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Pioneering discoveries by students

While working with and learning from faculty at the forefront of today’s most exciting breakthroughs in all disciplines, Yale undergraduates have discovered new species, created new technologies, developed and patented new products, and co-authored original research.

Yale research changing the world

Yale researchers recently tested the possibility that a single vaccine could tackle both Zika and the West Nile Virus. Yale physicists discovered a time crystal that “ticks” upon exposure to an electromagnetic pulse, and Yale scholars of Architecture and Forestry collaborated with the UN to design an Ecological Living Module.

Extraordinary resources, available to all

To inspire original research, Yalies have access to a dazzling collection of unique resources at their fingertips including the Center for Engineering Innovation and Design , the Beinecke Rare Book and Manuscript Library , the Brain Imaging Center , the Peabody Museum of Natural History , the Yale Collection of Musical Instruments , the Yale University Art Gallery and Yale Center for British Art . 

Summer research fellowships awarded to first-year students

Undergraduate science majors who do research with faculty.

$1 Million+

Funding for undergraduate science research fellowships annually

Science, math, and engineering labs at Yale College and the graduate and professional schools.

Holdings in Yale’s libraries

Real research in the first year

First-year students can begin conducting original research by using a Yale College First-Year Summer Research Fellowship that provides support for a summer research experience in the sciences and/or engineering under the supervision of a Yale faculty member. More than 100 such fellowships are set aside for first-year students.

Diversity in the sciences

Since 1995, Yale’s nationally recognized STARS (Science, Technology and Research Scholars) Program has promoted diversity in the sciences through mentoring, academic year study groups, and an original research-based summer program for students in their first and second years. Juniors and seniors have the opportunity to continue their research through the STARS II Program.

A team from the Yale Undergraduate Aerospace Association was chosen by NASA as one of sixteen across the country whose CubeSat research satellites will be flown into space as auxiliary payloads on upcoming space missions. Yale’s Bouchet Low-Earth Alpha/Beta Space Telescope (BLAST) will map the distribution of galactic cosmic radiation, providing insight into the origins of the universe.

Molecular, Cellular and Developmental Biology

Research opportunities.

There are many opportunities for students to carry out research in the laboratory of a faculty member in MCDB. A broad spectrum of state-of-the-art research activities is performed at Yale in the MCDB department and in related departments including the Yale School Medicine. This research is in molecular biology, biochemistry, genetics, cell biology, neurobiology, physiology, computational plant sciences biology, and evolution. All interested students are encouraged to participate in research. Students may work in laboratories for academic credit and/or experience. Financial support may be available in some cases, but students being paid may not receive course credit.

The Yale Undergraduate Research Association (YURA) has just launched a new version of the Research Database (RDB), an integrated, searchable database of the research work of 1400+ Yale professors across 60+ undergraduate fields of study. It is an invaluable resource for undergraduates to find research opportunities at Yale in all disciplines. The RDB can be found at https://yura.yale.edu/database .

The choice of a research laboratory should be made in consultation with faculty members and the director of undergraduate studies. See descriptions of research programs in MCDB.

Research Courses

During the academic year, students with DUS approval may take either of three research courses, MCDB 475a or b, MCDB 485a and 486b or MCDB 495a and 496b. These courses are primarily for students who are culminating their undergraduate experience by doing independent research to fulfill the senior requirement. It is possible for students who wish to do research earlier in their course of study to take MCDB 474 a or b before their senior year, but it does not substitute for other course requirements. There is a limit of three terms of 475 that can count towards the major (MCDB 485a, 486b counts as 2 terms of MCDB 475a or b in this calculation). Alternatively, a maximum of one term of 475 a or b plus the two-term MCDB 495a, 496b during the senior year can count towards the major. For research courses, hours are typically arranged at the mutual convenience of the student and the faculty advisor. Please note that taking MCDB 474 or MCDB 475 at any time does not satisfy the lab requirement or the elective requirement for a course from MCDB at 350 or above.

Approval from the Yale College Committee on Honors and Academic Standing is required if certain limits are exceeded. A student must petition the committee for permission to enroll in more than one such course credit in any one term before the senior year or in more than two such course credits in any one term during the senior year. Permission is also required for a student to enroll in more than three such course credits in the first six terms of enrollment. In the petition the student must give sound academic reasons for exceeding these limits.

Students taking MCDB 475a or b are expected to spend at least ten hours per week in the laboratory of a faculty member. This course can be taken more than once. Students must reapply each semester to be enrolled, and at the completion of each term, a paper must be submitted to their professor. This course fulfills the senior requirement if one semester is taken in the senior year.

MCDB 485a, 486b is a year-long research course intended for senior students who wish to do research for the B.S. degree. Students are expected to spend a minimum of ten to twelve hours per week in the laboratory and to attend monthly discussion groups. Research should be conducted under the supervision of the same faculty. At the end of the course a written report on the research accomplished must be submitted before a grade will be given.

MCDB 495a, 496b is intended for senior students who wish to do intensive research for the Intensive B.S. degree. It is a year-long course, two credits each term, in which students are expected to spend at least twenty hours per week in the laboratory. At the end of the course, students prepare a paper describing the research they completed. One grade is given at the end of the second semester.

A recent presentation for MCDB Majors Interested in Undergraduate Research can be viewed below.  A PowerPoint presentation can be viewed here .

Summer Research

Yale students can also perform research with a faculty member during the summer months, which allows students to devote full-time effort to a research project. Summer research enables students to continue research that was initiated during the previous academic year or to begin research that will be continued during the following academic year. Sometimes the faculty member has grant funds that can support students during the summer. Other possibilities for financial support can be found at http://www.yale.edu/yser/fellowships.html . Interested students should consult a member of the Yale faculty or the director of undergraduate studies. Academic credit is not granted unless the student is registered in (and paying tuition to) the Yale summer school.

Summer research at other institutions is possible through several programs. More information can be found at: http://secretary.yale.edu/services-resources/lectureships-fellowships-and-prizes .   Yale does not award academic credit for research done at other institutions, even if done in the context of a course.

Department of Ecology & Evolutionary Biology

Undergraduate research opportunities.

There are many opportunities for students to carry out research in the laboratory of a faculty member. A broad spectrum of state-of-the-art research activities are performed at Yale in the EEB department and in related departments including the Yale Medical School Medicine and the School of Forestry & Environmental Studies. This research is in molecular biology, biochemistry, genetics, cell biology, neurobiology, physiology, environmental sciences, plant science,  ecology and evolution. All interested students are encouraged to participate in research.

Students may work in laboratories for academic credit and/or experience. Financial support may be available in some cases, but students being paid may not receive course credit. The choice of a research laboratory should be made in consultation with faculty members and the director of undergraduate studies. 

Research Courses

During the academic year, students with DUS approval may take either of three research courses, EEB 495 and 496. These courses are primarily for students who are culminating their undergraduate experience by doing independent research to fulfill the senior requirement. It is possible for students who wish to do research earlier in their course of study to take EEB 475/476 before their senior year, but it does not substitute for other course requirements. EEB 475/476 counts towards the 36 credits required for the Yale College degree; but other than meeting the senior requirement, EEB 475/476, and all the research courses, do NOT contribute to satisfying the requirements for the major. For research courses, hours and typically arranged at the mutual convenience of the student and the faculty advisor.

Please note that taking EEB 475 at any time does not satisfy the lab requirement or the elective requirement for a course from EEB at 350 or above. Approval from the Yale College Committee on Honors and Academic Standing is required if certain limits are exceeded. A student must petition the committee for permission to enroll in more than one such course credit in any one term before the senior year or in more than two such course credits in any one term during the senior year. Permission is also required for a student to enroll in more than three such course credits in the first six terms of enrollment. In the petition the student must give sound academic reasons for exceeding these limits. Students taking EEB 475/476 are expected to spend at least 10 hours per week in the laboratory of a faculty member. This course can be taken more than once. Students must reapply each semester to be enrolled, and at the completion of each term, a paper must be submitted to their professor. This course fulfills the senior requirement if 2 semesters are taken in the senior year.  Students are expected to spend a minimum of 10-12 hours per week in the laboratory and to attend monthly discussion groups. Research should be conducted under the supervision of the same faculty. At the end of the course a written report on the research accomplished must be submitted before a grade will be given. EEB 495/496 is intended for senior students who wish to do intensive research for the B.S. Intensive degree. It is a year-long course, two credits each term, in which students are expected to spend at least 20 hours per week in the laboratory. At the end of the course, students prepare a paper describing the research they completed. One grade is given at the end of the second semester.

