yale phd directory

Ph.D. Student Directory

Director of Graduate Studies (DGS)

The Director of Graduate Studies (DGS) holds a crucial position in fostering a vibrant academic community and supporting the success of graduate students. Through their roles and responsibilities, the DGS provides academic guidance, program administration, recruitment and admissions oversight, student support, and policy development. Their dedicated efforts contribute to maintaining the high standards of scholarship and research for which Yale is renowned, while also ensuring the well-being and success of its graduate students.

Roles and Responsibilities

One of the primary responsibilities of the DGS is to provide academic guidance and mentorship to graduate students. The DGS serves as a valuable resource for students, assisting them in navigating academic programs, course selection, and degree requirements. They work closely with students to create individualized academic plans, ensuring that they receive a comprehensive and well-rounded education. The DGS also advises students on research opportunities, funding options, and career development, playing a pivotal role in shaping their academic and professional trajectory.

The DGS is responsible for overseeing the administrative aspects of graduate programs within the Graduate School of Arts and Sciences. They work closely with program faculty to develop and implement policies and procedures that align with the overall mission and goals of the Graduate School . The DGS ensures that program requirements are clearly defined and communicated to students, and that all necessary resources and support systems are in place for their success. They collaborate with program faculty to evaluate and assess the effectiveness of the curriculum, making necessary adjustments to meet the evolving needs of the students and the field.

The DGS is actively involved in the recruitment and admissions process at the Graduate School. They play a vital role in identifying and attracting highly qualified and diverse applicants to their programs. The DGS collaborates with the admissions committee, reviewing applications, conducting interviews, and making informed decisions on admissions offers in collaboration with the Graduate School academic deans. They aim to create a diverse and inclusive cohort of students, fostering an intellectually stimulating and culturally rich environment within the Graduate School.

Another crucial responsibility of the DGS is to provide ongoing support and advocacy for graduate students. They serve as a point of contact for students facing academic or personal challenges and help connect them with appropriate resources and support services. The DGS also advocates for students' needs and concerns within the broader university community, ensuring that their voices are heard, and that their academic and personal well-being is prioritized.

The DGS actively participates in the development and implementation of policies and procedures related to graduate education. They collaborate with faculty and administrators to establish guidelines for academic integrity, progress assessment, and degree completion. The DGS also keeps abreast of national trends and best practices in graduate education, incorporating them into policies and procedures to ensure that the Graduate School's programs remain competitive and relevant.

DGS Administrative Resources

DGS SharePoint Site

DGS SharePoint is a cloud-based collaborative service that helps users share and manage content and applications. You will find all DGS meeting slides and relevant notes in this folder. Permission given to DGSs only.

Forms and Petitions

List of University Registrar's Office (URO) forms and petitions

Registrar's Office Message Archive

Academic Support Resources

Featured Resource

Advising and Mentoring

Resources related to academic advising and professional mentoring for graduate students

Teaching Fellow Program

Learning to teach is an essential component of academic training and professional development.

Academic Calendar

The Graduate School's academic calendar lists important dates and deadlines related to coursework, registration, financial processes, and milestone events such as graduation.

Leaves of Absence

The Graduate School offers leaves of absence for students who wish to pause their studies temporarily. There are three categories of leave: medical leave of absence, personal leave of absence, and parental leave of absence.

Registration Information and Dates

https://registration.yale.edu/

Students must register every term in which they are enrolled in the Graduate School. Registration for a given term takes place the semester prior, and so it's important to stay on top of your academic plan. The University Registrar's Office oversees the systems that students use to register. Instructions about how to use those systems and the dates during which registration occurs can be found on their registration website.

In Absentia Registration

You should register in absentia if you are a PhD student who will be living outside the New Haven area in order to conduct full-time dissertation research, full-time field work, or full-time study at another academic institution.

Extended Registration Beyond Year 6

Registration beyond year 6 is not automatic and must be approved. Special registration is required to request extended registration into year 7 or–in extremely rare circumstances–year 8.

Dissertation Completion Status

If you are a PhD candidate who wishes to remain registered after using your available extended registration and/or would like to undertake full-time employment, you can do so by electing Dissertation Completion Status.

Graduation Requirements

Once you've completed all of your academic requirements, receiving your degree is not automatic. Follow the instructions on this page to submit your degree petition and graduate.

Student Support Resources

Professional & career development.

We promote an intentional approach to professional development, one that begins with the first year of your PhD and continues to evolve as you build knowledge and shape your scholarly and professional identity. Take advantage of the resources Yale has to offer: join a workshop series on leadership, communication, or project management; develop mentoring skills; or prepare for the job market through workshops on scholarly profile, job market materials, and interviewing skills. You can participate in professional development and career strategy workshops, and also schedule one-on-one consultations about your professional development and job search readiness.

Office of International Students & Scholars (OISS)

https://oiss.yale.edu/

The Office of International Students & Scholars (OISS) provides a wide variety of resources to international students, including support for immigration, travel, and visas, as well as opportunities for community building. OISS has dedicated advisers for GSAS students: Luca Lipparini (Biological and Physical Sciences PhDs); Kira Bellucci (Engineering PhDs); and Veronika Eriksson (Humanities and Social Sciences PhDs; all divisions Master's).

GSAS Embedded Mental Health Services

GSAS students have access to a variety of free mental health services and programming through the GSAS Embedded Mental Health program.

