phd education yale

Education Studies

Yale Education Studies  is an interdisciplinary program that empowers students, faculty and the broader community  to critically reimagine and collectively reshape the education landscape through research, policy and practice.

Today there is a critical need for courageous leaders in early childhood and K-12 classrooms and schools, in higher education, government and the private sector who can act as experts and advocates for education.  The Yale Education Studies program was formed to support this next generation of education leaders. 

Instead of a separate School of Education, Yale’s Education Studies program brings together the study of education across the liberal arts curriculum with courses across 11 departments. Yale undergraduates take courses in the Education Studies program and can participate in one of two Certificate pathways: the  Education Studies Scholars Intensive Certificate   and the Education Studies certificate .  Information about the Education Studies certificate and courses is  available here.  

At home, abroad, working, interning?  Wherever you are this summer, contact OCS or make an appointment for a virtual advising session. We are available all summer! 

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PhD Pathways in Education Technology

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Educational technology, commonly known as EdTech, refers to tools that facilitate active learning through collaboration, allowing educators to create interactive digital textbooks, gamify lessons, and more. Digital devices have increased education’s reach, enabling learning in remote areas and continuity through disruptions like pandemics.

Learn more about Ed Tech industry

• Check out EdSurge , the Ed Tech industry news source
• Overview of Education Technology
• Stanford Report: How technology is reinventing education?
• TED talks by Luis von Ahn (Duolingo’s CEO)

Key Career Opportunities

• Career Development in Education Technology, ISTE
• Job Board -EdSurge

Get Involved and Gain Experience

• Teaching Online at Yale-Poorvu Center for Teaching and Learning
• Participate in Tsai CITY programs to learn skills in innovation and entrepreneurship
• Digital Humanities Lab
• Go on information interviews with Yale alumni

Office of Career Strategy

Visiting yale.

• Tuition, Funding, & Living Costs
• PhD/Master's Application Process

All PhD students at Yale are fully funded. On average, doctoral students at Yale receive more than $500,000 in tuition fellowships, stipends, and health care benefits over the course of their enrollment. Some terminal Master's degree students also receive funding.

Tuition for full-time study at the Graduate School of Arts and Sciences in the academic year 2023-2024 is $48,300.

More information on Tuition & Fees is available in our Programs & Policies handbook. Please note that we do not charge many of the fees common to other schools (e.g., technology fee, library fee, gym fee, student activities fee).

See Student Accounts for billing and payment inquiries.

For PhD Degree Applicants

All PhD students at Yale receive the following financial award, typically for a minimum of five years:

• a fellowship that covers the full cost of tuition ($48,300 for 2023-2024)
• a 12-month stipend (minimum of $40,530 for 2023-2024)
• comprehensive health insurance, including hospitalization coverage and specialty care for students, their legal spouse, and their children
• a family support subsidy for graduate students with children under the age of 18

Additionally, a Dean's Emergency Fund is available to help students with eligible, unanticipated emergency expenses. In some cases, the Continuing Registration Fee for advanced PhD students is also covered by the Graduate School.

Most PhD students complete their degrees without incurring debt.

For Master's Degree Applicants

Most students pursuing Master's degrees do not receive financial support from the Graduate School and are responsible for paying tuition, but some programs offer limited funding. Please check with the program that interests you for more information.

All Master's students registered at least half time receive Student Basic Coverage at Yale Health. You are also eligible to purchase Hospitalization and Specialty Care coverage at a group rate through the university.

Other Sources of Funding

Many of our students win external fellowships and grants. See our External Fellowships & Awards page for more information on how an external award will affect your Yale funding.

Some students choose to take loans, participate in work-study programs, or engage in part-time employment to supplement their funding while in Graduate School. More information is available on Other Means of Financing Graduate Education .

Living Cost Estimates

To ensure that our financial aid package provides enough support to enable you to live in New Haven and study full time, we developed a cost-of-living guide (see below). The Office of Financial Aid also uses these calculations to determine financial need as required by certain funding sources and for immigration processes.

Estimated average living expenses include housing and food, transportation, personal and academic expenses (excluding tuition), and hospitalization coverage and specialty care. Expenses for doctoral students may actually be less than the estimate below, since PhD financial packages cover the full cost of single-student hospitalization and specialty care coverage in the Yale Health Plan, as well as half the cost of two-person coverage (for spouses and partners), and the full cost to cover children.

2023-2024 Academic Year Living Cost Estimate:

9-month living cost (master's students):.

• Single Student: $29,778

12-MONTH LIVING COST (PhD Students):

• Single Student: $38,260  

Graduate Financial Aid

• [email protected]
• 203-432-2739
• 246 Church Street, 2nd Floor

Department of Psychology

You are here, overview of the program.

These are remarkable times for psychology. Scientific breakthroughs concerning the biological, emotional, cognitive, and social basis of normal and abnormal behavior are reported in the media almost daily. The faculty associated with the Department of Psychology at Yale University represents the cutting edge of research and scholarship in this broad and exciting field.

The primary goal of graduate education in psychology at Yale University is the training of researchers, for academic and applied settings, who will broaden and deepen the knowledge base on which the science of psychology rests. The graduate program in the Department of Psychology annually enrolls about 15 new Ph.D. students. When applying to the Department, each potential graduate student indicates one of five areas of concentration, and usually has a “home” in a particular lab, but it is also possible to collaborate with faculty and students in other labs and participate in programs that cut across these traditional areas (e.g., cognitive, affective and social neuroscience; health sciences).

Our Department has an illustrious history, but, more important, continues to reinvigorate itself by recruiting the most outstanding scholars we can identify in clinical psychology, cognitive psychology, developmental psychology, neuroscience, and social-personality psychology, with special efforts to attract those whose interests bridge these areas. These scholars include faculty, research scientists, postdoctoral fellows, graduate students, and undergraduates in Psychology and other programs (e.g., the School of Management, Interdepartmental Neuroscience Program).

A primary objective of our graduate program is to encourage research that follows from an understanding of the substantive and methodological bases of scientific psychology as well as from other social and biological sciences. We encourage students to appreciate the multiple historical and theoretical contexts from which the field has emerged, and to create an environment that facilitates student and faculty interest and participation in research activities. Moreover, many members of the faculty are committed to exploring the impact of their work on individual, community, and societal problems. Consequently, faculty and student interests and research often bridge basic science to issues of public policy, providing opportunities for students to develop broad areas of expertise.

We are deeply committed to graduate education and are eager to work closely with students to help them take advantage of the rich offerings of our Department and University in ways that suit their interests and talents. Our department is a thriving and diverse intellectual community that is committed to a culture of inclusiveness. The relatively small size of our graduate program and the large number of primary and affiliated faculty ensure that each student receives extensive attention in following an individualized curriculum. Over the years, we have cultivated a supportive environment that provides rigorous training. Our program is an active, exciting, flexible, and challenging setting in which qualified students who share our interests thrive. We welcome your application.

You are here

Graduate education.

The Yale English Department offers a broad-ranging program of graduate education, with courses that engage all periods of British literature, American literature since its inception, and many of the contemporary interdisciplines (feminism, media studies, post-colonialism, Black studies, LGBTQIA+ studies, and the environmental humanities).

The Department aims to train future scholars, writers, and teachers of many kinds: our primary focus is on the development of college and university professors, but our alumni also go on to careers as curators, librarians, secondary school teachers, university administrators, journalists, editors, and professional writers. Our faculty believe in the values of pluralism (in what is studied and how it is studied), and they are committed to preparing students to succeed in competitive and demanding professions. To that end, we make the teaching of undergraduates an important part of graduate training, as well as offering a wide array of professional development opportunities at  The Yale Review , university libraries and museums, the Digital Humanities Lab, and elsewhere on campus.

Pluralism within the Department is enhanced by relations with other graduate programs. The English Department offers combined PhD programs with African-American Studies, Film and Media Studies, History of Art, Early Modern Studies, and Women’s, Gender, and Sexuality Studies, and has strong affiliations with graduate programs in American Studies, Comparative Literature, Medieval Studies, Religious Studies, and other humanistic disciplines. Faculty members are often joint appointees in English and another of these programs, and many courses are cross-listed. The Department encourages its students to design programs of study that combine specialization with wise generalization.

Ph.D. Program

Make an impact: The intellectual rigor from researchers associated with Yale Economics drives innovations in domestic and international policy.

• Requirements

Yale's Department of Economics offers a challenging and rigorous academic program, a distinguished and accessible faculty, and a friendly, supportive environment for study.

Our core teaching faculty of 66 is supported by a diverse group of visiting professors and graduate student teaching assistants, making it one of the largest economics departments in the United States with one of the highest teacher/student ratios for the 130 Ph.D. students in residence.

The Department of Economics also has close ties with professional schools in related fields, such as the Yale School of Management, the Yale School of the Environment, and the Yale School of Public Health, where many of its secondary faculty members teach. It also works with affiliated centers, including the Cowles Foundation for Research in Economics, the Economic Growth Center, and the newly created Tobin Center for Economic Policy . 

• The Program
• Prospective Students
• Milestones and Timeline
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• Student Directory

Our Program

Yale's economics faculty embraces a broad range of research and teaching interests. Courses and seminars span a wide spectrum of economics, from dynamic structural models to field experiments. Our students apply econometric and data analytic methods to a variety of subjects in macroeconomics, labor economics and finance. Our courses examine critical economic policy issues, including antitrust and environmental regulation. Our focus is global, spanning the United States and developed economies to the developing nations of Latin America, Asia and Africa. Whatever your interest, our faculty is ready to guide you through a wide offering of more than a hundred regular courses, seminars or workshops, combined with individually tailored reading and research courses to best prepare you for your Ph.D. research and dissertation.

Our faculty is eclectic in methodologies and views of economics. There is no Yale dogma or school. You will acquire a critical perspective on the full range of approaches to macroeconomics. You will be well trained in neoclassical theory and in the theory of public choice, externalities and market failures. You will master the skills of sophisticated modern econometrics and understand pitfalls in its applications. You will gain respect for the power of contemporary mathematical models and also for history and for the insights of the great economists of the past.  

Fields of Study

Important dates.

Dec. 21, Wed. Fall Term ends, Winter Recess begins.

Dec. 22 Thurs. Date of December degree award

Jan. 12, Thurs. Add/drop period opens, 8:30 am

Full calendar

• MB&B Intranet

Molecular Biophysics and Biochemistry

Graduate education overview.

The Ph.D. program offers a broad education in molecular and structural biology, and is remarkable for the scope of research it encompasses. Current areas of research include:

• regulation of the cell cycle
• protein-nucleic acid interactions
• control of development
• catalytic RNAs and RNA processing
• protein structure and function
• mechanisms of transcription, transposition, replication, recombination, and signal transduction
• molecular dynamics
• membrane proteins

Despite the diversity of their interests, researchers in the program are unified by a common desire to understand biological phenomena at the molecular level, whether through the use of genetic, biochemical or biophysical approaches.

The program in MB&B has close ties with the other graduate programs in the biological sciences at Yale and with the Department of Chemistry. These ties allow students in MB&B the opportunity to study and/or perform laboratory research with any of over 200 faculty at Yale. To further cement this spirit of cooperation, a more unified program was developed, called the Combined Program in the Biological and Biomedical Sciences. This program retains the advantages of moderately sized, interest-based groups of faculty, such as MB&B, and yet provides even greater flexibility and choice for students.

Researchers within the MB&B graduate program have a traditional spirit of interaction and cooperation, which exists at all levels from faculty to graduate students. There is generally easy access to equipment and facilities between one research group and another, and in many instances the cooperation runs much deeper and involves active collaboration and publication.

Graduate Contact

Mark Solomon, Director of Graduate Studies BASS 218 Email: mark.solomon@yale.edu

Michelle Cegelka, Graduate Registrar  Yale University Kline Tower, 307 Phone: (203) 432-5662   Email: mbb.gradregistrar@yale.edu

Relationship with the School of Medicine

The MB&B graduate program is associated with both the School of Medicine and School of Arts and Sciences. The association often manifests in projects that have clinical implications, such as the mode of action of oncogenes or the molecular biology of the immune response.

The School of Medicine faculty are chiefly located in the Sterling Hall of Medicine and in the adjacent Boyer Center for Molecular Medicine. Within the “Science Hill” area, most research groups are in the Bass Center for Molecular and Structural Biology or in the newly completed Yale Science Building. Walkways connect the Kline Biology Tower and the Sterling Chemistry Building, uniting chemists with molecular and structural biologists.

The strength of any research effort depends significantly on the students involved, and the graduate program in MB&B is fortunate in consistently attracting some of the brightest and most committed students.

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Yale University

Faculty & Research

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Yale SOM faculty are dedicated teachers and leading researchers who play an outsized role in shaping business theory, policy, and practice. Through our centers , they collaborate to advance knowledge of the financial system, customer behavior, sustainable business practices, social enterprise, and other subjects.

Find a faculty member in the discipline that matters to you., research that matters.

Our faculty are leading the way in developing analytical approaches to the complex challenges that really matter in people’s lives. Often highly collaborative, they use multiple perspectives and disciplinary lenses to find innovative insights.

Focus areas

• Social Impact
• Behavioral Science
• Competition
• Finance & Society
• Public Education

Businesses and business skills are needed to tackle intractable problems.

Organizations can be run to the benefit of multiple stakeholders. Companies large and small can tackle social ills. Investors can direct resources to enterprises that make the economy greener and communities healthier.

We've been studying  social impact  since our founding.

Our choices every day shape the world we live in.

Companies and organizations can have disproportionate impact through their interactions with customers, employees, and others they touch.

Our faculty have unique insight into behavioral science and its ever evolving implications for marketing , finance , and organizations and leadership.

Healthcare needs leaders who can transform the system to improve patient care.

Questions of funding and organizational structure can seem removed from the practice of medicine, but improving healthcare will require leaders who understand hard business skills—and have heart.

Yale SOM experts study all aspects of healthcare .

Markets need competition.

Well functioning markets produce benefits for consumers and efficiencies for society. But to ensure that happens we need deep understanding of markets and competition.

Our faculty study all aspects of competition and its impact on lives. The Thurman Arnold Project pulls together experts across Yale interested in improving antitrust enforcement.

Copious data and near limitless computing are remaking the business world.

Across fields of study, Yale SOM faculty are at the forefront of developing new analytical tools and probing data for insights that can improve how organizations function.

Learn more about data and technology initiatives.

Well-being is built on financial institutions.

SOM has a long history of considering the impact finance has on society. We have unique strengths in asset management, including a specialized degree program , and in the study of systemic risk and the prevention of financial crises .

Public education is a driver of opportunity, but our school systems are too often under-resourced and rife with inequity.

The Broad Center at Yale SOM is training leaders who can foster excellence in large urban school districts and strengthen their communities.

Our insights

Is Space Becoming the Next Front for War—and Traffic Jams?

How Shadow Banning Can Silently Shift Opinion Online

CEOs Invest Less in Corporate Social Responsibility When Their Own Money Is At Stake

CEOs Need More Face Time, Not FaceTime

Speaker Mike Johnson’s ‘Profiles in Courage’ Moment

The Best Leaders Use Intuition

What Did the Last Four Years Teach Us about Managing Inflation?

To Make Greener Buildings, Try Innovating around the Edges

How to Build a Space Station

A Whole-Person Approach to Mental Health

Faculty news.

Profs. Lesley Meng and A. J. Wasserstein Win Annual Teaching Awards

Meng won the award for teaching in the MBA core curriculum, and Wasserstein was honored for elective teaching.

Prof. Barbara Biasi Wins American Economic Association Award for Research on Teacher Salary Structures

In a 2021 paper published in the American Economic Journal: Economic Policy, Biasi found that flexible pay structures in public school districts attract accomplished educators and improve student performance.

Coursera Course Teaches Tools for Making a Difference

Prof. Teresa Chahine’s free online course, Creating Change through Social Entrepreneurship, teaches participants how to define a problem and build a solution.

Featured Yale Cases

Rip medical debt.

Faculty Author: Judith Chevalier

View Summary

In office for less than a year, RIP Medical Debt CEO Allison Sesso received word in December of 2020 that the organization would be the recipient of a $50 million unrestricted gift from Mackenzie Scott. Sesso believed that the surprise windfall could be a gamechanger for the organization. Conceivably, RIP could continue doing what it was doing, but simply do it on a bigger scale. Alternatively, the organization could use the money to improve its core operations in a way that it might work more efficiently. Most ambitiously, RIP could rethink its entire operating model to better achieve the organization’s mission - to end medical debt. RIP’s model had been built on an understanding of how the medical debt system worked and its strategy had been to work within that system to retire debt.  However, with this large change in resources, RIP could try other strategies, such as direct advocacy, to better address the root causes of the problem.

Connecticut Innovations 2022: Managing a State Venture Capital Agency’s Investments 

Faculty Author: Song Ma

Unlike nearly all private venture funds, Connecticut Innovations (CI) was an evergreen fund with no pressure from limited partners to distribute proceeds and could hold public shares after a firm's IPO. But should the fund do so? The issue flared in considering CI’s investment in Arvinas, a New Haven biotech firm. CI's investment managers had observed that the valuations of biotech companies often continued to rise after an IPO. After Arvinas’s IPO in 2019, CI had to decide: should it sell its Arvinas shares after the lock-up period, or hold the shares for longer? What were the potential benefits and risks of the decision? And in a larger perspective, did a policy of holding onto public shares make sense for CI from a public policy or financial perspective? If so, what were the appropriate parameters for an investment in public shares?

Faculty Author: Edward Snyder

In 2017, Equinor, one of the world’s largest oil companies, announced that it was planning to expand its renewable energy business while maintaining its oil business with low carbon solutions. In 2020, the company created an ambitious roadmap to get to net zero in terms of its business by 2050, a commitment greeted with skepticism by some environmental groups, who doubted the company’s sincerity and the ambitiousness of its plans. The Russian invasion of Ukraine in 2022 made Equinor a key player in ensuring Europe’s energy security during this period of hostilities. It increased its production of natural gas to help fill the EU's energy gap left by declining amounts bought from Russian suppliers. While Equinor maintained that it was continuing its announced roadmap to net zero, environmentalists in Norway and abroad raised alarms about the increasing production and the unusual level of profits from the company's fossil fuel business. How could Equinor’s management continue to make its hybrid strategy credible to stakeholders in this new environment?

