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Chapter 4: increasing critical thinking and motivation.

Different Perspectives

Think for a moment about how you got here. Presumably you like doing what you do; you were probably naturally better at it and more interested in it than anything else you studied in college. You might think of “Yale” almost exclusively as the department in which you study. You probably enjoy spending long hours alone, reading and writing about your subject, or carrying out your bench work. Maybe you’re one of those people who are incapable of discussing anything other than dissertation topics. And that’s all fine… for graduate school and graduate students. When you enter the undergraduate classroom, however, you need to keep the bigger picture in mind.

For undergraduates, Yale is a smorgasbord of opportunities and experiences (only a fraction of which are academic in nature). Undergraduates fill their plates from the chafing dishes of macroeconomics, poetry, organic chemistry, Italian, field hockey, and improvisational comedy. As a graduate student, you’re apt to think that your field is the tastiest dish on the buffet—it’s the most interesting and the most important. As a result, you’re likely to think about—and, consequently, teach—your subject in the way you first encountered it.

If your teaching philosophy is “There is one tried and true way to learn this material, and it is the best way,” then your teaching is laid out for you. You are carrying on a tradition. However, if you are willing to consider that there might be other ways to teach the subject, and other (possibly better) ways for students to learn it—if, in other words, you are open to experimentation—then you may want to consider the strategies presented in this section.

All of the strategies described here have one thing in common: they move the focus of attention away from the teacher to the student. Rather than focusing on what you’ll say in class, you’ll have to think more deeply about what your students will do and learn in class.

YOU MAY BE INTERESTED IN

Associates in teaching program.

The competitive Associates in Teaching (AT) program, offered in collaboration between the Graduate School of Arts and Sciences and the Poorvu Center for Teaching and Learning, allows Ph.D. students to expand their teaching experiences and responsibilities in partnership with a faculty member.

The Center for Teaching and Learning routinely assists members of the Yale community with individual instructional consultations and classroom observations.

Reserve a Room

The Poorvu Center for Teaching and Learning partners with departments and groups on-campus throughout the year to share its space. Please review the reservation form and submit a request.

Open Yale Courses

"To understand the structure of the human soul we must understand the structure of society; to understand the structure of society we must understand the structure of the human soul."

"To construct soaring vaults out of concrete, to face them with brick, to create windows large enough to dematerialize the wall - to do that at this kind of scale is an incredible architectural feat."

"In our collective cultural consciousness, whether we like him or not, we tend to think of John Milton as powerful."

"The moral dilemma is to prevent big, bad things from happening, and that takes a sort of entrepreneurship and big thinking to manage."

"Hemingway, Fitzgerald, and Faulkner are the iconic figures of American Literature."

Open Yale Courses  provides free and open access to a selection of introductory courses taught by distinguished teachers and scholars at Yale University. The aim of the project is to expand access to educational materials for all who wish to learn.

• All lectures were recorded in the Yale College classroom and are available in video, audio, and text transcript formats
• Registration is not required
• No course credit, degree, or certificate is available through the Open Yale Courses website. However, courses for Yale College credit are offered online through Yale Summer Online including OYC professors John Rogers and Craig Wright." 

A Welcome From Diana E. E. Kleiner Founding Director and Principal Investigator We welcome you to explore Open Yale Courses where you can discover a wide range of timely and timeless topics taught by Yale professors, each with a unique perspective and an individual interpretation of a particular field of study. We hope the lectures and other course materials, which reflect the values of a Yale liberal arts education, inspire your own critical thinking and creative imagination. We greatly appreciate your enthusiastic response to this initiative and hope you will stay in touch!

Decision Making

Make effective decisions — in business and in life..

Effective decision making is key to success in the workplace and beyond. In organizations, critical thinking, problem solving, and decision making are among the most important tasks people perform on a daily basis. However, increasing levels of complexity can put a significant strain on our judgement, often leading to poor choices that can have a long-term impact.

The Decision Making online program will equip you with the skills needed to make better, more effective decisions within your sphere of influence. Over six weeks, you’ll gain a framework for understanding decisions across a range of contexts, from business strategy to policy.

Learn from world-class subject matter experts as you explore the cognitive processes, psychological, and behavioral foundations that form the basis of decision making. Throughout the program, you’ll learn to analyze your choices using the three core pillars of decision making (context, uncertainty, and time), as you investigate theoretical models underpinning decisions and engage in discussions with a global network of professionals.

You’ll examine the use of mental shortcuts called heuristics. You’ll also explore the most notable biases people have and how to circumvent them. By the end of the program, you’ll walk away with a better understanding of decision-making processes that will help you avoid pitfalls and make effective decisions in both your career and personal life.

Program Dates

Registration closes: April 30, 2024

Start date: May 08, 2024

Program Details

Length: 6 weeks (excluding orientation)

Commitment: 6 - 8 hours per week

Fee: $1,900

Outcome: Make better decisions with an in-depth understanding of how and why they’re made.

Yale SOM developed this program to be administered by our program collaborator, GetSmarter. Please direct all program-related inquiries, including questions about fees and registration, to GetSmarter .

The class equips you with the tools to better understand yourself and some great techniques for bringing biases to consciousness for more informed and ultimately more beneficial decisions. JD Sparks

About the Program

What to expect.

• Discover the cognitive processes involved in decision making
• Explore how choices are influenced by decision frames, points of reference, and information load
• Investigate the role of heuristics and biases in decision making
• Learn the ways in which risk and uncertainty impact decisions
• Analyze the temporal dimension of decision making
• Gain the ability to make more effective decisions both personally and professionally
• Find out how to avoid common pitfalls in decision making and analyze decisions using multiple lenses

Who Should Attend

• Business leaders looking for the tools to make informed, strategic decisions in the face of uncertainty
• Seasoned professionals who want to move ahead in their careers by making stronger decisions
• Individuals in fast-paced industries such as marketing, IT, finance, and business development
• Anyone who wants to improve their critical thinking and judgment in everyday life

Modules are released on a weekly basis and can be completed in your own time and at your own pace.

