Atmospheric Science

Advisory Committee
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)
Mark Pagani (Geology & Geophysics)
Daniel Rosner (Chemical Engineering; Mechanical Engineering)
Steven Sherwood (Geology & Geophysics)
Ronald Smith (Geology & Geophysics)
Sabatino Sofia (Astronomy)
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. 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, 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, and the departments of Epidemiology & 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).

Combined Program in the Biological and Biomedical Sciences (BBS)

L-200 Sterling Hall of Medicine, 785.3735

Director
Lynn Cooley (lynn.cooley@yale.edu)

Fields of Study

As the broad field of biological and biomedical sciences has become more exciting, it has also become more complex and demanding. The successful scientist today can no longer be an expert in only one area or one technique, but must be able to make use of information, technologies, and experimental strategies that ignore the boundaries defined by traditional university departments. In the coming decades, opportunities for research and scientific discovery will be greater, but also more challenging, than ever before. A student interested in pursuing a career in science should receive a breadth and depth of training in graduate school that will define his or her ultimate goal, whether he/she chooses to enter academia, industry, education, or any of the many other career opportunities that will be available to young scientists.

To help meet this challenge, Yale faculty have reorganized their approach to graduate education and formed the interdepartmental Combined Program in the Biological and Biomedical Sciences (BBS). Unique among graduate programs, BBS gives entering students access to more than 280 Yale biological science faculty in all departments, both at the School of Medicine and on the main university campus.

The primary purpose of BBS is to provide an environment for graduate education in modern biological and biomedical sciences that is both broad in scope and rigorous in depth. BBS serves as a focal point for research, education, and career development in the biological sciences and sponsors exciting initiatives, including new courses (like genomics and informatics; and laboratory practicals in confocal microscopy, immuno-cytochemistry, and molecular biology); informal scientific exchanges; career counseling and development; and numerous social activities.

BBS is composed of the faculty in the departments of Cell Biology; Cellular and Molecular Physiology; Experimental Pathology; Genetics; Immunobiology; the Interdepartmental Neuroscience Program; Microbial Pathogenesis; Molecular Biophysics and Biochemistry; Molecular, Cellular, and Developmental Biology; Neurobiology; and Pharmacology; and it draws relevant faculty from various clinical departments. The program is divided into several interest-based tracks whose identity may change with the changing interests of faculty. Currently, the tracks are: (1) Computational Biology and Bioinformatics; (2) Molecular Cell Biology, Genetics, and Development; (3) Immunology; (4) Microbiology; (5) Molecular Biophysics and Biochemistry; (6) Neuroscience; (7) Pharmacological Sciences and Molecular Medicine; and (8) Physiology and Integrative Medical Biology. Each track draws its faculty from several departments and has a specific set of recommended courses and activities for fi! rst-year students. Entering students apply to and then affiliate with a track, which places them with the group of students and faculty that most closely reflects their interests. Nevertheless, the courses, faculty, students, and, most important, laboratory research opportunities in all tracks remain completely available at all times, regardless of a student’s primary track.

Entering students are admitted to Yale University as members of the BBS program and generally affiliate with the track to which they initially applied. The total number of students admitted each year is approximately seventy to eighty, with between five and twenty-five being admitted to any one track, depending on the interests and quality of the applicant pool. A student remains a member of the track for his or her first year and generally takes courses (with the advice of the track adviser or director) and performs at least three three-month rotations in a laboratory at Yale. At the end of the first year students generally select an adviser and also a department or academic program in which they take a qualifying examination in the second year and through which they eventually will earn a Ph.D. Advisers may be any full-time or affiliated Yale faculty member, regardless of their department or the student’s track.

For the duration of their studies all students receive a stipend, which increases yearly, full tuition, health coverage, and a yearly allotment for travel to scientific meetings or courses. Financial support comes from university fellowships, National Institutes of Health (NIH) training grants, grants from foundations and companies, and from the Bristol-Myers Squibb Educational Alliance.

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
A strong background in the basic sciences, along with computer science training, is expected.

Molecular Cell Biology, Genetics, and Development
No additional requirements or recommendations.

Immunology
It is preferred that students have taken courses in biology, organic chemistry, biochemistry, genetics, cell biology, physics, and mathematics. Actual course requirements, however, are not fixed, and students with outstanding records in any area of the biological sciences may qualify for admission. In special cases, Medical College Admission Test (MCAT) scores may be substituted for the GRE General Test scores.

Microbiology
No additional requirements or recommendations.

Molecular Biophysics and Biochemistry
Actual course requirements in a student’s background area are flexible. Desirable courses include biology; biochemistry; general, organic, and physical chemistry; physics; and math.

Neuroscience
Most applicants have had course work in neuroscience, psychobiology, physiological psychology, mathematics through calculus, general physics, general biology, general chemistry, organic chemistry, biochemistry, computer science, or engineering. Laboratory research experience is beneficial but is not a formal requirement. Medical College Admission Test (MCAT) scores may be substituted for the GRE General Test scores.

Pharmacological Sciences and Molecular Medicine
No additional requirements or recommendations.

Physiology and Integrative Medical Biology
No additional requirements or recommendations.

