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Summer School 2026: Admissions Are Now Closed

Thu, 21 May 2026 15:12:02 GMT

The Summer School programmes provide high school students, university students, graduates and professionals with an engaging learning experience and a unique opportunity to discover Sciences Po over the summer on our Paris campus or online!

The University Programmes: The Social Sciences Track, the French Language Track, or a Combination

Participants in the University Programmes can:

Study Sciences Po’s key disciplines, such as international relations, political science, or economics, in the Social Sciences Track
Immerse themselves in language courses in the French Language Track
Combine the study of both fields and opt for an optional elective course to go further

Both academic tracks are offered during the June and July sessions. For each session, students pick one core course from either academic track.

New this year: The Intensive Policy Lab!
The Summer School is offering a brand-new Intensive Policy Lab, which offers students the opportunity to explore global issues through collaborative learning and creative problem-solving.

Dates

June session: June 2nd - June 25th, 2026
July session: June 30th - July 24th, 2026
Policy Lab: July 6th - July 17th, 2026

Academic accommodations are available for students who will not yet have completed their end of year exams in early July. We encourage such students to reach out to us (summer.school@sciencespo.fr) to discuss arrangements as needed. This only applies to students in the July Social Sciences Track of the University Programme.

Eligibility

The University Programmes are open to university students, graduates and professionals, as well as students in their final year of secondary school who will enrol in university in Fall 2026. Learn more about the eligibility criteria.

How to Apply

Admissions for the 2026 University Programmes are now closed.

Applying to the University Programmes requires the successful completion of a selective application process; candidates must submit an application via the online application platform, which will be reviewed by an admissions jury. Learn more about the application process.

The Pre-College Programmes: A Programme On-Campus and a Programme Online

Participants in the Pre-College Programmes can:

Undertake challenging coursework in the social sciences, taught in English
Study on the Reims campus with our On-Campus Programme
Study from anywhere in the world with our Online Programme: “World Climate Negotiations Bootcamp”
Discover university studies whilst learning Sciences Po methodology

Dates

On-Campus Programme: July 4th - July 21st, 2026
Online Programme: June 29th - July 9th, 2026

Eligibility

The UPre-College Programmes are open to students currently enrolled in secondary school, and who will still be enrolled in secondary school in Fall 2026. Please note that candidates for the on campus programme must be under 18 years old at the time of the programme. Learn more about the eligibility criteria.

How to Apply

Admissions for the Pre-College Programmes are now closed.

Applying to the Pre-College Programmes requires the successful completion of a selective application process; candidates must submit an application via the online application platform, which will be reviewed by an admissions jury. Learn more about the application process.

Become Part of Sciences Po’s International Community!

Summer School students are part of an international community, representing over 65 nationalities and a diverse range of academic and professional backgrounds. Here’s what some of them had to say about the University Programme:

The Summer School is a great opportunity for you to discover your goals and talents as you interact with great students from all over the world.” – Eric, Uganda
"My professor really takes the time to work with every student. He makes every lesson relevant to the different countries the students are from. We obviously have a lot of diversity so that makes it extremely interesting and engaging. ” – Amelie, Australia
It was a unique opportunity to study political science in the beautiful city of Paris. The diversity of students in my class and the wide range of nationalities gave us broader perspectives in finding worldwide solutions to problems.” – Tom, Netherlands
The Summer School has connected me to professionals, experts, and students who have enriched class conversations with their diverse personal and educational backgrounds." – Lily, USA

Brand-new Comparative Politics available from June 2026!

Fri, 03 Apr 2026 13:58:03 GMT

Credits: Katrina for My Paris Portraits

Comparative Politics: Political Campaigns, Persuasion, and Electoral Strategies is a brand-new course from Professor Jonne Kamphorst, now available in the June session of the Summer School’s University Programme.

The course examines how political campaigns influence voter behaviour and shape electoral outcomes, combining theory, data analysis, and fieldwork. Through the lens of comparative politics, the course provides insights into democracies from around the world, with particular attention to Europe and the United States.

Professor Jonne Kamphorst is an Assistant Professor in Political Science and Quantitative Social Science Methods at Sciences Po, who will be sharing his expertise at the Summer School this June!

Discover the Overview for this course (PDF, 275 KB).

Summer 2025 at the Sciences Po Summer School!

Wed, 03 Sep 2025 14:18:47 GMT

This summer, the Sciences Po Summer School opened its doors for its 14th edition on our Paris campus! This year, we welcomed over 700 students from around the world, for two sessions of the University Programme in June and July, a Custom Programme in June, and the Pre-College programmes, which welcomed international high school students for an on-campus session as well as two separate online sessions.

The University Programme

Credits: Annie for the Summer School

The University Programme began on June 2nd and ran until July 25th. 445 participants studied an intensive course for 4 or 8 weeks, in either social sciences or French as a foreign language. Courses in social sciences were offered by faculty members of Sciences Po, researchers and experts in their respective fields. The topics ranged from global challenges on inequality, diplomacy, digital challenges to politicisation, economics, and major international challenges.

42 nationalities were represented in the June cohort, and 35 students were supported by programmes with partner organisations, namely Pour le Brésil, the Mastercard Foundation, and the Professional Certificate for Young Refugees. In the July session, 46 nationalities were represented in the student cohort, and we welcomed students from various partner universities such as Georgetown University and the University of International Studies in Shanghai.

A Custom Programme

Credits: The Summer School

On June 10th, we welcomed 200 students from ESADE Business and Law School for our annual custom programme. These students, with an average age of 19, spent 2 weeks on our Paris campus studying Public International Law and European law, with members of Sciences Po’s faculty and a team of young researchers specialized in these areas.

The Pre-College Programmes

Credits: Tereza for the Summer School

The Pre-College Programmes kicked off in June with two online programmes centred on the risks and regulations of artificial intelligence and new technologies, and the world climate crisis. These innovative programmes welcomed high school students from around the world, with an average age of 16, to explore global issues, diplomacy and multilateralism The theoretical teachings within the framework of these programmes were supplemented by simulation sessions which allow students to develop their analytical comprehension of the issues, while also gaining practical negotiation skills.

Finally, the on-campus Pre-College Programme took place from July 5th to July 22nd and welcomed 110 international high school students to experience university life, both inside and outside the classroom. This programme is unique in France, but also in Europe, in both its ambition and scale! Participants were able to discover Sciences Po’s key disciplines and delve further into their studies with the help of experts in various fields of the social sciences.
The academic programme consisted of master classes, small-group tutorials, and an additional elective course. The master classes, led by Sciences Po faculty members, focused on key global challenges, such as human security, the climate crisis, or the European Union. The tutorial sessions allowed students to discuss in further detail the notions and themes addressed, giving them a dynamic environment in which to share ideas and opinions. Finally, the elective course gave students an opportunity to go even further in a particular field of study, such as international law, foreign policy, or democracy in Europe.

Aside from their studies, the students were surrounded by an incredible team of 13 counselors, who ensured their safety throughout the programme, but also provided a fun-packed extracurricular schedule! Students discovered the city of Reims, celebrated the French national holiday, and spent a weekend discovering Paris and its endless charm!

Back to school!

Credits: Chloé for the Summer School

After a short summer break, The Sciences Po Summer School has hit the ground running for the start of the new academic year, by welcoming 40 students from Northwestern University, a long-standing partner of Sciences Po.

These students will spend this first semester studying on our Paris campus, learning about Public Health in Europe or European Union studies. A semester-long exchange has the advantage of taking time to settle in, gather bearings, and make meaningful connections with Sciences Po’s student body, who have also embarked on this new and exciting chapter!