• Orientation module
• Module 1: Principles of decision making
• Module 2: Context and choice in decision making
• Module 3: Context and decision rules
• Module 4: Decision making under risk and uncertainty
• Module 5: Time in decision making
• Module 6: Integrating context, uncertainty, and time

I started with a very basic knowledge of decision-making and the ways in which our decisions can be biased. I'm leaving with a much more robust and varied understanding that I can use going forward in both personal and professional contexts. Alison Walkley

Program Convener

Gal Zauberman

Joseph F. Cullman, 3rd Professor of Marketing 

Areas of Expertise: Behavioral Economics, Consumer Behavior, Creativity, Decision-making Methodology, Online Marketing

Professor Gal Zauberman studies judgment and decision making, and behavioral economics. He has researched the factors that affect individuals' evaluations, preferences, and choice, with specific interest in the role of time in decisions and experiences. He has published articles in leading marketing and psychology journals and received international media coverage, including the New York Times , Scientific American , and others. He won numerous awards, including the William O’Dell and the Paul Green best paper awards, and the Early Career Award for Distinguished Contributions to Consumer Psychology.

Registration Information

Registration ends: April 30, 2024 Program starts with orientation: May 08, 2024

There are no prerequisites for this program. Register to get started. Our online program collaborator, GetSmarter, will welcome you and guide you through the steps to secure your place in the program.

Program Fee Assistance

A program fee reduction of 15% is available for those working in the nonprofit or government sectors; Yale University alumni; small groups of 3-6; and those who have previously participated in a Yale Executive Education program with Yale SOM or 2U/GetSmarter.*

*Discounts cannot be combined.

This program does not qualify for veteran financial aid or veterans benefits at this time.

Program Collaborator

This program is presented entirely online in collaboration with leaders in digital education,  GetSmarter , a 2U, Inc. brand. Technology meets academic rigor in GetSmarter’s people-mediated model, which enables lifelong learners across the globe to obtain industry-relevant skills that are certified by the world’s most reputable academic institutions. This interactive, supportive teaching model is designed for busy professionals and results in unprecedented certification rates for online programs.

View the  Decision Making  online program on the GetSmarter website.

Neuroscience | Undergraduate Major

Molly crockett, ph.d..

Blaise Pascal described human beings as “the glory and scum of the universe”. Each of us carries blueprints for an astonishing range of social behaviors, from the heroic to the atrocious. The Crockett Lab seeks to understand this paradox by investigating the psychological and neural mechanisms of social decision-making and impression formation. Our approach integrates social psychology, behavioral economics, neuroscience and philosophy. We use a range of methods including behavioral experiments, computational modeling, brain imaging, and pharmacology.

University Preparation for International High School Students

You are here.

Prepare Yourself for College in the U.S. 

This five-week program is for international high school students with strong English skills who want to prepare for undergraduate study at an American university. You will improve your overall abilities in both spoken and written English, as well as your understanding of U.S. academic culture. Enjoy the opportunity to visit a variety of American university campuses in the northeastern part of the United States. All students in the program will be housed together with other pre-college students attending Yale Summer Session.

Date: Program Dates: July 1 - August 2, 2024 Application Deadline: May 6, 2024

Tip: Pre-College students who wish to apply to Yale Summer Session: Must be entering the senior year of high school (summer after junior year) or freshman year of college (summer after senior year). Must be 16 years of age or older by their program start date.

Our application for Summer 2024 courses and programs is now open.

University Preparation Daily Schedule*

*Individual student schedules may vary. This is for reference only.

Summer Courses for High School Students

Academic reading and writing.

Improve your reading and critical thinking skills to prepare for study in the U.S. This class also polishes your writing skills with daily, intensive practice. Writing exercises will emphasize grammatical accuracy, clarity of content, and fluency, while focusing on well-organized and effectively developed paragraphs and essays. In addition, learn about the research process—including paraphrasing, summary, and proper citation—in the context of writing longer papers.

• Expand your vocabulary and ability to use new words and word forms
• Improve your reading comprehension and speed and gain confidence in your ability to master difficult texts
• Write essays for college applications

Academic Listening and Speaking

Develop the confidence and skills you need to be an active learner in American university classes. This class is designed to be eclectic, broad, interesting, provocative, and interactive. Learn to analyze, synthesize, and produce facts and information, while also improving your critical thinking skills. 

• Develop listening skills and improve your academic note-taking abilities
• Enhance your ability to interact, discuss, argue, debate and give oral reports
• Expand your vocabulary and review grammatical structures
• Practice interview skills for university admissions

Academic Coaching

Learn about the American university system and admissions process while improving your academic skills. Academic coaching will help you understand how you study and learn best, how you exercise your personal brand of leadership, and how to be more proactive in your life.

• Explore the different types of academic institutions
• Learn about the college application process
• Improve your study skills

Critical and Creative Thinking

Explore the nature and technique of critical thought—a process used to establish a reliable basis for our claims, beliefs, and attitudes about the world. Learn to use strategies, materials, and interventions in your own educational setting. This class also seeks to deepen your understanding of creativity by improving your creative problem-solving skills and enhancing your ability to promote these skills in others.

• Learn what critical thinking is and how to apply the skills and strategies of critical thinking in a wide variety of settings
• Develop critical thinking skills
• Make connections between critical thinking and practices in life and education

Evening Elective Classes

Choose one evening elective class in an area that interests you. Evening electives meet two evenings per week. Elective class offerings vary, but offerings may include:

• English Pronunciation
• TOEFL Practice
• SAT Practice
• Art Appreciation
• American Music

College Visits

During week five of the program, students will visit local colleges. There will be at least four college visits planned during this week. Some college visits in the past have included: Brown University, Quinnipiac University, Wesleyan University, and the University of Connecticut. College visits will be announced as soon as they are reserved.

Tuition and Fees

For other fees and residential costs, please visit our Tuition and Fees page . All tuition and fees, including room and meal charges, must be paid in full by Friday, June 7, 2024.

Financial Assistance

Yale Summer Session only offers financial assistance to Yale College students. Financial assistance is not available for visiting students at this time. Visiting students should contact the financial aid office at their home institutions to discuss their options for financial assistance.

Application Information

The application for the University Prep Program is now open.

When prompted to select a program in the application, select Yale Summer Sessio n. Then, select 2019 Session B: July 1 - August 2 (please note that this program is only three weeks as opposed to six weeks). You will see  Preparation for International High School Students   (SUMR S010) listed on the course selection page.