Counterparty Diversity at the NY Fed

Faculty Author: Andrew Metrick

In March 2020, the rapid onset of COVID-19 disrupted the U.S. and global economies. Fed policymakers believed that the shock of COVID-19 required more than adjusting monetary policy. Under Section 13(3) of the Federal Reserve Act, in unusual and exigent circumstances, the Board of Governors of the Federal Reserve System could initiate programs (called facilities) to serve as a liquidity backstop in its role as lender of last resort. Once the facilities were in operation, the New York Fed reconsidered the use of its standard set of counterparties and agents as the new facilities, which focused on markets beyond those typically transacted in for routine open market operations (“OMOs”), provided a broader set of market participants with which to transact. During the 2008-2009 Global Financial Crisis and in its aftermath, the Fed's choice of counterparties had been criticized as being too narrow. Critics had assailed the Fed for not involving smaller financial institutions, including those owned by veterans, women, and minorities. Could the list of counterparties be expanded in response to the COVID-19 crisis?

Notable Books

Yale SOM centers and initiatives

The Broad Center

Yale Center for Customer Insights

Program on Social Enterprise, Innovation, and Impact

International Center for Finance

Program on Financial Stability

Program on Entrepreneurship

Program on Stakeholder Innovation and Management

Yale Center Beijing

Center for Business and the Environment

Chief Executive Leadership Institute

Thurman Arnold Project at Yale

China India Insights Program

Initiative on Leadership and Organization

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Department of Physics

You are here, david moore.

nEXO, Search for new Interactions in a Microshere Precision Levitation Experiment (SIMPLE)

David Moore’s research focuses on experimental nuclear and particle physics, including tests of the fundamental nature of neutrinos, dark matter, and gravity at microscopic distances. He received his undergraduate degree from Yale University and his PhD from Caltech, where he worked on searching for interactions from dark matter particles using cryogenic detectors.  Following his PhD, he was a postdoctoral fellow at Stanford University before returning to Yale to join the faculty in 2016.

Professor Moore’s research group is developing new technologies to search for physics beyond the Standard Model of particle physics.  These experiments use precision techniques to search for tiny effects in the lab, including new fundamental phenomena (e.g., those related to neutrinos, dark matter, or the microscopic nature of gravity) that may occur at much higher energy or much weaker couplings than could be directly detected at particle accelerators or other direct searches.  We are currently involved in searching for neutrinoless double beta decay with the nEXO experiment, which aims to identify this lepton-number-violating decay if it occurs with a half-life up to 10 28 years (nearly 10 18 times the age of the universe).  We are also developing force sensors and accelerometers capable of searching for new forces (as small as 10 -21 N) using optically trapped, nanogram scale masses.  These optomechanical sensors have applications to searches for dark matter, tests of Newton’s and Coulomb’s laws at microscopic distances, and are approaching quantum measurement regimes for nanogram mass mechanical objects. Professor Moore’s research group is housed at  Professor Moore’s research group is housed at Wright Laboratory and Prof. Moore is a member of the Yale Quantum Institute .

Alfred P. Sloan Research Fellowship in Physics, 2018

NSF Early Career Award, 2017

Lee Grodzins Postdoctoral Award, MIT, 2015

Mitsuyoshi Tanaka Dissertation Award in Experimental Particle Physics, APS, 2013

Google Scholar

Candidates for Degrees

Graduate School of Arts & Sciences

• SOUMYA AGRAWAL
• SARAH SHAIBAN I ALSHAYBAN
• EMILY MARIE BELL
• NIKHILLA BHUVANA SUNDAR
• SIMON NICHOLAS BOUND
• MICHAEL THOMAS BURNS
• QIU QING CHAN
• JIWOONG CHOI
• JACOB D. COLTON
• ALAN RUIXIANG DAI
• SHUBHRAJYOSTNA DASH
• ANDREA De BERARDINIS
• AMANDA NASCIMENTO DIAL
• EZERIKI NGOZI EMETONJOR
• ADAOLISA MARIAN EZEKOBE
• ISABEL FLORA HESLIN
• EMMA YIN HODGDON
• XIANDA HUANG
• QIUSHUANG HUO
• LILY MAYA ISAACS
• ANEKA KAZLYNA
• JOSEPH PATRICK KESTER
• RITIKAA KHANNA
• MIKI KOMORI
• MU-CHIA LEE
• MARGARET KATE LINDROOTH
• JINGKAI LIU
• DILICHUKWU MADUABUM
• PARSA ILHAM MAHMUD
• SARAH PRESCOTT McLEAN
• AADYA MISHRA
• NAZERKE MUKHLISSOVA
• JULIET DARKOWAA OWARE
• BRIDGET MARIANNE PARRY
• ALISTAIR WILLIAM PYLE
• ABIGAIL ELIZABETH REYNOLDS
• MERCY CHEBET RONO
• JACOB IAN ROSENBAUM
• ALVISE SCARABOSIO
• FIADH SHEERAN
• QINYUE EMMA SHEN
• RAKKSHET SINGHAAL
• SOPHIA SLOTWINER-NIE
• KATHRYN LUCILLE STREITZ
• WENZHE TENG
• VIDISHA VIREN WANI
• ZACHARY HAYDEN WOLENS
• DARRELLYN ZHENG YING YONG
• TAKU ZAKOJI
• SHUZHE ZHANG
• QIZHEN ZHAO

