Graduate School of Arts and Sciences Programs and Policies 2009–2010

Non-Degree-Granting Programs, Councils, and Research Institutes

Atmospheric Science

Advisory Committee Hagit Affek (Geology & Geophysics), Donald Aylor (Forestry & Environmental Studies), Sarbani Basu (Astronomy), Michelle Bell (Forestry & Environmental Studies), Alexey Fedorov (Geology & Geophysics), Gary Haller (Chemical Engineering; Chemistry), Xuhui Lee (Forestry & Environmental Studies), Steven Orszag (Applied Mathematics; Mathematics), Rajendra Pachauri (Forestry & Environmental Studies), Mark Pagani (Geology & Geophysics), Daniel Rosner (Chemical Engineering; Mechanical Engineering), Ronald Smith (Geology & Geophysics), Mitchell Smooke (Mechanical Engineering), Sabatino Sofia (Astronomy), Mary-Louise Timmermans (Geology & Geophysics), Karl Turekian (Geology & Geophysics), John Wettlaufer (Geology & Geophysics; Physics)

A number of departments of the Graduate School offer courses dealing with the physics, dynamics, and chemistry of the atmosphere, and the interactions of the atmosphere with the biosphere, oceans, and cryosphere, including all biogeochemical cycles. The mathematical and physical science basis for these phenomena is developed in course work and research foci across a range of departments. In order to permit students whose interests lie in the field of atmospheric science to develop an integrated program of studies, an interdisciplinary program is offered. Typical areas of interest included in the scope of the program are theory of weather and climate, computational fluid dynamics, air pollution from industrial and natural sources, urban environmental health, global climatic change, paleoclimatology, hydrometeorology, and dynamics of atmospheric and oceanic motions. The program is individually planned for each student through a faculty adviser system.

Special Admissions Requirements

A student should, on the basis of scientific orientation, seek admission to one of the participating departments. The Department of Geology and Geophysics is the focus for studies of physical and dynamical meteorology, oceanography, and atmospheric chemistry, with allied methods and approaches in the Program on Applied Mathematics and the departments of Epidemiology and Public Health and Engineering & Applied Science (which includes the programs of Applied Physics, Biomedical Engineering, Chemical Engineering, Electrical Engineering, Environmental Engineering, and Mechanical Engineering) provide additional courses in environmental health and atmospherically related processes. The Ph.D. and M.Phil. requirements are those of the admitting departments (see entries in this publication).

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Combined Program in the Biological and Biomedical Sciences (BBS)

L-203 Sterling Hall of Medicine, 785.3735

http://info.med.yale.edu/bbs/

Director

Lynn Cooley (lynn.cooley@yale.edu)

Fields of Study

The Yale Combined Program in the Biological and Biomedical Sciences (BBS) offers unprecedented access to Yale’s extensive array of bioscience resources, encompassing everything the University has to offer in one comprehensive, interdisciplinary graduate program. BBS has no boundaries, either departmental or geographical. Students therefore have access to courses, seminars, and faculty labs in every department. Moreover, students can participate in research activities anywhere—on the main University campus as well as at the School of Medicine.

Within BBS there are approximately 260 participating faculty, several dozen courses, and a great many seminars from which to choose. BBS is currently divided into eight interest-based “tracks”:

• Computational Biology and Bioinformatics
• Immunology
• Microbiology
• Molecular Biophysics and Biochemistry
• Molecular Cell Biology, Genetics, and Development
• Neuroscience
• Pharmacological Sciences and Molecular Medicine
• Physiology and Integrative Medical Biology

Students apply to and, upon matriculation, affiliate with one of these eight tracks. It is important to note that, regardless of a student’s home track, all courses, faculty, and research opportunities at the University remain available.

Year 1 Each track has a faculty director who helps first-year students select courses and find suitable lab rotations. Students typically take two to three courses per term and conduct two to four lab rotations over the course of the year.

Year 2 Just prior to the start of the second year, students select a thesis adviser in whose lab they will conduct their doctoral research. They also then leave their BBS track and formally join one of twelve Ph.D.-granting programs:

• Cell Biology
• Cellular and Molecular Physiology
• Computational Biology and Bioinformatics
• Experimental Pathology
• Genetics
• Immunobiology
• Interdepartmental Neuroscience Program
• Microbiology
• Molecular Biophysics and Biochemistry
• Molecular, Cellular, and Developmental Biology
• Neurobiology
• Pharmacology

Students in year 2 complete the course requirements for the graduate program they have joined, take a qualifying exam, act as teaching assistants in lecture or lab courses, and begin thesis research.

Year 3 and beyond Students focus primarily on thesis research, publishing their results, and presenting their work at scientific meetings.

The average time to degree is 5.5 years.

For the duration of their studies all students receive a stipend, full tuition, and health coverage. Financial support comes from university fellowships, National Institutes of Health (NIH) training grants, and grants from foundations and companies.

Special Admissions Requirements

Entrance requirements to BBS are track-specific but include the following: GRE General Test scores; relevant GRE Subject Test scores (strongly recommended but not a strict requirement); undergraduate major in a relevant biological, chemical, or physical science; three letters of recommendation addressing the student’s academic performance and/or laboratory training; and TOEFL exam scores for students whose native language is not English. Track-specific requirements are listed below.

Computational Biology and Bioinformatics

All applicants are expected to meet general BBS requirements for entrance. In addition, successful applicants will have a strong foundation in the basic sciences such as biology, chemistry, and mathematics. Training in computing/informatics is also essential and should include significant computer programming experience. The GRE Subject Test in cellular and molecular biology, biology, biochemistry, chemistry, computer science, or other relevant discipline is recommended. The MCAT is also accepted.

Immunology

All applicants are expected to meet general BBS requirements for entrance. In addition, successful applicants are expected to have a firm foundation in the biological and physical sciences. It is preferred that students have taken courses in biology, organic chemistry, biochemistry, genetics, cell biology, physics, and mathematics. Actual course requirements are not fixed, however, and students with outstanding records in any area of the biological sciences may qualify for admission. There are no specific grade requirements for prior course work, but a strong performance in basic science courses is of great importance for admission. In special cases the Medical College Admission Test (MCAT) may be substituted.

Microbiology

No additional requirements or recommendations.

Molecular Biophysics and Biochemistry

All applicants are expected to meet general BBS requirements for entrance. Successful applicants will have a firm foundation in the sciences. Desirable courses include biology; biochemistry; general, organic, and physical chemistry; physics; and math. A pertinent GRE Subject Test is strongly recommended.

Molecular Cell Biology, Genetics, and Development

In addition to general BBS requirements, the GRE Subject Test in Biochemistry, Cell and Molecular Biology, Biology, or Chemistry is recommended.

Neuroscience

All applicants are expected to meet general BBS requirements for entrance. Successful applicants will have a firm foundation in the sciences. The Neuroscience track will accept the Medical College Admission Test (MCAT) in lieu of the Graduate Record Examination (GRE) General Test.

Pharmacological Sciences and Molecular Medicine

All applicants are expected to meet general BBS requirements for entrance. Successful applicants will have a firm foundation in the sciences. A GRE Subject Test in Biology or Chemistry is preferred. The experimental approaches and methods in this track are diverse and involve chemistry, biochemistry, physiology, and biophysics. For this reason, appropriate undergraduate preparation may involve majors that emphasize biology, chemistry, or physics.

Physiology and Integrative Medical Biology

All applicants are expected to meet general BBS requirements for entrance. Successful applicants should have backgrounds in the biological, chemical, and/or physical sciences. These include majors in biology, biochemistry, physiology, genetics, chemistry, physics, mathematics, engineering, computer science, and psychology. Courses in biology, biochemistry, organic and physical chemistry, and mathematics through elementary calculus are recommended.

Program materials are available by request to Bonnie Ellis, Assistant Administrative Director, BBS Program, Yale University, PO Box 208084, New Haven CT 06520-8084; telephone 203.785.5663; fax 203.785.3734; e-mail, bbs@yale.edu; Web site, www.bbs.yale.edu

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The Cowles Foundation

30 Hillhouse, 432.3702

http://cowles.econ.yale.edu/

Director

Philip Haile

The Cowles Foundation for Research in Economics at Yale University has as its purpose the conduct and encouragement of research in economics and related fields. The Cowles Foundation seeks to foster the development and application of rigorous logical, mathematical, and statistical methods of analysis. Members of the Cowles research staff are faculty members with appointments and teaching responsibilities in the Department of Economics and other departments. Among its activities, the Cowles Foundation provides financial support for research, visiting faculty, postdoctoral fellowships, workshops, and graduate students. Cowles regularly sponsors conferences and publishes a working paper series and research monographs.

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The Economic Growth Center

27 Hillhouse, 432.3610

www.econ.yale.edu/~egcenter/

Director

Mark Rosenzweig

The Economic Growth Center is a research organization within the Yale Department of Economics that was created in 1961 to analyze, both theoretically and empirically, the process of economic growth and the economic relations between low- and high-income countries. The research program emphasizes the search for regularities in the process of growth and changes in economic structure by means of cross-sectional and intertemporal studies and the analysis of policies that affect that process. An increasing share of the research involves statistical study of the behavior of households and firms as revealed in sample surveys by the application of microeconomic theory. Current projects include research on technology development, choice and transfer, household consumption, investment and demographic behavior, agricultural research and productivity growth, labor markets and the returns to education of women and men, labor markets and migration, income distribution, and international economic relations, including monetary and trade policies. The center’s research faculty hold appointments in the Department of Economics and other departments at Yale, and accordingly have teaching as well as research responsibilities.

The center administers, jointly with the Department of Economics, the Yale master’s degree training program in International and Development Economics, in which most students have experience as economists in foreign central banks, finance ministries, and public and private development agencies. It presents a regular series of workshops on trade and development, on the microeconomics of labor and population, and on economic history and includes among its publications book-length studies, reprints by its members, and discussion papers.

The Economic Growth Center Collection, housed in a separate facility at the Social Science Library, is a special collection focused on the statistical, economic, and planning documents of developing countries, including government documents.

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Institution for Social and Policy Studies

77 Prospect, 432.3234

www.yale.edu/isps/

Director

Donald Green

Executive Committee Jeffrey Alexander, Kelly Brownell, Ian Shapiro, Jody Sindelar, Stephanie Spangler, Christopher Udry

The Institution for Social and Policy Studies (ISPS) facilitates interdisciplinary inquiry in the social sciences and research on important public policy subjects. Recognizing that important social problems cannot be studied adequately by a single discipline, the Yale Corporation established the Institution for Social and Policy Studies in 1968 in order to stimulate interdisciplinary collaboration within the University. Faculty and students from many departments in the Faculty of Arts and Sciences and from Yale’s graduate and professional schools are involved in a variety of activities. These include interdisciplinary faculty seminars, research projects, postdoctoral programs, and the undergraduate major in Ethics, Politics, and Economics. Through these activities, ISPS seeks to provide intellectual leadership in the social sciences and shape public policies of local, national, and international significance.

Among the major programs at ISPS are the Yale University Interdisciplinary Center for Bioethics, David Smith, director; the Center for the Study of American Politics, Alan Gerber, director; the Agrarian Studies Program, James Scott, director; the Program in Ethics, Politics, and Economics, Ian Shapiro, director; and the Yale Initiative for Interdisciplinary Study of Antisemitism, Charles Asher Small, director. One of the hallmarks of ISPS is its commitment to field experimentation. For examples of experiments currently being conducted by ISPS scholars, please visit our Web site: www.yale.edu/isps/publications/field.html.

For more information, refer to the ISPS Bulletin and the Web site, www.yale.edu/isps.

