Meet the Dean: Nine Questions for Dean Lewis
November 6, 2025
On August 1, Thomas A. Lewis became dean of the Graduate School and vice provost for graduate education at Cornell. He is also a professor of religious studies and German studies.
Before joining Cornell, Dean Lewis served as dean of the Graduate School at Brown University, where he also completed his undergraduate studies. He holds a Ph.D. in Religious Studies from Stanford University and has held leadership roles within the American Academy of Religion. In addition, he has contributed as a reviewer for the National Science Foundation.
Dean Lewis spoke with the Graduate School about his interest in Cornell, his plans for the Graduate School’s future, and his top priorities as dean and vice provost.
Having spent many years at Brown University, what drew you to this position at Cornell?
Cornell is well-known for its academic excellence, and I was deeply impressed by the way that the interdisciplinary, student-driven field system approach to graduate education contributes to that excellence. Cornell’s scale enables it to be a model in the world of higher education, and becoming part of the dedicated team overseeing these systems and supporting graduate education was an exciting opportunity.
I was also inspired by the guiding principle of “… any person … any study” and how this ethos permeates the university’s approaches to academics, the student experience, and the creation of a community of belonging. At Cornell, there is recognition that we will only achieve the highest levels of excellence if we bring together a wide range of perspectives, experiences, and backgrounds and enable ourselves to learn from all perspectives in our community.
What do you see as the Graduate School’s strengths and how will you build upon our successes?
In the world of graduate education, the Big Red Barn has long contributed to Cornell’s strong reputation. To me, the Barn represents our deep commitment to supporting students’ experiences, fostering a sense of belonging among a diverse group of students, and building community. Cornell has been a notable leader in this area, and having a distinct space for graduate and professional students dedicated to their social and overall well-being is unique.
I seek to build on that history by working with students as well as their fields to make sure that guidance and expectations are clear as possible, supporting faculty as they deepen their commitment to excellence in graduate advising, increasing the visibility of the many offerings that we have for graduate students at Cornell, and ensuring that all of our students have access to these opportunities.
With brewing changes to federal funding and research priorities, how will you navigate the current climate to support Cornell’s research graduate students?
I recognize, as does Cornell’s leadership, that many graduate students and faculty members are concerned about funding for their education and research. One of the important factors in drawing me to Cornell was seeing the depth of commitment to graduate students from all levels of leadership at this institution, and we are determined to follow through on our commitments to students. As part of this, we are continuing to explore additional avenues for supporting our graduate programs and graduate students.
My hope is that, with this recognition, students feel they can focus on their courses and research rather than having to devote their energy to worrying about funding. We will continue working to make sure students are supported.
How do you plan to ensure that all graduate and professional students feel heard and supported?
One of my priorities is to collaborate closely with the Graduate and Professional Student Assembly (GPSA). As the representative body for all of our graduate and professional students across our Ithaca, Geneva, and Cornell Tech campuses, the GPSA is familiar with what this community sees as successes as well as where the student experience could benefit from additional attention. I look forward to learning from and working with them to continue to improve graduate education at Cornell.
I am also eager to make time for other opportunities to interact with graduate and professional students, including engaging with affinity groups, spending time at the Big Red Barn, and seeking out students in their spaces, including labs and department lounges, to get to know Cornell’s outstanding colleges better as well.
In addition, I intend to start holding weekly office hours. It is important to me that all members of our community feel that their voice matters.
Cornell’s system of graduate education is cross-disciplinary and integrative by design. The Graduate School’s 5,000 students are engaged in research and scholarship in all colleges, including Cornell Tech. Given Cornell’s decentralized structure, how will you advocate for the graduate community and keep their concerns visible to senior leadership?
Supporting graduate students at Cornell requires supporting many different kinds of students at different stages of their lives and programs. There’s a profound difference between a 12-month professional degree program and a Ph.D. program that may take five to six years. The key, for me, is not a one-size-fits-all approach, but rather an appreciation of a broader, richer university ecosystem that also includes undergraduates, postdocs, and faculty.
My goal is to ensure that other senior administrators continue to recognize—and I emphasize “continue,” because I have been struck by how much graduate students are already appreciated here—the essential roles that diverse types of graduate students play in the academic community that is Cornell.
Looking ahead, what are your top priorities as dean of the Graduate School and vice provost for graduate education?
As dean and vice provost, I have several priorities high on my list, but at the top is engaging directly with students and faculty to hear what they think is most important. This institution exists to educate and support students, and to do that the best we can involves inviting the input of those directly involved.
In addition, I would like to sustain financial support for graduate education in a shifting funding landscape; build the kinds of diverse communities of faculty and students that drive the innovation across disciplines; and encourage excellence in mentoring and advising. I am also intrigued by Cornell’s footprints in New York City and would like to explore ways that the New York City programs and operations can complement and enhance what happens in Ithaca.
What books and/or podcasts are on your reading and/or listening lists right now? (Or what books are on your bedside table?)
I am currently reading “Literary Theory for Robots” by Dennis Ye Tenen and R.F. Kuang’s “Katabasis.”
Can you tell us three fun facts about yourself?
- I used to water ski competitively.
- I’m a dog person but have four cats.
- I have seven different machines or devices for making coffee.
What is some of the best advice you ever received?
When you get feedback on your work, it may not be the feedback you think you want, and it may try to push you in a direction you don’t want to go. Precisely then, you need to learn something from the advice. It may not involve taking the direction recommended to you, but you need to respond to it.
I learned this lesson while working on my second book. I received feedback that one of my analyses took a middle ground approach when instead it should have argued more strongly in one direction. I considered this advice, but then incorporated it by instead arguing more strongly in the opposite direction. You need to be able to hear what the problem is even if you decide not to take the suggested solution. Doing so will improve your work.