yale research opportunities for high school students

Center for Research on Interface Structures and Phenomena (CRISP)

Research experience for high school students (rehs), program dates: july 2 - july 27, 2018.

The CRISP High School (HS) Research Fellowship provides participants with the opportunity to conduct team-based interdisciplinary materials research. Participating students conduct a four-week research project as members of a research team including university faculty, undergraduate and graduate students. Students will be exposed to professional development opportunities through weekly meetings and faculty seminars. The program begins in late June/early July just after the school year ends.

2018 REHS Flyer

Apply here.

The selection of HS participants is based on a personal statement, academic transcript, resume and one letter of recommendation . Selection is based on the candidate’s motivation, promise for success, and the potential for CRISP to positively impact the student’s abilities and interest in obtaining a college degree in a science or engineering field; we especially target student’s from urban school districts. Typically, 2-3 students are selected.

Eligibility - the CRISP HS Fellowship program is open to highly motivated high school juniors and seniors that are currently attending a New Haven Public School. Minorities, women and persons with disabilities are strongly encouraged to apply. US citizenship [or permanent residency] is required. Students participating in the CRISP summer program will be responsible for obtaining transportation to SCSU and Yale for the duration of the program.Participants must also be enrolled in the  Yale  Pathways  to Science Program .

For more information please contact the CRISP Education and Outreach staff at carol.jenkins@yale.edu

Applications due by April 01, 2018

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Host a High School Student

The Yale Summer Science Research Institute (SSRI) is a program that connects highly qualified New Haven high school students with Yale laboratories for summer research experiences. See additional information about our organization .

Discovery to Cure High School Internship Program

The Discovery to Cure Summer Internship Program exposes high quality students from both local and international high schools to Yale's laboratories and possibly open their minds to future career opportunities in medicine and biomedical research. Sponsored by the National Institutes of Health (NIH), the program is 8 weeks long and is offered to motivated high school students following their junior year.

Yale Pathways Research Internships

Yale Pathways Research Internships (YPRI) connects qualified public high school students from the New Haven area with scientific research labs at Yale for a seven-week summer internship . These research experiences excite students about scientific investigation, enable them to explore new scientific fields, and increase their college preparedness. In doing so, we aim to foster long-term relationships between Yale laboratories and accomplished high school students who are enthusiastic about pursuing research.

Office of New Haven Affairs

Summer programs.

Summer learning programs are crucial to ensuring that children are equipped with the knowledge, skills, and confidence they need to succeed in school, and beyond. New Haven students are welcomed to Yale’s campus for a diverse array of academic and enrichment programming during the summer months. The Ulysses S. Grant Program draws from the experience and enthusiasm of Yale undergraduates to challenge New Haven middle school students to acquire the academic support and skills they need to excel in school and prepare for college. Local high school students can also take Yale courses through the Shafer Scholars program, hone their musical talents at the Morse Summer Music Academy, work in laboratories alongside Yale Scientists at the Pathways Summer Scholar program, and much more.

Summer Programs Programs

Camp Kesem at Yale was founded in 2013 to support children and youth in Connecticut whose families have been affected by a cancer diagnosis. Kesem’s mission is to support children through and beyond a parent’s cancer. Run by about 45 student volunteers, Camp Kesem works to provide year-round support and a week-long free summer camp to over 100 children ages 6-18. Camp Kesem at Yale also provides support throughout the year with constant communication, care packages, reunion days, and other support networks.

Citizens Thinkers Writers (CTW) is a two-week summer residential program for students from New Haven public schools who are interested in exploring fundamental human questions in a college setting. In seminars led by Yale professors and lecturers, students gain experience in close reading, analytic writing, and college-level discussion. During the program, students participate in a philosophical conversation that dates back to ancient Greece and Rome and link this conversation to their own experiences. After completing the summer program, students become CTW Fellows and continue to meet with the faculty, undergraduate residential teaching assistants, and a graduate coordinator throughout the academic year.

The Dwight/Edgewood Project (D/EP) is a community-engagement program out of the David Geffen School of Drama at Yale University (DGSD) and the Yale Repertory Theatre that serves middle school–aged students from Barnard Environmental Science & Technology School. Students in grades six and seven are paired with mentors (DGSD students from all disciplines) to write their own plays, culminating in fully produced plays performed by DGSD students and the New Haven community.

Discovery to Cure exposes students to laboratory research and promotes interest in science and medicine. Rising high school seniors spend six weeks working in a laboratory with a research scientist utilizing research techniques such as gel electrophoresis, RTPCR, and electron microscopy. Since its inception in 2003, more than 260 high school students, undergraduates, and high school teachers have successfully completed the program. Several interns have presented their research work at science fairs and approximately 20% of student interns have published their findings in peer-reviewed scientific journals.

The Morse Summer Music Academy is a free music program for intermediate and advanced music students in the band, choir, and/or orchestra programs in New Haven public schools. Over the course of four weeks, students are taught and mentored by a team of music educators from the New Haven public schools and teaching artists from the Yale School of Music. This month-long program offers opportunities for growth in musicianship, technique, and personal achievement. New Haven public school students entering grades 4–12 are eligible to apply and audition.

The Pathways to Science Summer Scholars program brings 100 high school students from New Haven, West Haven, and Orange public schools to study science for two weeks on Yale’s campus. Summer Scholars provides an intensive, hands-on science curriculum that emphasizes discovery, critical thinking, and problem solving. Rising seniors have the opportunity to live on campus during the program and engage in a variety of college-prep enrichment activities. The curriculum is designed by Yale University faculty, graduate and professional students, as well as teachers from local public schools. Yale students serve a vital role as teaching assistants and mentors.

Using an innovative videogames research program as a platform, the ForAGirl program provides training and mentorship to summer-program participants in the areas of science, technology, engineering, and math (STEM); medicine; and research. The program, which is open to both girls and boys, focuses on promoting girls’ engagement in these areas. Scholars learn about research, serious and commercial game development, game intervention design and evaluation methods, data collection and analysis, and community engagement. Scholars also learn first hand how games can be used for purposes other than entertainment and add to their broader understanding of how innovations in the STEM fields affect our lives.

Shafer Scholars are New Haven high school juniors nominated by their high school guidance counselors to enroll in a five-week Yale Summer Session program in the summer between their junior and senior years. A scholarship from the Shafer family of New Haven provides full tuition for two courses, room and board, a book allowance, and a stipend for each student. Students take Yale College courses in the company of college students and are able to earn college credits. Shafer Scholars live on campus in one of Yale’s residential colleges for the duration of their program and have the opportunity to participate in co-curricular, recreational, and social programs with students from other high schools and colleges from across the country.

The Ulysses S. Grant Program is a six-week academic summer program for motivated middle school students from New Haven Public Schools held on the Yale University campus. Since 1953, U.S. Grant has drawn upon the enthusiasm of Yale undergraduates to deepen students’ current interests and explore completely new ones, while developing their critical thinking and collaborative skills.

WILL POWER! is Yale Repertory Theatre’s annual educational initiative offered in conjunction with one or more of its productions. It features specially priced tickets and early matinees for middle and high school student groups. The program often includes free professional development for educators, study guides for students, and post-performance discussions with members of the company. Since the program’s inception in 2003, more than 26,000 students and educators from across Connecticut have participated.

YCAS Young Scholars is an intensive, two-week summer program geared to promising high school juniors and seniors interested in math and science. Students are introduced to biostatistics and statistical computing using the R programming language and to research methods used in medical science. Students work in teams, using real health-science data, to address study questions and develop a final presentation of their work.

The Summer Teacher Institute offers practicing teachers an enriched understanding of how visual art can support their students’ reading, writing, and thinking. Workshops, discussions, and lectures by university faculty and museum educators demonstrate how “visual text” can be used to enhance literacy instruction. Institute sessions include hands-on experience with works of art and exploring ways to make the museum an extension of the classroom. Participants are given the tools they need to lead dynamic museum visits and to incorporate visual arts into classroom instruction.

The Yale Community Rowing Program (YCR) officially began in 1999 with the idea that opportunities in the sport of rowing could be made available to young people throughout this community. The program has grown to become one of the largest programs of its kind in the nation, unique in its scope and inclusiveness. Each year, close to 900 young people between the ages of ten and seventeen take part in YCR-sponsored activities.

Run by members of the Yale Daily News, the Summer Journalism Program is a one-week intensive course in journalism for high school students. Students participate in workshops on the fundamentals of reporting and writing, attend lectures by guest speakers from major national publications, and create a full summer edition of the Yale Daily News by the end of the week. The program is open to all Connecticut high school students and is free for New Haven Public School students.

The Yale Pathways Research Internships (YPRI) connects highly qualified Yale Pathways students with science research internships at Yale. During the summer, students participate in a series of workshops and activities that supplement their internship experiences and enhance their scientific research skills. Students are paired with Yale undergraduate mentors, who provide one-on-one-one guidance throughout the six-week internship experience.

Pathways Summer Scholars is a free two-week summer arts and humanities-focused program for local high school students. Each summer, Yale faculty, graduate students, and staff come together to create a program designed to share Yale’s rich resources with New Haven students. Pathways Scholars take a variety of workshops where they examine the vast resources of the Beinecke, discover art and sculpture at the Yale University Art Gallery, explore the world of comics, learn professional photographic techniques, practice graphic design, study ancient languages, and more.

