- PhD/Master's Application Process
Who is Eligible to Apply?
If you have completed your undergraduate degree (bachelor's or equivalent) or will have completed it prior to your intended matriculation date at Yale, you may apply to the Graduate School of Arts and Sciences (GSAS).
A Master's degree is not required to apply for a PhD at Yale, although some programs give preference to applicants with post-baccalaureate training. Consult your program of interest directly for information on how it evaluates applications.
We value diversity of all kinds at the Graduate School, and we encourage students from all backgrounds to apply if Yale is a good fit for your intellectual and professional goals. All are welcome to apply, without regard to citizenship or immigration status, socioeconomic level, race, religion, gender identification, sexual orientation, disability, etc.
Requirements for All PhD and Master's Degree Applicants
You will need to provide the following with your application for admission:
- A statement of academic purpose. You will find the prompt for the statement of purpose in our Application Question FAQs .
- A list of all the prior colleges or universities you have attended, accompanied by unofficial transcripts from each school. Unofficial transcripts should be uploaded with your application. Official or paper transcripts are not needed at this time.
- Three letters of recommendation. Enter the names of your recommenders directly in the application and they will receive a link to upload a letter on your behalf.
- $105 application fee or fee waiver.
- Standardized tests . GRE requirements vary by program. TOEFL or IELTS are necessary for most non-native English speakers.
- Resume/CV .
- Some programs have additional requirements, such as a writing sample . You can find information about any specific requirements on the program's website.
Where Do I Begin?
Decide whether you will apply for a PhD or a terminal Master’s (MA, MS) in one of the programs available at the Graduate School of Arts and Sciences . (Note that you will earn one or more Master's degrees en route to a PhD.) Learn about the program: its faculty, course offerings, and resources. Read the faculty's research publications. If you can identify and articulate why the program is a good fit for you and show how your preparation and interests align well with it, you will have a strong application.
A note to students applying to one of Yale’s professional schools or programs:
- If you are applying for a PhD in Architecture, Environment, Investigative Medicine, Law, Management, Music, Nursing, or Public Health; for an MS in Public Health; or for an MA in Music, be sure to use the Graduate School of Arts and Sciences PhD/Master's application.
- If you are applying for any other degree at one of the University’s professional schools (Art, Architecture, Divinity, Drama, Environment, Global Affairs, Law, Management, Medicine, Music, Nursing, and Public Health), visit that school’s website for further instructions. Those programs have separate admissions policies and processes that are administered by the professional schools, not GSAS.
Application deadlines vary by program, so please see Dates & Deadlines for information about your program of interest.
All new students matriculate in the fall. The admissions process begins nearly a year in advance of matriculation.
Some PhD and Master’s degree programs require Graduate Record Examination (GRE) scores. Check your program's standardized testing requirement before you apply.
In addition, applicants whose native language is not English may need to take an English Language test (TOEFL or IELTS).
The application for Fall 2024 entry is closed. The application for Fall 2025 entry will be available starting in mid-August 2024.
Be sure to complete and submit the application before your program's application deadline.
Your application fee or an approved fee waiver is due upon submission of your application.
Your letters of recommendation do not need to be received before you will be able to submit your application. However, since programs begin reviewing applications shortly after the respective application deadline, please be sure that your letters of recommendation are submitted promptly.
What Happens After I Submit My Application?
The faculty admissions committee in each department and program begins reviewing applications shortly after their application deadline. Led by the director of graduate studies (DGS) or director of graduate admissions (DGA), the committee will recommend students for admission to the Graduate School. Once confirmed by the deans of the Graduate School, the admissions office will release final decisions to applicants.
Unlike undergraduate admissions, the admissions office and staff of the Graduate School maintain the application, the application process, and other administrative transactions, but the admissions staff does not review applications or make admissions decisions. That responsibility is handled by the faculty of each department or program.
Most admissions decisions are provided between February and early March. You will receive an email notification when your admissions decision is available.
If you are accepted for admission, you will need to decide if you wish to accept our offer by April 15. We abide by Council of Graduate School's April 15 Resolution , regarding graduate financial support.
Ready to apply? Begin your application today.
- Why Choose Yale Graduate School?
- Dates and Deadlines
- Standardized Testing Requirements
Non-Degree Program Applicants
Looking for non-degree programs? In some cases, it is possible to enroll at the Graduate School as a non-degree student. Non-degree students receive a transcript and many of the benefits of being a Yale student, but do not earn a degree upon completion of their enrollment. We offer three types of non-degree programs.
- Non-Degree Programs
School of Management 2023 – 2024
Master of management studies (m.m.s.) program.
The Yale School of Management offers four one-year programs leading to the degree of Master of Management Studies (M.M.S.): the M.M.S. in Systemic Risk, the M.M.S. in Global Business and Society, the M.M.S. in Asset Management, and the M.M.S. in Public Education Management.
M.M.S. in Systemic Risk
The M.M.S. in Systemic Risk is a one-year program leading to the degree of Master of Management Studies (M.M.S.). A Bachelor of Arts, Bachelor of Science, or equivalent undergraduate degree in economics, finance, statistics, or related field is requisite for admission to this program.
Established in 2017, the program requires a year of full-time study in residence, during which the student completes 36 units of course work (the equivalent of nine term-long classes). Of the 36 units of course work, 4 units are chosen from the elective offerings listed in School of Management Courses for 2023–2024 or from approved offerings in other Yale schools and departments. These elective units must consist of at least 4 units in statistics, economics, or finance (additional beyond required course). An additional 32 units of course work compose the required M.M.S. curriculum. To learn more about the Master of Management Studies in Systemic Risk program, visit https://som.yale.edu/programs/mms-systemic-risk .
The M.M.S. in Systemic Risk must be completed in two consecutive terms of full-time study, unless a student receives advance permission from the dean of students to take a leave of absence (see Leaves of Absence in the chapter General Information). Fulfillment of this enrollment requirement is not precluded by any of the following:
- The compression of the academic calendar caused by public health directives, as long as the student completes the normal academic credit units;
- Visa delays or travel restrictions that result in enrollment from a non-U.S. location and/or the lack of F-1 visa status for a part of the academic year;
- Virtual participation in courses due to emergencies as defined by SOM academic policy, public health directives, travel restrictions, or visa delays;
- Enrollment beginning in the spring term should the School make an allowance for this in response to national emergencies, public health directives, or travel restrictions.
Number of Course Units
A student must:
- Achieve credit, i.e., a grade of Pass or better, in 36 units of course work. Successful completion of more than 36 units does not offset deficiency in any other degree requirement; and
- Enroll in and receive a grade in a minimum of 18 units of course work in each term; and
- Achieve credit in the M.M.S. in Systemic Risk required curriculum, which is the equivalent of 14 units in the fall term and 18 units in the spring term.
Failure to meet the Quality Standard for the M.M.S. in Systemic Risk program results in dismissal from the program. A student falls short of the Quality Standard if the student:
- Fails to receive credit in 36 units of course work by the end of the normal period of residency; or
- Accumulates a grade of Fail in more than 4 units of course work; or
- Accumulates Pass or Fail grades in more than 10 units of course work, or more than 8 units of course work in a single term.
Further information on academic grounds for dismissal, the Academic Standards Committee, and appeals of academic dismissal can be found in the chapter Rights and Responsibilities of Students.
There are five grades at Yale SOM: High Honors, Honors, Proficient, Pass, and Fail. The grade distribution that instructors use, and the policy with respect to the reporting of grades on official transcripts, are described below.
HH: High Honors Up to top 10 percent of class. Reported on transcript.
H: Honors Next 25 percent. Reported on transcript.
PR: Proficient Next 55 percent. Not reported on transcript.
P: Pass Lowest 10 percent in core courses; guideline of 5 percent in electives. Not reported on transcript.
F: Fail An absolute standard; no minimum requirement. To the extent it is used, the F grade counts toward the 10 or 5 percent Pass category. Not reported on transcript.*
Once grades are officially recorded, they may not be changed except in cases in which a mathematical error has been made in computing the grade or a clerical error has been made in recording it. Students seeking correction to a grading error must contact the instructor within two weeks (ten working days) from the receipt of the grade.
