Yale University.Calendar.Directories.

Degree-Granting Departments and Programs

This section provides information on all degree-granting departments and programs of the Graduate School of Arts and Sciences. Each listing provides a roster of faculty, special admissions and degree requirements, and course offerings for that department or program. The requirements appearing in the Graduate School of Arts and Sciences Programs and Policies take precedence over any statements published separately by individual departments and programs.

The degree requirements of the Graduate School itself appear later in this publication, under Policies and Regulations. These apply to all students in the Graduate School, although there are variations in the pattern of their fulfillment in individual departments and programs. The requirements of the Graduate School may change from time to time. If a requirement changes within the period normally required for completion of a student’s course of study, the student will normally be given the choice of completing either the new or the old requirement.

The requirements of individual departments also may change from time to time, with the approval of the Graduate School. After such approval has officially been given, students in that department or program will receive written notification. All changes in departmental degree requirements occurring after the publication closing date of the Graduate School of Arts and Sciences Programs and Policies are posted in the Faculty of Arts and Sciences Registrar’s Office, 246 Church Street, third floor.

The course listings and instructors that follow reflect information received by the registrar as of the publication date and are subject to change without notice. Students are advised to consult www.yale.edu/oci for the most recent information.

Fall-term courses are indicated by the letter “a,” spring-term courses by the letter “b.” Yearlong courses have no letter designation or list both “a” and “b.” Course numbers followed by a superscript “u” are also open to undergraduates in Yale College. Courses in brackets are not offered during the current academic year.

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African American Studies

81 Wall Street, 203.432.1170

www.yale.edu/afamstudies

M.A., M.Phil., Ph.D.

Chair

Jonathan Holloway

Director of Graduate Studies

Robert Stepto (81 Wall St., robert.stepto@yale.edu)

Professors Elizabeth Alexander (on leave), Elijah Anderson, David Blight (on leave), Hazel Carby, Kamari Clarke, Glenda Gilmore (on leave), Jacqueline Goldsby (on leave [Sp]), Emily Greenwood, Jonathan Holloway, Matthew Jacobson (on leave [F]), Gerald Jaynes, Kobena Mercer (on leave), Christopher L. Miller (on leave [Sp]), Joseph Roach, Robert Stepto, Robert Thompson (on leave [Sp]), Michael Veal

Associate Professors Jafari Allen (on leave), Edward Rugemer (on leave)

Assistant Professors Crystal Feimster (on leave), Erica James, Anthony Reed (on leave), Vesla Weaver (on leave)

Senior Lecturer Kathleen Cleaver

Lecturer Flemming Norcott

Fields of Study

The Department of African American Studies offers a combined Ph.D. in conjunction with several other departments and programs. Departments and programs that currently offer a combined Ph.D. with African American Studies are: American Studies, Anthropology, English, Film Studies, French, History, History of Art, Political Science, Psychology, Religious Studies, Sociology, and Spanish and Portuguese. Within the field of study, the student will select an area of concentration in consultation with the directors of graduate studies of African American Studies and the joint department or program. An area of concentration in African American Studies may take the form of a single area study or a comparative area study: e.g., Caribbean or African American literature, a comparison of African American literature in a combined degree with the Department of English; an investigation of the significance of the presence of African cultures in the New World, either in the Caribbean or in Latin and/or South America in a combined degree with the Spanish and Portuguese department. An area of concentration may also follow the fields of study already established within a single discipline: e.g., race/minority/ethnic studies in a combined degree with Sociology. An area of concentration must either be a field of study offered by a department or fall within the rubric of such a field. Please refer to the description of fields of study of the prospective joint department or program.

Special Admissions Requirements

Strong undergraduate preparation in a discipline related to African American studies; writing sample; description of the fields of interest to be pursued in a combined degree. This is a combined degree program. To be considered for admission to this program you must indicate both African American Studies and one of the participating departments/programs listed above. Additionally, please indicate both departments on all supporting documents (personal statement, letters of recommendation, transcripts, etc.).

