Introduction: Purpose of the Handbook

This handbook is intended to serve as a practical guide for students in the PhD program in Mathematics and Statistics with Interdisciplinary Applications. It provides information about program expectations, academic planning, coursework, advising, graduate assistantships, professional development, and other matters that students may encounter during their studies.

The handbook is also meant to offer support to students navigating the program. When questions arise, this handbook should help students identify the appropriate policies, resources, and people to consult. It is not a substitute for official university policies, the Graduate Catalog, or direct advising, but it is designed to help students understand the program more clearly and make informed decisions.

The information presented in this Handbook is intended to supplement program information and requirements published in the 2026–2027 Graduate Catalog. This Handbook includes requirements for students starting enrollment in the 2026–2027 Academic Year.

Calendar dates and deadlines

Please refer to the UTRGV academic calendar and the Graduate College degree deadlines and resources for important deadlines. All program deadlines align with the deadlines set forth by the University and Graduate College.

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Welcome to the PhD Program

Welcome to the PhD in Mathematics and Statistics with Interdisciplinary (MSIA) program in the School of Mathematical and Statistical Sciences at The University of Texas Rio Grande Valley. We are pleased that you have chosen to continue your mathematical studies with us, and we look forward to supporting you as you begin this important stage of your academic and professional development.

Doctoral study is both challenging and rewarding. During your time in the program, you will deepen your understanding of advanced mathematics, strengthen your ability to read and communicate mathematical ideas, and develop the habits of independent research, learning, and critical thinking that are essential for success in mathematics, statistics, and related fields. You will also have opportunities to work with faculty, collaborate with other graduate students, participate in the intellectual life of the School, and prepare for future professional goals.

Beginning Doctoral Studies

Many students begin the program wondering whether they are fully prepared, how doctoral courses will differ from Master’s or undergraduate courses, how to balance coursework with work or teaching responsibilities, or how to begin working on dissertation research.

It takes time to adjust to the pace, expectations, and independence of research-level mathematics and statistics. Students often find that success in the program depends not only on mathematical ability, but also on persistence, organization, communication, and willingness to seek help when needed. You are not expected to know everything when you arrive. You are expected to learn, grow, ask questions, and take steady steps forward.

What to Expect in the Program

The PhD MSIA program is designed to help students develop a deep understanding of mathematics and statistics at the graduate level and obtain research-level expertise in their particular topic. Students should expect courses that require careful reading, regular problem solving, clear written explanations, and active engagement with abstract and applied ideas. PhD mathematics courses often move beyond computational and proof-based topics and require independent inquiry into and building connections among different areas of mathematics and statistics.

As you progress through the program, you should expect to become more independent as a researcher. Faculty will guide you, but dissertation study also requires initiative. This will include independent reading of research-level materials, forming study groups, visiting office hours, attending seminars or departmental events, and seeking advice about course selection and degree planning.

Students should also expect that their goals may become clearer over time. Some students enter the program with a specific career path in mind. Others are still exploring possibilities, such as academia, teaching, industry, or other professional opportunities. The program provides a foundation that can support a range of future directions.

SMSS Academic Community

The School of Mathematical and Statistical Sciences (SMSS) is committed to helping graduate students succeed. Faculty, staff, advisors, and fellow students all play important roles in creating a supportive academic environment. Students are encouraged to communicate regularly with instructors and advisors, especially when they have questions about degree requirements, course planning, research expectations, academic progress, assistantship responsibilities, or professional goals.

Graduate students are also encouraged to support one another. Study groups, peer conversations, and informal mentoring can make a significant difference in the graduate experience. Mathematics is often learned through discussion, explanation, and repeated attempts to understand difficult ideas. Building connections with other students can help make the program more manageable, more productive, and more enjoyable.

Moving Forward

As you begin the PhD MSIA program, we encourage you to approach your study with curiosity, patience, resilience, and confidence. There will be challenging moments, but challenge is a natural part of any learning. Progress will not always feel immediate, and understanding may come gradually. This is part of the process.

We hope this handbook helps you feel informed, supported, and prepared. We are glad to welcome you to the graduate community in the School of Mathematical and Statistical Sciences, and we look forward to seeing the work you will do during your time in the program and beyond.

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Understanding the Structure of the Program

Overview of the Degree

The PhD program in Mathematics and Statistics with Interdisciplinary applications is a doctoral program designed to provide research-ready study in mathematics and statistics. The program is open to students who received Bachelor or Master’s degree in mathematics, statistics, or related areas. The program is intended to support students with a variety of academic and professional goals, including work in academia including postdoctoral positions, work in industry, and preparation for careers that require strong quantitative, analytical, and communication skills.

The minimum total number of hours required to complete the program varies depending on the student’s credentials at admission. Students entering with a Bachelor’s degree need to complete at least 75 hours of core, elective, and research courses. Students entering with a Master’s degree need to complete at least 57 hours of core, elective, and research courses. The total number of hours each student will spend in the program may vary due to the variability in the research courses assigned by the dissertation advisor.

Informally, the electives are split into four tracks but students are not bound to any one track and are welcome to choose a variety of elective courses that suits their research interests and future plans. Students should work closely with the Graduate Program Coordinator, graduate faculty, track advisors, and their academic advisor to make sure that their coursework and degree plan meet program requirements and support their long-term goals.

The informal tracks are the following:

• Computational and Applied Mathematics
• Statistics, Data Science, and Machine Learning
• Mathematical Modeling in Natural and Applied Sciences
• Foundations of Mathematics with Applications

Credit Hour and Milestone Expectations

The students of the PhD program will take a combination of

• Core courses
• Electives
• Directed Study courses
• Interdisciplinary Research courses
• Dissertation Courses

Because degree requirements can vary by catalog year, students should regularly consult the official UTRGV Graduate Catalog and meet with an advisor and/or Graduate Program Coordinator before registering for courses each semester.

During the study in the program, the students are required to pass the following milestones towards their graduation.

Comprehensive Exams

The PhD program facilitates four written comprehensive exams aligned with four core courses:

• Linear Algebra
• Analysis and Measure Theory
• Probability & Statistics
• Numerical Analysis

Each student must pass three comprehensive exams before attempting the next milestones. For each exam, the student can use up to three attempts to pass it. Earning an A grade in one of the core courses may be used as a substitute for the corresponding comprehensive exam; in this case, the student needs to pass only two exams.

The student should discuss with their advisor and/or Graduate Program Coordinator possible choices of the comprehensive exams based on their research interests.

