First-Year Student-Athlete’s

Guide to Course Selection

in Yale College
Dear First-Year Bulldog Student-Athlete,

I join others in congratulating you on all your past academic and

athletic accomplishments and in welcoming you to Yale. I wish you
every success here as a student-athlete.

As an academic dean and as Yale’s Faculty Athletic Representative to

the NCAA, I am particularly invested in the student part of student-
athletes, and that’s the reason I prepared this brief guide with the help
of some colleagues. I have served as an adviser to first-year students
for decades, and I have consistently seen that a thoughtful approach
to course selection in the first year can be crucial for making a
successful transition from high school to college and finding a good
path forward. I also know that the adjustment to college can be
especially challenging for student-athletes who, in addition to normal
adjustments, face the unique demands of practice schedules, travel for
competitions, and other inflexible team commitments.

My hope for you is that, by getting good academic advice early and
setting up solid study habits in your first year, you will find it easier to
put aside your coursework several hours every day and be fully
engaged in your practices, training, and competitions when you are
with your team. If, instead, you struggle to keep up with your
schoolwork, feel lost, or are uninspired by your studies, the negative
impact could ripple through other aspects of your life, including your
athletic pursuits. I hope this guide will help you avoid common
pitfalls and get off to a great start.

With all good wishes for your academic and athletic success,

George Levesque
Senior Associate Dean of Yale College
Dean of Academic Affairs
Faculty Athletic Representative to the NCAA and to the Ivy League
 C ONTENTS

INTRODUCTION ............................................................................... 6
HOW TO SELECT COURSES............................................................... 6
THINKING AHEAD ABOUT A MAJOR ................................................ 11
PLANNING TO APPLY TO MEDICAL SCHOOL? .................................. 14
PREPARING FOR LIFE AFTER YALE ................................................... 15
CONCLUDING THOUGHTS.............................................................. 16
APPENDIX ....................................................................................... 17
SUBJECTS WITH MULTIPLE ENTRY POINTS .............................. 17
Biology ............................................................................... 17
Chemistry ........................................................................... 17
Computer Science ................................................................ 18
Economics ........................................................................... 18
English ............................................................................... 18
Foreign Languages .............................................................. 19
Mathematics ....................................................................... 19
Music ................................................................................. 20
Physics ................................................................................ 20
MAJORS IN YALE COLLEGE ....................................................... 21
SAMPLE SCHEDULES BY POTENTIAL MAJOR .............................. 24
Biological Sciences (or premedical student) ........................... 24
Engineering ........................................................................ 24
Computer Science ................................................................ 24
Economics ........................................................................... 25
Social Sciences (general)...................................................... 25
Humanities (general)......................................................... 25
SELECTED RESOURCES ............................................................. 26
INTRODUCTION

I have organized this guide to provide a mixture of practical informa-

tion that I hope will be immediately helpful to you, along with some
information related to future academic and career goals that might
influence your course selection in the first year.

In the section “How to Select Courses,” I note the importance of

keeping an open mind about plans for your future—what you might
major in, or careers you might pursue—and I encourage you not to go
into your first year with fixed ideas. Nevertheless, I explain that if you
are considering a major in the sciences or engineering, or if you are
considering applying to medical school, those plans will dictate some
of your decisions about courses in your first year. For that reason, I
advise you to read the section on “Thinking Ahead about a Major”
now, even though you don’t have to declare a major until the end of
sophomore year, and the section on “Planning to Apply to Medical
School?” if that applies you.

Much of this information can also be found in other publications,

such as the Yale College Programs of Study, which is the authoritative
source of Yale’s academic programs and regulations, and on
departmental websites, but I have summarized here the parts that I
think are most immediately relevant to first-year students. I have also
tried to address concerns that might be particularly relevant to you as
a student-athlete. The appendix lists other helpful sources of
information.

HOW TO SELECT COURSES

One of the great luxuries of going to college is the large freedom to

decide what courses to take and when to take them. This is especially
true in your first year, when it is totally fine, and indeed encouraged,
to be open-minded about your major. This sense of nearly limitless
possibility can, however, be overwhelming. You will have literally
hundreds of courses to choose from, but you can take only four or
five courses at a time. Where do you begin, and how do you decide?