Summer Research

Yale students can also perform research with a faculty member during the summer months, which allows students to devote full-time effort to a research project. Summer research enables students to continue research that was initiated during the previous academic year or to begin research that will be continued during the following academic year. Sometimes the faculty member has grant funds that can support students during the summer. Other possibilities for financial support can be found at  http://science.yalecollege.yale.edu/fellowships-grants . Interested students should consult a member of the Yale faculty or the director of undergraduate studies. Academic credit is not granted unless the student is registered in (and paying tuition to) the Yale summer school. Summer research at other institutions is possible through several programs. More information can be found at:  http://yalecollege.yale.edu/content/funding-opportunities . Yale does not award academic credit for research done at other institutions, even if done in the context of a course.

Department of Chemistry

Undergraduate research.

One of the benefits of education at Yale is the opportunity to perform research in one of our research groups that are pushing back the frontiers of science. Students interested in research should contact the faculty member directly via email to explore opportunities. Faculty members listed as primary faculty  have active research programs. Once you have agreed with a faculty member on a project, you can submit  a registration form. Below is information on research courses, prerequisites, and registration.

Research Options

Chem 480a or b: introduction to independent research in chemistry.

The purpose of CHEM 480 is to provide undergraduate students with hands-on exposure to basic research in the chemical sciences and a practical introduction to the modern research environment. The course entails one semester of experimental or theoretical work, with a minimum of 10 hours per week spent in the laboratories of a faculty member in Chemistry . Participants are expected to direct their efforts towards generating chemically relevant data designed to engage and address a specific research problem, as coordinated and supervised by their selected faculty mentor. Individuals wishing to perform independent research must have demonstrated proficiency in the aspects of chemistry required for the planned project, as ascertained by the supervising faculty member. A brief report summarizing goals, methods, and accomplishments must be submitted at the end of the term.

Students enrolled in CHEM 480 earn one graduation credit upon successfully completing the semester and are graded on a Pass/Fail basis . The training may be taken multiple times for Pass/Fail credit, subject to restrictions imposed by Yale College. Typically, CHEM 480 is completed by junior chemistry majors, although occasionally, it will be completed by sophomores.

To be considered for individual experimental or theoretical research in a selected faculty member’s laboratory, students must consult with the Director of Undergraduate Studies (DUS) and submit the appropriate form no later than the last week of the preceding academic term.

CHEM 490a and b: Independent Research in Chemistry

The purpose of CHEM 490 is to provide senior chemistry majors with hands-on exposure to research in the chemical sciences. The course entails one semester of experimental or theoretical work in chemistry with a minimum of 10 hours per week spent in the laboratories of a faculty member, as well as a weekly 1-hour class meeting focused on topics related to research. Normally, students complete two semesters of CHEM 490. The class meetings address essential laboratory safety and ethics in science, with other class sessions focusing on core topics of broad interest to chemistry, including online literature searches, oral presentation skills, and effective scientific writing.

Individuals wishing to perform independent research must have demonstrated proficiency in the aspects of chemistry required for the planned project, as ascertained by the supervising faculty member. At the end of the second semester of CHEM 490, students will complete a capstone essay and present a poster to satisfy the senior requirement for the chemistry major.

Students enrolled in CHEM 490 earn one graduation credit upon successful completion of each semester and are assigned letter grades , subject to restrictions imposed by Yale College. CHEM 490 may be taken only twice, subject to restrictions imposed by Yale College. CHEM 490 is restricted to senior chemistry majors pursuing B.S. or B.S.-Intensive degrees. However, in special cases and with DUS approval, juniors may take this course, e.g., those in the B.S./M.S. degree program.

To be considered for individual experimental and theoretical research in a selected faculty member’s laboratory as part of CHEM 490, students must submit the appropriate form to the DUS assistant no later than the last week of classes in the immediately preceding academic term.

Undergraduate Students Performing Research (Not for Yale College credit)

Undergraduates may perform research as either a volunteer or employee of the work-study program in a Chemistry Department laboratory with a faculty research mentor during the academic year or over the summer. Students working in this capacity do not receive Yale College credit. 

Students are responsible for finding a faculty mentor who will provide guidance and laboratory facilities. The DUS can provide assistance to facilitate this process. 

Students must have demonstrated proficiency in the aspects of chemistry required for planned activities, as ascertained by the supervising faculty member. The student will determine with their faculty mentor the time commitment required per week. Typically, students work between 4–15 hours per week during the academic year. Over the summer, the time commitment is generally greater. 

Prerequisites

Common to all research options.

Individuals wishing to perform research must meet basic safety requirements prior to undertaking any activities, including the completion of at least two online Laboratory Chemical Training and Hazardous Chemical Waste Training courses administered by the  Yale Office of Environmental Health and Safety (EHS) . Enrolled individuals must receive formal certification from EHS prior to beginning laboratory activities. Additional safety courses or training requirements might be imposed by the faculty mentor. 

How to Register

Submission deadlines.

Submit the relevant registration form with required signatures to the Assistant to the Director of Undergraduate Studies for review by the DUS.

CHEM 480 and 490

The submission deadline is no later than the last week of classes in the immediately preceding academic term.

Undergraduate Students Performing Research

The submission deadline is no later than the end of the first week of classes in the academic term they wish to start research or prior to commencing research over the summer.

CHEM 480 Registration Form 

CHEM 490 Registration Form

Undergraduate Research Registration Form

Department of Anthropology

Undergraduate research in anthropology, anthropological research.

At the heart of anthropological practice is the process of posing meaningful questions, planning research, collecting and analyzing data or other materials, and coming up with an original contribution to knowledge. The Department of Anthropology encourages undergraduate students to engage in research in a variety of settings: in their courses, in work as research assistants, and in guided inquiries of their own—often leading to a senior essay. Past student research projects have taken place in international settings, in many parts of the United States—including in New Haven—and in the collections and laboratories at Yale, both in and well beyond the department’s own facilities. In a number of cases, our students have gone on to publish, present, and/or exhibit their innovative anthropological work. 

This page offers a set of resources for undergraduates wishing to pursue research in anthropology, whether or not they are declared anthropology majors. Students should also spend some time familiarizing themselves with general undergraduate research resources, as no single listing can capture the full spread of research possibilities in such a wide-ranging field as Anthropology. 

Although many courses include a component of research, some of our regular undergraduate offerings are specifically designed to introduce students to the methods, ethics, and practice of research in Anthropology. These courses may be particularly useful for students planning senior essays. 

303      Field Methods in Cultural Anthropology

316      Introduction to Archaeological Lab Sciences

376-7   Observing and Measuring Behavior, I and II

394-5   Methods and Research in Molecular Anthropology, I and II

434      Anthro-History: Interdisciplinary Theory and Methods

454      Statistics for Archaeological Analysis

Methods courses in other departments may also be highly relevant and useful. 

Working as a Research Assistant

Some faculty in Anthropology employ undergraduate research assistants in a variety of capacities. If you are interested in this possibility, consider speaking to your professor after class or consult with the DUS. 

Independent Research

The Anthropology Department offers a wide variety of possibilities for senior work. Students contemplating significant independent research leading to a senior essay should consult with the DUS and/or a potential adviser well in advance of their senior year to take advantage of the fullest set of options. Junior year study abroad that includes a research component, a summer field school, or summer independent research, for instance, require significant advance planning. The following resources may also be of help. 

Suggestions for Funding Sources

Many Yale-based sources of funding commonly used by anthropology undergraduates can be found by searching  Yale’s Student Grants and Fellowships Database , the  Office of  Fellowship Programs , and/or the  MacMillan Center for International and Area Studies .

In addition, the Anthropology Department is fortunate to be able to offer a number of grants to support attendance at archaeological field schools through Albers and Coe Fellowships. Check  here  for information on international field schools and archaeological projects.

Many of our students combine research projects with a semester abroad. Although most study abroad programs are not explicitly designed for supporting research, a research component can often be added in consultation with a faculty adviser.

In addition to the above sources, College Deans are wonderful sources of information about little known programs and resources. 

