phd finance chicago booth

Joint PhD Program in Financial Economics

Program requirements.

Students must satisfy the requirements for the PhD degree in both programs. This is viable because of the considerable overlap in what the two programs expect of their students.

In the first year students will take:

• Economics 30100, 30200 and 30300 – Price Theory (microeconomics)
• Economics 31000, 31100 and 31200 – Empirical Methods (econometrics)
• Economics 33000, 33100 and 33200 – Theory of Income (macroeconomics)

In their second year they will complete courses in two fields in accordance with requirements from the Economics Department. At the same time the students will satisfy the dissertation area requirements at Booth.

As an example, a student in their second year can satisfy the course requirements by taking:

• Business 34901/Economics 35050 – Asset Pricing I
• Business 34902/Economics 35060 – Asset Pricing II
• Business 34903/Economics 35070 – Corporate Finance I
• Business 34904/Economics 35080 – Corporate Finance II
• and two other finance electives as listed in the Guidebook

This is a required sequence at Booth. It will be recognized as a separate field (or fields) by the Economics department.

• Three other classes in economics and business to satisfy additional distributional requirements of the Economics Department and Booth. There is a wide range of appropriate course offerings both at Chicago Booth and the Economics Department.

In their remaining years, students will satisfy any additional distributional requirements from the Department of Economics and the second year paper required by both the Department of Economics and Booth. To facilitate guidance in choosing a dissertation topic and pursuing research, third year students will attend a student workshop or reading group in which they will present recent papers by others and/or their own projects in early stages of development. The workshop will be run by one or more of the faculty members involved in the joint degree program. Students will propose and defend a single dissertation to the satisfaction of both the Department of Economics and Booth. These requirements are subject to changes made by either the Department of Economics or Chicago Booth.

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PhD Joint Program in Financial Economics

The financial economics phd program leverages the strengths of two renowned programs: the phd program in finance and the university of chicago’s kenneth c. griffin department of economics..

Core economics training is critical for students doing research in financial economics, and advances in financial economics have important implications for other areas of economics.

As a student in our Joint Program in Financial Economics , you’ll work with thought leaders in both economics and finance and follow your research interests wherever they lead. Leveraging courses and resources in the Finance dissertation area at Chicago Booth and the university’s Kenneth C. Griffin Department of Economics , you’ll build a foundation for research at the intersection of finance and economics.

Our Distinguished Finance and Economics Faculty

As a student in the joint program, you’ll work with professors and classmates in both the Department of Economics and the Stevens Doctoral Program in Finance at Chicago Booth. Faculty bring research expertise in a wide range of fields and serve as mentors to PhD students.

Finance Faculty

Francesca Bastianello

Assistant Professor of Finance and Liew Family Junior Faculty Fellow, Fama Faculty Fellow

Emanuele Colonnelli

Associate Professor of Finance and MV Advisors Faculty Fellow

George M. Constantinides

Leo Melamed Professor of Finance

Douglas W. Diamond

Merton H. Miller Distinguished Service Professor of Finance

Eugene F. Fama

Robert R. McCormick Distinguished Service Professor of Finance

Niels Gormsen

Neubauer Family Associate Professor of Finance and Fama Faculty Fellow

Lars Hansen

David Rockefeller Distinguished Service Professor The University of Chicago Departments of Economics, Statistics and the Booth School of Business

John C. Heaton

Joseph L. Gidwitz Professor of Finance

Steven Neil Kaplan

Neubauer Family Distinguished Service Professor of Entrepreneurship and Finance and Kessenich E.P. Faculty Director at the Polsky Center for Entrepreneurship and Innovation

Anil Kashyap

Stevens Distinguished Service Professor of Economics and Finance

Ralph S.J. Koijen

AQR Capital Management Distinguished Service Professor of Finance and Fama Faculty Fellow

Associate Professor of Finance and Fama Faculty Fellow

Stefan Nagel

Fama Family Distinguished Service Professor of Finance

Scott Nelson

Assistant Professor of Finance and Cohen and Keenoy Faculty Scholar

Pascal Noel

Neubauer Family Associate Professor of Finance and Kathryn and Grant Swick Faculty Scholar