If a student takes a course in another school at Yale, the SOM registrar will ask the instructor to submit the grade according to the SOM grade scale.
*F grades in core courses require remediation. The failed core course is not reflected on the official transcript until remediated. Elective courses with F grades are not reflected on the official transcript. Students must replace failed electives with other electives to meet total credit requirements for graduation.
Remediation of Failing Grades in Required Courses
A student who fails a required course must remediate the failing grade through an alternate activity as specified by the instructor and the dean of students. In no case will a grade higher than Pass be recorded when a failed core course is remediated. A student is required to remediate failing grades in all core courses to graduate from the program.
Application to the M.M.S. in Systemic Risk is conducted electronically. For requirements and additional information, see https://som.yale.edu/programs/mms-systemic-risk .
Dual-Degree M.B.A. and M.M.S. in Systemic Risk
On a case-by-case basis, the director of the M.M.S. in Systemic Risk may approve a dual-degree course of study that will allow a student in the M.B.A. program to complete the M.M.S. in Systemic Risk in the second year of the M.B.A. program of full-time, in-residence academic study. Students must first be admitted to and enroll in the M.B.A. and may then apply to the M.M.S. in Systemic Risk during their first year of study at the School of Management. Dual-degree students spend their second year at SOM taking course work to complete the M.M.S. in Systemic Risk and any outstanding degree requirements of the M.B.A. A student may count course work taken in the M.M.S. in Systemic Risk program toward the 72 units of course work required for the M.B.A. In order to graduate with the dual degrees, students must satisfy the degree requirements of each program and will receive both degrees simultaneously. If a student completes the degree requirements of the M.B.A. but fails to complete the degree requirements of the M.M.S. in Systemic Risk, the student may graduate with the M.B.A. degree without earning the M.M.S. in Systemic Risk, and vice versa.
M.M.S. in Global Business and Society
The M.M.S. in Global Business and Society (GBS) is a one-year program leading to the degree of Master of Management Studies (M.M.S.). Satisfactory completion of a Master in Management (M.I.M.) or equivalent degree program from a school that is a member of the Global Network for Advanced Management ( https://globalnetwork.io ) is requisite for admission to the GBS program. A student may also be admitted if the student has completed the required core curriculum of an M.I.M. or equivalent degree program—provided the M.I.M. or equivalent degree-granting school will count credit earned during the M.M.S. in Global Business and Society at Yale toward the M.I.M. or equivalent degree, thus enabling the student to earn the M.I.M. or equivalent degree prior to earning the M.M.S. The M.M.S. degree will be conferred only after Yale SOM receives confirmation from the M.I.M. or equivalent degree-granting institution that the student has completed all M.I.M. or equivalent degree requirements or is only missing the presentation of the final thesis. Yale SOM will have the prerogative to rescind the conferred M.M.S. degree if the student fails to submit, present, and pass the final thesis for their M.I.M. degree in due time.
The GBS program, established in 2018, requires a year of full-time study in residence, during which the student completes 36 units of course work (the equivalent of nine term-long classes). Students are required to take a global perspectives course and at least 16 units of course work from a list of courses offered to GBS students. The remaining units are chosen from the elective offerings listed in School of Management Courses for 2021–2022, additional courses offered specifically to GBS students, or approved offerings in other Yale schools and departments. It is expected that students will choose some of their elective units across Yale University. To learn more about the Master of Management Studies in Global Business and Society program, visit https://som.yale.edu/programs/mms-gbs .
The M.M.S. in Global Business and Society must be completed in two consecutive terms of full-time study, unless a student receives advance permission from the dean of students to take a leave of absence (see Leaves of Absence in the chapter General Information). Fulfillment of this enrollment requirement is not precluded by any of the following:
- Achieve credit in the GBS required curriculum.
Failure to meet the Quality Standard for the M.M.S. in Global Business and Society program results in dismissal from the program. A student falls short of the Quality Standard if the student:
- Accumulates Pass or Fail grades in more than 10 units of course work, or more than 8 units in a single term.
Management Science Concentration
The Management Science concentration is a general program focusing on the application of statistical modeling, data warehousing/mining, programming, forecasting, and operations research techniques to the analysis of problems of business organization and performance.
M.B.A., M.A.M., and M.M.S. in Global Business and Society students at the Yale School of Management may pursue an optional concentration in Management Science drawing on Yale SOM faculty’s broad expertise in applying quantitative methods to challenges in business and management. Students will earn the concentration by completing a minimum of 16 units of eligible courses. For M.B.A. students, 6 units of the requirement will come from the M.B.A. core. An M.B.A. student exempting out of one or more core courses must make up the exempted credits from electives courses. Students may apply one non-SOM course (4 units) toward the Management Science concentration from the list of eligible courses.
International students who pursue the Management Science concentration will have the opportunity to qualify for an additional two-year STEM extension of the Post-Completion OPT work permission. Students wishing to declare the Management Science concentration must meet the deadlines referenced in the SOM academic calendar (see the chapter Calendars). Further information about eligibility and requirements for the STEM OPT extension is available through Yale’s Office of International Students and Scholars ( https://oiss.yale.edu ).
Application to the M.M.S. in Global Business and Society is conducted electronically. For requirements and additional information, see https://som.yale.edu/programs/mms-gbs .
M.M.S. in Asset Management
The M.M.S. in Asset Management is a one-year program leading to the degree of Master of Management Studies (M.M.S.). A bachelor’s degree is requisite for admission to this program.
The Asset Management program, established in 2020 and enrolling students since 2021, requires a year of full-time study in residence, during which the student completes 36 units of course work (the equivalent of 9 term-long classes). Of the 36 units of course work, 16 elective units are chosen from courses offered specifically to Asset Management students, from approved elective offerings listed in School of Management Courses, or from approved offerings in other Yale schools and departments. An additional 20 units of course work, including the yearlong 4-unit Asset Management Colloquium and the Practical Experience Requirement, constitute the required M.M.S. in Asset Management curriculum.
To learn more about the Master of Management Studies in Asset Management program, visit https://som.yale.edu/programs/masters-degree-in-asset-management .
The M.M.S. in Asset Management must be completed in two consecutive terms of full-time study, unless a student receives advance permission from the dean of students to take a leave of absence (see Leaves of Absence in the chapter General Information). Fulfillment of this enrollment requirement is not precluded by any of the following:
Practical Experience Requirement
All M.M.S. in Asset Management students are required to further their asset management education by obtaining practical experience in an organizational setting. This practical experience is an integral part of the M.M.S. in Asset Management academic program. The required experience can only begin after the student has successfully completed one full term of course work at the Yale School of Management and must be completed prior to graduation from the M.M.S. in Asset Management program.
- Enroll in and receive a grade in a minimum of 16 units of course work in each term; and
- Achieve credit in all course work included in the M.M.S. in Asset Management required curriculum.
Failure to meet the Quality Standard for the M.M.S. in Asset Management program results in dismissal from the program. A student falls short of the Quality Standard if the student:
Application to the M.M.S. in Asset Management is conducted electronically. For requirements and additional information, see https://som.yale.edu/programs/masters-degree-in-asset-management .
Dual-Degree M.B.A. and M.M.S. in Asset Management
Students may apply to a dual-degree course of study that will allow them to earn the M.B.A. and the M.M.S. in Asset Management in two years of full-time, in-residence academic study. Students may apply to both programs simultaneously, or they may apply to the M.M.S. in Asset Management during the first year of the M.B.A. program. Dual-degree students spend their second year at SOM taking course work to complete the M.M.S. in Asset Management and any outstanding degree requirements of the M.B.A. program. A student may count course work taken in the M.M.S. in Asset Management program toward the seventy-two units of course work required for the M.B.A. In order to graduate with the dual degrees, students must satisfy the degree requirements of each program and will receive both degrees simultaneously. If a student completes the degree requirements of the M.B.A. but fails to complete the degree requirements of the M.M.S. in Asset Management, the student may graduate with the M.B.A. degree without earning the M.M.S. in Asset Management, and vice versa.