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International Security Studies

31 Hillhouse, 432.6242

www.yale.edu/iss/

Director

Paul Kennedy

International Security Studies (ISS) supports interdisciplinary research and teaching in grand strategy, as well as international, diplomatic, and strategic history. Its goals are to fill the critical national need for educators and leaders with knowledge of these fields; to advance analysis, training, and teaching in its areas of interest; and to provide a forum for informed and independent discussions of historical and contemporary policy thinking and policy making on relevant issues.

ISS is not a degree-granting program: it facilitates the work and welcomes the participation of all Yale undergraduate, graduate, and professional school students in its events and its program of research grants and internship support. ISS is supported by Yale University, the Smith Richardson Foundation, the George Frederick Jewett Foundation, and the Friends of ISS, an organization of private donors.

The Brady-Johnson Program in Grand Strategy at Yale University, led by John Lewis Gaddis, is part of ISS. The program—which includes the Ivy Scholars Program, a rigorous academic experience for outstanding high school students—seeks to revive the study and practice of grand strategy by teaching future leaders to appreciate and apply its principles; by supporting undergraduate, graduate, and postdoctoral education and scholarship grounded in these principles; and by promoting a broader recognition of the centrality of grand strategy to successful, pragmatic leadership.

The program, launched in January 2000 and dedicated on December 11, 2006, to Nicholas F. Brady (B.A. 1952) and Charles B. Johnson (B.A. 1954), combines historical depth and analytical range with the belief that training future leaders at the graduate and undergraduate levels is the best long-term investment ISS can make in the future.

Inquiries should be directed to International Security Studies, Yale University, PO Box 208353, New Haven CT 06520-8353. Further information on ISS and the Brady-Johnson Program can be found at www.yale.edu/iss.

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Judaic Studies

451 College, 432.0843

www.yale.edu/judaicstudies

Chair and Director of Graduate Studies

Steven Fraade

Professors Steven Fraade (Religious Studies), Benjamin Harshav (Comparative Literature), Christine Hayes (Religious Studies), Paula Hyman (History; Religious Studies), Ivan Marcus (History; Religious Studies), Michael Morgan (Visiting, Philosophy), Moshe Rosman (Visiting, History), Meira Polliack (Visiting, Religious Studies)

Lecturers Orna Goldman, Micha Perry (History), Hizky Shoham (Religious Studies; Humanities)

Senior Lector Ayala Dvoretzky (Near Eastern Languages & Civilizations)

Lectors Elitzur Bar-Asher (Near Eastern Languages & Civilizations), Shiri Goren (Near Eastern Languages & Civilizations)

Judaic Studies offers an interdisciplinary approach to the critical study of the languages, history, literature, religion, and culture of the Jews. Jewish society, texts, ideologies, and institutions are studied in comparative historical perspective in relation to the surrounding societies and cultures.

Graduate-level programs are available through the following departments: History (Ancient, Medieval, and Modern Jewish History), Religious Studies (History and Literature of Ancient Judaism, Medieval and Modern Jewish History), Near Eastern Languages and Civilizations (Northwest Semitic, Hebrew Language and Literature), Comparative Literature (Hebrew and Comparative Literature). Applications are made to a specific department, and programs of study are governed by the degree requirements of that department.

Other resources include the Judaica collection of Sterling Memorial Library and its Judaica bibliographer, the Fortunoff Archive for Holocaust Testimonies, the biweekly faculty/graduate student Judaic Studies Seminar, several lecture series, postdoctoral fellowships, and graduate fellowships in Judaic Studies.

Program materials are available on request to the director of graduate studies of the department of intended specialization, or to the Chair, Program of Judaic Studies, Yale University, PO Box 208287, New Haven CT 06520-8287, and at www.yale.edu/judaicstudies.

Courses

JDST 692b/HSAR 731b/REL 836b/RLST 798b, Witnessing, Remembrance, Commemoration Margaret Olin

The interconnecting concepts of witnessing, remembrance, and commemoration are investigated through discussions of writings chosen from the works of Sigmund Freud, the authors of the Book of Genesis, Pierre Nora, and others, as well as contemporary visual practices that engage these concerns. TH 2:30–4:20

JDST 721bu, Introduction to Judaism in the Ancient World Steven Fraade

The emergence of classical Judaism in its historical setting. Jews and Hellenization; varieties of early Judaism; apocalyptic and postapocalyptic responses to suffering and catastrophe; worship and atonement without sacrificial cult; interpretations of scriptures; law and life; the rabbi; faith in reason; Sabbath and festivals; history and its redemption. No prior background in Jewish history assumed. TTh 11:35–12:50

JDST 724au/RLST 765au, Female Characters in the Hebrew Bible Meira Polliack

This course focuses on complex female characters such as Tamar, Hannah, Rebecca. It explores the tension between their patriarchal depiction as marginal to male characters, on the one hand, and, on the other hand, their psychological and literary portrayal as dominant and active heroines who transcend the limited social and religious roles assigned to them in patriarchal society. TH 9:25–11:15

JDST 725au/RLST 757au, The Dead Sea Scrolls and the History of Ancient Judaism: The Damascus Document Steven Fraade

Study of one of the most important of the Dead Sea Scrolls. Attention to its place within the history of biblical interpretation and ancient Jewish law; the nature and rhetorical function of its textual practices, both narrative and legal; its ideological formulations, literary history, and relation to the central sectarian writings of the Qumran community. Prerequisite: reading fluency in ancient Hebrew. W 9:25–11:15

JDST 726bu/RLST 767bu, Genres of Biblical Literature and Their Interpretive History Meira Polliack

This course focuses on two major genres of biblical literature: narrative and prophecy. It introduces students to the contemporary biblical study of literary, psychological, historical, and ideational themes in the modern appreciation of these genres, while also exploring their pre-modern and medieval interpretive history. TH 9:25–11:15

JDST 727au/RLST 752au, Mishnah Seminar: Tractate Sanhedrin Steven Fraade

Study of a major early rabbinic legal text treating religious courts and their jurisprudential practice. Dual attention to the historical significance of the institutions of law represented and to the cultural significance of the rhetoric of that representation. Prerequisites: reading fluency in ancient Hebrew; permission of instructor. M 9:25–11:15

JDST 728bu/RLST 751bu, Midrash Seminar: The Theophany at Sinai  Steven Fraade

The giving of the Torah to Israel as seen through rabbinic eyes. Close readings of midrashic texts. Views of revelations, tradition, interpretation, law, and commandment in their literary and historical contexts. Interpretations and interpretive strategies compared and contrasted with those of other ancient biblical exegetes (Jewish and non-Jewish). Prerequisites: reading fluency in ancient Hebrew; permission of instructor. W 9:25–11:15

JDST 756b/RLST 808b, Second Temple Seminar: Formation of Authoritative Literature in Ancient Judaism John Collins

The topic of this seminar changes yearly. This year the seminar examines the problems of determining what literature was canonical or authoritative in the Second Temple period. Prerequisite: ability to read Hebrew and Greek. W 1:30–3:20

JDST 760b/RLST 772b, Rabbinics Research Seminar Christine Hayes

An in-depth survey of research debates and of methods and resources employed in the study of classical (pre-Geonic) rabbinic literature of all genres. Prerequisite: knowledge of Hebrew and Aramaic; ability to read academic Hebrew. This seminar is required of graduate students in Ancient Judaism. By permission of the instructor only. M 1:30–3:20

JDST 761au/HIST 535au/RLST 773au, History of the Jews to the Reformation  Ivan Marcus

A broad introduction to the history of the Jews from biblical beginnings until the European Reformation and the Ottoman Empire, with the main focus on the formative period of classical rabbinic Judaism and on the symbiotic relationship among Jews, Christians, and Muslims. An overview of Jewish society and culture in its biblical, rabbinic, and medieval settings. TTh 11:35–12:50

JDST 763au, Medieval Jews, Christians, and Muslims Imagining Each Other  Ivan Marcus

How members of Jewish, Christian, and Muslim communities thought of and interacted with members of the other two cultures during the Middle Ages. Topics include the cultural grids and expectations each imposed on the other; the rhetoric of otherness such as humans or devils, purity or impurity, and animal imagery; and models of religious community and power in dealing with the other when confronted with cultural differences. T 1:30–3:20

JDST 767au, The World, Man, and Society in Jewish Mentalities of the Middle Ages Micha Perry

After presenting the field of histoire des mentalités (history of mentalities), its history, questions, and methods, we explore several themes of Jewish mentality in the Middle Ages. Topics include time and space; the next world; love; childhood; truth and fraud; the self; life and death; and the “other.” The main question we put forward is whether there was a distinguishable Jewish mentality as distinct from the general Christian one. Every meeting includes a theoretical discussion and close reading of historical sources (in English translations). TH 1:30–3:20

JDST 768bu, Past Present Tense: Jewish Historical Writings in the Middle Ages and the Renaissance Micha Perry

Though some have claimed that Jews did not write history during the Middle Ages, or even had no “historical” sense of the past, this course begs to differ. We read selected historical texts from the Jewish Middle Ages and Renaissance (tenth to sixteenth century) in Hebrew; present the recent research on medieval historiography and perceptions of time; explore different perceptions of time, history, and the past: annals, world history, local history, linear time, circular time, memory, narrative, and so on; and, finally, broaden the horizons of the topic by exploring some of the vast methods by which Jews made the past present in their lives and culture, such as liturgy and ritual. The course is divided into two unequal parts, emphasizing the Middle Ages. The reading of medieval texts in Hebrew helps strengthen Hebrew reading and decoding skills, and there are occasional assignments in modern scholarship in Hebrew. Prerequisite: reading fluency in Hebrew (classical or modern). M 9:25–11:15

JDST 769bu, Revelation and Representation: Images as Encounter with the Divine Sandra Valabregue-Perry

Often Judaism has been represented as an iconoclastic culture, oriented and driven by the book and its law. “Thou shall not make unto thee a graven image, nor any manner of likeness, of any thing that is in heaven above, or that is in the earth beneath” (Exodus 20:3). On the other hand, it is said: “And God said, Let us make man in our image, after our likeness the man was created in the image of God” (Genesis 1:26). Thus, first, even though God has no representation, he has an image; second, man’s image is profoundly related to God’s. A similar contradiction is expressed when Moses asks God to see his Glory, and he is answered: “No man shall see me and live” (Exod. 33:18). Yet he sees God’s “Back”, and not his “Face” (Exod. 33:19). If Moses is the greatest of the Jewish Prophets, what did he see at all? What was experienced by Abraham, Jacob, Ezekiel, Daniel, and all the prophets who had a direct encounter with God? In this seminar we study major philosophical and mystical texts on the question of prophecy and its correlative question, the representation of God. We deal with different issues that arise from the question of what the prophets saw. Thus, for example, we approach the question of anthropomorphism, the human image of God, and vice versa. Through these questions we touch upon the general background, the legacy, the epistemology, and the theology of medieval Judaism. T 9:25–11:15

JDST 774au, Jews of East Europe, 1500–1900 Moshe Rosman

This course surveys and analyzes the social, economic, cultural, and political history of the Jews in historical Poland and Russia in the early modern and modern periods. TH 3:30–5:20

JDST 786au/PHIL 603au, Jewish Philosophy in the Twentieth Century  Michael Morgan

Examination of the major figures in the tradition of Jewish philosophy in the twentieth century. Consideration of their engagement with the Western philosophical tradition, especially in Europe (Hermann Cohen, Martin Buber, Franz Rosenweig) and in postwar America (Emil Fackenheim, Abraham Joshua Herschel, Joseph Soloveitchik). The impact of the Six Day War and the Nazi Holocaust on American Jewish thinkers (Richard Rubenstein, Irving Greenberg, Eliezer Berkovits). T 9:25–11:15

JDST 792b/RLST 770b, Cultural Theories: Methodological Aspects Hizky Shoham

This course offers a close and detailed acquaintance with classic and current approaches to “culture” and “cultural studies.” Students are introduced to the different and unsettled meanings of the concept of culture, and to the variety of methods, research topics, and theoretical issues in the field. Although sociological-anthropological classics on culture are the core of the readings, the scope is also broadened to tangent disciplines such as philosophy, linguistics, literature, theater theory, and intellectual history, thus demonstrating interdisciplinary thought. Designated for graduate students from all humanities and social science disciplines, the seminar emphasizes methodological issues and equips students with effective research tools. TH 1:30–3:20

Related Courses

HEBR 501au, Elementary Modern Hebrew I

HEBR 501bu, Elementary Modern Hebrew II

HEBR 502au, Intermediate Modern Hebrew I

HEBR 502bu, Intermediate Modern Hebrew II

HEBR 504au, Introduction to Modern Israeli Literature

HEBR 505bu, Contemporary Israeli Society in Film

HEBR 509b, Reading Academic Texts in Modern Hebrew

NELC 554bu, Israeli Identity and Culture: 1948 to the Present

For descriptions, see under Near Eastern Languages and Civilizations.