Candidacy Exam

Candidacy exam is an oral presentation of the student that is open to the public. Usually, the student should demonstrate familiarity with the anticipated area of research and propose a research direction that he or she will be working on in the dissertation. However, the precise format of the exam is set by the dissertation committee.

Once the committee decides that the student passed the candidacy exam, the student is ready to start dissertation research.

Dissertation Defense and Manuscript

The dissertation is the single most important component of the PhD program and its quality and originality will impact student’s career after the program. Writing a quality dissertation should be the student’s top priority.

Dissertation defense is planned a lot of time in advance, advertised through the School of Mathematical and Statistical Sciences, and is open to the public. During the defense, the student presents results of his/her dissertation research and answers questions from the public and the dissertation committee.

Approval of the dissertation defense and manuscript by the dissertation committee is the crucial required step for the degree completion. No student will be awarded the PhD degree without their dissertation approved by the committee.

Typical Timeline for Completing the Degree

Many full-time students can complete the PhD program in Mathematics and Statistics with Interdisciplinary Applications within four to five academic years depending on their degree at admission. A common full-time plan is to take three core or elective courses, or 9 credit hours, during each fall and spring semester during the first semesters of study followed by research-related courses.

Some students may complete the program more slowly because of employment, family responsibilities, or part-time enrollment. This is normal. Students who are not enrolled full-time should still maintain regular advising contact and should make sure they understand university time limits and program milestones.

Students Entering with Bachelor’s Degree

A typical path for a full-time student entering with a Bachelor’s degree may look like this:

First Year: Students usually focus on core courses and foundational coursework while starting elective courses. This is also the time to become familiar with faculty research interests, explore areas of mathematics or statistics, and discuss possible research topics with potential dissertation advisors. Students may consider attempting comprehensive exams during the first year.

Second Year: Students are usually close to completion of core courses and electives by the end of their second year of studies. This is the time to pass the remaining comprehensive exams in order to transfer to research-intensive coursework.

Third Year: Students usually focus on work with their research advisor, passing the PhD candidacy exam, and starting their dissertation work.

Fourth Year and Beyond: Students usually work only on their dissertation research. This is also the time to disseminate your research at School of Mathematical and Statistical Sciences research seminars, UTRGV research conferences, and at local, regional, national, and international research meetings if such opportunities arise.

Students Entering with Master’s Degree

A typical path for a full-time student entering with a Master’s degree may look like this:

First Year: Students usually focus on core courses and electives. This is also the time to become familiar with faculty research interests, explore areas of mathematics or statistics, and discuss possible research topics with potential dissertation advisors. Students should consider attempting comprehensive exams during the first year.

Second Year: Students usually complete regular coursework during their second year of studies. This is the time to pass the remaining comprehensive exams and pass the candidacy exam.

Third Year and Beyond: Students usually work only on their dissertation research. This is also the time to disseminate your research at School of Mathematical and Statistical Sciences research seminars, UTRGV research conferences, and at local, regional, national, and international research meetings if such opportunities arise.

Staying on Track

To stay on track, students should review their degree plan regularly, keep copies of advising notes and important forms, monitor completed and remaining requirements on DegreeWorks, and pay attention to university and program deadlines. Students should also check their UTRGV email regularly, since official communication about registration, academic standing, graduation, assistantships, and other important matters is usually sent through university email.

Students are responsible for understanding and completing their degree requirements, but they are not expected to navigate the process alone. The program, the School of Mathematical and Statistical Sciences, and the Graduate College provide guidance and resources to help students make steady progress toward graduation.

Using Official Policies and Advising Resources

This handbook is intended to help students understand the program in a practical and accessible way. However, official requirements are governed by the UTRGV Graduate Catalog, Graduate College policies, and the degree requirements associated with the student’s catalog year.

Students should consult the official Graduate Catalog for formal degree requirements and should speak with an advisor before making decisions about course selection, comprehensive exams, candidacy exam, dissertation planning, transfer credits, graduation applications, or other academic matters.

The most successful students are proactive. They ask questions early, plan ahead, communicate regularly, and seek clarification when something is unclear. Doing so helps make the structure of the PhD program manageable and allows students to move through the degree with greater confidence.

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Funding

Overview

School of Mathematical and Statistical Sciences tries to provide funding to its graduate students, but the funding opportunities are limited. Admission to the PhD program in Mathematics and Statistics with Interdisciplinary Applications does not guarantee funding support.

This section provides a general overview of common funding options. The two most common sources of funding are Graduate Teaching Assistantships or Graduate Research Assistantships. All students admitted to the PhD program are considered for these two funding opportunities if available through the program. It is not a guarantee of funding and does not replace official university policies, award letters, assistantship contracts, or financial aid guidance.

Graduate Teaching Assistantships

Graduate Teaching Assistantships are one of the most important forms of support available to some graduate students in the School of Mathematical and Statistical Sciences. A Graduate Teaching Assistant (GTA) supports the instructional mission of the School by assisting with undergraduate mathematics or statistics courses.

GTA duties may vary depending on the course assignment. Responsibilities may include leading discussion or lab sections, grading assignments, holding office hours, assisting students, proctoring exams, attending course meetings, or supporting the instructor of record in other appropriate ways. Graduate Teaching Assistants are expected to carry out their duties professionally, communicate clearly with course instructors and students, and balance their assistantship responsibilities with their own academic progress.

Teaching assistantships are also valuable professional development opportunities. They help graduate students strengthen their communication skills, gain experience teaching mathematics or statistics, and develop a deeper understanding of undergraduate learning. Students who plan pursuing postdoctoral experience in academia or teaching at a community college, university, or professional level may find GTA experience especially valuable.

GTAs should pay close attention to any academic standing requirements, enrollment requirements, training requirements, and university employment policies connected to assistantship appointments.

Graduate Research Assistantships

Research Assistantships may be available when faculty members have grant funding, research projects, or other approved sources of support. A Graduate Research Assistant, often called a GRA or RA, typically works with a faculty member or research group on activities connected to a scholarly or applied research project.

Research assistantship duties may include reviewing literature, helping with data analysis, writing code, assisting with mathematical modeling, preparing reports, contributing to publications, supporting grant-related activities, or performing other tasks related to the research project. The specific responsibilities depend on the project and the supervising faculty member.

