Course Listings

Fall 2022

GLBL 5000, Professional Public Policy Writing While policy writing draws upon principles familiar to academic writing, it has its own conventions, which are rooted in the needs and practices of policy professionals. In this course, students practice writing in various policy modes and for various audiences. In a series of assignments, students carry out every step of the policy analysis process, from defining, framing, and analyzing the problem to identifying and evaluating possible solutions, to building a case for recommendations. Students also learn principles for editing their writing for clarity and concision and gain extensive experience applying those principles to written work. In addition to reading and critiquing the writing of their peers, students also study a selection of texts intended to enhance understanding of the writing and editing process. Assignments include a backgrounder/stakeholder analysis, options analysis, and op-ed. 0.5 credits, SAT/UNSAT. David Morse

GLBL 5005, Fundamentals of Economics for Global Affairs This course covers key economic theories and models used for the analysis of micro- and macroeconomic policy issues. We spend half the course covering microeconomics topics such consumer and producer choices, effects of market intervention, market competition, and issues with public goods. In the second half, we move to the larger (macro) economic picture and discuss topics such as measures of economic growth, inflation, the labor market, and the financial market. The course emphasizes training economic intuition and providing space for students to explore how these economic concepts relate to policy issues of their interest. The course also provides the economic background necessary to enroll in the Global Economics core GLBL 5010, taken in the spring term. 1 credit, graded. Ardina Hasanbasri

GLBL 5015, Negotiations This half-term course presents a principled approach to negotiation, one based on game theory. The key insight is to recognize what is at stake in a negotiation—the unique value created by an agreement—what we call the “pie.” This lens changes the way students understand power and fairness in negotiation. It helps make students more creative and effective negotiators. The course provides several opportunities for students to practice skill via case studies and get feedback on what students did well and where they might improve. 0.5 credits, SAT/UNSAT.

GLBL 5020, Applied Methods of Analysis This course is an introduction to statistics and their application in public policy and global affairs research. It consists of two weekly class sessions in addition to a discussion section. The discussion section is used to cover problems encountered in the lectures and written assignments, as well as to develop statistical computing skills. Throughout the term we cover issues related to data collection (including surveys, sampling, and weighted data), data description (graphical and numerical techniques for summarizing data), probability and probability distributions, confidence intervals, hypothesis testing, measures of association, and regression analysis. The course assumes no prior knowledge of statistics and no mathematical knowledge beyond calculus. 1 credit, graded. Justin Thomas

GLBL 5040, Comparative Politics for Global Affairs Economics can tell us with increasing precision what policies maximize growth, welfare, and productivity. But how are policies actually made? Why are so many poor policies adopted and good ones foregone? In this course students investigate how government organization and the structure of political competition shape the conditions for better and worse economic policy making across a range of economic policies including macroeconomic policy, corporate and financial regulation, industrial policy, and trade. Students consider these policy areas in democratic and nondemocratic regimes, and in developed and developing countries. 1 credit, graded. Jennifer Gandhi

GLBL 5065, Introduction to Artificial Intelligence and Its Applications The purpose of this course is to provide students with a comprehensive introduction to Artificial Intelligence including a history of general AI (from Turing and “the test” through the “AI winter” to present); the possibility and fears of an AI that could supplant humanity and the sceptics who mock those fears as irrational; and the current, more narrow definitions and technical applications of what is referred to as AI including deep learning, neural networks and machine learning. From these building blocks, students consider certain applications of AI to national defense, climate change, and government policies with an eye to the tension between technological capability and ethical imperatives. The goal of this course is for students to emerge first and foremost, with a more advanced tech literacy, if not fluency and to possess a strong AI- and machine-learning working vocabulary. Further, students learn how to effectively differentiate AI from ML, myth from reality, and rational fear from speculative science fiction. 1 credit, graded. William Casey

GLBL 5095, Introduction to Special Operations For nearly twenty years, the world has seen the role, funding, and employment of U.S. Special Operations Forces (SOF) increase in ways that might seem unrecognizable to previous generations of civilian and military leaders. As the world transitions from two decades of SOF-heavy conflict into Great Power Competition among nation states, an understanding of the SOF community’s history, evolution, and future will be critical for those trying to navigate national security questions in the decades to come. This course looks specifically at historic utilization of these forces and at post-9/11 expansion of authorities, funding, and mission-sets; and it considers what their proper role and function may look like moving forward. Students gain a foundational understanding of a relatively small component of the U.S. military with an outsized strategic position on the global stage. 1 credit, graded. Chris Fussell

GLBL 6115/CPSC 611, Topics in Computer Science and Global Affairs This course focuses on “socio-technical” problems in computing and international relations. These are problems that cannot be solved through technological progress alone but rather require legal, political, or cultural progress as well. Examples include but are not limited to cyber espionage, disinformation, ransomware attacks, and intellectual-property theft. This course is offered jointly by the SEAS Computer Science Department and the Jackson School of Global Affairs. It is addressed to graduate students who are interested in socio-technical issues but whose undergraduate course work may not have addressed them; it is designed to bring these students rapidly to the point at which they can do research on socio-technical problems. Knowledge of the basics of cryptography and computer security (CPSC 467), networks (CPSC 433), and databases (CPSC 437) is helpful but not required. 1 credit, graded. Joan Feigenbaum, Edward Wittenstein

GLBL 6130, Education Policy in Africa The course provides an overview of the current state of education on the African continent, with a focus on recent empirical research around efforts to increase access and improve the quality of education. Through a series of weekly seminars, we critically read papers organized by themes such as eliminating user fees, teacher policies, private/non-government schooling, post-colonial language in education policies, pedagogical interventions, education technology, school inputs and cash transfers. We focus on research that aims to establish causal impacts through a variety of research designs including difference-in-differences, fixed effects, regression discontinuity, and randomized controlled trials. We place an emphasis on understanding the identification strategy of each paper and assessing the plausibility of the underlying assumptions and the credibility and relevance of the policy insights. A key purpose of the course is to develop the skills required to critically read and utilize existing empirical research in policy making. For the final three weeks of the course, we focus on using empirical research for policy making. We begin with cross-study comparisons and then move on to consider issues of replicability, publication bias, external validity and ethics. We pay particular attention to criticisms of RCTs given their dominance in empirical studies. 1 credit, graded. Cally Ardington