Program materials are available by request to John Alvaro, Administrative Director, BBS Program, Yale University, PO Box 208084, New Haven CT 06520-8084; telephone 203.785.3735; fax 203.785.3734; e-mail, bbs@yale.edu; Web site, info.med.yale.edu/bbs.

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.

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 staff 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.

Institution for Social and Policy Studies

77 Prospect, 432.3234
www.yale.edu/isps/

Director
Donald P. Green

Executive Committee
Jeffrey Alexander, Kelly Brownell, Ian Shapiro, Jody Sindelar, 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 numerous interdisciplinary faculty seminars, research publications, 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 Agrarian Studies Program, James Scott, director; the Program in Ethics, Politics, and Economics, Seyla Benhabib, director; the Yale University Interdisciplinary Center for Bioethics, David Smith, director; and the Center for the Study of American Politics, Alan Gerber, 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.

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, international history, and security studies, with particular reference to diplomatic and military history. Its goals are to fill the critical national need for educators and leaders with knowledge of these fields; to advance the arts of recognizing, defining, analyzing, training in, and teaching its areas of interest; and to provide a forum for informed and independent discussions of historical and contemporary policy-thinking and policy-making on security-relevant issues.

ISS is not a degree-granting program: it facilitates the work and welcomes the participation of students from all academic departments and the professional schools. It sponsors conferences, lectures, seminars, and workshops and offers research grants and internship support for Yale graduate and undergraduate students. 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.

Until it closed in 2006, United Nations Studies at Yale (UNSY), directed by Bruce Russett, existed under the umbrella of ISS. UNSY was a policy-relevant think tank on key issues concerning the future of the UN. UNSY projects included a collaborative study with the World Bank on The Political Economy of Civil Wars; an analysis of Democracy, Interdependence, International Organizations, and Peace; the Yale–United Nations Oral History Project, which collected over ninety interviews with United Nations personnel; and the three-volume Public Papers of Secretary-General Boutros Boutros-Ghali. Further information on UNSY can be found at www.yale.edu/iss.

The Brady-Johnson Program in Grand Strategy at Yale University, led by John Lewis Gaddis, Charles Hill, and Paul Kennedy, 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 ’52 and Charles B. Johnson ’54, combines historical depth and analytical range with the belief that training future leaders at both 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, P.O. Box 208353, New Haven CT 06520-8353. Further information on ISS and the Brady-Johnson Program can be found at www.yale.edu/iss.

Judaic Studies

451 College, 432.0843
www.yale.edu/judaicstudies

Chair
Ivan Marcus

Director of Graduate Studies
Steven Fraade

Professors
Gershon Bacon (Visiting, History), Steven Fraade (Religious Studies), Benjamin Harshav (Comparative Literature), Christine Hayes (Religious Studies), Paula Hyman (History; Religious Studies), Robert Liberles (Visiting, History), Ivan Marcus (History; Religious Studies), Tessa Rajak (Visiting, Classics; History), Eli Yassif (Visiting, Religious Studies).

Lecturers
Mara Benjamin (Religious Studies), Daniel Stein Kokin (History), Samuel Secunda (Religious Studies)

Senior Lector
Ayala Dvoretzky (Near Eastern Languages & Civilizations)

Lectors
Shiri Goren (Near Eastern Languages & Civilizations), Robert Hawley (Near Eastern Languages & Civilizations), Yechiel Schur (Near Eastern Languages & Civlizations)

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 699b^u, Moses through the Centuries. Daniel Stein Kokin.
Th 1.30–3.20
An examination of the history of the interpretation of Moses, particularly as model religious leader, legislator, and philosopher. Emphasis on Moses’s status as a flashpoint of polemics between Pagans and Jews, Jews and Christians, and as a key “site” for negotiating the boundaries between the human and the divine. Also HIST 572b^u,RLST 783b^u.

JDST 701a^u, Introduction to the Old Testament (Hebrew Bible). Christine Hayes.
MW 10.30–11.20, 1 HTBA
The Old Testament (Hebrew Bible) as an expression of the religious life and thought of ancient Israel, and a foundational document of Western civilization. A wide range of methodologies, including source criticism and the historical-critical school, tradition criticism, redaction criticism, and literary and canonical approaches to the study and interpretation of the Bible. Special emphasis on the Bible against the backdrop of its historical and cultural setting in the ancient Near East.

JDST 725a^u, The Religious Context of the Babylonian Talmud. Samuel Secunda.
TTh 2.30–3.45
A survey of the main religions of Sasanian Mesopotamia and their effect on the shaping of the Babylonian Talmud and rabbinic Judaism. Readings of talmudic sources, as well as the surviving texts of Zoroastrians, Manichaeans, Mandaeans, Eastern Christians, and indigenous Babylonian “pagans.” In addition, we examine Late Antique and medieval reports, and the findings of modern academic scholarship. Also RLST 778a^u.

JDST 728b^u, Midrash Seminar: The Exegetical History of Passover and the Passover Seder in Antiquity. Steven Fraade.
Th 9.25–11.15
The development of the ancient Israelite festival of Passover and the later Passover Seder from their biblical roots, through the exegetical formations of the Second Temple period, to early rabbinic literature. Prerequisite: reading fluency in ancient Hebrew. Permission of instructor required. Also RLST 751b^u.

