harvard review education

The Harvard Educational Review is a journal of opinion and research in the field of education. Articles are selected, edited, and published by an editorial board of graduate students at Harvard University. The editorial policy does not reflect an official position of the faculty of Education or any other Harvard faculty. (print ISSN 0017-8055, online ISSN 1943-5045) 

HER accepts contributions from researchers, scholars, policy makers, practitioners, teachers, students, and informed observers in education and related fields. In addition to original reports of research and theory, HER welcomes articles that reflect on teaching and practice in educational settings in the United States and abroad. 

It is the policy of HER to review manuscripts that are not simultaneously being considered at another journal. HER will not consider manuscripts that are currently available online. To this end, the journal requires that authors remove manuscripts from publicly available websites before submission.

Thank you for your interest in the Harvard Educational Review. Please submit your manuscript under the appropriate submission category below. For more information about the types of submissions we consider as well as details about submission formatting and our review process, please see here

Manuscripts reporting original research related to education should include: background and context and/or theoretical/conceptual framework, literature review, methods, findings and analysis, and discussion sections. The literature review should be relevant to the research topic and findings. All methodologies need to be clearly described and should match the research questions or stated purpose of the manuscript. The findings should be clearly stated, and the arguments set forth should emerge from the analysis of the data presented in the manuscript. Accepted manuscripts typically include clear implications of the research and are accessible to HER ’s generalist readership.

HER  accepts manuscripts of up to 9,000 words, inclusive of abstract, appendices, and references. While HER does not have a minimum word count, accepted manuscripts tend to be at least 5,500 words.

This call is intended for submission of manuscripts in the form of an academic essay.   

An essay should have a well-developed argument with a clear purpose. A good essay will not merely summarize previous work but will advance an original argument or provide a useful synthesis of a particular area of inquiry. Essays should employ compelling evidence to justify the author’s claims. Evidence can draw from (but is not limited to) practice, theory, personal experience, and/or empirics. Strong essays will be engaging to readers, logically structured, and have an internally cohesive and coherent argument.

Successful essays can take many forms, including:

· Literature reviews

· Normative arguments

· Explorations of theory in practice

· Articulation of promising avenues of research to pursue and/or gaps in a particular field  

HER  accepts manuscripts of up to 9,000 words, inclusive of abstract, appendices, and references. While HER does not have a minimum word count, accepted manuscripts tend to be at least 5,500 words.  

The Harvard Educational Review recognizes the value of experiential knowledge and is committed to featuring the voices of people engaged in various educational activities around the world. We welcome reflective pieces written by students, teachers, parents, community members, and others involved in education whose perspectives can inform policy, practice, and/or research. The power of Voices: Reflective Accounts of Education articles rests primarily in the voice of the author(s) and its rich grounding in practice, which may be informed by theory and research. Submissions generally contain a detailed narrative that weaves together ideas, situations, and experiences and highlights key learnings. For examples of Voices pieces, please see Alvarez et al. (2021) and Snow (2021) . HER accepts manuscripts of up to 9,000 words, inclusive of abstract, appendices, and references. While HER does not have a minimum word count, accepted manuscripts tend to be at least 5,500 words.

HER welcomes submissions in addition to the Research article, Essay, and Voices categories. If your manuscript does not correspond to any of the above categories, please select this option. 

On submission, you will be asked to provide a statement of up to 100 words that describes the nature of your manuscript and why it is a good fit for the journal.