Yale Mental Health and Counseling

https://yalehealth.yale.edu/directory/departments/mental-health-counseling

Yale Mental Health and Counseling provides a full range of free mental health services to Yale Students. To access individual therapy, medication management, and/or group therapy, students should call Yale Mental Health and Counseling at 203-432-0290 and schedule an intake appointment. Students in urgent need can call 24/7 to speak with an on-call clinician.

Student Accessibility Services (SAS)

https://sas.yale.edu/students

Student Accessibility Services (SAS) works with Yale students with acute or ongoing disabilities to provide appropriate accommodations, auxiliary aids, and services through an interactive process. The Graduate School's liaison in SAS is Jordan Colbert.

Title IX Office

https://titleix.yale.edu/

The Title IX Office is an important part of Yale’s efforts to foster an environment of respect and belonging, consulting with members of the Yale community about their concerns and questions related to sex- and gender-based discrimination. This includes sexual misconduct, as well as discrimination or harassment on the basis of sexual orientation, gender identity, gender expression, non-conformance with gender stereotypes, and parenting or pregnancy status.

SHARE Center

https://sharecenter.yale.edu/

SHARE provides crisis support, advocacy, and referral to on-going care for all members of the Yale community dealing with sexual misconduct of any kind, including sexual assault, sexual harassment, stalking, intimate partner violence, and more. SHARE also offers on-going counseling for students (undergraduate, graduate, and professional) focused on processing issues related to sexual misconduct.

Discrimination & Harassment Resources

https://dhr.yale.edu/

Acts of discrimination and harassment are contrary to the community standards and ideals of our university. If you have experienced discrimination or harassment, been witness to a situation, or just need to talk, we encourage you to seek support. The resources, offices, and individuals highlighted on this site are available to provide guidance and to help you through informal or formal complaint procedures.

Parental Relief for PhD Students

The Graduate School's relief policy assists PhD students when they become parents, enabling them to modify their academic responsibilities in the semester during or following the birth or adoption of a child.

Dean's Emergency Fund

The Dean’s Emergency Fund enables terminal master’s and PhD students in the Graduate School of Arts and Sciences to continue making academic progress despite unanticipated, extreme financial hardships that cannot be resolved through fellowships, loans, or personal resources. The maximum award for eligible requests is $2,000.

Student Funding Resources

External fellowships & awards.

PhD students in the Graduate School receive stipends and tuition fellowships to support their studies. However, students can benefit from applying for and receiving external awards. Students who win external fellowships are also eligible for our Combined Award policy, which provides a stipend bonus.

PhD Student Summer Funding Resources

The Graduate School offers a number of summer funding awards to support academic activities related to PhD degree requirements. These include competitive research travel fellowships and tuition grants for enrollment in GSAS-sponsored language courses offered in Yale Summer Session.

Dean's Colloquium and Symposium Fund

If you are interested in leading an academic event, such as a workshop or conference, the Dean's Colloquium and Symposium Fund provides financial support for graduate student-led events

Conference Travel Fellowship (CTF)

https://gsa.yale.edu/ctf

By partnering with the MacMillan Center and the Graduate School of Arts and Sciences, graduate students with representatives in the Graduate Student Assembly are eligible for annual conference travel funding of up to $800.

MacMillan Center Fellowships for Research and Study Abroad

https://ovef.macmillan.yale.edu/fellowships-0

The MacMillan Center administers a variety of fellowships that support research, language study, conference travel, and other academic activities related to international and area studies.

Yale Student Grants Database

https://yale.communityforce.com/Funds/Search.aspx

The Student Grants Database allows you to search for any Yale funding and external fellowships that have a campus application process.

If you have questions about faculty and DGS related matters, please contact:

Jasmina Besirevic Regan

Associate Dean for Graduate Education

• [email protected]
• 203-432-5127
• Warner House Room 313

• Precepting at YSN
• Event Calendar

Faculty Directory

Laura kierol andrews.

Nancy Cantey Banasiak

Bridget Basile Ibrahim

Christine M. Berté

Susan J. Boorin

Allison Cable

Mary Ann Camilleri

Nicole Colline

Joan Combellick

Xiaomei Cong

Mary-Ann Cyr

Marianne J. Davies

Elizabeth Ann Doyle

Daihnia Dunkley

Azita Emami

Ophelia Empleo-Frazier

Shelli Feder

Loren Fields

Linda Ghampson

Rachel Gima

Joanne DeSanto Iennaco

Sangchoon Jeon

Tamika Julien

Joan Kearney

Deena Kelly Costa

Holly Powell Kennedy

Michelle Kennedy

M.Tish Knobf

Samantha Korbey

Nicole Langan Maciejak

Amanda Lendler

Nathan Levitt

Wendy Mackey

Katy Maggio

Ami Marshall

Meghan McClain Garcia

Jennifer McIntosh

Erin Morelli

Alison Moriarty Daley

Soohyun Nam

LaRon E. Nelson

Gina Novick

Uzoji Nwanaji-Enwerem

Monica Roosa Ordway

Mary K. Peterson

Hermine Poghosyan

Lindsay Powell

S. raquel ramos.

Elise Resch

Angela richard-eaglin.

Christine Rodriguez

Tatiana Sadak

Tricia Siefker

Marlene St. Juste

Jessica Pipitone Stanek

Martha K. Swartz

Michelle Telfer

Carissa Tufano

Erin Ullrich

Allison Underwood

David Vlahov

Robin Whittemore

Julie Womack

Xuehong Zhang

Classics and Philosophy Combined Ph.D. Program

The Classics and Philosophy Program is a combined Ph.D. program, offered by the departments of Philosophy and of Classics at Yale, for students wishing to pursue graduate study in ancient Greek and Roman philosophy. Suitably qualified students may apply for entry to the program either through the Philosophy Department for the Philosophy Track, details of which are given below, or through the Classics Department for the Classics Track.