Practicalities

Students should consult with their advisers about what kind of training, advance review, and/or other preparation is necessary to carry out the research they are planning. Useful resources include the following: 

Human Subjects Committee Review of Student Projects (IRB)

Undergraduate Travel Policy

Health and Safety

Register your travel

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Department of Physics

You are here, undergraduate research opportunities 2020-21, active research in the yale physics department.

2020 Undergraduate Research Fair [ Video ] [ slides ]

Astrophysics and Cosmology

Charles Baltay , Reina Maruyama, Daisuke Nagai , Laura Newburgh, Nikhil Padmanabhan , Meg Urry

Atomic, Molecular and Optics

Jack Harris, Steve Lamoreaux, David Moore, Nir Navon

Damon Clark , Joe Howard , Ben Machta, Simon Mochrie, John Murray , Michael Murrell , Corey O’Hern , Alison Sweeney

Condensed Matter Experiment

Sean Barrett, Eduardo DaSilva Neto, Jack Harris, Yu He , Simon Mochrie, Peter Schiffer

Condensed Matter Theory

Yoram Alhassid, Meng Cheng, Steve Girvin , Leonid Glazman, Ben Machta, Corey O’Hern , Diana Qiu , Nicholas Read, R. Shankar

Gravitational Physics

Walter Goldberger, Vincent Monchrief

Nuclear Physics Experiment

Helen Caines , John Harris, Karsten Heeger , Steve Lamoreaux, Reina Maruyama, David Moore

Nuclear Physics Theory

Yoram Alhassid, Francesco Iachello

Particle Physics Experiment

Keith Baker, Charles Baltay , Sarah Demers, Bonnie Fleming, Karsten Heeger , Reina Maruyama, David Moore, Paul Tipton

Particle Physics Theory

Thomas Appelquist, Walter Goldberger, David Poland, Witold Skiba

Quantum Physics

Yoram Alhassid, Sean Barrett, Steven Girvin

Charles Baltay

Contact: Charles Baltay ( charles.baltay@yale.edu )

URL: https://hep.yale.edu/research/la-silla-quest-variablity-survey

Research Area: Astrophysics, Cosmology

Research Opportunity Type: In lab and Remote

Research Opportunity: Dark Energy (Type 1a Supernovae, galaxy redshift surveys), Dark Matter (RR Lyrae), low surface brightness galaxies.

Helen Caines

Contact: Helen Caines ( helen.caines@yale.edu )

URL: https://rhig.physics.yale.edu/

Research Area: Nuclear physics

Research Opportunity Type: Remote

Research Opportunity: Understanding jet properties and how they differ from proton-proton to heavy-ion collisions - we will look at real data and simulations to understand how particle formation differs when protons are collided compared to when ions (such as lead or gold) collide.

Damon Clark

Contact: Damon Clark ( damon.clark@yale.edu )

URL: https://clarklab.yale.edu/

Research Area: Biophysics

Research Opportunity Type: In-lab and Remote

Research Opportunity: We have opportunities for modeling neural circuits, measuring behavior, and data analysis, all with the goal of understanding how small networks of neurons perform simple computations and drive behavior. If you’re interested, we can arrange a time to chat and figure out a good project.

Steven Girvin

Contact: Steve Girvin ( steven.girvin@yale.edu )

URL: https://girvin.sites.yale.edu/

Research Area: Quantum Information Theory

Research Opportunity: I am on leave in the fall but may have one slot for an undergraduate interested in quantum error correction, quantum simulations with superconducting qubit devices, and/or quantum computer science.  Projects will be theoretical/numerical and will be entirely remote.

Contact: Yu He ( yu.he@yale.edu )

URL: https://appliedphysics.yale.edu/yu-he

Research Area: Experimental Condensed Matter Physics (Superconductivity)

Research Opportunity: Energy gap extraction from angle-resolved photoemission (ARPES) spectrum - the student will learn to i) simulate an energy-momentum-resolved spectrum of a superconductor, ii) quantify both intrinsic and extrinsic effects such as shot noise, and electron lifetime in the spectral function, iii) describe the spectrum and extract microscopic superconducting parameters with modern low-energy effective models, iv) evaluate the parameter space where such models prevail/fail - and write a manuscript recommending a set of improved operation standards to the field. In-person data collection on real materials could be, but is currently not, provisioned for this academic year, contingent upon the university COVID-19 policies.

Karsten Heeger

Contact: Karsten Heeger ( karsten.heeger@yale.edu )

URL: http://heegerlab.yale.edu

Research Area: experimental neutrino physics

Research Opportunity Type: In Lab and Remote

Research Opportunity: To come

Contact: Joe Howard ( Joe.howard@yale.edu )

URL: https://howardlab.yale.edu

Research Opportunity: 1. Structure of branched neuronal dendrites. 2. Cutting microtubules.

John Murray

Contact: John Murray ( john.murray@yale.edu )

URL: http://murraylab.yale.edu/

Research Area: Computational neuroscience

Research Opportunity: Computational modeling of neural dynamics and cognitive computations, analysis of neural and behavioral data.

Michael Murrell

Contact: Michael Murrell ( michael.murrell@yale.edu )

URL: livingmatter.yale.edu

Research Area: Biophysics, Active Matter, Soft Matter, Synthetic Biology

Research Opportunity: In the laboratory for living matter, we want to understand the physical principles that promote life. In doing so, we investigate how living systems regulate their flow of energy, and how that relates to the successful completion of biological behaviors. In parallel, we build mechanical models of the cell, using purified components to reproduce biological behaviors in a non-living system. Our group is experimental, computational and theoretical. We are currently looking for students to help with quantitative methods.

Daisuke Nagai

Contact: Daisuke Nagai ( daisuke.nagai@yale.edu )

URL: http://www.astro.yale.edu/nagai/Research.html

Research Area: Cosmology & Astrophysics

Research Opportunity: Our research group will likely have an online research opportunity to explore “a Deep Learning Approach for Cosmology with Galaxy Clusters”. This project involves applications of machine learning techniques to analyze microwave and/or X-ray images of galaxy clusters extracted from cosmological hydrodynamical simulations. Previous experiences (in research and/or class-room settings) with python programming, machine learning and/or data analyses will be helpful. Background in cosmology and astrophysics will also be valuable, but not required.

Contact: Nir Navon ( nir.navon@yale.edu )

URL: https://uqm.yale.edu/

Research Area: Ultracold Quantum Matter / Quantum simulations

Research Opportunity Type: in lab and remote

Research Opportunity: Title: Arbitrary waveform generator for controlling acousto-optic deflectors (AODs) in an optical tweezer array experiment Description: The student will use remote procedure calls (RPC) to interface between an experimental control software (Artiq) and a PCIE-based arbitrary waveform generator (AWG). Furthermore, the student will use the AWG to drive the acousto-optic deflector (AOD) for manipulating the optical tweezers. This project will involve programming, electronics, and optics.

Title: Laser system for tunable imaging of fermionic lithium at high magnetic fields Description: One of our system routinely produces quantum gases of ultracold fermions. One appealing feature of this system is the possibility to tune interatomic interactions using an external magnetic field. However, the atomic transitions used for imaging the atoms are detuned by the Zeeman effect; covering a large range of frequencies is thus challenging. The student will set up a new laser that will be locked to a reference laser (locked to an atomic spectroscopy cell) via a tunable offset lock to allow for imaging the atoms across a wide range of magnetic fields. The project will involve lasers, optics, electronics and simple atomic physics calculations.

Corey O’Hern

Contact: Corey O’Hern ( corey.ohern@yale.edu )

URL: https://jamming.research.yale.edu

Research Area: Soft Matter, Biophysics

Research Opportunity: (1) Unraveling the fundamental mechanisms of nanoscale deformation in bulk metallic glasses; (2) Enhancing protein structure-function predictions through the elimination of decoys in molecular dynamics simulations; (3) Collaborative Research: Experimental and computational studies of flow and clogging of deformable particles under confinement ; (4) Biological self-assembly: Tissue mechanics of the spongy mesophyll in flowers.

Nikhil Padmanabhan

Contact: Nikhil Padmanabhan ( nikhil.padmanabhan@yale.edu )

URL: https://physics.yale.edu

Research Area: Astrophysics/Cosmology

Research Opportunity: My research interests straddle observational and theoretical cosmology. Possible project areas include analysing cosmological simulations and developing new analysis tools.

