Year-by-Year Roadmap

Six-year funding packages include 6 semesters of University Fellowship (UF), 4 semesters of Teaching Fellowship (TF), and, if needed, a 6th year Teaching Fellowship (TF). The university does not offer funding beyond the 6^th year.

These six years of university fellowships are designed to provide students the opportunity to engage in full-time study and to make rapid progress towards their degrees. A student cannot receive university funding of any kind unless they are a full-time student in good standing. Yale defines a full-time student as a student who is not engaged in outside employment for more than 10 hours per week. There is thus a limit on the number of hours a student can spend on paid work when receiving a university stipend. If a faculty member asks a student to do paid work (even if it is academic and related to a student’s research), that student should discuss the situation with the DGS to ensure that they are in compliance with university rules and regulations. 

University Fellowship (UF): The UF stipend enables and requires the student to be engaged in full-time study, concentrating on courses (in the first two years) and the dissertation (in the fifth year) without the distractions of employment or teaching. 

Teaching Fellowship (TF): The TF stipend comes with an expectation of teaching (i.e., serving as a Teaching Fellow). 

Typical Six-Year Schedule:

• Years 1 and 2: University Fellowship
• Years 3 and 4: Teaching Fellowship
• Year 5: University Fellowship
• Year 6 (if needed and progressing in program): Teaching Fellowship
• Year 7 and beyond: Extended Registration or Dissertation Completion Status

• Students enroll in RLST 5100.
• Students typically complete a total of six courses across two semesters; ADGS and other faculty members can advise students with course selection.
• Students work towards fulfilling language requirements (at least 1 in the first year).
• Students who wish to pursue a joint or combined Ph.D. program typically submit a proposal in their first year, in consultation with the DGSs of both departments/schools.
• All students have an end-of-year meeting with their ADGS and at least one faculty member in their field whose research and teaching interests align with those of the students and/or who can offer helpful perspectives.
• By the end of the first year, students who wish to count previous coursework can submit up to 3 course waivers.

• Students typically complete a total of six courses across two semesters; ADGS and other faculty members can advise students with course selection.
• Students should complete RLST 5100, if they have not already done so the previous year.
• Students should be sure to complete the total number of course requirements by the end of the spring semester.
• Students who wish to count previous coursework should submit up to 3 course waivers if they have not done so already.
• Student complete language requirements or work with the ADGS to make a plan for completing them, typically by the start of the third year.
• Students begin to plan for comprehensive exams, which are completed in the following year:
  
  • Identify areas of study, 
  • Have conversations with key faculty members about their expectations for exams,
  • Begin to construct reading lists, exam formats, and a schedule.
• Schedule an end-of-year meeting with the ADGS to review program requirements and discuss plans for the third year.
• Submit teaching preferences form before the deadline, during the spring semester. Please note:
  • Students list a ranked set of courses they are interested in; they can also request to serve as a TF for a course in another department.
  • A committee consisting of the DGS, the RLST Chair, the RLST Registrar, the YDS Registrar, and the YDS Graduate Student Dean works together to match student preferences to available teaching opportunities, usually in the Religious Studies Department and the Divinity School.
  • The department is granted a certain number of teaching slots from GSAS. Utmost effort is made to assign Teaching Fellows to courses they list among their preferred courses and to match Teaching Fellows with faculty members who request assistance in teaching and/or who teach large courses. 
  • Students should update the Registrar and DGS about any changes in plans (e.g., leave of absence, external fellowship, etc.) as early as possible, so that everyone can plan appropriately.

• Students typically serve as Teaching Fellows through the Teaching Fellow Program, which is an important part of professional training.
• In addition to teaching, students also complete their qualifying/comprehensive exams.
• After students finish their exams, they typically prepare their dissertation proposal. This document serves as the basis for the dissertation prospectus colloquium. After passing the prospectus colloquium, students prepare a 2-page precis to be circulated in the department for final approval. 
• The adviser for the dissertation is generally finalized at the prospectus stage. 
• Submit teaching preferences form before the deadline, for teaching in the fourth year.
• Dissertation Progress Report is submitted at the end of the year (and at the end of every subsequent year) by the student and approved by the advisor and DGS.

• Normally, students devote their 4th year to dissertation research and writing.
  
  • Students are encouraged to:
    
    • build structure into their days and weeks,
    • write regularly,
    • set up meetings with their advisors to establish goals and discuss writing,
    • seek assistance through the Graduate Writing Lab and other campus support resources.
• Students also continue to serve as Teaching Fellows.
• Students who have not advanced to candidacy (either at the end of the six or seventh semester, depending on subfield) will not be allowed to register and are placed on “academic probation.” “Academic probation” prevents a student from registering for another semester beyond the current one, unless they complete the candidacy requirements during that semester. It does not appear on any official transcripts, and students are encouraged to take this status seriously so that they can remain in the program.

• Normally, students devote their 5th year to dissertation research and writing. 
• Students on a University Fellowship do not serve as Teaching Fellows.
• Some students will also enter the academic and non-academic job market.
  • Students should determine together with their advisors and the DGS when to begin applying to jobs, and what types of jobs the student is most interested in exploring.
  • Faculty members regularly read drafts of applications materials, organize opportunities for mock interviews and job talks, and offer general advice and mentorship to students on the job market.
  • The Office of Career Strategy offers many resources for graduate students on the job market.

• Each funding package includes an additional 6^th year Teaching Fellowship, which is contingent on having made good progress on the dissertation in the first five years. Students on a Teaching Fellowship spend their year writing their dissertations and serving as a Teaching Fellow.

• Students in their 7^th or 8^th year can remain fully or partially enrolled through Extended Registration or Dissertation Completion Status.

1. Within certain limits, the various forms of university funding (UF, TF) can be interchanged. After the first two years of coursework, a student cannot take a UF until they have advanced to candidacy, but once they have advanced to candidacy, they might take their UF in the spring of year 4 and defer their fourth TF to year 5. If a student finishes coursework early, they might use a TF in the spring of their 2^nd year and defer the fourth UF to year 3 or later. If a student receives external funding for a year, they might take it in year 5 and defer their UF until year 6, enabling them to focus on the dissertation without teaching (this may be especially beneficial for students who do not reside in New Haven). Please note, however, that no university funding may be deferred past the 6^th year of study. Thus, if a student receives two years of external funding, they cannot defer their UF or 6^th year TF or any other funding to the 7th year (because no university funding may be deferred beyond the 6^th year of study). 

The standard pattern is: 

Pending the Dean’s approval, a student who completes all or most of their coursework early might TF in their second year:

A student who has advanced to candidacy and has an opportunity to work in an archive overseas in the spring of year four might switch a semester of TF with a semester of UF: