunch break 

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Can’t make all 4 days? You are still welcome! Can’t stay all day? You are still welcome!

University of Memphis touts $1M investment into artificial intelligence research amid xAI news

Just a day after the reveal that the Elon Musk-company xAI would build the "world's largest supercomputer" in the Bluff City, the University of Memphis has announced a new investment in artificial intelligence.

University of Memphis is poised to inject a million dollars into academics and research focused on artificial intelligence. This initiative is aligned with community efforts to bring xAI to Memphis , and it’s being led by Provost David Russomanno and Jasbir Dhaliwal, executive vice president of research & innovation.

“The arrival of xAI is a perfect fit with the technology innovation ecosystem of Memphis, which is centered around the University as a top-tier Carnegie R1 research institution,” President Bill Hardgrave said in a press release. “We have much to offer in terms of talent, workforce training, and cutting-edge research.”

Added Russomanno: “We will offer a wide range of educational experiences across the University, including degree programs and stackable micro-credentials customized by context and topic, reflecting student and workforce needs. Going forward, we will provide opportunities for all our students to understand and apply AI.”

 Already, U of M has supported and launched AI initiatives; it isn’t an unfamiliar area to the university.

For more than 30 years, it’s focused on applying AI to major local sectors, like education, healthcare, and transportation. It recently founded the Center for Electrified and Autonomous Transportation and Agile Freight Supply Chain; U of M’s FedEx Institute of Technology houses an array of AI-oriented groups.

901 AI, for example, offers a place for local professionals to engage in AI-based work, and it’s paired with the Data Science Research Cluster, and the upcoming AI research Cluster. The FedEx Institute also leads the Next Generation Supply Chain and Innovation Challenge, which is an industry-aligned AI effort partnered with the National Science Foundation.

TN leaders: Planned supercomputer in Memphis may help with crime, add job diversity

U of M also has one of the largest computer science programs in the state; and in the past three fiscal years, enrollment in its AI-oriented departments – including management information systems and electrical and computer engineering – has doubled. A significant chunk of that growth has come from master’s level candidates.

Now, the university is poised to use the work it’s done to incorporate AI into more academic areas – an effort that school leaders believe could attract more students.

On Wednesday, the Greater Memphis Chamber announced that xAI would be coming to Memphis . Chamber President and CEO Ted Townsend said it would represent a multibillion-dollar investment and is the largest by a new-to-market company in Memphis history. Final job counts and total investment are still being calculated by the company, but the project is expected to open this year.

John Klyce covers education and children's issues for The Commercial Appeal. He can be reached at [email protected]

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Mississippi State University partners with Affinity for trademark licensing services

STARKVILLE – Mississippi State University has announced that it has partnered with Affinity Licensing for exclusive licensing agency representation effective July 1, 2024.

“Mississippi State's partnership with Affinity Licensing marks renewed excitement in our brand’s journey. With their expertise and innovative solutions, we anticipate not only stronger brand protection but also exciting growth opportunities in product development and retail distribution. This collaboration aligns seamlessly with our commitment to advancing the Bulldog legacy,” said Senior Legal Administrator and Director of Licensing Duski Hale.

As part of the agreement, Affinity will manage the university's brand licensing relationship with more than 400 licensees and retail partners.  The university will have access to innovative technology and processes that allow for better brand protection, as well as leverage Affinity's retail and merchandising expertise to expand product categories, launch new products and grow retail distribution. 

“The entire team at Affinity is extremely humbled and honored about the opportunity to partner with Mississippi State,” said Wil Spires, partner of Affinity Licensing.  “Our team joins the Bulldog family with great passion and enthusiasm; eager to collaborate on a better brand strategy to increase product offerings and revenue from the sale of licensed merchandise within the SEC footprint and beyond.”

About Affinity Licensing:

Affinity Licensing is a values-based trademark licensing agency with more than 100 years of collective licensing expertise providing personalized service, industry leading technology and strategic revenue objectives to deliver a better approach to brand management. It has offices in Carlsbad, California and Winston-Salem, North Carolina. For more information, please visit www.affinitylicensing.com .

Friday, June 7, 2024 - 8:00 am

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Your chance of acceptance, your chancing factors, extracurriculars, what constitutes a research 1 university.

Hello everyone! I've been researching various universities and came across the term 'Research 1 university'. Can someone explain to me what exactly this means and how it's different from other research institutions? I appreciate any input!

Hi there! I'd be happy to help clarify the term 'Research 1 university' for you. Research 1 universities, also known as R1 universities, are institutions that are recognized for their intensive research activity. They are designated as such by the Carnegie Classification of Institutions of Higher Education.

The classification system evaluates universities on various factors related to research, including research expenditures, the number of doctorates awarded, and the percentage of faculty engaged in research activities. In general, R1 universities focus heavily on research and typically have a substantial number of doctoral programs across various disciplines.