M.M.S. in Public Education Management
The Master’s in Public Education Management (TBM) is a fourteen-month program delivered through The Broad Center at the Yale School of Management and leading to the degree of Master of Management Studies (M.M.S.). The program launched in 2022 and is designed for early- to mid-career school system leaders with extraordinary leadership potential who wish to increase their impact in key K–12 systems.
Offered in five modules accessible to working professionals and monthly online class sessions, the Master’s in Public Education Management allows students to earn an M.M.S. while working full-time in large, urban school systems across the country. Students immediately apply practical classroom learning to their real-world work environment. Cohorts leverage the knowledge and support of their classmates, as well as SOM faculty and education practitioners, to sustain meaningful initiatives and have ongoing impact in their systems on behalf of K–12 students and communities. The program will launch in the summer of 2022 with an inaugural cohort of thirty students.
To apply to the Master’s in Public Education Management, applicants must have a four-year bachelor’s degree from an accredited U.S. institution or the international equivalent and must have a minimum of five years of post-graduate professional experience.
Applicants must currently be employed in an eligible public school system, including school districts, public charter management organizations, or state education agencies in the United States. Participants in the program must work in central or network office-based roles that impact multiple schools, located in large, urban K–12 school systems. Eligible school districts serve at least 15,000 students drawn primarily from historically underserved communities. Eligible public charter organizations operate a minimum of five school sites and are located in areas that would otherwise qualify under the district size eligibility requirements. All students must remain in an eligible role in an eligible organization for the duration of the program.
Applicants must also complete the online application forms (including essays), provide transcripts from every college or university attended, submit two recommendations, and participate in the individual interview and final virtual interview day.
The Master’s in Public Education Management is designed for working professionals in central office roles in large, urban school systems across the United States. The program requires fourteen months of rigorous study and comprises both course work and non-course activities. Students spend five weeks in residence and meet regularly for ten additional virtual sessions during the course of the program. They also complete a capstone project. Students are required to participate in the orientation curriculum, required pre-term work, and all other degree requirements. To learn more about the program, visit: som.yale.edu/tbm.
TBM is designed to support emerging leaders in school systems in increasing their impact in their current roles and accelerating their future leadership trajectories.
The curriculum is made up of the following components:
- Coursework: 25 credit units
- Colloquia: 9 credit units
- Capstone Project: 3 credit units
Given its unique structure, courses for the Master’s in Public Education Management, including the colloquia, are not open to registration for any students outside of those enrolled in TBM.
TBM coursework is structured around four primary curricular strands: Leadership and Navigation, Managerial Analytics, Public Policy, and Strategic Management.
Leadership and Navigation Courses in this strand offer tools, frameworks, and ideas that help students explore how to lead effectively and in partnership with stakeholders for sustained change. Courses may include topics such as self-awareness as a leader, ethical concerns in leadership, effective communication, and forming partnerships.
Managerial Analytics Courses in this strand offer tools, frameworks, and ideas that help students identify problems and evaluate choices to make decisions. Courses may include topics such as telling stories through data, assessing programs, forecasting outcomes, and optimizing time and resources.
Public Policy Courses in this strand offer tools, frameworks, and ideas that help students come to a broader understanding of the societal context for students’ and communities’ inequitable access to opportunities and outcomes. Courses may cover topics such as the policy making process in education, systemic inequalities, and historical advocacy in public education.
Strategic Management Courses in this strand offer tools, frameworks, and ideas that help students understand how to manage teams and resources strategically. Courses may cover topics such as resource allocation strategies, team building, human capital strategies, and managing pushback.
In addition, TBM students will participate in a culminating course, The Executive for the Education Leader.
TBM includes three required colloquia courses, which focus on (1) K-12 practitioner perspectives, (2) Reflection and connection, and (3) Equity in theory and action. Students’ grades are based upon attendance, participation, and deliverables assigned by the colloquia faculty.
Students are required to undertake a capstone project with supervision from a Yale faculty member. The project is meant to allow students the opportunity to expand and develop their understanding of a particular challenge or question in their professional functional area and work to address the issue in their school system utilizing the concepts and tools gathered from program course work. Capstone projects are required for graduation.
Continued Eligibility Requirements
Throughout the fourteen months of the program, all TBM students are required to remain employed full-time in an eligible role and an eligible organization as described below.
The Broad Center at Yale SOM reserves the right to revisit program eligibility and mission alignment with TBM at any point until successful program completion including, but not limited to, at times of transition such as changes in job, responsibilities, or employment status. As any change in an enrolled student’s employment may impact continued eligibility for the program, students must notify The Broad Center at Yale SOM in advance of making any such changes.
The overarching eligibility requirements for admissions to the Master’s in Public Education Management are as follows:
Participants in the program must work in central or network office-based roles that impact multiple schools located in large, urban K–12 school systems, including school districts, public charter management organizations, and state education agencies. Eligible school districts serve at least 15,000 students drawn primarily from historically underserved communities. Eligible public charter management organizations operate a minimum of five school sites and are located in areas that would otherwise qualify under the district size eligibility requirements.
Upon enrolling in TBM, students agree to the following:
- If a student pursues new employment opportunities either within or outside of their current organization after beginning the program, the student is expected to proactively notify the TBC at SOM team of career transitions.
- Students must communicate to the director of academic and student affairs at TBC at SOM when there is a strong possibility they will be changing roles and/or changing organizations in advance of making any career changes.
- Depending on the specific circumstances, a change in role or organizational eligibility may result in a student’s dismissal from the program.
To qualify for the M.M.S. in Public Education Management degree, a student must at all times meet the conditions to continue as a degree candidate and must meet all requirements as follows:
A student must complete all program requirements in fourteen consecutive months, unless a student receives advance permission for a leave of absence or is remediating a failed course with permission of the faculty member and Executive Director of The Broad Center at the Yale School of Management (TBC at SOM).
Number of Credit Units
A student must achieve credit (i.e., a grade of Pass or higher) in 37 total credit units of the M.M.S. in Public Education Management required coursework (25 credit units); required colloquia (9 credit units); and required independent study capstone project (3 credit units).
Failure to meet the Quality Standard for TBM results in dismissal from the program. A student falls short of the Quality Standard if the student:
- Fails to receive credit in 37 units of course work in the Master’s in Public Education Management required curriculum by the end of the normal period of residency, unless an extension has been granted per the enrollment requirement above; or
- Fails to meet the Continued Eligibility Requirements as described above.
All TBM courses, including colloquia and the capstone project, are required. A student who fails a required course, including colloquia and the required capstone project, in the Master’s in Public Education Management sequence must remediate the failing grade either by passing a proficiency examination, if offered, or through alternate activity as specified by the instructor and Executive Director of the Broad Center at SOM, including potentially retaking the course in the following academic year. In no case will a grade higher than Pass be recorded when a failed course is remediated. A student is required to remediate failing grades in all required courses to graduate from the program.
TBM students are expected to attend all classes and colloquium sessions, be on time, and be prepared to contribute. Regular attendance will be taken for each of the residency and virtual sessions. Students who receive one or more unexcused absences may, at the discretion of the faculty, receive a final course grade of Pass or Fail. We recognize that there are times when circumstances may cause a student to miss class or a colloquium session. For example, absences due to religious observance, unplanned hospitalization, or an illness that directly affects the student or an immediate family member would be considered excused. In the case of an extended medical absence due to illness, the student must provide the director of academic and student affairs for TBC at SOM with written confirmation of the disabling condition from a healthcare professional providing treatment. Whenever students are unable to attend class or a colloquium session, they are required to notify the director of academic and student affairs for TBC at SOM and the course instructors. If the circumstances make advance notice impossible, an email as soon as possible after the missed class is the next best alternative. Students are responsible for all missed course content, assignments, lecture notes, handouts, and other course materials. The due dates of assignments will not routinely be extended even in situations where an absence may be excused.
At the discretion of the faculty member, absence can negatively impact academic performance if a student misses more than one class session of a course, regardless of whether the absence is excused or unexcused. Several absences, regardless of whether the absence is excused or unexcused, can lead to a failing grade and in the case of failing, would require remediation.