Contact: Diana Qiu ( diana.qiu@yale.edu )

URL: https://qiugroup.yale.edu/

Research Area: Condensed Matter Theory and Computation

Research Opportunity: Electronic and optical properties of novel low-dimensional materials -  the student will use computational methods to calculate and analyze the bandstructure and optical absorption spectrum of low-dimensional materials and nanostructures.

Peter Schiffer

Contact: Peter Schiffer ( peter.schiffer@yale.edu )

URL: https://schifferlab.yale.edu/

Research Area: Experimental Condensed Matter Physics (Magnetic Nanostructures)

Research Opportunity: Recent research in our group has focused on the study of frustrated magnetic nanostructures known as  ‘artificial spin ice’, composed of arrays of thousands of precisely arranged nanometer-scale magnets.   Undergraduate projects typically focus on data analysis and computational efforts, but also have included the design, assembly, and operation of experimental apparatus.  We do not expect to have new opportunities available in Fall 2020, but possibly in Spring 2021.  Please feel free to contact Prof. Schiffer if interested.

Contact: Meg Urry ( meg.urry@yale.edu )

URL: https://urrylab.yale.edu

Research Area: Astrophysics

Research Opportunity: Projects involve multiwavelength data analysis and theoretical work on galaxies and active galactic nuclei, to determine emission mechanisms and other properties. Example of a specific project: use software to fit spectral energy distributions (e.g., X-Cigale, SED3Fit, AGNFitter) of AGN and galaxies in Stripe 82 survey. Other examples: Explore machine learning tools for analyzing SEDs or AGN host galaxies.

Department of Mathematics

Undergraduate research, summer undergraduate research at yale (sumry).

The SUMRY program is a ten-­week undergraduate research program run by the mathematics department at Yale University, usually between early June and early August. In a recent year , there were 15-20 funded positions for undergraduates to investigate open research problems in the mathematical sciences. Students work either individually or in small groups, directed by faculty members, post­doctoral fellows, and graduate students. The work pursued in this program will give participants an idea of what research in mathematics is like.

Directed Reading Program

The Directed Reading Program pairs undergraduate students with graduate student mentors to read and work through a mathematics text over the course of one semester. The pairs meet once each week for one hour, with the undergraduates expected to do about 4 hours of independent reading per week. At the end of the semester, undergraduates either give a talk to their peers or prepare a short exposition of some of the material from the semester. Undergraduates are expected to have a high level of mathematical maturity and eagerness to learn the topic.

Math 470 is an individual studies course, it can be taken for graduation credit (but not applied toward undergraduate math major requirements). By default, it can be taken only once, though under exceptional circumstances, the DUS may permit it to be taken twice. Interested students must submit a proposal to math.dus@yale.edu at least three days before the end of add / drop period, with the name of their adviser, and details about the proposed study (both its content and the structure of the course). Typically, the class will require weekly meetings with the adviser, it will have some assignments along the way (that are to be written up or presented to the adviser), and it will terminate with a final paper or project. Please note that university rules do not allow independent study on topics that are taught in existing courses (there can be a bit of overlap, but you cannot do independent study to learn Math 370, for example). 

Science & Quantitative Reasoning Education

Yale undergraduate research, yale science & engineering research.

Original research is an integral part of undergraduate science education at Yale. Academic year and summer research opportunities bring classroom concepts to life and prepare Yale students for postgraduate training and careers in the sciences and engineering. With access to more than 1,200 faculty laboratories in 45 degree-granting programs in the Faculty of Arts and Sciences, Yale School of Medicine and Yale School of Forestry and Environmental Studies, Yale undergraduates perform research ranging from the observation of black holes to the development of the nervous system.

Research Opportunities at Yale

Yale provides a variety of programs tailored to the individual needs of students, ranging from programs such as STARS to departmentally-based programs and other opportunities to perform research in the laboratories of faculty throughout Yale University.

STARS (Science, Technology and Research Scholars) provides selected first-year students through seniors with an integrated experience that combines mentorship, academic support and original research.

Yale faculty mentors provide a wide variety of research opportunities to students throughout their time at Yale. While many students perform research in conjunction with departmental major requirements, such research may alternatively be carried out in laboratories of faculty in other appropriate departments throughout Yale University.

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Dorrit Hoffleit Undergraduate Research Scholarship

Spend the summer at yale working as a researcher in astronomy.

Who May Apply:

Undergraduate science majors in Astronomy, Astrophysics, or Physics, who at the time of application are in their 2nd or 3rd year of undergraduate study.

Students of any nationality.

Students with a strong desire to continue on to graduate school are particularly encouraged to apply.

How to Apply:

The application period for the 2024 Dorrit Hoffleit Undergraduate Astronomy Research Fellowship  opportunity is now closed. Check back in mid-November when the application period opens for 2025.

Housing and stipend:

In addition to a stipend of $450 per week (paid bi-weekly), students will be provided with housing within the historic Yale Residential Colleges as well as weekly, 15-meal vouchers to be used at the residential colleges. Up to $1000 in reimbursement for travel expenses will be provided.

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Home > YURJ > Vol. 2 > Iss. 1 (2021)

The Yale Undergraduate Research Journal

Spring 2021, vol. 2.1 – letter from the editor.

Dear Reader,

I write to you 1,047 miles from Yale within the confines of my childhood home, a situation I could not have imagined even a year ago when undergraduates were sent home indefinitely over spring break. The past academic year has been turbulent and rife with sorrow, globally and within the Yale community. The isolation of remote learning and distanced student life has been particularly trying.

And yet, we have persevered. Nationally, vaccines have been developed with unprecedented speed. More personally, this issue of the Yale Undergraduate Research Journal serves as a testament to the tenacity of our community and dedication to truth and excellence, even amidst a pandemic.

This past cycle, we received a record number of submissions — over 150 across diverse fields of research — representing a 50% increase from our inaugural issue. Correspondingly, we have more than doubled our staff to process submissions and worked with over 200 graduate student, postdoctoral fellow, and professor reviewers, whose thoughtful insight, expertise, and dedication to teaching serve as the bedrock of our journal. We have also begun a fruitful partnership with Symposia, a publication dedicated to profiling Yale's undergraduate researchers, professors, and alumni.

Within the pages of this issue, you will find the strongest submissions we received in each division of the journal, an honor bestowed on only 6% of all submissions. The selected articles mirror many of the concerns of our current moment: the weight of social and historical forces, the crafting of resistance against these forces, the influence of moral attitudes in everyday language and political donations, and imminent considerations of climate change, computational methods, and aging. You will also find the winners of our inaugural cover design contest to the right, whose submissions were inspired by the abstracts of our selected articles.

In sum, I am delighted to share with you the spring issue of the Yale Undergraduate Research Journal. Over the coming months, we will continue to publish articles online of the many more excellent papers we received this cycle. As a preview, you may find the abstracts of these articles at the end of this journal.

We are endlessly grateful to have the generous support of Branford College, our advisory board of graduate students and faculty, alumni sponsors, and a number of Yale departments, supporting our journal through subscriptions and donations.