To be considered for admission, you must submit the following materials before May 20, 2019:

• Online application
• Application fee and visa processing fee
• Financial documents
• Photocopy of passport
• Two letters of recommendation
• High school transcript

This is a full time program.  You may not take a second YSS course in addition to this program.

Point: Admissions Note Students wishing to apply to the University Preparation Program must currently be in their junior or senior year of high school. Sophomores (students who will be juniors in the fall) are not eligible to apply. Applicants must be 16 years of age or older by their program start date.

Summer 2019 application is now open.

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Christian Ethics Guide: Decision Making

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Decision making--Moral and ethical aspects

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How to Read Others and Express Myself: Imagination and Critical Thinking

The Program

In the “How to Read Others and Express Myself: Imagination and Critical Thinking” program, to be held on August 14-15, 2021, Jinyi Chu, Assistant Professor of Slavic Languages and Literatures at Yale University, will introduce participants to the art of understanding others and expressing oneself through literature. By engaging with the world’s foremost thinkers and texts, participants will cultivate their imagination and develop their critical thinking skills, which are essential elements of a liberal arts education at a top university. Participants who choose to submit a 250-word short essay (modeled after admissions essays) will receive feedback for their work from Yale Center Beijing staff who have served as Yale College admissions interviewers.

• Overview: Five Dimensions of Literature
• Literature as Imagination
• Literature as Communication
• Literature as Representation
• Literature as Emotion
• Literature as Illumination  

Language ： The language of the program will be English .

The Speaker

Jinyi chu assistant professor of slavic languages and literature, yale university.

Jinyi Chu is Assistant Professor of Slavic Languages and Literatures at Yale University. He obtained his Ph.D. in Slavic Languages and Literatures from Stanford University. His research focuses on Russian Literature, Russo-Chinese cultural connections, and global modernism. He was also a visiting scholar of Russian Academy of Sciences and Fudan University. He translated Dostoevsky: A Writer in His Time and Smugglers, Rebels, Pirates: Itineraries in the Publishing History of ‘Doctor Zhivago’. He is now working on a Book Project of Russian Modernism’s China: Fin-de-siècle Geopoetics.

Offline Participation

• Regular 4,999元 ， Flash Sale RMB 3,999
• At least 2 persons or more Group Discount Price RMB 3,599

Fees cover lunches and refreshments. All fees are non-refundable.

• Lectures and discussions: Saturday, Aug 14, 9:30-10:40, 11:00-12:10, 13:30-14:40, 15:00-16:10; Sunday, Aug 15, 9:30-10:40, 11:00-12:10
• Lunch: Saturday, Aug 14, 12:10-13:30; Sunday, Aug 15, 12:10-13:30
• Closing Ceremony: Sunday, Aug 15 afternoon
• 6 70-minute in-person lectures and discussion sessions (a total of 7 hours) with Prof. Chu
• Pre-program reading of 5 selected short literary pieces
• Participants may opt to submit a short essay (<250 words), modeled after typical admissions essays, to receive feedback from Yale College admissions interviewers.

*Those who attend 100% of the sessions will each receive a certificate of completion.

Yale Center Beijing 36th Floor Tower B of IFC Building 8 Jianguomenwai Avenue Chaoyang District, Beijing (Yong'anli Subway Station, Exit C)

Online Participation

• Regular 4,599元 ， Flash Sale RMB 3,599
• At least 2 persons or more Group Discount Price RMB 3,199

Fees DO NOT cover lunches and refreshments. All fees are non-refundable.

• Saturday, Aug 14, 9:30-10:40, 11:00-12:10, 13:30-14:40, 15:00-16:10
• Sunday, Aug 15, 9:30-10:40, 11:00-12:10

Participation Format

*Please download and install the Zoom Application beforehand. Yale Center Beijing’s staff will contact confirmed participants for further testing in advance of the program to ensure a pleasant experience.

Registration：

To apply, scan the QR code below, or click HERE .

Contact person of Yale Beijing Center Phone: +86 139 1131 9551

Yale Center Beijing Liberal Arts Forum

Yale Center Beijing aims to bring the best of Yale to China and enable people in China to be exposed to the “best and brightest” at Yale.

A key aspect of the quintessential Yale experience is the commitment to liberal arts education. In hopes of creating a platform for next generation leaders to engage in intellectual exchange and discover new interests and abilities, Yale Center Beijing is launching the Yale Liberal Arts Forum series for eligible participants to experience the essence of liberal arts.

Through interacting with Yale faculty and thought leaders of various fields, participants will engage in critical thinking, evidence-based discussions, and collaborative activities, which are the keystones of a liberal arts education so as to better tackle issues in an ever-changing, complex, and globally interconnected world.

Public Event

Academic Requirements

Yale College’s academic requirements are designed to ensure that all students are exposed to a broad variety of fields of inquiry and approaches to knowledge.

Yale College's academic requirements, together with a student’s major requirements, comprise the foundation of an undergraduate education at Yale. As students fulfill the area and skills distributional requirements, they engage in critical thinking across a wide variety of disciplines.

Area Requirements

• two course credits in the humanities and arts
• two course credits in the sciences
• two course credits in the social sciences

Skills Requirements

• two course credits in quantitative reasoning
• two course credits in writing
• course(s) to further their foreign language proficiency

Depending on their level of language proficiency at matriculation, students may fulfill the foreign language requirement with one, two, or three courses or by a combination of course work and approved study abroad. The Language Chart offers an overview of language requirements for most students. Students from non-English-speaking countries who demonstrate native proficiency in a language other than English should consult their residential college dean.

Academic Requirement Resources

For more information, see the pages on Distributional Requirements and Requirements for the B.A. or B.S. Degree in the Yale College Programs of Study.

• Distributional Requirements (YCPS) catalog.yale.edu external
• Requirements for the B.A. or B.S. Degree (YCPS) catalog.yale.edu external
• Yale College Programs of Study (YCPS) catalog.yale.edu external
• Foreign Language Chart arrow
• Distributional Requirement Chart (PDF) file

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Critical Thinking: A Simple Guide and Why It’s Important

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Critical Thinking: A Simple Guide and Why It’s Important was originally published on Ivy Exec .