Students are expected to take all examinations at the scheduled time and submit all take-home exams on the assigned due date. Exams may be rescheduled only in exceptional circumstances such as a religious observance, incapacitating illness, or serious family emergency. Travel arrangements, mild illness, work-related obligations, and the like are not acceptable reasons to change an exam time or miss a deadline. If there is a need to change the date or time of an exam, written approval must be obtained from the instructor prior to the date and time of the exam, unless the nature of the emergency is such that advance notice is impossible. In the case of delay due to illness, the student must provide the director of academic and student affairs for TBC at SOM with written confirmation of the disabling condition from a healthcare professional providing treatment.
Deadlines for Deliverables
Students are expected to adhere to all deadlines set by faculty. A student who is not able to meet a deadline for an assignment or exam must request an extension from the instructor. If an extension is granted, the student will submit the assignment by the extension date or risk receiving a grade of Fail for the assignment/exam. The instructor will determine if a late assignment/exam will affect a student’s grade. If a student fails to meet a deadline without notifying the instructor, the student will be in jeopardy of receiving a failing grade for that particular assignment/exam.
Incomplete Course Work
Students are expected to complete all assignments by the deadlines established by the instructor. Marks of Incomplete are rarely approved, and only in cases where incapacitating illness or serious family emergency prevents the student from completing class work on time. A student who anticipates a problem should contact the instructor and director of academic and student affairs before the last day of class. If the Incomplete is approved, the mark must be converted to a grade no later than sixty days after the date on which grades for the class are due. If no grade has been received by that date, a grade of Fail will be recorded automatically.
Academic Policies during Virtual Sessions
The Master’s in Public Education Management curriculum includes ten required virtual sessions. During virtual learning, students should:
- Log in early to test their connection;
- Participate from a quiet location such as a home or office, not while on transit or in public; and
- Be fully present and engaged.
Four grades are used in the TBM program: Distinction, Proficient, Pass, and Fail. The policy with respect to the reporting of grades on official transcripts is described below.
DI: Distinction Reported on transcript.
PR: Proficient Not reported on transcript.
P: Pass Not reported on transcript.
F: Fail An absolute standard. Not reported on transcript.*
*F grades in TBM courses require remediation. The failed course is not reflected on the official transcript until remediated.
Use of Career Development Office (CDO) Resources
The Yale SOM Career Development Office (CDO) provides general career management assistance and coaching as well as access to the Yale SOM job board to TBM students. The Career Development Office can be reached at email@example.com . TBM students and alumni can access career support for education roles directly through TBC at SOM.
During the five residence weeks, accommodation will be provided for TBM students at a hotel in New Haven. Lodging will be provided Sunday–Friday night of each residence week for TBM students at no cost to the student. If travel arrangements require, TBC at SOM will cover one additional night of lodging for the Saturday night either prior to or after session, based on hotel availability. Any additional nights, parking, and incidentals will be the student’s responsibility. Information on hotel room reservations will be communicated to students by the TBC at SOM team.
Rights and Responsibilities of TBM Students
In general, the policies in the chapter Rights and Responsibilities of Students apply to all students, including TBM students. The following policies are specific to the TBM program.
Required Leave of Absence
A student who demonstrates insufficient commitment to the program—as evidenced, for example, by an accumulation of absences, frequent tardiness on deliverables, and/or disengagement from required group work—may be required to take a leave of absence at the discretion of the executive director of The Broad Center at SOM. A leave of absence is granted for one year, and the return to the program will depend on the approval of the executive director of The Broad Center at SOM. For more information on policies related to leaves of absence, see Leaves of Absence in the chapter General Information.
All TBM students receive a Surface Pro tablet by the start of the program. This device is the personal property of the student, and lost or stolen tablets will not be replaced. The SOM-IT webpage offers videos and instructions to help students self-configure their tablets, and SOM-IT staff are able to offer hands-on help as well. Laptops and tablets are not to be used during in-person courses or colloquia sessions unless explicitly permitted by the instructor or faculty director. Using cell phones, browsing the Internet, or reading e-mail during in-person time can distract the instructor and classmates and interrupt the learning experience. Cell phones and other electronic devices are to be turned off during class and the colloquium. See Policies on the Use of Information Technology Facilities in the chapter Rights and Responsibilities of Students for more information.
TBM Device Replacement Policy
As noted, lost or stolen Surface Pro tablets will not be replaced. In the event of manufacturing defects (covered by the Microsoft one-year warranty), TBM will replace one Surface Pro per student. Students who lose or accidentally damage their Surface Pros will replace the device at the student’s expense; the cost can be paid by check (upfront, before receiving the new device), or it can be added to the student’s account. IT will assist with reinstalling all software that students require for their devices. TBM will be notified by IT if and when students request replacements.
TBM classes and colloquia are recorded with the permission of the faculty member. Recordings are posted to the class course site in Canvas. There are times when faculty will request that a session not be recorded. In such instances, students will be notified of this request through Canvas. Course videos are Yale University property and cannot be downloaded from Canvas. Use of tools or video recording platforms as a way of circumventing security measures and taking the video without permission is prohibited.
Academic Support and Resources
Yale SOM provides a variety of resources to help students who are experiencing academic difficulty achieve the highest possible standard of academic excellence. For example, the School’s Professional Communications Center is available to assist with written and oral communication skills. Information about the center and its services can be found on the SOM portal.
In instances when a TBM student is referred to the Honor Committee, there will be at least one student representative from the TBM program serving on the committee.
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17% First-generation students in Class of 2023
57 Countries represented by members of the Class of 2023
6.2% Rate of admissions, Class of 2023
$52,300 Average grant of undergraduate financial aid
Seeking a degree? Or simply hoping to broaden your educational horizons?
You can earn undergraduate degrees at Yale College, master’s or doctoral degrees at the Graduate School of Arts & Sciences, and specialized degrees at our 13 professional schools. There are also many non-degree programs that allow individuals to study or pursue research without matriculating. Apply directly to the school or program where you wish to enroll.
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Visit admissions.yale.edu for information about Yale College and advice for applicants.
Graduate & Professional Schools
Find information about our graduate and professional schools here.
We work to ensure that all qualified applicants have access to a Yale education.
We offer financial aid to international students on the same terms as U.S. students.
You can study at Yale or audit courses without matriculating through these special programs.
These courses are open to students from Yale and beyond, as well as high school juniors and adult learners.
See how our World Fellows Program is fostering a new kind of global leadership.
Frequently asked questions.
1. What is the difference between the Education Studies Scholars Intensive Certificate and the regular Certificate?
- The Scholars Intensive Certificate is a selective, cohort program with an emphasis on community learning and research through the senior capstone project. Yale students apply to the Scholars program in the fall of their sophomore or junior year after taking EDST 110 Foundations in Education Studies. Accepted students learn in a seminar community with a cohort that takes several courses together culminating in the senior capstone. They are closely mentored over multiple years by Yale Education Studies faculty.
- The Education Studies Certificate is a course-work based program allowing students to develop individualized expertise in Education Studies. The YES Certificate is a good option for students who have other significant curricular committments (such as a double major) and want to customize an individualized learning experience.
2. Does Yale have a major in Education Studies?
Yale’s Education Studies program is based in the Yale College Dean’s Office and offers two Certificate programs. It does not offer a major.
3. Does Yale offer teacher certification?
The Education Studies program does not include teacher certification. A number of Yale students pursue careers in teaching after graduation through enrolling in a teacher preparation master’s program or an alternative certification route to teaching.
4. Does Yale offer graduate programs in education?
Graduate students can enroll in Education Studies courses with permission of their division or school. There are no Yale graduate degrees in Education Studies.
Current Yale students begin by enrolling in EDST 110 Foundations in Education Studies, offered every fall. As soon as a Yale student enrolls in EDST 110, they may apply to participate in the EDST Certificate. Students can apply for the Scholars Intensive certificate program in the fall of their sophomore year (and in special circumstances in their junior year.)
6. If I start completing an EDST Certificate and I decide I want to apply to the Scholars Intensive Certificate, can I change?