GLBL 6165, China’s Rise and the Future of Foreign Policy China’s return to its traditional role as a regional—and, increasingly, global—power has implications for the political, security, and economic structures that have been the foundation of the international system since the end of the Second World War. This course looks at the impact China’s ascent has had, the challenges a rising China will pose for policy makers in the years ahead, and the internal issues China will need to address in the years ahead. It does so from the perspective of a practitioner who spent nearly three decades working on U.S. foreign policy and U.S.-China relations. 1 credit, graded. David Rank

GLBL 6170/LAW 21361, Chinese Law and Society This course surveys law and legal practice in the People’s Republic of China. Particular attention is given to the interaction of legal institutions with politics, social change, and economic development. Specific topics include, among others, the Party State, state capitalism, the judiciary, property law and development, business and investment law, criminal law and procedure, media (especially the Internet), and major schools of Chinese legal and political thought. Prior familiarity with Chinese history or politics is unnecessary but helpful. All course materials are in English. Paper required. Enrollment limited. Permission of the instructor required. Follows Yale Law School’s academic calendar. 1 credit, graded. Taisu Zhang

GLBL 6225/GLBL 388, The Politics of American Foreign Policy This seminar addresses the domestic political considerations that have affected American foreign policy in the post-World War II world. The goals are to give historical context to the formation of major existing global governance structures, give students an opportunity to research how major foreign policy decisions in the past were influenced by contemporary political pressure, and assess what effect those pressures have had on today’s global issues. Case studies include but are not limited to Truman and the Marshall Plan; Johnson and the Vietnam War; Nixon and the opening of China; Reagan and the collapse of the Soviet Union; George H.W. Bush and Iraq; Clinton and the Balkans; and Obama and the development of a multipolar foreign policy for a multipolar world. Students assume the role of decision-makers under political pressure and are asked to generate a point of view regarding past, present, and future foreign policy decisions. 1 credit, graded. Howard Dean

GLBL 6250, Town & Gown: Global Perspectives on a Troubled Relationship In this seminar, we examine the state of town-gown relationships and their repercussions on the cultivation of a good society. Sensitively engaging with New Haven as a site for understanding and grappling with these issues, we explore the ways in which higher education institutions engage, interface with, and impact the civic spaces they inhabit, with particular reference to economic development, political power, and social inclusion. We ask, what is the responsibility of Yale to building “the good society” in New Haven? Drawing on the lived experience of global thought leaders—drawn from the Yale World Fellows and beyond—we look at case studies and approaches to town-gown that offer examples of good practice and provide frameworks for understanding what can go wrong, and why. Key questions and lines of inquiry: What is a good society? What is “Town” and what is “Gown”? What is the responsibility of an academy to the town in which it is located? What is our positionality as members of that academy? 1 credit, graded. Abdul-Rehman Malik

GLBL 6285, China’s Challenge to the Global Economic Order In the decades after 1979, China’s adherence to key tenets of the U.S.-backed liberal international economic system enabled it to achieve middle income status. After the 2008-9 global financial crisis, however, weaknesses in the U.S. model combined with China’s own sustained growth increased Beijing’s confidence in an alternative, state-oriented model that increasingly underpins China’s foreign economic engagement. This course examines the Global Security and Belt and Road initiatives, trade, investment, and development policies, international organization advocacy, business practices, and other aspects of China’s growing international economic footprint. These factors are analyzed from the perspective of China’s internal dynamics, competition with the United States, and overall foreign policy goals, and are evaluated for their impact on the prevailing global economic order. The course is taught by a practitioner who spent over a decade managing U.S. Government economic policy in and on China. 1 credit, graded. Hanscom Smith

GLBL 6290, Catalyzing Private Sector Investment in Sub-Sahara Africa Africa is home to some of the fastest growing economies globally and has the youngest population in the world, with a median age below 20 years. The continent is disproportionately endowed with over 30% of the world’s natural resources as well as 65% of the world’s arable land. In stark contrast, Africa is also home to 27 of the world’s poorest countries, representing half of the continent. Can the Private Sector in Africa be a catalyst for the continent’s commercial an industrial development? Can investment in technology yield a demographic dividend? How does the continent manage its natural resource wealth sustainably? With the signing of the Africa Continental Free Trade Area (AFCFTA) by 54 nations, can the continent boost intra-Africa trade and drive inclusive economic growth? In this course, we approach these questions through seminar discussions, case studies, role play and subject matter guest speakers. The course is taught by a practitioner who has more than thirty years’ experience in global corporate banking, including over a decade at C-Suite level across sub-Saharan Africa. 1 credit, graded. Joyce-Ann Wainaina

GLBL 6555/MGT 890, Global Financial Crisis This course surveys the causes, events, policy responses, and aftermath of the recent global financial crisis. The main goal is to provide a comprehensive view of this major economic event within a framework that explains the dynamics of financial crises in a modern economy. The course combines lectures (many online), panel discussions with major actors from the crisis, and small group meetings. Course requirements are the preparation of four memos and a final paper with either an extended analysis of a case or a literature review for a specific topic from the syllabus. Prerequisite: Successful completion of a course in introductory economics. 1 credit, graded. Andrew Metrick, Timothy Geithner

GLBL 6565, Digital Transformation for Inclusive Growth As the world emerges from a global pandemic, we face a myriad of new and legacy challenges, from responding to and preparing for pandemics, to understanding the changing nature of work, to battling climate change, unlocking economic mobility, rethinking financial systems, and addressing a range of other complex issues that offer a path towards more inclusive, equitable, and prosperous economies. The acceleration of digital transformation during COVID-19 has been acknowledged by many as a by-product of the pandemic and cited as both a potential enabler and threat to development. The role of technology in driving inclusive growth is not new, but it has been evolving, from a discourse on emerging technologies to digital as an essential part of infrastructure and towards digital transformation as an essential evolution for building inclusive and prosperous economies. The purpose of this course is to understand what role digital technologies, ecosystems and infrastructure play in building more inclusive, equitable economies around the world. It recognizes digital as both a suite of tools, applications, and solutions, as well as an evolving ecosystem that creates the space for new approaches, structures, and systems for societal interaction. It questions what role technology can and has played in facilitating economic growth and explores current and future risks to its design. The course tackles a range of questions such as: What is the role of technology, data, and digital transformation as a driver, enabler, or inhibitor of inclusive growth around the world? How are digital economies being designed to drive greater of equity and inclusion, especially to address critical challenges such as access to healthcare, education and employment, or climate change or unlock economic opportunity by supporting small business growth, inter and intra-regional trade, enabling creatives industries? What are the drivers of digital transformation? What have been the examples that stand out? What systemic barriers continue to exist? What is the unique role of digital infrastructure such as identity systems, payments, asset registries, and data exchanges? What role do policy, capital, and innovation play in this ecosystem? What are the major risks and tensions to consider? What role can and do government, industry, and the philanthropic community play in building inclusive digital economies for the future? 1 credit, graded. Robin Miller