Offered by the Urban Debate League, the weeklong Yale Summer Debate Program is open to all New Haven high school students, regardless of debate experience. During the program, students develop their skills in public speaking, constructing arguments, and delivering rebuttals. The program is premised on the philosophy that students can use debate as a tool to critically engage with the world around them, helping them to become better debaters and students and more active members of society.

Sidewalk Studio is a summer outdoor program set up in front of the gallery that fosters impromptu art making on a drop-in basis. Led by gallery staff and Yale University undergraduate and graduate students, each session focuses on a single medium and connects to related works in the collection.

Established in 1994, the President’s Public Service Fellowship (PPSF) provides full funding for up to 35 Yale students to work full-time with public sector and nonprofit organizations in New Haven each summer. PPSF has created a legacy of current Yale students and recent graduates who have a sophisticated view of community development and remain active in community building in New Haven and other cities. To date, more than 900 Yale undergraduate, graduate, and professional-school students have contributed more than 380,000 hours of community service to local organizations serving New Haven residents through this program.

The application period for YSPA 2025 will be open in December. Bookmark this page, and check back again then.

Support YSPA

Click below to learn how you can support YSPA

What is YSPA?

YSPA is a 2-week online + 4-week residential research and enrichment program for 32 rising high school seniors who are interested in astronomy, physics, math, computer programming, and other science and tech fields.

YSPA has a small student-to-faculty ratio so students get to know each other and the faculty very well.  It’s a summer experience like no other.

More information….

An Inside Look at YSPA

YSPA Participants

YSPA Class of 2023

Welcome to Indigo Research , formerly known as Crimson Research Institute (CRI)! You’ve been redirected here from our old website, but don’t worry, we’re still the same team committed to providing our students with the highest quality research experience.

Explore research innovate publish with indigo.

Indigo Research students supported since 2019

Indigo alumni acceptance rate to the Ivy Leagues, 2.91x higher than the global average

Academic journals that have published our students’ work

Mentors from the world's leading universities

Indigo Research is the premier provider of academic research mentorship for students in high school and college

Why research.

To get into a great college you have to build a 3 dimensional profile

How indigo research supports students, turn passion into publication, cultivate intellectual curiosity outside class, transform your university applications, forge connections with elite academics, earn college credit from ucsb, indigo alumni admission rates.

Why students and parents choose Indigo

First, research with us. Then, get admitted to top schools.

Want to add your top schools to our list.

Hear from our students

“Working with a professor gave me more freedom and independence in decision making and where I wanted to take the project. The expertise also meant that I could always have ideas reviewed and concepts clarified. My experience with Indigo Research has been truly unique and insightful and has allowed me to push my own interests beyond my original boundaries”

“This program allowed me to acquire knowledge in the field of organizing research work, to understand how the task is formulated and the experiment is conducted. Doing research opens up a new vision of many subjects. For me this is the story of the development of my passion for Computer Science, as well as the discovery of a new interest in mathematics”

“This course has given me the opportunities to improve my skills, to connect with experienced mentors, and has taught me how to better manage my time. I'd recommend this program to future students because it gave me valuable experience for the future. I plan to go into neurosurgery, so taking this course gave me a detailed look at what I'd be dealing with”

“Research is a journey of learning and discovering, and you should definitely maximize the experience by picking an interesting and challenging topic. Don’t pick a topic that is too complicated though. Know your limits, and don’t make yourself feel pressured. Most importantly, be sure to enjoy the experience!”

“Working with my mentor and with Indigo Research has deepened my understanding of the publishing process and of conducting research. I've gained invaluable insight into academic medicine”

“It’s been great working with my Indigo Research Mentor! I have been able to learn from his experience with research projects, learn about a new field of research, and incorporate some tips my mentor has figured out along the way in his PhD in my research project”

How Indigo works

When to start

Develop extracurriculars and research skills to prepare young minds for college and beyond.

Strengthen college applications though a unique research project and develop professional skills along the way.

Lay the foundation for thesis work, publish your findings, and expand your CV through research and professional support.

Meet a few Indigo mentors

Our mentors.

Research interests: Organic Chemistry, Biochemistry, Catalysis, Carbon-Based Materials

Vladimir graduated from Moscow State University, Chemistry Department in 2017, during his Bachelor/Master. He has visited Utrecht University to study solid-state NMR and its application for protein research, Friedrich-Alexander University to work on synthesis of sp2-carbon-based materials, and Novartis to work on bioconjugates. In 2018, he moved to Friedrich-Alexander University to continue his studies on carbon materials as a PhD student. After his thesis defense in 2019, he began his Postdoc at Martin-Luther University to work on heterogeneous catalysis. In 2022, he joined Pentelute group at MIT, where he is currently working on peptide-protein interactions and drug development.

Research interests: Russian Language and Literature, Russian History, African Literature and History, Philosophy, Comparative Literature, European History

Professor Jeanne-Marie J. research spans Russian language and literature, Russian history, African literature and history, Philosophy, Comparative literature, and European history. Her first book, South African Literature's Russian Soul, is centrally concerned with how Russia's nineteenth-century "Golden Age" of literature and ideas provides a model for the study of South African realist forms and epistemologies, both during and after apartheid. Her second book, The African Novel of Ideas, tells a story of how the novel has negotiated between liberal selfhood and awareness of liberalism's failings across key African intellectual contexts.

Research interests: Machine Learning, Computer Systems, Bioinformatics

Dr. Eric S. has BS, MS, and PhD degrees from Cornell University. His research includes work in dynamical systems, machine learning, system theory, computer systems, communications systems and bioinformatics. He is an Associate Professor of Computer Science at Morgan State University, a public research university in Baltimore, Maryland. Dr. Eric S. also has a breadth of industry experience in the fields of pattern recognition, machine learning, speech recognition, signal processing and power systems. He has been a participating member of the IEEE, Sigma Xi, and Sigma Pi Sigma. Dr. Eric S. is currently working on machine learning techniques for financial data analysis and blockchain applications and is currently a member of the Morgan State University Fintech Center for Blockchain Technology.

Wright Laboratory

Exploring the invisible universe, summer programs, discover the invisible universe, summer student research program at wright lab.

Yale Wright Laboratory offers undergraduate and postgraduate researchers from Yale and from other institutions and select local high school students cutting-edge, hands-on experiences in experimental nuclear, particle, and astrophysics; quantum science; and instrumentation. Students and postgraduate associates at Wright Lab participate in fundamental physics experiments on campus at Yale and around the world. They develop, build, and use advanced instrumentation and technologies for research; analyze data; and acquire skills for successful careers in graduate school and beyond.  

The Summer Student Research Program at Wright Lab is an annual program, sponsored by Wright Lab since 2018.  In 2022, the program expanded and is now co-sponsored along with the  Yale Physics Department , the  Yale Astronomy Department , the  Yale Quantum Institute (YQI ) .  

Opportunities include: 

• hands-on research experiences
• mentoring from Yale researchers
• training workshops
• professional development 
• immersion in WL and Yale research communities 
• networking with national nuclear, particle, and astrophysics community 
• participate in and/or lead outreach activities

More information about the current year’s program is  below .

2024 summer program

June 2-July 26, 2024

Applications for Summer 2024 are closed.  

Wright Lab summer research opportunities for undergraduates, postgraduates, and local high school students are available for summer 2024 (June 2-July 26, 2024). The Wright Lab program includes students from the following programs:  

• Yale College First-Year Summer Research Fellowship in the Sciences & Engineering
• Yale Summer Undergraduate Research Fellowship (SURF)
• Yale Science, Technology and Research Scholars (STARS) Program
• Research Experiences for Veteran Undergraduates (REVU)
• Hopkins Authentic Research Program in Science (HARPS)
• NCA&T (QISE Scholars/ ASCEND Initiative )
• SCSU ( Werth IAF /Quantum Pie)

Contact Wright Lab program manager  Victoria Misenti  for more information.

Summer and Postgraduate Research Opportunities flyer (PDF)

Past summer programs

2023 Summer Programming for Student Researchers at Wright Lab

2022 Summer Programming for Student Researchers at Wright Lab

DOE Research Traineeship for Diversity in Nuclear Physics  at Wright Lab

2018 National Nuclear Physics Summer School at Yale

2022 ONAOSI-Yale Undergraduate Research Experience in Instrumentation

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Yale Young Global Scholars

THE YYGS APPLICATION WILL OPEN SOON.

YYGS is excited to offer residential sessions for June, July, & August 2025. We are not offering online sessions at this time.

Sign up for our mailing list to be notified once our application opens for YYGS 2025.

INSPIRED MINDS, GLOBAL CONNECTIONS.

Yale Young Global Scholars (YYGS) is an academic enrichment program for outstanding high school students from around the world. Each summer, students from over 150 countries (including all 50 U.S. states) participate in one interdisciplinary, two-week session at Yale’s historic campus. Immerse yourself in a global learning community at Yale University.

SUMMER 2025 OFFERINGS:

Session i residential (june 22-july 4).