Lubos Pastor

Charles P. McQuaid Distinguished Service Professor of Finance and Robert King Steel Faculty Fellow

Raghuram G. Rajan

Katherine Dusak Miller Distinguished Service Professor of Finance

Bruce Lindsay Distinguished Service Professor of Economics and Public Policy

Pietro Veronesi

Deputy Dean for Faculty and Chicago Board of Trade Professor of Finance

Robert W. Vishny

Myron S. Scholes Distinguished Service Professor of Finance and Neubauer Faculty Director of the Davis Center

Michael Weber

Associate Professor of Finance

Constantine Yannelis

Associate Professor of Finance and FMC Faculty Scholar

Anthony Lee Zhang

Assistant Professor of Finance

Luigi Zingales

Robert C. McCormack Distinguished Service Professor of Entrepreneurship and Finance

Department of Economics Faculty

Fernando Alvarez

Ali Hortacsu

Harald Uhlig

Kenneth C. Griffin Department of Economics

Alumni success.

Our PhD graduates lead successful careers  in prestigious academic settings, such as the Stanford Graduate School of Business and London Business School, as well as in leading financial institutions, including the International Monetary Fund.

Jane (Jian) Li, PhD '21

Assistant Professor of Business, Finance Division Columbia Business School, Columbia University Jane's research lies at the intersection of macroeconomics and finance. She is particularly interested in how financial intermediaries affect the real economy and how different types of financial institutions can contribute to financial instability. Her dissertation area is in financial economics.

A Network of Support

Doctoral students at Booth have access to the resources of several interdisciplinary research centers that offer funding for student work, host workshops and conferences, and foster a strong research community.

Becker Friedman Institute for Economics Bringing together researchers from the entire Chicago economics community, the Becker Friedman Institute fosters novel insights on the world’s most difficult economic problems.

Center for Research in Security Prices CRSP maintains one of the world’s largest and most comprehensive stock market databases. Since 1963, it has been a valued resource for businesses, government, and scholars.

Fama-Miller Center for Research in Finance Tasked with pushing the boundaries of research in finance, the Fama-Miller Center provides institutional structure and support for researchers in the field.

George J. Stigler Center for the Study of the Economy and the State Dedicated to examining issues at the intersection of politics and the economy, the Stigler Center supports research by PhD students and others who are interested in the political, economic, and cultural obstacles to better working markets.

The Kent A. Clark Center for Global Markets Enhancing the understanding of business and financial market globalization, the Clark Center for Global Markets positions Chicago Booth as a thought leader in the understanding of ever-changing markets and improves financial and economic decision-making around the world.

Macro Finance Research Program The Macro Finance Research Program (MFR) expands our understanding of how financial markets affect the economy as a whole and, conversely, how the macroeconomy influences financial markets. It does so by bringing together a community of elite and emerging scholars and with common ambitions to tackle these important challenges. One of the important ambitions of this program is to provide intellectual and research support for advanced students in the joint PhD program in financial economics.

Rustandy Center for Social Sector Innovation Committed to making the world more equitable and sustainable, the Rustandy Center works to solve complex social and environmental problems. The center’s student support includes fellowships, research funding, and networking opportunities.

Spotlight on Research

Chicago Booth Review regularly highlights the research findings of Booth faculty and PhD students in financial economics.

Line of Inquiry: Amir Sufi on Household Debt and Business Cycles

Chicago Booth’s Amir Sufi explains how the financial sector's willingness to extend credit to households helps fuel booms and busts.

How is IT Spending Changing Banking?

According to researchers Zhiguo He (previous Booth prof.), Sheila Jiang and Douglas Xu (both Booth PhD graduates), and Xiao Yin, IT investment figures prominently in banking activities.

How Can We Calculate the US's Greatest Fortunes?

Chicago Booth’s Eric Zwick and his coauthors have devised a new way to gauge how much wealth the ultrawealthy have and what it’s composed of. Their results can help update and sharpen the picture of inequality in the US.

The PhD Experience at Booth

Maryam Farboodi, PhD ’14, talks about how the Booth faculty challenged her to focus her research on issues that are applicable to the current financial sector.