Yes. Students will ultimately participate in only one program, the regular Certificate or the Scholars Intensive Certificate.
7. Can courses that I take for the Scholars program or the Certificate be counted for my major as well?
A total of 2 courses may potentially overlap between your major and an Education Studies Certificate.
8. Can I take courses for the Ed Studies certificates Credit/D/Fail?
With the exception of EDST 110, students completing the regular Education Studies certificate may take one of their EDST courses Credit/D/Fail. For students completing the Scholars Intensive certificate, one of the two elective courses may be taken Credit/D/Fail.
9. What careers do Yale Education Studies scholars pursue after graduation?
Given the interdisciplinary focus of Yale’s Education Studies program, scholars pursue a wide range of education-related careers after graduation. In the last few years, roughly three quarters of Education Studies scholars have gone into teaching in the US or overseas, pursuing graduate study in education law or policy, working for education think tanks or foundations, founding schools, writing children’s books or working in education journalism and technology.
For additional questions, please email Executive Director and DUS Dr. Mira Debs, firstname.lastname@example.org
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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.
You are World Changers You are Future Makers You are Yale Jackson
Jackson continues the University’s tradition of attracting creative, intellectually curious individuals who come to Yale ready to define their own path to a career in global leadership and service.
Start Your Jackson Journey Now
Our graduate admissions process kicks off each fall with on-campus info sessions and one-on-one conversations with our Admissions staff. Applications are accepted from mid-August to early January each year. We encourage prospective graduate students to visit campus to meet with faculty, students and staff, and to see first-hand all that Jackson has to offer.
Learn from Distinguished Practitioners
Ambassador Bisa Williams served more than three decades in the Foreign Service, including tours in Guinea, Panama, Mauritius, France, and Niger.
Undergraduate Studies at Yale Jackson
Jackson’s B.A. in Global Affairs is a selective major for which students apply in their sophomore year. The major is designed to give students the social science research tools necessary to solve contemporary, real-world problems.
We serve the entire university through courses and core teaching programs in global affairs, career counseling, and public lectures.
We are the home of the Master in Public Policy in Global Affairs (M.P.P.), a Master of Advanced Study in Global Affairs (M.A.S.) and the undergraduate major in Global Affairs (B.A.). Our academic programs are interdisciplinary, embedded in Yale and designed to help students gain a comprehensive understanding of global affairs.
Graduate Degrees at Jackson
Dreamers, doers, thinkers, and activists.
The Jackson School’s M.P.P. in Global Affairs prepares students to impact the global community through an academically rigorous, yet flexible interdisciplinary program.
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Meet the Senior Fellows
Leaders, practitioners, mentors.
Each year, the Jackson School brings in a number of outstanding practitioners and experts in global affairs as Senior Fellows. The Fellows teach courses, consult with students about career ambitions, enliven the conversation on campus, and conduct research emanating from their experiences.
Meet the Faculty
Jackson faculty come from throughout the entire University community. Students have the chance to engage with outstanding scholars from the professional schools of law, management, public health, and environmental studies, as well as from departments throughout the arts and sciences.
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The M.P.P. program is small by design. With 35 students with diverse backgrounds and career interests, Jackson’s graduate students form an intimate and loyal community.
Jackson’s Career Development Office sponsors an annual D.C. trip. First-year graduate students attend panel discussions and meetings with government officials and high-level staff from nonprofit organizations and the private sector.
Each master’s degree candidate pursues an individualized course of study. For students this is a remarkable opportunity to study with renowned Yale faculty from all disciplines.
Department of Mathematics
Application deadline is December 15th, 2023.
GRE Subject Test: GRE Subject Math Test scores are OPTIONAL.
GRE General Test: GRE General Test scores are OPTIONAL.
TOEFL or IELTS: Scores are REQUIRED (the link below contains answers to common questions on these exams including who has to take them).
Standardized Test Questions: Yale Graduate School of Arts & Sciences
Fee waiver: if you wish to apply to waive the application fee (105$) please apply for the waiver here: Application Fees & Fee Waivers | Yale Graduate School of Arts & Sciences . We recommend to do this as early as possible and, at least, several days before the deadline of January 2, 2023. Please note that the department has no control over the waivers.
Program in Applied Mathematics . Note that there is a separate program in Applied Mathematics. You cannot apply for both programs. Follow Welcome | Applied Mathematics Program (yale.edu) for the general information about that program and https://applied.math.yale.edu/graduate-program-0 for the information about admissions, requirements, etc.
Welcome to the Yale graduate program in Mathematics.
The transition from mathematics student to working mathematician depends on ability, hard work and independence, but also on community. Yale’s graduate program provides an excellent environment for this, and we are proud of the talented students who come here and the leading faculty with whom they learn the profession.
In their first two years, students focus on building their general knowledge and passing the qualifying exams , but are also encouraged to use the time to think about their areas of interest, work together to explore them, and begin making connections with faculty advisors. There are few formal requirements and this flexibility allows students to develop independence, formulating and following their own goals.
Mathematics, while requiring intense individual focus, also thrives on collaborative work. Students form study groups and seminars together, and also benefit from our excellent cohort of Gibbs Assistant Professors and other Postdoctoral Fellows, who are a source of fresh mathematical perspectives and camaraderie.
Research, and the contribution of new ideas and results to the body of mathematical knowledge, naturally form the main focus of the next few years, and typically students complete their PhD by the end of the 5th (sometimes 6th) year. During this time they also get to know the faculty better, and continue building intellectual and personal connections, horizontally across the discipline and through time to our shared intellectual history and tradition.
Teaching is an important component of our profession, and the department provides support and training to graduate students. Teaching assignments proceed from individual coaching to classroom teaching, with careful mentoring provided by our dedicated team of lecturers. The Lang Lunch Seminar, in the second year, provides in-depth training to graduate students before they begin to lecture.
Director of Graduate Studies : Van Vu .
Inquiries concerning the graduate program in mathematics should be sent to Van Vu .
Registrar of Graduate Studies: TBA
Some useful links:
- The mathematics department page in the Graduate School catalog.
- Graduate school homepage for general information.
- Admissions information from the graduate school.
- Mathematics Graduate Program Advising Guidelines
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Jackson School of Global Affairs 2023–2024
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Master in Public Policy in Global Affairs (M.P.P.)
The Jackson School’s Master in Public Policy in Global Affairs program prepares students to impact the global community through an academically rigorous and flexible interdisciplinary program.
Jackson continues the University’s tradition of attracting creative, intellectually curious individuals who come to Yale ready to define their own path to a career in global leadership and service.
The Jackson School’s M.P.P. occupies a unique place among international affairs graduate programs. The four-course interdisciplinary core curriculum provides students with a shared intellectual foundation focused on acquisition of the ideas, ways of thinking, and skills needed for leadership in global affairs. The small core both prepares students to identify and investigate solutions to the global issues they are most passionate about and gives students the unusual flexibility to design an individualized course of study around those issues by taking advantage of the extraordinary breadth of courses and resources at Jackson and across the University.
Jackson’s academic requirements are designed to prepare leaders for solving the most pressing problems in global affairs. This means exposing students to foundational ideas in economics, history, and political science as well as building skill as analysts, communicators, and leaders. We do this through the small core of four courses, an integrated professional writing program, a leadership and ethics training workshop, and a summer experience.
The formal M.P.P. requirements are 16 credits, demonstrated proficiency in a modern language (L4), participation in a leadership and ethics training workshop, and completion of a summer experience. The 16 credits must include four 1-credit core courses, none of which can be taken as SAT/UNSAT.
All M.P.P. students must complete GLBL 5020 , Applied Methods of Analysis; GLBL 5010 , Economics for Global Affairs; and GLBL 5030 , History and Global Affairs, in the first year of the M.P.P. program. The fourth core course, GLBL 5040 , Comparative Politics for Global Affairs, may be completed in the first or second year. In addition, first-year M.P.P. students need to take GLBL 5005 , Fundamentals of Economics for Global Affairs, in the fall, unless exempt (See Exemption from Fundamentals of Economics in the chapter Academic Policies ), prior to enrolling in GLBL 5010 in the spring.