Research assistantships are usually connected to faculty research areas and are often limited by available funding. Students interested in research assistantships should become familiar with faculty research interests, attend seminars or research presentations when possible, and speak with faculty whose work aligns with their interests. Building academic relationships is important. A student is more likely to learn about research opportunities by being engaged in courses, asking thoughtful questions, and communicating with faculty about long-term goals.

Students should understand that research assistantships are not always available and are usually not automatic. They depend on funding, student preparation, project needs, and faculty selection.

Scholarships and Fellowships

Scholarships, Fellowships, and grants may be available through the university, the Graduate College, the College of Sciences, external organizations, or special funding programs. Some awards are based on academic merit, financial need, program of study, professional goals, research interests, or other eligibility criteria.

Students should review UTRGV scholarship and graduate funding information regularly and should pay close attention to application deadlines. Some opportunities may require a separate application, while others may be awarded based on information already available to the university. Students should not assume that they will automatically be considered for every available award.

Scholarships and grants can be especially helpful because they may reduce the need for loans or outside employment. Even smaller awards can help with tuition, fees, books, travel, research expenses, or other costs associated with graduate study.

Students are encouraged to ask the Graduate Program Coordinator, faculty advisors, and current graduate students about scholarship opportunities they should be aware of. Students should also explore external awards from professional organizations, educational foundations, government agencies, and discipline-specific groups in mathematics, statistics, data science, or related fields.

NSF Graduate Research Fellowship

One of the most prestigious external fellowships is the National Science Foundation Graduate Research Fellowship. The students are encouraged to check the fellowship webpage for details about the application process and related deadlines.

• NSF GRFP webpage: NSF Graduate Research Fellowship Program (GRFP)

Employment Outside the Program

Some students work outside the university while completing the PhD program in Mathematics and Statistics with Interdisciplinary Applications. This may be necessary or appropriate depending on the student’s circumstances. However, students should be realistic about the time commitment required for PhD-level coursework. A full-time graduate course load is demanding, and students who work many hours outside the program may need to take fewer courses per semester.

Students with assistantships should also be aware that university employment may come with limits on additional employment, work hours, or outside commitments. International students must be especially careful to follow all employment rules connected to their visa status and should consult the appropriate international student office before accepting any employment beyond what is officially authorized.

When planning outside employment, students should consider how work responsibilities will affect class attendance, study time, teaching or research duties, progress toward graduation, and overall well-being.

Asking About Funding Opportunities

Students are encouraged to be proactive when asking about funding. Useful steps include speaking with the Graduate Program Coordinator, meeting with faculty advisors, asking professors about research or teaching opportunities, reviewing university scholarship pages, and connecting with current graduate students.

Current graduate students can often provide practical insight into the timing of applications, the nature of assistantship duties, how to balance coursework and work responsibilities, and what questions to ask. Faculty can provide guidance about research preparation, academic fit, and possible future opportunities.

When asking about funding, students should be professional and prepared. It is helpful to explain academic interests, prior experience, current coursework, long-term goals, and the type of support being sought. Students should also ask about eligibility requirements, deadlines, expected duties, renewal conditions, and whom to contact for official information.

Planning Ahead

Funding decisions often happen well before the beginning of a semester or academic year. Students should not wait until the last minute to ask about opportunities. A good practice is to begin asking about funding for the next academic year before spring break of the previous spring semester, or earlier if possible.

Students should also remember that funding may change from year to year. Receiving support in one semester or academic year does not necessarily guarantee support in a later term. Students should read appointment letters, scholarship notices, and financial aid information carefully so they understand the period of support and any conditions for continuation.

Good financial planning includes knowing important dates, keeping records, maintaining academic eligibility, and communicating early if circumstances change.

Maintaining Eligibility

Many forms of funding require students to remain in good academic standing, enroll in a required number of credit hours, make satisfactory progress toward the degree, and comply with university policies. Assistantships also require satisfactory performance of assigned duties.

Students who are concerned about their academic standing, course load, assistantship performance, or continued eligibility for funding should seek advice as soon as possible. It is much better to ask early than to wait until a problem becomes urgent.

Students should also understand that different funding sources may have different rules. A scholarship, assistantship, research appointment, federal financial aid award, and external grant may each have separate eligibility requirements. Students are responsible for understanding the requirements attached to any support they receive.

Travel funding

The PhD program also tries to support students’ efforts to present their research at various meetings outside the Rio Grande Valley. Watch for regular emails from the Graduate Program Coordinator regarding available travel funding and reach out to your advisor if you would like to present your research. Additional information about various travel funding available through the School of Mathematical and Statistical Sciences, College of Sciences, or Graduate College and relevant forms can be found at the School of Mathematical and Statistical Sciences “Resources” webpage.

Additional travel funding may be available through professional societies such as

• American Mathematical Society,
• American Statistical Association,
• Society for Industrial and Applied Mathematics,
• Association for Women in Mathematics,

and others. Make sure to check eligibility, required paperwork, and expectations for any reporting when applying for funding.

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Getting Started: Your First Semester

It is normal for the first semester to feel both exciting and uncertain. Some students enter the program with a clear plan, while others are still exploring their interests. Some students feel confident in certain areas of mathematics but less prepared in others. Some are balancing graduate study with work, teaching responsibilities, family responsibilities, commuting, or other commitments. The goal of the first semester is not to have everything figured out immediately. The goal is to begin building a strong foundation for success.

Meet Faculty Early

One of the most important things students can do during the first semester is get to know faculty members. Faculty can help students understand course expectations, identify areas of interest, explore research oportunities, prepare for comprehensive exams, and think about long-term academic or career goals.

Students should introduce themselves to instructors, attend office hours, and ask questions when they need clarification. Office hours are not only for students who are struggling. They are also a good place to discuss mathematical ideas, ask about future courses, learn more about a faculty member’s research interests, or seek advice about the program.

Students should begin paying attention to which faculty members teach or conduct research in areas that interest them. These conversations do not have to be formal at first. A student might begin by asking a professor what kinds of topics they work on, what courses would be useful preparation, or what skills a student should develop before beginning a research project.

Participate in Departmental Life

Students are encouraged to attend seminars, colloquia, talks, and other events hosted by the School when possible. GTAs and GRAs are required to attend colloquia. Even when the topic is advanced or outside a student’s current area of study, attending talks can help students become familiar with the language, culture, and range of mathematical work taking place in the School.

At first, students may not understand everything in a seminar. That is normal. The goal is not always to understand every detail. Students can still benefit by listening for big ideas, noticing the kinds of questions mathematicians ask, learning about faculty interests, and seeing how mathematical work is communicated.