• Innovations in Science & Technology (IST I)
• Literature, Philosophy, & Culture (LPC I)
• Politics Law & Economics (PLE I)
• Solving Global Challenges (SGC I)

Session II Residential (July 6 - July 18)

• Innovations in Science & Technology (IST II)
• Literature, Philosophy, & Culture (LPC II)
• Politics Law & Economics (PLE II)
• Solving Global Challenges (SGC II)

Session III Residential (July 20 - Aug 1)

• Innovations in Science & Technology (IST III)
• Literature, Philosophy, & Culture (LPC III)
• Politics Law & Economics (PLE III)
• Solving Global Challenges (SGC III)

Jump to content

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Internships

Internships are Career-building Experiences

The internship experience is an investment towards your future. If you are looking for an opportunity to explore potential career paths that complement your interests and educational background, consider an internship at Yale.

Why Intern at Yale?

Most people know Yale as a renowned global teaching and research university with world-class libraries and museums and home to famous graduates, professors, and Nobel prize winners. This is all true. It’s also true that it takes many talented administrative and operational people –from IT, Human Resources, Finance, Business Operations and more–to support the teaching and research mission of the university.

Yale is deeply committed to its New Haven Community Hiring Initiative and provides internship opportunities for eligible candidates. Once accepted into an internship program, you can expect to gain valuable real-world work experience at a world-class higher education institution. In addition to helping identify candidates for future hiring, a Yale internship:

• Builds your resume and work experience
• Develops your skills and competencies
• Provides opportunities to network

Types of Internships

Yale has internship experiences designed for career exploration at these levels: high school, college, and early career development. 

Contact Information

For further information, email internships@yale.edu .

• Frequently asked questions

For Managers

View the Internship Resources for Managers page for more info.

2019 Internships at Yale

• Pre-College Students

You are here

Our application for Summer 2024 courses and programs is now closed. The 2025 application will open in mid-January 2025.

Application Requirements

Yale Summer Session seeks motivated high school students who wish to enroll in Yale College courses for credit. While enrolled in Yale courses, qualified high school students will share the classroom with college students and will do college-level work. All participants will be held to the same set of standards.

Pin:Please refer to Dates & Costs for all of the relevant deadlines. All supporting documentation must be received on or before the application deadline. Below the requirement list, we provide further explanation about some of the requirements.

Take college courses with Yale faculty. Study with students from Yale and around the world.

Eligibility

Tip: Pre-College students who wish to apply to Yale Summer Session: Must be entering their senior year of high school (summer after junior year) or freshman year of college (summer after senior year).  If you are a current sophomore, you are not eligible to apply.  Must be 16 years of age or older by their program start date.

The following materials are required for pre-college student applications:

• Online Application
• High School Transcript with at least 2.5 years of grades. Please contact us if your transcript does not have at least 2.5 years of grades. 
• Two Letters of Recommendation from teachers, guidance counselors, or academic advisors

SAT/PSAT/ACT test scores are optional for the 2024 Yale Summer Session. Applicants who are unable to complete an exam or who choose not to report exam scores will not be disadvantaged.

Academic Information for Pre-College Students

• Two courses per session is the maximum enrollment.
• Some courses are not open to pre-college students; please refer to the individual course descriptions for additional information.

Residential Information for Pre-College Students

• Pre-college students, including those who have just graduated from high school, are required to live on campus unless they live with their family within commuting distance of New Haven  if they are taking in-person courses.  Pre-college students taking only online courses are not required to live on campus.
• Pre-college students who live on campus must take two courses in each session that they are living on campus.
• They are expected to remain on campus overnight except when participating in activities sponsored by Yale Summer Session, or when they have written permission from a parent or guardian to leave campus for a pre-determined, specified amount of time. 
• Yale undergraduates serve as residential counselors and provide support and assistance.
• All students under the age of 18 live in the same residential college and are subject to a curfew and other special regulations. Students 18 years of age or older are housed separately.

Note: Be sure to read about Yale Summer Session's immunization requirements for students in in-person courses.

Academic Transcripts

An unofficial transcript or academic record in English is required as part of the application to Yale Summer Session. 

• High school students should submit a high school transcript showing final grades.

The online application enables applicants to upload an unofficial copy of their academic transcript. All academic transcripts must show the name of the institution, dates of enrollment, and the subjects or courses taken, together with the units of credit or time allotted to each subject and the final grade. Applications are evaluated holistically; therefore, we do not have a GPA requirement.

Question: Please contact us if you have further questions about attending Yale Summer Session!

Yale Summer Session 2024

Date: Session A: May 27 - June 28, 2024 Session B: July 1 - August 2, 2024

• Yale College Students
• Visiting College Students
• Visiting International Students
• Beyond College

Science & Quantitative Reasoning Education

Yale undergraduate research, research opportunities.

With more than 1,200 science and engineering labs in over 45 degree-granting programs, Yale University offers a remarkably diverse array of research opportunities. In addition to the many research opportunities in Yale College, undergraduates enjoy access to the research laboratories of faculty in Yale’s graduate and professional degree-granting programs in the Yale School of Medicine and Yale School of Forestry and Environmental Studies.

Many Yale science and engineering departments include research as an integral part of the course of study, and students will find departmental faculty research programs an invaluable resource. While students will often pursue research within the department of their major, either summer or academic year research may also be conducted in the laboratories of faculty in other Faculty of Arts and Sciences departments or in departments of Yale Professional Schools. The links below provide access to descriptions of research opportunities in departments and programs of the Faculty of Arts and Sciences and Professional Schools; either the linked undergraduate program description or the departmental home page will normally provide links to faculty research descriptions. A good place to start the search for a research opportunity is Undergraduate Research at Yale,  an informative site not only about research at Yale but also PIs, labs, and other sources, and  YURA Research Database , a comprehensive directory of Yale faculty research across all disciplines, and our 2019 slideshow from the faculty - student matchmaking sessions where faculty gave 2 minute talks on their research.

Faculty of Arts and Sciences Departments and Programs

• Anthropology, Department 
• Applied Physics, Undergraduate Studies 
• Astronomy, Department 
• Biology (see  Molecular, Cellular and Developmental Biology ,  Ecology and Evolutionary Biology )
• Biomedical Engineering, Undergraduate Studies  (see also  Engineering )
• Chemical Engineering, Undergraduate Studies  (see also  Engineering )
• Chemistry, Undergraduate Studies
• Computer Science, Department
• Earth and Planetary Sciences
• Ecology & Evolutionary Biology, Department 
• Electrical Engineering, Undergraduate Studies  (see also  Engineering )
• Environmental Engineering, Undergraduate Studies  (see also  Engineering )
• Environmental Studies Program
• Mathematics, Department 
• Mechanical Engineering, Undergraduate Studies  (see also  Engineering )
• Molecular Biophysics & Biochemistry, Undergraduate Studies 
• Molecular, Cellular and Developmental Biology Undergraduate Studies
• Physics, Undergraduate Studies
• Statistics and Data Science

Undergraduate Research in Yale University Professional Schools

Yale University Professional Schools offer many research opportunities to our undergraduates, with  hundreds of professional school faculty performing basic scientific research.

• Yale School of the Environment
• Yale School of Medicine (including Epidemiology and Public Health) Undergraduate Research Page

Understanding the World and Shaping Its Future

Through bold thinking, rigorous scholarship, and cross-cutting collaborations, Yale research pushes the boundaries of scientific and technological knowledge to benefit people and our planet.

Conduct scientific research

Search for equipment and services.

Find support

Access resources and information essential to scientific research.

Building blocks for breakthroughs

From A(nalytical and stable isotopes) to Z(ebrafish phenotyping), research at Yale combines serious inquiry, deep expertise, and state-of-the-art technology.

Yale’s research cores enable scientists across campus to interact, collaborate, and develop new applications that advance the university’s scientific mission.

At a series of autumn Cores Fairs, visitors learn how core facilities can help with their research. Mass spectrometry and nuclear magnetic resonance (NMR) spectroscopy are among the offerings at West Campus Analytical Core.  

Eric Paulson, PhD, tunes the probe under a nuclear magnetic resonance (NMR) spectrometer, one of twelve at the Chemical and Biophysical Instrumentation Center (CBIC). The Center also houses instruments for mass spectrometry and X-rays.

A Meissner corpuscle is a group of cells that acts as a touch detector. Its 3D structure was revealed for the first time using enhanced focused ion-beam scanning electron microscopy (FIB-SEM). Image credit: Yury Nikolaev, PhD, a postdoctoral fellow in the Slav Bagriantsev lab .

Liver cancer cells escape a tumor spheroid in a fibrotic environment. This Art in Research contest -winning image was collected by Xiangyu Gong, a postdoctoral associate in the Michael Mak biomedical engineering lab , with a Leica SP8 Confocal microscope.

Research cores make science easier, more fruitful, and more efficient.

“You’d be hard-pressed to find a high-profile experimental research paper from Yale that hasn’t been touched by a core."

Related Research Cores

• Yale Institute for Nanoscience and Quantum Engineering (YINQE)
• Yale CryoEM Resource
• Keck Microarray Shared Resource
• Yale Analytical and Stable Isotope Center (YASIC)
• West Campus Imaging Core

Characterizing and elucidating structures

“The WCAC provides our research community here at Yale access to high-level instrumentation, helping to forward discovery.”