In pursuit of light and truth, Selena Lee Editor in Chief

A Case for African American Reparations: The Inheritance of Racist Hierarchies and Moral Harm Ko Cheang

Performance and Fantasy in Edwardian Childhood: Representations of Class, Gender, and Education Amy DeLaBruere

Exhibiting Text as a Spatial Object in the Beijing Lu Xun Museum Formosa Deppman

Tabula Rasa: Mechanism, Intelligence, and the Blank Slate in Computing and Urbanism Claire Gorman

Spectacular Interiority in Post-Apartheid South African Literature Jaehyun Kim

The War on Fire: Construction of Enemies and the U.S. Forest Service Isabel Kirsch

Costuming Characters in Early Medieval Irish Literature Lydia Lee

Optimal Information Design in Two-Sided Trade Pradhi Aggarwal

The Run on Repo and Bank Stock Returns Madison Battaglia

Returning to the Gender Gap in College Major: How Much Can Pre- College Skills Explain? Nathalie Beauchamps

Recognising the Pitfalls of the Past: Community Health Workers in the time of COVID-19 Sam Brakarsh

Xenophobia in the ‘Rainbow Nation’: An Analysis of Intergroup Conflict in Contemporary South Africa Rachel Calcott

An Indigenous-Informed Archaeological Approach to Dating the Taos Pueblo Cameron Chacon

“Developing” Gender Equality: A Transnational Feminist Critique of International Development Theory and Practice Caroline Crystal

Barriers to the Diagnosis of Dyslexia in Children Maria Cunningham

The Impact of Climate Change on Security in the Middle East: A Review of the Literature Yara El-Khatib

The Cuban Vote: How a very unreligious group votes for a very religiously affiliated party Kelly Gouin

Sounding the Alarm: Down-Ballot Setback for the Democrats in 2020 Yaakov Huba

Troubles of the Coast: Industrialization, Climate Change, Marginality, and Collective Action among Fishing Communities in Kerala, India Abigail Maher

“Our Neighbors In The Americas”: Obama, Empathy, and the Cuban Thaw Sarah McKinnis

Art as Protest: How Creative Activism Shaped “Black Lives Matter” in Richmond, Virginia Anaheed Mobaraki

Social Media and the Construction and Propagation of Populist-Nationalist Discourse Paula Pineda

Decolonization: The Litmus Test of the Human Rights Framework Isiuwa Omoigui

Access to Drinking Water and the Empowerment of Women in the Southwest Coast of Bangladesh: Intersections of Gender, Class, and Space Sunehra Subah

The Morality of Pronoun Flexibility: Connections Between Language and Cognitive Identity Alignment Mafalda von Alvensleben

Shadow Banks, Money Market Funds, and Regulation: How Much is Too Much? Ainsley Weber

Canines and Commons: An Institutional Analysis Andy Xie

The Conscience of the Dollar: Are Religious Donors Sensitive to Moral Infractions? Bradley Yam

An Upstander Is a Person in Your Neighborhood: Children, Sesame Street, and Race in 2020 Gemma Yoo

Turning Science Fiction into Reality: Enhanced Motor Learning for Prosthetic Limbs Makayla Conley

Incomplete? Or Indefinite? Intuitionism on Gödel’s First Incompleteness Theorem Quinn Crawford

Tail-Anchored Protein Insertion Under ER Stress Conditions: Calcium is Key Matthew Jordan and Malaiyalam Mariappan

A Dispersive Force Model of Caribbean Island Biogeography Anthony Sarkiss

Analysis of the Electronic Effects and Reactivity of Benzhydrols in the Formation of Benzhydryl Ethers Katherine Quesada, Daniel Chabeda, Jaeger Johnson, and Alex Shore

Examining the Viability of Computational Psychiatry: Approaches into the Future Mitchell Ostrow

Metabolic Control of Stem Cell Ageing and Longevity through Caloric Restriction Valerie Navarrete

Strong inclination pacing of climate in Late Triassic low latitudes revealed by the Earth-Saturn tilt cycle Miranda Margulis-Ohnuma, Jessica Whiteside, and Paul Olsen

The Nature of Cofilin’s Severing Mechanism Ethan Lester

The Stories Behind the Stories Mediation of Narratives in David’s Story Naima Kalra Gupta

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Incorporating Participants' Welfare into Sequential Multiple Assignment Randomized Trials

Xinru Wang, Nina Deliu, Yusuke Narita, Bibhas Chakraborty, Incorporating participants’ welfare into sequential multiple assignment randomized trials, Biometrics, Volume 80, Issue 1, March 2024, ujad004, https://doi.org/10.1093/biomtc/ujad004

Dynamic treatment regimes (DTRs) are sequences of decision rules that recommend treatments based on patients’ time-varying clinical conditions. The sequential, multiple assignment, randomized trial (SMART) is an experimental design that can provide high-quality evidence for constructing optimal DTRs. In a conventional SMART, participants are randomized to available treatments at multiple stages with balanced randomization probabilities. Despite its relative simplicity of implementation and desirable performance in comparing embedded DTRs, the conventional SMART faces inevitable ethical issues, including assigning many participants to the empirically inferior treatment or the treatment they dislike, which might slow down the recruitment procedure and lead to higher attrition rates, ultimately leading to poor internal and external validities of the trial results. In this context, we propose a SMART under the Experiment-as-Market framework (SMART-EXAM), a novel SMART design that holds the potential to improve participants’ welfare by incorporating their preferences and predicted treatment effects into the randomization procedure. We describe the steps of conducting a SMART-EXAM and evaluate its performance compared to the conventional SMART. The results indicate that the SMART-EXAM can improve the welfare of the participants enrolled in the trial, while also achieving a desirable ability to construct an optimal DTR when the experimental parameters are suitably specified. We finally illustrate the practical potential of the SMART-EXAM design using data from a SMART for children with attention-deficit/hyperactivity disorder.

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‘we are all connected’: building bridges to careers in astrophysics.

Antonio Porras Valverde

When he’s not searching for links between black holes and galaxy formation, astrophysicist Antonio Porras Valverde likes to build bridges between young scientists from marginalized communities and the wider world of academia.

Porras Valverde, a Heising-Simons postdoctoral fellow in Yale’s Department of Astronomy, is co-founder of Cenca Bridge Inc ., a nonprofit that organizes mentorship programs, conducts professional development workshops, and seeks out remote research opportunities for college undergraduates from Central America and the Caribbean who are interested in astrophysics. Begun in 2016, Cenca Bridge now has more than 100 undergraduate students participating in its programs.

The International Astronomical Union (IAU) recently awarded Cenca Bridge with its Astronomy Development Prize , which honors individuals and organizations that use astronomy as a tool for development and capacity-building, especially in underserved regions.

“ Cenca Bridge is a well-conceived and well-executed platform for remote astronomy research and has paved the way for an impressive number of opportunities for aspiring astrophysicists across Central America and the Caribbean who have had very few opportunities before,” IAU noted in its announcement of the prize. “Its students apply successfully to graduate programmes worldwide, not only in astronomy, but also in other STEM subjects.

“ In addition to advancing the frontiers of astrophysical research, Cenca Bridge has also fostered a culture of collaboration, mentorship, and inclusivity within the astronomical community.”

Porras Valverde was born in Florida, grew up in Costa Rica, and returned to the United States as a teenager. He says there were rough patches as he adjusted to academia and the world of science research; that was part of his personal motivation for helping to launch Cenca Bridge (the group’s formal name is The Central American Caribbean Bridge in Astrophysics).

“ I’ve grown more confident in the way I do science, and part of that was because I found a community,” he said. “I found people who supported me. That kept me going.”

Porras Valverde spoke with Yale News about Cenca Bridge, his research, and his thoughts on mentorship. This interview has been edited and condensed.

Did you want to be a scientist when you were growing up?

Antonio Porras Valverde: I grew up in San Jose, Costa Rica, wanting to be a soccer player. It never occurred to me I could be a scientist because I never met one in real life. My high school math teacher motivated me to participate in Math Olympics competitions. It was that — along with a fascination for understanding humanity’s origin and purpose — that led me to study the universe.

What research are you working on here at Yale?

Porras Valverde: I am a theorist in galaxy formation with interest in black holes. I am working on understanding how supermassive black holes grow in such a short period of time. My Ph.D. work centered on the connection between galaxies and their dark matter halos, but the more I learned from galaxies, the better I appreciated the existence of massive black holes.

Recent discoveries with the James Webb Space Telescope are revolutionizing our understanding of the co-evolution between black holes and galaxies. My work focuses on modeling black hole growth, implementing physics that we think are happening in the real universe.

Let’s talk about your academic journey. What was your first experience with scientific research?

Porras Valverde: After finishing high school at the age of 16, I moved to the U.S. to study English. I began taking English as a Second Language [ESL] courses at Northern Virginia Community College, where I also took my first calculus and classical mechanics courses.

Before I transferred to the University of North Carolina at Chapel Hill [UNC] as an undergrad, I first completed a research experience for undergraduate [REU] internship at the University of Toledo studying diffuse molecular clouds in the interstellar medium. This was the first time I was exposed to astronomy research.

I had been thinking about astronomy research in a Hollywood way — that it was about looking into telescopes. I didn’t know that math and programming were such a big part of it. The jargon and scientific references felt overwhelming at first. But although the tasks were not as I had imagined, I knew I had found my place.

What was your biggest challenge?