This call is intended only for submission of manuscripts that have gone through the review process and been invited by the editorial board to be revised and resubmitted . Please do not use this category for manuscripts that have not been reviewed by the full editorial board. Please include a separate letter to the editors addressing the specific recommendations made in their letter to you. If you have any questions, please contact the invitations editor at [email protected]

This call is intended only for submission of manuscripts that have been formally solicited by the editorial board . Please include the solicit proposal approved by the editorial board. If you have any questions about the process or want to request preliminary review of the manuscript, please contact the invitations editor at [email protected]

This call is intended only for submission of manuscripts invited by the editorial board . If you have any questions about the due date or preliminary review of the manuscript, please contact our  invitations editor at [email protected] 

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Harvard Review 61

A Poem by Nick Maione

Situating Max Jacob

The Body Keeps the War

When Tarzan Met Leonardo

Helen Vendler on Book Reviewing

Revisiting Diane Wakoski’s “Complete Motorcycle Betrayal Poems”

Mother's Day in the Aquarium

The Bed & Breakfast by Molly Dektar

Reading Backwards with Louise

The prophets were given the secrets of the universe, but I am only seeking my own. —Burhan Sönmez (trans. by Alexander Dawe), “Rome, Italy, 1966”

Each day she woke, bracing herself for the smaller disasters of dying… —Amanda Gunn, “Shalimar”

I do not like speaking about him in the past tense, but I suppose it is a way of coming to terms with the catastrophe. —Edward Hirsch, “In Memoriam: Adam Zagajewski”

Afterwards, black ants / returned again / to their row of life in the grass — Antonia Pozzi (trans. by Amy Newman), “God of the Wild”

Maybe there’s much to celebrate about a room full of young people who are aware of the demands love makes, who don’t buy the lacy lies we tell on Valentine’s Day or after a hit of ecstasy. — Eric LeMay, “Star-Crossed Something-or-Others”

He’s telling you what he’s doing: What I’m telling you are true, true stories—distressingly true stories that I want you to believe—but the method that I’m using to make you believe in the stories is a trick. —Interview with Carole Angier, author of Speak, Silence: In Search of W. G. Sebald

HARVARD BOOK REVIEW

A Night in the Country

Land of Milk and Honey

Theophanies

Oracle Smoke Machine

The Book of Failures: Poems

To Free the Captives: A Plea for the American Soul

Chasing Rivers: A Whitewater Life

Fierce Elegy

I Sing to Use the Waiting

Spooky Action

HBP Education’s Must Reads: How Generative AI Is Reshaping Education

PRACTICAL APPLICATIONS FOR USING CHATGPT AND OTHER LLMS

This collection of popular articles from Inspiring Minds showcases the profound possibilities of using generative AI to help you create dynamic, tailored educational experiences for your students. Whether you are an early adopter or have yet to experiment with using AI tools in your teaching, you’ll find ideas and guidance to help you explore the multifaceted capabilities of these technologies and uncover the transformative influence custom chatbots can have on teaching and learning, as well as your research.

Included Articles:

• 4 Simple Ways to Integrate AI into Your Class
• What ChatGPT’s Voice and Image Capabilities Mean for Educators
• Stop Focusing on Plagiarism, Even Though ChatGPT Is Here
• What Custom GPTs Unlock for Higher Ed
• Generative AI Can Supercharge Your Academic Research

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• What project-based learning is—and how it works
• How project-based learning develops students’ action-based skills (“soft skills”)
• Examples of how educators can incorporate project-based learning into their course curriculum, particularly in online and hybrid classes
• How educators should determine if project-based learning is right for their courses
• Tips for how educators can source the right projects for their students
• Best practices from faculty leaders in project-based learning

Topics Covered

How to build rapport in different teaching and learning environments

Changing pace and shifting pedagogical techniques to create engaging class sessions

The use of technology inside and outside the classroom to accelerate learning & engagement

Incorporating collaborative work in short bursts during class sessions

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Harvard Educational Review

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The set of journals have been ranked according to their SJR and divided into four equal groups, four quartiles. Q1 (green) comprises the quarter of the journals with the highest values, Q2 (yellow) the second highest values, Q3 (orange) the third highest values and Q4 (red) the lowest values.

The SJR is a size-independent prestige indicator that ranks journals by their 'average prestige per article'. It is based on the idea that 'all citations are not created equal'. SJR is a measure of scientific influence of journals that accounts for both the number of citations received by a journal and the importance or prestige of the journals where such citations come from It measures the scientific influence of the average article in a journal, it expresses how central to the global scientific discussion an average article of the journal is.