GLBL 6570, Macroeconomics and Global Affairs This course develops a framework for understanding the causes and consequences of macroeconomic events in real time. The learning objective of the class is to provide public policy students with the required academic and policy background to understand how an adverse macroeconomic event unfolds, be it a pandemic, a financial crisis, economic sanctions, or a war, and what the proper policy responses are. We also pay close attention to a current policy debate that will shape the next decade: the future of money (cryptocurrencies, central bank digital currencies, etc.). 1 credit, graded. Marnix Amand.

GLBL 6575, The European Union as a superpower? The European Union is a unique idealistic experiment that tries to move political life in Europe beyond the nation state. This experiment has been successful beyond expectations: a single market, a single currency, powerful supranational institutions, and significant economic, regulatory and human rights influence beyond its borders and yet today the EU seems politically powerless, dispersed and vulnerable, and faces life threatening challenges, both from within and external. This course aims to explain what the EU is (and is not) today, its institutions, politics, economy and history, and focuses on the relevance of the EU in today’s world affairs. 1 credit, graded. Marnix Amand

GLBL 6580/MGT 944, Macroprudential Policy I This two-term course (with GLBL 6581) focuses on current macroprudential theory and the application and experience of macroprudential policy. The course focuses on the motivation for monitoring systemic risk and what indicators may be best to evaluate systemic risk. Macroprudential policy tools, theory behind them, and research on their efficiency, supported with data analysis, models, and examples of use of the tools and evaluation of their efficiency. 1 credit, graded. Sigridur Benediktsdottir, Greg Feldberg, Margaret McConnell

GLBL 6585/MGT 960, Economic Analysis of High-Tech Industries This course applies Industrial Organization frameworks from economics to four major verticals (mobility, eCommerce, video streaming, and payments) across three geographies (China, EU, and US). Students are expected to learn the IO concepts (e.g., network effects, switching costs, economies of scope) and develop insights about how high-tech industries are organized, firm-level strategies, and valuations of firms. The course also investigates how major forces like the development of 5G networks are likely to change these industries. 1 credit, graded. Edward Snyder

GLBL 6590/MGT 612, Social Entrepreneurship Lab This is a practice-based course in which students from across campus form interdisciplinary teams to work on a social challenge of their choice. Teams include students from SOM, SPH, FES, YDS, Jackson School, and other Yale professional schools and programs. Students start by identifying a topic area of focus, then form teams based on shared interests and complementary skills. Over the course of thirteen weeks, student teams delve into understanding the challenge through root cause analysis, research on existing solutions and populations affected; then apply human centered design thinking and systems thinking to design, prototype, test, and iterate solutions. Using tools such as the theory of change, logframe, business canvas, and social marketing strategy, teams build and test their impact models, operational models, and revenue models. Readings and assignments from the textbook Introduction to Social Entrepreneurship are used to guide this journey. These include technical templates, case studies, and interviews with social entrepreneurs and thought leaders in different sectors and geographies around the world. The class meets for eighty minutes twice a week and includes in-class exercises along with social entrepreneur guests who join the class to share their experience, advice and challenges. At the end of the term, student teams pitch their ventures to a panel of judges including social venture funders and social entrepreneurs. Teams are encouraged, but not required, to submit their ventures to one of the campus wide startup prizes. While there are no prerequisites, this course builds on the SOM core course Innovator, and electives including Principles of Entrepreneurship, Entrepreneurship & New Ventures, Public Health Entrepreneurship and Intrapreneurship, Global Social Entrepreneurship, Managing Social Enterprises, and Business and the Environment Solutions. Enrollment is limited. Course follows the School of Management calendar. 1 credit, graded. Teresa Chahine

GLBL 6610, Artificial Intelligence, Emerging Technologies, and National Power I This two-term course, featuring guest scholars and practitioners from across the university, examines how artificial intelligence (AI) has the potential to alter the fundamental building blocks of world order. Machines capable of sophisticated information processing, towards the frontier of autonomy, pose tremendous opportunities for economic growth and societal well-being. Yet the potential risks also are extraordinary. How can we build AI systems that are reliable, transparent, safe, scalable, and aligned with human values? Following an introduction to AI and survey of current research challenges, the seminar focuses on seven core areas where AI and emergent technologies already pose significant security concerns: (1) lethal autonomous weapons and the nature of conflict, (2) disinformation and the future of democracy, (3) competition and conflict in U.S.-China relations, (4) AI ethics and safety, (5) AI governance, (6) nanotechnology and quantum computing, and (7) outer-space development. For each of these sub-units, the goal is to equip aspiring leaders with requisite technical fluency, and to bridge the divide across the law, technology, and policy communities at Yale. 1 credit, graded. Edward Wittenstein

GLBL 7020/ENV 761, Negotiating International Agreements: The Case of Climate Change This course is a practical introduction to the negotiation of international agreements with a focus on climate change. Through the climate lens, students explore cross-cutting features of international agreements, the process of international negotiations, the development of national positions, advocacy of national positions internationally, and the many ways in which differences among negotiating countries are resolved. The seminar also examines the history and substance of the climate change regime, including, inter alia, the 1992 UN Framework Convention on Climate Change, the 1997 Kyoto Protocol, the 2009 Copenhagen Accord, the 2015 Paris Agreement, and recent developments. There will be two mock negotiations. 1 credit, graded. Sue Biniaz