Video Transcript

Maryam Farboodi, ’14: 00:02 My work lies in the intersection of finance and economics, trying to apply theoretical models to think about broader questions in big data technology. I was doing extremely theoretical research and I was always interested in doing stuff which are more related to the real world, which led me to join Chicago econ and then the Joint Financial Economics Program at Chicago Booth.

Maryam Farboodi, ’14: 00:29 The faculty really helped me focus my research on issues that are relevant to the current financial climate. A lot of current policy focuses on how financial institutions intermediate for each other and that has been the focus of my research. The faculty at Chicago Booth challenged me in making sure that the insight is applicable to the current financial sector.

Maryam Farboodi, ’14: 00:52 What is really, really special about Booth is the really close interaction between the faculty here and the econ department. Chicago Booth, in particular the joint program, is the best place you can be in. It provides an environment where you can interact with people who are extremely deep in both finance and economics and not lose track of important issues. Chicago Booth and Econ has really being like home to me. That's the feeling that any student can get if they really engage themselves with faculty. 

Current Financial Economics Students

Students in Chicago Booth’s Joint Program in Financial Economics focus their PhD research on a vast array of issues, from state-government borrowing costs to wealth inequality to climate policy. They go on to positions at leading academic institutions and global financial organizations.

Current Students

Monica Barbosa

Filippo Cavaleri

Sixun Chang

Manav Chaudhary

Shirui (Suri) Chen Leo Aparisi De Lannoy

Laurenz De Rosa

Joanna Harris Jacob Hartwig

Lewei He Tanvi Jindal

Jingoo Kwon

Federico Mainardi

Benjamin Marrow

See a list of the current students in our Finance PhD Program .

How to Apply

To join the Joint Program in Financial Economics, you will need to be admitted to both the doctoral program in the Department of Economics and the PhD Program in Finance at Chicago Booth. However, you need only apply to one or the other program. Learn more about applying to Chicago Booth or to the Department of Economics .

Program Requirements

Learn more about the Joint Program in Financial Economics at Chicago Booth on the website or by referencing the joint program-specific guidebook below. See Joint Program-Specific Guidebook

General Program Expectations and Requirements

The Stevens Program at Booth is a full-time program. Students generally complete the majority of coursework and examination requirements within the first two years of studies and begin work on their dissertation during the third year. For details, see General Examination Requirements by Area in the Stevens Program Guidebook below.

Download the 2023-2024 Guidebook!

The University of Chicago

I am an Assistant Professor of Finance at the Fisher College of Business at The Ohio State University.

Please see my new webpage at https://chaudhryaditya.github.io/

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Chicago Booth Finance vs Yale Econ

By toughChoice March 13, 2015 in PhD in Business

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Toughchoice.

I have offers from both Chicago Booth Finance PhD Program (not joint program in financial economics) and Yale Economics PhD Program, and I am making a tough choice between these two.

My interest is in finance and macroeconomics, and I would like to be on the finance faculty job market upon graduation.

Here are some of my preliminary and incomplete thoughts about the trade-off between these two:

1. Chicago has better finance department than Yale.

2. Chicago has more many big names and active researchers in both macro and finance.

3. I heard some gossiping that Chicago Econ faculty does not offer enough support, not sure whether it is true and don't know about finance department.

4. It seems that the overall university prestige of Yale is better than U Chicago.

Therefore, I sincerely ask for your suggestions.

Thanks very much!

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If you want to be in finance then you should go to a finance department. 3) what does that have to do with finance? 4) not in relation to your general goals.

I get wanting to say "I went to Yale"; but it's just not work it vis a vis your general career goals.

3. Go for booth. I have also heard the general reputation about Chicago, but I can't imagine passing it up for econ that isn't MIT or Harvard.

And even then, you want to place in a finance department, Chicago will do that for you for sure. Obviously Yale can do it, but I don't know how that works.

4. Yale has a little more lay prestige, but you should care more about department prestige in your field. I am pretty sure Chicago wins there.

My opinion really shouldn't count for much. Ask your advisors. They should know more. Also, trust your gut.

If you want to be in finance then you should go to a finance department. 3) what does that have to do with finance? 4) not in relation to your general goals.     I get wanting to say "I went to Yale"; but it's just not work it vis a vis your general career goals.

3) is actually asking about the faculty support of Chicago Booth.