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The Whitney and Betty MacMillan Center for International and Area Studies at Yale

Luce Hall, 34 Hillhouse, 432.3410

www.yale.edu/macmillan

Director

Ian Shapiro (Political Science)

Executive Committee Nancy Ruther (Secretary; Associate Director, The MacMillan Center), Michael Cappello (Medicine; World Fellows Program), Judith Chevalier (School of Management), Michael Donoghue (Ecology & Evolutionary Biology), Laura Engelstein (History), Philip Gorski (Sociology), Oona Hathaway (Law), Daniel Junior (Associate Director, The MacMillan Center), Richard Kane (Associate Director, The MacMillan Center), William Kelly (Anthropology), Charles Long (Deputy Provost), Thomas Pogge (Philosophy), Benjamin Polak (Economics; School of Management), Nicholas Sambanis (Political Science), Susan Stokes (Political Science), Christopher Udry (Economics)

For more than four decades the Whitney and Betty MacMillan Center for International and Area Studies at Yale has been the University’s principal institution for encouraging and coordinating teaching and research on international affairs and on societies and cultures around the world. The MacMillan Center endeavors to make understanding the world outside the borders of the U.S. an integral part of liberal education and professional training at the University. It brings together scholars from all relevant schools and departments to provide insightful interdisciplinary comparative and problem-oriented teaching and research on regional, international, and global issues.

The MacMillan Center provides twelve degree programs. The eight undergraduate majors include African Studies; East Asian Studies; Ethnicity, Race, and Migration; International Studies; Latin American Studies; Modern Middle East Studies; Russian and East European Studies; and South Asian Studies. The four graduate degree programs award master’s degrees in African Studies, East Asian Studies, International Relations, and European and Russian Studies. There are joint-degree graduate programs with the schools of Management, Law, Forestry & Environmental Studies, and Public Health. Additionally, the programs offer six Graduate Certificates of Concentration: in African Studies, European Studies, International Development Studies, International Security Studies, Latin American and Iberian Studies, and Modern Middle East Studies.

The many councils, committees, and programs at the MacMillan Center support research and teaching across departments and professions, support doctoral training, advise students at all levels, and provide extracurricular learning opportunities, as well as funding resources for student and faculty research related to their regions and subject areas. Regional studies programs include African Studies, British Studies, Canadian Studies, East Asian Studies, European Studies, Hellenic Studies, Latin American and Iberian Studies, Middle East Studies, South Asian Studies, and Southeast Asia Studies. Comparative and international programs include the Center for the Study of Globalization; Ethnicity, Race, and Migration; European Union Studies; Genocide Studies; the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition; Global Health; International Affairs; International and Comparative Political Economy; International Security Studies; Order, Conflict, and Violence; Program on Democracy; and Religion, Politics, and Society.

The MacMillan Center provides opportunities for scholarly research and intellectual innovation; awards nearly 500 fellowships and grants each year; encourages faculty/student interchange; sponsors some 750 lectures, conferences, workshops, seminars, and films each year (most of which are free and open to the public); produces a range of working papers and other academic publications; and contributes to library collections comprising 1.4 million volumes in the languages of various areas. Through the Programs in International Educational Resources (PIER), it brings international education and training to educators, K-12 students, the media, businesses, and the community at large.

For details on degrees, programs, and faculty leadership, please consult www.yale.edu/

macmillan/.

Graduate Certificates of Concentration in International and Area Studies

General Guidelines—Program Description

The Whitney and Betty MacMillan Center for International and Area Studies at Yale, through its councils on African, European, International Affairs, Latin American and Iberian, and Middle East Studies, sponsors graduate certificates of concentration that students may pursue in conjunction with graduate-degree programs in the Graduate School of Arts and Sciences and the professional schools. The certificate is intended for students seeking to demonstrate substantial preparation in the study of one of the six areas of concentration: regional (Africa, Europe, Latin America, Middle East) or thematic and international (Development and Security).

Candidates for the certificate must demonstrate expertise in the area of concentration through their major graduate or professional field, as well as show command of the diverse interdisciplinary, geographic, and cultural-linguistic approaches associated with expertise in the area of concentration. Admission to the graduate certificate is contingent on the candidate’s acceptance into a Yale graduate-degree program. Award of the graduate certificate, beyond fulfilling the relevant requirements, is contingent on the successful completion of the candidate’s Yale University degree program.

Application Procedure

Specific requirements of each council are reflected in its application, monitoring, and award procedures. Application forms can be picked up at the relevant council or downloaded from its Web site. Prospective students should submit a completed application form to the relevant council.

Applications may be submitted by students admitted to a graduate program at Yale or during their program of study but no later than the beginning of the penultimate term of study. Each council may set limits on the number of candidates for its program in any given year. For further information, see the council administrator.

Summary of General Requirements

While the general requirements are consistent across all councils of the MacMillan Center, the specific requirements of each council may vary according to the different expertise required for its area of concentration. In addition to the specific requirements, students pursuing the certificate are expected to be actively engaged in the relevant council’s intellectual community and to be regular participants at its events, speaker series, and other activities. Serious study, research, and/or work experience overseas in the relevant region is highly valued. The requirements:

• 1. Six courses in the area of concentration (in at least two different fields).
• 2. Language proficiency in at least one language relevant to the area of concentration beyond proficiency in English. For some councils and for some individual circumstances, proficiency in two languages beyond English is required.
• 3. Interdisciplinary research paper focused on the area of concentration.

Further Details on General Requirements

• 1. Course work
• Students must complete a total of six courses focused on the area from at least two different fields including a Foundations Course (if designated by the council). Of the remaining five courses only two may be “directed readings” or “independent study.” Please note:
• • No more than four courses may count from any one discipline or school.
• • Courses from the home field of the student are eligible. Courses may count toward the student’s degree as well as toward the certificate.
• • Literature courses at the graduate level may count toward the six-course requirement but not elementary or intermediate language offerings. At the discretion of the faculty adviser, an advanced language course at the graduate level may be counted if it is taught with substantial use of field materials such as literature, history, or social science texts and journals relevant to the area.
• • Course work must demonstrate broad comparative knowledge of the region rather than focus on a specific country.
• • Course work must demonstrate a grasp of the larger thematic concerns affecting the region, such as environment, migration, or global financial movements.
• • Only those courses listed on the Graduate Course Listings provided by the area council may be used to fulfill course requirements. For courses not listed there, please consult the certificate adviser. Non-listed courses may only be counted with prior approval of the council adviser, not after the fact.
• • A minimum grade of HP must be obtained or the course will not be counted toward the certificate.
• • Only course work taken during the degree program at Yale may be counted toward the certificate.

• 2. Language proficiency
• In the major-area language targeted for meeting the proficiency requirement, students must demonstrate the equivalent ability of two years of language study at Yale with a grade of HP or better. Language proficiency must encompass reading, writing, speaking, and listening skills plus grammar. Students may demonstrate proficiency by completing course work, by testing at Yale, or by other means as approved by the council adviser. When a second major language of the region beyond English is required, the relevant council will specify the target level. The typical departmental graduate reading exam is not sufficient for certifying the four-skill language requirement of the certificate.
• Normally, when the candidate is a native speaker of one of the area’s major languages, he/she will be expected to develop language proficiency in a second major area language.

• 3. Interdisciplinary research paper
• A qualifying research paper is required to demonstrate field-specific research ability focused on the area of concentration. After they have completed substantial course work in the area of concentration, students must seek approval from the council faculty adviser for the research project they propose as the qualifying paper. Normally, the student will submit the request no later than the fourth week of the term in which he or she plans to submit the qualifying paper.
• The interdisciplinary research paper may be the result of original research conducted under the supervision of a faculty member in a graduate seminar or independent readings course or in field research related to the student’s studies. An M.A. thesis, Ph.D. prospectus, or dissertation may also be acceptable if it is interdisciplinary as well as focused on the area of concentration. The qualifying paper should examine questions concerning the area of concentration in a comparative and/or interdisciplinary context. It should also use relevant international and area-focused resource materials from a relevant region and/or resource materials in the language(s) of a relevant region or regions. Normally the paper should incorporate at least two of the following elements:
• • Address more than one country relevant to the area of concentration
• • Draw on more than one disciplinary field for questions or analytic approaches
• • Address a transregional or transnational theme relevant to the area of concentration

• The paper will be read by two faculty members selected in agreement with the council adviser. The readers will be evaluating the paper for the quality of research, knowledge of the relevant literature, and the depth of analysis of the topic. The qualifying paper must be fully footnoted and have a complete bibliography. The council adviser may call for a third reader as circumstances warrant.

Progress Reports and Filing for the Award of the Certificate/Qualification

Students should submit a progress report along with a copy of their unofficial transcript to the council faculty adviser at the end of each term. Ideally, this will include a brief narrative describing the student’s engagement in the relevant council’s intellectual community and participation in its events, speaker series, and the like, as well as any planned or newly completed experience overseas.

A student who intends to file for the final award of the certificate should contact the council no later than the end of the term prior to award. By the fourth week of the term of the expected award at the latest, the candidate should demonstrate how he/she has or will have completed all the requirements on time.

At the end of the term as grades are finalized, the council will confirm that the candidate is cleared to receive the home degree and has fulfilled all the requirements of the certificate. The final award will require review and clearance by the relevant associate director of the MacMillan Center.

Pursuit of Two Certificates by a Single Student

No courses may overlap between the two certificates. Any application for two certificates by a single student must robustly fulfill all of the requirements for each of the two certificates. Each certificate must be approved independently by each respective council’s certificate adviser.

In addition to the approval of both council advisers, any award of two certificates will require review and approval by the relevant associate director of the MacMillan Center.

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Council on African Studies

The MacMillan Center

142 Luce Hall, 34 Hillhouse, 432.3436

www.yale.edu/macmillan/african

Graduate Certificate of Concentration in African Studies

Chair

Kamari Clarke (Anthropology)

Faculty

For faculty listings, see the section on African Studies, under Degree-Granting Departments and Programs in this bulletin.