Applicants for the Philosophy track of the combined program must satisfy the general requirements for admission to the Philosophy graduate program, in addition to the requirements of the Philosophy track of the combined program. Applicants for the Classics track of the combined program must satisfy the general requirements for admission to the Classics graduate program, in addition to the requirements of the Classics track of the combined program. Applicants to the combined program are strongly encouraged to submit a writing sample on a topic in ancient philosophy. Applicants interested in the combined program should indicate this at the time of application; admission to the program cannot normally be considered after an offer of admission is made.

The program is overseen by an interdepartmental committee consisting of professors Tim Clarke, Verity Harte, and Brad Inwood, as well as the Director of Graduate Studies for Classics and the Director of Graduate Studies for Philosophy.

Requirements of the Philosophy Track of the Classics and Philosophy Program

Entry language requirements.

It is recommended that applicants to the program possess a basic knowledge of Greek, up to the level of being able comfortably to read Plato’s Socratic dialogues and/or comparable abilities in Latin. While this level of proficiency is recommended, the minimum requirement for entry to the Philosophy Track is intermediate proficiency in at least one of Greek and Latin (where such proficiency standards could be met by attendance at an  intensive  summer school, such as the CUNY course, in which the course covers the ground typically covered by both a beginners and an intermediate course, in the summer prior to entry). Students who satisfy only the minimal level requirement in Greek and Latin must, in addition, have demonstrable proficiency in one of the Modern Languages: French, German or Italian. Such students should make clear in their applications their current level of language attainment and their plans to meet the minimum language requirement. On completion of the program, graduates will have proficiency in Greek and Latin and a reading knowledge of two of the following languages; French, German, or Italian. These will be established and assisted by diagnostic tests as follows:

Greek and Latin Proficiency Tests in Greek and/or Latin

Diagnostic sight translations in Greek and Latin will be given to assess the student’s progress in the Classical languages and to assist with placement into classes. These exams are offered at the beginning of the first and third semesters of registration. Diagnostics must be taken in at least one of Greek and Latin at the beginning of the first semester and repeated in the third. Diagnostics in the second language must be taken no later than the third semester. Depending on the student’s progress, additional diagnostic testing may be required in consultation with the program committee.

Modern Languages

• Departmental language exam in German, French, or Italian by the beginning of the second year (early September). Native speakers are excused. Students have up to two attempts to pass. 
• Departmental language exam in a second language of German, French, or Italian by the beginning of the third year (early September). Native speakers are excused. Students have up to two attempts to pass.
• Students with sufficient language proficiency may take the tests in two languages in the first year.

First-year seminar in Philosophy

• The First Year Seminar, Philosophy 705, must be taken by all students in their first year.  This course counts towards the 5 courses to be taken in Philosophy but does not count toward any of the distribution groups.
• At least 4 should be in ancient philosophy, including at least two involving original language work.
• Of 5 in Philosophy, one should be in history of philosophy other than ancient philosophy, at least one should be in Metaphysics, Epistemology, Philosophy of Mind and/or Philosophy of Language, and at least one should be in ethics and value theory. Students must satisfy the Logic requirement as per the general Philosophy PhD program.
• In recognition of previous graduate-level work done at Yale or elsewhere, the Program Committee in consultation with the two Directors of Graduate Studies may recommend waiving a maximum of three courses of the requirement (including logic), not more than two of which may be counted against Philosophy graduate courses and not more than one of which may be counted against Classics graduate courses at Yale. Graduate students must take at least one class in two of the three categories listed in the Yale Philosophy department, not counting classes in ancient philosophy. Credit for course work done elsewhere does not reduce the tuition or residency requirement of the Graduate School. Whether a waiver is granted is ultimately be decided by the Graduate School.

Qualifying Exams and Papers

• Translation examinations in Greek and Latin, based on the  Philosophy Track Reading List , by the beginning of the 6th term in residence.
• An oral examination in Greek and Latin based on the Philosophy Track Reading List, by the end of the 6th term in residence.
• Two qualifying papers, one of which must be in ancient philosophy and one of which must be on a philosophical topic other than ancient philosophy, by the end of the 5th term in residence.

Dissertation Prospectus

A Dissertation Prospectus must be complete by the end of the 7th term in residence.

Philosophy Department work-in-progress seminar

The Philosophy Department has a work-in-progress seminar once or twice a year where students present their work-in-progress (qualifying papers, chapters of the thesis, or other publications) and discuss other students’ work.  We strongly encourage those who are advanced to candidacy to take this seminar.

Dissertation

Timing Candidates should expect to complete their dissertations within 6 years of entering the program.

Adviser Registered doctoral candidates must have a principal adviser with an appointment on the Graduate School faculty. The Graduate School requires that each dissertation be read by at least three people but not more than five, at least two of whom hold faculty appointments in the Graduate School. All readers must hold the Ph.D. degree as well as a faculty position or be considered otherwise qualified to evaluate the dissertation

Length It is recommended that the dissertation not exceed 75,000 words.

Joint work Dissertations that rely on joint work must include in their Preface a detailed description of which parts of the thesis are the result of joint work and what the candidate’s contribution was to the joint work. The primary advisor must verify the description in a message sent to all readers of the dissertation. We leave it to the readers to factor this information into their judgment about the merit of the dissertation.