Strong critical thinking skills are crucial for career success, regardless of educational background. It embodies the ability to engage in astute and effective decision-making, lending invaluable dimensions to professional growth.

At its essence, critical thinking is the ability to analyze, evaluate, and synthesize information in a logical and reasoned manner. It’s not merely about accumulating knowledge but harnessing it effectively to make informed decisions and solve complex problems. In the dynamic landscape of modern careers, honing this skill is paramount.

The Impact of Critical Thinking on Your Career

☑ problem-solving mastery.

Visualize critical thinking as the Sherlock Holmes of your career journey. It facilitates swift problem resolution akin to a detective unraveling a mystery. By methodically analyzing situations and deconstructing complexities, critical thinkers emerge as adept problem solvers, rendering them invaluable assets in the workplace.

☑ Refined Decision-Making

Navigating dilemmas in your career path resembles traversing uncertain terrain. Critical thinking acts as a dependable GPS, steering you toward informed decisions. It involves weighing options, evaluating potential outcomes, and confidently choosing the most favorable path forward.

☑ Enhanced Teamwork Dynamics

Within collaborative settings, critical thinkers stand out as proactive contributors. They engage in scrutinizing ideas, proposing enhancements, and fostering meaningful contributions. Consequently, the team evolves into a dynamic hub of ideas, with the critical thinker recognized as the architect behind its success.

☑ Communication Prowess

Effective communication is the cornerstone of professional interactions. Critical thinking enriches communication skills, enabling the clear and logical articulation of ideas. Whether in emails, presentations, or casual conversations, individuals adept in critical thinking exude clarity, earning appreciation for their ability to convey thoughts seamlessly.

☑ Adaptability and Resilience

Perceptive individuals adept in critical thinking display resilience in the face of unforeseen challenges. Instead of succumbing to panic, they assess situations, recalibrate their approaches, and persist in moving forward despite adversity.

☑ Fostering Innovation

Innovation is the lifeblood of progressive organizations, and critical thinking serves as its catalyst. Proficient critical thinkers possess the ability to identify overlooked opportunities, propose inventive solutions, and streamline processes, thereby positioning their organizations at the forefront of innovation.

☑ Confidence Amplification

Critical thinkers exude confidence derived from honing their analytical skills. This self-assurance radiates during job interviews, presentations, and daily interactions, catching the attention of superiors and propelling career advancement.

So, how can one cultivate and harness this invaluable skill?

✅ developing curiosity and inquisitiveness:.

Embrace a curious mindset by questioning the status quo and exploring topics beyond your immediate scope. Cultivate an inquisitive approach to everyday situations. Encourage a habit of asking “why” and “how” to deepen understanding. Curiosity fuels the desire to seek information and alternative perspectives.

✅ Practice Reflection and Self-Awareness:

Engage in reflective thinking by assessing your thoughts, actions, and decisions. Regularly introspect to understand your biases, assumptions, and cognitive processes. Cultivate self-awareness to recognize personal prejudices or cognitive biases that might influence your thinking. This allows for a more objective analysis of situations.

✅ Strengthening Analytical Skills:

Practice breaking down complex problems into manageable components. Analyze each part systematically to understand the whole picture. Develop skills in data analysis, statistics, and logical reasoning. This includes understanding correlation versus causation, interpreting graphs, and evaluating statistical significance.

✅ Engaging in Active Listening and Observation:

Actively listen to diverse viewpoints without immediately forming judgments. Allow others to express their ideas fully before responding. Observe situations attentively, noticing details that others might overlook. This habit enhances your ability to analyze problems more comprehensively.

✅ Encouraging Intellectual Humility and Open-Mindedness:

Foster intellectual humility by acknowledging that you don’t know everything. Be open to learning from others, regardless of their position or expertise. Cultivate open-mindedness by actively seeking out perspectives different from your own. Engage in discussions with people holding diverse opinions to broaden your understanding.

✅ Practicing Problem-Solving and Decision-Making:

Engage in regular problem-solving exercises that challenge you to think creatively and analytically. This can include puzzles, riddles, or real-world scenarios. When making decisions, consciously evaluate available information, consider various alternatives, and anticipate potential outcomes before reaching a conclusion.

✅ Continuous Learning and Exposure to Varied Content:

Read extensively across diverse subjects and formats, exposing yourself to different viewpoints, cultures, and ways of thinking. Engage in courses, workshops, or seminars that stimulate critical thinking skills. Seek out opportunities for learning that challenge your existing beliefs.

✅ Engage in Constructive Disagreement and Debate:

Encourage healthy debates and discussions where differing opinions are respectfully debated.

This practice fosters the ability to defend your viewpoints logically while also being open to changing your perspective based on valid arguments. Embrace disagreement as an opportunity to learn rather than a conflict to win. Engaging in constructive debate sharpens your ability to evaluate and counter-arguments effectively.

✅ Utilize Problem-Based Learning and Real-World Applications:

Engage in problem-based learning activities that simulate real-world challenges. Work on projects or scenarios that require critical thinking skills to develop practical problem-solving approaches. Apply critical thinking in real-life situations whenever possible.

This could involve analyzing news articles, evaluating product reviews, or dissecting marketing strategies to understand their underlying rationale.

In conclusion, critical thinking is the linchpin of a successful career journey. It empowers individuals to navigate complexities, make informed decisions, and innovate in their respective domains. Embracing and honing this skill isn’t just an advantage; it’s a necessity in a world where adaptability and sound judgment reign supreme.

So, as you traverse your career path, remember that the ability to think critically is not just an asset but the differentiator that propels you toward excellence.

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Celebrating culture and engaging in critical conversations

May 3, 2024

The ITS Culture, Climate & Inclusion (CCI) working group has been actively fostering a more inclusive and connected IT community at Yale. With a focus on celebrating diversity and encouraging critical conversations, the group recently organized several engaging events and initiatives. Additionally, they are offering multiple ways to connect and participate in upcoming events.

Reflecting on a recent Holi celebration

On March 28, the CCI working group hosted a vibrant Holi celebration, bringing IT staff from across the university to celebrate this joyous Hindu festival. Participants enjoyed traditional food, music, and the playful throwing of colorful powders, creating a lively and inclusive atmosphere. The event allowed staff to learn about and appreciate the cultural diversity within our IT community.