Special Requirements for the Ph.D. Degree

Students will be subject to the combined Ph.D. supervision of the African American Studies department and the relevant participating department or program. The student’s academic program will be decided in consultation with an adviser, the director of graduate studies of African American Studies, and the director of graduate studies of the participating department or program and must be approved by all three. Students are required to take five courses in African American Studies, generally at least one course each term. Any variance in scheduling requires DGS approval. Core courses are (1) Theorizing Racial Formations (AFAM 505a/AMST 643a), which is a required course for all first-year graduate students in the combined program, and (2) Dissertation Prospectus Workshop (AFAM 895), a two-term course, which graduate students in their third year of study must satisfactorily complete. This workshop is intended to support preparation of the dissertation proposal; each student will be required to present his or her dissertation prospectus orally to the faculty and to turn in a written prospectus draft by the end of spring term. Three other graduate-level African American Studies courses are required: (1) a history course, (2) a social science course, and (3) a course in literature or culture.

Qualifying examinations and the dissertation proposal will be administered jointly by the program and participating department and must be passed within the time required by the participating department. A current tenured or ladder faculty member in African American Studies must serve on the dissertation committee, and the dissertation must have an African American Studies component. The total number of courses required will adhere to the requirements of the participating department or program. Each student must complete the minimum number of courses required by the participating department or program; African American Studies courses (excepting the dissertation prospectus workshop) count toward the participating department’s or program’s total. For details of these requirements, see the special requirements of the combined Ph.D. for the particular department printed in this bulletin. Students will be required to meet the foreign language requirements of the participating department (see Degree Requirements under Policies and Regulations). Students will not be admitted to candidacy until all requirements, including the dissertation prospectus, have been met and approved by the Graduate Studies Executive Committee of the African American Studies department and the participating department. If a student intends to apply for this combined Ph.D. in African American Studies and another department, he or she should consult the other department’s Ph.D. requirements and courses.

The faculty in African American Studies consider teaching to be an essential component of graduate education, and students therefore will teach, under the supervision of departmental professors, in their third and fourth years.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.A. (en route to the combined Ph.D.) Students will be awarded a combined M.A. degree in African American Studies and the relevant participating department or program upon successful completion of all course work except the Dissertation Prospectus Workshop, which is taken in the student’s third year of study. See also Degree Requirements under Policies and Regulations.

For further information, see the African American Studies Web site at www.yale.edu/afamstudies.

Courses

AFAM 505a/AMST 643a, Theorizing Racial Formations Jacqueline Goldsby

A required course for all first-year students in the combined Ph.D. program in African American Studies; also open to students in American Studies. This interdisciplinary reading seminar focuses on new work that is challenging the temporal, theoretical, and spatial boundaries of the field. W 9:25–11:15

AFAM 511b/HSAR 698b/WGSS 698b, Fault Lines: Race, Gender, and Sexuality in Contemporary Art Erica James

This seminar examines moments in which prevailing representational paradigms of race, gender, and sexuality were disrupted and transformed, affecting three-dimensional paradigm shifts in reading of race, gender, and sexuality in fine art and visual culture. Students deepen their engagement with and writing on this work beyond the ghetto of identity politics by considering multiple methods of theoretical analyses simultaneously. Sites of rupture include the art and visual culture that emerged around the figure of the boxer through Jack Johnson and Muhammad Ali; African diaspora visual poetics in the youth culture of South Africa and Jamaica; and the work of contemporary artists Kalup Linzy, Mickalene Thomas, and Iona Rozeal Brown. M 3:30–5:20

AFAM 563a/AMST 651a/ENGL 921a, Ralph Ellison in Context Robert Stepto

This seminar pursues close readings of Ralph Ellison’s essays, short fiction, and novels. The “in context” component of the seminar involves working from the Benston and Sundquist volumes on Ellison to discern a portrait of the modernist African America Ellison investigated, with at least Richard Wright, James Baldwin, and Romare Bearden also in view. Texts include Ellison’s Collected Essays, Flying Home and Other Stories, Invisible Man, and Juneteenth; K. Benston, Speaking for You; E. Sundquist, Cultural Contexts for Ralph Ellison’s Invisible Man; and A. Nadel, Invisible Criticism: Ralph Ellison and the American Canon. M 1:30–3:20

AFAM 588bu/AMST 710bu/ENGL 948bu, Autobiography in America Robert Stepto

At least a dozen North American autobiographies are studied, mostly from the “American Renaissance” to the present. Discussion of various autobiographical forms and strategies as well as of various experiences of American selfhood and citizenship. Slave narratives, spiritual autobiographies, immigrant narratives, autobiographies of childhood or adolescence, relations between autobiography and class, region, or occupation. M 1:30–3:20

[AFAM 647b/ANTH 591b/WGSS 689b, Black Feminist Theory and Praxis]