No dissertation should be submitted to the Graduate School until a PDF copy has been seen by the dissertation committee. (See Submission Procedures for Dissertation (opens in a new window/tab) available from the Graduate School Registrar’s Office. This document also includes format instructions for dissertations). An oral defense of the thesis is required.

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Yale University

Below are select university resources and tools for current faculty. More information is available at  faculty.yale.edu . 

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Group Therapy Offerings: 2024 - 2025

If you are interested in joining a group, please call 203-432-0290 and schedule an initial appointment in our department. The therapist you see will be able to answer your questions about group therapy and the group therapy options being offered. If you already see a clinician in Mental Health & Counseling, you do not need to schedule a separate appointment. Your current clinician can answer your questions and refer you to a group if appropriate. 

As the semester progresses, some groups may fill up. If you are interested in joining a group that has already started or has already been filled, we may be able to start another section of the same group.

The following are descriptions of groups that we may offer in any semester:

CBT for Anxiety

This 60-minute group meets for 8 weeks and will focus on developing strategies for managing anxiety through cognitive behavioral techniques. The goal of the group is to offer an overview of how to identify triggers and maladaptive ways of thinking that contribute to anxiety and then change either thoughts or behaviors to help reduce anxiety. The format of the group will be largely didactic and will require both in group exercises as well as weekly take-home exercises to practice what has been discussed in group.

Mindfulness-Based Cognitive Therapy for Depression 

This 2 hour and 15 minute group meets for 8 weeks and is based on the Mindfulness-Based Stress Reduction program that teaches skills to develop a different way of relating to one’s thoughts, emotions, and physical sensations that are frequently present when mood is low. MBCT is specifically designed to help people who suffer repeated episodes of depression and chronic unhappiness, and it combines principles of cognitive therapy with meditative practices and attitudes that cultivate mindfulness. Participants become acquainted with the modes of mind that often characterize mood disorders while simultaneously learning to develop a new relationship to them. MBCT format is a combination of structured class format and experiential mindfulness practices.

DBT Coping Skills

This 90-minute group will meet weekly for approximately 10-12 weeks, depending on the start date and group member preferences. The DBT skills group is a behavioral skills training group intended to help individuals learn how to purposefully and non-judgmentally attend to the present moment, get through distressing situations without making things worse, understand and manage emotions, accept painful events and emotions, assert their needs, improve relationships, and maintain self-respect. These reflect a balance of both acceptance skills (i.e., mindfulness and distress tolerance) and change skills (i.e., emotion regulation and interpersonal effectiveness). This group will be helpful to those who struggle with chronic emotion dysregulation as well as those who engage in ongoing impulsive and harmful behaviors.  

Thriving at Yale w/ ADHD

This semester-long, weekly, 50-minute, neurodiversity-affirmative group focuses on understanding the diverse ways in which ADHD can show up in your life; developing academic success strategies and accurate self-understanding; navigating a neuroptypical world; how neurodiversity and ADHD intersects with other lived identities; effective self-advocacy; and managing anxiety and social concerns. Group is a great format to connect with others who “get it,” and you don't need a formal ADHD diagnosis to attend. Undiagnosed students, newly diagnosed folks, as well as long-time ADHDers are welcome. Group is open to graduate and undergraduate students.

Making Peace with Food

This is a 60-minute weekly group that will address eating issues that frequently come up for students, such as binging, purging, and restricting. The focus of the group will be to develop permanent healthy eating habits and to develop healthier ways to manage difficult thoughts and emotions. The group aims to be a supportive place for those interested in better understanding their relationship with food and their body.  

Sleep Health

This 60-minute group will meet for 8 weeks. We all know how important sleep is for our wellbeing and health. Sometimes, the things we do to make the most of our sleep end up making it worse. In this group, we will review the basics of sleep, identify what can go wrong, and develop individual plans to achieve optimal sleep and circadian health. The group is based on the principles of sleep and circadian physiology, with behavioral and acceptance-based strategies to help you feel well rested.

Grief/Loss Group

This 60-minute weekly group is open to both graduate and undergraduate students who have experienced the death of an immediate family member or caregiver. The group will offer a space to connect with other students who have experienced significant loss with the intention of providing support and to allow exploration of thoughts and feelings associated with bereavement.

Coping with Medical Issues

This is a 60-minute semester-long group that meets weekly for students managing chronic medical conditions or with a history of serious medical issues. The group offers a space for members to support each other and explore topics such as: how our illness affects our relationships with loved ones, how we cope with pain, how to get the support we need, and how to manage anxiety around our health.

Intersectional Identities Group

This group runs weekly for a counseling hour all semester long. We have successfully run various identity-based groups that capture race, sexuality, gender, socioeconomic status, and ability status, and we recognize that many of us function in the intersection of many important identities. This group is for those of us who identify with one or more marginalized identities and aims to provide a supportive and enriching environment to help navigate the unique experiences that you face. We are welcoming, friendly and offer tools to support you on your journey here at Yale.

Living Your Best Queer Life at Yale

This semester-long weekly group runs for a counseling hour. It is a space for LGBTQIA+ and questioning students to make connections, build relationships, explore gender and sexuality, and find resources at Yale. This is an opportunity to share information and learn and interact with people who have shared experiences. Discussions often include understanding our identities, coming out, accessing medical care, navigating difficult conversations, gender identities, intersectionality, and more. The aim of this group is to support each other in realizing and living our best lives as queer people at Yale and beyond.

Chinese International Student Group

This group, which will be conducted in Mandarin, is a weekly 60-minute meeting tailored to the diverse needs of Chinese international students. These sessions address acculturation, academic and career stress, relationships, and community experiences. The primary goals of the group include fostering understanding of self and others, addressing life challenges, enhancing acculturation and support networks, and promoting overall well-being. This group will build resilience through dialogue and support.