Special Requirements for the Graduate Certificate of Concentration in African Studies

The Certificate in African Studies enables graduate and professional school students in fields other than African Studies to demonstrate interdisciplinary area expertise, language proficiency, and research competence in African Studies. The certificate program is intended to complement existing fields of studies in other M.A. and Ph.D. programs and to provide the equivalent of such specialization for students in departments and schools without Africa-related fields of study. The certificate program is designed to be completed within the time span of a normal Ph.D. residence. Professional school students and M.A. students in the Graduate School may require an additional term of registration to complete the certificate requirements depending on the requirements of specific programs.

The certificate program includes interdisciplinary course work, language study, and research components. The specific requirements are:

• 1. Successful completion of at least six courses in African Studies from at least two departments or schools, one of which is a core course in African Studies (AFST 764a, Africa and the Disciplines, or AFST 501a, Research Methods in African Studies).
• 2. Demonstration of proficiency in an African language.
• 3. Evidence of research expertise in African Studies. Research expertise may be demonstrated by completion of an interdisciplinary thesis, dissertation prospectus, or dissertation or by completion of a substantive research seminar paper or the equivalent as approved by the faculty adviser.

The certificate courses and research work should be planned to demonstrate clearly fulfillment of the goals of the certificate. Certificate candidates should design their course schedules in consultation with the director of graduate studies for African Studies. Ideally, students should declare their intention to complete the certificate requirements early in their program at Yale. Graduate and professional school students who intend to complete the certificate program must declare their intention to do so no later than during their penultimate term of enrollment.

For course listings, see African Studies, under Degree-Granting Departments and Programs in this bulletin.

Program materials are available upon request from the Director of Graduate Studies, Council on African Studies, Yale University, PO Box 208206, New Haven CT 06520-8206; e-mail: african.studies@yale.edu.

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Council on East Asian Studies

The MacMillan Center

320 Luce Hall, 34 Hillhouse, 432.3426

http://research.yale.edu/eastasianstudies

Chair

Haun Saussy (Comparative Literature; East Asian Languages & Literatures)

Faculty

For faculty listings, see the section on East Asian Studies, under Degree-Granting Departments in this bulletin.

The Council on East Asian Studies (CEAS) at the MacMillan Center was founded in 1961 and continues a long tradition of East Asian Studies at Yale. CEAS provides an important forum for academic exploration and support related to the study of China, Japan, and Korea. For more than forty years, it has promoted education about East Asia both in the college curricula and through lectures and workshops, conferences, cultural events, and educational activities open to faculty, students, and the general public. CEAS has been designated a National Resource Center for the study of Asian languages and cultures by the U.S. Department of Education. With more than twenty core faculty and twenty language instructors spanning twelve departments on campus, East Asian Studies remains one of Yale’s most extensive area studies programs. Its interdisciplinary emphasis encourages collaborative linkages across fields and departments and contributes to diversity across the curricula and in the classroom. Approximately one hundred fifty courses on East Asia in the humanities and social sciences are offered each year.

CEAS administers Bachelor of Arts (B.A.) and Master of Arts (M.A.) programs. The M.A. program focuses on Chinese, Japanese, and Korean Studies. For details on the M.A. program, see the section on East Asian Studies, under Degree-Granting Departments in this bulletin.

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Council on European Studies

The MacMillan Center

242 Luce Hall, 34 Hillhouse, 432.3423

www.yale.edu/macmillan/europeanstudies

Graduate Certificate of Concentration in European Studies

Chair

Steven Pincus (History)

Faculty and Participating Staff

For faculty listings, see the section on European and Russian Studies, under Degree-Granting Departments and Programs in this bulletin.

For course listings, see European and Russian Studies, under Degree-Granting Departments and Programs in this bulletin.

For more information, visit www.yale.edu/macmillan/grad_certificates.htm and www.yale.edu/macmillan/iac/certificates.htm, write to European Studies Council, Yale University, PO Box 208206, New Haven CT 06520-8206, or call 203.432.3423.

The European Studies Council formulates and implements new curricular and research programs on European politics, culture, economy, society, and history. The geographical scope of the council’s activities extends from Ireland to the lands of the former Soviet Union. Its concept of Europe transcends the conventional divisions into Western, Central, and Eastern Europe, and includes the Balkans and Russia. In 2006 the U.S. Department of Education again designated the council a National Resource Center under its HEA Title VI program.

The European Studies Council builds on existing programmatic strengths at Yale, while serving as a catalyst for the development of new initiatives. Yale’s current resources in European Studies are vast and include the activities of many members of the faculty who have teaching and research specialties in the area. Such departments as Comparative Literature, Economics, English, History, History of Art, Political Science, Slavic Languages and Literatures, and Sociology regularly offer courses with a European focus. These are complemented by the rich offerings and faculty strength of the French, German, Italian, and Spanish and Portuguese language and literature departments, as well as the European resources available in the professional schools and other programs, such as Film Studies. By coordinating Yale’s existing resources, including those in the professional schools, encouraging individual and group research, and promoting an integrated comparative curriculum and degree programs, the council strongly supports the disciplinary and interdisciplinary study of European regions and their interactions. The council is also home to special programs in European Union Studies, British Studies, Baltic Studies, and the Hellenic Studies program.

In addition to the M.A. degree program, the council offers students in the University’s doctoral and other professional degree programs the chance to obtain a Graduate Certificate of Concentration in European Studies by fulfilling a supplementary curriculum. The undergraduate major in Russian and East European Studies is administered by the Department of Slavic Languages and Literatures.

The benefits provided to the Yale community by the European Studies Council include not only its status as an HEA Title VI National Resource Center, but also its affiliation with interuniversity and international organizations that can offer specialized training programs and research grants for graduate students, support conferences among European and American scholars, and subsidize European visitors to Yale. The Fox International Fellowship Program, for example, offers generous fellowship support to qualified students who undertake research at specified institutions in the United Kingdom, Germany, France, and Russia. Furthermore, the council supplements the regular Yale curriculum with lectures and seminars by eminent European and American scholars, diplomats, and political officials. Each year the European Commission sponsors a European Union Fellow at Yale. The European Studies Council is now pursuing formal links with a variety of European institutions and in 2007–2008 the council initiated a scholarly exchange with École des Hautes Études en Sciences Sociales (EHESS) in Paris.

Fields of Study

European and Slavic languages and literatures; economics; history; music; political science; law; sociology.

Special Requirements for the Graduate Certificate of Concentration in European Studies

Yale students may pursue the Graduate Certificate of Concentration in European Studies in conjunction with graduate-degree programs in the Graduate School of Arts and Sciences and the professional schools. Candidates will specify as an area of primary focus either (1) Russia and Eastern Europe or (2) Central and Western Europe. Admission is contingent on the candidate’s acceptance into a Yale graduate-degree program. To complete the certificate, candidates must demonstrate expertise in the area through their major graduate or professional field, as well as show command of the diverse interdisciplinary, geographic, and cultural-linguistic approaches associated with expertise in the area of concentration. Award of the certificate, beyond fulfilling the relevant requirements, is contingent on successful completion of the candidate’s Yale University degree program.

Specific Requirements

• 1. Language proficiency in two modern European languages, in addition to English. Students wishing to focus on Russia and Eastern Europe will need to demonstrate knowledge of Russian or an Eastern European language; those focusing on Central and Western Europe will need to demonstrate knowledge of one of the appropriate languages.
• 2. Six courses in the area of concentration, of which:
• a. three courses must offer transnational approaches to Europe-related issues, and
• b. of the remaining three courses, students focusing on Russia and Eastern Europe must take at least one course concerning the nations of Central and Western Europe. For those focusing on Central and Western Europe, at least one course must concern Russia and Eastern Europe.
• 3. Interdisciplinary research paper written either:
• a. in the context of one of the six courses in the area of concentration, or
• b. as independent work under faculty supervision, replacing one of the six required courses.

A qualifying research paper is required to demonstrate field-specific research ability focused on the area of concentration. After they have completed substantial course work in the area, students must seek approval from the council faculty adviser for the research project they propose as the qualifying paper. Normally, students will submit their proposals no later than the fourth week of the term in which they plan to submit the qualifying paper.

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International Affairs Council

The MacMillan Center

210 Luce Hall, 34 Hillhouse, 432.3418

www.yale.edu/macmillan/iac

Graduate Certificate of Concentration in Development Studies

Graduate Certificate of Concentration in International Security Studies

Chair

Julia Adams (Sociology)

Faculty

For faculty listings, see the section on International Relations, under Degree-Granting Departments and Programs in this bulletin.

For more information, visit http://www.yale.edu/macmillan/grad_certificates.htm and www.yale.edu/macmillan/iac/certificates.htm, write to International Affairs Council, Yale University, PO Box 208206, New Haven CT 06520-8206, e-mail international.relations@yale.edu, or call 203.432.3418.

Graduate Certificate of Concentration in Development Studies

The Graduate Certificate of Concentration in Development Studies provides recognition that a graduate or professional student at Yale has completed interdisciplinary study and integrative research to address fundamental and applied economic, political, social, and cultural issues facing developing countries.

The certificate in Development Studies may be pursued only in conjunction with graduate degree programs in the Graduate School of Arts and Sciences and the professional schools. By pursuing the certificate, students are able to develop and demonstrate their competence in this interdisciplinary field. Award of the certificate, beyond fulfilling the relevant requirements, is contingent on the successful completion of the candidate’s Yale University degree program. The Development Studies faculty adviser may set a limit on the number of applicants accepted for this program in any given year.

The certificate courses and research should be planned, in consultation with the Development Studies faculty adviser, to clearly demonstrate fulfillment of the goals of the Development Studies certificate. Certificate candidates should apply to pursue the certificate early in their degree program, and must do so no later than their penultimate term of enrollment.

Candidates for the certificate will receive preference, after students enrolled in the council’s degree programs, for International Affairs Council research and speaker funds that are awarded through annual competitions.

Requirements

• 1. Six courses in the area of Development Studies: Each year, the Development Studies faculty adviser will provide a list of courses that will count toward the six-course requirement. These courses will draw primarily on Graduate School offerings in economics, political science, history, international relations, anthropology, and sociology and courses at the professional schools, including Law, Management, Forestry & Environmental Studies, and Public Health. Candidates may petition the faculty adviser to have other relevant courses count.
• 2. Language proficiency: Students must demonstrate proficiency in one relevant language other than English. The language should be either a major world language relevant to development studies or the language of the region on which the candidate is focusing.
• 3. Economics proficiency: Students must demonstrate proficiency in the basic concepts of economic analysis, either by demonstrating substantial prior course work in economics or by taking a graduate- or professional-level economics course at Yale. Such a course may count toward the certificate with the approval of the faculty adviser.
• 4. Research requirement: Candidates must write a substantial research paper. The paper must demonstrate the ability to use interdisciplinary resources in development studies, including, where appropriate, primary sources, field research, data analysis, and non-English sources. If the paper is of sufficient quality, the faculty adviser may submit it for publication in the IAC Development Studies Working Paper Series.

Graduate Certificate of Concentration in International Security Studies

The Graduate Certificate of Concentration in International Security Studies provides recognition that a graduate or professional student at Yale has completed interdisciplinary study and integrative research to address fundamental and applied economic, political, social, and cultural issues relevant to the study of international security.

The certificate in International Security Studies may be pursued only in conjunction with graduate-degree programs in the Graduate School of Arts and Sciences and the professional schools. It allows students to develop and demonstrate their competence in this interdisciplinary field. Award of the certificate, beyond fulfilling the relevant requirements, is contingent on successful completion of the candidate’s Yale University degree program. The International Security Studies certificate faculty adviser may set a limit on the number of applicants accepted into this certificate program in any given year.