• West Campus Analytical Core

A more collaborative approach

"One of the most enjoyable aspects of what we do is collaborate with the grad students and faculty to solve the problems they’re up against. It’s not just cranking out the data."

Cutting-edge electron microscopy

“Potentially, this research will inform the development of tactile sensors for next generation of prosthetics.”

• FIB-SEM Collaboration Core (F-SCC)

New cancer insights

"Compared to cell culture in a petri dish, the three-dimensional models provide new insights into understanding cancer and enable more accurate cancer drug screening. Yale core facilities make it possible for us to unveil novel cellular behaviors in the midst of disease progression."

• Confocal Microscopy at CCMI

By the numbers

Yale takes a data-intensive approach to science and technology research, harnessing today's volume, speed, and availability of data to transform knowledge production.

Research Infrastructure

• 70+ core science facilities
• 1,169 specialized reference databases
• 10 campus libraries
• 15.9 million volumes across Yale's collections

Empowering Support

in sci/tech R&D expenditures in FY22

HERD Report, 2022

Roberts Innovation Fund to support inventions in AI, quantum, water

The awards provide $1 million in accelerator funding to support 10 new inventions led by faculty from Yale’s School of Engineering & Applied Science.

Opinion: Connecticut must seize quantum technology opportunity and the job crea…

As QuantumCT works to position Connecticut as a quantum tech leader, we urge Congress to fully fund the CHIPS and Science Act—and we invite Connecticut residents, lawmakers, businesses, and organizations to join in the work.

World’s most powerful 3D super-resolution microscope arrives at Yale’s West Ca…

Yale researchers will soon watch individual molecules move through living cells, thanks to the arrival of an Abberior MINFLUX instrument, the world’s most powerful 3D super-resolution fluorescence microscope.

Devoret, Schoelkopf awarded Comstock Prize in Physics for quantum advances

The National Academy of Sciences recognized Michel Devoret and Robert Schoelkopf for their innovative work in quantum information processing.

Announcements

Salaries for research scientists & postdocs in fas, seas, yse; 2024-2025.

New 12-month salary minima are effective July 1, 2024.

Yale Center for Geospatial Solutions has its first executive director

Jennifer Marlon will begin her appointment on July 1, 2024.

Tech Tank to open at West Campus

Celebrate the new facility's grand opening May 9th with tours, robotics demonstrations, and more.

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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 . 

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Undergraduate science majors who do research with faculty.

$1 Million+

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

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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.

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Yale School of Medicine Summer Research Program

INFORMATION FOR

• Residents & Fellows
• Researchers

The Yale School of Medicine Summer Research Program is an eight-week program offered to first-year medical students from Meharry Medical College, Morehouse School of Medicine, Ponce School of Medicine, San Juan Bautista School of Medicine, Universidad Central del Caribe School of Medicine and University of Puerto Rico School of Medicine. The program pairs students with Yale faculty members from various research fields. Students in the program work on clinical research or a basic science project, ultimately completing and presenting a research poster. The experience allows them the opportunity to fully engage in a specialty of interest and determine if it’s the path in medicine they want to pursue.

Through regular sessions, the students also work on professional development, community building, and prepare for residencies. They learn how to write a CV, a personal statement, and how to give an interview, among other skills.

The Yale School of Medicine Summer Research Program also introduces students to the Yale campus and research facilities, and aims to be a pathway to bring students from underrepresented groups to Yale residency programs. There is no fee to attend, and students will receive a $5,000 stipend. Additionally, students will be housed on the Yale School of Medicine campus and travel funds will be provided on a case-by-case basis.

To learn more about this opportunity, please see our flyer .

The program pairs visiting medical students with Yale faculty members and residents in their specialty of interest. Students in the program work on a clinical or basic science research project, ultimately completing and presenting a research poster with their results. The experience allows them the opportunity to fully engage in a specialty of interest and determine if it’s the path in medicine they want to pursue.

Research projects in the following departments will be available:

• Anesthesiology
• Dermatology
• General Surgery and Surgical Subspecialties
• Neurosurgery
• Obstetrics, Gynecology and Reproductive Sciences
• Yale Cancer Center

Through regular sessions, the students also work on professional development, community building, and prepare for residencies. They learn how to write a CV, a personal statement, and how to interview, among other skills. The Yale School of Medicine Summer Research Program also introduces students to the Yale campus and research facilities, and aims to be a pipeline to bring students from underrepresented groups to Yale residency programs.

Other Program Benefits

• $5,000 stipend
• Housing provided on YSM Campus
• Travel Funds provided

The YSM Summer Research Program 2024 application will open on December 1, 2023 and close on January 12, 2024. A completed application includes:

• One letter of recommendation g
• Medical school transcript (official or unofficial)or letter of good standing
• Resume (including extra-curricular activities)
• Personal Statement

Russian, East European, & Eurasian Studies at Yale

Yale Daily News: What Does the Future Hold for Russian Studies at Yale?

Amid the Russian invasion of Ukraine, University administrators discuss how Yale has adjusted to changing relationships with institutions, faculty and scholars based in Russia — and what’s next.

As universities scramble to suspend their relationships with Russia and its schools in the wake of the invasion of Ukraine, Yale has been closely reassessing its ties with Russian academic and institutional partners.

Faculty and administrators walk a precarious line trying to maintain interpersonal relationships with Russian students and scholars while severing all ties to the government. According to Vice President for Global Strategy Pericles Lewis, the University’s institutional relationships with Russian schools will remain on hold as the war in Ukraine continues — with these partnerships eligible for re-evaluation in about a year’s time. One program within the University that is affected is the Fox International Fellowship, a graduate student exchange program at Yale that partners with 21 academic institutions across the world. The Fellowship recently announced a suspension of its partnership with Moscow State University — which was its first partner after its establishment in 1988. The program was set up to “ provide a peaceful international exchange ” in the midst of Cold War tensions.

“It’s upsetting, you know,” said Emily Erikson, who serves as director of the Fox International Fellowship. “[But] I think it’s the right thing to do.”

Erikson clarified that the Fellowship does not blame scholars for the decisions of the Russian government, but noted that given the context of “complicated” Russian relations with the United States, there was no guarantee that students could travel safely back and forth between the two nations. The decision to suspend ties with Moscow State University — which operates with state funding — was made on the level of the fellowship, not the senior administration.

In addition to the suspension of the Moscow State University partnership, Yale has  pulled  its money from Russia,  committed  to rejecting donations from sanctioned individuals and further diminished the School of Management’s  ties  with Moscow’s Skolkovo school. Faculty members have generally followed suit with these administrative-level decisions by removing their own partnerships with Russian institutions and their associated faculty. Lewis told the News that the University will not prevent its faculty from conducting work with Russia-based colleagues “as long as it is legal and meets ethical guidelines” and so long as they “declare their outside funding.” 

Reactions following the invasion

Molly Brunson, who serves as director of the Russian, East European and Eurasian Studies Program at the MacMillan Center, said that her perspective on Russian institutional ties at Yale is complicated.

“There’s a kind of real important moral and ethical reason to sever ties with these institutional connections … that might be encouraging [Putin] in ways direct or indirect,” Brunson said. 

But Brunson also explained that Putin’s war in Ukraine sparked a now “emerging” conversation between faculty over how interpersonal connections between scholars and students in the Russian and Eastern European region can be maintained. She mentioned that the issues faculty currently have to address mirror the “kind of difficulties and challenges of working across borders during the Cold War.”

She said that, following news of the invasion, faculty at Yale had “dedicated a lot of [their] initial energies toward supporting colleagues, friends, families in Ukraine and fleeing Ukraine.” In addition to this, the University worked to figure out which scholars were at risk, and how to help them efficiently and quickly. This not only included Ukrainian individuals, but also those fleeing Russia who were in danger due to various dissident activities.

From an administrative standpoint, Lewis also noted that the University was working to assist Russian students and scholars “who are here now and don’t want to go back to Russia.”

The Office of International Students & Scholars, or OISS, has been working with both Ukrainian and Russian students on disrupted summer and travel plans. In an email to the News, OISS Executive Director Ann Kuhlman acknowledged that the tense situation surrounding Ukraine and Russia has prevented students from getting funds and helping family at home.

“OISS has been in touch with both our Ukrainian and Russian students and have been working with them based on their individual needs and advising them on immigration, travel, and financial concerns,” Kuhlman wrote.

Facing challenges in academia

For Yale faculty, professors are struggling to figure out how to conduct field research, write books or support colleagues in Russia. Visas are hard to come by due to the current conflict, Brunson said, and other logistic challenges will make research difficult.

One such obstacle, Brunson said, is the lack of open lines of communication for colleagues in Russia. Crackdowns on social media platforms by the Russian government, including Facebook and Twitter, have meant that many feeds utilized by professional spheres have largely gone silent. Although many scholars have migrated to the instant messaging service Telegram, she said, it may take time for the platform to securely establish robust lines of communication that were once available.

“There is a very, very significant need to keep those [academic] civil, social communities intact, if there’s going to be any hope of moving into a different moment,” Brunson said.