M.P.P. students often enroll in courses from throughout Yale’s graduate and professional schools and are encouraged to meet with the assistant dean for graduate education to design their individual curriculum.
Students must also maintain a grade average of High Pass (HP) with at least two Honors (H) grades. For more information, see Satisfactory Academic Progress in the chapter Academic Policies .
Required M.P.P. Courses
All students are required to leave Yale University with the equivalent of foreign language proficiency at the L4 level. To fulfill this requirement, prior to arriving at Yale (in July or August), students must take a placement test online or language proficiency exam at Yale and place into L5 (advanced level) language, thus satisfying the language requirement. Students who have been certified in a language other than English outside of Yale must provide a proof of certification (L4 equivalent) to satisfy the language requirement. More information regarding the language requirement is sent to all incoming students in June.
M.P.P. students can choose to earn up to 4 credits of language toward Jackson degree requirements if they would like to continue language study. Joint-degree students can count up to two language credits toward the Jackson degree requirements.
Students who have never studied a modern language (other than English) may elect to enroll in the accelerated language course at Middlebury College in the summer preceding their arrival at Yale. Jackson has established a streamlined application process with the Middlebury College Language School and will fully fund the course, including tuition, room, and board. For exigent academic reasons, the assistant dean for graduate education may exceptionally authorize other students to qualify for this funding opportunity.
Leadership and Ethics Workshop
Core to the mission of the Jackson School is to prepare students to be responsible, thoughtful, and ethical leaders in global affairs. It is important that, as a part of their M.P.P. training and education, Jackson students are exposed to and understand their responsibilities and the professional ethics associated with a career in global affairs.
The Leadership and Ethics Workshop is an experiential program designed to give Jackson M.P.P. students the tools and frameworks to think ethically about difficult choices and balance competing interests in global public policy and to teach students how to integrate an ethical approach and moral reasoning into their leadership and management. Central to learning about methods and frameworks of leadership and ethics in a public policy setting is also an understanding of how to lead in a diverse world—across all dimensions of diversity—and how to lead communities around the world that are diverse. Integrated throughout this workshop will be practical engagement with issues of diversity, equity, and inclusion.
In a small, tight-knit program, the workshop also serves as a unique opportunity to bring the cohort together and build community in a concentrated and meaningful experience during the summer before their second year in the program.
In order to respond effectively to the needs of our students, we reserve the right to adjust the length and content of the program as necessary.
M.P.P. students are required to use the summer between their first and second year to pursue a professional experience that aligns with their academic and professional goals. Joint-degree students must complete the experience after their first Jackson year. To meet this requirement, students must complete an internship or research project that is policy related and relevant to the global affairs M.P.P. degree lasting a minimum of eight weeks, preferably ten to twelve. The experience must be at least thirty-five hours per week. On-campus jobs, including research assistant positions, will not be approved.
All proposals for summer internships are submitted to the Career Development Office (CDO) and reviewed by the assistant dean for career development and the assistant dean for graduate education for approval. If approved, the School registrar will officially enroll students in GLBL 7000 over the summer. Students who choose to do independent summer research must submit a proposal to the assistant dean for graduate education and explain in their proposal why conducting the proposed research project is important for their professional trajectory.
Jackson offers fellowships of up to $6,000 for budgetary needs to support the summer requirement. Funds are intended as a boost for unfunded or under-funded experiences. The funds may only be used for the summer experience following the student’s first year at Jackson.
Students are required to submit a survey about their summer experience by September 15 to the CDO to complete this graduation requirement.
If the summer experience cannot be completed due to extenuating circumstances, a request for a waiver must be made through the assistant dean for career development and assistant dean for graduate education. For more information about the summer experience see Career Development Office in the Resources for Students chapter.
Optional academic opportunities
Several courses at the Jackson School of Global Affairs address the development of skill sets that are applicable across all disciplines and topics within the public policy realm. These courses, deemed “foundational,” currently include policy writing ( GLBL 5000 , Professional Public Policy Writing), argumentation ( GLBL 5001 , Disinformation and the Craft of Ethical Persuasion), communication ( GLBL 5002 , Policy Communicator), and negotiation ( GLBL 5015 , Negotiations). They are open to all graduate students in the Jackson School, are worth ½ credit each, and are graded as SAT/UNSAT. Note that two such courses may be taken to provide, cumulatively, a full credit towards the degree requirements, but that doing so will (collectively) count as the one permitted course to be taken outside of the normal graduate grading mode* Students are thus encouraged to take foundational courses outside of the sixteen courses otherwise required for the M.P.P. degree.
Professional Writing Program
The ability to communicate effectively is central to becoming an effective leader and problem solver. The Jackson School Writing Program has three primary components. First, three out of the four curriculum courses ( GLBL 5010 , Economics for Global Affairs; GLBL 5030 , History and Global Affairs; and GLBL 5040 , Comparative Politics for Global Affairs)—in addition to their substantive topics—are designed to enhance students’ writing skills across a variety of professional contexts. The primary instructors have designed these writing components in collaboration with the director of the Writing Program to ensure a coherent and holistic professional writing curriculum across the core courses. Second, all M.P.P. students are able to meet with the Writing Program director, who is available to provide detailed feedback on all student writing. Third, the Writing Program offers professional writing classes in both fall and spring terms ( GLBL 5000 , Professional Public Policy Writing; GLBL 5001 , Disinformation and the Craft of Ethical Persuasion; and GLBL 5003 , Narrative Storytelling for Policy Makers) that give students ample opportunity to hone their composition and editing skills while introducing them to the genre of professional policy writing and challenges faced by communicators in the field.
By availing themselves of these Writing Program resources, students will develop the professional writing and communication skills necessary to advance their careers as leaders in global affairs.
Certificate in Program Evaluation
Jackson offers the opportunity for M.P.P. students to earn a certificate in Program Evaluation. Those who wish to pursue this option must complete 6 credits of methods-focused courses approved in advance by the assistant dean for graduate education. These courses may include GLBL 5020 , Applied Methods of Analysis, or an advanced course in causal inference at least at the level of MGT 510 , Data Analysis and Causal Inference, or higher e.g., PLSC 508 , Causal Inference and Research Design, or ECON 559 , Development Econometrics (IDE). Other elective courses may include GLBL 5070 , Practicum Data Analysis; GLBL 5050 , Introduction to Python for Global Affairs; or GLBL 7250 , Big Data and Global Policies. Students may not count thesis courses ( GLBL 9990 and GLBL 9991 , Global Affairs Thesis) to satisfy the 6-credit requirement. However, they may count up to 1 credit of Directed Reading. Please contact the assistant dean for graduate education for more information about the certificate and to discuss your plans.
Sometimes a student may request that the assistant dean for graduate education approve a Directed Reading conducted by a faculty member ( GLBL 9800 ) or a senior fellow ( GLBL 8000 ). Usually limited to one per term, these courses may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student's responsibility to make all of the arrangements before the term begins. To formally pursue a directed reading, the following conditions must be met:
- The student must submit a request to complete a Directed Study before the enrollment period for that term ends (see Academic Calendar for end of add/drop period).
- The material of the proposed course must be appropriate to the qualifications of the student.
- The student must secure not only the instructor’s approval of the work to be covered in the course but also the approval of the assistant dean for graduate education.
- The student must provide a syllabus draft for review by the instructor and the assistant dean for graduate education.
- There must not be an existing graduate or undergraduate course to which the student has access in which the work proposed may be accomplished.
- The instructor must meet with the student regularly, normally between eight to ten hours per term.
- The student must produce a final paper at the end of the term.
The Jackson School has established limits on the number of directed readings that a student may take in any term (one) and, cumulatively, before the end of their second year in the M.P.P. program (four).
A student must petition the Committee on Academic Progress for permission to enroll in more than two such course credits in any one term. In the petition the student must give sound academic reasons for exceeding these limits and provide evidence that the additional work in a directed reading will not be done at the expense of the breadth and depth of study being pursued in regular courses at Jackson and elsewhere at the University.