Seminars and departmental events can also help students meet faculty and other graduate students. These informal connections often make the program feel more welcoming and can lead to useful conversations about courses, research, teaching, and career planning.

Become Familiar with Department and University Resources

During the first semester, students should learn where to find important information and whom to contact for help. This includes knowing how to reach the Graduate Program Coordinator, how to contact instructors, where to find degree requirements, how to access university email, how to use registration systems, and how to locate academic calendars and deadlines.

Students should also become familiar with university resources that support graduate success. These may include the Graduate College, U Central, financial aid resources, library services, technology support, international student services, student health and counseling services, disability services, career services, and other offices that assist students.

Students should not wait until there is a problem to learn where resources are located. Knowing where to go for help can reduce stress later in the semester.

Build Connections with Classmates

Graduate school is easier when students do not feel isolated. Students are encouraged to introduce themselves to classmates, exchange contact information, form study groups, and talk with more advanced students in the program.

Working with classmates can be especially helpful in mathematics. Explaining ideas to others, hearing different approaches, and discussing examples can deepen understanding. Study groups can also help students stay organized and motivated.

Students should use study groups appropriately. Collaboration should support learning, but submitted work must follow the expectations of each instructor and university academic integrity policies. When in doubt, students should ask the instructor what forms of collaboration are allowed.

Friendships and peer support also matter beyond coursework. Classmates can share advice about courses, professors, assistantship responsibilities, campus resources, and the general experience of being a graduate student. A strong peer network can make the program more manageable and more meaningful.

Ask for Help Early

One of the most important habits students can develop is asking for help early. If a student is confused in a course, uncertain about degree requirements, overwhelmed by responsibilities, or unsure how to plan the semester, it is better to ask early than to wait.

Students may ask for help from instructors, the Graduate Program Coordinator, faculty advisors, classmates, current graduate students, or appropriate university offices. Asking for help is not a sign of weakness. It is a normal and responsible part of graduate study.

Many difficulties become easier to address when they are discussed early. A course concept can be clarified. A GTA schedule can be adjusted. A resource can be identified. A misunderstanding about requirements can be corrected. Early communication often prevents small problems from becoming major barriers.

Common Advice from Current and Former Students

Many graduate students, looking back on their first semester, say they wish they had known that it is normal not to understand everything immediately. Graduate courses can be difficult, and even strong students may need time to adjust.

Students also often say they wish they had gone to office hours sooner. Office hours can help students clarify course material, build relationships with faculty, and feel more connected to the program.

Another common piece of advice is to make friends in class early. A supportive group of classmates can make assignments, exam preparation, and the overall graduate experience less overwhelming.

Students also frequently recommend starting assignments earlier than they did as undergraduates. Graduate-level problems often require time to think, pause, return, revise, and write carefully. Waiting until the last minute can make the work much more stressful.

Finally, students often say that they wish they had asked more questions about the degree plan during the first semester. Understanding the structure of the program early can help students make better decisions about courses, dissertations, assistantships, and graduation timelines.

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Finding and Working with Advisor

The Role of an Advisor

An advisor is a faculty member who helps guide a student through an important part of the graduate program. Initially, your track advisor or Graduate Program Coordinator may take this role. As you move closer to your dissertation stage, you will need to find a faculty member who will be your dissertation advisor.

The dissertation advisor supervises all stages of students’ work on the dissertation. He or she helps the student identify an appropriate topic, provides guidance on reading and research, and supports the student in preparing presentation for candidacy exam, the final written dissertation manuscript and related presentation or defense requirements.

An advisor is not expected to do the work for the student. Instead, the advisor helps the student develop direction, focus, independence, and confidence. A strong advising relationship is built on communication, mutual respect, clear expectations, and steady progress.

Explore Research Options

Students do not always enter the PhD program with a fully developed understanding of specific research topic they want to work on. Many students discover additional research interests through graduate coursework, conversations with faculty or fellow students, seminars, projects, and independent reading. It is normal for interests to change as students encounter new areas of mathematics, statistics, or related fields.

Students can explore research interests by paying attention to which courses and topics they find most engaging. Students should also become familiar with faculty members’ areas of expertise. Faculty webpages, course offerings, seminars, office hour conversations, and informal discussions can all help students learn which faculty members may be possible advisors for particular topics.

Learning About Faculty Research Areas

A good first step in finding an advisor is learning what faculty members work on. Students should review faculty profiles, attend talks when possible, and speak with professors whose courses or research areas interest them. Students may also ask the Graduate Program Coordinator, track advisors, or other faculty members for suggestions about whom to contact.

Directed Study

Our PhD program has designated independent study course “Directed Study”. This course may be used to help choosing an advisor or trying a research direction before committing to one advisor. During the course, the student works with an faculty advisor on an advanced topic and presents the topic at the end of the semester at a seminar or similar event. The topic does not have to be new. This gives the student an option to learn more about potential advisor’s research interests and build potential connection with several faculty members before choosing the dissertation advisor. Reach out to your track advisor or Graduate Program Coordinator if you think this may be a good option for you to know more about research topics present in the School.

Choosing an Advisor Who Is a Good Fit

Choosing an advisor should involve more than choosing an interesting topic. The best advisor is usually someone whose expertise aligns with the student’s interests and whose advising style supports the student’s way of working. Students should consider the following factors when thinking about advisor fit:

• The faculty member’s area of expertise should be appropriate for the student’s future dissertation.
• The student should be prepared, or willing to become prepared, for the mathematical background required by the topic.
• The faculty member should be available and willing to supervise the student’s work.
• The student and advisor should be able to communicate clearly and respectfully.
• The advisor’s expectations for meetings, drafts, independence, timelines, and final products should be realistic for the student’s degree plan.

A topic may be interesting, but if the student does not have enough background or if the faculty member is not available to supervise, the student may need to adjust the topic or seek a different advisor. Similarly, a student may enjoy a professor’s course but still need to have a direct conversation about whether that professor is the right person to supervise their dissertation.

Approaching a Potential Advisor

Students should approach potential advisors professionally and thoughtfully. A student’s first message does not need to be long. It should briefly introduce the student, explain the area of interest, mention relevant coursework or preparation, and ask whether the faculty member would be willing to meet to discuss potential supervision of the dissertation.