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Having so many courses to choose from can be exciting, but the
double-edge of freedom and uncertainty can also feel paralyzing,
especially as a first-year student. So, do not be surprised if the course
selection process seems daunting, but also do not despair. Yale has
ample resources to guide you, and I hope this little handbook will
help to get you started. And if at any point you feel lost, reach out to
one of your assigned advisers.

There are different philosophies for approaching course selection

period, and your college dean, first-year counselor (FroCo), and
student-athlete mentor (SAM) will offer guidance, but here is my
general advice:

 Begin with an understanding of Yale’s distributional

requirements. In your first year, the requirements are minimal:
you must earn 8 course credits by the end of the academic year,
and you must enroll for one course credit in two of the three
“skills” categories of the distributional requirements: writing
(WR); quantitative reasoning (QR); and language. The skills
requirements are prioritized in your first year because writing and
quantitative reasoning skills are often valuable in other courses,
and because language study is sequential.

While it is important to keep these requirements in mind, resist

the notion that these requirements are simply an obstacle course,
in which the goal becomes finding ways to jump the hurdles as
quickly or as easily as possible. They reflect Yale’s commitment to
a broad education in the liberal arts and can provide a useful
blueprint to develop your own goals and explore new subjects.

 Give preliminary thought to potential majors that you might wish

to explore. Please note that I emphasize the words “preliminary,”
“potential,” and “might wish to explore.” As I explain in several
places in this guide, it is important to keep an open mind in your
first year. With that said, taking courses in a potential major is
part of exploring and, in some majors, starting early is important.

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 So, for example, if you are considering a major in the sciences or
engineering, be sure to review the recommendations for courses
you should take in your first year because many courses in these
fields must be taken in a specific sequence, and courses in one
subject are often pre-requisites for courses in other subjects. If you
are considering a major in the humanities or social sciences, you
generally have more freedom because there is usually a variety of
entry points and flexibility in the course sequencing. (See
“Thinking Ahead about a Major” below for more information.)

 Find out what your team practice schedule will be in season and
out of season to understand what time constraints you will have.
Your coaches will do their best to accommodate your class
schedule, but some sports have more flexibility than others, and
you will want to avoid conflicts as much as possible. Most teams
have one weekday afternoon off from practice, and if that’s the
case for your team, use that day to schedule any science labs or
afternoon seminars. Keep in mind that, during your competition
season, away games often require travel on Fridays, and that even
out of season you will have regular team commitments.

 Follow your placement advice. In some subjects, there are

multiple introductory courses with different entry points, based
upon your prior experience, and it is important to start at the right
level. In some of these subjects, there is a formal placement exam
that will help determine your placement. If not, placement advice
is usually based upon the courses you took in high school and
scores from standardized exams, such as SAT, ACT, and AP tests.
The important point is to follow this advice unless you really think
your past coursework and test scores do not accurately reflect your
preparation, in which case consult the Director of Undergraduate
Studies in the relevant department or program. In many of these
multi-level courses, you will also have an opportunity to switch
your level early in the term if it appears that your placement was
too high or too low. (See “Subjects with Multiple Entry Points”
below.)

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 Understand how course registration works. Registration for fall
classes takes place in August, shortly before the term begins. For
lecture courses, students may add a course to their worksheet on a
first-come, first-served basis when registration opens for your
Class. For most introductory lecture courses, there is adequate
room to meet student interest, especially courses that serve as
prerequisites for other courses, but it is still important to secure a
seat soon after registration opens. With limited-enrollment courses,
however, there are varying admission processes. For some courses
commonly taken by first-year students,notably introductory math
courses, students are admitted by a computerized algorithm, called
“Preference Selection,” that allows students to rank-order
preferences for classes and meeting times. For other limited-
enrollment courses, students request permission of the instructor
within Yale Course Search. (See “Course Registration” in the
appendix for more information.)