Spanglish Soul: Identidad, Paz y Progress 

This 60-minute group will meet weekly for 10 weeks. It is a dynamic and culturally rich group, where Latinx/Latine students can express themselves in a blend of languages while engaging in soul-searching conversations about identity, culture, and personal growth. In this group, we delve into the complexities of identity, drawing inspiration from our rich cultural heritage and the diverse stories of our peers. We explore what it means to be Latinx/Latine in a multicultural world, finding strength in our roots and inspiration in our shared experiences. As we navigate the challenges of life at Yale, Spanglish Soul provides a space to find inner peace ("paz") while making meaningful progress in all areas of life—academics, relationships, and personal development. Through a mix of thoughtful dialogue, cultural reflection, and supportive community, this group fosters a sense of belonging, balance, and empowerment.

Undergrad General Therapy Group

This 60-minute, year-long group is an opportunity for undergrads to improve their ability to open up to others and connect. It is a space where students can share what they are going through and hear how others have dealt with similar situations. In the process, students will come to understand more about how they come off to others and what their role is in groups, allowing them to change patterns that aren’t working for them. Above all, the group aims to be a supportive place for students interested in developing and maintaining healthy relationships of all kinds.

Grad Relationships Group

This 60-minute, semester-long group (with the option to continue the next semester) will focus on issues associated with interpersonal relationships, including communication, understanding, assertiveness, and connectedness. These weekly sessions will allow students to better understand and manage the complicated dynamics that inherently arise in relationships (romantic, familial, friendship, professional, etc.), and to process the thoughts and emotions that come up as a result. Above all, the group aims to be a supportive place for students interested in developing and maintaining healthy relationships of all kinds.  

Healing Through Art

The art therapy group meets weekly for 90-minutes throughout the semester and is a safe and supportive space where individuals can expect each session to blend hands-on art projects with guided discussions and coping skill-building exercises. Each group will begin with a check in and review a coping mechanism or a therapeutic concept. Next, general instructions will be given for the art project to get the group started (creative freedom welcomed!). The remainder of class will offer ample time to work on the project with opportunities to engage in group discussion or to enjoy moments of mindfulness individually. Whether you're a seasoned artist or just starting your creative journey, this group welcomes everyone who is interested in embarking on a creative experience towards healing, self-discovery, and a supportive community.

Nature Group

This 60-minute semester-long group meets weekly rain or shine. Ecotherapy is a type of therapy that uses the natural environment to promote mental and emotional well-being. Ecotherapy can help to reduce stress, improve mood, and boost overall well-being. It can also help students to connect with nature and develop a deeper appreciation for the environment. Each session will focus on a different aspect of ecotherapy. Some of the topics that the group will cover include, the benefits of spending time in nature, how to connect with nature in a meaningful way, using ecotherapy to manage stress and anxiety, as well as personal growth and development.

Healthier Lifestyles: Alternatives to Substance Use

Has substance use impacted your life in negative ways either in the past or currently? This support-style, ongoing 60-minute group will meet weekly. This group is designed to help individuals reduce substance use and/or maintain abstinence from substances by understanding triggers to use and benefitting from the support of the group in exploring healthier alternatives to substance use. Together we will develop a relapse prevention plan that meets your specific needs and work towards a healthier you!

90-Day Wellness Challenge

This group will go for 90 days (12 weeks) and meet for 60-minutes each week. Sign up now to start your own personalized 90-day wellness challenge and benefit from the support of the group in developing and meeting goals. Create individualized goals from one or more of the 5 main wellness areas in addition to including reduction of substance use as a goal.  Five main wellness areas include: 1) Physical, 2) Mental/Intellectual, 3) Spiritual/Meditation, 4) Emotional, and 5) Financial. Let’s go time to achieve better wellness!

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Academic Leadership

Administrative staff.

Nicole Archer, Director of Financial Aid. [email protected].

AJ Artemel, Director of Communications. [email protected].

Regina Bejnerowicz, Senior Director, Finance & Business Operations. [email protected].

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Richard DeFlumeri, Senior Administrative Assistant—Lectures, Exhibitions, and Special Events. [email protected].

Krista Dobson, Shared Counselor. [email protected].

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Tim Newton, Director of Fabrication. [email protected].

Dominique O’Connell, Travel Program Administrator. [email protected].

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Adelia Palmieri, Program Coordinator 2, Expert Resource. [email protected].

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Kate Rozen, Senior Executive Assistant to the Dean. [email protected].

Jill Siegel, Director of Development and Alumni Relations. [email protected].

Alison Walsh, Exhibitions Coordinator and Gallery Registrar. [email protected].

Rona Walstra, Senior Administrative Assistant, Academic Support. [email protected].

Trevor Williams, IT Support Technician 2. [email protected].

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Faculty Directory

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Yale graduate returns to Jackson to teach at high school alma mater. Read his story here

"coming as a graduate from jackson public schools myself, i knew that i would eventually come back.".

Just over four years ago, Jeffrey Caliedo, a Murrah High School senior at the time, found out he was getting a full scholarship to Yale University. Now, Caliedo is once again walking Murrah's halls, this time as a teacher.

In 2020, Caliedo left his hometown of Jackson to set off for the Yale campus in Connecticut. In the four years since, Jackson remained at the forefront of Caliedo's mind. He knew even in high school one day he would return to the area as a teacher.