4) is not important in finding a faculty position, I admit.

3. Go for booth. I have also heard the general reputation about Chicago, but I can't imagine passing it up for econ that isn't MIT or Harvard.   And even then, you want to place in a finance department, Chicago will do that for you for sure. Obviously Yale can do it, but I don't know how that works.   4. Yale has a little more lay prestige, but you should care more about department prestige in your field. I am pretty sure Chicago wins there.   My opinion really shouldn't count for much. Ask your advisors. They should know more. Also, trust your gut.

Thanks for your suggestions. I was also leaning towards Chicago Booth almost surely until I saw this thread Chicago VS Yale « Economics Job Market Rumors

Though usually I just ignore these posts...

Thanks for your suggestions. I was also leaning towards Chicago Booth almost surely until I saw this thread Chicago VS Yale « Economics Job Market Rumors Though usually I just ignore these posts...

Well, those are econ people and we are business people. So there is a bit of a selection bias. But their opinions seem a little poorly formed.

If you want to go to a business school though, I really don't think it's a question.

Congrats on your options by the way!!

Maybe to your grandma, but not to anyone in finance academia.. Booth has been, and will continue to be the show. You can't turn down that offer.

A hearty congrats and best of luck!

Well, those are econ people and we are business people. So there is a bit of a selection bias. But their opinions seem a little poorly formed.   If you want to go to a business school though, I really don't think it's a question.   Congrats on your options by the way!!

Agree. Posts on EJMR are often opinionated.

Thank you very much!

Maybe to your grandma, but not to anyone in finance academia.. Booth has been, and will continue to be the show. You can't turn down that offer.   A hearty congrats and best of luck!

Agree. Thanks so much!

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EDHEC PhD in Finance- 2024/2025 elective courses revealed

New topics for elective courses have been consistently added to the EDHEC PhD in Finance programme curriculum since its inception. The programme management balances methodological electives with conceptual ones to help students stay informed about ongoing research debates and cutting edge research methodologies. 

Participants are required to take a minimum of five elective seminars during their second and third years. PhD in Finance candidates will have the privilege of learning from world’s leading specialists in these areas from top research institutions such as Chicago GSB, The Wharton School of the University of Pennsylvania, Columbia University, Duke University, Imperial College, Princeton University or Yale University.

In 2022-2023, the following topics were covered: Private Equity, Asset Pricing and Monetary Policy, Production-based Asset Pricing, Spectral Asset Pricing, and Models and Methods in Macro-Finance.

The next topics are unveiled below: 

Access the programme curriculum, and the list of past and upcoming research seminars here . 

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The transformative education offered at the University of Chicago begins in the classroom, with the teachers who inspire, engage and inform their students. 

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Fred chong, the seymour goodman professor in the department of computer science.

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As an undergraduate student at MIT, where he completed his graduate education, he was captivated by computer architecture, recognizing how the intricate design of the underlying machinery—composed of wires and transistors—enabled the execution of digital logic essential for powering his creations.

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Chong’s courses and research are centrally about understanding the trends in technology and shaping the future of computing. On the last day of class, he typically gives a lecture on some of these trends, and some of the more visionary ideas emerging in the future. 

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Anton Ford, Associate Professor in the Department of Philosophy

When Anton Ford was in high school, he found a steamer trunk in the basement of his house that contained his parents’ books from college. He spread them on the floor and took the most appealing for himself. 

As he recalls, the trunk had a wide variety of books: novels, poetry, history and sociology books, political texts and philosophy books. He said he remembers reading some Platonic dialogues, and developing an interest in Emerson and Nieztsche. 

“My tastes have matured,” he said. “But that was my first encounter with philosophy, on the floor of the basement of my childhood home. The trunk itself came to have a sentimental value for me. I brought it with me to college, then to graduate school, and then to my first job, here, at the University of Chicago.”  

Ford joined the faculty at UChicago in 2007, and is now an associate professor in philosophy with areas of special interest in Anscombe, Aristotle and Marx. In his classroom, Ford's approach aligns closely with the UChicago ethos of teaching how to think, not what to think. 

On the last day of class, he said he hopes his students will leave not so much with a message as with a set of intellectual tools for thinking about the world they will be stepping into. 