 Avoid following the crowd. You will be tempted to take courses

with friends and teammates, or courses that they recommend,
because the class is popular or relatively easy. While taking classes
with friends and teammates can be fun or convenient, and choosing
an unchallenging class may be appealing, don’t let those temptations
drive your decision-making or override your self-directed
exploration. Those courses may, in fact, be a good choice for you,
but they are not necessarily so. Your college years are a rare moment
in your life when you are free to explore interests that are unique to
you. Don’t just follow the crowd or take what seems to be the easiest
path. With the help of your advisers, identify courses that best fit
your interests, goals, and needs.

 Pace yourself. Your four-year Yale career is more like a long-

distance run than a sprint. Begin at the right place, and pace
yourself. In high school, you were likely used to taking 6 or 7
classes, going to practice every day, and squeezing in a few other
extracurricular activities. College is different, and it takes time to
adjust. The amount of work you need to do outside of class is
substantial—papers are longer, problem sets can be time-
consuming, and exams require significant preparation—so you can’t
wait until the last minute to do the work required.
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 Yale requires 36 course credits to graduate, which averages out to
9 courses per year. We advise most first-year students to enroll for
no more than 4 or 4.5 credits in their first term, especially if they
have a sizable extracurricular commitment, like a varsity sport.
You can ramp up in later years as needed, or you might consider
summer study to lighten your course load during the academic
year. (One tip: Yale Summer Session hires students as summer
counselors who receive free room and board and the cost of
tuition for one Yale course, and students who receive Yale
financial aid are eligible for an International Summer Award to
fund study abroad during one summer.)

 Take advantage of the Credit/D/Fail option. Any course in Yale

College may be taken Credit/D/Fail, rather than for a letter grade,
and you have until the last day of classes to decide. Under this
grading mode, a grade of C– or higher will be automatically be
converted on your transcript to “CR” (for "credit"). Keep in mind
that there are limitations on the number of courses you can take
CR/D/Fail, and you may not apply CR/D/Fail courses toward
fulfillment of the distributional requirements, but this option can
be a great way to explore new subjects without worrying about a
low grade. Be adventurous!

 Consider the balance of your course load. It is helpful to have a

variety of teaching styles, class sizes, and assignments in your first
year to round out your schedule. If you need to take several science
prerequisites, look for some humanities, arts, and social science
courses. If your initial set of courses has lots of problem sets, look
for courses that will develop writing or other skills. If your initial
set of courses is dominated by lecture courses, look for small,
discussion-based courses. And so on.

 Keep an open mind and have some fun. After you have considered
what you might be required to take in your first year, and after you
have discovered the meeting day and time of any limited-
enrollment courses you were admitted to, explore the online course
catalog for courses that might appeal to you and fit your class and
practice schedule. Go to Yale Course Search (courses.yale.edu) and

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 read through course titles and descriptions in subjects of interest
to you, as well as in subjects you know little or nothing about.
Most introductory lecture courses and many seminars have no
prerequisites. In Yale Course Search, you can add a filter to your
searches to view "Open Courses," which pulls courses that have
not hit the enrollment cap. If the topic interests you, learn more
by reviewing the course syllabus in Canvas (canvas.yale.edu).

Apart from distributional and major requirements, roughly one-

third of your course credits at Yale, depending on your major, will
be electives, so don’t be afraid to take a course just because it looks
interesting. The benefit of a liberal arts education is that you can
develop valuable skills attractive to employers and graduate
schools—such as how to read closely and write persuasively, how
to interpret data, how to conduct independent research, and how
to analyze and solve problems—in a wide range of subjects, but it
is easier to develop those skills when you enjoy the subject. And,
indeed, some students have found that an elective has led to a
major they had not anticipated.

THINKING AHEAD ABOUT A MAJOR

First-year students often ask: “How soon do I need to think about a

major?” Students are not expected to declare a major until the end of
sophomore year, so I encourage you to explore a range of subjects and
let that decision flow organically from your academic experiences.
Nevertheless, it is wise to think about possible majors now for the
sake of course selection in your first year. The appendix includes a list
of majors in Yale College (more than 80 of the them!) and typical
first-year schedules in a range of potential majors.