Students should understand that a faculty member may not always be able to advise a particular student. This may be due to workload, availability, research fit, timing, or the student’s preparation. If a faculty member is unable to serve as an advisor, the student should ask whether they can recommend other faculty members or areas to explore.

When to Begin Looking for an Advisor

Students should begin exploring possible advisors during the first year. This does not mean that every student must have a dissertation topic immediately. However, early exploration gives students time to take relevant courses, read background material, develop relationships with faculty, and make an informed decision.

A good practice is to begin informal conversations during the first year and to move toward a more definite advising relationship once the student has a clearer sense of research interest.

Establishing Expectations

Once a faculty member agrees to advise a student, the student and advisor should discuss expectations clearly. Many advising difficulties can be avoided when expectations are discussed early.

Students and advisors should talk about how often they will meet, how meetings should be scheduled, what kind of work the student should complete between meetings, how drafts will be submitted, how feedback will be provided, and what timeline is realistic for completion.

Students should ask questions such as:

• How often should we meet?
• What should I prepare before each meeting?
• What background reading should I complete?
• What are the major milestones for the dissertation?
• When should I begin writing?
• How much time should I allow for revisions?
• What are the expectations for the defense and dissertation manuscript?

Dissertation work spans a number of semesters and not all these questions are relevant during the first meeting with your advisor. But the student and the advisor should have a common goal and understanding how to reach this goal during the whole dissertation journey.

Communicating with Your Advisor

Good communication is essential to a productive advising relationship. Students should respond to advisor messages in a timely and professional manner, attend scheduled meetings, arrive prepared, and follow through on agreed-upon tasks.

Students should also communicate when they are confused, stuck, or delayed. It is common to encounter difficulty during dissertation. A student may struggle to understand a paper, solve a problem, organize a proof, interpret data, or decide how to write a section. These difficulties are normal, but advisors can only help if they know what is happening.

Students should not disappear when progress is slow. Instead, they should communicate honestly and bring specific questions to meetings. Even if a student has not completed everything planned, it is usually better to meet and discuss obstacles than to cancel repeatedly or avoid contact. Professional communication also includes respecting the advisor’s time. Students should prepare for meetings, keep track of advice and assigned tasks, and allow reasonable time for the advisor to read drafts or provide feedback.

Building a Productive Working Relationship

A productive advising relationship develops over time. Students should take ownership of their work while also making good use of the advisor’s guidance. The advisor can suggest directions, recommend readings, provide feedback, and help the student refine ideas, but the student is responsible for steady effort and follow-through.

Students can strengthen the advising relationship by keeping organized notes, maintaining a list of questions, bringing written work to meetings, and summarizing next steps after each conversation. It is often helpful to keep a research or project notebook where the student records definitions, examples, references, attempted solutions, advisor feedback, and possible future directions.

Students should also be open to feedback. Writing and research improve through revision. An advisor may point out gaps in reasoning, unclear explanations, missing background, or weaknesses in organization. This feedback is part of the learning process and should be used to improve the final work.

Making Progress During the Dissertation Work

The dissertation process requires sustained work over a long period of time, usually more than two years. Students should begin by developing background knowledge and narrowing the topic. After that, they may move into more focused reading, problem solving, computation, analysis, or writing. Over time, different tasks will replace each other. Your dissertation advisor is the main point of contact for all questions related to these tasks.

Students should not wait until the end of the process to begin writing. Writing can help clarify thinking and reveal gaps in understanding. Early writing may include summaries of papers, explanations of definitions, examples, literature notes, or drafts of background sections. These early pieces can often become part of the final dissertation after revision. A useful approach is to set milestones with the advisor. These may include completing background reading, choosing a topic, preparing an outline, drafting a section, presenting preliminary work, revising chapters, and preparing the final submission. Clear milestones make the dissertation feel more manageable and help students stay on track.

Handling Challenges

Challenges sometimes arise in advising relationships or dissertation work. A student may feel uncertain about expectations, overwhelmed by the topic, unsure about progress, or concerned about communication. When concerns arise, students should address them early and professionally.

In many cases, the first step is to speak directly with the advisor. A student might ask for clarification about expectations, request more regular meetings, or explain that they need help setting short-term goals. If the student is uncomfortable raising the concern directly, or if the issue is not resolved, the student should consult the Graduate Program Coordinator or another appropriate faculty member for guidance.

Changing advisors may sometimes be necessary, but it should be approached carefully and with advising support. A change can affect the dissertation topic, timeline, and graduation plan. Students should seek advice before making major changes.

Working with a Committee

For students completing a dissertation, a committee is required as part of the final approval process. The advisor usually helps the student identify appropriate committee members. Committee members may provide feedback, evaluate the final work, attend a defense or presentation, and help ensure that the dissertation meets PhD-level expectations.

Students should communicate respectfully with committee members and provide materials in a timely manner. Students should schedule dissertation defense well in advance and follow all program, School of Mathematical and Statistical Sciences, College of Sciences, Graduate College, and university procedures.

Students should ask the advisor and Graduate Program Coordinator about the required committee structure, forms, deadlines, and final submission process.

Memorandum of Expectations for Student Research

The UTRGV College of Sciences has developed a special online form that outlines expectations for students conducting research. These expectations are designed to ensure a safe, productive, and respectful research environment.

The form is available through DocuSign: MOE Student Research. Your faculty advisor must initiate the form, and it should be updated if you change the advisor.

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Program Milestones Before Dissertation

The program has two major milestones each student has to achieve before advancing to the dissertation. Make sure you understand expectations for each of them and contact your track advisor or Graduate Program Coordinator if you have any questions.

Comprehensive Exams

Exams Offered

The program runs four comprehensive exams corresponding to the four core courses.

• Linear Algebra
• Analysis and Measure Theory
• Probability & Statistics
• Numerical Analysis

Each student must pass three comprehensive exams before attempting the next milestones. For each exam, the student can use up to three attempts to pass it. Earning an A grade in one of the core courses may be used as a substitute for the corresponding comprehensive exam; in this case, the student needs to pass only two exams.

Format and Timeline

The exams are offered three times a year, typically during the weeks right before Fall, Spring, and Summer I semesters. If you are willing to sign up for an exam, you can do that by contacting your Graduate Program Coordinator. Requests to sign up are sent regularly, usually two to three months before the next exam date.

Each comprehensive exam is a written four-hour exam with questions that cover a variety of topics for the corresponding core course. Format and composition of each exam decided by a committee that includes faculty members of the School of Mathematical and Statistical Sciences. Once you sign up for the exam, the chair of the corresponding committee will contact you regarding materials you should study and what you should expect from the exam.