Brunson — who is also a professor in Slavic languages and literature — told her graduate students to plan to write a dissertation that does not require them to go to Russia, because she is not sure they will be able to in the next few years.

With regard to Russian studies at Yale, Brunson admitted that there was no current “plan” for how to proceed — but that faculty and officials at the University were working on asking questions and figuring out what the best step forward would be. In the meantime, she does not think that relations with Russia will resolve anytime soon, and believes that the University needs to plan for all contingencies, including Russia becoming completely cut off from research and from potential on-the-ground collaborations in the coming years.

But Brunson does not believe that such a complete shutdown of research in Russia would be productive to the academic community and to the world. She said that the threats of a continued ground war in Europe, nuclear entanglement and extreme crises such as world hunger make the research conducted surrounding Russia — especially in relation to Eastern Europe and local regions — fundamental.

“It is absolutely not a time to stop work on Russia and Eastern Europe and Eurasia,” Brunson said. “If anything, it is a time to increase it manyfold … it’s very clear now that our ignorance [has been] quite damaging.”

Reflecting on Yale’s future with Russia

Brunson urged caution in University administrative and faculty decisions surrounding whether to hold off on or continue ties with Russian institutions.

“I think that what is important to remember is that … beyond these institutions are actual people with actual lives and careers and families that have been completely upended,” she said. “[There are] big institutional decisions, and that’s often what we focus on, but they actually have extraordinary impacts on individuals. And I think for this reason, it is imperative that we be very thoughtful in what we choose to support but also what we choose to cut off.”

Erikson added her own thoughts on understanding how the University will proceed in examining its global partnerships, especially with Russia.

“The mission of the University is a global mission,” Erikson said. “It is not truth and knowledge and a better society for one nation. It is for all nations. And [the] University tries to accomplish that mission, but it can be very hard to make those kinds of decisions.”

By  WILLIAM PORAYOUW

Yale Daily News

What does the future hold for Russian studies at Yale?

Amid the Russian invasion of Ukraine, University administrators discuss how Yale has adjusted to changing relationships with institutions, faculty and scholars based in Russia — and what’s next.

Staff Reporter

As universities scramble to suspend their relationships with Russia and its schools in the wake of the invasion of Ukraine, Yale has been closely reassessing its ties with Russian academic and institutional partners.

Faculty and administrators walk a precarious line trying to maintain interpersonal relationships with Russian students and scholars while severing all ties to the government. According to Vice President for Global Strategy Pericles Lewis, the University’s institutional relationships with Russian schools will remain on hold as the war in Ukraine continues — with these partnerships eligible for re-evaluation in about a year’s time. One program within the University that is affected is the Fox International Fellowship, a graduate student exchange program at Yale that partners with 21 academic institutions across the world. The Fellowship recently announced a suspension of its partnership with Moscow State University — which was its first partner after its establishment in 1988. The program was set up to “ provide a peaceful international exchange ” in the midst of Cold War tensions.

“It’s upsetting, you know,” said Emily Erikson, who serves as director of the Fox International Fellowship. “[But] I think it’s the right thing to do.”

Erikson clarified that the Fellowship does not blame scholars for the decisions of the Russian government, but noted that given the context of “complicated” Russian relations with the United States, there was no guarantee that students could travel safely back and forth between the two nations. The decision to suspend ties with Moscow State University — which operates with state funding — was made on the level of the fellowship, not the senior administration.

In addition to the suspension of the Moscow State University partnership, Yale has pulled its money from Russia, committed to rejecting donations from sanctioned individuals and further diminished the School of Management’s ties with Moscow’s Skolkovo school. Faculty members have generally followed suit with these administrative-level decisions by removing their own partnerships with Russian institutions and their associated faculty. Lewis told the News that the University will not prevent its faculty from conducting work with Russia-based colleagues “as long as it is legal and meets ethical guidelines” and so long as they “declare their outside funding.” 

Reactions following the invasion

Molly Brunson, who serves as director of the Russian, East European and Eurasian Studies Program at the MacMillan Center, said that her perspective on Russian institutional ties at Yale is complicated.

“There’s a kind of real important moral and ethical reason to sever ties with these institutional connections … that might be encouraging [Putin] in ways direct or indirect,” Brunson said. 

But Brunson also explained that Putin’s war in Ukraine sparked a now “emerging” conversation between faculty over how interpersonal connections between scholars and students in the Russian and Eastern European region can be maintained. She mentioned that the issues faculty currently have to address mirror the “kind of difficulties and challenges of working across borders during the Cold War.”

She said that, following news of the invasion, faculty at Yale had “dedicated a lot of [their] initial energies toward supporting colleagues, friends, families in Ukraine and fleeing Ukraine.” In addition to this, the University worked to figure out which scholars were at risk, and how to help them efficiently and quickly. This not only included Ukrainian individuals, but also those fleeing Russia who were in danger due to various dissident activities.

From an administrative standpoint, Lewis also noted that the University was working to assist Russian students and scholars “who are here now and don’t want to go back to Russia.”

The Office of International Students & Scholars, or OISS, has been working with both Ukrainian and Russian students on disrupted summer and travel plans. In an email to the News, OISS Executive Director Ann Kuhlman acknowledged that the tense situation surrounding Ukraine and Russia has prevented students from getting funds and helping family at home.

“OISS has been in touch with both our Ukrainian and Russian students and have been working with them based on their individual needs and advising them on immigration, travel, and financial concerns,” Kuhlman wrote.

Facing challenges in academia

For Yale faculty, professors are struggling to figure out how to conduct field research, write books or support colleagues in Russia. Visas are hard to come by due to the current conflict, Brunson said, and other logistic challenges will make research difficult.

One such obstacle, Brunson said, is the lack of open lines of communication for colleagues in Russia. Crackdowns on social media platforms by the Russian government, including Facebook and Twitter, have meant that many feeds utilized by professional spheres have largely gone silent. Although many scholars have migrated to the instant messaging service Telegram, she said, it may take time for the platform to securely establish robust lines of communication that were once available.

“There is a very, very significant need to keep those [academic] civil, social communities intact, if there’s going to be any hope of moving into a different moment,” Brunson said.

Brunson — who is also a professor in Slavic languages and literature — told her graduate students to plan to write a dissertation that does not require them to go to Russia, because she is not sure they will be able to in the next few years.

With regard to Russian studies at Yale, Brunson admitted that there was no current “plan” for how to proceed — but that faculty and officials at the University were working on asking questions and figuring out what the best step forward would be. In the meantime, she does not think that relations with Russia will resolve anytime soon, and believes that the University needs to plan for all contingencies, including Russia becoming completely cut off from research and from potential on-the-ground collaborations in the coming years.

But Brunson does not believe that such a complete shutdown of research in Russia would be productive to the academic community and to the world. She said that the threats of a continued ground war in Europe, nuclear entanglement and extreme crises such as world hunger make the research conducted surrounding Russia — especially in relation to Eastern Europe and local regions — fundamental.

“It is absolutely not a time to stop work on Russia and Eastern Europe and Eurasia,” Brunson said. “If anything, it is a time to increase it manyfold … it’s very clear now that our ignorance [has been] quite damaging.”

Reflecting on Yale’s future with Russia

Brunson urged caution in University administrative and faculty decisions surrounding whether to hold off on or continue ties with Russian institutions.

“I think that what is important to remember is that … beyond these institutions are actual people with actual lives and careers and families that have been completely upended,” she said. “[There are] big institutional decisions, and that’s often what we focus on, but they actually have extraordinary impacts on individuals. And I think for this reason, it is imperative that we be very thoughtful in what we choose to support but also what we choose to cut off.”

Erikson added her own thoughts on understanding how the University will proceed in examining its global partnerships, especially with Russia.

“The mission of the University is a global mission,” Erikson said. “It is not truth and knowledge and a better society for one nation. It is for all nations. And [the] University tries to accomplish that mission, but it can be very hard to make those kinds of decisions.”

The Fox International Fellowship was established in 1988 by Joseph Carrère Fox ’38.

Correction, April 29: This article has been updated with the correct date at which the Fox International Fellowship was established.

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Three yale students named 2024 quad fellows in stem fields.

Kumaresh Ramesh, Chantelle Pereira, and Stanley Tan

Three Yale graduate students are among the latest group of Quad Fellows, a scholarship program that helps support promising young scientists and technologists.

The Quad Fellowship is an initiative of the governments of Australia, India, Japan, and the United States. The fellowship sponsors exceptional master’s and doctoral students to study science, technology, engineering, and mathematics (STEM) in the U.S.

This year’s group of 50 fellows expands to include students from various Association of Southeast Asian Nation (ASEAN) countries, in addition to the initiative’s four partner countries. The fellowship aims to build connections among the next generation of scientists and technologists. The program is designed to support academic excellence and promote cross-cultural understanding and collaboration among participating countries.

Yale recipients for 2024 are Kumaresh Ramesh, an incoming master’s student in environmental management at the Yale School of the Environment (YSE); Chantelle Pereira, an incoming master’s student in chronic disease epidemiology at the Yale Graduate School of Arts and Sciences (GSAS) (Public Health); and Stanley Tan, a Ph.D. student in environmental science at GSAS.