Keep in mind that majors are not simply a collection of similar

courses; they reflect different approaches to studying the world.
Disciplines associated with the arts and humanities, for example,
study and interpret the range of human thought, expression, and
activity in the past and present. The social sciences investigate the
behavior of groups and individuals. The biological and physical
sciences examine natural phenomena from the microscopic to the

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cosmic. The lines between these disciplines can be blurry, and Yale
sponsors many interdisciplinary majors that bring a variety of
perspectives to topics of study, but an awareness of these broad
categories may help to inform your exploration.

 Arts, humanities, and social sciences. With majors in these fields,

there are usually many different entry point and paths. With a few
exceptions, such as economics and psychology, there is not a single
gateway course that serves as a prerequisite for subsequent courses,
and while there is often a general sequence, from introductory to
intermediate to advanced courses, there is usually no strict order. I
encourage you to review the list of majors in the Yale College
Programs of Study (catalog.yale.edu/ycps) and read the program
descriptions of the ones that look interesting, or entirely foreign, to
you. What does it mean to major in Anthropology, or Film and
Media Studies, or Global Affairs, or Linguistics, or Religious
Studies, or Urban Studies? You might see something surprisingly
appealing. If so, check it out! Keep in mind that in some of these
fields, strong writing skills are particularly important, and in other
fields specific quantitative sills may be required. Plan accordingly.

 Biological and physical sciences, computer science, or engineering.

In these majors, course selection is often more prescribed. And I’ll
be candid: these majors have lots of specific and inflexible
requirements, and it’s important to know that from the start. But
with careful planning, it can be done, and in recent years over 20%
of student-athletes completed a major in the sciences or
engineering. Here is where seeking advice from peers majoring in
the sciences or engineering may be useful. They have experience
navigating course sequences, labs, and research experiences, which
they can share. One of the SAMs or someone on your FroCo team
is likely a science or engineering major, and there are designated
peer advisers in many of these departments who can advise you. I
also encourage you to read “A Guide for STEM Activities at Yale for
First-Year Students,” prepared by my colleague, Dean Sandy
Chang, which is available at science.yalecollege.yale.edu.

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 Review the program information in the Yale College Programs of
Study for specific course recommendations, but in general you
should plan to take one or more courses in mathematics along
with the appropriate natural science courses in your first year.

 Economics. If you are considering economics as a major, let me

first clarify a common misconception. Because Yale does not offer
an undergraduate major in business, many students think that an
economics major is a close substitute. It is not. While the study of
economics is certainly useful in the business world (as well as for
working in government and the non-profit sector), the economics
major at Yale is not a pre-professional degree. It is like many other
liberal arts majors: you will develop critical and analytical skills
useful in a wide range of careers. But you can develop those skills
in other majors, too, and you don’t need to major in economics to
land a job in business or finance. In fact, many of Yale’s most
prominent alumni in the business world majored in other fields.
So, for those who want to study economics, my advice is to start
with introductory micro- and macroeconomics, and go from there.
If you enjoy those courses, great. Keep going. If not, you might
consider another major, while perhaps taking a few more courses
in economics, such as data analysis or econometrics, if you want to
gain additional preparation for a career in financial services. (A
course in accounting is also offered through the School of
Management and is open to undergraduates.) Grinding through a
major you don’t enjoy is not necessary, and doing poorly will only
make you less attractive to employers.

 Relax. Students are often anxious about selecting a major as

quickly as possible, or about picking the “right” major for their
future goals. There is no hurry, and the only “wrong” major is one
you don’t enjoy. It is far more important to pursue a field of study
that interests you and helps you to develop lifelong skills of
analysis, critical thinking, communication, and independent
research. These are the skills that employers and graduate schools
seek, and evidence of success in a chosen field of study is often
more important than the selection of a specific major.

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PLANNING TO APPLY TO MEDICAL SCHOOL?

If you are considering applying to medical school, here are a few

things to keep in mind in your first year:

 You do not need to major in the sciences to apply to medical

school (in fact, over 30% of recent Yale applicants to medical
school majored in the humanities or social sciences), but you will
need to take a set of courses in the sciences before applying. First-
year premed students typically begin with a full year of general
chemistry, plus the associated labs, and mathematics or biology.