JDST 756b, The Required Ancient Judaism Seminar: Law in Antiquity. Christine Hayes.
W 1.30–3.20
The topic of this seminar changes yearly. This year we examine the concept of the law in the Hebrew Bible, Second Temple and rabbinic Judaism and early Christianity in the broader cultural context of the ancient Near East and Hellenistic antiquity, and in dialogue with contemporary theories of the concepts “law” and “religion” and their interrelation. Required for all graduate students in ancient Judaism. Also RLST 756b.

JDST 760a, Rabbinics Research Seminar. Steven Fraade, Christine Hayes.
T 9.25–11.15
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; permission of instructor. Also RLST 772a.

JDST 761a^u, History of Jewish Culture to the Reformation. Ivan Marcus.
TTh 11.35–12.25
Undergraduate lecture course open to graduate students by permission of instructor. Also HIST 535a^u,RLST 773a^u.

JDST 763a^u, Medieval Jews, Christians, and Muslims Imagining Each Other. Ivan Marcus.
T 1.30–3.20
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. Also HIST 554a^u.

JDST 764b^u, Jews in Muslim Lands from the Seventh to the Sixteenth Century. Ivan Marcus.
TTh 11.35–12.50
Introduction to Jewish culture and society in Muslim lands from the Prophet Muhammad to Suleiman the Magnificent. Topics include Islam and Judaism; Jerusalem as a holy site; rabbinic leadership and literature in Baghdad; Jewish courtiers, poets, and philosophers in Muslim Spain; the Jews in the Ottoman Empire. Also HIST 532b^u,RLST 777b^u.

JDST 781b^u, History of Jewish Culture, 1500 to the Present. Paula Hyman.
TTh 11.35–12.50
A broad introduction to the history of Jews and of Jewish culture in the modern period. Emphasis on the changing social, cultural, and polical interaction of Jews with the larger society as well as the transformation of Judaism in its encounter with modernity. Also HIST 566b^u,RLST 774b^u.

JDST 787a^u, Women and Judaism. Paula Hyman.
M 1.30–3.20
An examination of the changing status and roles of women within Judaism and Jewish history. Topics include women in Jewish law; the social, domestic, and religious roles of women in the modern period; and the development of Jewish feminism. Also HIST 950a^u,RLST 795a^u.

JDST 789a^u, Jews in America, 1654 to the Present. Paula Hyman.
MW 10.30–11.20, 1 HTBA
Survey of the history of Jews in America from the colonial period to the present. Topics include immigration, religious development, politics, and participation in culture. Special attention to how Jews, as a minority, have negotiated their place in American society. Also HIST 765a^u,RLST 764a^u.

JDST 790b, Jews in Christian and Muslim Lands from the Fourth to Sixteenth Century. Ivan Marcus.
T 1.30–3.20
Research seminar that focuses on a comparison of the two medieval Jewish subcultures of Ashkenaz (northern Christian Europe) and Sefard (mainly Muslim and Christian Spain). Issues in historiography and comparative methodology complement discussions about the symbols and reality of literary, political, and economic features of each society. Also HIST 541b, RLST 776b.

JDST 791a^u, Polish Jewry Between the World Wars. Gershon Bacon.
MW 9–10.15
A survey of the social, cultural, economic, and political life of Polish Jewry in the interwar period and the changing historical narrative of recent decades. Topics include historiography, government policies, Jewish women in interwar Poland, day-to-day Polish-Jewish relations, educational systems, youth movements, Polish Jewry in contemporary and retrospective media presentations. Also HIST 649a^u.

JDST 796b^u, Antisemitism in Modern Times. Paula Hyman.
T 1.30–3.20
An exploration of how antisemitism has functioned as a religious, social, and political prejudice in different historical and cultural contexts. Focus on the period from the nineteenth century to the contemporary world. Also HIST 977b^u,RLST 790b^u.

JDST 797a^u, God after Auschwitz. Mara Benjamin.
T 3.30–5.20
Significance of the Holocaust in Jewish theology, Christian theology vis-à-vis Judaism, and modernity. Issues include election of Israel; anti-Semitism; ethics and revelation in light of the Holocaust.

JDST 799a^u, Jewish and Christian Feminisms. Shannon Craigo-Snell, Mara Benjamin.
Th 1.30–3.20
Theories of feminism and feminist religious critique; historical and contemporary issues in feminist religious thought focus on significant themes in Jewish and Christian theologies, including scripture, monotheism, God’s gender/sexuality, ritual. Also RLST 796a^u.