Porras Valverde: During my first semester at UNC, I failed multivariable calculus and electromagnetism. I was so ashamed to fail a math course I decided to switch my major to math. I needed to re-assure myself, and within a year I was getting A’s in math. I began doing fluid dynamics research modeling jellyfish swimming using codes solving the Naiver-Stokes equations.

My last year as an undergraduate, I had another chance to do astronomy research. I got accepted into the National Astronomy Consortium summer internship at the National Radio Astronomy Observatory [NRAO]. There, I decided to change my career path once again. I learned about the Fisk-Vanderbilt Master’s-to-Ph.D. Bridge program, where STEM students from underrepresented backgrounds have the opportunity to obtain a master’s degree to prepare them for a PhD. I completed my physics masters at Fisk University, and later my Ph.D. in astrophysics at Vanderbilt University.

How did you get involved with Cenca Bridge?

Porras Valverde: For a long time, I battled with trying to make my work in astronomy significant to the general public. How does studying galaxies and black holes contribute to solving issues like climate change or poverty?

My best solution was to use my computational and educational skills to teach students transferable skills that may help them land a better job. I began doing some mentoring on my own and this led eventually to networking with colleagues in astrophysics from elsewhere in Central America and the Caribbean.

Four of us co-lead Cenca Bridge — Valeria Hurtado [a Ph.D. student at the University of Washington, who is from Nicaragua], Yahira Mendoza Moncada [a master’s student at the Federal University of Rio de Janeiro, who is from Honduras], Gloria Fonseca Alvarez [a postdoctoral fellow at NOIRLab, the U.S. National Science Foundation National Optical-Infrared Astronomy Research Laboratory, who is from Nicaragua], and me. We are passionate about bringing astronomy education into the region.

How do you go about this work?

Porras Valverde: We build support through peer mentorship, highlighting role models, and paid research internships. We are the only organization that financially supports students for remote internships in astronomy research in Central America and the Caribbean.

Who are some of your role models and mentors?

Porras Valverde: One source of motivation that I see as a pattern in my life is the number of strong women who have taken me under their wing. That includes my grandmother, mother, my undergraduate research adviser Laura Miller, Ph.D. advisor Kelly Holley-Bockelmann. And now at Yale it is Priya Natarajan and Meg Urry .

And now you are an award-winning role model. How does that feel?

Porras Valverde: My nonlinear academic path and social upbringing provides so many ways to connect with students. As [the late American Chicana feminist scholar] Gloria Anzaldúa has mentioned, we are all connected.

My motto is, we cannot prioritize scientific discoveries while ignoring the humanity of the people we work with.

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Welcome New Faculty, Fellows, Students and Staff (Summer 2024)

María Rodríguez Martínez, Associate Professor of Biomedical Informatics and Data Science

Maria Rodriguez Martinez is an associate professor at BIDS. She is originally from Spain and trained as a physicist, starting her academic journey in theoretical cosmology and earning her PhD in Paris. After her first postdoc at the Hebrew University, I transitioned to computational biology. “My current research interests lie in computational immunology, particularly in modeling T and B cells of the adaptive immune system. I employ a combination of mechanistic models and deep learning techniques. Within deep learning, I am particularly focused on developing interpretable approaches—models that can elucidate the underlying mechanisms driving a model's decisions. Interpretability is crucial to create trust in a model's predictions and for identifying potential biases and algorithmic errors.”

Maria came to Yale for its excellence in immunology and its support for work in data science. “I have been at BIDS for just a month, but my experience has been overwhelmingly positive. Everyone has been incredibly welcoming and eager to help us to get settled.” Her favorite part about New Haven is the combination of nature and urban life, with changing foliage and squirrels visible from city windows. If she were a technology, she’d be a noise-canceling device or a high-quality opera streaming service!

Claus Horn, Associate Research Scientist

Claus Horn grew up in Germany and has lived in Spain, France, Italy, Japan, California, and Switzerland over the years. At age 15, his favorite book was Gödel, Escher, Bach, which ignited his fascination with the interplay of philosophy, computation, and intelligence.

His passion for AI has led him to develop machine learning applications in diverse areas such as elementary particle physics, finance, insurance, and life sciences, with a recent focus on autonomous learning systems for life science applications and the design of enzymes for medical applications. When not working, his favorite activities include practicing sports outdoors, be it hiking, climbing, mountain biking, or skiing.

"Biomedical AI has a great future," says Claus. it's great to join BIDS right at the beginning and be part of a field that is expanding."

Brian Ondov, Associate Research Scientist

Brian Ondov is from northern New Jersey and joins us as an Associate Research Scientist. After getting his bachelors degree in Computer Science from RPI, he worked on video games for franchises like Spiderman and Guitar Hero. He left the industry to turn towards research, earning a master’s in Bioinformatics from Georgia Tech, and a doctorate in Computer Science from University of Maryland College Park. His research has spanned Computational Genomics, Machine Learning, and Human-Computer Interaction. He is currently working to apply this experience to explore how Large Language Models can help people interact with biomedical literature.

Asked about his experience at BIDS, he says “It is a very collegial and enthusiastic environment. On top of all the talent and resources, I feel like everyone here wants me to succeed, and it’s great to have that support.” His favorite part of New Haven is the architecture. “I love the contrast of majestic gothic buildings with bold mid-century modernism. Just walking through the city feels like visiting a museum, even down to the parking garages.”

Daniela (Ruey-Ling) Weng, Web Designer/Visual Design Specialist

Daniela, born and raised in Taiwan, joins BIDS as a web designer. She completed her undergraduate studies in Taiwan, majoring in Italian Languages and Culture with a minor in Advertising and Public Relations at Fu Jen Catholic University. Daniela holds two master's degrees: the first in International Luxury Management from NEOMA Business School in France and MIP Politecnico di Milano Business School in Italy, and the second in MS Information Design and Data Visualization from Northeastern University.

At BIDS, Daniela specializes in UI/UX design, focusing on creating accessible and engaging visual narratives and graphics for interfaces. Her expertise in business marketing helps her balance user needs with business objectives, building an environment for seamless communication between users and digital interfaces. Daniela chose to work at Yale for the educational resources, which support her continuous professional growth. "The community at BIDS is very friendly and welcoming."

Rui Zhu, Postdoctoral Associate

Originally from China, Rui completed an undergraduate degree at the University of Utah in Salt Lake City, majoring in math. After earning a master’s degree in statistics and PhD in computer science at Indiana University Bloomington, Rui joins BIDS as a postdoc supervised by Chair Lucila Ohno-Machado, MD, PhD, MBA. His primary fields of research are medical AI security and privacy. Rui says the experience at BIDS has been "so far, so good!" Around Yale's campus, he likes to admire Harkness Tower and describes himself as a "dog person". If Rui were a technology, he’d be a coffee machine—always buzzing with energy!

Tahseen Rabbani, Postdoctoral Associate

Born and raised in Richmond, Virginia, Tahseen graduated from the University of Virginia with a degree in mathematics, where he was very much interested in number theory and group theory. Following a stint as a software engineer at a large EMR company (Epic Systems), he began a PhD in pure mathematics at the University of Maryland before switching to computer science. Tahseen successfully defended his PhD in March earlier this year under Dr. Furong Huang. His thesis was focused on efficient, private, and distributed methods for AI/ML, and his primary areas of research are distributed learning, training efficiency, and compression. However, more recently Tahseen has also begun working on watermarks for generative imagery and few-shot machine translation. Since his background is in mathematics, he likes working out theoretical guarantees as well.

As a new postdoctoral associate in Annie Hartley's LiGHT lab, Tahseen will continue researching efficiency, privacy, and federated learning and mentor/supervise students at Yale and EPFL who can help drive these projects. He is looking forward to leading projects that will integrate DISCO with initiatives at WHO, ICRC, and Doctors Without Borders. "I truly believe that federated learning can be used to build powerful, global healthcare models while protecting user/patient privacy," Tahseen explains.

If Tahseen were a technology, he would want to be a sea floor rover—who knows what's down there! (Hopefully a sea monster or two.)