 Given the demands on your time as a student-athlete during the

academic year, you might think about spending your summers
strategically or waiting until after graduation to apply. Many
premed students use their summers to take courses required for
medical school, especially if they are not science majors, and two-
thirds of Yale applicants to medical school wait at least one year
after graduation before applying to allow more time to complete
their requirements and applications.

 Take advantage of the resources of the Health Professions

Advising Program in the Office of Career Strategy (see appendix).
Advisers in this program run workshops and hold one-on-one
appointments for students, and their website contains lots of
useful information. Also, Dean Chang’s “Guide,” noted above,
contains helpful advice for premeds.

 Lastly, a note of encouragement. Although it is not easy to

complete the requirements for applying to medical school while a
student-athlete, many before you have done so successfully.
Moreover, as a student-athlete, you have an advantage: an ideal
context to develop and demonstrate many of the competencies
that medical schools increasingly seek beyond mere factual
knowledge: social skills; teamwork; reliability and dependability;
resilience and adaptability; and capacity for improvement. In this
regard, your experience as a student-athlete will serve you well in
the application process.

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PREPARING FOR LIFE AFTER YALE

I realize this may be an unusual topic for a guidebook about course

selection in the first year. “Didn’t I just get here?” you may be asking
yourself. And you may have noted that I earlier urged you not to
connect too closely the choice of courses or a major to a specific
career. So, why am I now talking about life after Yale?

Here’s the point: the best way for you to prepare for life after Yale is to
be fully engaged in your life at Yale now. Your college years are a
precious opportunity to understand yourself better, to understand the
world better, and to prepare for a future you do not know. Take
advantage of this time to explore new fields of study, or dive deeply
into longstanding interests, without being overly concerned about
where it will lead. Chances are you’ll change careers multiple times in
your lifetime anyway, so store up skills now for the long haul.

I don’t mean to disregard the real concern that you, or your family,
may have about finding a good job after you graduate. I get it. But I
do want to put you at ease. You have the enormous privilege of a Yale
education and the opportunity to earn a Yale degree. Whatever your
major, that degree will testify to your intellectual ability, discipline,
and perseverance. That’s not an invitation to rest on your laurels. Just
the opposite—it’s a call to find a subject of study that inspires your
best efforts, and in doing so you will develop skills attractive and
useful to employers in a variety of fields.

Okay, enough philosophizing from the dean. Let me reassure you that
Yale also has professionals who can help you prepare for life after
Yale. The Office of Career Strategy (OCS) runs many presentations,
workshops, and one-on-one appointments for students, and they
maintain a very helpful and elaborate website, loaded with
information about how to find summer jobs and internships,
postgraduate employment, or applying for graduate or professional
school. In addition, an OCS adviser, Robyn Acampora, holds
dedicated advising appointments for student-athletes one day a week
at Payne Whitney Gym when classes are in session. She can be
reached at [email protected].

15
CONCLUDING THOUGHTS

I end as I began with congratulating you on your past accomplish-

ments, welcoming you to Yale, and wishing you every success as a
student-athlete. I hope the information collected here will in some
measure ease your transition to Yale and get you off to good start, and
that you will eventually leave this place not only with a Yale degree
but also a Yale education, well prepared for a wide range of
postgraduate opportunities. In the meantime, I look forward to seeing
you around campus and cheering for you on the field, or the court, or
the course, or the track, or the turf, or the diamond, or the ice, or the
water, or the mats, or the pitch, or the strip! Go Bulldogs!

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APPENDIX

SUBJECTS WITH PLACEMENT PROCEDURES AND MULTIPLE ENTRY POINTS

One practical point about selecting courses in your first year is the
importance of starting at the right level in those subjects that have
multiple entry points. I have summarized below information for
courses most commonly taken by first-year students. Additional
information can be found under the relevant department or program
in the Yale College Programs of Study.

Biology: Biology has a four-module sequence, BIOL 101–104. (Each

module is a half-term, half-credit course.) These courses are
prerequisite to all majors in the biological sciences and biomedical
engineering. Note that for most students interested in majoring in the
biological sciences or applying to medical school, it is recommended
to begin with chemistry, so students often wait until spring term of
their first year or until sophomore year to take biology.