Interview with Professors of the Online Session - World Climate Negotiations Bootcamp

Wed, 19 Apr 2023 15:30:00 GMT

During the 2023 Pre-College Programme, Professor Tancrède Voituriez and Professor Marie Durrieu will be teaching the online session - World Climate Negotiations Bootcamp.

How do you facilitate student learning during this online bootcamp?

Professor Tancrède Voituriez:

Learning will be facilitated and enhanced with the full availability of teachers before, during and after the class to exchange, in groups or on a bilateral basis. The pendulum swings from theory to practice, and the situational setting of negotiations where students will decipher the consequences of their own choices, will also boost and speed up learning.

Professor Marie Durrieu:

Learning will be facilitated by alternating dynamic activities in which students will be highly involved (public speaking training, negotiations rounds, debriefs of the negotiations, interactive quizzes etc.) and theoretical complementary sections. These theoretical sections will enlighten the activities from an academic perspective and will provide the students the necessary tools and knowledge to provide an academic analysis of world climate negotiations.

What do you think will surprise students the most about your course?

Professor Tancrède Voituriez:

The practical usefulness of academic knowledge – related to international relations, collective behaviour, theories of change corpus – in a negotiation context with multiple different possible outcomes, will go beyond students' expectations. Other surprises will come from direct, first-hand information shared by the teachers on how the climate negotiations actually unfolded.

Professor Marie Durrieu:

I believe students will be surprised by how intense and real a simulation of negotiations can feel, especially on such a burning topic. Plus, I believe students will be interested to see how much International Relations theories are useful to understand the functioning of the international system, multilateralism and interactions on the international scene. They will be surprised to observe that phenomena that happened during the simulations have been predicted by International Relations scholars.

How does this online session prepare students for post-secondary studies and for their career aspirations?

Professor Tancrède Voituriez:

This online session will help students to learn about the substance and processes of climate negotiations – which will remain prominent in the coming decade. They will also learn about themselves and get a sharper sense of their ability to convince with narratives, evidence and networking, the three basic ingredients of policy recipes.

Professor Marie Durrieu:

Through this online session, students will acquire speaking skills and negotiation tools that will be useful in every step of their secondary studies and career aspirations. Plus, the course will enable them to acquire general culture on international issues and basic concepts of International Relations that will be useful if they continue on that path. Lastly, it will be a first academic experience that will familiarise them with university expectations.

Professor Biographies

Tancrède Voituriez has a PhD in Economics and is a Senior researcher on Global Governance at Iddri-Sciences Po. His research focuses on trade and green innovation relationships, and on the causes of inertia in the implementation of sustainable development policies. Tancrède Voituriez has been involved as a coordinator and/or expert in numerous research projects on globalization and sustainable development for the European Commission, the European Parliament, the China Council for International Cooperation on Environment, among others. He has been teaching at Sciences Po since 2005. He is now based in Santo Domingo, Dominican Republic.

Marie Durrieu is a doctoral researcher in Political Science and International Relations associated to the Institute for Strategic Research (IRSEM) and the DGRIS (within the French Ministry of Defense). She graduated from the Doctoral School of Sciences Po and is currently a Political Science and International Relations teacher at Sciences Po and at the University of Clermont-Auvergne. Her areas of studies are international relations, international negotiations, Middle East and emotions in politics. She recently wrote Du conflit israélo-palestinien au nucléaire iranien : l’humiliation la variable oubliée des négociations, published by Harmattan Editions.

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Interview with Professor Coline Ferrant

Tue, 04 Apr 2023 13:35:00 GMT

Photo of Professor Coline Ferrant

During the 2023 Pre-College Programme, Professor Coline Ferrant will be teaching the elective course “Science & Society.”

Your course Science & Society is one of our new elective courses for the 2023 Pre-College Programme. How does your course help students to understand the sciences as grounded in a social context?

Students will understand science through a (social) scientific perspective -- as a way to produce knowledge about the natural and the social world that is based on methodical observation and experimentation, as responsive to changing historical conditions, and as conducted within a collegial community.

Students in your course will develop a critical understanding of scientific knowledge, in comparison to other forms of knowledge. What methods do you use to decipher facts and research across the social sciences?

We will examine science as this form of knowledge which methodically obtains reliable, valid, and generalizable insights about the world -- both social and natural. We will consider major social scientific insights and unravel how they were obtained.

In your classes, discussions about modern science have a multicultural and dialogical approach. This is particularly interesting, given that students at the Summer School come from a variety of backgrounds and countries. How does this approach impact interactions during the classes?

The history of science -- much like human history at large -- is a story of intercultural exchange much more than civilizational conflict. I hope that such a renewed realization will prove inspiring and uplifting.

what do you think will surprise students the most about your course?

Students will grapple with a paradox. On the one hand, science is part of human culture (it is a social & historical construct) and is "just" one, perfectible form of knowledge. On the other hand, science must be defended as a methodically obtained and ever-progressing set of insights about ourselves and our world, against pseudoscientific fallacies that are endangering the public and the planet.

PROFESSOR BIOGRAPHY

Coline Ferrant is an Assistant Professor in Social Development & Policy at Habib University (Karachi, Pakistan). She obtained her Ph.D. in Sociology from Sciences Po and Northwestern University.

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Interview with Professor Mathieu Fulla

Wed, 29 Mar 2023 16:55:00 GMT

Flags at the European Parliament in Strasbourg, France, ©MDart10/Shutterstock

During the 2023 Pre-College Programme, Professor Mathieu Fulla will be teaching the course "La Démocratie en Europe" in French.

What makes the Summer School's Pre-College Programme such a distinctive experience for high school students?

The Summer School’s Pre-College Programme offers a great opportunity for high school students, since it allows them to experience for the first time what it really means to study social sciences at the university level. The class I deliver about the history of democracy in Europe in the 20thand 21st centuries pushes them to directly address primary sources and historiographical references. They are strongly encouraged to develop a reflexive critical point of view.

Tell us more about your course. How does it help students understand contemporary issues related to democracy? Why is it important for students to learn about the history of democracy in Europe?

This class aims at questioning the widespread belief according to which the political history of Europe in the twentieth century would be an irresistible march towards liberal democracy and market economy. I instead show that people’s attachment to democratic values from the First World War to the present has been extremely fragile and uncertain. Throughout this period, democracy has been challenged by powerful ideologies such as communism, fascism, and today populist forces.

Ultimately, this class aims at arguing that the 21st century does not mark the decline of democracy as such, nor does it open an era in which the enemies of democracy would have become hegemonic. Although representative democracy (the dominant form of democracy in the Western World) is under stress, some activists operating in political and non-political groups are striving to re-invent other forms of democracy much closer to common people.

students at the summer school come from a variety of backgrounds and countries. How does their diversity of perspectives influence interactions during the classes?

This diversity has a huge influence during the classes. Students at the Summer School have been trained in various different academic systems. It is particularly telling in history, a field in which academic programmes remain strongly influenced by the nation-State. Teaching at the Summer School is a wonderful opportunity to deconstruct some historical clichés relentlessly mobilised in national memories. It also allows students to confront their (sometimes very different) views on major historical events such as the rise of fascism during the interwar period.

how does the academic programme prepare students for post-secondary studies and for their careers aspirations?

I think the academic programme offers a relevant perspective about what learning social sciences in post-secondary studies really means. In my course, I particularly insist on the fact that there is no one single historical account. On the contrary, historiographical debates between academic and non-academic historians may be tense and hard. I also insist on the scientific imperative to seriously question national memories – put differently to systematically deconstruct memorial accounts.

In addition, I think that the Summer School is a first opportunity for students to be exposed to primary sources (texts, images, data, and so on). It is important for them to realize that historical knowledge is based on archival materials, and that some historical interpretations have been completely reshaped after the opening of new archival sources – the history of the USSR offers a telling example in that sense.

What do you think will surprise students the most about your course?