“The philosophers whose work I tend to teach are systematic thinkers,” he said. “One thing about a system of thought is that it can help one to see the connection between things. Another is that it provides one with intellectual orientation in an infinite variety of new circumstances.”

Through his teaching, Ford aims to empower his students to navigate a transitional phase in their lives with clarity and purpose. 

“College is a pivotal moment in life, a point between academic and professional paths,” he said. “Depending on who one happens to meet, what interests one develops, what one encounters in class, what is happening in the world—and much else—one’s future trajectory could change very radically. Not every period of life is like that. Nothing in particular follows from the fact that this is a pivotal moment. But the fact is worth bearing in mind.”

Michele Friedner, Professor in the Department of Comparative Human Development

On her first day of class as an undergraduate in an introduction to Indian religions course, Michele Friedner’s professor insisted that her students look closely at the craters on the moon, and identify the shape of a rabbit — and that they had to keep looking for it until they found it. 

The professor used this tactic to encourage her students to try to see things differently from how they appear at surface level, and it resonated with Friedner. 

“I loved looking for the rabbit and then finally finding it,” she said. “I never look at the moon the same way anymore. And this is what I want my students to do, too – to learn different ways of seeing and experiencing taken-for-granted objects, processes and practices.”

Now a professor of comparative human development in the College, Friedner said she is not afraid to emulate that same level of “playfulness” when interacting with her students.  

“Often, I ask a question that I have not fully formed and that I am still thinking through. I want them to be able to articulate things that are not fully formed while also being aware of the stakes of what we are reading and discussing,” she said.

Friedner teaches courses in disability anthropology and sensory anthropology, as well as classes in the Self, Culture and Society Core sequence. She also teaches a course in the “Big Problems”  Curriculum, elective capstone experiences designated for third- and fourth-year students, alongside Jennifer Iverson in the Department of Music, called “Disability and Design” The course involves working with scholars and activists at the forefront of its eponymous fields. 

For their final projects, students design a fully accessible policy, playground, restaurant, job interview guide, children’s book and more. Friedner says the course is “wonderful and invigorating” to teach.

“I love teaching disability studies-related courses at UChicago because the students are genuinely excited to consider questions and theories around disability and to grapple with complex embodiments,” she said. “They especially find it useful to reflect upon their own experiences at UChicago and beyond through the lens of disability theory.”

Nicholas Hatsopoulos, Professor in the Department of Organismal Biology and Anatomy

Nicholas Hatsopoulos teaches a course titled "Neuroscience of Consciousness," delving into a subject that has intrigued him since his undergraduate days, when he minored in philosophy. 

He has always been fascinated by questions surrounding free will, which propelled him into this field of study. Though consciousness is not his primary area of research as a neuroscience professor, Hatsopoulos said he finds immense joy in engaging with his students and the lively discussions that ensue during his lectures. 

“I love the interactions I have with the students and all the questions they ask during my lectures,” he said. “The students here are really smart and inquisitive. They genuinely want to learn and not just get a good grade."

Hatsopoulos fosters an environment of active participation in his classroom. He encourages interruptions and questions, believing that dialogue is essential for deep learning. If he doesn’t know the answer to a question, he is not afraid to say he doesn’t know but says he’ll try to get an answer by the next class.

He assigns students the task of critiquing two papers they read each week, promptly discussing some of the submissions in the following class. Throughout the course, debates on consciousness-related topics stimulate further exploration and critical thinking.

“I want them to interrupt me and ask questions,” he said. "The message I give them at the beginning of the course is telling them that we won't ultimately answer the question as to how consciousness arises from the brain, but hopefully they will learn about some of the experiments and theories and learn some neuroscience in the process.”

Chris Kennedy, Professor in the Department of Linguistics

Chris Kennedy, who has been teaching linguistics at UChicago for nearly 20 years, wasn’t planning to become a linguist. 

“I was living in Austin, Texas, playing bass in a punk band,” he remembers. “I had a horrible case of poison ivy one summer and was stuck inside. I asked my now wife/then girlfriend to grab me a book by Noam Chomsky from the Austin Public Library. She brought me a copy of ‘Syntactic Structures,’ and I was hooked.”