GLBL 7030/MGT 582, The Future of Global Finance Finance can be likened to the circulatory system of the global economy, and we focus on the past, present, and future of that system. The course is designed to deal with questions such as these: What is the global financial system and how does it work? What are the pressures on that system including market, regulatory, political, and social dynamics? What are the key challenges to that system? How can the system be strengthened? In this course we define the global financial system (GFS) as encompassing central banks, commercial banks, and other financial institutions such as asset managers and private equity firms, financial regulators, and international organizations. Thus the course encompasses subjects such as the U.S. Federal Reserve and the European Central Bank, Goldman Sachs and the Hong Kong Shanghai Bank, the Carlyle Group and the BlackRock Investment Management Co., the Financial Stability Oversight Council and the Financial Stability Board, the Bank for International Settlements and the International Monetary Fund. We take a broad view of the GFS including its history, geopolitical framework, economic foundations, and legal underpinnings. We consider the GFS as a critical public good in the same way that clean air is a public good. We look at a number of other key issues such as how the GFS deals with economic growth, economic and financial stability, distributional questions, employment issues, and long-term investments in infrastructure. We discuss how new technologies are affecting several of the biggest issues in global finance. We examine the GFS as a large-scale complex network, thereby compelling us to see it in an interconnected and multidisciplinary way. The emphasis is on the practice of global finance more than the theory. The course is open to graduate students throughout Yale and to seniors in Yale College. It follows the SOM academic calendar. Prerequisite: an undergraduate or graduate course on macroeconomics. In order to enroll in the course, students must attend the first class meeting. 0.5 credit, graded. Jeffrey Garten

GLBL 7055, Global Crises Response With a special emphasis on the United States, this course explores how the international community responds to humanitarian crises and military interventions. We examine the roles and responsibilities of members of the diplomatic corps, senior military officials, nongovernmental organizations, and international financial organizations in order to understand the skill sets required for these organizations to be effective. Through readings, discussions, role-play, writing exercises, and other tools, we learn how organizations succeed and sometimes fail in assisting individuals and nations in peril. We examine emerging regional hot spots, with an emphasis on sub-Saharan Africa, Eastern Europe, the Middle East, and Southeast Asia. We explore the challenges facing the governments, civil society organizations, and businesses in the aftermath of crises and the impact on citizens. We review the effectiveness of regional organizations like the Association of Southeast Asian Nations (ASEAN), the Organisation of Islamic Cooperation (OIC), and the African Union (AU) in assisting governments rebuild and stabilize their societies. We have several role-playing simulations during which students play the role of an individual or organization responsible for briefing counterparts on key events. 1 credit, graded.

GLBL 7070, Russian Intelligence, Information Warfare, and Social Media This course explores the evolution of information warfare as a national security threat to the United States and democratic countries around the world. Beginning with the KGB’s use of “active measures” during the Cold War, the course looks at how propaganda and disinformation campaigns became central to the Putin regime and how social media has facilitated their expansion. We examine the psychology of disinformation and how media “bubbles” and existing social fissures in the United States, such as racism and political polarization, provide ripe vulnerabilities for exploitation by foreign actors. Using Russia’s efforts in U.S. presidential elections, during COVID, and in Ukraine as examples of this new form of warfare, students explore potential policy solutions in the realm of Internet regulation, civic education, media literacy, and human “social capital” as defenses against this growing threat. Guest speakers with expertise in Russian intelligence, information warfare, psychology, and other disciplines complement the discussion. 1 credit, graded. Asha Rangappa

GLBL 7095/LAW 20568/WGSS 529, Sexuality, Gender, Health, and Human Rights This course explores the application of human rights perspectives and practices to issues in regard to sexuality, gender, and health. Through reading, interactive discussion, paper presentation, and occasional outside speakers, students learn the tools and implications of applying rights and law to a range of sexuality and health-related topics. The overall goal is twofold: to engage students in the world of global sexual health and rights policy making as a field of social justice and public health action; and to introduce them to conceptual tools that can inform advocacy and policy formation and evaluation. Class participation, a book review, an Op-ed, and a final paper required. Enrollment is limited and permission of the instructor required. Course follows the Law School calendar. 1 credit, graded. Ali Miller

GLBL 7130, Turning Points in Peacebuilding This seminar examines the challenges that must be addressed once the fighting has stopped, a peace agreement is signed, and the process of building a peace must begin. Former rebels negotiate with their military commanders about relinquishing arms and working for a living; communities look for “peace dividends,” refugees weigh options to return home; Governments try earnestly to assert authority despite how weakened they have become or new to the role they are; and compatriots who opposed the peace settlement relentlessly try to undermine it. The international community, which often leads the warring parties to the table, takes on a new role as well, informing and sometimes deforming outcomes. Building a durable peace after conflict requires a sensitivity to the changing priorities of the signatories and international community, as well as the constituencies for whom the peace was achieved. Anchored in (but not limited to) the ongoing UN-supported peace agreement implementation process in Mali and the monitoring process of the Final Agreement to End Armed Conflict and Build a Stable and Lasting Peace in Colombia, the seminar considers peace-building processes from the perspectives of formerly warring parties, diplomats, NGOs, and civil society, providing students an opportunity to begin to catalogue strategies for building durable peace following conflict. The seminar also complements the anticipated Colloquium on Strategies for Sustainable Peacebuilding: Implementation & Policy, hosted at Yale in the late fall. 1 credit, graded. Bisa Williams

GLBL 7150, Managing the Clean Energy Transition: Contemporary Energy and Climate Change Policy Making This seminar explores the principal challenges facing key global economies in managing their respective transitions to a clean energy future and the goals of the Paris agreement, while simultaneously meeting their energy security needs and keeping their economies competitive. By the end of the course, students should be familiar with key features of the global energy and climate change architecture, principal challenges facing policy makers around the world in balancing energy and climate goals, and prospects for the development of key fuels and technologies as we advance toward a net zero emissions world. After a solid grounding in energy and climate scenarios, the course explores the role of electricity and renewable energy, energy efficiency, and clean energy technologies in the clean energy transition; corporate and financial sector climate initiatives; economic tools including carbon pricing; and the shifting roles of fossil fuels in the clean energy transition. 1 credit, graded. Paul Simons

GLBL 7175/LAW 20837, The Russo-Ukrainian War The course examines the many legal aspects of the Russian invasion of Ukraine, providing students a comprehensive, integrated sense of whether and how national and international legal systems can address such challenges. Among the subjects we explore are the background of relations between Ukraine and Russia; litigation in the International Court of Justice and the European Court of Human Rights; initiation and conduct of hostilities; targeting; forbidden weaponry; commission, investigation and prosecution of war crimes; treatment of refugees; prisoners of war; sanctions and retaliatory measures; cyber and social media in war; mercenaries and foreign volunteers; military justice and other forms of domestic accountability for misconduct; role of the International Committee of the Red Cross; the role of NATO (and its expansion); legal aspects of arms transfers; continuity of government; preservation of civil rights in war; peacemaking; and reparations. Paper required. This course follows the Law School calendar.1 credit, graded. Eugene Fidell