The journey back to Jackson

In December 2019, the Clarion Ledger spoke to Caliedo , 17 at the time, who had recently received the news that he was going to Yale on a full scholarship.

Caliedo was one of 1,000 finalists that year who earned scholarships through the QuestBridge program, a nonprofit aiding low-income, high-achieving students.

Graduating in May 2020 meant Caliedo was part of the first class of students to finish high school during the COVID-19 pandemic. Caliedo, valedictorian of his class, gave a live-streamed speech on graduation day to an empty room.

In June 2024, Caliedo, a newly graduated Yale alumnus, attended a Jackson Public Schools job fair. By July, Caliedo had gone through the application process and accepted a job at Murrah.

Caliedo now teaches English to Murrah freshmen students, six classes in total. The job fulfills Caliedo's goal of giving back to his beloved community.

Sitting in his desk with pictures of his high school and college careers decorating the classroom wall behind him, Caliedo told the Clarion Ledger how good — and also crazy — it feels to come full circle.

"Giving back and being a part of your community is a momentous occasion, and it has leaps and bounds of effects on people more than you know," Caliedo said.

Read the 2019 interview: 'It was something that felt like a dream': JPS student earns full ride to Yale

Student to teacher in four years

As a senior at Murrah, Caliedo credited JPS and his teachers for helping him earn the scholarship. In August 2024, Caliedo, 21, is now friends and colleagues with some of those same teachers.

The transition from student to teacher in the same school has been interesting to say the least, Caliedo said.

"I've been joking actually with a lot of my old teachers about how now I see the other side," Caliedo said. "A lot of the concerns that I had as a student are sort of fresh on my mind now, but from a teacher's perspective. So, I'm trying my best to address those as I can moving forward."

Some of those concerns revolve around things students typically dread such as standardized testing. As a student, Caliedo remembers hating the constant testing, but as a teacher he sees the importance of collecting the data.

Caliedo's younger sister is a junior at Murrah, which helps him keep up with students' perspectives. Caliedo drives his sister to and from school.

"That's as current as it gets," Caliedo said. "If I am curious about a sort of student's perspective, I can go directly to her."

Caliedo's experiences at Yale only cemented his desire to return home.

"Coming as a graduate from Jackson Public Schools myself, I knew that I would eventually come back to this district," Caliedo said.

As for teaching English, that decision came after Caliedo took AP literature AP language at Murrah.

"Reading the texts that we did of African American literature for AP lang and AP lit, that's what helped me understand that this is the focus that I want to do as well," Caliedo.

Caliedo graduated Yale in May 2024 with degrees in English and African American studies. His time in Connecticut helped Caliedo understand outside perspectives of Mississippi.

"I think some people really have this idea that we're just a lot more backwards or behind than we really are, which is a little jarring sometimes, because I know where I come from," Caliedo said. "I don't think about my community that way at all. People would be surprised that we weren't on dirt roads half the time. And, when I told them, 'No, I actually come from Jackson, which is the capital and is a city,' they were even more surprised."

Bringing Mississippi with him and dispelling misconceptions was a point of pride for Caliedo.

"(When you) come from a school in Mississippi — a public school — people would sort of equate that with your intelligence in a way that was really insulting sometimes for me," Caliedo said. "It was actually a motivational force for why I would want to work harder or prove these people wrong… to prove to myself that I was able to sort of bring a uniquely Southern Mississippi perspective to a predominantly white Northern school."

Shifting Mississippi education

Mississippi is just one state of many throughout the nation facing growing teacher shortages. Generation Z teachers like Caliedo are even less common in recent years. Caliedo said the shortages were in the back of mind when deciding to go into teaching.

"I've quickly learned the extent to which teaching and education extends beyond the classroom," Caliedo said. "I think if we want to address the shortage of teachers nationally and with Gen-Z specifically, we have to be ready to accommodate that often overlooked commitment and effort."

Another factor supporting Caliedo's decision to return to Jackson is the state of Mississippi's education. Historically, Mississippi has ranked last or close to last in that category. Caliedo hopes to shift the state's traditional approaches to teaching. That means more student-centric teaching and more real-world applications. Individualized learning is already growing in Mississippi schools, Caliedo said.

"Really focusing on students as whole individuals rather than just data sets is something that really speaks to me when it comes to teaching," Caliedo said. "It makes students more apt to learning, and, at the same time, those real-world connections sort of give students incentives to really materialize and understand what they are learning."

The best part of teaching so far, Caliedo said, has been the relationships he is forming with students.

A Jackson tradition: Craving food truck fare? Here's where and when to find some Jackson Metro area trucks

What's next?

The future is bright, but remains unwritten for Caliedo.

Eventually, Caliedo wants to continue his education to get a master's degree, and he's considering going for a doctorate to become an English professor.

Wherever his journey takes him, Caliedo will always credit his success to his Jackson roots.

"I don't like to lock myself into anything, but Mississippi is always home for me," Caliedo said. "Even if I am away, I'll never be too far."

Got a news tip? Contact Mary Boyte at [email protected]

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M.div./master of sacred theology.

Masters in Divinity/Sacred Theology consists of 2 programs - The Master of Divinity degree and The Master of Sacred Theology degree. 

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The Master of Divinity degree is a three-year program of theological studies designed primarily, although not exclusively, to prepare the student for ordination to the Christian ministry. Students pursuing this degree explore a range of studies in sacred music, worship, and the arts, in addition to meeting the degree requirements at Yale Divinity School. (See the ISM and YDS bulletins for detailed information.)