Evolution of the number of published documents. All types of documents are considered, including citable and non citable documents.

This indicator counts the number of citations received by documents from a journal and divides them by the total number of documents published in that journal. The chart shows the evolution of the average number of times documents published in a journal in the past two, three and four years have been cited in the current year. The two years line is equivalent to journal impact factor ™ (Thomson Reuters) metric.

Evolution of the total number of citations and journal's self-citations received by a journal's published documents during the three previous years. Journal Self-citation is defined as the number of citation from a journal citing article to articles published by the same journal.

Evolution of the number of total citation per document and external citation per document (i.e. journal self-citations removed) received by a journal's published documents during the three previous years. External citations are calculated by subtracting the number of self-citations from the total number of citations received by the journal’s documents.

International Collaboration accounts for the articles that have been produced by researchers from several countries. The chart shows the ratio of a journal's documents signed by researchers from more than one country; that is including more than one country address.

Not every article in a journal is considered primary research and therefore "citable", this chart shows the ratio of a journal's articles including substantial research (research articles, conference papers and reviews) in three year windows vs. those documents other than research articles, reviews and conference papers.

Ratio of a journal's items, grouped in three years windows, that have been cited at least once vs. those not cited during the following year.

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Evolution of the number of documents cited by public policy documents according to Overton database.

Evoution of the number of documents related to Sustainable Development Goals defined by United Nations. Available from 2018 onwards.

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Reference management. Clean and simple.

How to format your references using the Harvard Educational Review citation style

This is a short guide how to format citations and the bibliography in a manuscript for Harvard Educational Review. For a complete guide how to prepare your manuscript refer to the journal's instructions to authors .

• Using reference management software

Typically you don't format your citations and bibliography by hand. The easiest way is to use a reference manager:

• Journal articles

Those examples are references to articles in scholarly journals and how they are supposed to appear in your bibliography.

Not all journals organize their published articles in volumes and issues, so these fields are optional. Some electronic journals do not provide a page range, but instead list an article identifier. In a case like this it's safe to use the article identifier instead of the page range.

• Books and book chapters

Here are examples of references for authored and edited books as well as book chapters.

Sometimes references to web sites should appear directly in the text rather than in the bibliography. Refer to the Instructions to authors for Harvard Educational Review .

This example shows the general structure used for government reports, technical reports, and scientific reports. If you can't locate the report number then it might be better to cite the report as a book. For reports it is usually not individual people that are credited as authors, but a governmental department or agency like "U. S. Food and Drug Administration" or "National Cancer Institute".

• Theses and dissertations

Theses including Ph.D. dissertations, Master's theses or Bachelor theses follow the basic format outlined below.

• News paper articles

Unlike scholarly journals, news papers do not usually have a volume and issue number. Instead, the full date and page number is required for a correct reference.

• In-text citations

References should be cited in the text by name and year in parentheses :

Here are examples of in-text citations with multiple authors:

• Two authors: (Hartonen & Alava, 2013)
• Three authors: (Brown et al., 2005)
• 6 or more authors: (Feng et al., 2013)
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Update on University Rights and Responsibilities