Closely linked with my previous remark, I think that some students may assume that there is one single historical account before starting my class. I do hope that they have broken with this false image by the end of the session.

Biography

Mathieu Fulla is a Faculty member at the Center for History at Sciences Po. His main research areas are the history of the European Left in the twentieth and twenty-first centuries (he notably published Les socialistes français et l'économie. Une histoire économique du politique, Presses de Sciences Po, 2016), the history of the state, and the history of capitalism and its "financialization" from the 1970s on. He recently published two edited volumes: Mathieu Fulla, Marc Lazar (eds.), European Socialists and the state in the twentieth and twenty-first centuries, Palgrave, 2020; Alain Bergounioux, Mathieu Fulla (eds.), Michel Rocard Premier ministre (1988-1991). La deuxième gauche et le pouvoir), Presses de Sciences Po,forthcoming (September 2020).

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Prepare for post-secondary studies with the Pre-College Programme. Interview with Professor Jan Rovny

Tue, 28 Mar 2023 14:23:37 GMT

Summer School students at Sciences Po's Reims Campus (credits: Cyrille Beudot)

How does the Pre-College Programme prepare students for post-secondary studies? Check out this interview with Professor Jan Rovny, the Academic Advisor at the Summer School to find out more!

What makes the Summer School’s Pre-College Programme such a distinctive experience for high school students?

The Pre-College Summer School is a unique opportunity for high school students to experience what university life looks like. It allows you to interact with university professors, to hear university-level lectures, and to discuss with fellow students like you would on a university campus.

How do you facilitate student learning during this programme?

The programme immerses high school students into university study, all the while providing close guidance through a system of tutorials and tutors that follow student groups closely, allowing them to ask questions and clarify any uncertainties very quickly. Students participate in Master Classes, taught by professors, with tutorial sections, which are more informal sessions, led by tutorial instructors. This combination makes for a relaxed learning atmosphere.

Students at the Summer School come from a variety of backgrounds and countries. How does this diversity of perspectives influence interactions during the classes?

Diversity is a great enrichment. Our programme brings together students from all around the globe. You will not only hear different accents, you will also hear different perspectives, ones that you have perhaps not considered before. It is an eye-opener!

How does the academic programme prepare students for post-secondary studies and for their future career aspirations?

The programme gives you two views of university life. It shows you what university lecturing and teaching looks like and how it works. You will hear lectures from leading experts in their areas, and delve into topics you may have only briefly touched upon in your high school studies. The programme also leads you to start preparing for your classes in a more university-like, independent manner. You will be asked to read more complex texts independently, and will be invited to discuss the readings, and share your thoughts with other students.

What do you think will surprise students the most about the Pre-College Programme?

I think they will notice that while university exposes you to many new ideas, fellow students from all over the world, and diverse teachers, it can be quite friendly and personable.

Professor Biography

Jan Rovny is an assistant professor at Sciences Po, at the Center for European Studies (CEE) and the Interdisciplinary Research Center for the Evaluation of Public Policies (LIEPP). He holds a Ph.D. in Political Science from the University of North Carolina at Chapel Hill and is also a graduate of McGill University (BA) and the College of Europe (MA). He has previously taught in the United States, the Czech Republic, Germany and Sweden. His research concentrates on political competition in Europe with the aim of uncovering the ideological conflict lines in different countries. He is also one of the principal researchers of the Chapel Hill Expert Survey on party positioning -- the most comprehensive survey assessing ideological placements of political parties in Europe. Jan Rovny has been teaching at the Summer School since 2015.

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"Beyond Media and Politics", Interview with Professor Tatiana Coutto

Thu, 02 Mar 2023 16:05:25 GMT

During the June session of the 2023 University Programme, Professor Tatiana Coutto will be teaching the course “Media and Politics."

Can you tell us more about the various techniques that you use in your classes to systematically analyse media discourse?

In this course we explore two broad avenues of research, qualitative – looking in-depth and into the contexts –, and quantitative – where we can use data sets for analysis –, or we combine both areas. There is a more predominate qualitative component, where we look at a specific media material more in depth and explore its nuances and context, such as geographical, temporal or economic. We set criteria to guide the research and the activities that students will be doing, which helps us guide the discussions. We also take a critical approach and question what the media presents and why, as well as what aspects are not presented. We apply this analysis to both textual and visual data. I like to do a mix of quantitative and qualitative approaches. There is so much in the field of big data that we can also bring into the analysis.

Since the media are our main or only source of information for most issues, what can students do to become more critical consumers of media and develop a more well-rounded perspective?

The first step is to be conscious that the media tells us something about the world, about how we see the world, and keep in mind that there are many different factors that affect the ways events are reported. There are economic aspects or aspects that may be related to the ownership of the outlet, whether it’s governmental or not, whether it’s traditional media or social media or user-generated content.

The second thing I would say is try to as much as possible to access news from different sources, for example from newspapers from different leanings, as they will tell the same story but from different prisms. Also, although it may seem obvious, remember to have a look at the sources of information, especially if you’re sharing them online. If the source of the URL looks weird, question it because you may be contributing to the spread of misinformation, which can have political, social and economic impacts.

To sum it up, the first step is to have a critical perspective about every piece of information that you read, the second step is to access different sources and the third step is to check the sources of the information you’re sharing.

What is one of the most important things that students will get out of this course?

I think the great thing about this course is that it combines concepts and course content, so the students get to know more about the relationship between media and politics itself. There is a critical perspective that comes naturally from the discussions, from the debates, and from the lectures. Part of the course is devoted to the analysis of textual data and also to provide students with transferable skills that they may use elsewhere, further in their studies or in their work life. Emiliano and I are particularly keen on using the R programming language. I would say the main takeaway of the course is the combination of the concepts, data analysis and the critical perspective that comes from working in an international online environment.

Professor biography

Tatiana Coutto joined the Centre d'études européennes in October 2019 as a postdoctoral fellow following a five-year period at the University of Warwick (UK). Her research focuses on how ideas about European integration may vary according to member states and the political context. She currently investigates the relationship between the media and public attitudes toward European integration from both cross-country and historical perspectives. Previous works explore the role of the EU as a global actor and the construction of populist foreign policy discourse worldwide.

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"Understanding political economy and social inequalities", Interview with Emanuele Ferragina

Wed, 01 Mar 2023 15:55:54 GMT

This summer, Emanuele Ferragina is teaching two courses for the University Programme during the 2023 Summer School: "Fighting Inequalities and Social Risks in the 21st Century: A Global Perspective" and “A Rising Invisible Majority? Capital, Labour and the Welfare State in Contemporary Political Economy".

Emanuele Ferragina is an Associate Professor at the Department of Sociology at Sciences Po. He grew up in Catanzaro in the south of Italy. Prior to joining Sciences Po, he was a Departmental Lecturer at the University of Oxford, where he also received his PhD. His main research interest is the political economy of the welfare state. Besides academia, he has established (with a group of Italian researchers) the think tank Fonderia Oxford, which has the objective of raising public awareness about important societal issues, such as the rigidity of the Italian labour market, the lack of social cohesion in the Mezzogiorno, and the Italian brain drain. He also regularly writes for Il Fatto Quotidiano about equality, labour market issues, party politics, the welfare state, and lower league football.

You are teaching two courses this summer that address crucial issues in political economy, social inequalities and the welfare state. How do these courses differ and/or complement each other in their approach to addressing these issues?

The two courses share a basic idea: the necessity to study holistically the relation between changes in the international political economy context and a series of fundamental transformations at the economic and social level. While the first course is more focused on how public policies tackle inequality, proposing a global and comparative outlook, the second has a stronger theoretical and thematic component.