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 L. Ruther (Secretary; Associate Director, The MacMillan Center), Michael Cappello (World Fellows Program), Judith Chevalier (School of Management), Michael Donoghue (Ecology & Evolutionary Biology), Laura Engelstein (History), Philip Gorski (Sociology), Michael Graetz (Law), Daniel Junior (Associate Director, The MacMillan Center), Richard Kane (Associate Director, The MacMillan Center), William Kelly (Anthropology), Charles Long (Deputy Provost), Benjamin Polak (Economics, School of Management), Susan Stokes (Political Science), Peter Swenson (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 across 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 eleven degree programs. The seven undergraduate majors include African Studies; East Asian Studies; Ethnicity, Race, and Migration; International Studies; Latin American 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 Epidemiology 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 Agrarian Studies; the Center for the Study of Globalization; Ethnicity, Race, and Migration Program; European Union Studies; Genocide Studies; the Gilder Lehrman Center for the Study of Slavery, Resistance, and Abolition; International Affairs; International and Comparative Political Economy; International Security Studies; Ord! er, Conflict, and Viiolence; and Program on Democracy.

The MacMillan Center provides opportunities for scholarly research and intellectual innovation; awards nearly 500 fellowships and grants each year; encourages faculty/student interchange; sponsors more than 500 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 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 Certificate 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 forms. Application forms can be picked up at the relevant council or downloaded from its Web sites. 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 ccouncil 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, student pursuing the certificate are expected to be actively engaged in the relevant council’s intellectual community and a regular participant at its events, speakers series, and other activities. Serious study, research, and/or work experience overseas in the relevant region is highly valued. The requirements:

Six courses in the area of concentration (in at least two different fields).
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.
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, e.g., 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 with 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 their 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 their studies. An M.A. thesis, Ph.D. prospectus, or thesis 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 trans-regional 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’s series, etc. 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 at the of the expected award at the latest, the candidate should demonstrate how he/she has or will have completed all the requirements in a timely fashion.

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.

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.

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
Lamin Sanneh (Divinity; History)

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:

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).
Demonstration of proficiency in an African language.
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 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.

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 curriculum 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 by the United States Department of Education.
With more than twenty core faculty and fifteen 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 curriculum 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.

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 reflective of current developments in Europe. The geographical scope of the council’s activities extends from Ireland to the lands of the former Soviet Union. Its definition represents a concept of Europe that transcends the conventional divisions into Western, Central, and Eastern Europe, and is understood to include 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, 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 curri! culum 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 also the Hellenic Studies program, which offers instruction in Modern Greek language, literature, history, and culture.

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 Certificate 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 Union visiting fellow during the 2006–2007 academic year was Francesco Tonon Megg! iolaro, a member of the European Commission, who specializes in DG trade services and investments. In 2007–2008 the visiting fellow is Mary McCarthy, with specialization in the DG economics and finances. Also, since 2003, European Studies has hosted the distinguished scholar Slobodan Prosperov Novak, who teaches the Serbian and Croatian languages as well as courses on South Slavic literatures and cultures.

Given the special objective of the European Studies Council to encourage research and discussion on projects of a pan-European nature or those involving comparison among several countries, the faculty are available to supervise work on European economic, political, and cultural integration. Specific studies might focus on such themes as labor migration and the issue of immigration in general; the problems of socialist or center parties in countries with or without Communist experiences; the common tendencies in various national literatures or art; or common problems in the relations between European countries and other parts of the world.

Fields of Study

Comparative literature; economics; history; political science; law; Slavic languages and literatures; sociology.

Special Requirements for the Graduate Certificate of Concentration in European Studies

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 upon 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

Language proficiency in two modern European languages, in addition to English. Those 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.
Six courses in the area of concentration, of which:
1. three courses must offer transnational approaches to Europe-related issues, and
2. 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.
Interdisciplinary research paper written either:
1. in the context of one of the six courses in the area of concentration, or
2. 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.

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 to allow students 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 declare their intention 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

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 requirements. These courses will draw primarily on Graduate School offerings in economics, political science, history, anthropology, and sociology and courses at the professional schools, including Law, Management, Forestry & Environmental Studies, and Epidemiology and Public Health. Candidates may petition the faculty adviser to have other relevant courses count.
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.
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.
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.

Requirements

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, political science, and sociology and courses at the professional schools, including Forestry & Environmental Studies, Law, Management, and Epidemiology 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.
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.
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.

Council on Latin American and Iberian Studies

The MacMillan Center
342 Luce Hall, 34 Hillhouse, 432.3422
www.yale.edu/macmillan/lais
Graduate Certificate of Concentration in Latin American and Iberian Studies

Chair
Elisabeth Wood (Political Science)

Professors
Rolena Adorno (Spanish & Portuguese), Mark Ashton (Forestry & Environmental Studies), 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), Enrique Mayer (Anthropology), Robert Mendelsohn (Forestry & Environmental Studies), Maria Rosa Menocal (Spanish & Portuguese), Mary Miller (History of Art), Florencia Montagnini (Forestry & Environmental Studies), Patricia Pessar (Adjunct, American Studies), Stephen Pitti (History), T. Paul Schultz (Economics), Stuart Schwartz (History), Susan Stokes (Political Science), Robert Thompson (H! istory of Art), Noël Valis (Spanish & Portuguese), Elisabeth Wood (Political Science)

Associate Professors
Richard Bribiescas (Anthropology), Nora Groce (Epidemiology & Public Health), Jaime Lara (Divinity), Leonard Munstermann (Senior Research Scientist, Epidemiology & Public Health), Michael Veal (Music)