The certificate courses and research should be planned, in consultation with the International Security Studies faculty adviser, to clearly demonstrate fulfillment of the goals of the International Security Studies certificate. Certificate candidates should submit their application to pursue the certificate early in their degree program, and must do so no later than their penultimate term of enrollment.

Candidates for the certificate will receive preference, after students enrolled in the council’s degree programs, for International Affairs Council research and speaker funds that are awarded through annual competitions.

Requirements

• 1. Six courses in the area of International Security: Each year the International Security Studies certificate faculty adviser will provide a list of courses that will count toward this six-course requirement. This list will draw primarily on Graduate School offerings in anthropology, economics, history, international relations, political science, and sociology and courses at the professional schools, including Forestry & Environmental Studies, Law, Management, and Public Health. Candidates may petition the faculty adviser to have other relevant courses count.
• One of these six courses must have a core focus on international security issues. The International Security Studies certificate faculty adviser will provide a list of courses each year that meet this requirement.
• Up to three courses may focus on a particular region.
• 2. Language proficiency: Candidates must demonstrate proficiency in one relevant language other than English. The language should be either a major world language relevant to international security studies or the language of the region on which the candidate is focusing.
• 3. Research requirement: Candidates must write a substantial research paper. The paper must demonstrate the ability to use interdisciplinary resources in international security studies, including, where appropriate, primary sources, field research, data analysis, and non-English sources. If the paper is of sufficient quality, the faculty adviser may submit it for publication in the IAC International Security Studies Working Paper Series.

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Council on Latin American and Iberian Studies

The MacMillan Center

232 Luce Hall, 34 Hillhouse, 432.3422

www.yale.edu/macmillan/lais

Graduate Certificate of Concentration in Latin American and Iberian Studies

Chair

Stuart B. Schwartz (History)

Professors Rolena Adorno (Spanish & Portuguese), Mark Ashton (Forestry & Environmental Studies), Garry Brewer (School of Management), Richard Burger (Anthropology), Hazel Carby (African American Studies; American Studies), Amy Chua (Law), Lisa Curran (Forestry & Environmental Studies), Carlos Eire (History; Religious Studies), Eduardo Engel (Economics), Robert Evenson (Economics), Paul Freedman (History), Aníbal González (Spanish & Portuguese), Roberto González Echevarría (Spanish & Portuguese), K. David Jackson (Spanish & Portuguese), Gilbert Joseph (History), Efstathios Kalyvas (Political Science), Enrique Mayer (Anthropology), Robert Mendelsohn (Forestry & Environmental Studies), María Rosa Menocal (Spanish & Portuguese), Mary Miller (History of Art), Florencia Montagnini (Forestry & Environmental Studies), Patricia Pessar (Adjunct; American Studies; African American Studies; Anthropology), Stephen Pitti (History), Susan Rose-Ackerman (Law; Political Science), T. Paul Schultz (Economics), Stuart Schwartz (History), Susan Stokes (Political Science), Robert Thompson (History of Art), Noël Valis (Spanish & Portuguese), Michael Veal (Music; American Studies; African American Studies), Elisabeth Wood (Political Science)

Associate Professors Leonard Munstermann (Senior Research Scientist, Epidemiology & Public Health), Alicia Schmidt-Camacho (American Studies)

Assistant Professors Robert Bailiss (Forestry & Environmental Studies), Irene Brambilla (Economics), Susan Byrne (Spanish & Portuguese), Ana De La O Torres (Political Science), Thad Dunning (Political Science), Ernesto Estrella (Spanish & Portuguese), Paulo Moreira (Spanish & Portuguese), Moira Fradinger (Comparative Literature), Lillian Guerra (History), Paulina Ochoa Espejo (Political Science)

Senior Lectors I, II (Spanish and Portuguese) Sybil Alexandrov, Marta Almeida, Teresa Carballal, Mercedes Carreras, Sebastián Díaz, María Jordán, Juliana Ramos-Ruano, Lissette Reymundi, Lourdes Sabé, Terry Seymour, Margherita Tortora, Sonia Valle

Lectors (Spanish and Portuguese) Maria Pilar Asensio-Marinque, Yovanna Cifuentes, Ame Cividanes, Maria de La Paz García, Oscar González-Barreto, Tania Martuscelli, Barbara Safille

Others Jane Edwards (Associate Dean, Yale College), Jaime Lara (Lecturer, Institute of Sacred Music), Nancy Ruther (Lecturer, Political Science), César Rodríguez (Curator, Latin American Collection, Sterling Memorial Library), John Sullivan (Instructor, Nahuatl)

Professors Emeriti Emilia Viotti da Costa (History), Josefina Ludmer (Spanish & Portuguese), Juan Linz (Political Science; Sociology), Gustav Ranis (Economics)

A variety of Latin American Studies options are available for graduate students in history and other humanities disciplines, the social sciences, and the professional schools. Latin American Area course offerings are available in nineteen disciplines with distinct strengths in Anthropology, History, History of Art, Political Science, and Spanish and Portuguese. Latin Americanist faculty specialize in the Andes (Burger, Mayer), Brazil (Jackson, Moreira, Pessar, Schwartz), the Caribbean (Guerra, Pessar, Thompson), Central America (Canuto, Joseph, Miller, Wood), Mexico (Camacho, Canuto, Fein, Joseph, Lara, Miller, Pitti), and the Southern Cone (Brambilla, Engel, Fein, Stokes). F&ES faculty (Anisfeld, Ashton, Clark, Curran, Doolittle, Dove, Mendelsohn, Montagnini) have tropical research interests or participate in educational exchanges with Argentina, Bolivia, Brazil, Costa Rica, Dominica, Ecuador, Guyana, Honduras, Mexico, Nicaragua, Panama, Peru, and Venezuela. Latin American content courses are also offered in the Divinity School, Public Health, Law, and Management.

Students may pursue the Graduate Certificate of Concentration in Latin American and Iberian Studies in conjunction with graduate degree programs in the Graduate School of Arts and Sciences and the professional schools. To complete the certificate, candidates must demonstrate expertise in the area through their major graduate or professional field, as well as show command of the diverse interdisciplinary, geographic, cultural, and linguistic approaches associated with expertise in Latin America or Iberia.

Admission is contingent on the candidate’s acceptance into a Yale graduate degree program, and award of the certificate, beyond fulfilling the relevant requirements, requires the successful completion of the candidate’s Yale University degree program. Active participation in the council’s extracurricular and research programs and seminars is also strongly encouraged.

Limited financial resources, such as the Foreign Language and Area Studies fellowships,Tinker Field Research Grants, and LAIS Summer Research grants, are available to graduate and professional school students.

Specific Requirements for the Graduate Certificate of Concentration

Language proficiency The equivalent of two years’ study of one language and one year of the other, normally Spanish and Portuguese. Less frequently taught languages, such as Nahuatl, Quechua, or Haitian Creole, may also be considered for meeting this requirement.

Course work Six graduate courses in at least two different disciplines. No more than four courses may count in any one discipline.

Geographical and disciplinary coverage At least two countries and two languages must be included in the course work or thesis.

Research A major graduate course research paper or thesis that demonstrates the ability to use field resources, ideally in one or more languages of the region, normally with a focus on a comparative or regional topic rather than a single country.

The certificate adviser of the Council on Latin American and Iberian Studies will assist graduate students in designing a balanced and coordinated curriculum. The council will provide course lists and other useful materials.

Academic Resources of the Council

The council supplements the graduate curriculum with annual lecture and film series, special seminars, and conferences that bring visiting scholars and experts to campus. The council also serves as a communications and information center for a vast variety of enriching events in Latin American studies sponsored by the other departments, schools, and independent groups at Yale. It is a link between Yale and Latin American centers in other universities, and between Yale and educational programs in Latin America and Iberia.

The Latin American Collection of the University library has approximately 522,000 printed volumes, plus newspapers and microfilms, CD-ROMs, films, sound recordings, and maps. The library’s Latin American Manuscript Collection is one of the finest in the United States for unpublished documents for the study of Latin American history. Having the oldest among the major Latin American collections in the United States, Yale offers research opportunities unavailable elsewhere.

Information about the Graduate Certificate of Concentration in Latin American Studies may be requested from the Council on Latin American and Iberian Studies, Yale University, PO Box 208206, New Haven CT 06520-8206; e-mail: latin.america@yale.edu; or telephone 203.432.3422.

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Council on Middle East Studies

The MacMillan Center

342 Luce Hall, 34 Hillhouse, 432.5596

www.yale.edu/macmillan/cmes

Graduate Certificate of Concentration in Modern Middle East Studies

Chair

Marcia Inhorn (Anthropology and International Affairs)

Associate Chair

Frank Griffel (Religious Studies)

Professors Abbas Amanat (History), Harold Attridge (Divinity; Religious Studies), Gerhard Böwering (Religious Studies), Adela Yarbro Collins (Divinity), John J. Collins (Divinity), John Darnell (Near Eastern Languages & Civilizations), Owen Fiss (Law), Benjamin Foster (Near Eastern Languages & Civilizations), Steven Fraade (Religious Studies), Eckart Frahm (Near Eastern Languages & Civilizations), Frank Griffel (Religious Studies), Beatrice Gruendler (Near Eastern Languages & Civilizations), Dimitri Gutas (Near Eastern Languages & Civilizations), Frank Hole (Emeritus, Anthropology), Paula Hyman (History; Religious Studies), Marcia Inhorn (Anthropology), Stanley Insler (Linguistics), Bentley Layton (Religious Studies), James Leckman (Psychology & Pediatrics), Ellen Lust (Political Science), Ivan Marcus (History), Ashgar Rastegar (Medicine), W. Michael Reisman (Law), Lamin Sanneh (Divinity; History), Harvey Weiss (Near Eastern Languages & Civilizations), Robert Wilson (Divinity)

Associate Professors Ala Alryyes (Comparative Literature), Stephen Davis (Religious Studies)

Assistant Professors Michael Gasper (History), Mokhtar Ghambou (English), Zareena Grewal (American Studies; Religious Studies), Kaveh Khoshnood (Epidemiology & Public Health), Adria Lawrence (Political Science), Colleen Manassa (Near Eastern Languages & Civilizations), Andrew March (Political Science; Religious Studies), Ahmed Mobarak (Economics), Hala Nassar (Near Eastern Languages & Civilizations), Kishwar Rizvi (History of Art), Youval Rotman (History)

Lecturers Adel Allouche (History; Religious Studies), Muhammad Aziz (Near Eastern Languages & Civilizations ), Karen Foster (Near Eastern Languages & Civilizations; History of Art), Tolga Köker (Economics), Kathryn Slanski (Near Eastern Languages & Civilizations)

Senior Lectors (I, II) and Lectors Fereshteh Amanat-Kowssar (Persian), Muhammad Aziz (Arabic), Ayala Dvoretzky (Hebrew), Shiri Goren (Hebrew), Ghassan Husseinali (Arabic), Boutheina Khaldi (Arabic), Yechiel Schur (Hebrew), Betul Tarhan (Turkish)

Librarians Ulla Kasten (Babylonian Collection), Susan Matheson (Yale University Art Gallery Ancient Arts), Simon Samoeil (Sterling Memorial Library), Nannette Stahl (Judaica Collection)

Students with an interest in the Middle East should apply to one of the University’s degree-granting departments, such as Anthropology, History, Linguistics, Near Eastern Languages and Civilizations, Political Science, or Religious Studies. The Council on Middle East Studies is part of the Whitney and Betty MacMillan Center for International and Area Studies. It has been organized to provide guidance to graduate students who desire to use the resources of the departments of the University that offer Middle East-related courses.