In your course "Fighting Inequalities and Social Risks in the 21st Century" (June session), students are able to better understand how inequalities and social risks are tackled differently across the globe. How does studying public policy and public economy help them to expand their knowledge of these key issues?

The course will expand students’ knowledge in at least two ways. First, it will propose a practical guide to understand how in different areas of the world public policies deal with inequalities and social risks. This perspective is rather unique, as over the years we have built a comprehensive and integrated summary of social policies across the world.

Second, it will provide tools to understand how the structure of policies is integrated to the political economy context. I think it is invaluable to have at the same time a practical (would certain policies reduce inequality?) and a critical (are these policies the best way to deal with inequality and social risks?) approach. I think the course is very well suited to all those who want to undertake international and national careers of different kinds (international organizations, think tank, public policy, academia, journalism).

Your course, "A Rising Invisible Majority? Capital, Labour and the Welfare State in Contemporary Political Economy" (July session), is both theoretical and practical. What are some of the ways that this course equips students with new critical tools to analyse the transformation of the political economy and the welfare state in contemporary societies?

The course is conceived to provide in the first part a conspicuous theoretical grounding to understand the relation between the functioning of capital, labour and their relation with class structure. Over the years, I’ve observed that universities tend to reduce the teaching of classics, of critical thinking, and students get more and more the impression that this is useless knowledge. Something dusty, that is useful only for erudition. I think this is an incredible mistake and I use these classics (Marx, Polanyi, Thompson) to show how the relation between capital and labour continue to change, affecting class structures across the globe.

This introduction sets the scene for the discussion of specific topics: welfare state transformations, the gender issue, economic crises, and social participation in the regulation of new forms of work (e.g. platform work). Also, this course is highly suitable to acquire valuable knowledge to build up international and national careers. I would really suggest this course to all those who want to develop a better understanding of contemporary issues.

What do you think will surprise students the most about your classes?

There are three key components of my teaching that normally ‘surprise’ (if we can use this term) students. The first is the level of intensity. My courses are highly dense and mix material and learning from different disciplines. Normally, students are quite surprised to look back at the end of the course and see the journey we have done together.

The second is the level of interaction. I have a profound passion for the topics I teach and I like students to gain a strong confidence in what we do. This can only pass through a very strong participation on their side. Other than studying many different topics, I want students to progressively become more comfortable with the material at end. Moreover, my style is very informal and this normally encourages participation. Students always feel free to say what they think.

Third, my classes are quite thought provoking. Students of different intellectual and ideological horizons always find good reasons to engage. I have a very critical mindset and this normally boosts students’ curiosity, especially among students that have originally very different perspectives from the ones I privilege in my teaching.

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Interview with Emeric Henry

Tue, 28 Feb 2023 11:07:18 GMT

Professor Emeric Henry teaches the course "Public Economics" at the 2023 Summer School.

Emeric Henry is a professor of economics at Sciences Po. He obtained a master’s degree from ENSAE and Stanford University and holds a PhD in Economics from Stanford University. Before joining Sciences Po, he taught at the London Business School. He has published in the leading academic journals in economics on topics ranging from innovation policy and political economy, to law and economics.

Why is it important for students to learn about the complexities between markets and government intervention?

Independent of your career plan, whether it is in the public or the private sector, learning how (and more importantly why) governments regulate markets will be essential. The class will teach you key tools and concepts in economics that you will use throughout your education.

How does your course help students understand the role that governments can play in regulating economic activity?

We will learn how governments can have a role in correcting the typical failures of markets, such as big tech giants gaining too much market power or firms not taking into account their negative effect on the environment. We will then study the optimal design of regulation and the solutions used in practice.

Your course is quite interactive with in-class experiments and case studies. How do these tools of economics facilitate student learning?

Having interactive tools is essential to improve the learning experience. We will play strategic games in class, to understand the concepts of game theory. We will design public policies in class in the spirit of hackathons.

Students at the Summer School come from a variety of academic backgrounds and countries. What does this diversity of perspectives (both international and academic) bring to your class?

The Summer School is a great experience given the variety of backgrounds. The class is based on interactions and discussions, and the diversity increases a lot of their quality. In the group projects, students typically find inspiration in their personal experiences.

What do you think will surprise students the most about your course?

How much they can enjoy studying economics!

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Cover image caption: A laptop showing world data flow and leaders at a negotiations table in a conference room. ©Gorodenkoff/Shutterstock

Interview with Shahrbanou Tadjbakhsh

Mon, 27 Feb 2023 09:05:03 GMT

Professor Tadjbakhsh teaches the course "Human Security" in the July session of the 2023 University Programme. Her course on Human Security, is one of the longest running courses at the Summer School, having started in 2015 and attracting students from all over the world interested in a revised conception of “security” from a human perspective. Shahrbanou Tadjbakhsh has also been teaching a Master's Level course on Human Security at Sciences Po since 2004, as well as a course on Understanding and Responding to Violent Extremism since 2018. (See her biography below.)

The concept of security is mostly used by nation states and international organizations. Your course brings a new perspective on this, dealing with the relevance of security in people’s everyday lives. Could you tell us more about this?

Security, seen from the perspective of people, is not only about preventing wars and protecting the sovereignty of states against threats from other states. What we call ‘Human Security’ goes beyond stability to include other ways that the survival, well-being and dignity of people can be ensured: managing pandemics, saving jobs in the midst of a financial crisis, having access to a reliable supply of quality food and clean water, being protected from pollution, being free from gross violations of human rights, etc. When they ask me ‘what is Human Security,’ I like to quote the 1994 UNDP Human Development Report where it made its debut. It is a “child who did not die, a disease that did not spread, a job that was not cut, an ethnic tension that did not explode in violence, a dissident who was not silenced. Human security is not a concern with weapons, it is a concern with human life and dignity.” I teach it as an interdisciplinary subject that sits at the intersection between the academic fields and policy practices of development, security studies and human rights. The course is designed to heighten the sense of empathy in students by making them aware of the implications of crisis situations - be they wars, pandemic, environmental catastrophes, financial crisis, etc. - on the everyday lives of people.

The Covid-19 pandemic has had a far-reaching impact beyond the realm of public health, affecting economies, political systems, and public policies in countries all around the world. How does your course engage with these current events?

The Covid-19 pandemic was a perfect – though sad - example of a global human security crisis. More than six million people died worldwide, almost 450 million people became sick, an additional 88 million people fell into extreme poverty, cases of domestic violence increased by around 20%, 1.5 billion students were kept out of schools at the peak of the pandemic in March 2020 and almost 100 million people were added to the number of undernourished. Heads of states declared ‘war’ on the pandemic but defence expenditures, increased military capabilities, reinforced border security etc, which are all traditional security tools, and were not able to stop its spread. The course analyses how a health emergency has devastating impacts on the economic, food, personal, environmental, and political security of states and people everywhere in different ways and to different degrees. Using the human security lens, the course also shows how gender, age, geography, location, housing and ethnicity created more vulnerabilities and insecurities. These multi-dimensional security threats that spread in a domino effect across sectors and people in different nations require a rethinking of traditional national security paradigms. The course engages students to develop mock human security strategies at the regional, national, local and community levels in response to the pandemic.

Studying human security is particularly important right now given the current war in Ukraine. How does your course help students understand the complexities of this crisis?

It is always difficult to teach a course that engages with big questions when we are in the midst of a war. But it is necessary to try to gain some perspective. When students discuss implications and options around a case they are very familiar with, they learn lessons about what it takes to prevent future disasters. At least I hope so!