Preparing for a Comprehensive Exam

Start preparation early. Make sure you understand expectations from and format of the exam communicated to you by the chair of the committee. Do not hesitate to ask for additional clarification.

Comprehensive exams are based on core courses. If you have difficulty with a specific topic, contact the faculty member teaching the courses or a faculty member who taught recently and ask for a meeting during their office hours.

Candidacy Exam

Candidacy exam is an oral examination that usually consists of a research presentation open to the public followed by questions from the audience and from the committee. The usual goal of the presentation is to demonstrate that the student possesses sufficient knowledge to start working on a dissertation and to propose a particular research direction the student will be pursuing. However, the precise format and goals of each candidacy exam are set by the student’s advisor and the committee.

Timeline

Since candidacy exam is a public presentation, it should be announced properly and in advance. It is recommended to distribute a flyer with name of the student, title, abstract, location, and committee composition at least a week before the exam. Contact administrative staff of the School of Mathematical and Statistical Sciences in advance to get help with reserving a space for your candidacy exam as well as with flyer preparation and distribution.

It is also a good idea to let the committee know details of your presentation in advanced so the committee members have enough time to provide thoughtful and helpful comments and feedback.

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Dissertation

Dissertation is the single most important document produced by PhD student during his or her studies. Usually, more than half of time spent in the PhD program is spent by working on the dissertation. This includes research, writing the dissertation manuscript, and dissemination of results.

During the dissertation phase, the student is working closely with the advisor and the dissertation committee. The student is expected to take in account feedback from the committee. Graduate College guidelines require regular meetings between PhD student and the committee with reports submitted to Graduate College.

Committee Expectations

Composition and approval of the dissertation committee must follow all guidelines established by the Graduate College. The PhD Program requires that the dissertation committee must include at least five members including the chair. At least one half of all members must represent School of Mathematical and Statistical Sciences. All other members must have a graduate status with the School of Mathematical and Statistical Sciences.

Formatting Requirements and LaTeXTemplate

Formatting requirements for all dissertations at UTRGV are set by the Graduate College at the designated “Thesis and Dissertation” webpage. The School of Mathematical and Statistical Sciences maintains a LaTeXtemplate that strives to adhere to all the Graduate College guidelines.

If you need help with writing make sure to utilize support provided through the UTRGV Writing Center. If you need help with LaTeX, reach out to your advisor or Graduate Program Coordinator who may help you identifying proper resources beyond the School of Mathematical and Statistical Sciences template.

Dissertation Defense

Dissertation defense is one of the most important presentations for every PhD student. Discuss your defense including timeline of your preparation for the defense with your advisor and your dissertation committee regularly. Make sure you understand what your advisor and your committee expect from you at the defense. This is crucial for a successful defense.

Preparations should be done well in advance and the defense date should be set at least two to three months in advance. The dissertation committee should be given enough time to provide feedback on the dissertation manuscript and it generally should be provided to the committee in an almost complete form at least a month before the defense. This gives your committee enough time to communicate any concerns to you so that you have time to address them before the defense.

As with the candidacy exam, you will need to work with the administrative staff of the School of Mathematical and Statistical Sciences to reserve a space for your defense, and prepare and distribute flyer with all relevant information. Make sure to check all Graduate College guidelines as dissertation defenses should be advertised through UTRGV resources as well.

Dissertation defense is a public presentation. You are allowed to invite family and friends to the presentation.

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Professional Development and Career Preparation

The PhD program is not only a collection of courses and milestones. It is also a time for students to prepare for their next professional step. Some students may plan to pursue career in academia. Others may be interested in industry or other career options.

Students do not need to have a final career plan when they begin the program. Graduate school is a good time to explore possibilities, develop professional skills, and learn more about different career paths. Students should use their time in the program to ask questions, seek advice, build experience, and prepare materials that will support future applications.

Professional development should begin early. Waiting until the final semester to think about careers can make the process more stressful. Small steps taken throughout the program can make students better prepared when opportunities arise. Many positions in academia stop accepting applications almost a year prior to anticipated starting date.

Exploring Career Goals

Students are encouraged to reflect regularly on their long-term goals. These goals may change as students take courses, teach, conduct research, attend seminars, or learn about new fields. This is normal. Career exploration is part of graduate development.

Students should speak with faculty, advisors, current graduate students, alumni if available, and career services staff about possible paths. Informational conversations can help students understand what different careers require and how to prepare for them.

Many faculty members had similar deliberations earlier in their professional life. They may be willing to share their experiences with you.

Attending Conferences and Professional Meetings

Conferences and professional meetings can be valuable opportunities for graduate students. They allow students to learn about current work, hear research presentations, meet scholars and professionals, explore career paths, and sometimes present their own work.

Students may attend conferences in mathematics, statistics, data science, or related fields depending on their interests. Some conferences have sessions specifically for students, early-career mathematicians, teachers, or professionals. Others may include poster sessions, networking events, workshops, or career panels.

Students interested in attending a conference should speak with faculty advisors about appropriate meetings and possible funding sources. Travel funding may be limited and may require applications well in advance. Students should also ask about expectations for presenting, registering, preparing an abstract, and representing the university professionally.

Even when students do not present, attending a conference can be useful. Students can learn how professionals talk about mathematics, discover new areas of interest, and gain a broader sense of the mathematical community.

Presenting Your Work

Presenting your research is an important professional skill. Students may present in courses, seminars, thesis and dissertation defenses, project presentations, conferences, workshops, or teaching demonstrations. Each presentation is an opportunity to practice explaining mathematical ideas clearly and confidently.

Students should seek feedback before important presentations. Practicing with classmates, advisors, or faculty can help improve organization, pacing, notation, examples, and clarity. Students should tailor the presentation to the audience and avoid assuming that everyone has the same background.

Presenting also helps students develop confidence. Even short presentations can strengthen communication skills that are valuable in teaching, interviews, research, and professional work.

Networking and Professional Relationships

Networking means building professional relationships through genuine academic and career-related conversations. It does not need to feel artificial. For graduate students, networking may begin with talking to classmates, faculty, visiting speakers, alumni, conference participants, career services staff, and professionals in fields of interest.

Students can build professional relationships by attending events, asking thoughtful questions, following up after conversations, joining professional organizations, participating in seminars, and staying in contact with mentors. These relationships may lead to advice, collaboration, job information, research opportunities, or letters of recommendation.