Assistant Professors
Jennifer Bair (Sociology), Jennifer Baszile (History), Irene Brambilla (Economics), Marcello Canuto (Anthropology), Jason Cortes (Spanish & Portuguese), Paulo Moreira (Spanish & Portuguese), Thad Dunning (Political Science), Seth Fein (History), Iván Fernández Peláez (Spanish & Portuguese), Moira Fradinger (Comparative Literature), Lillian Guerra (History), Susan Hyde (Political Science), Óscar Martín (Spanish & Portuguese), Paulina Ochoa Espejo (Political Science), Alicia Schmidt-Camacho (American Studies)

Research Fellows
Jonathan Amith, Ricardo Peñaranda, Marco Giannotti

Senior Lectors I, II (Spanish and Portuguese)
Sybil Alexandrov, Marta Almeida, Teresa Carballal, Mercedes Carreras, María Jordan, Beatriz. Peña, Juliana Ramos-Ruano, Lissette Reymundi, Lourdes Sabe, Terry Seymour, Margherita. Tortora, Sonia Valle

Lectors (Spanish and Portuguese)
Christine Atkins, Myriam Yovanna Cifuentes, Sebastian Díaz, Oscar González Barreto, Tania Martuscelli, Barbara Safille

Others
Nancy Ruther (Lecturer, Political Science), César Rodríguez (Curator, Latin American Collection, Sterling Memorial Library)

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 twenty-one 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 (Bair, Camacho, Canuto, Fein, Joseph, Lara, Miller, Pitti); and the Southern Cone (Brambilla, Bribiescas, Engel, Fein, Hyde, Stokes). FES 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, Pan! ama, Peru, and Venezuela. Latin American content courses are also offered in the Divinity School, Epidemiology and 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 CLAIS extracurricular and research programs and seminars is also strongly encouraged.

Limited financial resources, such as the Foreign Language and Area Studies fellowships, 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. Lesser-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 492,000 printed volumes, plus newspapers and microfilms, CD-ROMs, films, sound recordings, maps, and musical scores. 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.

Council on Middle East Studies

The MacMillan Center
232 Luce Hall, 34 Hillhouse, 432.5596
www.yale.edu/macmillan/cmes
Graduate Certificate of Concentration in Modern Middle East Studies

Chair
Ellen Lust-Okar (Political Science)

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), Beatrice Gruendler (Near Eastern Languages & Civilizations), Dimitri Gutas (Near Eastern Languages & Civilizations), Stanley Insler (Linguistics), Bentley Layton (Religious Studies), 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
Frank Griffel (Religious Studies), Ellen Lust-Okar (Political Science)

Assistant Professors
Michael Gasper (History), Kaveh Khoshnood (Epidemiology & Public Health), Hala Nassar (Near Eastern Languages & Civilizations)

Visiting Professors
Daphna Canetti-Nissim (Political Science), Farhad Khosrokhavar (Sociology), Shaul Mishal (Political Science), M. Hamadi Redissi (Political Science)

Post-Doctoral and Research Fellows
Daryoush Ashouri (Iranian Colloquium), Lindsay Beustead (Political Science), Nathalie Peutz (Anthropology)

Lecturers
Adel Allouche (History; Religious Studies), Karen Foster (Near Eastern Languages & Civilizations, History of Art)

Senior Lectors (I, II) and Lectors
Fereshteh Amanat-Kowssar, Ayala Dvoretzky, Fatma Nihan Ketrez

Arabic Lectors
Muhammad Aziz, Boutheina Khaldi, Ghassan Husseibali

Hebrew Senior Lector and Lectors
Ayala Dvoretzky, Shiri Goren, Yechiel Schur

Persian Senior Lector
Fereshteh Amaan-Kowssar

Semitics Lector
Robert Hawley

Turkish Senior Lector
Fatma Nihan Ketrez

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

Students with an interest in the Middle East should apply to one of the University’s degree-granting departments, like Anthropology, History, Linguistics, Near Eastern Languages and Civilizations, Political Science, or Religious Studies. The Council on Middle East 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 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.

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:

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.
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).
Interdisciplinary coverage: both courses and any research project undertaken in lieu of a course must reflect experience of at least two disciplines.
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.

Council on South Asian Studies

The MacMillan Center
309 Luce Hall, 34 Hillhouse Avenue, 432.5596
www.yale.edu/macmillan/southasia

Chair
Phyllis Granoff (Religious Studies)

Faculty Associated with the Council on South Asian Studies

Professors
Akhil Amar (Law), Paul Bracken (School of Management; Political Science), William Burch (Forestry & Environmental Studies), Ravi Dhar (School of Management), Michael R. Dove (Forestry & Environmental Studies), Sara Suleri Goodyear (English), Phyllis Granoff (Religious Studies), Stanley Insler (Linguistics), Ravindran Kannan (Computer Science), Bernard Lytton (Emeritus, School of Medicine), Gustav Ranis (Emeritus, Economics), Subrata Sen (School of Management), T.N. Srinivasan (Economics), Shyam Sunder (School of Management), Kalyanakrishnan Sivaramakrishnan (Anthropology), Jacob Thomas (School of Management), Christopher Udry (Economics)