Dear Members of the Harvard Community,   Harvard’s  University-wide Statement on Rights and Responsibilities  (USRR) expresses our core commitments to advancing freedom of thought, open inquiry, and free speech; to protecting the safety and well-being of members of the Harvard community; and to ensuring that all within our community can pursue a shared mission of academic excellence through teaching, learning, and research. To fully realize those commitments, the processes by which we implement them must be fair, effective, and evenhanded. In recent years, this goal has been challenged in a growing number of disciplinary cases involving students from different Schools who are involved in the same event or behavior but may be subject to quite different investigative and fact-finding processes. Fully acknowledging that, at Harvard, each School is responsible for determining discipline for its own students, the facts informing discipline should not vary depending on what School a particular student attends.   The University Committee on Rights and Responsibilities (UCRR) offers a solution to this problem. Established in 1970 and populated each year with faculty and students designated by each School, the UCRR was designed to coordinate fact-finding processes involving multiple Schools while leaving the final disciplinary decisions to the Schools themselves. Until now, however, effective procedures for implementing this function have not been formalized.   Last fall, the president and provost convened a working group of academic leaders to propose appropriate procedures, drawing upon other University processes already in place. This working group solicited feedback from faculty and staff on disciplinary boards across the University. The proposed procedures closely track those recently adopted to implement other University-wide policies.   Interim President Garber has now adopted the proposed  UCRR Procedures  for an initial period of two years. During this period, we will gain experience and gather additional community input about the UCRR Procedures so that revisions may be made as appropriate.   We support this decision, also endorsed by the Harvard Corporation, as an important step toward promoting more consistent application of the USRR by ensuring that each School’s disciplinary decision in cross-school cases will be informed by a common understanding of the relevant facts. We welcome your input, and we are grateful for your cooperation.   Sincerely,   Alan M. Garber Interim President   John F. Manning Interim Provost   Meredith Weenick Executive Vice President Andrea Baccarelli Dean, Harvard T.H. Chan School of Public Health   Tomiko Brown-Nagin Dean, Harvard Radcliffe Institute   Nancy Coleman Dean, Division of Continuing Education and University Extension   George Q. Daley Dean, Harvard Medical School   Srikant Datar Dean, Harvard Business School   Emma Dench Dean, Harvard Kenneth C. Griffin Graduate School of Arts and Sciences   Marla Frederick Dean, Harvard Divinity School   William V. Giannobile Dean, Harvard School of Dental Medicine   John C.P. Goldberg Interim Dean, Harvard Law School   Hopi E. Hoekstra Edgerley Family Dean, Faculty of Arts and Sciences   Rakesh Khurana Danoff Dean, Harvard College   Nonie K. Lesaux Interim Dean, Harvard Graduate School of Education   David C. Parkes Dean, Harvard John A. Paulson School of Engineering and Applied Sciences   Jeremy Weinstein Dean, Harvard Kennedy School of Government   Sarah M. Whiting Dean, Harvard Graduate School of Design

On The Site

Category: harvard educational review contributors.

Contributors to the Harvard Educational Review journal share their views, opinions, and research in our Voices in Education blog.

Challenging the Binaries: The Ongoing Struggle for Black Latine Identity in the United States

July 22, 2024

By María Cioè-Peña Over 6 million people living in the United States self-identify as Black Latines or Afro-Latinos. Their claim to their Blackness is in jeopardy.  In multiple US states,… READ MORE

Reflections on the Word that Caused a Revolution

July 8, 2024

By Randy-Michael Testa With the words “finding my voice” firmly entrenched in pop culture as a stand-in for everything from speaking one’s truth to bailing out of a bad relationship,… READ MORE

Teaching About Technology in Schools Through Technoskeptical Inquiry

June 3, 2024

By Jacob Pleasants, Daniel G. Krutka, and T. Philip Nichols New technologies are rapidly transforming our societies, our relationships, and our schools. Look no further than the intense — and… READ MORE

Do the Hearing Deserve to Hear from the Deaf?: A Simple Policy Proposal for Common-Sense Access That Still Eludes Us

May 24, 2024

By Jessica Scott, Stephanie Gardiner-Walsh, and G. Sue Kasun  Academia has a storied history of denying minoritized perspectives their rightful place in the ivory tower. This continues, despite the individuals… READ MORE

Confronting Colonial Legacies in University Climate Action

February 15, 2024

By Sharon Stein and Jan Hare Indigenous thinkers have long pointed to the central role of colonialism in creating the climate and nature emergency, but institutions of higher education have… READ MORE

Education in Worldwide Political Agreements: A Missed Opportunity for Peacebuilding?