While other research institutions also conduct research, R1 universities tend to have the highest level of research activity and funding. Some examples of R1 universities are Harvard, Stanford, and MIT. However, it's important to note that attending a non-R1 university doesn't mean students won't have access to research opportunities.

I hope this helps in better understanding the term! Good luck!

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Obituary: Stan H. Braude, professor of practice in Arts & Sciences, 62

Stan Braude, a professor of practice in biology and in environmental studies in Arts & Sciences at Washington University in St. Louis, died at home Saturday, June 1, 2024, after a short illness. He was 62.

Braude earned his bachelor’s, master’s and doctoral degrees in biology at the University of Michigan, spending summers at the university’s Biological Station in northern Michigan. He worked in Kenya for more than 20 years, becoming a world expert on naked mole-rat ecology, evolution and behavior in the wild. He also worked in Argentina, Djibouti, Ethiopia, Tanzania and Uganda and locally in Missouri.

In addition to his naked mole-rat research, Braude published articles and textbook materials on many different topics in ecology, evolution and conservation biology over the years, including elephant behavior, rhinoceros inbreeding and the evolution of dogs, as well as his research on dragonflies, tuco-tucos, giant pouched rats and cave salamanders. Braude was also interested in human biology — publishing research on Barr Bodies, differential blood counts and the evolution of humor, for example — and proposed several theories on medically relevant topics including testosterone levels, inflammatory bowel disease and the oncoprotective fever hypothesis.

Braude began his teaching career at Washington University in 1992 as a lecturer in University College, now known as the School of Continuing & Professional Studies, and started teaching full time in the Department of Biology in 1997. 

He taught classes in human anatomy and physiology; advanced wilderness medicine; Missouri’s natural heritage (an Ampersand program class); and the woody plants of Missouri, among others. When teaching about the biology of dog breeds, Braude brought his oversized dogs to campus to participate in classes.

Braude received multiple national awards for teaching, including the 2004 College Biology Teacher of the Year award from the National Association of Biology Teachers and the 2011 Distinguished Teacher Award from the Animal Behavior Society. Locally, Braude was honored with the Emerson Excellence in Teaching Award in 2022 and the Arts & Sciences Distinguished Teaching Award in 2019.

“Dr. Braude taught me to take ownership of how I act. He also showed me the importance of recognizing the impact of my actions in addition to my intentions,” Alison Leslie, a 2017 alum, told a writer who profiled Braude and his effectiveness in the classroom in 2019. “I truly believe that getting to know him through his courses has made me not only a better student but also a better person.”

“Stan was a consummate teacher,” said Ram Dixit, a professor and chair of biology. “He brought passion and creativity to the multitude of courses he taught in the biology department and in the University College program. His love of the outdoors and hands-on inquiry have had a lasting impact on many generations of students.”

Braude was an active participant and mentor for research projects sponsored by the Living Earth Collaborative, the Institute for Public Health and Tyson Research Center, WashU’s environmental field station. He was an animal trapper, fisherman, carpenter and gardener. He made his own camping gear and he foraged for wild edibles, a talent and skill that he taught to WashU undergraduates and younger scouts in the St. Louis area. Most recently, his knowledge of local foods led to collaborations with Bulrush restaurant and the university’s Buder Center for American Indian Studies.

“For the last eight or nine years, we’ve been tapping the maple trees on campus and then boiling down all that sap into syrup for a pancake breakfast,” Braude told the Humans of Tyson project in 2020 . “I make a fire outside and boil the sap over it. The last couple of years, I would start at around 6 in the morning and invite people from the Pathfinder class around 11, when we would have the first batch of syrup ready.”

Certified as an EMT, wilderness medicine educator and arborist, Braude was the first curator of the Washington University arboretum , which attained Morton Arboretum Level II certification during his tenure. He initiated the love letters for trees event and continued the life of the oldest campus tree . 

Braude had recently traveled to Cambridge, U.K., to trace the journey of Frederick Law Olmsted, the landscape architect who crafted the first plan for the WashU campus in 1895. With the support of a Newman Exploration Travel Award , he was seeking inspiration for the design of green spaces around the new Arts & Sciences building west of Olin Library.

Braude is survived by his wife, Nancy E. Berg, a professor of Hebrew language and literature in Arts & Sciences; children and extended family.

Services were held June 4. In lieu of flowers, the family requests donations to One Tree Planted, a local food pantry or a charity of your choice.

Comments and respectful dialogue are encouraged, but content will be moderated. Please, no personal attacks, obscenity or profanity, selling of commercial products, or endorsements of political candidates or positions. We reserve the right to remove any inappropriate comments. We also cannot address individual medical concerns or provide medical advice in this forum.

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