Students also have the option of writing a year-long two credit thesis ( GLBL 9990 and GLBL 9991 , Global Affairs Thesis) under the supervision of a Jackson School of Global Affairs professor or faculty member.
The thesis is an optional research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of their educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis.
The final thesis is graded by the thesis adviser and one other faculty member; one of the two must be a Jackson School of Global Affairs professor. See the Appendix for additional details and timeline.
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Accelerated Management Program
Published: Spring 2024
Prepare to lead in an increasingly complex world..
A major challenge facing organizations today is building a strong management team that generates results despite constant change.1 Often, rapid business growth means organizations outpace their management expertise. More than ever, managers need to adopt an analytical and integrative approach to problem-solving and leadership.
The online Accelerated Management Program, from the Yale School of Management Executive Education, will provide you with key tools and insights integral to becoming an effective manager. You’ll gain a deeper understanding of the connection between different organizational functions, as you engage with a unique integrated curriculum and a raw case study from the Yale School of Management’s directory.
Over the course of eight weeks, guided by Yale SOM experts, you’ll enhance your analytical problem-solving skills, learn to leverage social networks, examine the time value of money and company valuation, and develop the skills needed to formulate a competitive strategy for your organization. You’ll walk away with essential business leadership skills and knowledge, as well as earn a certificate of participation from the Yale School of Management Executive Education, empowering you to lead with confidence and drive forward-thinking solutions in your organization.
1 Forbes (Nov, 2018) .
About the Program:
What to Expect
- Learn to analyze complex business problems and make more informed decisions under uncertainty
- Understand financial statements, the time value of money, and how to value a company or project
- Learn from expert Yale School of Management faculty
- Leverage social networks and structures for business gain
- Engage with an international network of like-minded professionals
- Gain the skills to craft a competitive strategy for your organization
Who Should Attend
- Professionals aiming to move into a management position, as well as new managers who wish to further develop their strategic and leadership abilities
- Middle and senior level managers who are looking to sharpen their decision-making skills, strategy, and financial knowledge
- Business owners and entrepreneurs who aim to improve their business efficiency by developing their problem-solving and analytical skills
- Making decisions under uncertainty
- Crafting a competitive strategy
- Leveraging networks
- Understanding the time value of money
- Making decisions under constraints
- Interpreting financial statements: cash versus wealth
- Valuing companies
- Analyzing a complex business decision
Registration closes: January 16, 2024
Start date: January 24, 2024
Online (excluding orientation)
Meet the Instructors
Frederick Frank '54 and Mary C. Tanner Professor of Management and Professor of Sociology
Deputy Dean for Academic Programs & Professor in the Practice of Management
Professor of Management and Sociology
Williams Brothers Professor of Accounting and Finance
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A New Course Prepares Students for a Workplace Transformed by AI
Large Language Models: Theory and Application debuted this fall at Yale SOM. The course teaches business students the fundamentals of LLMs and gives them the chance to build their own models.
By Karen Guzman
As artificial intelligence reshapes business and the marketplace, a new course at the Yale School of Management is preparing students to lead organizations incorporating these new technologies.
Large Language Models: Theory and Application debuted this fall. Taught by Kyle Jensen , the Shanna and Eric Bass ’05 Director of Entrepreneurial Programs, and K. Sudhir , the James L. Frank ’32 Professor Private Enterprise and Management and professor of marketing, the course aims to equip students with the fundamentals of how large language models (LLMs) work and explore their far-reaching impact in the marketplace.
“Our students graduating this year are stepping into a race that has just begun,” Jensen said. “Every company on the planet is thinking about how to use LLMs to better serve their customers and get a leg up on competitors.”
LLMs are a type of artificial intelligence algorithm that use deep learning techniques to analyze massive data sets to summarize, generate, and predict new content.
“These models will, in a short time, be as much a component of our lives as spreadsheets or the internet,” Jensen said. “Many of our students will be asked to manage teams building products with LLMs, but how can they do so without understanding these models? That question was the genesis of our course.”
In the course, students learned how LLMs work and then built their own model for a class project. Students with very diverse professional goals have greeted the course with “unbridled enthusiasm,” Jensen said.
Jensen and Sudhir divided the curriculum, with Jensen teaching students how LLM technology works, and Sudhir focusing on how LLM tools can be applied in real-life projects.
“We wanted students to understand both the theory and current use cases,” Sudhir said. “We also felt that it would be empowering if they could themselves create applications using large language models.”
In their projects, students used a flexible modular framework for artificial intelligence called LangChain, which uses high-level conceptual abstractions to help users visualize and build LLM applications.
“The students didn’t simply learn about generative AI; they lived it,” Sudhir said. “Through homework and projects, they experimented and envisioned novel innovations and solutions.”
Sudhir likened the process to cooking. “When you cook, you’ve got to understand the ingredients first,” he said. “Then you can combine and use them in new ways. You need a feel for the process. We wanted to get our students on this level of abstract understanding.”
Some students are applying the lessons of the course immediately in entrepreneurial ventures.
“I have five years of experience in AI research and development, but I’ve been away from hands-on coding for nearly two years,” said Haoran Wang ’24. Now, “I’m building a generative AI startup and I wanted to get my hands dirty in some of the latest LLM technologies.”
Mauricio Chiong ’24, also a budding entrepreneur, liked the course’s inclusion of a hands-on project. With his classmate, Fay Wong ’24, who is auditing the course, Chiong is creating an AI app designed to assist senior citizens.
The app creates voice and text messages that provide emotional support, companionship, and cognitive training activities, tailored to an elderly individual’s needs. Chiong’s and Wong’s research included in-depth interviews with local senior citizens, some of whom are residents of the nearby Whitney Center retirement community.
“The course has been very helpful,” Chiong said.
“I learned how to code an LLM using tools such as TensorFlow and Pytorch, and to connect to APIs such as OpenAI, Cohere, Google, Weather Channel, and Yahoo Finance. We applied the knowledge in our project—creating a customized companion app that learns from elderly users and gives recommendations based on preferences and helps with daily activities.”
Christina Liu ’24 said that the course’s technical grounding in AI is helping prepare her for an equity research analyst role covering technology sectors.
“The role requires understanding complex topics across new technologies, business models, and financial statements,” Liu said. “It also demands strong communication skills to clearly explain analyses to investors. The deep insights I’ve gained into both the capabilities and limitations of different AI systems will serve me tremendously well.”
Adam Mansell ’24 said the course will benefit him in a very different role. He’s interested in applying generative AI to enhance user engagement in the entertainment industry—specifically, tourism, toys, and games.
“I’ve gained a technical understanding of the components that constitute the backbone of LLMs,” Mansell said. “Now we’re using them to bring our own creative ideas to life. “This hands-on experience has broadened my perspective on integrating AI strategically into business applications, especially in product development and marketing.”
The course’s larger purpose, Jensen said, is to prepare students to lead in the age of AI.
“The world will be noticeably different in a few years,” he said. “You’ll see LLMs running in most of the highly interactive software we use. Somebody will lead the teams building those products. We’d like it to be our students.”
Family of Arizona professor killed on campus settles with the university for $2.5 million
PHOENIX — The family of a University of Arizona professor who was killed on campus in 2022 settled a multimillion-dollar claim against the school, the family’s attorneys announced on Tuesday.
The family settled a claim for $2.5 million with the university for failing to protect Thomas Meixner from a student who had repeatedly threatened him. The attorneys representing the family, Greg Kuykendall and Larry Wulkan, said they conducted a "successful" mediation by explaining what a lawsuit without a settlement would have meant for the university.
The settlement agreement includes provisions that require the university to establish and fund an endowed professorship in the Department of Hydrology and Atmospheric Sciences named after Thomas Meixner. Provisions also require the school to provide resources to the department for continuing mental health treatment, and a tuition or fee waiver to the students most directly affected by the incident.
The university said in a statement the agreement includes a monetary settlement for the family and a commitment to continue supporting “the well-being of those most affected by these events” and providing the family with a voice in the university's planning and implementation of security and safety measures.