September 18, 2023

by Giuditta Fontana Investment in education, and reform of education systems in conflict-affected settings, are ‘an essential driver for achieving peace’ according to United Nations Secretary General António Guterres. However,… READ MORE

Harassment and Intimidation in Prison Higher Education Programs

September 1, 2023

By Caisa Elizabeth Royer, Erin L. Castro, and Estefanie Aguilar Padilla What are college-in-prison programs like for those who participate? With the expansion of Pell Grants for eligible incarcerated college… READ MORE

Can a Better Understanding of How Teacher Evaluation Works Help Improve Its Design? 

March 6, 2023

By David D. Liebowitz How can we support all teachers so that they continue to learn and improve throughout their careers? How can we ensure that all students receive high-quality… READ MORE

White Ignorance in Global Education 

February 13, 2023

by Francine Menashy and Zeena Zakharia Until recently, there has been little attention paid to racism and White supremacy in global education circles, despite clear associations between the International Aid System and its… READ MORE

Going Beyond Education Policy to Solve Problems in Schools 

November 2, 2022

by Sarah Winchell Lenhoff on November 2,2022  Abraham Maslow wrote “If the only tool you have is a hammer, it is tempting to treat everything as if it were a nail.” In… READ MORE

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How Yale Propelled J.D. Vance’s Career

The G.O.P. vice-presidential nominee is remembered as a warm and personable student. But some are perplexed by what they see as his shift in ideology.

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By Stephanie Saul

When J.D. Vance applied to law school, he viewed it as a pathway out of his chaotic upbringing in working-class Middletown, Ohio.

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The Limits of GenAI Educators

• Jared Cooney Horvath

Three fundamental problems with using LLMs as teachers, tutors, and trainers.

While generative AI tools have been heralded as the future of education, more than 40 years of academic research suggests that it could also harm learning in realms from online tutoring to employee training for three reasons. First, the best student-teacher relationships are empathetic ones but it is biologically impossible for humans and AI to develop mutual empathy. Second, AI might help us bypass the boring task of knowledge accumulation but it is only through that process that we develop higher order thinking skills. Finally, digital tools are notoriously distracting and multitasking diminishes learning. As we think about the benefits of new technology, we must also consider the risks.

Since the widely acclaimed release of ChatGPT 4, generative AI has been touted by many as the savior of education. Case in point: British education expert Sir Anthony Seldon has predicted that by 2027, AI will replace human teachers on a global scale.

• Jared Cooney Horvath (PhD, MEd) is a neuroscientist, educator, and author of the best-selling book  Stop Talking, Start Influencing: 12 Insights from Brain Science to Make Your Message Stick . He has conducted research and lectured at Harvard University, Harvard Medical School, the University of Melbourne, and more than 750 schools internationally and currently serves as director of LME Global.

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Flooding has devastated Jackson, Miss., in recent weeks. “These crises are complex,” says Ian Miller, a Harvard historian and a member of the Committee on Climate Education. “They’re difficult to understand and trace to a single origin, but they are — I think we all can agree on this point, finally, belatedly — linked to one degree or another to global climate change.”

AP Photo/Rogelio V. Solis

Grappling with climate change through deeper learning, real-world action

Alvin Powell

Harvard Staff Writer

New report suggests increases in faculty, resources, courses across University, and internship, fellowship opportunities

A new report examining how Harvard teaches climate change urges an all-hands-on-deck approach, promising not only more but also deeper instruction in disciplines that span the University at a moment of heightened concern about a changing world.

“Climate change is not simply climate change anymore. It is ‘everything change,’” said Ian Miller , history professor, Cabot House faculty dean, and a member of the Committee on Climate Education, which wrote the report. “This summer has been a summer of suffering globally.”

Miller and other committee members said extreme weather events bearing climate change’s fingerprints were rife. Europe just experienced its hottest summer on record, while the U.S. had its third-hottest summer, according to a recent NOAA report, complete with three 1,000-year flood events, in Dallas, Death Valley — which set an all-time 24-hour rain record — and southern Illinois, where one community recorded 14 inches of rain in just 12 hours. Historic floods struck Kentucky and Pakistan, while drinking water shortages threaten South Africa and Jackson, Mississippi, the former fueled by drought, the latter by flood.