Associate Professors
Jacob Dalton (Religious Studies), Nihal deLanerolle (School of Medicine), William Deresiewicz (English), David Graeber (Anthropology), Sudhir Karunakaran (School of Management), Karuna Mantena (Political Science), Priyamvada Natarajan (Astronomy)

Assistant Professors
Tanya Agathocleous (English), J. Bernard Bate (Anthropology), S. Shameem Black (English), Jacob Dalton (Religious Studies), Mayur Desai (Psychiatry/VAMC), El Mokhtar Ghambou (English), Sanda Lwin (English; American Studies), Karuna Mantena (Political Science), Ganapathi Narayanamoorthy (School of Management), Diana Paulin (English; Theater Studies), Mridu Rai (History)

Visiting Professors
Shonaleeka Kaul (History), Gilles Tarabout (Anthropology), Elayaperumal Annamalai

Lecturers
Carol Carpenter (Forestry & Environmental Studies), Geetanjali Singh Chanda (Women’s, Gender & Sexuality Studies), Hugh Flick (Religious Studies), Dhooleka Sarhadi Raj (Anthropology)

Senior Lector
Seema Khurana (Hindi/MacMillan Center)

Lector
Elayaperumal Annamalai (Anthropology; Linguistics; Tamil/MacMillan Center)

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 Council on South Asian Studies 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 Council on South Asian Studies, Yale University, PO Box 208206, New Haven CT 06520-8206; or see www.yale.edu/macmillan/southasia.

Courses

ANTH 661b^u, The Ethnography of Speaking. J. Bernard Bate.
For description see under Anthropology

HNDI 515u, Elementary Hindi. Seema Khurana.
M 1 HTBA, TTh 1–2.15, W 2.30–3.45
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.

HNDI 530a^u, Intermediate Hindi I. Seema Khurana.
TTh 2.30–3.45, W 4–5.15
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 515 or equivalent.

HNDI 531b^u, Intermediate Hindi II. Seema Khurana.
TTh 2.30–3.45, W 4–5.15
Continuation of HNDI 530a, focusing on further development of proficiency in the four language skill areas. After HNDI 530a or equivalent.

HNDI 540a, Advanced Hindi. Seema Khurana.
TTh 4–5.15
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 531b or permission of instructor.

RLST 551a, Readings in Indian Texts. Phyllis Granoff.
W 1.30–3.20
This is a course for students who read Sanskrit/Prakit/Pali and would like to study a particular text in depth. The choice of text is to be determined after discussion with interested students.

HNDI 558b^u, Writing in Independence and Post-Independence. Seema Khurana.
TTh 4–5.15, 1 HTBA
An advanced language course designed to develop overall language skills through selected readings of Hindi literature and the study of popular culture of the twenty-first century. Focus on the works of Premchand, Mannoo Bhandhari, Mohan Rakesh, Amrita Pritam, and others; various art forms including theater and films; debates informing the political, social, and cultural dimensions as found in news articles and television programs.

HNDI 598a^u or b^u, Advanced Tutorial. Seema Khurana.
1 HTBA
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.

RLST 562b, Indian Ritual Culture. Phyllis Granoff.
W 1.30-3.20
In this course we read secondary and primary sources on Indian ritual. The course assumes some familiarity with classical Indian religious traditions, although it may be taken by students who do not read Sanskrit

TAML 515a^u, Introductory Tamil I. Elayaperumal Annamalai.
MTWThF 9.30–10.20
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.

TAML 516b^u, Introductory Tamil II. Elayaperumal Annamalai.
MTWThF 9.30–10.20
Continuation of TAML 515a^u.

TAML 530a^u, Intermediate Tamil I. Elayaperumal Annamalai.
MTWThF 10.30–11.20
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.

TAML 531b, Intermediate Tamil II. Elayaperumal Annamalai.
MTWThF 10.30–11.20
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.

TAML 550b, Advanced Tamil. Elayaperumal Annamalai.
MW HTBA
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 531b or equivalent.

TAML 570a, Literatures of South Indian Languages in Translation. Elayaperumal Annamalai.
MW 2.30–3.45
The course introduces literatures of the modern period in their translation in English from four languages, Tamil, Malayalam, Kannada, Telugu of South India. The literary works selected for their creative and translation quality are from the colonial and post-colonial 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 discussthem in class. Knowledge of any of the four languages is not assumed.

TAML 598a or 598b, Advanced Tutorial. Elayaperumal Annamalai.
F 2.30–4.20
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 DUS.

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), Robert Evenson (Economics), William Kelly (Anthropology), Benedict Kiernan (History), James Scott (Political Science), Mimi Yiengpruksawan (History of Art)

Associate Professor
Lisa Curran (Forestry & Environmental Studies)

Assistant Professor
Sarah Weiss (Music)

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 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 the 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 and program materials, 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 520^u, Elementary Indonesian. Indriyo Sukmono.
5 HTBA
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.

INDN 527^u, Intermediate Indonesian. Indriyo Sukmono.
3 HTBA
Continues practice in colloquial Indonesian conversation and reading and discussion of texts.

INDN 560, Readings in Indonesian. Indriyo Sukmono.
For students with advanced Indonesian language skills working on modern Indonesian literature.