Each student will receive a one-time stipend of $40,000 to be used for academic purposes. During their fellowship, the students will have the opportunity to network and engage in programming with accomplished individuals in STEM, government, and society.

Ramesh, who is from India, completed his undergraduate degree in energy systems engineering from IIT Bombay and later worked with Black & Beatch Global Advisory on repurposing coal-fired power plants. He also worked as a research analyst with the Energy Transitions Team at the Council on Energy, Environment and Water, a New Delhi-based nonprofit. Ramesh is part of the Master of Environmental Management program at YSE. In his work, he hopes to influence interactions between the public, policymakers, and industry in order to hasten the transition to net zero.

Pereira, who is from Australia, plans to study endometriosis and neuroscience at the Yale School of Public Health with the goal of reducing endometriosis-related suffering and bringing more awareness of the disease to decision-makers, educators, and healthcare professionals. Pereira had been selected as a 2023 Quad Fellow but chose to defer the fellowship to this year. She co-founded the Cognitive and Brain Sciences Student Society at Macquarie University in Australia, where she was the winner of the 2022 Emotiv Prize for Cognitive and Brain Sciences.

Tan, who is from Singapore, obtained a Bachelor of Science degree in environmental studies from Yale-NUS College at the National University of Singapore. He previously worked at the U.N. Climate Change Secretariat and is a recipient of the Lewis B. Cullman Fellowship at the New York Botanical Garden. He uses field experiments and computational techniques to study the influence of plant-microbe interactions on plant diversity.

The fellowship is administered by the Institute of International Education (IIE) , a global not-for-profit organization that manages many of the world’s most prestigious scholarship and fellowship programs.

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Health Care Careers Exploration for Schools

Ohio State offers a variety of opportunities for area school districts, students and their parents to learn more about a career in health care.

Has your middle-school student ever wondered what respiratory therapists do for a living? Or has a high schooler you know wanted to explore what a career in nursing might look like?

The Ohio State University Wexner Medical Center in Columbus, Ohio, has a variety of opportunities available for area K-12 schools and their students to learn more about the health care industry and the variety of  career opportunities  it offers. From classroom presentations to shadowing clinicians and touring laboratories, we want our young community members to be able to explore concrete health care options for their future.

With hands-on experiences, students will be exposed to many different jobs in the health care setting, and we’ll educate them on the paths they’ll need to take to be successful in those fields. At the Ohio State Wexner Medical Center, we believe health care can provide a fulfilling career for anyone.

What types of learning experiences are available for young students?

We offer a variety of ways for students of all grade levels to learn more about careers in health care and, specifically, how Ohio State can help them reach their career potential. 

Some of the experiences we offer include:

• Classroom presentations – We’ll send one or more speakers to your classroom to talk about careers in health care with the goal of raising awareness of opportunities that students can consider for their future.
• Shadowing – Students can make a one-time visit to one of our facilities to observe and witness firsthand the environment and duties associated with their field of interest.
• Mentorships/internships – In some cases, we offer a recurring opportunity for a student to observe a field of interest at one of our facilities. Currently, we have mentorships or internships in the following fields: respiratory therapy , clinical laboratory careers , imaging , nursing , patient care associates  and supply chain.
• Field trips – A group of students can attend presentations and participate in immersive tours at one or more of the Ohio State Wexner Medical Center facilities.

Some experiences are reserved only for students in schools that have Workforce Partnerships agreements with us.

How can I learn more about health care careers at Ohio State?

When students experience firsthand from an early age how they can make a difference in health care, it can dramatically impact their future decisions and career choices. Plus, bringing more awareness to the benefits of health care careers helps us keep the workforce at the Ohio State Wexner Medical Center strong and inclusive.

While we have various individual experiences for students, we also partner with area schools to provide agreed-upon education for these topics. Priority for fulfilling requests for experiences is given to schools with an affiliation Workforce Partnerships agreement and schools in the central Ohio community.

If you have a young person interested in learning more about health care careers, please complete this form  and we’ll be happy to review your experience request. If you’d like more information about a formal agreement for workforce experiences, please contact Elizabeth Lanker at [email protected] . Lanker is director of Workforce Partnerships, and her focus is on cultivating collaborations and steering the expansion of workforce initiatives.

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Remarks to Participants in the Yale University-Moscow State University Exchange Project

October 3, 1988

The President . Well, it's a pleasure to greet such an impressive group of U.S. and Soviet young people. I hope those of you from Moscow are enjoying your visit to the United States and that you are finding it an exciting as well as an educational experience. I had only 5 days in Moscow this summer, but my visit to your university was a highlight I'll always remember.

And it's great to see those of you here from Yale. I also had an opportunity a few years back, to visit your campus as a Chubb fellow. It's a warm memory, particularly when contrasted with some of my visits to other campuses back in the 1960's, which were, shall we say, even warmer. [Laughter] But that's all history, and we don't want to give our Soviet friends the wrong impression.

But perhaps some of you have already told your Russian friends that Yale was founded 75 years before our Republic was. And its motto, " Lux et veritas ,'' sprang from a belief by Yale's founders that not only the pursuit of knowledge but also the spiritual insights of religion were an important part of education. That's why Yale added " lux '' on to Harvard's motto, which was simply " veritas .'' And they've been trying to lick Harvard ever since. [Laughter]

And so, I'm delighted this exchange could be taking place between two such important centers of learning in the world. Believe me, having Yale and Moscow State University students here today fulfills a longstanding goal of this administration and a personal wish of mine. Some of you may remember what I said to the Nation before I left for that first summit with General Secretary Gorbachev in Geneva: that if Soviet youth could attend American schools and universities they could learn firsthand the spirit of freedom that rules our land and understand fully that we do not wish the people of the Soviet Union any harm.

And if American youth could make similar visits, they would gain firsthand knowledge of life in the U.S.S.R. and, most important, a better realization that we're all God's children and, all of us, brothers and sisters in peace. Everything that's happened since then convinces me we were right about this. In the 3 years since Geneva, where we concluded a new exchange agreement, we've had an explosion of people-to-people contacts. American musicians and farmers and baseball players visit the U.S.S.R., and Soviet musicians and farmers and hockey players visit America .

Less than 2 weeks ago, more than 200 Americans from all walks of life spent 5 days mingling and interacting with Soviet citizens in Tbilisi. Youth exchanges have blossomed more than any others. The university pairing program, from which your project was the model, now includes some 20 pairs of universities. And last week in Moscow , we reached an agreement to begin a high school pairing project that will enable even younger Soviets and Americans to visit and experience each others' countries.

Perhaps some of you who heard me speak at Moscow State University on May 31st may recall what I said then: that as important as these people-to-people exchanges are, they still require official interference or coordination. Nothing would please me more than to see official sanctions become unnecessary, to see travel between East and West become so routine that Soviet university students could take a month off in the summer, put packs on their backs, and like so many American students do, travel from country to country in Europe or North America with only a passport check in between. Today this is a dream, but it's not an impossible dream. It's a dream for your generation to seize upon and transform into reality.

Well, in any case, it's wonderful to see all of you here today. And I can look at you, and I can't tell which are which. Last week at the United Nations I noted the strides that have been made by that organization in addressing such concerns as human rights and regional conflicts. And I think exchanges such as this can assist dramatically in that same process, and I want all of you to know how much we're pulling for the success of this program.

And by the way, I've heard that Mark Twain is a very popular writer in the Soviet Union. And I am reminded he once said, "It is better to be a young June bug than an old bird of paradise.'' Well, you young June bugs are getting together, and frankly, some of us older birds think that's just fine. So, welcome to the White House, God bless all of you. And now I understand that you have chosen two, Dimitri and Alex, to say a few words.

Mr. Ptchelintsev . Mr. President, we have brought with us our best recollections about your recent visit to Moscow and about our experience of listening to you personally when you spoke before our students in the university. And we are very glad to observe the improvement in relations between our countries, and on our part, we pledge to do our best to maintain this positive process in our relations. Thank you, Mr. President.

The President . Well, that's very good to hear. Thank you.

Mr. Ptchelintsev . Thank you.

The President. Alex?

Mr. Mishkin . Mr. President, on behalf of Yale University, all the students there, and students around the country, I'd like to thank you personally for what you've done to improve relations between our country and the Soviet Union . And I think that on cultural exchanges such as these, all of us have collected memories that we will treasure for the rest of our lives. And finally, if you are ever in the area of New Haven , you are certainly more than welcome to come back to Yale. [Laughter]

The President. All right. Well, thank you. And again, I must leave and go back to work. But I just want to tell all of you here -- I've said repeatedly, and you can all be missionaries with regard to the experience that you've all had among your colleagues and the other young people in each of our countries -- and that is, I've said if all the young people of the world could get to know each other, there'd never be another war. So, carry on, and God bless all of you. Thank you.

Note: The President spoke at 10:55 a.m. in the Roosevelt Room at the White House. Dimitri Ptchelintsev and Alexander Mishkin were participants in the exchange project.

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Yale Joins Conflict Observatory Documenting Ukraine War Crimes

Ukraine war damage.

The Yale School of Public Health’s Humanitarian Research Lab (HRL) will document alleged violations of international law and crimes against humanity, including war crimes, by Russia-aligned forces in Ukraine as part of a new Conflict Observatory initiative announced today by the U.S. Department of State.