Students should approach networking with professionalism and respect. A good conversation often begins with curiosity: asking about someone’s work, career path, research area, teaching experience, or advice for students.

Building a Professional Identity

During the every stage of their career, students develop a professional identity. This includes how they describe their skills, interests, goals, and experience.

Building a professional identity takes time. Students can support this process by reflecting on their coursework, seeking experiences related to their goals, attending events, talking with mentors, and documenting accomplishments.

Students should learn to explain what they are studying and researching and why it matters. Being able to describe one’s mathematical or statistical background clearly is useful in interviews, applications, networking conversations, and professional settings.

Keeping a CV Updated

Students should create and maintain a current curriculum vitae, or CV, early in the program. A CV is a professional document that records academic background, teaching experience, research experience, presentations, publications if any, awards, service, professional development, and relevant skills.

Students should update the CV regularly rather than waiting until an application deadline. It is easy to forget dates, titles, presentations, workshops, and responsibilities if they are not recorded when they happen.

Students applying for industry positions may also need a resume, which is usually shorter and more targeted than an academic CV. Students should seek feedback on both documents from faculty mentors, career services, and trusted professionals.

An important item of most CVs is personal web-page. Make sure that it contain all relevant information including how to contact you.

Preparing Application Materials

Different career paths require different application materials. Students should learn what is expected in their target field and begin preparing early.

Postdoctoral or faculty positions may require a CV, cover letter, research statement, teaching statement, and letters of recommendation.

Teaching positions may require a CV or resume, cover letter, teaching statement, unofficial transcripts, letters of recommendation, and sometimes sample teaching materials.

Industry positions may require a resume, cover letter, project portfolio, technical skills section, interview preparation, and possibly coding or technical assessments.

Students should not prepare these materials in isolation. Faculty, advisors, and career services staff can provide valuable feedback. Students should allow time for revision.

Using University Career Resources

Students are encouraged to use university career resources during the program. Career services staff can often help with resumes, CVs, cover letters, interview preparation, job search strategies, graduate school applications, career exploration, and networking skills.

Students may also benefit from university workshops, job fairs, professional development events, employer panels, and online career platforms. Even students who are not actively applying for jobs can use these resources to learn what skills and experiences are valued in different fields.

Students should also consult the Graduate College, College of Sciences, School of Mathematical and Statistical Sciences, and other university offices for professional development opportunities, travel funding, workshops, and announcements.

Professional Organizations

Joining or following professional organizations can help students learn about conferences, publications, career resources, scholarships, teaching resources, and networking opportunities. Depending on their interests, students may explore organizations in mathematics, statistics, applied mathematics, mathematics education, data science, or related areas.

Professional organizations often offer student memberships, newsletters, webinars, conference discounts, job boards, and mentoring programs. Students should ask faculty advisors which organizations are most relevant to their goals.

Seeking Mentorship

Mentorship is an important part of professional development. Students should seek advice from faculty, advisors, current graduate students, alumni, supervisors, and professionals in areas of interest. Different mentors may provide different kinds of support. One mentor may help with research, another with teaching, another with career exploration, and another with application materials.

Students should be respectful of mentors’ time. They should ask specific questions, prepare for meetings, follow up professionally, and express appreciation for advice received. Students should also remember that mentorship is built over time. Regular communication, responsible work, and professional conduct help build trust.

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Resources and Support Systems

Graduate school and doctoral studies are extremely challenging and demand consistent efforts from students over a long period of time. Students are encouraged to use the resources available to them. Seeking support is a normal and important part of being a successful graduate student. Academic, professional, personal, financial, and health-related concerns (physical and mental) can all affect a student’s progress. The university and the School of Mathematical and Statistical Sciences offer many forms of support to help students succeed.

Students should not wait until a situation becomes urgent before asking for help. Many problems are easier to address when they are discussed early. Whether a student needs help understanding degree requirements, improving writing, finding research materials, managing stress, preparing for a presentation, or navigating university procedures, there are people and offices available to assist.

Departmental Support

The School of Mathematical and Statistical Sciences is an important first source of support for graduate students. Students should become familiar with the people in the School who can help them navigate academic and administrative questions.

The Graduate Program Coordinator can help students understand degree requirements, course planning, registration questions, graduation procedures, forms, deadlines, and other program-related matters. Faculty advisors and course instructors can help students think about coursework, academic interests, research topics, dissertation planning, comprehensive examinations, and professional goals.

Students are encouraged to communicate with faculty and staff in a timely and professional manner. When a question arises, students should ask rather than assume. Clear communication helps prevent confusion and supports steady progress through the program.

Faculty Office Hours

Faculty office hours are one of the most useful academic resources available to graduate students. Office hours are not only for students who are struggling in a course. They are also an opportunity to ask deeper questions, discuss mathematical ideas, seek advice about future courses, learn about research areas, and build academic relationships.

Students should prepare for office hours by bringing specific questions, attempted work, notes, or topics for discussion. Even a short conversation can help clarify an important idea or guide a student toward the next step.

Library Resources

The UTRGV University Library provides resources that are essential for graduate study. Graduate students may need access to books, journals, databases, electronic resources, research guides, interlibrary loan, citation tools, study spaces, and assistance from librarians.

Students writing a dissertation or literature review should become familiar with library search tools and research databases. Mathematical research often requires reading books, journal articles, conference proceedings, preprints, and other scholarly sources. Students who are unsure how to locate reliable sources should ask a librarian for assistance.

Library staff can help students develop research strategies, locate materials, manage citations, and access resources that may not be immediately available through a simple internet search. This include getting access to materials that are beyond a paywall or are available at a non-UTRGV library through the Interlibrary Loan Program. Learning how to use the library effectively is an important graduate-level skill.

Writing Support

Writing is an important part of graduate education. Students may need to write homework solutions, reports, drafts, research summaries, teaching statements, scholarship applications, CVs, resumes, or professional emails. Even strong mathematical students can benefit from feedback on organization, clarity, audience, and style.

The UTRGV Writing Center provides support for students working on writing projects. Students may seek help at different stages of the writing process, including brainstorming, organizing, drafting, revising, understanding assignments, working with sources, and improving communication. Writing support is not limited to English or humanities courses; graduate students in mathematics and statistics can also benefit from writing consultations.

Students working on a dissertation should not wait until the final draft to seek feedback. Writing improves through revision, and early feedback can help students organize ideas more clearly. Students should also ask their advisor what kind of mathematical writing feedback they should seek from the advisor, from peers, and from writing support services.