AFAM 687b/AMST 701b/HIST 751b, “Race” and “Races” in American Studies  Matthew Jacobson

This reading-intensive seminar examines influential scholarship across disciplines on “the race concept” and racialized relations in American culture and society. Major topics include the cultural construction of race; race as both an instrument of oppressions and an idiom of resistance in American politics; the centrality of race in literary, anthropological, and legal discourse; the racialization of U.S. foreign policy; “race mixing” and “passing,” vicissitudes of “whiteness” in American politics; the centrality of race in American political culture; and “race” in the realm of popular cultural representation. Writings under investigation include classic formulations by scholars like Lawrence Levine and Ronald Takaki, as well as more recent work by Saidiya Hartman, Robin Kelley, and Ann Fabian. Seminar papers give students an opportunity to explore in depth the themes, periods, and methods that most interest them. T 7–8:50

AFAM 693a/AMST 730a/HIST 709a, Black Intellectuals since 1941  Jonathan Holloway

The goal of this course is to develop a general reading knowledge of the traditions, contexts, and trajectories of black intellectual discourse since 1941. Emphasis on foundational texts in the field. TH 1:30–3:20

AFAM 712a/FREN 935a, Aimé Césaire: One Hundred Years Christopher L. Miller

Observing the centenary of poet-statesman Aimé Césaire’s birth, this course examines the context of his Martinique in the twentieth century; Paris in the 1930s and the birth of Negritude; and the politics and poetry of decolonization. Readings of Césaire’s main texts, from Notebook of a Return to the Native Land onward. Reading knowledge of French required. TH 1:30–3:20

AFAM 723b/AMST 645b/CPLT 949b/WGSS 645b, Caribbean Diasporic Intellectuals  Hazel Carby

This course examines work by writers of Caribbean descent from different regions of the transatlantic world. In response to contemporary interest in issues of globalization, the premise of the course is that in the world maps of these black intellectuals we can see the intertwined and interdependent histories and relations of the Americas, Europe, and Africa. Thinking globally is not a new experience for black peoples, and we need to understand the ways in which what we have come to understand and represent as “Caribbeanness” is a condition of movement. Literature is most frequently taught within the boundaries of a particular nation, but this course focuses on the work of writers who shape the Caribbean identities of their characters as traveling black subjects and refuse to restrain their fiction within the limits of any one national identity. We practice a new and global type of cognitive mapping as we read and explore the meanings of terms like black transnationalism, migrancy, globalization, and empire. Diasporic writing embraces and represents the geopolitical realities of the modern, modernizing, and postmodern worlds in which multiple racialized histories are inscribed on modern bodies. T 1:30–3:20

AFAM 729aU/HSAR 779aU, New York Mambo: Microcosm of Black Creativity  Robert Thompson

Art, music, and dance in the history of key classical civilizations of the world of New York mambo and salsa. Emphasis on Palmieri, Cortijo, Roena, Harlow, and Colón. Examination of panel traditions such as New York Haitian art, Dominican merengue and rastas of Jamaican Brooklyn, and the New York school of Brazilian capoeira. TTH 11:35–12:50

AFAM 741a/HSAR 777a, Mambo in the Media, 1949–2011 Robert Thompson

The impact of a midcentury dance on novels, films, aesthetic criticism, photography, and painting from 1949 to 2011. Discussion includes the novels of Jack Kerouac, Carlos Fuentes, and Gonzalo Martré; the films of Almodóvar and Fellini; and the history of mambo dance in Havana, Mexico City, New York, Tokyo, and London. TH 3:30–5:20

AFAM 743bU/AMST 654bU/ENGL 845bU, American Artists and the African American Book Robert Stepto

The visual art, decoration, and illustration of African American books (prose and poetry) since 1900. Topics include book art of the Harlem Renaissance (with special attention to Aaron Douglas and Charles Cullen), art imported to book production (e.g., Archibald Motley’s paintings used as book art), children’s books (e.g., I Saw Your Face by Kwame Dawes with drawings by Tom Feelings; Ntozake Shange’s Ellington Was Not a Street, illus. by Kadir Nelson), photography and literature (e.g., Paul Laurence Dunbar’s Cabin and Field, with Hampton Institute photographs; Richard Wright’s 12 Million Black Voices). The seminar includes sessions at Beinecke Library and encourages research projects in the Beinecke’s holdings, especially the James Weldon Johnson collection. W 1:30–3:20