Tham Hoang, Postdoctoral Associate

Tham is a new postdoctoral associate joining the lab of Jihoon Kim at BIDS. Originally from Vietnam, Tham completed her PhD in computer science at University of Connecticut. Her research interests focus on genetics, immunology and multi-omics data analysis. "Yale has great sources and an environment to be successful," Tham says. "I have been here for more than a week and the experience [has been] excellent. Business office staff are helpful and welcoming." In New Haven, Tham is enjoying the historical architecture, and is thinking of adopting a puppy.

Bin Choi, Summer Fellow - Clinical NLP Lab

South Korean but raised in the Middle East, Bin is an undergraduate at Yale-NUS College in the computer science and Duke-NUS medical pathway. While on a leave of absence, Bin worked full-time as a software engineer in Korea for the last two years, primarily focused on the server/backend. Now joining Hua Xu's lab as a summer fellow, Bin is interested in learning more about machine learning research and software engineering in the biomedical domain.

"Looking ahead to my final summer as an undergraduate, I wanted to experience research at the intersection of medicine and computer science," says Bin. "I applied and was selected for the Yale College Dean’s Research Fellowship, and found Dr. Xu, who thankfully brought me onboard."

Although Bin has only been at BIDS for a few days, he has been enjoying his time. "It has been eye-opening to work alongside experts with a wealth of experience in my field of interest," he says. "I also visited the Yale libraries for the first time yesterday and it was beautiful. Being able to study and work on the Yale campus is a great perk!"

Abelardo A. Pérez Rosario, Postgraduate Associate

Abelardo A. Pérez Rosario, originally from Río Grande, Puerto Rico, holds a Bachelor of Sciences in Biology-Cell and Molecular Biology from the University of Puerto Rico Rio Piedras Campus and will start his second year at the Universidad Central del Caribe Medical School next year. Abelardo's academic interests are in diseases and genetic conditions and its application to understanding disease. He came to Yale this summer for his research on genetics and asthma, particularly within the Puerto Rican community. He’ll be working with Dr. Jihoon Kim as part of the Yale Summer Research Program at BIDS.

“My experience at BIDS has been incredibly enriching. The mentorship and resources available have provided me with a better understanding of the field, and I have enjoyed learning from a diverse and talented group of researchers,” he says. Abelardo’s favorite parts of New Haven are its architecture and sense of community.

Deyaneira Gonzalez Rodriguez, Postgraduate Associate

Deyaneira is currently a rising second year medical student at San Juan Bautista School of Medicine in Puerto Rico. She completed her undergraduate education at the University of Puerto Rico, majoring in biology. She joined the Biomedical Informatics & Data Science as part of a Summer Research Program with Yale School of Medicine. Her main interests are in the areas of neuroscience, neuroradiology and immunology. She is currently working under Dr. Kim’s team, assessing lung function test data of the Puertorrican population through All of Us. If she could be any technology she would be Chat GPT as she explained: “I would always be ready to help, full of information, and able to engage in interesting conversations at any time. Plus, it would be fun to have all the answers at my fingertips.”

Brittany Alexandra Herrera Contreras, Postgraduate Associate

Brittany Alexandra Herrera Contreras joins Yale this summer as a postgraduate associate mentored by Dr. Qingyu Chen. She completed her undergradutate at the University of Waterloo with a bachelor’s degree in biomedical science, a minor in computing, and a degree in Italian language. Currently, she’s a rising second-year medical student at San Juan Bautista School of Medicine. She was born in North Carolina, lived most of her life in Canada, and her background in Colombian. She has a forever cute senior Shih Tau in Canada named Toby.

This summer she’s working to generate SQL from input text to build a study cohort and associated dataset in the AoU/OMOP database using LLMs. In her free time, some of her hobbies are drawing, dancing, and walking in nature. Right now, she’s learning Hindi on Duolingo. “My favorite aspect of New Haven is how many trees there are when you walk in the city.”

Lorier Bernes Atabonfack, Postgraduate Associate - BIDSIES

Atabonfack joins Yale as part of the inaugural cohort of Biomedical Informatics and Data Science International Exchange for Students. Originally from Cameroon, he earned a bachelor’s degree in Software Engineering at the University of Buéa’s College of Technology, and now lives in Rwanda undertaking a master's degree in Artificial Intelligence Engineering at Carnegie Mellon University Africa. Atabonfack is interested in applications of AI in health, particularly with regards to bioimaging, image processing and the development of machine learning models. He is also interested in natural language processing. Most recently, Atabonfack worked on research involving brain tumor segmentation using MRI images.

Passionate about AI in healthcare, Atabonfack is glad to be at Yale and hopes to nurture this passion to benefit his "immediate community and the world at large." He is eager to explore New Haven culture and visit Payne Whitney Gym.

Wendy Essuman, Postgraduate Associate - BIDSIES

Originally from Ghana, Wendy earned her bachelor’s degree in Computer Science from African Leadership University with Honors. She is particularly adept at using her computer skills in data analysis and technology to enhance learning experiences and educational outcomes. Wendy is currently working on a research project titled "Transforming Math Olympiad in Africa through Automated Solutions". The project involves using AI to enhance students’ online learning experiences in mathematics.

“I'm thrilled to be joining Yale this summer as part of the Africa exchange program,” Wendy says. “I look forward to collaborating with and learning from the brilliant minds in the Yale community.” Wendy hopes to gain exposure to research in biomedical informatics and data science, and to build connections that will support my future research endeavors.

When she isn’t coding and researching, Wendy is crafting, cooking and learning how to ride a bicycle. Wendy’s superpower is her ability to fall asleep within minutes. “When I lay my head on my pillow,” she says, “I can drift off into dreamland in less than 5 minutes flat.”

Scovia Achan, Postgraduate Associate - BIDSIES

After graduating with a degree in computer engineering, Scovia now undertakes a master’s program in Information Technology at Carnegie Mellon University Africa. Hailing from Kampala, Uganda, Scovia is interested in AI applications for healthcare, particularly leveraging AI to address pressing healthcare needs in Africa.

“I am coming to Yale because of its exceptional resources and expertise in the field of data science and machine learning within the Bioinformatics and Data Science department,” says Scovia. “I am eager to learn from renowned faculty members who are leaders in their respective fields, like Dr. Mary-Anne Hartley.”

Scovia recently worked on a project to map cholera hotspots in developing countries using machine learning (ML) techniques. The project leveraged ML to identify the best predictor variables, and used K-means clustering to classify regions into low, medium and high levels of risk of cholera infection.

Scovia is looking forward to visiting historic museums and art galleries around New Haven. As she arrives on Yale’s campus, she is particularly excited about the opportunity to travel beyond Africa.

Peter Ahumuza, Postgraduate Associate - BIDSIES

A software developer from Uganda, Peter earned his Bachelor's Degree in Information Systems at Makerere University and now brings a strong foundation in technology to his summer research at Yale. With an eye for industry, he is passionate about smart city implementation in Africa and leveraging automation to streamline business processes and efficiency. “I am particularly interested in understanding the unique needs and challenges faced by businesses in Africa,” says Peter, “and identifying opportunities for automation to drive growth, productivity, and competitiveness.”

As a BIDSIES Postgraduate Associate, Peter will work with Annie Hartley, MD, PhD, MPH, to develop a pedagogical tool designed to empower medical professionals in leveraging AI for enhanced patient care. Additionally, he will collaborate with a dynamic team on the development of the Massive Online Open Validation and Evaluation (MOOVE) project, a pioneering platform designed to facilitate global evaluation of Hartley’s medical large language models.

“I aim to deepen my understanding of complex healthcare challenges and innovative solutions, particularly in the realm of artificial intelligence and its applications in improving patient care and outcomes,” says Peter. “I also look forward to networking with experts in the field, engaging in meaningful discussions, and contributing to impactful projects that have the potential to shape the future of healthcare.”

Arriving on campus in June with the inaugural cohort of BIDSIES fellows, Peter is excited to sample New Haven’s diverse food and scenery.

Joshua Freeman, Postgraduate Associate - BIDSIES

After completing a bachelor’s degree at Swiss Federal Institute of Technology Lausanne (EPFL), Joshua is now pursuing a master's degree at ETH Zürich. Traveling to Yale as part of the inaugural BIDSIES cohort, Joshua’s skills include writing clean code for developing around and benchmarking large language models.

“I have a good friend not too far away from here that I thought might like a 4-month visit,” Joshua says, about traveling 4,000 miles to perform biomedical informatics research at Yale. Back home Joshua has a dog at his parents' place, named Muffin.