Mathematical Writing and LaTeXSupport

Graduate students in mathematics are expected to develop clear mathematical writing. This includes using precise notation, defining terms carefully, explaining logical steps, and organizing arguments so that readers can follow them.

Students are strongly encouraged to learn LaTeXearly in the program. LaTeXis commonly used for mathematical documents, theses, research notes, presentations, and professional writing. Students can seek informal help from classmates, faculty, online documentation, and examples from previous assignments or templates.

Because mathematical writing combines technical content with clear exposition, students may benefit from both mathematical feedback and general writing feedback. An advisor or instructor can help with mathematical accuracy, while writing support can help with structure, clarity, and communication.

Academic Support and Study Resources

Students may also benefit from academic support services that help with study strategies, time management, organization, learning habits, and academic planning. Graduate mathematics and statistics require consistent effort and strong routines, especially for students balancing coursework with assistantships, employment, family responsibilities, or commuting.

Students should develop systems for tracking assignments, exam dates, reading tasks, advising meetings, registration deadlines, and graduation milestones. When students struggle with organization or workload, they should seek support early. Academic success often depends on habits that can be learned and improved over time.

Students should also use peer support wisely. Study groups, classmates, more advanced graduate students, and informal mentoring can help students stay connected and motivated.

Mental Health and Counseling Services

Graduate school can be stressful. Students may experience anxiety, isolation, self-doubt, family pressure, financial concerns, academic difficulty, or uncertainty about the future. These experiences are common, and students should not feel that they must manage them alone.

UTRGV provides counseling and mental health resources for students. Students may seek support for personal concerns, stress, emotional well-being, adjustment to graduate school, relationships, anxiety, depression, grief, or other mental health needs. Counseling services can also help students connect with additional resources when appropriate.

Seeking mental health support is a responsible step. It does not mean that a student is failing or that they do not belong in graduate school. Graduate students are encouraged to take their well-being seriously and to reach out when they need support.

Student Health and Wellness

Academic success is connected to physical and emotional well-being. Students should pay attention to sleep, nutrition, exercise, medical care, stress management, and healthy routines. Graduate study can become demanding, especially near exams, major deadlines, dissertation defenses, or the end of the semester, but students are more likely to succeed when their plans are sustainable.

Students should become familiar with university health and wellness resources and should seek appropriate care when needed. If health concerns interfere with academic progress, students should communicate with instructors, advisors, or appropriate university offices as early as possible.

Accessibility and Accommodations

Students who need disability-related accommodations should contact the appropriate university accessibility office. Accommodations may support students with documented disabilities, health conditions, learning differences, or other circumstances covered by university policy.

Students are encouraged to begin this process early, since accommodations may require documentation and approval before they can be implemented. Students should not wait until an exam or major deadline to begin asking about accommodations.

Faculty and staff want students to have appropriate access to the learning environment, but accommodations must be arranged through the official university process.

International Student Support

International graduate students may need support with immigration documents, enrollment requirements, work authorization, travel signatures, visa questions, cultural adjustment, and other matters related to studying in the United States. International students should consult the appropriate UTRGV international student office for official guidance.

International students with assistantships or other employment must be especially careful to follow all employment rules connected to their visa status. Students should ask official university staff before accepting additional employment or making changes that may affect immigration status.

International students are also encouraged to connect with faculty, classmates, and campus resources as they adjust to graduate study and life at UTRGV.

Financial Aid and Student Services

Students with questions about tuition, fees, financial aid, loans, scholarships, payment deadlines, or student accounts should contact the appropriate university financial aid or student services office. Financial questions can affect registration, enrollment, and academic planning, so students should address them early.

Students should regularly check their UTRGV email and student account for notices about deadlines, missing documents, balances, holds, or financial aid requirements. Missing a deadline or failing to respond to a request can create unnecessary stress.

Technology Support

Graduate students rely on technology for registration, email, coursework, online learning systems, research, programming, data analysis, LaTeX, presentations, and communication. Students should make sure they can access university email, course platforms, library databases, software, and any technology required for their courses or assistantships. Students who experience technical problems should contact the appropriate university technology support office. It is better to resolve access problems early than to discover them close to a deadline.

School of Mathematical and Statistical Sciences may have access to loaner devices (laptops and/or tablet) that can be used for teaching and research work for GRAs and GTAs. Contact your Graduate Program Coordinator or SMSS staff if you need one.

Career and Professional Development Resources

Students should take advantage of career and professional development resources during the program. These resources may help with CVs, résumés, cover letters, interview preparation, job searches, graduate school applications, conference preparation, and professional communication.

Students should also speak with faculty mentors about career goals. Faculty can help students understand possible paths in teaching, industry, postdoctoral positions, research, applied work, and other areas. Career preparation should begin before the final semester.

Peer Support and Community

Other graduate students are an important source of support. Classmates and more advanced students can provide advice about courses, study strategies, assistantship duties, faculty expectations, campus life, and balancing responsibilities.

Students are encouraged to build friendships and professional relationships within the program. Study groups, informal conversations, seminars, and department events can help students feel connected. A strong peer network can reduce isolation and make graduate school more manageable.

Students should also contribute positively to the community by treating classmates with respect, sharing helpful information, encouraging others, and participating in the academic life of the School.

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Key Contact and Helpful Offices

Use this section as a quick reference. Contact information can change; verify details through official UTRGV websites, the UTRGV directory, or the School office when needed. If unsure, contact your Graduate Program Coordinator first.

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Useful Links

Some of the links below may be updated over time. If the link does not work, check the webpage of the corresponding unit for an update.

School of Mathematical and Statistical Sciences

• School webpage: School of Mathematical and Statistical Sciences
• Colloquia and seminars: SMSS Colloquia and Seminars
• Faculty directory: SMSS Faculty
• School resources: SMSS Resources
• LaTeX template for dissertations: UTRGV SMSS Thesis/Dissertation LaTeX Template

College of Sciences

• College webpage: UTRGV College of Sciences
• College of Sciences Memorandum of Expectations for Graduate Research: MOE Student Research

Graduate College

• Graduate College webpage: UTRGV Graduate College
• Graduate catalog: UTRGV Academic Catalogs
• Thesis and Dissertation guidelines: Graduate College Thesis and Dissertation Resources
• Graduate College SmartForms: Graduate Forms

International Office

• International Student Services: International Student Services