Join the Book Club: Currently reading Yale and Slavery: A History

The CCI working group launched a new book club to engage in important conversations about Yale’s history and its impact on our present. The first book under discussion is Yale and Slavery: A History by Sterling Professor of History David W. Blight with the Yale and Slavery Research Project . This groundbreaking work–available online for free–offers IT staff the chance to reflect on our history and consider how we can support a more inclusive and equitable work environment, now and in the future.

Attend an upcoming breakfast with CCI

The CCI working group hosts a monthly breakfast event featuring various tasty breakfast items, fresh coffee, and a welcoming environment. These low-stakes engagements allow IT staff to come together in a relaxed atmosphere, share a meal, and build connections with colleagues from across the university. The informal setting encourages staff to step away from their desks, mingle with peers, and engage in friendly conversations.

Stay informed on Yale Connect

IT staff are encouraged to join the CCI group on Yale Connect to participate in upcoming events and initiatives, contribute ideas for future events, and engage in meaningful discussions with colleagues.

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Seven yalies to hone leadership skills as knight-hennessy scholars.

Top row, from left, Daviana Berkowitz-Sklar, Tilly Brooks, and Gabe Malek. Second row, Qusay Omran, Henry Smith, Lina Volin, and Barkotel Zemenu.

A Yale College senior and six Yale alumni are among 90 scholars from 30 countries to be named Knight-Hennessy Scholars at Stanford University. The scholars were selected for their independent thought, leadership, and civic-mindedness.

At Stanford, the cohort will pursue graduate degrees in 45 degree programs across all seven schools.

Knight-Hennessy Scholars is a multidisciplinary, multicultural graduate scholarship program that helps develop future leaders. The scholars receive up to three years of financial support to pursue graduate studies at Stanford while also engaging in experiences that prepare them to tackle global challenges.

The seven Yale affiliates named to the 2024 cohort of Knight-Hennessy scholars follows:

Daviana Berkowitz-Sklar ’23, who studied ecology and evolutionary biology as an undergraduate at Yale College, will pursue a Ph.D. in oceans at the Stanford Doerr School of Sustainability. Raised in Costa Rica and California, Berkowitz-Sklar aspires to develop collaborative, science-based solutions to improve the health of ecosystems and the people who depend on them. She is interested in marine spatial ecology and socio-ecological systems and has conducted research in Costa Rican fishing communities with the DynaMAR Project at Stanford. She was awarded a National Science Foundation Graduate Research Fellowship as well as a Yale postgraduate fellowship to research whale migrations at OKEANOS-University of the Azores and a Rohr Reef Resilience Fellowship to study coral reef resilience at the Smithsonian Tropical Research Institute in Panama. Berkowitz-Sklar is the co-founder and president of a nonprofit organization, Nature Now International, through which she leads programs to engage youth in community-based science and conservation, including hands-on work with wildlife, citizen science, and STEM education.

Tilly Brooks  ’23, who was a linguistics major as a Yale College undergraduate, will concurrently pursue a Ph.D. in linguistics at Stanford School of Humanities and Sciences and a J.D. at Yale Law School. Brooks, who is from New Haven, studied Indo-European philology at Yale before discovering an interest in action-based research and the relationship between language and law. Focusing both on the effects of law and policy decisions on marginalized linguistic communities and the application of linguistic theories, research methods, and tools to interpretive legal processes, she researches what she calls “the law of language and the language of law.” In the long term, Brooks aims to draw communities of legal scholars, linguists, and legal practitioners together with the common goals of advancing linguistic justice in the practice of law, and refining the use of linguistic evidence and tools for law and policy purposes.

Gabe Malek ’20, who was a double major in American studies and anthropology at Yale, will pursue a J.D. at Stanford Law School. He aspires to leverage commercial law, financial regulation, and tax policy to accelerate the clean energy transition. Malek has served as chief of staff at Fervo Energy, a next-generation geothermal power developer, and deputy chief of staff to Mark Carney, co-chair of the Glasgow Financial Alliance for Net Zero and former governor of the Bank of England. He began his career at Environmental Defense Fund, where he helped formalize and scale the organization’s investor engagement strategy. At Yale, Malek received the Edward Sapir Prize for his research on international climate finance and the Institute for Social and Policy Studies Director’s Fellowship for his commitment to public service.

Qusay Omran ’21, who studied chemistry as an undergraduate at Yale College, will pursue an M.D. and Ph.D. in genetics at Stanford School of Medicine. He aspires to develop innovative therapies for cancers and immunologic disorders through research in chemical and synthetic biology. In college, he studied nucleic acid chemical biology at Yale and the National Cancer Institute, publishing his senior thesis on a novel self-splicing assay. Omran also led the Yale Review of International Studies, where he edited and published academic essays on global affairs solicited from around the world. Originally from Bahrain, Omran is a passionate advocate for displaced populations. He worked at Havenly, a nonprofit dedicated to breaking the cycle of poverty for refugee women. He earned a Dwight Hall Community Response Fellowship and the Berkeley College Fellows’ Prize for his contributions to the greater community.

Henry Smith  ’22, who was a double major in mathematics and statistics at Yale, is pursuing a Ph.D. in statistics at Stanford School of Humanities and Sciences. Through his Ph.D., Smith, who is from Hanover, Pennsylvania, aims to improve statistical understanding of machine learning algorithms so they can be more confidently applied across various domains. After graduating from Yale, he spent a year conducting research at the University of Cambridge, where he and a team developed a novel machine learning algorithm to solve a challenging problem in multi-drone flight. At Yale, Smith served as a leader of the Yale Votes Coalition to strengthen university voting policy and managed data for numerous political campaigns. He also spent three years preparing taxes for low-income New Haven residents. At Yale, Smith received the National Science Foundation Graduate Research Fellowship, an award for the best undergraduate thesis, and Yale’s Emerson Tuttle award for scholastic achievement.

Lina Volin ’19, who studied history at Yale, is pursuing a J.D. at Stanford Law School. Volin, who is from Hollywood, Florida, also holds a Master of Science degree in modern Middle Eastern studies from the University of Oxford. She aspires to advance access to health care and improve health outcomes through policymaking that centers equity and addresses intersecting social, economic, and legal issues. For three years, she served at the White House Gender Policy Council, most recently as director for health policy, where she worked on policy development and litigation response related to reproductive rights and helped to launch a new White House initiative aimed at closing critical research gaps in women’s health. Volin previously served as the council’s chief of staff and led efforts to advance pay equity and strengthen worker protections.