The council brings together faculty and students sharing an interest in the Middle East by sponsoring conferences, discussions, films, and a lecture series by scholars from Yale as well as visiting scholars. It provides information concerning grants, fellowships, research programs, and foreign study opportunities. It also administers research projects in a variety of Middle East-related areas.

In addition to the resources of the individual departments, Yale’s library system has much to offer the student interested in Middle East studies. Of particular note are the collections of Arabic and Persian manuscripts, as well as large holdings on the medieval and modern Middle East.

The Council on Middle East Studies administers the Middle East Studies National Resource Center at Yale. The center supports a number of projects and activities, including postdoctoral and visiting scholar appointments, summer and academic year language fellowships, and an extensive outreach program as well as conferences, travel funds, and research projects. The National Resource Center is funded by the United States Department of Education under HEA Title VI.

The council also offers a Graduate Certificate of Concentration in Modern Middle East Studies.

The Graduate Certificate of Concentration in Modern Middle East Studies

The certificate represents acknowledgment of substantial preparation in Middle East Studies, both in the student’s major graduate or professional field and also in terms of the disciplinary and geographical diversity required by the council for recognized competency in the field of Middle East Studies. As language and culture are the core of the area studies concept, students are required to attain or demonstrate language proficiency.

Requirements

• 1. Language proficiency: the equivalent of two years of study at a passing grade in one of the four languages of the Middle East—Arabic, Hebrew, Persian, and Turkish.
• 2. Course work: six graduate courses in at least two different disciplines. No more than four courses may count in any one discipline. Included in these six courses must be an introductory Middle East history course, such as State and Society and Culture in the Middle East (taken with special supplemental graduate readings and assignments). The preferred course, when available, is ANTH 538/INRL 615, Culture and Politics in the Contemporary Middle East.
• 3. Interdisciplinary coverage: both courses and any research project undertaken in lieu of a course must reflect experience of at least two disciplines.
• 4. Research: a major graduate course research paper, dissertation prospectus, dissertation, or thesis that demonstrates ability to use field resources, ideally in one or more languages of the region.

For more information on the Graduate Certificate and inquiries about Middle East studies, contact the Council on Middle East Studies, Yale University, PO Box 208206, New Haven CT 06520-8206, or the council e-mail, cmes@yale.edu.

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South Asian Studies Council

The MacMillan Center

309 Luce Hall, 34 Hillhouse Avenue, 432.5596

www.yale.edu/macmillan/southasia

Chair

Kalyanakrishnan Sivaramakrishnan (Anthropology)

Professors Akhil Amar (Law), Timothy Barringer (History of Art), Michael Dove (Forestry & Environmental Studies), Sara Suleri Goodyear (English), Phyllis Granoff (Religious Studies), Stanley Insler (Linguistics), Gustav Ranis (Emeritus, Economics), T. N. Srinivasan (Economics), Shyam Sunder (School of Management), Kalyanakrishnan Sivaramakrishnan (Anthropology), Christopher Udry (Economics)

Associate Professors J. Bernard Bate (Anthropology), Nihal deLanerolle (School of Medicine), Mridu Rai (History)

Assistant Professors S. Shameem Black (English), Ashwini Deo (Linguistics), Mayur Desai (Psychiatry/VAMC), El Mokhtar Ghambou (English), Zareena Grewal (Ethnicity, Race & Migration), Karuna Mantena (Political Science), Kishwar Rizvi (History of Art), Tamara Sears (History of Art), Sarah Weiss (Music)

Senior Lecturers Carol Carpenter (Forestry & Environmental Studies), Geetanjali Singh Chanda (Women’s, Gender & Sexuality Studies), Koichi Shinohara (Religious Studies)

Lecturers Nandini Bhattacharya (History of Science, History of Medicine), Harry Blair (Political Science), Ashish Chadha, Hugh Flick (Religious Studies), Priya Kanungo, Vani Kulkarni, Marina Martin, Alessandro Monsutti, Shreeyash Palshikar (South Asian Studies; Political Science), Thariq Thachil

Senior Lector Seema Khurana (Hindi)

Lectors David Brick (Sanskrit), Swapna Sharma (Hindi), Blake Wentworth (Tamil)

Students with an interest in South Asian Studies should apply to one of the University’s degree-granting departments, such as Anthropology, History, Political Science, Economics, or Religious Studies. The Council on South Asian Studies is part of the MacMillan Center for International and Area Studies. It has been organized to provide guidance to graduate students who desire to use the resources of the departments of the University that offer South Asia-related courses.

The South Asian Studies Council aims to bring together faculty and students sharing an interest in South Asia, and it supplements the curriculum with seminars, conferences, and special lectures by scholars from Yale as well as visiting scholars. It provides information concerning grants, fellowships, research programs, and foreign study opportunities.

Language instruction is offered in Hindi and Tamil. Students planning to undertake field research or language study in South Asia may apply to the council for summer fellowship support.

For information and program materials, contact the South Asian Studies Council, Yale University, PO Box 208206, New Haven CT 06520-8206; or see www.yale.edu/macmillan/southasia.

Courses

ANTH 619au/SAST 300a, Language and the Public Sphere J. Bernard Bate

This seminar interrogates the relationship between language and the public sphere in a number of societies. Beginning with foundational statements on the problem by Jürgen Habermas, Benedict Anderson, and their critics, we move to explore the ways in which differing communicative modalities mediated distinct imaginaries of large-scale sociopolitical order, public spheres, and other cosmologies in a variety of social and historical contexts. T 1:30–3:20

ANTH 942a and b, Research Seminar in South Asia Anthropology  Kalyanakrishnan Sivaramakrishnan

This seminar is for students preparing to become scholars of South Asia. It consists of systematic reading, analysis, discussion, and writing about the anthropological literature in English. It deals with a selection of key ethnographic monographs that cover important topics and debates in the anthropology of South Asia and India including caste, class, community, gender, language, development, environment, politics, and popular culture. Students actively prepare and lead discussions, and write either a proposal or research paper at the end of term. The seminar is designed for doctoral students working on South Asia. Others with appropriate background and interests may be admitted by permission of the instructor. T 9:25–11:15

HIST 893a, Subaltern Studies Mridu Rai

This class seeks to introduce students, broadly, to the historiography of South Asia and, more specifically, to debates about dominance, resistance, and writing about both, in the context of colonialism, nationalism, and “postcoloniality.” As such, the course is structured around an assessment of the Subaltern Studies project, one of the most influential recent interventions in South Asian history and politics. Open to undergraduates with permission of instructor. W 3:30–5:20

HNDI 510au, Elementary Hindi Seema Khurana, Swapna Sharma

An in-depth introduction to modern Hindi, including the Devanagari script. Through a combination of graded texts, written assignments, audiovisual material, and computer-based exercises, the course provides cultural insights and increases proficiency in understanding, speaking, reading, and writing Hindi. Emphasis placed on spontaneous self-expression in the language. No prior background in Hindi assumed.

510a-1: MTWTHF 10:30–11:20

510b-2: MTWTHF 1:30–2:20

HNDI 520bu, Elementary Hindi II Seema Khurana, Swapna Sharma

Continuation of HNDI 510.

520b-1: MTWTHF 10:30–11:20

510b-2: MTWTHF 1:30–2:20

HNDI 530au, Intermediate Hindi I Seema Khurana, Swapna Sharma

First half of a two-term sequence designed to develop proficiency in the four language skill areas. Extensive use of cultural documents including feature films, radio broadcasts, and literary and nonliterary texts to increase proficiency in understanding, speaking, reading, and writing Hindi. Focus on cultural nuances and various Hindi literary traditions. Emphasis on spontaneous self-expression in the language. After HNDI 510 or equivalent.

530a-1: MTWTHF 11:35–12:25

530b-2: MTWTHF 2:30–3:20

HNDI 540bu, Intermediate Hindi II Seema Khurana, Swapna Sharma

Continuation of HNDI 530a, focusing on further development of proficiency in the four language skill areas. After HNDI 530a or equivalent.

540b-1: MTWTHF 11:35–12:25

540b-2: MTWTHF 2:30–3:20

HNDI 550au, Advanced Hindi Seema Khurana, Swapna Sharma

An advanced language course aimed at enabling students to engage in fluent discourse in Hindi and to achieve a comprehensive knowledge of formal grammar. Introduction to a variety of styles and levels of discourse and usage. Emphasis on the written language, with readings on general topics from newspapers, books, and magazines. Prerequisite: HNDI 540b or permission of instructor. TTH 4–5:15

HNDI 598au or bu, Advanced Tutorial Seema Khurana, Swapna Sharma

For students with advanced Hindi language skills who wish to engage in concentrated reading and research on material not otherwise offered by the department. The work must be supervised by an adviser and must terminate in a term paper or its equivalent. Prerequisites: HNDI 540a, and submission of a detailed project proposal and its approval by the language studies coordinator. 1 HTBA

INDC 771b, Middle Indic: Pali and Prakrit Stanley Insler

Introduction to the old Indic vernaculars. Readings from the Buddhist Canon, inscriptions of Asoka and Prakrit literary texts. TH 1:30–3:20

LING 515u, Elementary Sanskrit Ashwini Deo [F], David Mellins [Sp]

Careful study of Sanskrit grammar both in its historical development and as the synchronic systems attested in classical Sanskrit. Comparisons with other Indo-European languages. Close reading of later Sanskrit texts. MWF 9:25–10:15

RLST 555b, Topics in the Study of Tibetan Buddhism Jacob Dalton

Study of the Buddhism of Tibet. TH 2:30–4:20

TAML 510au, Introductory Tamil I Blake Wentworth

An in-depth introduction to modern Tamil, focusing on comprehension, speaking, reading, and writing skills as well as on cultural understanding. Course work includes graded texts, written assignments, audiovisual material, and computer-based exercises. No prior background in Tamil assumed. MTWTHF 10:30–11:20

TAML 520bu, Introductory Tamil II Blake Wentworth

Continuation of TAML 510au. MTWTHF 10:30–11:20

TAML 530au, Intermediate Tamil I Blake Wentworth

First half of a two-term sequence designed to develop proficiency in the four language skill areas. Focus on improving comprehension, speaking, reading, and writing skills through the use of visual media, newspapers and magazines, modern fiction and poetry, and public communications such as pamphlets, advertisements, and government announcements. Prerequisite: TAML 515 or equivalent. MTWTHF 11:35–12:25

TAML 540bu, Intermediate Tamil II Blake Wentworth

Continuation of TAML 530a, focusing on further development of proficiency in four language skill areas. Students are prepared to begin conducting field work in Tamil. Prerequisite: TAML 530a or equivalent. MTWTHF 11:35–12:25

TAML 550b, Advanced Tamil Blake Wentworth

An advanced language course designed to help students understand speech from the public platform, conduct interviews in Tamil, and analyze texts through critical reading, discussion, writing, and translation. Texts may include creative literature of the modern period, contemporary cultural and political writings, and other genres as determined by student interests. Prerequisite: TAML 540b or equivalent. HTBA

TAML 590bu, Literatures of South Indian Languages in Translation  Blake Wentworth

The course introduces literatures of the modern period in their translation in English from four languages of South India: Tamil, Malayalam, Kannada, Telugu. The literary works selected for their creative and translation quality are from the colonial and postcolonial periods and represent various aspects of the South Indian society in particular, which are illustrative of South Asian society in general. Students read at home the selected works pertaining to a particular aspect and discuss them in class. Knowledge of any of the four languages is not assumed. MW 2:30–3:45

TAML 598a or 598b, Advanced Tutorial Blake Wentworth

For students with advanced Tamil language skills who wish to engage in concentrated reading and research on material not otherwise included in the courses offered by the department. The work is supervised by the instructor and concludes with a term paper or its equivalent. Prerequisites: submission of a detailed proposal of study and its approval by the instructor and DGS. F 2:30–4:20

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Council on Southeast Asia Studies

The MacMillan Center

311 Luce Hall, 34 Hillhouse, 432.3431, seas@yale.edu

www.yale.edu/seas

Chair

J. Joseph Errington (Anthropology)

Professors William Burch (Forestry & Environmental Studies), Michael Dove (Forestry & Environmental Studies), J. Joseph Errington (Anthropology), William Kelly (Anthropology), Benedict Kiernan (History), James Scott (Political Science), Mimi Yiengpruksawan (History of Art)

Associate Professor Sarah Weiss (Music)

Assistant Professor Erik Harms (Anthropology)

Lecturers and Senior Lectors (I, II) Carol Carpenter (Forestry & Environmental Studies), Amity Doolittle (Forestry & Environmental Studies), Quang Phu Van (Southeast Asian Languages), Indriyo Sukmono (Southeast Asian Languages)

Yale does not offer higher degrees in Southeast Asia Studies. Instead, students apply for admission to one of the regular degree-granting departments and turn to the Council on Southeast Asia Studies for guidance regarding the development of their special area interest, courses outside their department, and instruction in Southeast Asian languages related to their research interest. The council aims to bring together faculty and students sharing an interest in Southeast Asia and supplements the graduate curriculum with an annual seminar series, periodic conferences, and special lectures.