In the Department of Linguistics, Kennedy teaches undergraduate and graduate courses in semantics and pragmatics, and the occasional course in syntax. He also helped design and is the faculty director for the new cognitive science major, for which he teaches the two foundational courses alongside instructors in the Psychology Department. He also teaches in the Philosophical Perspectives humanities sequence.

Kennedy says he appreciates UChicago students’ passion for the “acquisition of knowledge,” which he incorporates into his own teaching approach.

“I like to approach my classes with the idea that I am learning the material alongside the students, approaching it from a position of discovery rather than presenting it from a position of authority,” said Kennedy. “Much of the time, this is literally true, because I've found that the best way for me to really understand new ideas, especially from areas outside my own expertise, is by working through them in a classroom full of University of Chicago students. And even when I teach a class on something I’m very familiar with, I like to start from some basic assumptions and then, together with the students, build up the theory from scratch.”

Kennedy threw himself into new material as an undergraduate student and said his curiosity has been a major influence in his career. He recalls coursework in religion and archeology, as well as his primary undergraduate major in Russian language and literature, as formative educational experiences even though they were quite different from the field he works in today.

“Whenever a student asks me what they should study, I say: ‘It doesn’t matter. What matters is that you find the best teachers, and do different things,’” he said. 

Faculty Awards for Excellence in PhD Teaching and Mentoring

Marcus clark, professor in the department of medicine.

Marcus Clark is fond of telling people that he loves his work. “My job is really an amalgam of hobbies, the things that I like to do. I just happen to get paid for them.”

As chief of the Section of Rheumatology in the Department of Medicine and director of the Medical Scientist Training Program (MSTP), an NIH-funded training program that pairs medical degrees with PhDs in the biological or physical sciences, he has his hands full. But rather than embracing the role of an administrator, he prefers a hands-on approach to mentoring the next generation of physician-scientists.

“I really get to know each incoming class, what they’re interested in and what their strengths are. I think that the personal touch elevates you from being just an administrator and shows them how to work like a scientist,” he said.

Clark individually mentors, advises and counsels each of the roughly 80 students in the MSTP, making a point to meet them where they are and challenging them to reach their potential how they define it—not according to a predetermined plan. He provides guidance, but not solutions—a “teach a man to fish” philosophy that makes students feel empowered in their career choices. He credits this ability to having been there before, building his own career researching immune system functions and treating patients with psoriatic arthritis and lupus.

“I think I have a good sense of where a student needs to be and how their personal journey can get them there,” he said. “I feel like I’ve done enough in my own career that I can give the students a little bit more space and think about them more. It helps me be like a proud dad in a way. I just want to see them do well.”

Mikhail Golosov, the Homer J. Livingston Professor in Economics and the College

As a graduate student, Mikhail Golosov remembers having tea with his advisor, economist Larry Jones, after a particularly brutal presentation. They talked for hours. As Golosov calmed down, he was able to spot the weaknesses in his research. 

“Now, it's probably one of my most famous papers,” Golosov said. “For me, that focus on well-being played a huge role in graduate school.”

Using his own mentors as a model, Golosov’s approach to advising is twofold—guiding students through difficult research questions as well as helping manage the anxieties that might crop up because of them.

“When you start, there is so much uncertainty,” Golosov said. “You don’t know much about research; you don’t know if you’re good at it.”

After taking Golosov’s public finance course, one student was inspired to pursue a related research topic using an unfamiliar methodology.

“Without Mikhail Golosov’s patience, guidance and intelligence, I could not have pursued this project,” the student wrote. “He carefully considers each and every question without prejudice, demystifies the process of research and expresses empathy on its exciting, but frightening uncertainties."

As director of Graduate Studies, Golosov meets with student representatives from each Ph.D. cohort to hear their concerns. If he has the power to make students’ experiences better, Golosov simply will—whether that’s arranging for an accommodation or mediating between faculty and students. 

“There are little things we can do that don’t require that much effort that could improve the life of graduate students a lot,” Golosov said. “Whenever I come across them, it gives me a lot of satisfaction.” 

“It is rare for a scholar of his stature to demonstrate such a deep commitment to each student's success,” wrote another student. “My growth as an economist and as a member of the academic community is largely attributable to Mike’s influence.”