Barkotel Zemenu , an intensive physics major will graduate from Yale College this month, will pursue a Ph.D. in physics at Stanford School of Humanities and Sciences. Zemenu, who is from Addis Ababa, Ethiopia, has conducted in research on three continents, including work that has spanned particle physics, quantum gravity, and observational astronomy. At Stanford, he plans to leverage this background to investigate fundamental questions in cosmology, with a focus on the elusive neutrinos and the hidden dark sector. As a Yale undergraduate, Zemenu was selected to join the 73rd Lindau Nobel Laureate Meeting in Physics, named Top Oral Presenter at the annual international conference hosted by the American Physical Society, and awarded multiple national scholarships by the American Institute of Physics. At Yale, he enjoyed being a physics tutor and studying numerous foreign languages.

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ENGL 2A: Critical Thinking and Writing (Negus)

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Academic Literacy Is More Than Language, It's About Critical Thinking and Analysis - Universities Should Do More to Teach These Skills [analysis]

M aking the adjustment from school to university is no easy task. For instance, there's a big difference between writing a high school essay and crafting an academic paper which meets university standards.

In the decades since formal apartheid ended, South Africa's universities have become increasingly accessible to students from different socioeconomic, schooling and linguistic backgrounds. But many of these students do not have the language or literacy skills to succeed at university level.

When I talk about "language", I don't mean that their level of fluency in English is the problem. In my long experience as a researcher and practitioner in the field of academic literacy, I have seen time and again that not only non-native English speakers struggle to transition from school to university. Many students, no matter what language they speak, lack the skills of critical thinking, analysis and logical reasoning.

Academic literacy is a mode of reasoning that aims to develop university students into deep thinkers, critical readers and writers. Many universities in South Africa offer academic literacy programmes to support struggling undergraduates. On paper, these programmes are an opportunity for students to read and analyse different academic texts. Ideally they should provide students with the academic tools to cope in an ever-changing university landscape and the broader South African economy.

But, as my research and that of other academic literacy practitioners shows , many South African universities' academic literacy programmes are still promoting what researchers in this field call a " deficit model ". Here, lecturers assume that academic literacy is about teaching generic skills that can be transferred across disciplines. These skills include note-taking, structuring an academic essay and constructing sentences and paragraphs. There's also a big focus on the rules of English grammar.

While these are all useful skills, academic literacy is about so much more.

This approach does not equip students with skills that can transform their minds : critical and logical reasoning, argumentation, conceptual and analytical thinking, and problem solving.

Without these skills, undergraduate students come to believe, for instance, that disciplinary knowledge is factual and truthful and cannot be challenged. They don't learn how to critically assess and even challenge knowledge. Or they only see certain forms of knowledge as valid and scientific. In addition, they believe that some (mainly African) languages can never be used for research, teaching and learning. Pragmatically, they also don't develop the confidence to notice their own errors, attempt to address them or seek help.

I would like to share some suggestions on how to produce university graduates who can think critically.

The deficit model

Why does the deficit model still prevail in South African universities? Research ( including mine ) offers some clues.

First, academic literacy still suffers from confusion around the definition. Not everyone in higher education agrees on what it is. So, disciplinary experts and some academic literacy practitioners misrepresent it as English language support. They assume that reading and writing in English with grammatical correctness is more important than critical thinking and argumentation.

They assume that a semester or year-long academic literacy course can "fix" students who lack these basic English skills. This approach tends to target and stigmatise people whose home language isn't English, most often Black South Africans, Afrikaans speakers and students from other parts of Africa.

Another issue is that some academic literacy lecturers are not familiar with or are unconcerned about new research. They don't follow national or global scholarly debates about the discipline. That means their teaching isn't grounded in research or in new theoretical shifts.

Moreover, academic literacy practitioners and disciplinary experts do not always work together to develop the courses. This entrenches misleading views about the field, and it means academic literacy lecturers are not always aware of what's expected in different disciplines.

Doing things differently

These problems can be overcome.

Academic literacy programmes at South African universities should focus on providing students with empowering academic literacy skills that can transform their minds.

The starting point is to understand that academic literacy is a cognitive process. It helps students to think, read and write critically.

For this to happen, disciplinary boundaries and hierarchies must be disrupted. Academic literacy programmes should be designed collaboratively with disciplinary experts . This will guarantee contextual relevance. Academic literacy departments or units need to be staffed by academics who keep abreast of new research in the field. They should be familiar especially with research that focuses on the South African context.

Pineteh Angu , Associate professor, University of Pretoria

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University of Mary Washington Class of 2024 Senior Spotlights

May 10, 2024 by University Communications Leave a Comment

The University of Mary Washington is proud of every student graduating this year. UMW is committed to providing a college experience that focuses on what matters most to each individual. As this year’s seniors spread their wings to explore life after Mary Washington, read about some of UMW’s 2024 Superstars, their accomplishments and the people who make this place.

Jenna Diehl: Taking Care of Business

Meet Jenna Diehl, a standout student with a double major in business, with a focus in marketing and mathematics. While her primary efforts have been on her studies, Diehl has dedicated herself to various projects and activities, including participation in the Campus Christian Community and volunteering with the American Red Cross and a Fredericksburg Girl Scout troop.  

Diehl’s decision to attend UMW was influenced by her desire for a small school where professors truly engage with their students. A personal touch in the form of a handwritten postcard from a staff member she met during her campus tour sealed the deal. Her commitment to her education paid off with notable achievements, including creating a prototype app for her Alleviating Food Waste class, receiving the outstanding student award for business marketing and winning first place in UMW’s annual College of Business Case Competition .  

“It felt amazing hearing from the judges, audience and other participants how well our presentation went. It was a very proud and exciting moment, and it solidified that I have learned how to apply the information I have learned here at UMW to real world situations,” she said.  

Delving into interesting research during her time at UMW, Diehl participated in the Summer Science Institute, gathering and analyzing data on earned degrees to identify trends across majors and years at Mary Washington, in Virginia and throughout the U.S. Post-graduation, she plans to pursue a career in data analytics, and she’s working toward gaining certifications.  