Degrees Conferred Earlier in the 2023-2024 Academic Year

• BRAD BROCKMAN
• MAIA-GRACE DE BOURCIER
• NONGYU DUAN
• COREY CHARLES EISERT-WLODARCZYK
• RILEY SCOTT KELFER
• ELI BENNETT LEVIN
• GEOFFREY HERSH CHENLI MARTIN
• DESIRÉE RIVERA
• CASSANDRA ELIZABETH SMITH
• VIET NGOC TRINH
• BOLATITO ADEPOJU
• SARAH MICHELLE ANTONEVICH
• JINGNAN BAI
• MARIA EDUARDA BELOTA MORENO
• JINXUAN BIAN
• ALEXIS MONIQUE BRIANO
• NINA MEI BROOKS
• VICTORIA JOYCE BYRD
• ZHIYUAN CAO
• YUCHEN CHANG
• HAOTING CHEN
• HONGYU CHEN
• MENGFAN CHEN
• SHUANGRUI CHEN
• WANJING CHEN
• YINING CHEN
• YINZHI CHEN
• YONGZHUO CHEN, SR.
• WONCHANG CHO
• HUANGRUI CHU
• ERIC JOHN CUMMINGS
• ZHANQI DENG
• SHELBY THERESA DESROCHES
• YUXUAN DING
• YOUYUAN DONG
• BOWEN DUANMU
• SHENGLAN FANG
• YICHENG GAO
• STACEY HELEN GERASIMOV
• RITHVIK GHANKOT
• KAIYUAN GUAN
• FENGXIANG HE
• HEYUAN HUANG
• JUNYI HUANG
• CATHERINE SUBHASHINI PADMAVATHI JAYAKUMAR
• JIACHENG JI
• MAHIMA KAUR
• MELANIE KING
• YIXUAN LIANG
• HANQING LIU
• JINGJIA MENG
• YIMING MIAO
• CODY MURPHEY
• POLINA OVCHINNIKOVA
• YINGXUE PAN
• JARRED PARR
• VIDHI NARENDRA PATEL
• RAMI PELLUMBI
• CHRISTOPHER MICHAEL PETIT, JR.
• ZEAAN MEHERNOSH PITHAWALA
• JESSICA LYNN QUINONES
• JAMES ROSEN
• TIANFANG SHAO
• INYOUNG SHIN
• RAVEEN KAUR SIDHU
• PETER TAKAHASHI
• LARENCE TCHOUPOU KUETE
• MATTHEW TREMBLAY
• GRAYSON WAGNER
• BELINDA WANG
• CHENGXI WANG
• HUIREN WANG
• SHURUI WANG
• YI-CHUNG WANG
• YINING WANG
• MAXWELL TAYLOR WIBERT
• JAYE ANTOINETTE WILSON
• HUIYI XIONG
• XINCHEN YAN
• HAIYUE YANG
• LEAH CATHERINE YOUNGQUIST
• CONGYI ZENG
• DINGWEI ZHAN
• QIUHAO ZHANG
• RUNQIU ZHANG
• YUZHENG ZHANG
• HENGGUANG ZHOU
• JIM XINGZHE ZHOU
• NINGKUN ZHOU
• ZISHUN ZHOU
• JIACHENG ZU
• SIDDHARTH CHANDRAPPA
• EMILY GOLDFARB
• HANNAH ROSE LEVY
• ALEXANDER YUZHENG LI
• SAHIL SINGH
• ABIGAIL ELIZABETH SPEARS
• EMMANUEL TOKS ADÉNÍRAN
• MARCUS ANTHONY ALAIMO
• MYLES HARRIS ALDERMAN III
• WYATT McMURTRY ARNOLD
• AVNIKA BALI
• KATHRYN MARIE BARTH
• ALEXANDER DURHAM BATSON
• OR EL BEILINSON
• MARIA De JESUS BENITEZ
• KATHRYN SOULE BERG
• ANDIE SMITH BERRY
• DEEPON BHAUMIK
• ADAM MORRIS BLACK
• GEOFFREY THILO BORCHHARDT
• ALECA MEAD BORSUK
• DA'VON ANTHONY BOYD
• EMILY MULCAHEY JANEIRA BRANHAM
• RYAN LAWSON BRIZENDINE
• CAROLINE ABIGAIL BROWN
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Celebrating Health Profession Students' Poetry, Prose, and Visual Arts

Program for Humanities in Medicine 2024 Health Professions Creative Writing and Art Contest Awards Ceremony

Lenique Huggins - First place in Art category

Created by MD student Hang Nguyen. Second place in Art category

WInston Trope - Honorable Mention in Art category

Zeynep Inanoglu - Honorable Mention in Art category

2024 PHM Health Professions Creative Writing and Art Contest Award Ceremony - Student Winners

Winning artwork

Black Motherhood in Medicine

Created by MD student Lenique Huggins. First place in Art category

These Small Things

These are the titles of the poetry, prose, and visual artworks that received first-place in the annual Yale School of Medicine (YSM) Program for Humanities in Medicine (PHM) Health Professions Students' Creative Writing & Art Contest. On May 2, the student winners were celebrated at a gathering where they shared and often provided context for their creations. A supportive and appreciative audience applauded enthusiastically after each presentation.

Professor and PHM Director Anna Reisman, MD, welcomed everyone to the celebration, sharing that the contest began more than two decades ago. It originally was a poetry and prose contest just for medical students; the family of Marguerite Rush Lerner, MD, established and endowed the contest to honor her. Lerner was a dermatologist at YSM, as well as a children’s book author. (Lerner’s husband, Aaron Lerner, MD, PhD, was the first chair of Yale’s Department of Dermatology, and two of their four sons, Ethan Lerner, MD, PhD ‘82 and Michael Lerner, MD ’81, attended YSM.) Reisman explained that several years ago the contest expanded to include visual arts, and also students from across the health profession schools and programs—MD, MD-PhD, Physician Associate, Physician Assistant Online, Nursing, and Public Health.

This year, almost 100 students participated in the contest. MD student winners receive the Marguerite Rush-Lerner prize; the other Yale health professions students receive the Program for Humanities in Medicine prize. See the list of winners under "Related Links."

While second-year MD student Lenique Huggins had been thinking about creating Black Motherhood in Medicine for a few months, it only took two evenings to do so, once she began.

She explains that the inspiration for the piece started in her first week of medical school, when she learned that the maternal mortality rate for Black mothers is 2.6 more than non-Hispanic white mothers. “As a young Black woman, this statistic especially pained me and my close friends.” Additionally, she says that in classes throughout the year, she was part of formal and informal discussions about being a mother in medicine. “I heard from classmates across racial backgrounds about their real fears of balancing pregnancy with their medical training and pregnancy complications among medical professionals.” That led her to begin to think about “my intersection as a future Black mother in medicine and the challenges I may face because of these identities. Now, as a second-year student, I created a piece that captures something I have thought much about these past two years.”

Huggins grew up in a Caribbean household close to art and culture from all over the world. “I’ve always been surrounded by music, dance, storytelling, and visual art, and my family hosted international students throughout my childhood. I started playing the piano at age three, and have been singing, dancing, and doodling for as long as I can remember.” However, it was not until she was an undergraduate at Duke University and participated in community service that she “began to understand the therapeutic value of art.”