The devastating war in Ukraine is being played out on our screens through exploding social media and affecting each and every one of us, even those of us thousands of kilometres away. The extent of killing of civilians and destruction of people’s homes is making us think: What can be done to stop wars and prevent further atrocities? What is the responsibility of the international community to prevent, to protect and to rebuild? The course will engage with these questions and make students think whether the solution to increase military expenditures and send arms are the best solutions in the long run. We need to think of long-term implications of actions taken in emergency situations, from the perspective of people’s security, livelihoods and dignity. In this course, we will engage with these difficult questions in two specific sessions devoted to responsibility to protect and peacebuilding. We will also examine various national security strategies of different countries to see how countries try to balance focus on guns and butter, warfare and welfare.

You also have two sessions devoted to understanding violent extremism. Tell us about your approach.

Applying the human security approach to the field of terrorism and violent extremism has one strong message; In order to develop adequate response policies and mechanisms, we need to understand motivations of people who commit acts of violence. These motivations may not be the same for everyone, but they form a body of knowledge that has to be addressed. For example, policy makers often believe that the response to violent extremism or terrorism should be the law and order approach from a security perspective: Eradication, isolation, persecution, intelligence, etc. Or, alternatively, it has to do with the lack of ability of institutions to integrate, hence solutions are sought in terms of providing jobs. People’s personal experiences with marginalization, discrimination and indignity is seldom taken into account. We need to consider how ideological, psychological, sociological, gender and economic factors become drivers of extremism. From the human security perspective, we try to look at violence as an interaction between structures in society and peoples’ own experiences and perceptions of their agency.

Your course is quite interactive. In addition to lectures and group work, you also have students conduct field work and interviews. How do these methods of research facilitate student learning?

One of the most valuable and unique experiences of this course is the field work that they conduct among refugees, be they in Paris or by Zoom in other parts of the world. Students get into groups of 4-5 and interview a refugee on their perceptions of their insecurities in their countries of origin, during their transit route and in their host country. Conducting this fieldwork teaches students to listen to and value people’s own experiences with security and insecurity in their lives. This is a valuable lesson in thinking about solutions – be they in the field of security, development or human rights - by taking as point of departure the perspective of people for whom policies are made and solutions sought. After students have conducted and presented their field work among refugees, I usually bring a high-level official from UNHCR to talk to them for an hour about how the UN agency is addressing the fears, wants and indignities of refugees. Students then get a chance to ask questions.

Many Summer School students are interested in continuing their studies and embarking on an international career. How does your course prepare students for further studies in international relations and for their career aspirations?

Another unique advantage of the course is that they get to hear from professionals from the UN and from humanitarian organizations like the ICRC who have devoted decades to working on human security in the field. Given my own background at the UN and connections, I make sure that students get to hear about the behind-the-scene challenges of working among communities: the need for empathy combined with professionalism, the need to balance experience in the field with working on policy at headquarters, and the very important need to balance work and private life when working in an international career.

Students at the Summer School come from a variety of academic backgrounds and countries (in 2022, students represented over 50 different nationalities). What does this diversity of perspectives (both international and academic) bring to your course?

This course, which has been taught at the Summer School since 2015, has been an eye opener for many students from different backgrounds. No matter where they come from, where they live, and what their background is, each person has his/her own perspective on what security means in his/ her context. The course benefits from this variety of subjectivities when students exchange their experiences and perspectives.

What is the most important thing that students will get out of your class?

The importance of the human perspective in everything they will do from now on. Students will hopefully remember that we each have different experiences with security and insecurity, objectively and subjectively, and that policy needs to be made on the basis of these differences. That and empathy. I strongly believe that we need to cultivate our sense of empathy for better policy choices.

What do Summer School students think about the course “Human Security”?

Read a quote from our anonymous student survey:

It has truly been one of the best academic and personal experiences of my life. Professor Tadjbakhsh has motivated and inspired me more than any other professor throughout my education. The content of the classes allows students to look at current events from another perspective. Moreover, she tries to make an environment in the class so that everyone engages and stays motivated. Finally, she has helped me a lot trying to decide how to use all the knowledge I learned in the Summer School for my future endeavors.

Biography

Professor Tadjbakhsh has taught at Columbia and Georgetown Universities in the US, and at universities in Tehran, Kabul, New Delhi, Pretoria and Dushanbe. She is the author of more than 30 publications on human security, peacebuilding, radicalization, Afghanistan and Central Asia, among them A Rock Between Hard Places: Afghanistan in its Regional Security Complexes, with Kristian P. Harpviken (Hurst Publishers, 2016), editor of Rethinking the Liberal Peace: External Models and Local Alternatives (Routledge 2011) and Human Security: Concepts and Implications with Anuradha Chenoy (Routledge, 2007).

Professor Tadjbakhsh has also worked with various agencies of the United Nations since 1993. She was a staff member of the UNDP for 7 years, working on National Human Development Reports and has, since 2003, worked continuously with the UN as an expert and consultant. Among them, with the UN Human Security Unit conducting trainings, guidelines and evaluations, with the UNDP on evaluations of Prevention of Violent Extremism projects, and with the UN Office of Counter-Terrorism and the UN Regional Center for Preventive Diplomacy in Central Asia on the preparation and then implementation of the Action Plan for the Implementation of the UN Global Counter Terrorism Strategy in Central Asia. In 2018, she worked with the Permanent Mission of Kazakhstan to the UN on their Presidency of the UN Security Council to develop and negotiate the adoption of a global Code of Conduct on combatting terrorism. Tadjbakhsh holds a BA from Georgetown University, an MA and a PHD from Columbia University.

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Interview with Professor Ariane Chebel D’Appollonia

Fri, 24 Feb 2023 08:57:26 GMT

During the July session of the 2023 University Programme, Professor Ariane Chebel d’Appollonia will be teaching the course “Racism, Identity and Diversity: Comparative Perspective.”

How does your course help students to think critically and to deal with the complexities of the issues raised by racism and the management of diversity?

Some people have become accustomed, and indeed comfortable, accepting dogmatic truisms from fringe political groups offering narratives about our shared history, our identities and the current malaise that afflict societies. The purpose of this course is to confront those conventions by analyzing the evolution of racism and the varied assumptions about diversity from a global perspective. Ethno-racial categorizations, as well as forms of racism, have varied over time and space – from the pseudo-scientific biological classifications of “races” of the 19thcentury to the differential racism (based on cultural differences) and institutional racism (as source of socio-economic discrimination) that we encounter today. The comparative perspective we will adopt in the course will provide a better understanding of the complexity of group relations today, especially in increasingly multicultural and multiracial (western and non-western) societies.

Furthermore, we will examine the application of fragmented meanings of “diversity,” a notion that now includes contrasting conceptions of differences, based not only on race and ethnicity, but also on gender, sexuality, religion, national origin, and many other identity markers. They can engender tolerance, empathy and assuage ethno-racial relationship. Yet, in other contexts, they can also fuel intolerance and violence, eroding trust between and among ethno-racial groups.

Against this background, we need to identify the multiple aspects of prejudice in both discourse and practice. A critical, nuanced approach is crucial in order to avoid two common pitfalls: an overestimation of how much differences matter and an underestimation of the challenges raised by the growing number of diversities. The main objective is therefore to find a balance between the recognition and respect of differences, and the identification of common values and principles that transcend ascribed or self-proclaimed differences.

Your course looks at the best and worst practices in the fight against racism. Why is it important for students to engage in debates about the situation of ethno-racial minorities around the world?

In this course we will discuss both the contributions and limitations of the main anti-racist approaches. The fight against racism, based on a “biological” conception of race, has demonstrated the inane character of racial categories. However, proponents of traditional forms of racism are still influential in many countries (such as the white supremacists in the United States), circumventing anti-racist legislation by claiming their right to free speech.