The Yale HRL recently identified 22 damaged hospitals and health care facilities in Ukraine in its first report to the Organization for Security and Co-Operation in Europe’s Moscow Mechanism.

The Yale HRL team will work in close collaboration with the Bureau of Conflict and Stabilization Operations (CSO), geographic mapping software company ESRI, the Smithsonian Cultural Rescue Initiative, PlanetScape Ai, and other partners in supporting the Conflict Observatory.

“President Peter Salovey has denounced the ‘callous disregard for human life and reckless destruction of Ukraine’s cities,’” said Pericles Lewis, vice president for global strategy and vice provost for academic initiatives at Yale University. “The work of the Humanitarian Research Lab continues a long tradition of Yale scholars who lend their expertise to addressing the health and welfare of communities around the globe. My colleagues and I are proud of the work of the Humanitarian Research Lab to document potential war crimes.”

A summary of the HRL team’s first report, Evidence of Widespread and Systematic Bombardment of Ukrainian Healthcare Facilities is available on the Conflict Observatory website . The report, which contributed to the Organization for Security and Co-Operation in Europe’s (OSCE) Moscow Mechanism mission of experts, found that 22 hospitals and health care facilities in five localities in Ukraine sustained damage between 24 February and 29 March 2022. The Moscow Mechanism was initiated by OSCE Member States to collect evidence of alleged violations of international humanitarian and human rights law. The HRL report is based on commercial satellite imagery analysis and open-source investigative methods. The Yale HRL concluded that Russia-aligned forces have engaged in widespread and systematic bombardment of Ukrainian health care facilities. The HRL’s evidence corroborates reports by OSCE ground monitors in Ukraine who also documented attacks on health care facilities by Russia-aligned forces.

Destruction of health facilities is devastating not only for patients and providers; but for entire populations. Dean Sten Vermund, Yale School of Public Health

“Destruction of health facilities is devastating not only for patients and providers but for entire populations,” said Professor Sten Vermund, M.D., Ph.D., dean of the Yale School of Public Health. “Health facility destruction is a form of terrorism that leaves lasting scars.”

Kaveh Khoshnood, Ph.D., M.P.H., an associate professor of epidemiology at the YSPH and faculty director of HRL, will serve as principal investigator. Nathaniel Raymond, lecturer in epidemiology at YSPH and executive director of the Yale HRL, will supervise the HRL team working on the project.

“The Humanitarian Research Lab brings unique skills and expertise to the Conflict Observatory,” said Khoshnood. “This project aligns directly with the lab’s mission to support international responses during complex emergencies in real-time while developing rigorous and empirical methodologies for conducting this work.”

Featured in this article

• Sten H. Vermund, MD, PhD Anna M.R. Lauder Professor of Public Health
• Kaveh Khoshnood, PhD, MPH Associate Professor of Epidemiology (Microbial Diseases); Track Director, Critical Topics, Executive MPH; Program Co-Director, Global Health Ethics Program, Yale Institute for Global Health
• Nathaniel Raymond Executive Director, Humanitarian Research Lab; Executive Director, Humanitarian Research Lab - YSPH, EMD

Related Links

• Evidence of Widespread and Systematic Bombardment of Ukrainian Healthcare Facilities

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Your chance of acceptance, your chancing factors, extracurriculars, ranking: best college for art programs.

I'm an art enthusiast looking to apply to colleges with strong art-related programs. Can anybody throw out some suggestions or share their experiences at an art strong school?

Sure, I can suggest a few universities that are highly regarded for their exceptional art programs.

1. Rhode Island School of Design: Often cited as one of the best art and design schools in the world, RISD offers a variety of art programs with small class sizes, providing students with personalized guidance.

2. Yale University: Yale's School of Art has consistently been ranked highly and offers a variety of undergraduate programs in drawing, graphic design, painting, photography, sculpture, and video art.

3. UCLA: The UCLA School of the Arts and Architecture offers a diverse range of creative disciplines, encouraging cross-disciplinary research and innovation.

4. Parsons School of Design: Part of The New School, Parsons is a hotbed for creativity and offers programs in virtually every artistic discipline.

5. Pratt Institute: Known for its rigorous academics, Pratt is one of the leading art schools in the U.S. with programs in Fine Arts, Photography, and more.

6. School of the Art Institute of Chicago: Known as one of the most influential art schools, SAIC offers high-quality art programs and connections with the Chicago art scene.

Lastly, while all of these are excellent choices, it’s important to visit the schools or attend virtual tours, talk to current students, and do your research to see which school's culture, curriculum, and teaching style align the most with your goals and values.

About CollegeVine’s Expert FAQ

CollegeVine’s Q&A seeks to offer informed perspectives on commonly asked admissions questions. Every answer is refined and validated by our team of admissions experts to ensure it resonates with trusted knowledge in the field.

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Cleveland high school students land stem career exploration experience , doreen zudell.

This summer, 10 Cleveland Metropolitan School District (CMSD) students landed the opportunity to participate in the NASA Glenn High School Career Exploration and Research Experience program at NASA’s Glenn Research Center in Cleveland. 

High school students were paired with a mentor in their field of study who they shadowed for eight weeks during a hands-on workplace experience exploring their interests. The students prepared presentations to highlight their experiences and discussed how the program will impact their career choices. 

“This opportunity has substantially helped me develop my soft skills and technical skills,” said CSMD participant JayLeesa Jones. “I have come to realize that I can reach new heights as an intern, team member, and aspiring engineer!” 

This unique, paid STEM engagement learning experience is part of a series of NASA Glenn programs focused on attracting and retaining a diverse, skilled workforce. The Glenn Career Exploration and Research Experience program is made possible through a Space Act Agreement between NASA Glenn and Youth Opportunities Unlimited.  

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Regents Professor Lawrence Que Jr. retires after 41 years at University of Minnesota

MINNEAPOLIS / ST. PAUL (8/13/2024) – Regents Professor Lawrence “Larry” Que Jr. retired from the Department of Chemistry on May 26th, 2024, after serving the University of Minnesota for more than four decades. Que’s tremendous impact in the field of bioinorganic chemistry earned him the title of Regents Professor in 2009 and election to the National Academy of Sciences in 2022. 

The early years

Born and raised in Manila, Philippines, Que’s chemistry career began in the undergraduate chemistry program at the Ateneo de Manila University in Quezon City, Philippines. He earned his bachelor’s degree 1969 before arriving at the University of Minnesota to continue his chemistry education in the PhD program, which he completed in 1973. During his PhD, Que was advised by Louis H. Pignolet. Throughout his doctoral studies, Que used NMR spectroscopy to research intramolecular rearrangement reactions of transition metal complexes. He went on to conduct postdoctoral research under Professor Richard H. Holm at the Massachusetts Institute of Technology (1973-74) and under Professor Eckard Münck at the University of Minnesota (1975-77) which set the stage for his lifelong career in bioinorganic chemistry.

With his affinity for and expertise in iron chemistry firmly in place by 1977, Que started his independent career as an Assistant Professor of Chemistry at Cornell University. While at Cornell, Que utilized Resonance Raman spectroscopy to study dioxygenases; these enzymes would ultimately form the bedrock of Que’s research for the next 40 years. 

Return to Minnesota

In 1983, Que returned to the University of Minnesota, this time as a member of the faculty.  “Returning to Minnesota was the best decision I ever made for my career,” Que says. “I fell in love with this department during graduate school. I was very happy to have the opportunity to return, it’s been an honor to contribute to building our program for the last four decades.”

Described in more than 550 publications, Que’s research spanned the subfields of stereochemistry, catalysis, and crystallography. He established himself as an expert and innovator in bioinorganic chemistry, playing a pioneering role in understanding the function that nonheme iron centers play in dioxygen activation in biology. His work produced the first synthetic models for high-valent iron-oxo intermediates, which are crucial for understanding the electronic structures, spectroscopic properties, and reactivities of these units. Additionally, Que led efforts to create functional models for various iron oxygenases, including catechol dioxygenases, α-ketoglutarate-dependent oxygenases, and cis-dihydroxylating arene dioxygenases. These chemical tools aim to perform two specific types of chemical reactions that enable stereospecific alkane hydroxylation and highly enantioselective olefin cis-dihydroxylation. These advancements could lead to more environmentally friendly and sustainable alternatives to current heavy-metal oxidation catalysts. Que’s key dioxygen discoveries were published in ACS  Chemical Reviews in 2004, in an article titled  “Dioxygen Activation at Mononuclear Nonheme Iron Active Sites:  Enzymes, Models, and Intermediates ;” this paper would turn out to be the most cited work of his career. His prolific research portfolio garnered invitations to present more than 400 lectures around the world. 

Over the years, Que’s research group focused on the topics of iron, oxygen, and biocatalysis in the area of bioinorganic chemistry, The group’s primary effort, involving a combination of biochemical, synthetic inorganic, and spectroscopic approaches, was aimed at elucidating the oxygen activation mechanisms of nonheme iron enzymes, designing functional models for such enzymes, trapping and characterizing reaction intermediates, and developing bio-inspired oxidation catalysts for green chemistry applications. Que advised 55 graduate students and 80 postdoctoral researchers over the course of his career. Over 50 Que Group alumni have tenure-track or tenured faculty positions in colleges or universities.