GLBL 7260/MGT 529, GSE India: Global Social Entrepreneurship Launched in 2008 at the Yale School of Management, the Global Social Entrepreneurship (GSE) course links teams of Yale students with social enterprises based in India. GSE is committed to channeling the skills of Yale students to help Indian organizations expand their reach and impact on “bottom of the pyramid” communities. Yale students partner with mission-driven social entrepreneurs (SEs) to focus on a specific management challenge that the student/SE teams work together to address during the term. GSE has worked with thirty leading and emerging Indian social enterprises engaged in economic development, sustainable energy, women’s empowerment, education, environmental conservation, and affordable housing. The course covers both theoretical and practical issues, including case studies and discussions on social enterprise, developing a theory of change and related social metrics, financing social businesses, the role of civil society in India, framing a consulting engagement, managing team dynamics, etc. Enrollment is by application only. 0.5 credit, graded. Tony Sheldon

GLBL 7280, Leadership This course is designed for students wanting to deeply reflect on what it means to be a leader, and to help them prepare for leading others in their future. Amongst the many pressures of the role, leaders affect the lives of those they lead, influence the health of the organization they oversee, and hold an important role in advancing social progress. Many learn these realities through trial and error but are rarely given the time to consider what leadership truly entails and how we, as individual leaders, will handle the challenges that lie ahead. From heading up a small team to running a major organization, leadership is often an isolating and uncertain position, but is also full of opportunity to positively impact others, and to advance society broadly. Leadership is challenging, exciting, and sometimes terrifying; but most importantly, it is a choice to which one must recommit every day. This course is designed to offer a foundation in the practice of leadership for students who want to take on these challenges in their future. The course is divided into three main sections: historic perspectives on leadership, leadership in context, and personal reflections on leadership. Students finish the term with a foundational understanding of leadership models throughout history, a range of case studies to refer to in the future, and most importantly, a personal framework that can be applied and expanded throughout their journey and growth as a leader. Students do not leave with all the answers they need to conquer the countless challenges that leaders face, but they instead leave with an understanding of how leaders work, every day, to improve themselves and better the lives of those they lead. 1 credit, graded. Chris Fussell

GLBL 7290/MGT 629, Ethical Choices in Public Leadership All public leaders must make choices that challenge their code of ethics. Sometimes, a chance of life or death is literally at stake: how and when should a leader decide to let some people die, or explicitly ask people to die to give others a chance to live? At other times, while life or death may not be at stake, a leader must still decide difficult issues: when to partner with unsavory characters, when to admit failure, when to release information or make choices transparent. The pandemic, the war in Ukraine, and continued instability around the world all make clearer than ever the consequences of decisions in one community that can affect the entire world. This interdisciplinary seminar draws on perspectives from law, management, and public policy in exploring how leaders develop their principles, respond when their principles fail or conflict, and make real-world choices when, in fact, there are no good choices. Both permission of the instructor and application are required. Attendance at first session is mandatory. 1 credit, graded. Eric Braverman

GLBL 7535/GLBL 392, Intelligence, Espionage, and American Foreign Policy The discipline, theory, and practice of intelligence; the relationship of intelligence to American foreign policy and national security decision-making. Study of the tools available to analyze international affairs and to communicate that analysis to senior policy makers. Case studies of intelligence successes and failures from World War II to the present. 1 credit, graded. Ted Wittenstein

GLBL 7600/HIST 790, Relations of the Great Powers since 1890 Reading seminar. Among the topics covered are the “New Imperialism,” the military and naval arms race prior to 1914, the relationship between domestic politics and foreign affairs, the First World War and the alteration of the Great Power order, the “new diplomacy,” appeasement, the rise of the dictator-states, the origins of the Second World War, military and strategic results of the war, the Cold War, reconfigurations of the 1970s and ’80s, the end of the Cold War, post-Cold War relations. There is a heavy emphasis on historiography and an encouragement to relate economic and strategical trends to diplomatic. Open to undergraduate seniors with permission of the instructors. 1 credit, graded. Paul Kennedy, Arne Westad

GLBL 8000, Directed Reading with Senior Fellow Directed reading or individual project option is designed for qualified students who wish to investigate an area not covered in regular graduate-level courses. The student must be supervised by a senior fellow, who sets the requirements and meets regularly with the student. Usually limited to one per term, this option may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student’s responsibility to make all the arrangements before the term begins.

GLBL 9800, Directed Reading Directed reading or individual project option is designed for qualified students who wish to investigate an area not covered in regular graduate-level courses. The student must be supervised by a faculty member, who sets the requirements and meets regularly with the student. Usually limited to one per term, this option may involve reading the literature on a topic, attending a lecture or seminar series, and writing a substantial research paper. It is the student’s responsibility to make all the arrangements before the term begins. By arrangement with faculty.

GLBL 9990, Global Affairs Thesis The thesis is an optional yearlong research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of the student’s educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis. See the Appendix for detailed guidelines.

Spring 2023

GLBL 5001, Disinformation and the Craft of Ethical Persuasion From Putin’s willful perversion of Ukrainian history to anti-vax propaganda to QAnon conspiracy theories, disinformation has pervaded the policy and political landscape with tragic consequences. Disinformation poses problems for policy professionals who seek to advance sensible, evidence-based solutions but are confronted by resistance from the disinformed. In this course we briefly examine the phenomenon of disinformation before identifying practical rhetorical and communication strategies to combat disinformation in the public and professional domains. Evidence consistently shows that, to persuade a skeptical audience, a combination of emotional and rational appeals is required. Therefore, in this course we practice deploying both emotional and rational appeals in a variety of formats, from public-facing documents like op-eds to memos and briefs intended for policy professionals. Along the way, we also confront difficult normative questions: if emotional appeals are meant to hijack the reader’s rational thinking, when and how can a policy professional deploy them not only effectively but ethically? When do emotional appeals devolve into the ethically dubious territory of disinformation or spin? Students will explore these questions by reading a selection of texts on the nature of persuasive writing while participating in a series of workshops in which they read closely and critique each other’s written work. Through the process of reading, writing, revising, and critiquing, students will discover how to hone their skills at persuading disinformed readers without sacrificing their values. 0.5 credits, SAT/UNSAT. David Morse