AFAM 744a/AMST 743a/MUSI 810a, The Visionary Impulse in Jazz Michael Veal

An exploration of the nature of jazz’s conceptual contribution to America’s art culture at the beginning of the twenty-first century, through a critical survey of the work of creative artists across several artistic media who consider their work to be reflections of the “jazz paradigm.” Theoretical scaffolding is provided by critical examination of the “old” and “new” jazz studies, intermedial approaches involving jazz, and cultural/American studies engagements with jazz. TH 1:30–3:20

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

We traverse the boundaries of conceptual, disciplinary, historical, and theoretical imaginings of the transnational. How the transnational has been imagined is posed as a series of questions rather than as a fixed definition: for example, what constitutes the transnational; how do we think the transnational; why should we think in terms of the transnational; and what is the relation or difference among the transnational, the cosmopolitan, and globalization? We consider creative responses to the consequences of the unquenchable, demonic thirst of European and American powers for the control of trade, land, and resources, attempts to render visible what Amitav Ghosh refers to as “the results of the five hundred years of pure, undistilled violence and terror unleashed in the name of modernity.” We analyze the spatial, temporal, and historical dimensions of the creation of literary and visual narratives that seek to represent the displacement of peoples, the formation of diasporas, the invention and reinvention of subjects and subjectivities, and the politics of knowledge and power. Final paper. T 1:30–3:20

AFAM 773a/SOCY 630a, Workshop in Urban Ethnography  Elijah Anderson

The ethnographic interpretation of urban life and culture. Conceptual and methodological issues are discussed. Ongoing projects of participants are presented in a workshop format, thus providing participants with critical feedback as well as the opportunity to learn from and contribute to ethnographic work in progress. Selected ethnographic works are read and assessed. M 11:30–1:20

AFAM 776b/REL 704b, Religion “Beyond the Veil”: Approaches to the Study of Black Religion in the United States Clarence Hardy

This course explores how scholars have constructed and pursued the modern study of black religion in the United States from its inception in the early decades of the twentieth century, through its institutionalization in the academy after the civil rights movement, and its continued evolution in contemporary times. The course focuses especially on pioneers in the field (e.g., W.E.B. Du Bois, Zora Neale Hurston, and Carter Woodson) and considers the rise of competing methodologies for the study of black religious cultures, which range from the historical to the sociological while including at various moments the theological, anthropological, and literary. Special attention is given to the ways in which racial and religious identities have shaped and confounded scholarly efforts to interpret black religious subjects and practices even as these identities have also provided a platform for interrogating the meaning of race, nation, and political commitment in America. T 1:30–3:20

AFAM 825b/SOCY 660b, Social Science of the Black Community Gerald Jaynes

This course surveys existing research and theories in the social sciences on a variety of topics pertaining to the notion of a “black community,” including family, politics, urban change, and migration. Texts include a mix of empirical and theoretical insights from the social sciences (i.e., history, economics, sociology, anthropology, and political science). T 3:30–5:20

AFAM 826a/HSAR 783a, Theorizing Diaspora Kobena Mercer

This seminar reviews different methods in the study of diasporas and demonstrates their application in research on visual culture and art history. Models addressed to African American, Caribbean, and black British contexts by Stuart Hall, Paul Gilroy, James Clifford, Brent Hayes Edwards, among others, are examined in relation to art, film, and photography that articulate cross-cultural aesthetics. Debates on hybridization that led to such cognate concepts as syncretism, creolization, and translation are tested in comparative case studies. Texts include Homi Bhabha, Sarat Maharaj, Jean Fisher, Edouard Glissant, Jan Nederveen Pieterse. W 3:30–5:20

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

This seminar examines the evolution of U.S. citizenship as defined and interpreted by courts during the nineteenth and twentieth centuries, with particular attention to the way historical events that defined race have affected citizenship. Topics of study include the Thirteenth, Fourteenth, and Fifteenth Amendments to the U.S. Constitution; the 1866 Civil Rights Act; Reconstruction legislation; immigration restrictions imposed on Asians; legislation impacting the racial classification of Mexicans; statutes governing the citizenship of indigenous native peoples; racially based prohibitions against voting, education, and employment; and efforts to reduce them by civil rights legislation culminating with the 1964 Civil Rights Act. Each seminar participant has to research several topics and make a presentation to the class on at least one topic. Engagement in seminar discussion and the drafting of research papers are the basis for grading. This seminar is open to seniors. TH 3:30–5:20

AFAM 880a or b, Directed Reading

By arrangement with faculty.