Diehl said she’ll miss the supportive atmosphere and beauty of campus, where helpful professors and a vibrant community made her academic journey memorable.  

Logan Kurtz: Making an Impact Inside and Outside the Classroom

Logan Kurtz’s time at UMW was marked by a commitment to academics, community engagement and artistic expression. Majoring in history with a focus on secondary education, she’s immersed herself in various campus activities and leadership roles. As a Speaking and Writing Center consultant and peer mentor, Kurtz has provided invaluable support to fellow students. Additionally, her involvement as president of the Jewish Student Association and treasurer of the Student Education Association showcases her dedication to fostering inclusivity and promoting education both on and off campus.    

Choosing Mary Washington was an easy decision for Kurtz, who was drawn to its close-knit community and vibrant traditions. “At UMW, I knew that I would be a person and not a number in my classes. When I toured, my tour guide seemed to know everyone, and I loved the connections I saw.”  

Throughout her college career, Kurtz has achieved several milestones, including leaving her mark on campus through her contributions, along with classmates, to the creation of the Venus Jones ’ 68 mur al in the Jepson Science Center. This project showcased her artistic talents and provided valuable professional experience.  

After graduation, she’ll embark on a new journey, teaching sixth-grade history and English at Mayfield Intermediate School, where she’ll continue to positively impact young minds. Reflecting on her time at Mary Washington, Kurtz emphasized the importance of seizing opportunities, creating meaningful experiences, and building friendships and memories.  

Sasha Poletes: The World at Her Fingertips

  Sasha Poletes embodies a sense of global citizenship shaped by her childhood abroad and her journey at UMW. Graduating high school overseas in Latvia, she sought a smaller school in the U.S., eventually finding her home at Mary Washington. As an honors scholar, she excels academically and engages in campus life, serving as a RISE peer mentor and Orientation leader, and contributing her talents to various roles within the University community.  

Throughout her undergraduate years, Poletes showed a passion for international affairs and social justice, highlighted by her capstone project on gender-based violence in Central Asia. A semester in Paris provided invaluable cultural immersion and reinforced her dedication to addressing global challenges. Recognized for her academic achievements with honors such as the Alumni Award for Outstanding International Affairs Major and the Donna Cannon Julian ’69 Endowment for International Study, Poletes is prepared to continue her journey of academic excellence and community leadership.  

She remembers her academic experiences and all her opportunities at UMW fondly. “ Dr. Surupa Gupta supervised my honors thesis even though she was on sabbatical doing research abroad, and I am so appreciative and honored by how much she cared about my project and the work she put in to help me despite it all being virtual,” she said.  

Looking ahead, she plans to pursue a master’s degree in international affairs, driven by a desire to affect positive change on the global stage. With a solid foundation in community engagement and a commitment to fostering cross-cultural understanding, she is poised to make a meaningful impact wherever her path may lead. Reflecting on her time at UMW, Poletes said she values the transformative experiences and enduring connections that shaped her into a dynamic scholar and leader.  

Luisa Restrepo: An Inspirational Voice for Voters

Committed to community building and cultural inclusivity, Luisa Restrepo poured her heart and soul into the Mary Washington community during her time as a student. Born in Colombia, Restrepo has made her mark by not only being a first-generation college student but by being the first in her family to graduate from school in the United States. A communication and digital studies major, she found herself in various campus roles throughout her four years, including president of the Latino Student Association. “As part of LSA, my mission was clear: create a space where everyone, especially my Latino community, felt safe, educated and celebrated,” expressed Restrepo.  

She held a pioneering position as the inaugural student chair of the Multicultural Alumni Affinity Group and dedicated herself to mentoring peers through the Impact Program. Restrepo’s transformative study abroad experience in Jamaica, where she delved into environmental science and cultural sustainability practices, further enriched her global perspective. During her time at UMW, she also took her commitment to civic engagement a step further by getting involved with UMW Votes and the NOW Foundation to engage the Latino community in the electoral process.   

Drawn to Mary Washington for its beauty and small-town vibes, Restrepo solidified her decision to attend UMW after hearing the personal experiences of alumni. As she prepares to embark on her post-graduation journey, she emphasizes the invaluable role of holding ASPIRE values close to her and feeling like Mary Washington helped her remain true to her morals and beliefs every step of the way.  

Conrad Tan: Swimming in the Sciences

Conrad Tan was a force to be reckoned with during his time at UMW, where he double majored in biomedical sciences and exercise science with a minor in chemistry. A recipient of the Presidential Scholarship, Tan has excelled academically and is graduating summa cum laude. Tan remembers fondly asking if he could study exercise science and being supported in creating his special major. Tan reflects, “The thing I will miss the most about UMW is how the University encouraged me to try new things…. With every door I knocked on, I was met with open arms.”  

One of Tan’s standout experiences at UMW was his research on the effect of exercise on the brain, conducted alongside Biological Science Professors Ginny Morris and Parrish Waters.   

Beyond academics, Tan has made his mark in various activities and athletics, including varsity swimming and track and field, as well as being an active member of the esports community. He also had a positive experience walking on the track team when he decided he wanted to learn to throw the javelin.    

He served as the Student-Athlete Advisory Committee community service chair and Mortar Board president . Outside of school, Tan has dedicated his time as a medical scribe at Mary Washington Hospital and as an exercise physiology intern at Virginia Commonwealth University. After Commencement, Tan plans to take the MCAT in June and embark on a gap year doing medical research for the U.S. Army Medical Research Institute of Chemical Defense . From there, he plans to pursue a master’s degree in biodefense at Johns Hopkins University.  

Norah Walsh: Cultivating Creativity and Critical Thinking

Embracing the intersection of language and philosophy, Norah Walsh’s academic journey at UMW has been characterized by a dual passion for exploration and critical inquiry. Majoring in Spanish and philosophy with a focus on pre-law studies, Walsh has delved into the realms of communication and analytical thinking, supported by a series of scholarships that recognize her dedication and achievements. From the Fita Rivas Scholarship in Spanish to the Rowe Family Journalism Scholarship, Walsh’s commitment to her studies has been acknowledged and rewarded throughout her time at Mary Washington.    