The theologian Paul Tillich once observed that pastors are that rarest breed of specialist: they are generalists. In this spirit, the ISM ensures that its candidates for the M.Div. degree study ways that communities of faith articulate their beliefs through music, worship, and other art forms. Students in this program are offered many electives to explore the full range of studies in sacred music, worship, and the arts. By the time of graduation, all ISM/YDS students in the Master of Divinity program will have taken one 3-credit course from ISM faculty in each of the following areas:

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In addition, students will have taken a total of 9 credits in other ISM courses.* This requirement may be fulfilled by applied music lessons for credit; by upper-level homiletics courses; and/or by participation in any of the following vocal ensembles: 

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• Yale Schola Cantorum
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*Those pursuing the Berkeley certificate are only required to take 3 credits in other ISM courses.

The Master of Sacred Theology degree is a one-year program for those who have obtained the M.Div. degree or the equivalent and wish to do concentrated research on a specific project. Typically, the ISM student in this degree program focuses either in liturgical studies or religion and the arts.

The ISM accepts candidates for the Master of Sacred Theology (S.T.M.) degree interested in pursuing research in liturgical studies or religion and the arts. The program, which may be regarded as a fourth year of preparation for the Christian ministry, a year of specialized work in one of the theological disciplines, or as preparation for doctoral studies, consists of 24 credit hours of study, of which 18 must be in the major area. A thesis, major paper in a regular course, or other acceptable project demonstrating independent research in the selected field of study is required.

The ISM provides a maximum of one year or equivalent of financial support to students in this program.

Course Listing and Curriculum

More detailed information about the degree requirements is in the Yale Bulletin for the ISM.

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All ISM students attend the Institute colloquium and elect courses with Institute faculty. Numerous performance opportunities are available for all students. Many Institute students take on a variety of leadership roles in the rich lives of Marquand Chapel and other chapels on campus. Opportunities for musical and liturgical participation abound.

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ISM partners prepare students for careers in church music and other sacred music.

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McComas concludes service as vice president for PPPL as NASA mission nears launch

David McComas

David McComas, Princeton University’s vice president for the Princeton Plasma Physics Laboratory (PPPL), will conclude his PPPL leadership role to focus on the successful completion and launch of NASA’s Interstellar Mapping and Acceleration Probe (IMAP). McComas is the principal investigator for the IMAP mission, which is scheduled to launch from Cape Canaveral next year to advance understanding of the space environment in our solar neighborhood.

Peter Schiffer, Princeton’s dean for research and the Class of 1909 Professor of Physics, will succeed McComas as vice president for PPPL, a U.S. Department of Energy national laboratory managed by Princeton University. Schiffer will maintain his dean for research role. The transition will take place on Sept. 2. 

“I am grateful to David McComas for stewarding the University’s relationship with the Plasma Physics Laboratory and the Department of Energy so conscientiously over the past eight years,” said Princeton President Christopher L. Eisgruber. “Dave’s outstanding scientific acumen, administrative skill and personal integrity have benefited us tremendously over the course of his tenure. I wish him well as he devotes himself full-time to his research program, and I look forward to working with Peter Schiffer as he adds this new role to his portfolio.”

Peter Schiffer

As PPPL vice president since 2016, McComas has served as a liaison between senior University leadership, the laboratory and the Department of Energy. At Princeton, his executive leadership has included service as a member of the President’s cabinet and the Executive Compliance Committee.

PPPL conducts essential research using plasma — the fourth state of matter — to solve some of the world’s toughest science and technology challenges, including the development of fusion energy as a clean, safe and virtually limitless power source.

“I feel great about the contributions I made in overseeing PPPL as a University vice president, but I also feel that after eight and a half years, it’s time for me to focus on my other primary job,” he said. “PPPL is vital to the national interest, and it’s also vital to the national interest that we get IMAP launched and working perfectly. It’s critical for NASA heliophysics and space science, and as the principal investigator, I’m responsible for the entire mission.”

Since coming to Princeton, McComas has been a half-time vice president and half-time professor of astrophysical sciences. As he transitions to a full-time role on the astrophysics faculty, he will continue leading his roughly 35-person research team, teaching his unique space physics undergraduate lab, and serving as the mission leader for IMAP and other NASA missions and instruments . After he steps down as vice president, McComas will be a special adviser to the provost and continue to serve on the boards of directors for both PPPL and Brookhaven National Laboratory.

“Dave’s expertise has been timely, important and valued,” said Princeton Provost Jennifer Rexford, who is also the Gordon Y.S. Wu Professor in Engineering. “PPPL’s research mission, working toward an efficient and clean energy source, is critically important for humanity. Dave is a deep scientist in his own right, and he also understands all the engineering and operational issues involved in working at the leading edge of technology.”

Schiffer was the logical choice to succeed him as vice president for PPPL, Rexford said.

She noted that the scope of research at PPPL has diversified in the past several years, incorporating research into microelectronics, quantum sensors and devices, and sustainability science.

“The widening of the research going on at the Lab has increased opportunities for connection with campus,” she said. “That stronger connection benefits from going through the Office of the Dean for Research.”

Leadership at PPPL

Over the past eight years, McComas has worked with University and PPPL leadership to strengthen the connections between the Lab and the campus. “PPPL is an important part of the future of the University,” McComas said. “The University is interested in advances that make a huge difference for humanity, and it has a very long view of things. That’s exactly what fusion energy needs.”

McComas is a renowned space physicist and the principal investigator on multiple NASA instruments and missions. He holds seven patents and has published more than 800 peer-reviewed papers with more than 50,000 citations . Prior to coming to Princeton, he served in a variety of leadership roles at Los Alamos National Laboratory and the Southwest Research Institute.