BIOL 101, Biochemistry and Biophysics

BIOL 102, Cell Biology and Membrane Physiology
BIOL 103, Genes and Development
BIOL 104, Ecology and Evolutionary Biology

Chemistry: Most first-year students who take chemistry begin with a

general chemistry course and the associated lab course, which is a half
credit and is designated by an “L” after the course number. The
Chemistry department offers two general chemistry course sequences
(CHEM 161 and 165, or CHEM 163 and 167), both of which
prepare students for organic and physical chemistry. Students with
advanced preparation can begin with organic chemistry. The
department requires that all students planning to take chemistry to
take an online placement exam over the summer.

CHEM 161 and 165, General Chemistry I and II

CHEM 163 and 167, Comprehensive University Chemistry I and II
CHEM 134L and 136L, General Chemistry Laboratory I and II

17
Computer Science: Most students begin with CPSC 100, 110, or
112. All three courses introduce students to programing languages,
and none of the courses assume prior experience. Students with prior
programming experience are eligible to enroll in CPSC 201. Note that
students interested in majoring in computer science should begin to
build a strong foundation in mathematics.

CPSC 100, Introduction to Computing and Programming

CPSC 110, Python Programming for Humanities and Social Sciences
CPSC 112, Introduction to Programming
CPSC 201, Introduction to Computer Science

Economics: Most students begin with introductory microeconomics,

followed by introductory macroeconomics. There are three versions of
introductory microeconomics: ECON 108 and 110 are small versions
of the course and are limited to first-year students; ECON 115 is a
large lecture course open to all students. (ECON 108 is designed for
students who wish to study economics but who have limited or no
experience with calculus in high school.) All three courses prepare
students for introductory macroeconomics, of which there are two
versions: ECON 111 is the smaller version of the course, also limited
to first-year students; ECON 116 is the large lecture course open to
all students.

ECON 108, Quantitative Foundations of Microeconomics

ECON 110, An Introduction to Microeconomic Analysis
ECON 111, An Introduction to Macroeconomic Analysis
ECON 115, Introductory Microeconomics
ECON 116, Introductory Macroeconomics

English: The English department offers a range of introductory

courses. ENGL 114 and 115 focus on the nuts and bolts of academic
argument at the college level. ENGL 114 emphasizes nonfiction,
whereas ENGL 115 emphasizes works of literature from a variety of
genres. ENGL 120 is workshop in writing literary non-fiction, usually
for students with strong writing backgrounds. ENGL 125-130
emphasize close reading of classic texts from British, American, and
other Anglophone writers around the world.

18
ENGL 114, Writing Seminars
ENGL 115, Literature Seminars
ENGL 120, Reading and Writing the Modern Essay
ENGL 125, Readings in English Poetry I
ENGL 126, Readings in English Poetry II
ENGL 127, Readings in American Literature
ENGL 128, Readings in World Anglophone Literature
ENGL 129, Tragedy in the European Literary Tradition
ENGL 130, Epic in the European Literary Tradition

Foreign Languages: The study of languages has long been a defining

feature of a Yale education, and in our contemporary global society,
knowledge of more than one language and of other cultures is
increasingly important. Placement into foreign language courses is
determined either by AP test scores or through a Yale-administered
test, and placement ranges from L1 to L5. If you have studied a
foreign language before and wish to continue it at Yale, take the
placement exam to see what the department recommends. You can
move up or down as needed. If you wish to start a new language, you
can enroll at L1, but keep in mind that you will need to continue for
three terms. If you are a native speaker of a language other than
English, consult your college dean about other options you may have.

Mathematics: The department places students into a level of calculus

based upon an online placement exam. The most common sequence
of calculus courses is MATH 112, 115, and 120. There is also a year-
long sequence, MATH 110 and 111, that integrates precalculus and
differential calculus for students with limited or no experience with
calculus in high school. MATH 118 is designed for students who
have taken MATH 115 and plan to major in economics or the social
sciences.