Yale offers extensive library and research collections on Southeast Asia in Sterling Memorial Library, the Economic Growth Center, the Peabody Museum of Natural History, and the Human Relations Area Files. Further information on library resources is available from Rich Richie, Curator, Southeast Asia Collection, Sterling Memorial Library (432.1858, rich.richie@yale.edu).

Language instruction is offered in two Southeast Asian languages, Indonesian and Vietnamese. The council supports language tables and tutoring in other Southeast Asian languages by special arrangement. Students planning to undertake field research or language study in Southeast Asia may apply to the council for summer fellowship support.

For information on program activities, contact the Council on Southeast Asia Studies, Yale University, PO Box 208206, New Haven CT 06520-8206; or see our Web site, www.yale.edu/seas.

Courses

INDN 520U, Elementary Indonesian Indriyo Sukmono

An introductory course in Standard Indonesian with emphasis on developing communicative skills through systematic survey of grammar and graded exercises. Introduction to reading in the second term, leading to mastery of language patterns, essential vocabulary, and basic cultural competence. 5 HTBA

INDN 527U, Intermediate Indonesian Indriyo Sukmono

Continues practice in colloquial Indonesian conversation and reading and discussion of texts. 3 HTBA

INDN 560, Readings in Indonesian Indriyo Sukmono

For students with advanced Indonesian language skills working on modern Indonesian literature.

VIET 515U, Elementary Vietnamese Quang Phu Van

Students acquire basic working ability in Vietnamese including sociocultural knowledge. Attention paid to integrated skills such as speaking, listening, writing (Roman script), and reading. No previous knowledge of or experience with Vietnamese language required. MTWThF 9:30–10:20

VIET 530U, Intermediate Vietnamese Quang Phu Van

An integrated approach to language learning aimed at strengthening students’ listening, speaking, reading, and writing skills in Vietnamese. Students are thoroughly grounded in communicative activities such as conversations, performance simulation, drills, role playing, and games. Discussion of aspects of Vietnamese society and culture. Prior knowledge of Vietnamese required. MTWThF 10:30–11:20

VIET 560, Readings in Vietnamese Quang Phu Van

For students with advanced Vietnamese language skills who wish to engage in concentrated reading and research.

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Organismal and Integrative Biology (OIB)

Osborn Memorial Laboratories, Rm 122

165 Prospect Street, 432.3837

www.biology.yale.edu/oib

Advisory Committee

Durland Fish, Vice Director (Epidemiology & Public Health), Leo Hickey (Geology & Geophysics), Andrew Hill (Anthropology), Richard Prum, Director (Ecology & Evolutionary Biology), Nancy Ruddle (Epidemiology & Public Health), Oswald Schmitz (Forestry & Environmental Studies), David Skelly (Forestry & Environmental Studies)

Organismal and Integrative Biology (OIB) was created in response to changing opportunities for cross-disciplinary research in the biological sciences. Our goal is to provide an environment for doctoral study utilizing Yale’s diverse resources to encourage broad intellectual development. New theory, empirical findings, and technological developments promise unification of formerly disparate biological fields through research approaches that are actively synthetic, reaching across levels of organization to uncover fundamental organizing principles of biology.

Special Admissions Requirements

Based on their interests, students should seek admission to one of the participating departments: Anthropology, Ecology and Evolutionary Biology, Epidemiology and Public Health, Forestry & Environmental Studies, Geology and Geophysics. The Ph.D. and M.Phil. requirements are those of the participating departments.

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Women’s, Gender, and Sexuality Studies

315 William L. Harkness Hall, 432.0845

www.yale.edu/wgss/

Chair

Sally Promey

Director of Graduate Studies

Margaret Homans [F]

Jill Campbell [Sp]

Professors Elizabeth Alexander (African American Studies), Seyla Benhabib (Political Science), Jill Campbell (English), Hazel Carby (African American Studies; American Studies), Kang-i Sun Chang (East Asian Languages & Literatures), George Chauncey (History), M. Kamari Clarke (Anthropology), Glenda Gilmore (History; American Studies; African American Studies), Inderpal Grewal (Women’s, Gender & Sexuality Studies; American Studies; Anthropology), Dolores Hayden (Architecture; American Studies), Margaret Homans (English; Women’s, Gender & Sexuality Studies), Paula Hyman (History; Religious Studies), Marianne LaFrance (Psychology; Women’s, Gender & Sexuality Studies), Joanne Meyerowitz (History), Sally Promey (American Studies; Institute of Sacred Music; Religious Studies), Cynthia Russett (History), Vicki Schultz (Law), Sallama Shaker (Visiting, Divinity; Islamic Studies), Emilie Townes (Divinity), Laura Wexler (American Studies; Women’s, Gender & Sexuality Studies)

Associate Professors Bernard Bate (Anthropology), Alondra Nelson (Sociology; African American Studies), Naomi Rogers (History of Science & Medicine; Women’s, Gender & Sexuality Studies), Alicia Schmidt Camacho (American Studies)

Assistant Professors Jafari Allen (African American Studies; Anthropology), Averil Clarke (Sociology), Moira Fradinger (Comparative Literature), Terri Francis (Film Studies), Lillian Guerra (History), Karen Nakamura (Anthropology), Ludger Viefhues (Religious Studies)

Lecturers Melanie Boyd (Women’s, Gender & Sexuality Studies), Geetanjali Singh Chanda (Women’s, Gender & Sexuality Studies), Kathleen Cleaver (African American Studies), Michael Mahoney (History), Graeme Reid (Women’s, Gender & Sexuality Studies; Anthropology), Timothy Stewart-Winter (Women’s, Gender & Sexuality Studies)

Fields of Study

The Program in Women’s, Gender, and Sexuality Studies considers gender and sexuality as fundamental categories of social and cultural analysis and offers critical perspectives upon them as a basis from which to study the diversity of human experience. Gender (the social and historical meanings of the distinction between the sexes) and sexuality (the domain of sexual practices, identities, discourses, and institutions) are studied as they intersect with class, race, ethnicity, nationality, and other axes of human difference. The introduction of these perspectives into all fields of knowledge necessitates new research, criticism of existing research, and the formulation of new paradigms and organizing concepts.

The Qualification in Women’s, Gender, and Sexuality Studies is open to students already enrolled in a Ph.D. program at Yale. Interested students are strongly encouraged to register for the Qualification by meeting with the DGS during their first year. Students who wish to receive the Qualification must (1) complete the core course, WGSS 619b, Feminist and Queer Theory: National and Transnational Perspectives, or, with permission of the DGS, another course in the theory of gender and sexuality; (2) complete two electives to be determined in consultation with the DGS and their individual WGSS graduate adviser; (3) demonstrate the capacity to pursue independent, interdisciplinary research in Women’s, Gender, and Sexuality Studies by presenting a qualifying paper at a meeting of the WGSS Colloquium; and (4) demonstrate readiness to teach basic and advanced courses in this field by serving as TF in a WGSS lecture course or teaching a seminar on a WGSS topic, and by preparing appropriate course syllabi. Students who fulfill these expectations will receive a letter from the DGS, indicating that they have completed the work for the Qualification.

Program information and the requirements for the Qualification are available on the Women’s, Gender, and Sexuality Studies Web site, or by contacting 432.0845 or wgss@yale.edu.

Courses

[WGSS 619b, Feminist and Queer Theory: National and Transnational Perspectives]

[WGSS 621b/INRL 621b/REL 827b, Women, Religion, and Representation in an Age of Globalization] 

WGSS 651au/ANTH 651au, Intersectionality and Women’s Health: Ethnographic Approaches to Race, Class, Gender, and Difference Marcia Inhorn

This interdisciplinary seminar is designed to explore how the intersections of race, class, gender, and other axes of “difference” (age, sexual orientation, disability status, nation, religion) affect women’s health, primarily in the contemporary United States. Recent feminist approaches to intersectionality and multiplicity of oppressions theory are introduced. In addition, the course demonstrates how anthropologists studying women’s health issues have contributed to social and feminist theory at the intersections of race/class/gender. W 2:30–4:20

WGSS 660bu/ANTH 684bu, Men, Manhood, and Masculinity Graeme Reid

Cultural and historic constructions of masculinity through an investigation of male bodies, sexualities, and social interactions. Examination of multiple masculinities and exploration of the relationship between hegemonic, non-hegemonic, and subordinate masculinities.

WGSS 681bu/PLSC 604bu, European Political Thought from Weber to Derrida  Seyla Benhabib

A survey of major themes in twentieth-century Continental political thought. Topics include reason and rationalization in modernity; legality, legitimacy, and sovereignty; decline of the public sphere; origins of totalitarianism; and communicative ethics and the inclusion of the “other” in the new Europe. Readings from Max Weber, the Frankfurt school, Walter Benjamin, Hannah Arendt, Martin Heidegger, Carl Schmitt, Jürgen Habermas, and Jacques Derrida. Prerequisite: permission of instructor. TTh 2:30–3:20, 1 HTBA

WGSS 685au/ANTH 619au, Language and the Public Sphere J. Bernard Bate

Explores the relationship between language and the public sphere through consideration of theoretical perspectives of Jürgen Habermas and Benedict Anderson, along with ethnographic and historical examination of eighteenth- and nineteenth-century America and Europe, nineteenth- and twentieth-century Arabia, and India from the third to the twentieth century. T 1:30–3:20

[WGSS 689a/ANTH 591a, Black Feminist Theory and Praxis]

[WGSS 699b/AMST 863b, Feminist Visual Theory] 

[WGSS 701b/ANTH 508b, Queer Ethnographies]

[WGSS 704b/LAW 21577/SOCY 601b, Work and Gender] 

WGSS 705bu/AFAM 731bu, Theories of Black Women and Film Terri Francis

Study of films and videos made by women of African descent during the twentieth and twenty-first centuries. Focus on filmmaking as a critical practice and an art form, particularly how it engages cinematic perceptions of black womanhood. Films placed in a matrix of African American film history, feminist film theory, and legacies of black feminist writing and image making. Topics include film language, authorship, performance, and the question of audience. T 1:30–3:20, screening M 9 p.m.