GLBL 5002, Policy Communicator Policy professionals engage a spectrum of stakeholders as they analyze issues and share findings. This work requires a refined set of personal communication tools for inquiry, collaborating, reporting, and presenting policy recommendations. Students in this course strengthen their skills by experimenting with the oral communication tasks related to policy work. We address the different types of information architecture required in synchronic contexts, explore the cognitive approaches needed for spoken interactions, build confidence in speaking to groups, and diversify approaches to persuasion. Students benefit from speech analysis technology and personal data visualizations of their linguistic choices. Throughout the course, students receive rich feedback about the impact of their words, the clarity of their messages, and their policy advocacy. 0.5 credits, SAT/UNSAT. William Vance

GLBL 5010, Economics for Global Affairs This core course introduces students to the critical issues facing the global economy today. One of the main goals of the course is to practice how to use measurement and economic frameworks to analyze current events. The course teaches students how to apply economic reasoning to policy issues in the real world building on the concepts covered in the first-term economics course and new concepts presented in the course. We use these frameworks to understand questions such as: Why do some countries richer than others? How much inequality is, and should we worry about it? How are wages and interest rates determined? How do countries conduct fiscal and monetary policy to smooth the business cycle? What determines the gains from international trade and migration? 1 credit, graded. Lorenzo Caliendo, Amit Khandelwal, Ardina Hasanbasri

GLBL 5030, History and Global Affairs Nobody can understand the present without a keen understanding of the past. After all, history is all we have to go on in providing the resources for making sense of the world we live in. Successful policy makers understand this and turn historical sensibility to their advantage in interpreting the present. They understand how good policy is grounded in sound historical thinking. The purpose of the core requirement is to introduce advanced students of global affairs to the manifold ways in which history is discussed and perceived today. Different from the social sciences, history as a discipline is less about prediction and more about finding out where we come from and what challenges the past has bequeathed to us. It is also about grasping, in a critical fashion, that we know the future only by the past we project into it. 1 credit, graded. David Engerman

GLBL 5050, Introduction to Python for Global Affairs In the second decade of the twenty-first century, “big data” analytics and techniques have fundamentally transformed policy decisions both in the United States and throughout the globe. NGOs, NPOs, political campaigns, think tanks, and government agencies more and more recruit policy analysts with the necessary skills to embrace novel, data-driven approaches to policy creation and evaluation. This course is designed to help students meet this growing demand. It is an introductory course in Python programming and data analysis for policy students with no prior coding experience. Unlike massive introductory classes, this course is deliberately small, designed to provide the necessary support for humanists to make a smooth and nurturing transition to “tech humanists.” Ultimately, students should be comfortable using what they’ve learned in further Yale courses in programming and statistics or in research and policy after leaving Yale. They should know enough to productively collaborate on projects with engineers, understand the potential of such work, have sufficient background to expand their skills with more advanced classes, and perform rudimentary data analyses and make policy recommendations based on these analyses. 1 credit, graded. William “Casey” King

GLBL 5070, Practicum Data Analysis This course provides students with practical hands-on instruction in the analysis of survey data using the statistical package Stata. It serves as a bridge between the theory of statistics/econometrics and the practice of social science research. Throughout the term, students learn to investigate a variety of policy and management issues using data from the United States as well as several developing countries. The course assumes no prior knowledge of the statistical package Stata. Prerequisite: Graduate course in statistics and permission of the instructor. 1 credit, graded. Justin Thomas

GLBL 5075/EMD 582/EP&E 314, Political Epidemiology Political epidemiology is the study of the impact of welfare regimes, political institutions, and specific policies on health and health equity. This course emphasizes the last among these, the effects of specific policies on health outcomes in infectious diseases and other areas of human health and development. The course takes an issues- and methods-based approach, looking at how to evaluate the effects of political determinants of health (e.g., immigration, education, fiscal and environmental policies) through experimental and quasi-experimental methods as well as various techniques associated with policy modeling (e.g., Markov models, systems dynamics, microsimulation, spatial models). 1 credit, graded. Greg Gonsalves

GLBL 6110, Mass Incarceration in the Soviet Union and the United States An investigation of the experience and purposes of mass incarceration in the Soviet Union and the United States in the twentieth century. Incarceration is central to the understanding, if not usually to the self-understanding, of a society. It is thus a crucial aperture into basic questions of values and practices. This course proposes a frontal approach to the subject, by investigating two of the major carceral systems of the twentieth century, the Soviet and the American. Intensive reading includes first-person accounts of the Gulag and American prison as well as scholarly monographs on the causes of mass incarceration in different contexts. Brief account is taken of important comparative cases, such as Nazi Germany and communist China. Guest lectures and guest appearances are an important element of our teaching. 1 credit, graded. Timothy Snyder

GLBL 6150, Contemporary Development Issues in Latin America and the Caribbean This course surveys current development issues in Latin America and the Caribbean. Students gain significant knowledge and practical understanding of the Region’s socioeconomic situation as well as relevant political issues that impact development. The course focuses on key regional issues in Central America, South America, and the Caribbean, with particular attention to “hot spot” countries like Venezuela, Colombia, Haiti, and Cuba. Dedicated sessions are held to discuss topics such as inequality and poverty; the status of indigenous and afro-descendent people; migration in Central America and the Venezuela-Colombia border, including the crisis in Venezuela; the peace process in Colombia; climate change and disaster risk in the Caribbean; gender politics and representation; drug trafficking, crime, and violence; COVID-19 impact and recuperation. Potential solutions and responses to these issues are also reviewed from the perspective of development practitioners. 1 credit, graded. Jessica Faieta

GLBL 6175/LAW 21179, Contemporary China Research Research and writing on contemporary problems related to China, including but not limited to legal issues. The class meets roughly six times during the term to discuss particular China-related issues (occasionally with a guest) and at the end of the term for student presentations of their research. The remainder of the term, students work on their research and writing projects and individually meet with the instructors to discuss their work. Paper required. Enrollment limited to fifteen. Permission of the instructors required. 1 credit, graded. P. Gewirtz, J. Horsley, S. Thornton, R. Williams