Problems persist in countering these tactics. “Cultural racism,” which is based on a supposedly biologically defined culturalism, has expanded to justify many forms of exclusion (such as xenophobia, sexism, antisemitism, and Islamophobia). Viewed from a global perspective, however, anti-racist organizations are often divided by the prejudicial sentiments expressed by those minorities who are themselves victim of discrimination. Furthermore, anti-racism today is also characterized by a tension between proponents of a universalist anti-racism who focus on universal values and equality before the law, and proponents of a differential anti-racism who stress the ‘right to be different’ and claim an access to different rights. Both contribute to the fight for dignity. Yet, advocates of the first group are often accused of being too abstract, detached from socio-economic realities, and leading to the dismissal of issues raised by the “color line” divide. Members of the second group, by contrast, are suspected of fueling separatism and societal fragmentation, if not outright tribalism.

We will discuss all these forms of racism and anti-racism, taking into account the specific context that various minorities face around the world. Unfortunately, there is no definite prescription against prejudice. But in-class debate and discussion will give us the opportunity to identify and evaluate anti-racist initiatives from a comparative perspective, and the impact of identity politics in terms of inclusion (by providing access to symbolic and material resources) and exclusion (by fueling competition among victimized groups).

Students at the Summer School come from a variety of academic backgrounds and countries. What does this diversity of perspectives (both international and academic) bring to your class?

In my experience, it is a definite strength of the class. National, racial, religious, gender, sexual and academic diversity among the student body provides invaluable insights and enhances our mutual understanding. We will all benefit from it in our discussions, as well as in the final oral presentations by students. The last week of this course is devoted to these presentations, affording students the opportunity to select one case study related to their personal interest and experience.

What is one of the most important things that students will get out of your class?

I will provide students with a selection of conceptual tools (key notions, theories, perspectives, and forms of debate) that they can use to analyze racism and diversity in various contexts. But my approach is a pluralist one: It is not to decide for them what is right or wrong, which perspective is better or worse, or which kind of diversity is more or less legitimate. Class participants will often have to agree to disagree with each other, but to nonetheless listen each other, and to converge towards the mutual respect that is the hallmark of liberal values.

Biography

Professor Ariane Chebel d’Appollonia, educated at Sciences Po (Ph.D., HDR), is a Professor at Rutgers - State University of New Jersey. Her recent publications include Les Frontières du Racisme (Presses de Sciences Po, 2011); Frontiers of Fears: Immigration and Insecurity in the United States and Europe (Cornell University Press, 2012); How Does it Feel to Be a Threat? Migrant Mobilization and Securitization in the US and Europe (Palgrave Macmillan, NYU Series, 2015); and Violent America: Contentious Identity Politics in a Multiracial Society (Cornell University Press, 2022).

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"The Age of Economists," Interview with David Duhamel

Thu, 23 Feb 2023 16:11:58 GMT

David Duhamel teaches the course “The Age of Economists: Globalization, Growth and Inequalities” in the 2023 Summer School.

David Duhamel earned his doctorate in specialized economics, with a specific focus in the history of economic thought, and is a professor at Sciences Po in Paris, as well as at the Sorbonne. He is an author and consultant of numerous films which explore questions of economics, such as “The New Wolves of Wall Street,” and delivers offbeat presentations on complex topics related to economics such as “Ecoland.”

What makes the history of economic thought so relevant today?

Economics is at the forefront of all the main issues and challenges of our time. Climate change is seen through a cost/benefit analysis. Rising inequality is understood (wrongly) as a conflict between fairness and efficiency. Growth, secular stagnation and de-growth are by essence economic questions. Globalization itself is made legitimate by the prosperity it brings, while its losers - those who fuel populism in general and Trumpism in particular - are defined as “losers” due to their stagnating economic status. Finally, technological changes, rising artificial intelligence, and “winner takes all” schemes lead to questions about the future, universal basic income and so on. Despite the fact these questions appear to be related to contemporary issues, they have in fact existed for centuries. In order to understand them today, one must learn about yesterday.

My course gives an overview of the history of economic thought, where we talk about growth, inequality and globalization. I start the course in the prehistory and go until present day. The pandemic is an important subject of conversation as well. We discuss it while we are talking about Keynes and how economic policy can react to such a crisis, and in terms of international relationships, or perhaps a new Cold War between the United States and China. There is virtue in studying it while it is ongoing, and from as many different vantage points as there are people in the class, including myself.

Diversity is everything. It enhances my experience as a teacher…and a happy teacher is an interesting one! It also enriches the students’ experience as they confront the differing viewpoints of people from different backgrounds. I always encourage dialogue between students.

At the Summer School, I’ve had students of different ages; some of them were just barely starting their education post high school, while others are working professionals in their 30s, so the diversity is definitely there.

How does your course prepare your students for the further studies in the social sciences?

It gives them a good layer of what we call at Sciences Po “Culture Générale.” In the humanities, we touch upon subjects that are very interesting, but students haven’t often discussed or thought about such subjects. We would talk about economics, secular stagnation, second demographic transition, climate change, rising inequalities and what can be done about them. This course gives students a taste for the discipline, and it pushes them to dig deeper on their own. It’s really also about making them understand that economics and social sciences are interesting and very relevant to understand the world.

What is the most important thing that students will get out of your class?

Best case scenario? They will gain some knowledge about the economic ideas and the debates that are structuring our time (see above). A taste for the discipline of economics and for research. And most importantly, that this knowledge is acquired with what the Greeks call “Meraki”: doing something with soul, creativity or love, when you put a part of yourself into what you do.

What do Summer School students think about the course “The Age of Economists”?

Read a quote from our anonymous student satisfaction survey:

"It was the best class in economics I have had so far! I am glad to have encountered an academic who approaches current issues from such a critical and analytical perspective. I was stunned by the teaching methods of David Duhamel. At no point did I ever feel bored, and I think I can speak for the whole class that he captivated us with his stories and his open-mindedness; there was room for critical discussions on almost anything."

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Online learning: cultivating curious minds

Fri, 11 Mar 2022 16:17:38 GMT

Every year the Sciences Po Summer School brings together curious minds, who are keen to expand their knowledge of the social sciences through intense coursework, and to expand their perspectives through international friendships. Driven by the challenge to innovate during an unprecedented time, our team has sought to transform our University Programme and Pre-College Programme to meet the growing demands for online learning.

Students, graduates and professionals from around the world can now participate in the Sciences Po Summer School from the comfort of their homes and continue to have access to internationally renowned professors, while connecting to an international online community.

Learning Online Together

Building on the success of last year’s online offering, the Summer School has developed an expertise in online education and continues to adapt to an evolving educational landscape. In 2021, we welcomed over 150 students representing 37 different nationalities for the online session of the University Programme, while the Online Pre-College Programme gathered together 140 students from over 29 nationalities and representing over 25 countries. Last year the Summer School also transitioned into a different season with the launch of the very first Winter School, providing over 100 students the opportunity to experience a new online winter session of the University Programme.

Although the online courses are certainly intense, creating connections and lasting friendships with classmates from around the world is also a key component of the Summer School experience. Through the exchange of ideas and perspectives, students learn about local and international issues in various countries and continents.

Innovative Pedagogy

What is it that makes the Sciences Po Summer School so appealing to curious minds? Sciences Po’s reputation for academic excellence is often top of mind, but it is the Summer School’s commitment to an innovative pedagogical approach, coupled with a transformative interpersonal experience, that leaves a lasting impression on all participants. Our innovative pedagogical approach is based on three pillars: Interdisciplinarity, the link between theory and practice, and internationalization. These pillars are incorporated into our online course offerings in June and July. Students can delve into a fundamental subject of the Sciences Po curriculum by taking one core course of intensive study in areas such as international relations, political science, economics, history, and more.

Pre-College Online Session: World Climate Negotiations Bootcamp

For the first time, the Summer School is offering high school students the opportunity to participate in an online course focused on developing their negotiation skills, as well as introducing them to climate change issues and international relations.