“Tom’s murder revealed missed opportunities even though efforts by the Hydrology and Atmospheric Sciences department were exemplary in communicating a credible threat and seeking help to protect the U of A community,” said Kathleen Meixner, the professor’s wife, in a statement released Tuesday by law firm Zwillinger Wulkan.
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Thomas Meixner killed inside campus building
Meixner was fatally shot on Oct. 5, 2022, inside the Harshbarger Building where he headed the school’s Department of Hydrology and Atmospheric Sciences.
Campus police had received a call from inside the building, requesting police escort a former student out of the building. Responding officers were on the way to the scene when they received reports of a shooting that left one person injured, according to then-campus police Chief Paula Balafas.
Meixner was taken to a hospital, where he was later pronounced dead. Hours after the incident, Balafas said Arizona state troopers stopped Murad Dervish, 46, in a vehicle about 120 miles northwest of the Tucson, Arizona, campus.
Dervish was a former graduate student of Meixner, according to authorities. He had a well-documented history of violence and intimidation that the university ignored, according to the Meixner family's notice of a legal claim against the university.
Dervish had been expelled from the school and barred from campus after being accused of sending threatening text messages and emails to Meixner and other professors. He faces a first-degree murder charge in connection with Meixner's death.
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University of Arizona's threat management process found ineffective
A report published by the university's Faculty Senate backed those claims through interviews with witnesses, students, faculty, and university staff. The report found that the university failed to implement an effective risk management system to keep people on campus safe.
Another report , compiled by a consultant hired by the university, offered 33 recommendations for improving security.
Since the shooting, the university has implemented various safety changes on campus, including the creation of an Office of Public Safety, an overhaul of the threat assessment team, the addition of locks to many of the doors on campus, and developing active shooter training for students and university staff. The school is also working on emergency communication and implementing recommendations from the consultant and detailed in the report.
“We fully support that the University is enacting specific measures through the implementation of the 33 recommendations made by the PAX Group and that they will conduct monitoring to confirm that they remain in place,” Kathleen Meixner said. “The security measures adopted should make the U of A community safer and provide a model to other campuses.”
Contributing: The Associated Press
Reach the reporter at [email protected] . The Republic’s coverage of southern Arizona is funded, in part, with a grant from Report for America. Support Arizona news coverage with a tax-deductible donation at supportjournalism.azcentral.com .
Here's Where James Franco Completed His Education, And How Much It Cost Him
Posted: January 8, 2024 | Last updated: January 8, 2024
- James Franco is not only a successful actor, but also an accomplished author, poet and academic with multiple degrees from top universities.
- Franco spent a significant amount of money, totaling over $700,000, on his education, including four master's degrees and a doctorate.
- Despite his achievements, Franco's career has been marred by serious sexual misconduct allegations, and it remains to be seen whether he will be able to make a comeback in Hollywood.
James Franco has been acting since 1997, and he's most famous for playing Harry Osborn in the Spiderman trilogy and for Rise Of The Planet Of The Apes . Franco is a household name because of the roles he plays, but only a select few know that he is a published author with 19 books to his name. Fewer still know that Franco is a poet, an academic with a doctorate in English, and a college professor.
James Franco is a proud owner of four master’s degrees and a doctorate from some of the best universities in the United States, and he has paid a pretty penny to have his name printed on those pieces of paper.
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Updated January 2024: James Franco has all but disappeared since serious sexual misconduct allegations were brought against him over the past several years. Since those allegations, Franco has admitted to being a sex addict and has sought treatment. Franco's talent has landed him four roles that are in various stages of production. However, it likely won't be Franco's talent that'll bring audiences to the theaters. It will be whether they believe his apologies for his behavior and are ready to forgive him.
James Franco’s Background, Ethnicity, Age, And Accomplishments
Franco has won 3 emmy awards, a golden globe, and has been nominated for an oscar.
- At 45 years old, Franco earned an impressive number of accomplishments
James Franco was born on April 19, 1978. He is currently 45 years old. He is of Portuguese and Swedish decent on his father's side and Russian-Jewish on his mother's side.
Franco has some amazing awards to his name. He is an Academy Award nominee for Best Performance by an Actor in a Leading Role for the film, 127 Hours. Franco is also a three-time Primetime Emmy Awards nominee and a Golden Globe winner and nominee for 127 Hours, Pineapple Express , and The Disaster Artist, which he directed as well as starred in.
This is not to say that his rise to stardom and acting was easy. When Franco first attended the University of California, Los Angeles (UCLA) in 1996, he dropped out to pursue his acting career. However, a decade later, he went back to the same college to continue his education, and he did great.
Franco got his undergraduate from UCLA and went ahead and got five more degrees. Which, unsurprisingly, cost a fortune.
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James franco attended ucla, degree earned: bachelor's degree in english and creative writing.
- Franco spent over $77,000 on his degree
In 2006, Franco went back to UCLA to get his degree. He graduated in 2008 with a good GPA and an undergraduate degree in creative writing.
Franco would go on to teach a winter session screenwriting class at UCLA after completing his degree.
To get his degree completed in two years, Franco had to receive special permission from UCLA to take 62 units per semester.
The cost of this degree for the 2023/2024 terms is $38,517 per year . Considering it took two years to complete the degree, it is estimated that Franco spent approximately $77,034 for his time at UCLA.
James Franco Attended Columbia University
Degree earned: master's degree in fine arts in writing.
- Franco spent over $270,000 on his degree
In 2008, Franco enrolled at Columbia University along with three other schools at the same time.
In two years, Franco graduated and got his degree from Columbia. Following this degree, Franco was published in many publications, including Esquire and the Wall Street Journal.
Columbia University is another prestigious institution that Franco taught at.
A master’s degree takes 2 years. Per semester at Columbia, the fees for the 2023/2024 school year are $33,932 . As such, per year, Franco was paying around $135,728 for a total of about $271,456 to get his Master's Degree from Columbia.
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James franco attended nyu, degree earned: master's degree in fine arts in filmmaking.
- Franco spent over $150,000 on his degree
In 2011, Franco got his Master’s Degree in film from NYU’s Tisch School of the Arts.
Once he completed his studies, Franco taught many courses at NYU . This happened despite receiving a “D” in acting class.
Franco has 39 director credits and 25 writer credits to his name . His success and academic achievements weren’t cheap, though. This Master’s costs $75,660 for the 2022/2023 school year . To finish the degree in two years, the grand total was around $151,320.
James Franco Attended Warren Wilson College
Degree earned: master's degree in fine arts in poetry.
- Franco spent over $80,000 on his degree
The published poet had to work hard to get where he is now. Using his degree, Franco wrote his famous book, Directing Herbert White: Poems. The collection of poems is about making a film of the poem Herbert White by Frank Bidart.
For a two-year Master’s Degree in Poetry for the 2023/2024 term at Warren Wilson College, students would pay around $40,290 per year . That makes the total for a Master's Degree, $80,580.
James Franco Attended Brooklyn College
Degree earned: master's degree in fine arts in fiction writing.
- Franco spent over $22,000 on his degree
The degree from Brooklyn College could be one of the least expensive degrees that Franco has got. The tuition fees for this two-year master’s degree are $5,545 per semester. This makes tuition for one year approximately $11,090. For the entire Master's Degree, the total is $22,180.
With this degree, Franco taught fiction writing at Brooklyn College. He also wrote his novel Palo Alto, which was turned into a movie in which he starred.
James Franco Attended Yale
Degree earned: doctorate degree in english.
- Franco spent over $240,000 on his degree
To top it off, in 2010, Franco decided he wanted to obtain his PhD at Yale in English. A PhD from Yale generally takes five years to complete. If this was the case, with the cost per year of $48,300 according to the 2023/2024 term, the total would have been $241,500 for a Doctorate from Yale. A degree that Franco earned, adding the title of doctor to his resume.
An actor, director, poet, academic, writer, and novelist, Franco is a diverse and multifaceted artist. Thanks to his degrees, he got to teach English, filmmaking, acting, and much more at some of the best universities in the US. Whether his talents will again be put on display in the future is unknown. After all, he is facing serious allegations. But, Hollywood can be a forgiving town to some. Whether Franco falls in this category remains to be seen.
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