Que’s critical dioxygen research earned him the title of  Regents Professor in 2009. A quote from the citation for the award reads “Undoubtedly, Professor Que is currently the top bioinorganic chemist in the world. In his chosen field, oxygen activation of iron-containing enzymes and biomimetic compounds, his group, in my estimation, is at least three years ahead of his closest competitors. Almost single-handedly he has developed the major fraction of the synthetic chemistry of iron in high-oxidation states. This chemistry is vital to our understanding of many processes in biochemistry, to the development of new drugs, and most importantly, to developing a green chemistry that can alleviate the problems caused by pollutants and pathogens that afflict human health." The Regents Professorship is the highest honor the University of Minnesota bestows on its faculty. The title recognizes faculty who have made exceptional contributions to the University through teaching, research, scholarship, or creative work, and contributions to the public good.

Beyond his research success, Que demonstrated significant commitment to service to the University across his career. He is credited with establishing the University of Minnesota as a world-renowned center of excellence in bioinorganic chemistry. He organized the International Conference on Oxygen Intermediates in Nonheme Metallobiochemistry (1996) and the Ninth International Conference on Biological Inorganic Chemistry (1999). From 1999 to 2002 – and again from 2008 - 2012 – he served as the inaugural PI on the National Institutes of Health  Chemistry-Biology Interface Training Grant that brings faculty and students from various departments together. He also led the effort to establish the University of Minnesota Center for Metals in Biocatalysis, which allowed faculty and students from multiple units to collaborate in exploring the roles of metals in biology.

Que was the first editor-in-chief of the Springer  Journal of Biological Inorganic Chemistry (JBIC)  and served the journal for 20 years .  JBIC – the official journal of the Society of Biological Inorganic Chemistry since 1996 – is a peer-reviewed journal promoting the field of biological inorganic chemistry internationally. The publication aims to provide insight into systems of metals in biology at biochemical, molecular, and cellular levels.

For his research, service, and mentorship, Que has been honored with many awards over the course of his career. These honors include the 3M/Alumni Distinguished Professorship (1999), the National Institutes of Health MERIT Award (2000), the UMN Distinguished Teaching Professorship (2000), the Royal Society of Chemistry Inorganic Reaction Mechanisms Award (2011), and the American Chemical Society Award in Inorganic Chemistry (2017). He was also elected a fellow of the American Association for the Advancement of Science in 2001, a fellow of the Royal Society of Chemistry in 2008, and a fellow of the American Chemical Society in 2011. In 2022, Que was elected to the National Academy of Sciences. Membership in the NAS is one of the highest honors given to a scientist or engineer.

LQ Fest: 40 Years of Fun with Iron Chemistry at the University of Minnesota

In July 2023, the Department of Chemistry hosted LQ Fest: 40 Years of Fun with Iron Chemistry at the University of Minnesota in honor of Que. 19 of Que’s collaborators, mentees, and even his daughter, Emily Que – who is an Associate Professor of Chemistry at the University of Texas at Austin – presented lectures, stories, and memories related to Que’s research and career. When recalling the event he said “I’ve loved my job. I’ve loved the people that I’ve worked with. I spent the last 50 years of my life dedicated to chemistry, and I never looked back. The event was a wonderful opportunity to get together with many people that I’ve cared about to celebrate my career.” 

The next chapter

“Nothing changes, really. I’ve always thought about chemistry, and I’ll continue to think about chemistry all the time,” Que said. In this next chapter of life, Que is adopting a  come what may attitude. He says he is looking forward to spending more time with his grandchildren in Texas and embarking on new adventures with his wife. 

Memories and Notes from the Chemistry Faculty

"Larry is an extraordinary scientist who has made incredible discoveries in the field of bioinorganic chemistry that have changed the way we think about how important iron-containing enzymes work. His passion for research is unparalleled, and his infectious enthusiasm has made a difference in the lives of many students over his career. His leadership was critical in making UMN a respected centerpiece of high quality bioinorganic chemistry research and teaching, well-known across the globe. On a personal level, I am deeply grateful for his mentorship during my career at the University of Minnesota; his insights and advice made a major difference in my life! Thank you, Larry, and congratulations on your retirement!" – Professor Bill Tolman, Dean, College of Arts & Sciences, St. Thomas University

"The University of Minnesota Department of Chemistry has been lucky to count Prof. Larry Que among our faculty. His chemical creativity and passion have had a big impact on bioinorganic chemistry as a field, and his thoughtfulness as a colleague has had a major impact on our department community." – Professor Christy Haynes, Chemistry Department Head

"Larry has been a standout in the bioinorganic community, rising to the highest levels of academic achievement at the University of Minnesota as a Regent’s professor, and nationally, as a member of the National Academy of Sciences.  I have always appreciated his scholarly approach to studying catalysis at the fundamental level for connecting with biology.  When I joined the department in 2012, starting my lab’s research program in chemical biology, I always loved hearing from the outside community of what high regard they held for him as a giant in the field of iron-mediated (bio)catalysis.  I also benefited significantly from Larry’s effort for initiating our NIH T32 Chemistry and  Biology Interface training grant (CBITG), for which he served as the first director, and established a trajectory of continual funding for the next 25 years.  This grant has impacted the careers of well over 100 graduate students, and has been a true gem of the three departments of Chemistry, Biochemistry, Molecular Biology, and Biophysics (BMBB) and Medicinal Chemistry.  Beyond being a true iron man in his field, one of Larry’s main legacies is a long track record of highly successful trainees, which was on full display at last year’s retirement party, Larry Que Fest. He’s leaving our department having made an indelible mark and will be deeply missed. " – Professor William C.K. Pomerantz

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Next Steps at Vanderbilt University program secures $2.32M Department of Labor grant

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Aug 12, 2024, 9:06 AM

The Department of Labor awarded Next Steps at Vanderbilt University a $2,324,851 grant to expand its innovative registered apprenticeship offerings. Next Steps, a four-year nondegree certificate program for neurodiverse students that is based in Peabody College of education and human development, will use the funding to enhance existing apprenticeships and develop new ones across several high-demand industries.

“Next Steps at Vanderbilt University has been a pioneer for inclusive postsecondary education in Tennessee and beyond,” said Camilla P. Benbow, Patricia and Rodes Hart Dean of Education and Human Development. “We are eager to build on its success and serve students with the new apprenticeship opportunities this grant will make possible.”

The grant will enable the program to extend its efforts to embed apprenticeships into its curriculum, offering more structured and competency-based learning experiences for students in the program.

“In the United States, only 16 percent of adults with intellectual disability are employed,” said Meghan Burke, professor of special education, who serves as the grant’s principal investigator. “Apprenticeships offer an exceptional model for neurodiverse learners to pursue meaningful employment, earning a credential that is nationally recognized along the way.”

The program’s initial success with an early childhood education apprenticeship—developed in collaboration with Peabody College , The Acorn School and the Susan Gray School —set the stage for this larger grant. The early childhood education apprenticeship, which began in 2021, was the first of its kind in the country. “We had to think outside the box since there was no precedent to turn to,” said Ariana Amaya, director of the Next Steps at Vanderbilt program. “Megan Macon, director of career development and co-investigator on the grant, strategically and creatively developed a pathway in collaboration within Peabody College and with our external partners.”

Currently, Next Steps at Vanderbilt boasts a 98 percent employment rate for its graduates. With the new grant, the program will expand its credentialing opportunities through additional apprenticeship pathways in the hospitality, education, IT and care economy sectors.

“Our employer partners will serve as expert mentors within their industries, helping to develop apprenticeships that meet both the needs of adults with disabilities and the employers,” said Lauren Bethune-Dix, director of academics and another co-investigator. This approach has already proven effective in addressing the shortage of qualified early childhood educators in Tennessee.

The award is part of the federal government’s $244 million investment to modernize and diversify the nation’s Registered Apprenticeship program . Next Steps at Vanderbilt serves as a model to influence best practices for similar programs across the country. “We have shared our apprenticeship program’s success in publications and at numerous conferences,” Amaya said. “Overwhelmingly, attendees at these conferences have shown enthusiasm and eagerness to replicate our initial apprenticeship model.”

The grant will also fund the creation of a multimodal resource toolkit, including video modules created by a Nashville production company . The modules will explain each apprenticeship and feature success stories from enrolled apprentices and will be distributed through Think College , the national coordinating center for inclusive higher education.

The success of the grant application was also due to extensive support from Vanderbilt’s Research Development and Support team and the Peabody Research Office . “This was our first Department of Labor grant application, and the process required a high level of detail and consideration,” Burke said. “It was a team effort as we collectively reviewed the grant instructions together.”

Looking ahead, Next Steps at Vanderbilt University is poised to set a national example of how opportunities for apprenticeships can and should be extended to neurodiverse adults, driving significant improvements in employment outcomes for adults with intellectual disability.

Visit the Next Steps at Vanderbilt University website for more information about the program or to provide financial support.

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Explore story topics.

• Acorn School
• Camilla Benbow
• Department of Labor
• Meghan Burke
• Peabody College
• research development and support
• Susan Gray School