Through this negotiations bootcamp, students will learn about international relations theories and then put them into practice right away with role-playing exercises that include interactive rounds of simulation. Students will be able to combine theoretical insights shared by their professors with collective group work to put their practical experience into perspective. Learn more about the World Climate Negotiations Bootcamp.

University Programme: Online Courses in the Social Sciences Track

The Summer School will be offering a selection of courses online in June and July in order to allow participants from all over the world to study at Sciences Po this summer. These online courses in the social sciences track will allow students to delve into a fundamental subject of the Sciences Po curriculum. Students can choose one core course of intensive study, which takes the form of 36 contact hours per month. Areas of study include international relations, political science, history and human rights.

The following courses in the social sciences track will be offered online this summer:

June Session:

July Session:

Connected Coursework in an Interactive Environment

Today, students demand for online learning that goes beyond streaming and recorded sessions. Our online courses provide an exclusive experience in a live, synchronous format to allow for students and professors to participate in interactive discussions and debates. Courses are organised in small-group, interactive seminars that are held in 2 to 3-hour time slots and that accommodate various time zones around the world. The seminars include lectures, group sessions and presentations. Class sizes are capped to allow for more intimate interactions and for the opportunity to forge connections through small groups. Students also have access to all of Sciences Po's learning and research tools via their student account, which gives them full access to the online resources of Sciences Po's library.

Curious to learn more about our online courses and our international community at Sciences Po?

Check out our course offerings and apply soon!

Application Deadlines

University Programme

June session: April 14th, 2022
July session: May 12th, 2022

Pre-College Programme

Online session: May 19th, 2022

More from our professors about online learning at the Sciences Po Summer School:

Professor Emanuele Ferragina is teaching the online course "Fighting Inequalities and Social Risks in the 21st Century: A Global Perspective" for the June session of the University Programme.

“It was a fantastic experience. The fact of meeting up every day built a good sense of community. While I understand that online teaching cannot always replace our traditional way of working, it has some considerable advantage. I think online teaching allows students who are less comfortable to speak publicly to participate more. Honestly, it never happened to me while teaching traditional classes, to have a group of 25 students so involved. The mixture of discussions and the use of the chat made the course incredibly lively, definitely a great experience!”

Here’s our most recent interview with Emanuele to find out more about his approach in addressing these issues and what you can expect to learn in his online courses!

Alumni Profiles: Jean's Experience during the 2019 Pre-College Programme

Fri, 10 Dec 2021 11:00:00 GMT

Jean, Sciences Po PreCollege Programme alumnus

Jean is a French-Lebanese student who attended the 2019 Pre-College Programme and is currently studying at Sciences Po.

What are you currently studying in university and what are you doing today?

I am currently studying at Sciences Po Paris in the Europe - North America specialisation, majoring in Law and Comparative Politics and minoring in Finance and International Trade.

When did you participate in the Sciences Summer School? What motivated you to participate?

I participated in the Sciences Po Summer School in 2019. It was for me an opportunity to assess whether Sciences Po met my academic and professional aspirations, interact with students from many different countries and immerse myself in a rich and fruitful international experience.

What did you learn from the Summer School that helped you in your university studies?

The Pre-College programme gave me the opportunity to delve into Sciences Po’s core subjects during Master Classes and tutorials, under the guidance of Sciences Po professors and researchers. I was introduced to higher education methodology and challenged to meet university-level standards during the final exams. I also really enjoyed the life on the Reims and Paris campuses and was thrilled to meet and discuss with students currently studying at Sciences Po.

What did you like most about the Summer School? Favourite memory?

Having the opportunity to discuss directly with and learn from Sciences Po professors was really unique. I had the opportunity to discover many new subjects such as International Public Law, Populism, Peacebuilding, the European Integration, Humanities and of course Sustainable Development. I met many of my best friends during this Summer School and was glad to find them also afterwards at Sciences Po for the Undergraduate Program.

Why have you chosen to apply to Sciences Po after the Summer School?

The Summer School confirmed my conviction that Sciences Po is the ideal institution that meets my academic and professional aspirations. Indeed, the Summer School proved that Sciences Po was perfectly aligned with my own skills and expectations, at the intersection of public and private sectors as well as European and international organisations.

What do you know now that you wish you knew before you started your post-secondary studies?

I wish I had known earlier about the Summer School and about Sciences Po – it would have saved me a lot of time!

What advice would you give students considering the Summer School and further studies at Sciences Po?

Whether you are sure that Sciences Po is the ideal institution for you or not, the Summer School is a unique opportunity for you to concretely make your own opinion, discover great individuals from all around the globe and explore very interesting university-level courses. I am sure that the Summer School will trigger in you many interests that you did not know about and that you will leave from the Pre-College Program even more passionate than you were before applying.

What extracurricular activities do you participate in and why? How have these activities impacted your studies?

I recently finished my internship as Head of Project at the Institut Français of Qatar & the Service de Coopération et d'Action Culturelle of the French Embassy, where I had the opportunity to interact with numerous multicultural organizations such as UNESCO and international students from many diverse countries. Moreover, I am currently the branch leader on the Reims campus of Junior Consulting, the junior enterprise of Sciences Po. I chose to take part in it as it is a way for me to decide if I want to continue my professional career in the public or private sectors.

I also like to take an active role in the various cultural events because I see it as yet another way of contributing and understanding society. I often volunteer in diverse humanitarian organizations at the service of the wider community through community work such as the ‘Cours Colibri of Esperance Banlieues.’ I also play the piano and classical guitar and the public performances that I gave, have helped boost my confidence and so did being a member of the the Giffoni Film Festival’s jury.

What are you lo oking forward to doing in the near future?

I am currently planning on doing my third exchange year abroad in the USA.

Alumni Profiles: Asma's Exeprience

Fri, 05 Nov 2021 11:00:00 GMT

Asma, Sciences Po PreCollege alumnus (credits: Azzouzi)

What are you currently studying in university and what are you doing today?

I joined Sciences Po Paris in 2018 to pursue a bachelor’s degree in Social Sciences and Humanities. I majored in Politics and Government and I chose to specialize in Middle Eastern and Mediterranean studies which has led me to spend years on the breath-taking campus of Menton, in the South of France. After graduating in June 2021, I decided to take a gap year to gain professional experience.

When did you participate in the Sciences Summer School? What motivated you to participate?

I was one of the lucky participants of the first edition of the Pre-College Programme in 2017. At the time, I was dreaming of joining Sciences Po and I looked forward to applying to the Undergraduate College. I was amazed by everything this programme was offering. Spending three weeks as a Sciences Po student and discovering the social sciences with brilliant international students was clearly an opportunity I could not miss.

What did you learn from the Summer School that helped you in your university studies?

The Summer School gave me a taste of what academic and student life looked like at Sciences Po. Thanks to the Summer School, l I knew exactly why I wanted to join Sciences Po. During my first year at Sciences Po, I was able to build on the methods I learnt over the summer a year ago and it helped me become more flexible in my learning process.

What did you like most about the Summer School? Favourite memory?

We had the chance to attend a conference by Professor Nonna Mayer during the programme. It was an incredible and very impressive moment for me. When following the French elections of 2017, I came across Professor Mayer’s research and I read several of her papers and articles. I even assisted online conferences in which she was debriefing the results of the election. I felt honoured to have had the chance to listen to her and to interact with her in an amphitheatre with other students. I still remember which amphitheatre it was - Leroy-Beaulieu. Keep it in mind if you ever visit the flagship campus of Sciences Po! : )

Why have you chosen to apply to Sciences Po after the Summer School?