VIET 515^u, Elementary Vietnamese. Quang Phu Van.
MTWThF 9.30–10.20
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.

VIET 530^u, Intermediate Vietnamese. Quang Phu Van.
MTWThF 10.30–11.20
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.

VIET 560, Readings in Vietnamese. Quang Phu Van.
For students with advanced Vietnamese language skills who wish to engage in concentrated reading and research.

Organismal and Integrative Biology (OIB)

Osborn Memorial Laboratories, Rm 101, 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 (Ecology & Evolutionary Biology)
Nancy Ruddle (Epidemiology & Public Health)
Oswald Schmitz (Forestry & Environmental Studies)
David Skelly, Director (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.

Women’s, Gender, and Sexuality Studies

315 WLH, 100 Wall, 432.0845

Chair
Serene Jones (Acting)

Professors
Julia Adams (Sociology), Linda Bartoshuk (Psychology), Seyla Benhabib (Political Science), Kelly Brownell (Psychology), Jill Campbell (English), Hazel Carby (African American Studies; American Studies), Kang-i Sun Chang (East Asian Languages & Literatures), George Chauncey (History), Deborah Davis (Sociology), Kathryn Dudley (American Studies; Anthropology), Glenda Gilmore (History; American Studies; African American Studies), Sara Suleri Goodyear (English), Dolores Hayden (Architecture; American Studies), Margaret Homans (English; Women’s, Gender & Sexuality Studies), Paula Hyman (History; Religious Studies), Matthew Jacobson (History; American Studies), L. Serene Jones (Divinity; Women’s, Gender & Sexuality Studies), David Joselit (History of Art), Marianne LaFrance (Psychology; Women’s, Gender & Sexuality Studies), Joanne Meyerowitz (History), Charles Musser (Film Studies; American Studies), David Musto (Child Study Center), ! Judith Resnik (Law), Frances Rosenbluth (Political Science), Cynthia Russett (History), Harold Scheffler (Anthropology), Vicki Schultz (Law), Reva Siegel (Law), William Summers (Molecular Biophysics & Biochemistry), Emilie Townes (Divinity), Laura Wexler (American Studies; Women’s, Gender & Sexuality Studies), Robert Wyman (Molecular, Cellular & Developmental Biology)

Associate Professors
Jessica Brantley (English), Hannah Brueckner (Sociology), Kamari Clarke (African American Studies; Anthropology), Laura Frost (English), Nora Groce (Epidemiology & Public Health), Janet Henrich (School of Medicine), Susan Lederer (History of Science & Medicine), Mary Lui (History), Michael Mahoney (History), Naomi Rogers (History of Science & Medicine; Women’s, Gender & Sexuality Studies), Eric Worby (Anthropology)

Assistant Professors
Jennifer Bair (Sociology; Women’s, Gender & Sexuality Studies), Bernard Bate (Anthropology), Averil Clarke (Sociology), Moira Fradinger (Comparative Literature), Terri Francis (Film Studies), Sanda Lwin (English; American Studies), Karen Nakamura (Anthropology), Hala Kh. Nassar (Near Eastern Languages & Civilizations), Alondra Nelson (Sociology; African American Studies), Naomi Pabst (African American Studies), Diana Paulin (English; American Studies), Nicole Rice (English), Alicia Schmidt Camacho (American Studies), Rachel Sherman (Sociology), Ludger Viefhues (Religious Studies; Women’s, Gender & Sexuality Studies)

Lecturers
David Agruss (Women’s, Gender & Sexuality Studies; Comparative Literature), Geetanjali Singh Chanda (Women’s, Gender & Sexuality Studies), Kathleen Cleaver (African American Studies), Rebecca Tannenbaum (History)

Graduate Studies Council for the WGSS Graduate Qualification
Julia Adams (Sociology), David Agruss (Women’s, Gender & Sexuality Studies; Comparative Literature), Jill Campbell (English), Hazel Carby (African American Studies; American Studies), M. Kamari Clarke (African American Studies; Anthropology), Moira Fradinger (Comparative Literature), Margaret Homans (English; Women’s, Gender & Sexuality Studies), L. Serene Jones (Divinity; Women’s, Gender & Sexuality Studies), Marianne LaFrance (Psychology; Women’s, Gender & Sexuality Studies), Joanne Meyerowitz (History), Alondra Nelson (Sociology; African American Studies), Naomi Rogers (History of Science & Medicine; Women’s, Gender & Sexuality Studies), Alicia Schmidt Camacho (American Studies), Emilie Townes (Divinity), Laura Wexler (American Studies; Women’s, Gender & Sexuality Studies)

Fields of Study

The Program in Women’s, Gender, and Sexuality Studies establishes 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 (sexual practices, identities, discourses, and institutions) are studied as they intersect with class, race, ethnicity, and nationality. 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. Graduate students who wish to receive the Qualification in Women’s, Gender, and Sexuality Studies must (1) complete one of the designated graduate courses in the theory of gender and sexuality; (2) complete a set of electives to be determined in consultation with their individual WGSS graduate adviser; (3) demonstrate the capacity to pursue independent research in Women’s, Gender, and Sexuality Studies by writing a qualifying paper; and (4) submit a course syllabus that demonstrates the ability to teach in this field. Students who fulfill these expectations will receive a letter from the chair, indicating that they have completed the work for the Qualification.