“The Mississippi capital — the capital of an American state — is without potable water,” Miller said. “These crises are complex. They’re difficult to understand and trace to a single origin, but they are — I think we all can agree on this point, finally, belatedly — linked to one degree or another to global climate change.”

The report was commissioned by Vice Provost for Climate and Sustainability James Stock and outlines a new push to expand education in climate change that draws resources and expertise from across the Harvard community, including faculty, staff, alumni, and peer teaching among students. It offers a series of concrete steps, including hiring additional faculty, creating a new standing committee to oversee implementation and an outside advisory panel, and establishing a climate education accelerator to foster needed changes. The report envisions new courses in every discipline, increased internship and fellowship opportunities, assistance for faculty in fields not traditionally linked to climate who want to incorporate it in classes, and additional resources for all of the above.

“It’s not just ‘more.’ It’s ‘more’ and more focused. More focused and more intentional and more visible,” said Erin Driver-Linn , dean for education at the Harvard T.H. Chan School of Public Health and a committee member. “It’s ‘Let’s make this a priority,’ and, by Harvard making this a priority, have an impact through education and the ripple effects of what our students and faculty are doing out in the world. This will matter a lot to our global public health community.”

“It was clear from talking with students, talking with administrators, and looking at course offerings that although we were creating more courses, we weren’t really keeping up with demand,” said Vice Provost for Climate and Sustainability James Stock.

File photo by Kris Snibbe/Harvard Staff Photographer

The report was commissioned in January and produced by a 30-person team of faculty and administrators. Stock said Harvard has steadily ramped up teaching in this area over the years, and the Harvard University Center for the Environment has supported student programs across the University. But he still heard from students that more is needed — more opportunities to learn, conduct research, and engage with the problem through internships and fellowships.

“The importance of preparing students — and students wanting to be prepared — for the changing climate has become much more salient in the last several years,” Stock said. “It was clear from talking with students, talking with administrators, and looking at course offerings that although we were creating more courses, we weren’t really keeping up with demand. And because climate change cuts across all our Schools, a cross-School perspective is in order. It seemed like there were lots of opportunities.”

Stock said that another relatively recent change has been in the job market. Jobs for what he broadly termed “climate professionals” used to be limited to nonprofits, higher education, and government. Now, he said, many corporations and private companies have sustainability offices and are paying much closer attention to environmental impacts of their products and operations.

“The world of what we might call broadly ‘climate professionals,’ especially at the level at which our students go out on the job market, is really exploding,” Stock said. “There are now opportunities for our students to pursue their passion for tackling climate change in a professional way. And that again asks us to take a closer look as to how we can prepare them for those opportunities.”

Led by co-chairs Dustin Tingley , professor of government and deputy vice provost for advances in learning, and Noel Michele Holbrook , Harvard Forest director and the Charles Bullard Professor of Forestry, the committee wasted little time, breaking into subcommittees that surveyed and gathered comments from Harvard’s Schools before regrouping to synthesize what they found into the report.

Tingley praised those who participated in the effort, saying it was a cross-School, whole-University process. He said the committee took pains to reach out to departments and programs that might not seem obvious participants in a climate-change education effort, such as the Harvard Writing Center and the Athletic Department. Tingley said the recommendations seek to meet each student where they are by providing numerous avenues to engage with the topic, connecting learners to the world by partnering with alumni and outside organizations and touching on all of campus life, from the Houses to clubs, labs, and elsewhere.

“If there’s one overall theme, it’s the astounding opportunity afforded us because of buy-in across the board,” Tingley said. “Harvard sits within a network of unparalleled alumni, companies, governments, and NGOs that want to work with our students.”

“We should recognize and resist the risk of addressing the complexity of climate change by incorporating it in shallow ways, leading to students who end up engaging in superficial advocacy rather than in the essential, but harder, intellectual and creative work of developing solutions to the complicated challenges, and assessing the difficult tradeoffs.”