Through her involvement in different programs at that time, including Families Moving Forward, a shelter for families without homes, and Reflections, a weekly art program for adults with dementia at Duke Nasher Museum, Huggins says, “I saw how encouraging self-expression could bring peace during uncertain times, reduce stress, and empower communities. When I went through a rough time in my sophomore year, I found myself using painting for a lot of healing.”

Huggins continues, “I will continue practicing art. It’s a self-care practice that helps me combat burnout and show up better for patients who need me.”

Class of 2025 MD student Hang Nguyen started painting at age 11, when her family immigrated to America from Vietnam. She explains, “I did not speak English at the time, so art was a vessel through which I could communicate my tumultuous adolescent mind.”

Currently, she paints often and says her favorite subject is “surreal, tranquil, and, occasionally, liminal landscapes, such as a classroom at midnight, an overgrown, abandoned church, and a long corridor that leads nowhere. For me, these landscapes represent a longing for a space that exists tranquilly, where one can be one's true self.”

Nguyen painted Submerged specifically for this contest; “In other words, this contest inspired me to look inward and reflect on — instead of simply overcome and move forward from — the challenges that I have encountered in medical school.” Through the work she wanted “to convey the various feelings that I experienced while studying for board exams using motifs that are near and dear to me like water and fish in a surreal, tranquil, and liminal ambience.” She painted it during time dedicated to Step 1, over the course of a week, working on it for an hour to two at night.

Hunger , On Chinese Medicine , and On the First Day of Anatomy Lab

First-year Physician Associate (PA) student Kelly Dunn was honored with three prizes: A tie for first place in prose for Hunger , a tie for second place in poetry for On Chinese Medicine , and honorable mention in prose for On the First Day of Anatomy Lab , each of which she shared with the audience. While Dunn, who “always considered the humanities to be a part of my life,” has been an avid reader and artist for as long as she can remember, she did not start writing until the COVID-19 pandemic. She says she mostly wrote nonfiction, and only semi-frequently, “whenever something momentous transpired, or I suddenly felt called to it,” explaining, “so much of my love and appreciation for writing comes from the fact that it’s a medium to better articulate an experience through. Having something so fresh and felt so acutely is a wonderful impetus to begin writing.”

The contest was one of Dunn’s first times writing poetry, “I’ve always been intimidated by it. Learning the different poetic forms and metric lines, as well as how to be economical with my words, seems like something I’ll never be able to achieve.” She continued, “I’m grateful for this contest for giving me an opportunity to try”

For Dunn, writing in PA school has been “incredibly helpful processing all that has happened. Every day I vacillate between feelings of immense wonder, humility, and gratitude— and these words in themselves don’t even do the moments I’ve witnessed justice.”

Acknowledgements

Reisman thanked PHM Manager Karen Kolb for her work coordinating the contest, and the 16 YSM faculty and staff members who served as judges:

Aba Black, MD, MHS, Anne Merritt, MD, MS, Terry Dagradi, Sarah Cross, MD, Lorence Gutterman, MD, Melissa Grafe, PhD, Randi Hutter-Epstein, MD, MPH, Kenneth Morford, MD, Sharon Ostfeld-Johns, MD, Vincent Quagliarello, MD, Lisa Sanders, MD, Nora Segar, MD, Elizabeth Marhoffer, MD, Rita Rienzo MMSC, PA-C, Sharon Chekijian, MD, PhH, and Cynthia McNamara, MD.

Featured in this article

• Aba Black, MD, MHS
• Sharon Anoush Chekijian, MD, MPH
• Sarah Cross, MD
• Terry Dagradi
• Randi Epstein
• Melissa Grafe, PhD
• Lorence Gutterman, MD
• Lenique Huggins
• Karen P Kolb
• Elizabeth Marhoffer, MD
• Cynthia Frary McNamara, MD, FACP
• Anne Merritt, MD, MS
• Kenneth Morford, MD, FASAM
• Hang Nguyen
• Sharon Ostfeld-Johns, MD, IBCLC
• Vincent Quagliarello, MD
• Anna Reisman, MD
• Rita Rienzo, MMSc, PA-C
• Lisa Sanders, MD, FACP
• Nora Segar, MD

Related Links

• Contest winners
• 4 YSN Students Earn Prizes at Health Professions Creative Writing and Art Contest
• On Chinese Medicine
• On the First Day of Anatomy Lab

Does it Matter How Teachers Use Class Time?

• Posted May 21, 2024
• By Heather Corn
• Evidence-Based Intervention
• Student Achievement and Outcomes
• Teachers and Teaching

Should a teacher lecture? Open up the class to big discussions? Let students work indpendently or mostly in small groups? This past winter, Associate Professor Eric Taylor spoke to Ed. about a paper he co-published last summer in the Economics of Education Review that delves into the complexities and nuances of how teachers manage their classroom time, and, in turn, the impact those decisions have on student learning. 

Can you give us a quick rundown of the process of your study?    This paper focuses on teachers’ choices about how to allocate class time across different instructional activities. We studied 250 teachers and their 7,000 students, in England’s public (state) secondary schools. Each teacher was observed eight times over two school years, on average. From those class observations we have time allocation data on a dozen different activities. Those activities fall into four groups: direct instruction, student-peer interaction, personalized instruction, and practice and assessment. We then link each teacher’s class time use data to her students’ test scores at the end of the school year — the GCSE English and math exams, taken at age 14–16. 

What did you find?    Students learn more math skills (score higher on their exams) when their teacher devotes more class time to individual practice and assessment. In contrast, students learn more language skills when their teacher devotes more class time to discussion and work in groups of students. Despite that difference, we find that the average math teacher and average English teacher make very similar choices about how to allocate class time. 

What sparked your interest in research, particularly focusing on class time allocation?    Every year there are students who learn more math, language, and other skills than their peers in the classroom next door because they were lucky enough to get assigned to a more effective teacher. Those lucky students will go on to have more success as adults in college and in the workforce. Understanding why some teachers are more effective than others is an urgent long-standing challenge.