In addition to overseeing PPPL’s research mission, he has secured two contract extensions with the DOE and led the international search that brought the renowned fusion scientist Sir Steven Cowley to PPPL as its director.

“Dave has been a steadfast partner during a period of rapid expansion at the Laboratory,” said Cowley, who is also a professor of astrophysical sciences at the University. “PPPL is tackling global issues in the nation’s interest, contributing to a sustainable future while driving scientific innovation forward. Dave’s inventive mindset, coupled with his strong organizational leadership, has been an asset to PPPL during a critical time.”

With fusion energy at an inflection point, “it’s an exciting time at  PPPL ,” McComas said.   Unprecedented numbers   of public-private partnership grants are helping to advance fusion science and engineering at the Lab, he said, adding that the growing number of private companies working in the sector indicates that investors are confident that technologies are advancing toward bringing fusion energy to the national grid.

McComas and IMAP

Several months ago, as McComas saw both of his major responsibilities — PPPL and IMAP — coming to critical points, he felt that it was time to focus his energies on the space physics to which he has devoted his academic career.

IMAP’s mission is to explore our solar neighborhood, by decoding the messages in particles captured from the Sun and from beyond our cosmic shield, the heliopause . After its launch , IMAP will provide extensive new observations of the inner and outer heliosphere and answer two of the most important topics in space physics today: how energetic particles are accelerated in the solar wind, and how the solar wind interacts with the local interstellar medium.

The roughly $750 million IMAP mission carries 10 cutting-edge scientific instruments and will launch from Cape Canaveral in 2025 on a Falcon 9 Heavy rocket. In addition to resolving fundamental scientific questions, IMAP will make real-time observations of the space environment a million miles sunward of the Earth, providing critical advance warning of impending space weather events.

In his career, McComas has led the TWINS and IBEX space physics missions as well as instruments for numerous other missions, including Parker Solar Probe to the sun, the Advanced Composition Explorer to study spaceborne energetic particles, Ulysses to view the sun from outside the ecliptic, New Horizons to and past Pluto, Juno to Jupiter, and Cassini to Saturn.

Among many other honors, he has received the Arctowski Medal from the National Academy of Sciences, the Distinguished Scientist Award from the Scientific Committee on Solar-Terrestrial Physics of the International Science Council , and the NASA Exceptional Public Service Medal. He is a fellow of the American Physical Society, the American Geophysical Union and the American Association for the Advancement of Science.

Schiffer and PPPL

With an active research program in the Department of Physics in addition to his administrative roles, Schiffer is an eminent condensed matter physicist who holds a Ph.D. from Stanford University and a B.S. from Yale.

Prior to coming to Princeton in 2023, he served as a member of the faculty and an administrator at Yale University, the University of Illinois at Urbana-Champaign, and Pennsylvania State University. He currently also serves on the governing board of the American Physical Society and previously served as a senior fellow with the Association of American Universities.

Schiffer leads the Office of the Dean for Research, which supports the Princeton research enterprise by expanding access to funding and other resources, building research relationships with external partners, facilitating regulatory and policy compliance, and supporting innovation, entrepreneurship and the development of intellectual property.

He said he looks forward to continuing PPPL’s long legacy of research in the nation’s service, expanding its academic affiliation with the University and building on its importance as a regional economic hub. “Princeton has been the steward of the Lab since it was founded back in the ’50s,” Schiffer said. “It is part of the University’s scientific legacy and tradition to have PPPL as a critical part of our overall research portfolio; it provides research opportunities for undergrads, graduate students and postdocs. With its hundreds of employees and global scientific reputation, PPPL also has a big economic footprint within our community.”

He continued: “PPPL is a very important part of Princeton’s intellectual ecosystem, and we’re honored to have the opportunity to manage the Lab for the nation and support the great science that comes out of it.”

Related Stories

VP David McComas receives the 2022 Distinguished Scientist Award .

Princeton’s David McComas has received the 2022 Distinguished Scientist Award “for original research, technical leadership and wide-ranging discoveries" from the Scientific Committee on Solar-Terrestrial Physics, part of the International Science Council.

Princeton’s McComas will lead IMAP, a NASA mission to study the heliosphere .

Astrophysicist David McComas will be the principal investigator for the IMAP mission to study the heliosphere.

Princeton in space: Princeton-led instrument prepares to ‘kiss the sun’ .

On Aug. 11, NASA will launch a spacecraft carrying a Princeton-led instrument that will fly repeatedly through the sun's atmosphere, getting closer to our star than any human-made spacecraft in history.

NASA’s Interstellar Mapping and Acceleration Probe mission enters design phase .

IMAP, a Princeton-led mission to study the interaction of the solar wind with the ancient cast-off winds of other stars, has completed a critical NASA review and is now moving closer toward a scheduled launch in 2024.

Princeton's David McComas among honorees for Earth, planetary and space science advances .

The European Geosciences Union announced today that David McComas is a recipient of the 2022 Hannes Alfvén Medal for his outstanding scientific contributions towards the understanding of plasma processes in the solar system and other cosmical plasma environments.

NASA’s IBEX charts 11 years of change at the boundary to interstellar space .

Using IBEX’s 11-plus years of data, David McComas and his team were able to study changes in the heliosphere that evolve over time and are key to understanding our place in space.

Poland will build instrument for Princeton-led mission to study interplanetary space .

NASA and Poland will cooperate on a NASA mission, the Interstellar Mapping and Acceleration Probe (IMAP), which is led by Princeton's David McComas.

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