GLBL 6190, Reopening and Reimagining Africa It is time to “reopen and reimagine Africa.” This course requires students to research and redesign policies that will help African nations emerge economically stronger and with a population that is better educated and healthier by 2050. Similarly, students examine, analyze, and support and/or criticize the long-term policies of African nations. This requires students to engage with up-and-coming African scholars, businesspersons, educators, and policy makers to ensure that the recommendations are not conceived in a vacuum. This course also has to examine the obstacles and challenges of great-power competition among the United States, PRC, Russia, and the EU on Africa when designing alternative or status quo policies. 1 credit, graded. Harry Thomas

GLBL 6210/LAW 21104, Arab Spring, Arab Winter, and U.S. Policy in the Middle East and North Africa This seminar reviews how the United States has responded to weakening states and unrest in the MENA region. Each session examines a particular policy challenge, examining dynamics on the ground, what Washington understood to be its national security interest, and how it developed its policies in terms of strategies and tactics to achieve the perceived national interest. The seminar ranges from the 2013 coup d’état in Egypt to American approaches to political Islam to wars in Yemen, Libya, and Syria. One session examines the American drive to promote federalism in Iraq and the outcomes there, and another assesses the American counterterrorism campaign in the region since 2011. We also examine the challenge of increased refugee flows and the increasing problems connected to climate change, particularly water. Students should leave the course with an understanding of the pressures operating on Arab states and the difficulties American policy makers have addressing these pressures. The seminar should also give students a strong grasp of the policy-making process in the American foreign policy establishment. For those students interested, there are exercises in short memo writing applicable to the government sector. 1 credit, graded. Robert Ford

GLBL 6300, Sustainability Transitions: Principles and Practice in India This course works with an India-based business, social enterprise, or policymaking agency to develop locally relevant, grounded strategies for accelerating the transition to low-carbon development, with particular emphasis on energy transitions. The course includes readings and discussions on the political economy and engineering realities of sustainability transitions in India (and similar contexts) as well as training in relevant aspects of non-market strategy for introducing novel infrastructure, services, and processes. Students have the opportunity to interact with public and private sector leaders that shape the context for the changes needed and, subject to Yale policy, travel to India to work with the client and gain first-hand knowledge of the implementation environment. 1 credit, graded. Jessica Seddon

GLBL 6540, Current Issues in International Economics This course deals with the application of international economics analysis to current public policy issues. The objective is for students to gain a broad understanding of international economics analysis and important current related policy issues. A third of the course is devoted to current trade policy issues and how economic analysis can support decision-making and explain outcomes. This topic is very relevant now, as trade deals are being renegotiated and trade wars seem imminent. The rest of the course focuses on international finance and capital flows. As central banks in developed economies start to raise interest rates, international financial flows and exchange rates may be affected, with important implications in particular for emerging economies. 1 credit, graded. Sigridur Benediktsdottir

GLBL 6581, Macroprudential Policy II Part two of this two-term course (with GLBL 6580) continues to focus on current macroprudential theory and the application and experience of macroprudential policy. The course focuses on the motivation for monitoring systemic risk and what indicators may be best to evaluate systemic risk. Macroprudential policy tools, theory behind them, and research on their efficiency, supported with data analysis, models, and examples of use of the tools and evaluation of their efficiency. Students are encouraged to complete GLBL 6580 prior to enrolling in GLBL 6581. Any exceptions will be handled on a case-by-case basis. 1 credit, graded. Sigridur Benediktsdottir, Greg Feldberg, Margaret McConnell

GLBL 6600, Development Economics The course exposes students to topics in economic development and international poverty. The course also explores a variety of tools available for rigorously measuring the impact of development programs. The goals of this course are for students to (1) learn about and apply economic theory to issues of development and (2) hone their skill in critically analyzing causal statements and develop a basic understanding of economic tools for identifying causality. Topics covered in this course vary year to year, but typically include poverty and inequality, population and health, education, agriculture, credit, savings, insurance, labor markets, management, technology, governance, and corruption. Completion or simultaneous enrollment in M.P.P. core economics and quantitative methods courses or permission of instructor are required. 1 credit, graded. Lauren Falcao Bergquist

GLBL 6611, Artificial Intelligence, Emerging Technologies, and National Power II Part two of this two-term course continues to examine how artificial intelligence (AI) has the potential to alter the fundamental building blocks of world order. Machines capable of sophisticated information processing, towards the frontier of autonomy, pose tremendous opportunities for economic growth and societal well-being. Yet the potential risks also are extraordinary. How can we build AI systems that are reliable, transparent, safe, scalable, and aligned with human values? Following an introduction to AI and survey of current research challenges, the seminar focuses on seven core areas where AI and emergent technologies already pose significant security concerns: (1) lethal autonomous weapons and the nature of conflict, (2) disinformation and the future of democracy, (3) competition and conflict in U.S.-China relations, (4) AI ethics and safety, (5) AI governance, (6) nanotechnology and quantum computing, and (7) outer-space development. For each of these sub-units, the goal is to equip aspiring leaders with requisite technical fluency, and to bridge the divide across the law, technology, and policy communities at Yale. 1 credit, graded. Ted Wittenstein

GLBL 7045/LAW 21651, The Law of the Sea This seminar examines a variety of contemporary issues concerning the law of the sea: piracy, environmental protection, fisheries, maritime security, maritime delimitation, the exclusive economic zone, the continental and outer continental shelfs, the deep seabed regime, and the South China Sea. Scheduled examination or paper option.This course follows the Law school calendar. Enrollment is limited. 1 credit, graded. W. Michael Reisman, Gershon Hasin

GLBL 7075, National Security Law This course explores the legal questions raised by historical and contemporary national security issues and policies. Learning the law is not as simple as learning set rules and applying them: there is rarely a “right” or “wrong” answer to a complex legal question. National security law, in particular, is an expanding field of study, with new laws and policies testing the limits of previously understood constitutional and legal boundaries. We therefore focus on how to approach national security questions by understanding the fundamental legal tenets of national security policies, the analyses used by courts and legislatures to confront various intelligence and terrorism issues, and theories of how to balance the interests of national security with civil liberties. Although the course is taught much like a traditional law class with an emphasis on the U.S. Constitution, statutes, regulations, executive orders, and court cases, no previous legal knowledge is expected or required. 1 credit, graded. Asha Rangappa