More like this

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Finding much to like in Senate climate deal

More climate research, teaching to make greater impact

Heat rising, along with urgency and hope, as climate summit nears

Holbrook said one thing that pleased her as she listened was that no convincing was needed, because every corner of the University already thought this issue was relevant to them and their students. An important step, she said, will be building bridges between the professional Schools and the College so students can envision a career path, such as understanding the work of an environmental lawyer or how things might impact the bottom line for a business leader. Students, Holbrook and Miller said, are eager to tackle the problem but also anxious about the future in a world likely to warm significantly from today.

“We need to equip our students with a rigorous understanding of the challenges posed by climate change without letting them become overwhelmed,” Holbrook said. “One measure of the success of climate education at Harvard will be an increase in the number of students committed to developing and promoting durable, effective, and equitable climate solutions.”

Suzanne Cooper , the Harvard Kennedy School’s academic dean for teaching and curriculum and a member of the committee, said the recommendations taken together are larger than the sum of their parts, in that they don’t seek to tell faculties or departments what courses to add but instead set a strategy that they hope will foster their creation, cooperation across disciplinary and School boundaries, innovation, and engagement with the world outside campus. Some students experience that interdisciplinarity today, she said, but often they have to find opportunities themselves, something she hopes will become easier in the future.

Stock, who thanked the committee for its work, said he looks forward to bringing its recommendations to life.

“The committee did a great job producing a thoughtful report in a short period of time, and I’m grateful for their efforts. I’m especially grateful for co-chairs Missy Holbrook and Dustin Tingley for their leadership,” Stock said. “The report makes many thoughtful recommendations, and I look forward to working with the Schools to act on them.”

In the end, the authors wrote, the recommendations seek to leverage Harvard’s strengths — its talented faculty and students, academic breadth, and engaged broader community — to address an enormously complex, global problem head-on, which means there inevitably will be “difficult tradeoffs” and “complicated solutions.”

“[W]e should recognize and resist the risk of addressing the complexity of climate change by incorporating it in shallow ways,” the report concluded, “leading to students who end up engaging in superficial advocacy rather than in the essential, but harder, intellectual and creative work of developing solutions to the complicated challenges, and assessing the difficult tradeoffs.”

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J.D. Vance went to Yale Law School. Here's what to know about his time there.

Sen. J.D. Vance is former President Donald Trump's vice presidential pick for the 2024 election, as Trump announced on Truth Social on Monday, the same day the Republican National Convention kicked off.

Trump passed over established GOP politicians like Sen. Marco Rubio of Florida and Gov. Doug Burgum of North Dakota for the relatively young Senate newcomer, 39-year-old Vance.

While he is the junior senator from Ohio now, Vance graduated from Yale Law School in New Haven, Connecticut. Here's a little more about his time there.

When did J.D. Vance go to Yale?

Vance attended Yale Law School from 2010 to 2013 after graduating from Ohio State University with a degree in political science and philosophy.

He would go on to write and publish the best-selling memoir  "Hillbilly Elegy"  in 2016, later becoming the junior senator of the state of Ohio, where he grew up.

Did J.D. Vance mention Yale in Hillbilly Elegy?

Yes, a large part of his memoir is about his time at Yale Law.

According to Vance, he received a generous financial aid package to the prestigious law school due to his disadvantaged economic background.

Vance wrote in his memoir that he did appreciate his education at Yale Law and the people he met there. However, he said he felt the class disparity between him and the others at the school, explaining that many students came from middle class upbringings, whereas he came from a poor family with a parent struggling with substance use.

What did J.D. Vance do while at Yale Law School?

Vance met his wife Usha Chilukuri during their time at Yale Law and later got married in 2014.

According to his memoir, Vance became an editor of the Yale Law Journal , an accolade achieved by former Secretary of Labor  Robert Reich , former National Security Advisor John Bolton and other notable individuals.

Vance had author, corporate lawyer and John M. Duff, Jr. Professor of Law Amy Chau as one of his law professors. She would give him some sage advice regarding clerkships and career opportunities.

Rin Velasco is a trending reporter. She can be reached at [email protected]