Sidney Nagel, the Stein-Freiler Distinguished Service Professor of Physics and the College

In Sidney Nagel’s laboratory, graduate students are learning to be physicists—to ask a question about the world no one has yet been able to answer, and then design a way to answer it. It’s not easy, but it is rewarding.

“I want to make sure they understand that doing physics is hard, but that it’s also hard for me, even as long as I’ve been doing it,” Nagel said. “To fight through the ideas to get something crisp and clean at the end is a challenge every time. But we are working on these things together.”

The “joy of common striving,” as Nagel puts it, is the theme that runs through the lab. A former student wrote that Nagel, and other more experienced Ph.D. students in the laboratory, “readily dedicated hours to guide and help me…The sense of support and collaboration permeates the Nagel group completely, out of genuine kindness and alignment of curiosity.”

Among the communal lab activities is something that Nagel believes in deeply: the value of learning to articulate a scientific problem. “That is, can you frame a vision about why this problem is important, why it’s worth doing and where it can lead?” Nagel said.

As members of Nagel’s laboratory transform from students to scientists, each learns how to present this vision through intensive coaching and group feedback.

“When I started grad school, I had no experience in giving scientific presentations, had very limited public speaking skills as a non-native English speaker, and did not enjoy presenting my work to people,” wrote another former student. “He is single-handedly responsible for making me a decent public speaker who loves giving talks.”

Another former student agreed: “He taught me to see the beauty in science, and to share my joy at understanding it with the world.”

Miwa Yasui, Associate Professor in the Crown Family School of Social Work, Policy and Practice

Described by her students and colleagues as an “exceptional,” “creative,” and “devoted lifelong mentor,” Miwa Yasui is a passionate educator whose deep commitment to teaching and student development has made a profound impact at the Crown Family School.    

Recognizing that the academic life of a social scientist is never a solitary one, Yasui believes that learning is best cultivated in an environment that fosters collaboration and the sharing of ideas.

“Social sciences is something that you can never do on your own. It requires an entire team of great minds to come together. I’m very grateful for leading the team of students in my research lab from whom I have come to learn about their own interests and journeys, seeing especially how they would continue their intellectual trajectories,” she said.

Her pedagogy is also characterized by an empathetic listening that takes into account the diverse perspectives and lived experiences of her students, often reflected in their classroom discussions. 

It is no wonder that she is well-loved among students in her department for being compassionate and attentive to their scholarly and emotional needs. 

“Prof. Yasui has provided time and space to empathetically listen to my personal experience, inquire about my family and loved ones and mentor me on the importance of care. I cannot thank her enough for that,” a Crown Family School student said.

Having lived in different countries such as Japan, England, Singapore, and the United States, Yasui is deeply sensitive to the ways in which our human behavior, values, and beliefs are determined by cultural influences. Her research focuses on the intersection between race, culture, and immigration in the context of child development and family processes, and how they contribute to racial disparities in mental health.

Yasui’s conviction for her students is that they will not only become innovative leaders in social work but, more importantly, that their scholarship will also transform the lives of the vulnerable and marginalized.

As a former student gratefully expressed: “Notably, she believed in me.”

—With contributions by Andy Brown, Meredith Davis, Tori Lee, Louise Lerner and Matt Wood.

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• Events and Forums
• US Monetary Policy Forum
• Clark Center Policy Talks

Clark Center Finance Experts Conference 2024

October 3-4, 2024.

The conference will be held in Chicago. 

Attendance is in person and by invitation only.

Date & Location

The conference will take place on  October 3 rd  and 4 th  2024 

The conference is located in Chicago. 

Wenxin Du ,  Henry Kaufman Professor of Financial Institutions (Columbia Business School) 

Steven N. Kaplan , Neubauer Family Distinguished Service Professor of Entrepreneurship and Finance,  (University of Chicago Booth School of Business)  

Anil K Kashyap , Stevens Distinguished Service Professor of Economics and Finance (University of Chicago Booth School of Business)

Stefan Nagel , Fama Family Distinguished Service Professor of Finance,  (University of Chicago Booth School of Business)

Romesh Vaitilingam , Clark Center for Global Markets  (University of Chicago Booth School of Business)

For questions or additional information, contact Peggy Eppink .