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With access to Yale’s extensive collections and resources, our undergraduates have discovered new species, patented products, and co-authored original research.

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Writing and science programs, directed studies, seminars, and more … students can choose from a number of special academic offerings during their time at Yale.

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• Yale Engineering Magazine

Yale's Environmental Engineering Program Named Among Top 10 in the U.S.

Research from the environmental engineering program has significantly influenced public discourse on crucial environmental issues today. These include water desalination and wastewater reuse, the impact of energy production and use on air quality and climate change, the environmental implications of engineered nanomaterials, sources of human exposure to bacteria and fungi in built environments, and the chemical reactions in flavored e-cigarette liquids that can irritate users' airways.

Several faculty members have close ties and appointments across the campus, including Yale’s School of the Environment and School of Public Health. They also collaborate with national laboratories like Brookhaven and Pacific Northwest and lead major research centers and initiatives such as NWAI , NEWT , and SEARCH . Additionally, many serve as editors for many of the field’s leading journals and publications.

Despite having a relatively small faculty size of seven full-time members, the program’s impact is considerable. Lea Winter, assistant professor of chemical & environmental engineering, attributes the program’s success to its collaborative and supportive environment.

“It's been exciting to join this community of scientists working to tackle some of the biggest challenges facing society and the planet,” she said. “I am continually inspired by the new fundamental knowledge and technological innovations being developed every day by our students and faculty.”

Winter – a Yale Engineering alum and the program’s most recent faculty hire – has already found success as a recent winner of the Beckman Young Investigator Award . She appreciates the progress and impact the program has already made at a time when critical solutions are needed.

“Witnessing the growth of our department over the last decade – first as an undergraduate student becoming inspired by the urgent engineering challenges of providing access to clean water, then returning as a postdoc to a larger department with an established ecosystem supporting the pursuit of fundamentally new and practical technologies, and now as a faculty member working on building our strengths around areas like climate change solutions – I couldn't imagine a better place to train the next generation of environmental engineers,” she said.

In addition to Environmental Engineering's Top 10 ranking, Yale Engineering's overall school ranking jumped 11 places, marking the largest increase of any Top 50 program.

• Coming to Yale
• Admissions for International…

Admissions for International Students

With 22% of its student body coming from abroad, Yale University offers a diverse and exciting global environment in which to study.

Yale’s history of including international students is a long one, starting back in the 1800s. Today, Yale welcomes the largest international community in its history, with a current enrollment of 2,841 international students from 121 countries.

Applying to Yale

To be considered for acceptance to Yale, interested applicants must apply directly to the school, college, or program where the degree will be awarded:  Yale College  for undergraduate degrees; the  Graduate School of Arts and Sciences  for doctoral programs and some master’s degrees; or one of the  professional schools  for those seeking a professional degree. Each program has its own procedures for international applicants and for applying for financial assistance.

Undergraduate education

Yale college.

Yale is committed to the idea of a liberal arts education through which students think and learn across disciplines, literally liberating or freeing the mind to its fullest potential. All undergraduate or bachelor’s degrees (BA and BS) at Yale are offered through Yale College.

Yale Summer Session

Yale Summer Session offers academically rigorous and innovative undergraduate programs and courses open to visiting students from around the world.

Graduate education & professional schools

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Advanced degrees are offered through the Graduate School of Arts & Sciences and 13 professional schools (see links below). Information on programs of study, academic requirements, and financial aid are specific to each school.

Other Programs

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Fellowships and Financial Aid Assistance

Yale offers significant financial assistance to international students to cover tuition costs as it does with students from the U.S. Each school at Yale has its own procedures for applying for financial assistance or fellowships. Please contact directly the school to which you are applying for their list of fellowships and financial aid opportunities.

Yale also offers a small number of academic exchange programs with universities around the world. The following are some of the opportunities which are available.

• Fox International Fellowship Open in new window
• Latin American Linkage Program at Yale Law School Open in new window
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• Yale UCL Collaborative Student Exchange Program Open in new window
• Yale Visiting International Student Program Open in new window

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Farkas honored by financial aid professionals group

Farkas receives professional award.

Jen Farkas, director of financial aid at the Yale School of Public Health (YSPH), has received this year’s P. Jerome Cunningham Distinguished Service Award from the Connecticut Association of Professional Financial Aid Administrators (CAPFAA).

Jen Farkas , director of financial aid at the Yale School of Public Health (YSPH), has received this year’s P. Jerome Cunningham Distinguished Service Award from the Connecticut Association of Professional Financial Aid Administrators (CAPFAA) .

The Cunningham Award, one of four annual awards presented by the organization, recognizes a CAPFAA member for distinguished service to the financial aid profession. It is given in memory of P. Jerome “Jerry” Cunningham, one of the organization’s co-founders in 1970 and its first president.

Farkas joined Yale University in 2011 as an assistant director of undergraduate financial aid and became director of the university’s Student Financial Services Center in December 2013. She has led YSPH’s MPH financial aid operations since January 2016.

She is a long-time volunteer at CAPFAA, which she joined after becoming a financial aid professional in 2010. During this entire period, she has been involved in FAFSA Day , in which volunteers help Connecticut’s high school families complete their FAFSA (Free Application for Federal Student Aid) .

Farkas is entering her third year as chair of CAPFAA’s Graduate and Professional Concerns Committee , which discusses issues relevant to graduate and professional students, and coordinates training. Recently, she represented Connecticut in the Eastern Association Student Financial Aid Administrators (EASFAA) for four years. The EASFAA includes members from 11 Eastern states, as well as Washington, D.C., Puerto Rico, and the U.S. Virgin Islands.

“It was an unexpected honor to be recognized by my peers for service to the organization,” Farkas said. “Everyone at CAPFAA works hard to help students afford education, just like we do here at YSPH. It’s rewarding to collaborate with and support colleagues across Connecticut doing such important work.”

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The Unique Burial of a Child of Early Scythian Time at the Cemetery of Saryg-Bulun (Tuva)

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Pages:  379-406

In 1988, the Tuvan Archaeological Expedition (led by M. E. Kilunovskaya and V. A. Semenov) discovered a unique burial of the early Iron Age at Saryg-Bulun in Central Tuva. There are two burial mounds of the Aldy-Bel culture dated by 7th century BC. Within the barrows, which adjoined one another, forming a figure-of-eight, there were discovered 7 burials, from which a representative collection of artifacts was recovered. Burial 5 was the most unique, it was found in a coffin made of a larch trunk, with a tightly closed lid. Due to the preservative properties of larch and lack of air access, the coffin contained a well-preserved mummy of a child with an accompanying set of grave goods. The interred individual retained the skin on his face and had a leather headdress painted with red pigment and a coat, sewn from jerboa fur. The coat was belted with a leather belt with bronze ornaments and buckles. Besides that, a leather quiver with arrows with the shafts decorated with painted ornaments, fully preserved battle pick and a bow were buried in the coffin. Unexpectedly, the full-genomic analysis, showed that the individual was female. This fact opens a new aspect in the study of the social history of the Scythian society and perhaps brings us back to the myth of the Amazons, discussed by Herodotus. Of course, this discovery is unique in its preservation for the Scythian culture of Tuva and requires careful study and conservation.

Keywords: Tuva, Early Iron Age, early Scythian period, Aldy-Bel culture, barrow, burial in the coffin, mummy, full genome sequencing, aDNA

Information about authors: Marina Kilunovskaya (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Vladimir Semenov (Saint Petersburg, Russian Federation). Candidate of Historical Sciences. Institute for the History of Material Culture of the Russian Academy of Sciences. Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail: [email protected] Varvara Busova  (Moscow, Russian Federation).  (Saint Petersburg, Russian Federation). Institute for the History of Material Culture of the Russian Academy of Sciences.  Dvortsovaya Emb., 18, Saint Petersburg, 191186, Russian Federation E-mail:  [email protected] Kharis Mustafin  (Moscow, Russian Federation). Candidate of Technical Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Irina Alborova  (Moscow, Russian Federation). Candidate of Biological Sciences. Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected] Alina Matzvai  (Moscow, Russian Federation). Moscow Institute of Physics and Technology.  Institutsky Lane, 9, Dolgoprudny, 141701, Moscow Oblast, Russian Federation E-mail:  [email protected]

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