Class time allocation has not been previously studied as we do in this paper. Our data provide a rare opportunity to link class time-use data to student achievement scores for a large sample of both teachers and students.

Learning how best to allocate class time is a skill. But it differs from the kind of skills typically studied by researchers or taught in professional development. Teachers’ choices about how to allocate class time may be easier to change through direction from school leaders or easier to teach to novices. 

Are there other possible explanations for learning beyond how teachers use class time?    You might be skeptical. Perhaps math teachers who spend more class time on individual practice are also teachers who are more skilled at asking good questions or managing student behavior. Perhaps those questioning or management skills are the true cause of students learning more, and class time choices are simply correlated. If that were true, we could ask a less-skilled teacher to increase class time for individual practice, but there would be no change in his students’ test scores. 

Our research addresses that skepticism. We can compare teachers who have the same level of general teaching skills but who allocate class time differently. We have data on each teacher’s time use. But we also have data on each teacher’s instructional effectiveness using the Framework for Teaching classroom observation rubric. In statistics jargon, even after we control for the teacher’s instructional effectiveness, class time use still predicts student achievement. Even among high-skilled math teachers, some allocate more time to individual practice, and their students learn more math. The same is true for low-skilled math teachers. And there is a parallel pattern for English teachers. The practical implication is that students would likely gain (or lose) from changes in class activities even if their teacher’s general teaching skills did not change. 

Did you have any “aha” moments doing this research?    The differences between math and English were most striking to me. Perhaps more-experienced educators are not surprised by the difference. But, at least in our data, both math and English teachers allocated class time in similar ways. For example, both the average math teacher and average English teacher allocated the same amount of class time to “student peer interaction.” English scores were higher in classes with more peer interaction, but math scores were not.

Will there be follow-up research?    Our results are encouraging, but just one study. We are in the early stages of a field experiment where teachers or schools, randomly assigned to the treatment group, would change how they allocate class time, while other teachers or schools continue their current approach (the control group). If anyone reading this is interested in participating in such an experiment, reach out. 

Heather Corn is a writer based in Ohio. Her last piece for Ed. looked at cARTie, the nonprofit mobile art museum bus created by Clare Murray, Ed.M.’20

Ed. Magazine

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Yale awards nine honorary degrees.

Front row, from left, Risa Lavizzo-Mourey, Judith Rodin, Peter Salovey, Mahzarin Banaji, and Hortense Spillers.  Second row, from left, László Lovász,  Kehinde Wiley,  Mario Capecchi, and Stephen Breyer. (Photo by Michael Marsland)

During its 323rd graduation ceremony on Monday, Yale conferred honorary degrees on nine individuals who have achieved distinction in their fields.

This year’s honorary degree recipients included the eminent social psychologist Mahzarin Banaji; retired U.S. Supreme Court Associate Justice Stephen Breyer; Nobel Prize-winning molecular geneticist Mario Capecchi; health policy leader Risa Lavizzo-Mourey; mathematician and computer scientist László Lovász; research psychologist and global thought leader Judith Rodin; literary critic Hortense Spillers; and visual artist Kehinde Wiley ’01 M.F.A.

And also receiving an honorary degree was Yale President Peter Salovey, who presided over his final Commencement as Yale’s leader before his planned return to the faculty this summer.

The awarding of honorary degrees, which has been a Yale tradition since 1702, recognizes pioneering achievement or exemplary contribution to the common good.

The honorary degree recipients and their citations follow:

Mahzarin Banaji Social psychologist Doctor of Social Science

“ Groundbreaking scholar whose pioneering work has helped establish the role that unconscious processes play in governing human social action, you have educated us to appreciate how our judgment of others may spring, not from conscious dislike or animosity, but from implicit biases we do not recognize or understand. These ‘mind bugs’ occur outside of our awareness or control and give rise to prejudices based on race, gender, age, and other characteristics. Intrepid investigator whose work has opened minds and hearts by illuminating what leads us to categorize others, we are pleased to admit explicit bias in your favor as we honor a beloved former Yale faculty member with the degree of Doctor of Social Science. ”

Stephen Breyer Jurist, retired associate justice of the U.S. Supreme Court Doctor of Laws

“ Supreme court justice for over a quarter century, you are known for your pragmatic philosophy, a belief that the judiciary must adapt to changing society and consider real-world consequences for human beings when deciding cases. Your fact and data-driven decisions in matters involving school integration, the rights of criminal suspects, a woman’s prerogative to control her own body, and many more, mark you as someone who shares Justice Holmes’ belief that the important thing is ‘not where we stand, but in what direction we are moving.’ Quintessential enlightenment man, Yale celebrates a justice who reminds us that judges must hew to principle, not politics, as we honor you with the degree of Doctor of Laws. ”

Mario Capecchi Molecular geneticist Doctor of Science

“ Born in Verona to a mother who was taken to Dachau, you lived alone on the streets during the Holocaust from age four, scrounging for food, until, through a set of miraculous circumstances, you were brought to the United States. Without any formal schooling until you were nine, you rose to share the Nobel Prize in medicine for the development of gene targeting in mouse embryo stem cells, a discovery that has led to major advancements in human disease, drug development, and more. Inspiring scientist, whose life lessons teach us all and whose story exemplifies the triumph of the human spirit, we award you the degree of Doctor of Science. ”

Risa Lavizzo-Mourey Health policy leader Doctor of Medical Sciences

“ Trailblazing physician, geriatrician, and first woman and first African American to be president and chief executive of the Robert Wood Johnson Foundation, you have devoted your career to empowering communities and corporations to making equitable health care a shared value. Your persuasiveness has prevailed on big corporations to heed your cry of ‘Less sugar! Less sugar!’ and to help create a healthier America. Yale salutes a visionary who is insistent that all Americans — from every zip code in our nation — can live longer, healthier, better lives, as, with a big glass of delicious water, we toast and award you the degree of Doctor of Medical Sciences. ”

László Lovász Mathematician and computer scientist Doctor of Engineering and Technology

“ Brilliant mathematician and theoretical computer scientist, your pathbreaking contributions in combinatorics, a branch of pure mathematics, have led to real-life applications in computer science, engineering and technology, statistics, and science that serve and advance humankind.  Over time you have received nearly every award a mathematician can earn, including the Abel Prize, the highest award in mathematics. We are honored that you have agreed to receive one more, from the university where you taught and conducted research for over a half decade, and which itself is honored to present you with the degree of Doctor of Engineering and Technology. ”