MATH 110 and 111, Introduction to Functions and Calculus I and II

MATH 112, Calculus of Functions of One Variable I
MATH 115, Calculus of Functions of One Variable II
MATH 118, Introduction to Functions of Several Variables
MATH 120, Calculus of Functions of Several Variables

19
Music: The department does not offer a placement exam, but they
have a guide on the department website to help students determine
courses suited to their musical background and training. MUSI 100
and 110 require no previous experience. MUSI 210 and 211 require
knowledge of standard staff notation, key signatures and scales, and
basic time signatures.

MUSI 100, Melody, Rhythm, and Notation in Global Context

MUSI 110, Introduction to the Elements of Music
MUSI 207, Commercial and Popular Music Theory
MUSI 210, Counterpoint, Harmony, and Form: 1500–1800
MUSI 211, Systematic Theory for Music: 1800 to the Present

Physics: With the exception of prospective physics, applied physics,

and engineering majors, most students do not take physics until
sophomore year. All courses below require calculus at the level of
MATH 112 as a prerequisite. PHYS 170 and 171 are designed for
students who are interested in the biological sciences or medicine.
PHYS 180 and 181 are designed for students who plan to major in
the physical sciences or engineering. First-year students with very
strong high school background in physics and mathematics and who
plan to major in the physical sciences may be eligible to enroll in
PHYS 200 and 201, or PHYS 260 and 261. The department
recommends a placement based upon previous experience and
standardized test scores from high school.

PHYS 170 and 171, University Physics for the Life Sciences
PHYS 180 and 181, University Physics
PHYS 200 and 201, Fundamentals of Physics
PHYS 205 and 206, Modern Physical Measurement
PHYS 260 and 261, Intensive Introductory Physics

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MAJORS IN YALE COLLEGE

Arts and Humanities

Architecture (B.A.)
Art (B.A.)
Classical Civilization (B.A.)
Classics (B.A.)
Comparative Literature (B.A.)
East Asian Languages and Literatures (B.A.)
English (B.A.)
Film and Media Studies (B.A.)
French (B.A.)
German Studies (B.A.)
Greek, Ancient and Modern (B.A.)
History (B.A.)
History of Art (B.A.)
History of Science, Medicine, and Public Health (B.A.)
Humanities (B.A.)
Italian Studies (B.A.)
Jewish Studies (B.A.)
Music (B.A.)
Near Eastern Languages and Civilizations (B.A.)
Philosophy (B.A.)
Portuguese (B.A.)
Religious Studies (B.A.)
Russian (B.A.)
Spanish (B.A.)
Theater, Dance, and Performance Studies (B.A.)

Biological Sciences

Ecology and Evolutionary Biology (B.A. or B.S.)

Molecular Biophysics and Biochemistry (B.A. or B.S.)
Molecular, Cellular, & Developmental Biology (B.A. or B.S.)

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Social Sciences

Anthropology (B.A.)
Cognitive Science (B.A. or B.S.) Economics
(B.A.)
Global Affairs (B.A.)
Linguistics (B.A.)
Political Science (B.A.)
Psychology (B.A. or B.S.)
Sociology (B.A.)

Physical Sciences

Astronomy (B.A.)
Astrophysics (B.S.)
Chemistry (B.A. or B.S.)
Earth and Planetary Sciences (B.A. or B.S.)
Mathematics (B.A. or B.S.)
Neuroscience (B.A. or B.S.)
Physics (B.S.)
Statistics and Data Science (B.A. or B.S.)

Physical Sciences and Engineering

Applied Mathematics (B.A. or B.S.)

Applied Physics (B.S.)
Biomedical Engineering (B.A. or B.S.)
Chemical Engineering (B.A. or B.S.)
Computer Science (B.A. or B.S.) Electrical
Engineering (B.A. or B.S.) Environmental
Engineering (B.A. or B.S.) Mechanical
Engineering (B.A. or B.S.)

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Interdisciplinary Majors

African American Studies (B.A.)