I had no doubt I wanted to apply to Sciences Po’s Undergraduate College, but I was quite unsure as to whether I would be able to follow the pace and content of the classes. The Summer School helped me confirm my choice as I really enjoyed being immersed in the challenging environment and the international openness offered at Sciences Po.

What do you know now that you wish you knew before you started your post-secondary studies?

I was too stressed about making sure I was following the right path. In the beginning, I was trying to plan everything ahead for the next five years because I wanted to make the most out of my Sciences Po experience. The truth is that Sciences Po opens unexpected doors and opportunities that sometimes do not fall into the initial plan, but that will make you grow out of your comfort zone. I was also convinced that I had to follow a certain path to be considered successful and to realize my dreams. Just follow your intuition. Do the things you truly like, without overthinking the risks and implications, and don’t be afraid to embark on unique yet amazing journeys.

What advice would you give students considering the Summer School and further studies at Sciences Po?

Some practical advice I can give and that has actually helped me a lot during my time at Sciences Po, is to connect with as many current students and alumni as you can. Ask questions about student life, academics, career goals, previous internships, or exchanges abroad. Every Sciences Po student has a different experience and perspective, and it’s truly enriching to get advice from diverse people.

What extracurricular activities did you participate in and why? How did these activities impact your studies?

I took part into MEDMUN and Bureau des Arts (BDA) during my time in Menton. I chose to limit myself to two associations to be 100% involved in each one. I joined MEDMUN after having done MUN for almost three years in high school, and I have always done artistic activities so joining the BDA was quite obvious for me. I also wanted to create an impact through education and culture, and I believe that MEDMUN and BDA were a great platform to launch innovative projects. The two years I spent working for both organizations made me realize that I was thriving when working in a challenging environment, building capabilities through team projects, and trying to have a positive impact on my surroundings.

What are you looking forward to doing in the near future?

I would like to join a management consulting firm, ideally in the MENA region, for the same reasons aforementioned, and to be able to serve my region and its people.

Studying Economics at the Summer School

Thu, 27 May 2021 14:59:33 GMT

Find out more about our economics courses this summer

Whether you have a background in economics or you are discovering it for the first time, studying economics at the Sciences Po Summer School will provide you with an enriching and stimulating educational experience. Attending the Summer School allows participants to experience fascinating courses that proactively address today’s most pressing issues, while also giving them the opportunity to explore one of the fundamental disciplines that are at the heart of the Sciences Po curriculum.

Students, graduates and professionals who are looking to further develop their analytical and problem solving skills may be drawn to our economics courses. These courses are also particularly appealing to those who are curious about public policy, economic development, and globalization. Taking the time to study economics at the Summer School will allow participants to expand their knowledge of economic issues and engage in constructive debates about how these issues are shaping our societies. Furthermore, they will have access to renowned experts in the field who will help them decipher these issues, while they progress in their quantitative analysis skills.

Below you can find out more about the economics courses that will be offered this summer.

Economics for a Better World: Issues and Policies in Low-Income Countries (June 2022)

Students who are keen to understand poverty reduction from the perspective of development economics will be interested in our course, “Economics for a Better World: Issues and Policies in Low-Income Countries" (Pdf,150 KB). Together, professors and economists Olivia Bertelli, Véronique Gille and Kenneth Houngbedji will examine the relationship between poverty and economic development, as well as the policies that can be implemented to tackle extreme poverty. Students will not only develop a better understanding of the global issues in contemporary public policies, but also of the microeconomic dimensions of poverty and the environmental concerns generated by economic activities. Students will also be able to look at these issues through a quantitative analysis approach that focuses on the measurement and methods applied to produce the evidence and solutions to poverty.

The Age of Economists: Globalization, Growth and Inequalities (July 2022)

Professor David Duhamel joins us again this summer to teach his widely popular course, "The Age of Economists: Globalization, Growth and Inequalities" (Pdf, 93 KB). Available on campus in Paris, Professor Duhamel will take students on a historical journey, providing insights into how economic thought has developed over the centuries and its impact on other social sciences disciplines. Connecting the past to the present, he will use case studies, economics news and current events to help students understand how economic thought has influenced some of our most important contemporary debates. Students will have the opportunity to engage in lively discussions about growth, inequality and globalization.

To learn more, check out this interview, in which Professor Duhamel explains how his course challenges students to think about economics and rising inequalities, as well as what can be done about them.

What do Summer School students think about the course “The Age of Economists”?

Read a quote from our anonymous student satisfaction survey:

"It was the best class in economics I have had so far! I am glad to have encountered an academic who approaches current issues from such a critical and analytical perspective. I was stunned by the teaching methods of David Duhamel. At no point did I ever feel bored, and I think I can speak for the whole class, that he captivated us with his stories and his open-mindedness; there was room for critical discussions on almost anything."

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Stress-Free Statistics, interview with Jan Rovny

Tue, 03 Mar 2020 15:02:12 GMT

Jan Rovny will teach the optional elective course “Introduction to Quantitative Analysis: Stress-Free Stats” during the July session of the University Programme. Optional elective courses are open to students in both the social sciences and French language track. He also teaches in the course “The European Union at a Crossroads,” offered during the July session of the programme.

Download the course overview for “Introduction to Quantitative Analysis: Stress-Free Stats” (PDF, 278 Ko).

Jan Rovny (crédits : Thomas Arrivé)

Jan Rovny is an assistant professor at Sciences Po at the Center for European Studies (CEE) and the Interdisciplinary Research Center for the Evaluation of Public Policies (LIEPP). He holds a Ph.D. in Political Science from the University of North Carolina at Chapel Hill and is also graduate of McGill University (BA) and the College of Europe (MA). He has previously taught in the United States, the Czech Republic, Germany and Sweden. His research concentrates on political competition in Europe with the aim of uncovering the ideological conflict lines in different countries. He is also one of the principal researchers of the Chapel Hill Expert Survey on party positioning -- the most comprehensive survey assessing ideological placements of political parties in Europe.

Your research focuses on political competition in Europe and you teach in the course "The European Union at a Crossroads" at the Summer School. Why did you also want to teach a course on statistics and quantitative methods?

I believe that university education should first and foremost give students skills, diverse and rounded, but practically applicable. Statistics and quantitative methods give students very useful tools that aid not only practical work with data, but also thinking about analytical problems of all kinds. I believe that not just social scientists, but all people, could benefit from some basic understanding of data analysis. This is increasingly important as more and more data is collected, analyzed and presented to us by governments, firms and the media.

The class is called "Introduction to Quantitative Analysis: Stress-Free Stats." How do you approach the topic differently than a normal introductory statistics class?

First, I realize that most social science students are not confident math users. I focus primarily on explaining all concepts in clear, common language, and in diverse ways. I use math formulas, but I explain them clearly and simply. I draw a lot of pictures, and at times I even dance. Second, I listen, and I make it clear that there are no bad questions. It is not unusual in my class to repeat certain explanations two or three times until everyone in class is comfortable with what is going on.

What is the most important thing students will learn in your class?

Most importantly, students will gain confidence that, no matter their background and incoming knowledge, they too can do quantitative analyses and programming! Specifically, students will learn how to work with diverse datasets, and how to answer relevant social scientific questions through programming.

Students at the Summer School come from a variety of academic backgrounds. How will the material be useful for students from different backgrounds and disciplines?

This course broadens the horizons of anyone interested in social issues. If you look at any newspaper today, and pay attention to it, you will be struck by how much (quantitative) data is being presented in various figures, tables or text. Being able to critically read these is a useful skill for every citizen. Being able to produce them is a skill that will greatly increase your employability chances in many different areas and sectors.

Outside the classroom, what's one thing you recommend students do to take advantage of their summer in Paris?

It’s Paris! Go sit by the Seine, and read some poetry. Go to the museums — my favorite are l’Orangerie and Marmottan. And finally, go out and eat well.