For Walsh, the most important takeaway from her UMW experience is the transformative power of engagement and exploration. Walsh credits the supportive faculty for providing her with opportunities to pursue her passions and ideas, particularly cherishing the dynamic discussions of her Socratic seminars.  

Walsh’s engagement extends beyond the classroom, as she has actively contributed to campus life through various extracurricular activities. During her three-year tenure on The Weekly Ringer editorial board, she served in several key roles, including opinion editor, associate editor and, finally, editor-in-chief, showcasing her leadership and editorial skills. Her dedication to journalism is further evidenced by her publications in The Aubade , where she’s contributed her insights and perspectives.   

Her study abroad experiences in Bilbao, Spain, where she immersed herself in language, culture and international relations at the University of Deusto and undergraduate research with Associate Professor of Spanish Maria Laura Bocaz-Leiva remain highlights of her college years.  

Other 2024 Senior Spotlights

Read more stories on 2024 UMW Senior Superstars covered throughout the school year.

Congratulations UMW Class of 2024!

There are so many senior stories to highlight. Visit the commencement website and download and share the graphics with your family and friends to celebrate. When sharing on social media, don’t forget to use #UMWGrads and #UMW2024. If you know where life with take you after graduation, consider using #LifeAfterMW.

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UMW in the News

State sen. hashmi of chesterfield enters 2025 lieutenant governor’s race (virginia dogwood), trump back in new york court (ctv news), late night goes soft on biden (politico), faculty experts, professional notes.

• Spencer to Deliver Overland Campaign Anniversary Program at Brompton May 2, 2024
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Register for the oss 25th anniversary event, twisting facts about cancer.

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Let’s start with some facts. Antiperspirants, cell phones, root canals or wired bras do not cause cancer. Sugar or dairy products do not “feed” the disease. You cannot cure cancer with an alkaline diet, crystals, juices, shark cartilage, apricot pits, magnets, mistletoe, soursop, chlorella, black walnuts, coconut oil, cesium chloride, reiki, psychic surgery, baking soda, antineoplastons, bioresonance machines, orgone accumulators, Rife frequency generators or coffee enemas.

All of this comes to mind now because I was forwarded a link to a document entitled “Everyday Products Linked to Cancer” which also offers solutions to the problem. So, I clicked. I quickly learned that the discoverer of “the missing link” to “conquering cancer” is identified as a “natural health researcher and certified holistic cancer coach.” That immediately set my alarm bells ringing. This is not terminology that would ever be used to describe a legitimate scientist. And those bells really started to clamor when I encountered phrases like “groundbreaking,” “unveil cancer care known only to a few,” “challenge the one-sided, conventional understanding and offer more effective ways to conquer cancer,” “discover the proven protocols that have helped hundreds of thousands of people prevent and conquer cancer,” and “discover why many cancer treatments and prevention protocols fail.”

It seems Nathan Crane, also described as a “plant-based athlete,” has found the secret that has eluded thousands and thousands of researchers around the globe and is now equipped to “pave the way for future generations to live cancer free.” A search for this sage’s educational background reveals only that he went to Belgrade High School in Montana.

What is the key to living cancer-free? Staying away from “toxic household and personal care products” and “turning to nature” for replacements. Of course, we also need to fortify our body against toxins. How? By making use of “the power of nature’s detoxifiers.” Let me point out that the term “detoxify” is generally indicative of pseudoscience since the toxins being removed are never identified nor is the mechanism by which they are eliminated elucidated.

There is nothing novel in this “Conquering Cancer” manuscript. The Internet and bookstores brim with articles and books about purported carcinogens in everyday products and secret cures hidden by “Big Pharma” for fear of losing profits from the sale of ineffective, toxic chemotherapeutic agents. The idea of secret cures is nonsense, but when it comes to chemicals found in consumer products, there are some legitimate issues. However, fear-mongering documents, such as this one, generally smack of an ignorance of dose-response relationships and claim to have greater knowledge of the impact of these chemicals on health than what actually exists. Suppositions are presented as facts.

Some personal care products and cleaning agents contain chemicals that can be classified as endocrine disruptors or carcinogens. Furthermore, some of these can be detected in our bloodstream and urine. But it is critical to understand that the presence of a chemical cannot be equated to the presence of risk. Labeling a substance as an endocrine disruptor or carcinogen is in general based on cell culture or animal studies that use amounts far greater than what humans can possibly encounter. This does not mean that concerns about the likes of phthalates, bisphenol A, dioxane and nonylphenol ethoxylates should be swept under the carpet, but proclamations that “we’re poisoning ourselves” by using products that contain traces of these substances magnify whatever risk they may pose in an unrealistic fashion.

While reducing our use of products that contain chemicals that have the shadow of carcinogen or endocrine disruptor hanging over them has merit, the claim that turmeric, ginger, cayenne pepper, cinnamon, frankincense, Camu Camu or blueberries are “nature’s detoxifiers” and protect us from cancer is not evidence-based.

However, my biggest problem with this publication is the simplistic view it presents about preventing cancer. This is a very complex disease in which genetics, diet, infections, overweight, smoking, alcohol consumption, certain chemicals, exposure to ionizing radiation, changes in hormone levels, physical activity and age can all play roles. Suggestions that cancer risk can be significantly reduced by adding turmeric to the diet or replacing a commercial cleaning agent with vinegar, or switching from store-bought shampoo to a homemade concoction of aloe vera gel, coconut milk and castile soap, are naïve.

Something else is bothersome about this publication. The talk about “dangerous” everyday products and the use of herbs to “bolster our natural defenses” seems to be just bait to hook people to click on a link to a docuseries about “Conquering Cancer.” We are asked if we are “ready to explore the hidden cause of cancer that has eluded experts for years” and told that we will discover “how to starve your cancer cells without chemo, radiation or surgery.” The latter is a hallmark of quackery.

I did not take the bait because I follow cancer research closely and know that there are no hidden causes or magical cures. Certainly not any that have been discovered by a “certified holistic cancer coach.” I also suspect that if I were to click on the link for a “free ticket” to the series that promises to reveal “how natural, proven methods have helped over 591,753 people prevent and treat this life-threatening disease,” I might at some point be prompted to dig out my credit card for some over-hyped dietary supplement or a book with an assortment of twisted facts. But that’s just a guess.

@JoeSchwarcz

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