African Studies (B.A.)
American Studies (B.A.)
Archaeological Studies (B.A.)
Computer Science and Economics (B.S.)
Computer Science and Mathematics (B.S.)
Computer Science and Psychology (B.A.)
Computing and the Arts (B.A.)
East Asian Studies (B.A.)
Economics and Mathematics (B.A.)
Environmental Studies (B.A. or B.S.)
Ethics, Politics, and Economics (B.A.)
Ethnicity, Race, and Migration (B.A.)
Latin American Studies (B.A.)
Mathematics and Philosophy (B.A.)
Modern Middle East Studies (B.A.)
Physics and Philosophy (B.A.)
Russian and East European Studies (B.A.)
South Asian Studies (second major only)
Special Divisional Major (B.A. or B.S.)
Urban Studies (B.A.)
Women’s, Gender, and Sexuality Studies (B.A.)

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SAMPLE SCHEDULES BY POTENTIAL MAJOR

Below are some examples of first-year schedules based upon potential

major. There are many variations, but this may be give you some-
thing to start with. One big variable is how many foreign language
courses you need, and when you plan to begin them. You can use
electives to satisfy a distributional requirement or explore interests.

Biological Sciences (or premedical student)

Course Credits Distribution

CHEM 161 or 163 1 QR, Sc
CHEM 134L .5 Sc
MATH 110, 112, or 115 1 QR
Foreign language, or 2 electives 1.5 or 2 Various
(e.g., English, First-Year Seminar)
Total: 4 or 4.5

Engineering

Course Credits Distribution

MATH 112, 115, 120 or ENAS 151 1 QR
PHYS 180 or 200 1 QR, Sc
PHYS 165L or 205L .5 Sc
Foreign language, or 2 electives 1.5 or 2 FL
(e.g., English, First-Year Seminar)
Total: 4 or 5

Computer Science

Course Credits Distribution

CPSC 100, 112, or 201 1 QR
MATH 112, 115, or 120 1 QR
Foreign language or elective 1 or 1.5 FL
First-Year Seminar or Elective 1 Various
Total: 4.5

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Economics

Course Credits Distribution

MATH 110, 112, or 115 1 QR
ECON 108, 110, or 115 1 QR, So
Foreign language or elective 1 or 1.5 FL
First-Year Seminar or Elective 1 Various
Total: 4 or 4.5

Social Sciences

Course Credits Distribution

ENGL 114 or 115 1 WR
S&DS 100-106 1 QR
Foreign language 1.5 FL
First-Year Seminar or Elective 1 Various
Total: 4.5

Humanities (with Directed Studies)

Course Credits Distribution

Directed Studies: Literature 1 WR, Hu
Directed Studies: Philosophy 1 WR, Hu
Directed Studies: History and Politics 1 So
Foreign langauge 1.5 FL
Total: 4.5

Humanities (general)

Course Credits Distribution

ENGL 115, or 125-129 1 WR, Hu
First-Year Seminar 1 Various
Foreign language 1.5 FL
Elective 1 Various
Total: 4.5

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SELECTED RESOURCES

Course Information

Yale College Programs of Study (catalog.yale.edu/ycps)

 Long known as the “Blue Book,” (though it is no longer blue, and
no longer a book), the YCPS is the authoritative source of Yale’s
academic regulations and requirements for degrees and majors.

Yale Course Search (courses.yale.edu)

 Yale’s online course catalog. Use the “Keyword” field to search for
topics of interest and use the “Advanced Search” and “Yale
College Attributes” fields to filter and narrow your searches.

Course Registration (registration.yale.edu)

 This website contains all the critical information you need to
know about course registration, including dates and deadlines,
and step-by-step guides for enrolling in courses.

Academic Support

Poorvu Center for Teaching and Learning (poorvucenter.yale.edu)

 The Poorvu Center offers workshops on academic strategies, as
well as tutoring in writing and quantitative reasoning, and course-
based tutoring for introductory science and economics classes.

Center for International and Professional Experience (cipe.yale.edu)

 CIPE oversees several offices and programs, including the Office
Career Strategy, the Office of Fellowship Programs, Study
Abroad, and Summer Session, that can help you plan for summer
and postgraduate opportunities.

Resource Office on Disabilities (rod.yale.edu)

 This office coordinates appropriate accommodations for students
with a physical or learning disability. If, for example, you get
injured, and have difficulty with mobility or typing, this office can
help with transportation or writing software.

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