Applications and program information are available on request from Linda Anderson, Program in Women’s, Gender, and Sexuality Studies, 432.0845, linda.anderson@yale.edu.

Courses

WGSS 700a, Religions, Pluralism, and Philosophy. Ludger Viefhues.
TTh 11.35–12.50
A critical survey of different philosophical models addressing religious diversity in the twentieth century. Based on the epistemological motives in this literature, the course discusses the methodological assumptions underlying the constructions of religious diversity by philosophers of religion. We study how theories from religious studies, feminist philosophy, anthropology, and non-Western writings on religious life and practice change the understanding of what religious diversity is, and how philosophy could learn from it. This course fulfills the theory requirement for the Graduate Qualification in Women’s, Gender, and Sexuality Studies.

WGSS 701a^u, Queer Ethnographies. Graeme Reid.
W 1.30–3.20.
Explores both classic and contemporary ethnographies of gender and sexuality. Emphasis on understanding anthropology’s contribution to, and relationship with, gay and lesbian studies and queer theory. Also ANTH 508a^u.

WGSS 702b, Theoretical Approaches to Gender and Sexuality. David Agruss.
W 1.30–3.20
This course examines a wide range of theoretical and literary analytical approaches to the study of gender and sexuality—historicism, psychoanalysis, deconstruction, ideology critique, and postcolonial theory—in order to understand their particular protocols, strengths, and weaknesses, but also in order to work toward imagining alternate approaches to thinking about gender and sexuality analytically. We pay particular attention to the research interests of members of the class in order to work collectively toward theoretical strategies applicable to our own work. We read works by George Chauncey, Michel Foucault, David M. Halperin, Joan W. Scott, Judith Butler, Sigmund Freud, Kaja Silverman, Christopher Lane, Diana Fuss, Eve Kosofsky Sedgwick, Lee Edelman, Lisa Duggan, Jacques Derrida, Louis Althusser, Rosemary Hennessy, Judith Halberstam, Ann Laura Stoler, Anne McClintock, Timothy Mitchell, David Eng, Amy Villarejo, and others. This course fulfills th! e theory requirement for the Graduate Qualification in Women’s, Gender, and Sexuality Studies.

[WGSS 707b, Transnationalism, Modernities, and Diasporas.]

WGSS 709b, Desire and the Formation of Faith. L. Serene Jones.
T 1.30–3.20
This course is a theological exploration of the place of desire in the formation of human life and faith. We look at both historical theological readings and contemporary discussions of the issue, covering material ranging from Paul and Augustine to Bell, Ward, Jordan, and Irigaray. Classical philosophical texts as well as theoretical readings in the Marxists and psychoanalytic traditions are also included. Of particular interest in the contemporary readings is the place of desire in the logic of global capitalism and in the construction of ecclesial life. Attention is given, as well, to the relation between Divine desire, human desire for God, and human desire more broadly conceived. This course fulfills the theory requirement for the Graduate Qualification in Women’s, Gender, and Sexuality Studies.

WGSS 711a, Trauma and Grace. L. Serene Jones.
W 1.30–3.20
This course explores recent works in the field of “Trauma Studies” and its critical and constructive relation to religious understandings of the nature of grace and redemption. Central to our discussions is an investigation of the myriad ways both individual and collective violence affects persons’ capacity to know, to remember, and to act, and how these effects potentially challenge theological understandings of how we know grace, how we remember, and how we assess the ethical character of religious practice. Attention is given specifically to the long-term effects of collective violence on war veterans, national bodies, and discrete populations (chattel slavery, domestic violence). Classical theologians (Augustine, Calvin) as well as contemporary thinkers (Barth, Williams, Cavanaugh, Von Balthasar) are brought into critical conversation with the myriad issues that experiences of traumatic violence bring to theological reflection.

WGSS 714a, Postcolonialism and Its Discontents. Sara Suleri Goodyear.
T 1.30–3.20
A reading of theoretical and fictional texts from the Indian subcontinent, Afghanistan, and the Middle East to raise questions of cultural, religious, and racial identities. This course fulfills the theory requirement for the Graduate Qualification in Women’s, Gender, and Sexuality Studies. Also CPLT 727a, ENGL 935a.

WGSS 725a, Race and Medicine in America, 1800–2000. Susan Lederer.
Th 1.30–3.20
An examination of the history of race and medicine in the United States, primarily but not exclusively focused on African Americans’ encounters with the health care system. Topics include slavery and health; doctors, immigrants, and epidemics; the Tuskegee Syphilis Study and the use of minorities as research subjects; and race and genetic disease. Also AMST 883a, HIST 761a, HSHM 637a^u.

WGSS 735b, Transnational Imaginaries. Hazel Carby.
W 1.30–3.20
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 which 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. Also AFAM 749b, AMST 648b.

WGSS 744a, Readings in the History of Gender. Joanne Meyerowitz.
W 1.30–3.20
Selected topics in women’s and gender