GLBL 7220, Rethinking Special Operations For nearly twenty years, the world has seen the role, funding, and employment of Special Operations Forces (SOF) increase in ways that might seem unrecognizable to previous generations of military leaders. A twenty-year chapter of highly kinetic ground operations for SOF units is seemingly winding down, but that by no means suggests that the next chapter in military strategy will be any less important for Special Operations. With the pivot toward Great Power Competition, and with the challenges posed by climate change, global political instability, the exponential rise in mis/disinformation, and myriad other new challenges, civilian and military leadership alike are forced to consider: What could, or should the role of SOF be going forward? In this course, students with appropriate/informed backgrounds are challenged to rebuild SOF from the ground up. Students are given the latitude to work individually, as teams, or as a large group. The intent is to start with clean-slate thinking and tackle one or several major issues that the SOF community should be revamping now so that these critical communities are ready to tackle the challenges of the next one to two decades. Students have the opportunity to present their concepts and innovative proposals at SOFCON; and to submit a formal paper to the leadership of Special Forces Command, SOCOM, and other SOF units. 1 credit, graded. Christopher Fussell, Emma Sky

GLBL 7240, Great Power Competition and Cooperation Great power competition rather than terrorism is now the primary concern of U.S. national security. This course focuses on how the United States and China can cooperate to address global challenges, and to reform and upgrade international architecture and develop new norms to ensure competition is nonviolent; and on how the way in which they address inequalities at home increases their ability and legitimacy to project power overseas. 1 credit, graded. Emma Sky

GLBL 7270, Development in Action This course is an immersion into the “how” of international development, done through a case study of and practicum in Jordan with Turquoise Mountain, an NGO working to preserve heritage in areas of conflict. It is not meant to establish the “how to’s” but is more concerned with the messiness, the human factor, the opportunities, and the realities. We take an in-depth look at the elements—and the complexities—of building and running successful projects, including: How do you build community support? How can you work and get things done with government bureaucracies? How do you work with refugees and others affected by conflict? What are the elements of a sustainable financial model for programs? The practicum also allows students to work on an element of the project, which may include any parts of Turquoise Mountain’s work, from economic development, vocational training, primary education, and health, to sustainable tourism, historic building restoration, heritage, and culture. This is an opportunity for students to explore this kind of work for their career planning and to get a sense of the practical realities of development work—and whether they want to work in the field, or work alongside development projects in the future. The course begins with approximately three sessions (one in person, two over zoom) in the first half of the term. The bulk of the work and the experience takes place over a two-week practicum, scheduled to take place over school break, in Jordan. Students who cannot spend their time off in Jordan for the course should not enroll. 1 credit, graded. Shoshana Stewart

GLBL 7310, Policy Challenges in the Sahel This course encourages students to examine contemporary policy challenges as handled in the Sahel: climate change, human rights, the status of women and gender policies, burgeoning democracies upended by conflict and institutional weakness, the influences of culture and religion, race and ethnicity. Students combine research and field work to examine how those challenges are addressed by international foreign policy practitioners as well as national and community leaders. The objective is to introduce students who know little about the countries of the Sahel to elements of its history, diverse cultures, and contemporary challenges. Led by a veteran US diplomat and former US Ambassador to Niger, the course introduces students to the cultural diversity, history, opportunities, and challenges in the Sahel region as responded to by the international community and addressed by local and international actors. This course includes the opportunity for a field visit to a Sahelian country (either Niger, Mauritania, or Senegal) during the spring recess. Enrollees for credit must participate in the field visit. 1 credit, graded. Bisa Williams

GLBL 7510, American Power in the Twenty-First Century: Lessons in Diplomacy This seminar examines the clash and conflict of theory and ideology with the reality of implementing U.S. foreign policy in an age of disaggregation; in other words, what do U.S. Administrations set out to do in the world, and what constraints and unforeseen externalities do they encounter? The course takes a case study and interdisciplinary approach to understanding national security from the perspective of practitioners, examining failed and failing states, public diplomacy, the role of Congress, the impact of domestic policy and public opinion on the conduct of foreign policy, the implications of partnerships and alliances, the challenge of authoritarian populism, rising sectarianism and violent extremism, climate change, capacity building, and global development. Students hear from guest speakers and focus on a series of case studies from the perspective of those who make and implement U.S. foreign policy, and those who have tried to theorize about it. 1 credit, graded. David Wade

GLBL 7530, Cybersecurity, Cyberwar, and International Relations Analysis of international cyberrelations. Topics include cybercrime, cyberespionage, cyberwar, and cybergovernance. Readings from academic and government sources in the fields of history, law, political science, and sociology. 1 credit, graded. Ted Wittenstein

GLBL 7545/LAW 21454, Introduction to International and Transnational Law The course covers both the public and the private dimensions of international and transnational law. Among the topics to be studied are such public international topics as the law of treaties, customary international law, international legal institutions, and the use of force; transnational legal process (including dispute settlement, transnational litigation, and transnational arbitration) and selected issues of “transnational legal substance,” including the Constitution and foreign affairs; international environmental law; international criminal law; and international business transactions. 1 credit, graded. Harold Koh

GLBL 7560, Democracy and Distribution An examination of relations between democracy and the distribution of income and wealth. The central focus is on ways in which different groups and coalitions affect, and are affected by, democratic distributive politics. This course also examines the variation among democracies in the provision of education, social and health insurance, and policies designed to ameliorate inequalities. 1 credit, graded. Ian Shapiro

GLBL 9991, Global Affairs Thesis The thesis is an optional yearlong research project that is completed in the final academic year of the M.P.P. degree. It is intended for students who wish to make a major policy-oriented research project the culmination of the student’s educational experience in the program. M.P.P. theses involve independently performed research by the student under the supervision of a faculty adviser. Students work with faculty advisers in designing their project and in writing the thesis. See the Appendix for detailed guidelines. Prerequisite: GLBL 9990

Summer 2023

GLBL 7000, Global Affairs Internship Jackson M.P.P. students are required to complete an eight week, preferably ten–twelve weeks, internship during the summer between their first and second year to pursue a professional experience that aligns with their academic and professional goals. Joint-degree students must complete the internship after their first year at the Jackson School. To meet this requirement, students must complete an internship or research project that is policy related and relevant to the global affairs M.P.P. degree. The experience must be at least thirty-five hours per week. On-campus jobs, including research assistant positions, will not be approved. All proposals for summer experiences are submitted to the CDO and reviewed by a Jackson committee. 0 credits, SAT/UNSAT.

Jackson School of Global Affairs 2022–2023

Fall 2022

Spring 2023

Summer 2023