[WGSS 710au, Reading Gender and Sexuality in the Archive]

[WGSS 712b/HIST 775b/AMST 866b, Readings in the History of Sexuality]

WGSS 715b/AFAM 829b, American Legal History: Citizenship and Race  Kathleen Cleaver

The seminar examines the evolution of U.S. citizenship as defined and interpreted by courts during the nineteenth and twentieth centuries, with particular attention to the way historical events that defined race have affected citizenship. Topics of study include the Thirteenth, Fourteenth, and Fifteenth Amendments to the U.S. Constitution, the 1866 Civil Rights Act, Reconstruction legislation, immigration restrictions imposed on Asians, legislation impacting the racial classification of Mexicans, statutes governing the citizenship of indigenous native peoples, racially based prohibitions against voting, education, and employment, and efforts to reduce them by civil rights legislation culminating with the 1964 Civil Rights Act. Each seminar participant has to research several topics and make a presentation to the class on at least one topic. Engagement in seminar discussion and the drafting of research papers are the basis for grading. TH 2:30–4:20

[WGSS 719bu/SOCY 654bu/AFAM 719bu/AMST 680b, Race, Racism, and Social Theory]

WGSS 721b/RLST 512b, Feminist Philosophy of Religion Ludger Viefhues-Bailey, Siobhán Garrigan

An exploration of current feminist philosophy of religion. Topics include feminist epistemology and philosophy of religion, the role of desire, of practices and ritualizing in the philosophy of religion, and feminist/womanist ethics and religion. Authors: Pamela Anderson, Sandra Harding, Ellen Amour, Grace Jantzen, Julia Kristeva, Katie Cannon, Kelly Brown Douglas, Amy Hollywood, Wendy Farley, and others. TH 3:30–5:20

WGSS 723a/REL 877a, Religion and Feminization of Poverty Salama Shaker

The seminar reflects on the challenges of postmodernity and globalization facing women in the world in view of what Diane Pearce describes as the phenomenon of “feminization of poverty.” The course addresses gender studies as an effective tool to map out and analyze alternative readings of Islam since gender seems to be the nexus of Islamic normative and legal principles and practices.

WGSS 732b/HIST 940b/HSHM 919b, Research in Twentieth-Century U.S. Health, Medicine, and the Body Naomi Rogers

Research seminar in twentieth-century U.S. health, medicine, and the body, with primary focus on each student completing her/his own major research paper. Projects chosen from post-Civil War period, with emphasis on the twentieth century. Class sessions also explore research techniques, writing styles, and the interrogation of sources. T 9:25–11:15

WGSS 735b/AFAM 749b/AMST 648b, Transnational Imaginaries Hazel Carby

We traverse the boundaries of conceptual, disciplinary, historical, and theoretical imaginings of the transnational. How the transnational has been imagined is posed as a series of questions rather than as a fixed definition: for example, what constitutes the transnational; how do we think the transnational; why should we think in terms of the transnational; and what is the relation or difference among the transnational, the cosmopolitan, and globalization? We consider creative responses to the consequences of the unquenchable, demonic thirst of European and American powers for the control of trade, land, and resources, attempts to render visible what Amitav Ghosh refers to as “the results of the five hundred years of pure, undistilled violence and terror unleashed in the name of modernity.” We analyze the spatial, temporal, and historical dimensions of the creation of literary and visual narratives that seek to represent the displacement of peoples, the formation of diasporas, the invention and reinvention of subjects and subjectivities, and the politics of knowledge and power. Final paper. M 2:30–4:20

WGSS 736a/AFAM 709a/AMST 709a/HIST 736a, Research in Twentieth-Century U.S. Political and Social History Glenda Gilmore

Projects chosen from post-Civil War period, with emphasis on twentieth-century social and political history, broadly defined. Research seminar. TH 3:30–5:20

WGSS 739a/AFST 947a/HIST 847a, Women and Gender in African History  Michael Mahoney

Examination of both the particularities of the historical experiences of African women and the ways that gender has been defined in an African context. Context covers pre­colonial, colonial, and postcolonial periods. Topics include masculinity, sexuality, and the representation of African women. T 1:30–3:20

WGSS 744a/ AMST 786a/HIST 744a, Readings in the History of Gender  Joanne Meyerowitz

Selected topics in women’s and gender history with emphasis on U.S. history. Themes include changing conceptions of sex, gender, womanhood, manhood, femininity, and masculinity; the language of gender as a constitutive part of various social hierarchies; class, racial/ethnic, regional, and national differences; and gendered participation in religion, labor, politics, war, and social reform movements. Readings, writing assignments, and classroom discussions address recent historical literature, historiographic trends and debates, and theoretical and methodological approaches. W 2:30–4:20

WGSS 745bu /SOCY 610bu, Race, Gender, and the African American Experience Averil Clarke

This course explores how the social constructs of race and gender impact individual and collective black experiences within major social institutions (i.e., education, family, criminal justice, media and entertainment, and politics and the economy). It also analyzes the ways in which these institutions produce and are constituted by race and gender inequality. Attention is paid to theories of discrimination and to social movements that both differentiate and unite the black experience along gender lines. Enrolled students are required to present the oral and written results of research on race and gender in one such social institution. T 9:25–11:15

WGSS 750b/AMST 770b/HIST 770b, Research in Gender and Sexuality  George Chauncey

Students conduct research in primary sources and write original monographic essays on the history of gender and sexuality. Readings include key theoretical works as well as journal articles that might serve as models for student research projects. T 1:30–3:20

WGSS 752b/HIST 812b, Race, Nation, and Imperialism in Modern Latin America Lillian Guerra

Focus on works exploring the relationship between interpretations of race, nation, and modernity in Latin American societies deeply affected by direct and indirect forms of U.S. imperialism. Topics covered include blackness, whiteness, and mestizage as discursive constructions and political ideals in comparative processes of nation-building. Reading knowledge of Spanish is desirable. T 3:30–5:20

WGSS 770au/CHNS 501au, Women and Literature in Traditional China  Kang-i Sun Chang

This course focuses on major women writers in traditional China, as well as representations of women in works by male authors. Topics include the dichotomy of yin and yang, women and the fox spirits, the power of women’s writing, women in exile, Daoist nuns, widow poets, courtesans and the literati culture, women’s poetry clubs, women’s script (nushu), the cross-dressing ladies, footbinding and representations of the female body, food and sexuality, notions of qing (love), aesthetics of illness, women and revolution, and the function of memory in women’s literature. All readings in translation; no knowledge of Chinese required. TTh 1–2:15

WGSS 773bu/AFAM 838bu/ENGL 988bu, Contemporary African American Poetry Elizabeth Alexander

In this course we study African American poetry of the contemporary era, from 1960 to the present. We also cover predominant theoretical approaches to African American poetry and poetics. Authors include late Gwendolyn Brooks and Robert Hayden, Amiri Baraka, Lucille Clifton, Audre Lorde, Yusef Komunyakaa, Rita Dove, Michael Harper, and poets of the new generation. W 1:30–3:20

WGSS 776b/ENGL 969b/CPLT 520b, Narratives of Formation Barry McCrea

An examination of models of personal progress and maturation in a variety of narratives and periods. We read critical anthropological and psychoanalytic texts in conjunction with primary texts. All non-English language texts are read in translation. Authors may include some of the following: Mme de Lafayette, anonymous author of Lazarillo de Tormes, Dickens, Balzac, Musil, Wilde, James, Forster, Chandler, Bechdel. M 9:25–11:15

WGSS 777b/HSAR 683bu, Art and Feminism Carol Armstrong

This seminar considers past, present, and future relations between art-making and the history of feminist thought. Though most of what we address on both fronts is by women, the seminar is focused neither on the question of the woman artist per se (that is just one of its topics), nor on self-described feminist art practice (that is another of its topics). Instead, it considers different kinds of relation between art-making and feminist contributions to the history of thought about art, art history and aesthetics, gender and sexuality, subjectivity and the other, the nature and culture of the human body, concepts of the optical and the haptic, text and image, phenomenology and film theory, and so on. It consists of two meetings each on the following topics: the problem of the woman artist and author; intersections between the history of art, art criticism, and feminist thought; feminist essentialisms; art and feminist responses to psychoanalysis; art, concepts of the gaze, and feminist film theory; feminist curatorial practice. Writers and artists considered include Virginia Woolf, Linda Nochlin, Lucy Lippard, Luce Irigaray, Julia Kristeva, Laura Mulvey, Sally Potter, Judy Chicago, Mary Kelly, Eva Hesse, Louise Bourgeois, Catherine de Zegher, Connie Butler, and others. We also address questions such as contributions by men to feminism, and where from here? It is possible that the seminar may include some collaboration with the Museum of Modern Art. T 1:30–3:20

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Yale Center for the Study of Globalization

Betts House, 393 Prospect Street, 432.1900

globalization@yale.edu

YaleGlobal Online magazine: www.yaleglobal.yale.edu

Center Web site: www.ycsg.yale.edu

Director

Ernesto Zedillo

The Yale Center for the Study of Globalization (YCSG) is devoted to examining the impact of our increasingly integrated world on individuals, communities, and nations. The center’s purpose is to support the creation and dissemination of ideas for seizing the opportunities and overcoming the challenges resulting from globalization’s impact on the world’s people and places. The center also studies problems that, even if they do not result directly from globalization, are global in nature and can therefore be effectively addressed only through international cooperation. In pursuit of this mission, and to assist in Yale’s effort to become a more international institution, the core of our strategy is collaboration both with the Yale community and with a variety of institutions and individuals across the globe.

One of the center’s strengths, and an important area of focus, is its ability to engage with multilateral institutions and global organizations in activities pertinent to its mission, thereby connecting academia with the world of public policy. Through these projects, YCSG produces reports, policy papers, and other publications that contribute toward influencing the attitudes and actions of policy makers, academics, and institutions. Natural opportunities exist to present the results of this work at Yale through seminars, colloquia, and public lectures.

Included among the center’s recent international activities are the following:

YCSG is collaborating with the Commission on Modernization of World Bank Group Governance to explore ways in which the World Bank can operate more effectively, efficiently, dynamically, and legitimately in a transformed global political economy.

The center is collaborating with the International Commission on Nuclear Non-Proliferation and Disarmament in an effort to reinvigorate at a high political level the global debate on the need for nuclear non-proliferation and disarmament, in the context both of the 2010 NPT Review Conference and beyond.

YCSG collaborated with the International Atomic Energy Agency to produce a report on the future of the IAEA that has now become the primary reference for the institution’s reform.

Through its collaboration with the Global Development Network, the center has been successful in networking with research development institutions in eleven regions in the developing world and more than 100 countries, and involved in the support of over 7,800 researchers and 800 development projects worldwide.

The center joined with the Commission on Growth and Development to compile the best contemporary understanding about the policies and strategies underlying rapid and sustained economic growth and poverty reduction.

On campus, the center hosts international conferences, organizes workshops and panels, and works constantly to bring to the Yale community individuals who have input on international policy. YCSG’s Distinguished Visiting Fellows interact with faculty and students and are expected to produce one or more publications during their tenure.

In order to multiply the effects of the internal and external dimensions of the center’s strategy, YCSG has developed a global media instrument, YaleGlobal Online magazine (www.yaleglobal.yale.edu). YaleGlobal explores the growing interconnectedness of the world and aims to analyze and promote debate on all aspects of globalization. The magazine posts three original articles per week, re-publishes and archives articles from around the globe, and offers video recordings of the center’s events at Yale. With a vastly increased readership in over 160 countries, YaleGlobal now receives 1.5 to 2 million hits per week.

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