Judith Rodin Global thought leader Doctor of Humane Letters

“ Pioneering leader who served as the first woman president of both the University of Pennsylvania and the Rockefeller Foundation, you have helped reshape two great institutions to face the needs of modern times. In both, your creative and forward-looking ideas — from health psychology to resilient cities — galvanized initiatives that emphasized change amidst challenge. Yale celebrates as well your twenty-two years in New Haven as a Yale faculty member, educator, dean of the graduate school, and university provost. A resilient and transformational leader wherever you go, Yale salutes an innovator we still think of as ‘one of our own,’ as we proudly confer on you the degree of Doctor of Humane Letters. ”

Peter Salovey P resident of Yale University Doctor of Humane Letters

“ When you step down in June as Yale’s 23rd president, you will enter history as the Yale professor who has held more senior leadership positions at the university than anyone in its 322-year history. Beginning with your presidency of the  Graduate and Professional Student Senate  when you were a Ph.D. student, you have been, serially, chair of the Psychology Department, dean of the Graduate School of Arts and Sciences, dean of Yale College, provost, and president — a cornucopia of senior positions held by no other Yale historical personage, ever.

“ When you were appointed, you said you hoped to help a great university create a more accessible, a more innovative, and a more excellent Yale. You have done all three. Yale now has a dramatically wider array of socioeconomic and geographic diversity across its student body, departments, and schools. New buildings have brought together scattered faculty who now work with and learn from each other. New Haven’s economy is strengthened because of your partnership with its mayor. And the new faculty and academic collaborations in schools and programs that you have prioritized have made Yale more innovative and forward looking in developing ways to address society’s greatest challenges.

“ From the start of your presidency your stated aim has been inspiring Yale as a community where students, staff, and faculty collaborate with one another to make a whole that is more than the sum of its parts. As you return now to the faculty after a suitable rest, no doubt to galvanize students as the excellent teacher you always have been, Yale offers its thanks, as we gratefully confer on you your fourth Yale degree, doctor of Humane Letters. ”

Hortense Spillers Literary critic Doctor of Humanities

“ Inspiring Black feminist theorist and critic, your foundational work, embedded in your deep historical and literary knowledge, challenges received thought and provides us a profound understanding of how race and gender shape the modern world. In three books and dozens of essays, you rewrite the American grammar book, claiming the insurgent ground as you revolutionize how we consider and write about our nation’s history and culture. Pioneering thinker, we celebrate the marvels of your inventiveness, and your enduring contributions to letters, as we proudly confer on you the degree of Doctor of Humanities. ”

Kehinde Wiley ’01 M.F.A. Visual artist Doctor of Fine Arts

“ Internationally renowned painter and sculptor, whose portrait of President Obama hangs in the Smithsonian’s National Portrait Gallery, your arresting portraits, like all pioneering art, break the category, depicting ‘common’ people in traditional styles that raise questions about privilege, power, authority, and representation. Artist recognized around the world for your vibrant and imaginative work, and an awardee of the W.E.B. Du Bois medal for ‘contributions to African and African American culture, and advocacy for intercultural understanding and human rights,’ Yale honors you with a second Yale degree, Doctor of Fine Arts. ”

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PhD in Biostatistics

Biostatistics involves the development and application of sound statistical and mathematical principles to research in the health sciences. Because original theoretical research in biostatistics flows from medical research, the foundations of methodological development must be firmly grounded in sound principles of statistical inference and a thorough knowledge of the substantive area that provides the source of the medical questions being addressed. Thus, the Department of Biostatistics encourages excellent methodological work that is motivated by sound science that includes but is not limited to active collaborations with other investigators.

Students will be able to choose either the Standard Biostatistics Pathway or the newly created Implementation and Prevention Science Methods Pathway , directed by Professor Donna Spiegelman, director of the Center for Methods in Implementation and Prevention Science . The rigorous training in the theory of and methods of biostatistics, with a specialization in implementation and prevention science methods promotes the adoption and integration of evidence-based practices, interventions and policies into routine health care and public health settings to improve the impact on population health.

Research collaborations for biostatisticians take place both within and across departments in the School of Public Health, as well as with other departments in the School of Medicine and the University at large. Areas of current research include the development of general methods that have wide applicability across different areas of health research, as well as more specific techniques for dealing with the underlying processes that give rise to the data of interest. A broad range of health topics addressed by students in this department includes chronic diseases such as cancer, genetic epidemiology, clinical research, and mathematical models for infectious diseases.

Graduates of the doctoral program in Biostatistics are employed in universities throughout the country, as well as in such dedicated research institutions such as the National Institutes of Health. In addition, graduates have pursued careers in the pharmaceutical industry, in which they are actively involved in the evaluation of new therapeutic strategies.

This program requires General GRE test scores. Please send them to institution code 3987 (there is no department code).

More on Implementation and Prevention Science Methods Pathway

Yale’s new pathway is the first degree program to provide rigorous training in implementation and prevention science methods , including training in the development of new methods to advance the field. Other programs, importantly but quite differently, focus on the practice of implementation science and are targeted to those with subject matter expertise (e.g., in mental health or cancer prevention). Yale’s new program, by contrast, targets those wishing to develop scholarly methodological expertise.

If you plan to attend Yale, you will be able to choose this pathway or the Standard Biostatistics Pathway . You will have until the beginning of the spring term to decide which pathway you wish to follow.

2023 Biostatistics Information Session for the MPH, MS and PhD programs

Biostatistics Information Session for the MPH, MS and PhD programs.

November 16, 2023

• Shuangge (Steven) Ma -Department Chair and Professor of Biostatistics
• Mary Keefe - Director of Admissions
• Lisa Calvocoressi - Research Scientist in Biostatistics
• Michael Kane - Assistant Professor of Biostatistics
• Donna Spiegelman - Susan Dwight Bliss Professor of Biostatistics and Professor of Cardiovascular Medicine
• Kei-Hoi Cheung - Professor of Biomedical Informatics & Data Science; Professor of Biostatistics
• Katie Doucet - Assistant Director, Student Affairs

Learn more about the Department of Biostatistics

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