AFAM 895, Dissertation Prospectus Workshop

A noncredit, two-term course, which graduate students in their third year of study must satisfactorily complete. This workshop is intended to support preparation of the dissertation proposal.

For course offerings in African languages, see African Studies.

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African Studies

Council on African Studies

The MacMillan Center

309 Luce Hall, 203.432.9903

www.yale.edu/macmillan/african

M.A.

Chair

Christopher Udry (Economics)

Director of Graduate Studies

David Simon (203.432.5243, david.simon@yale.edu)

Director of Program in African Languages

Kiarie Wa’Njogu (203.432.0110, john.wanjogu@yale.edu)

Professors Lea Brilmayer (Law), Kamari Clarke (Anthropology), John Darnell (Near Eastern Languages & Civilizations; on leave [F]), Owen Fiss (Law), William Foltz (Emeritus, Political Science), Robert Harms (History), Andrew Hill (Anthropology), Roderick McIntosh (Anthropology), Christopher L. Miller (French; African American Studies; on leave [Sp]), Catherine Panter-Brick (Anthropology), Lamin Sanneh (History; Divinity), Ian Shapiro (Political Science), Robert Thompson (History of Art; on leave [Sp]), Christopher Udry (Economics), Michael Veal (Music), David Watts (Anthropology), Elisabeth Wood (Political Science)

Associate Professor Robert Bailis (Forestry & Environmental Studies)

Assistant Professors Daniel Magaziner (History; on leave), Jonathan Wyrtzen (Sociology)

Senior Lecturer Cheryl Doss (Global Affairs; Economics)

Lecturers Anne-Marie Foltz (Public Health), David Simon (Political Science)

Senior Lectors II Sandra Sanneh (African Languages), Kiarie Wa’Njogu (African Languages)

Senior Lectors Oluseye Adesola (African Languages), Matuku Ngame (French)

Fields of Study

African Studies considers the arts, history, cultures, languages, literatures, politics, religions, and societies of Africa as well as issues concerning development, health, and the environment. Considerable flexibility and choice of areas of concentration are offered because students entering the program may have differing academic backgrounds and career plans. Enrollment in the M.A. program in African Studies provides students with the opportunity to register for the many African studies courses offered in the various departments of the Graduate School of Arts and Sciences and the professional schools.

The Program in African Studies also offers two interdisciplinary seminars to create dialogue and to integrate approaches across disciplines. In addition to the M.A. degree program, the Council on African Studies offers students in the University’s doctoral and other professional degree programs the chance to obtain a Graduate Certificate of Concentration in African Studies by fulfilling a supplementary curriculum (see the section on the African Studies Council, under Non-Degree Granting Programs, Councils, and Research Institutes). Joint degrees are possible with the approval of the director of graduate studies (DGS) and the relevant officials in the schools of Forestry & Environmental Studies, Law, Management, and Public Health.

The African collections of the Yale libraries together represent one of the largest holdings on Africa found in North America. The University now possesses more than 220,000 volumes including, but not limited to, government documents, art catalogues, photographs, manuscripts, correspondence, and theses, many published in Africa.

Special Admissions Requirement

The GRE General Test is required.

Special Requirements for the M.A. Degree

The Yale University Master of Arts degree program in African Studies was instituted in 1986. The two-year interdisciplinary, graduate-level curriculum is intended for students who will later continue in a Ph.D. program or a professional school, or for those who will enter business, government service, or another career in which a sound knowledge of Africa is essential or valuable. A student may choose one of the following areas of concentration: history; anthropology; political science; sociology; arts and literatures; languages and linguistics; religion; environmental and development studies.

The program requires sixteen courses: two compulsory introductory interdisciplinary seminars, Research Methods in African Studies (AFST 501a) and Topics in African Studies (AFST 764b); four courses of instruction in an African language; four courses in one of the foregoing areas of concentration; four other approved courses offered in the Graduate School or professional schools; and two terms of directed reading and research (AFST 590a and 900b) during which students will complete the required thesis. A student who is able to demonstrate advanced proficiency in an African language may have the language requirement waived and substitute four other approved courses. The choice of courses must be approved by the DGS, with whom students should consult as soon as possible in the first term.

The Master’s Thesis

The master’s thesis is based on research on a topic approved by the director of graduate studies and advised by a faculty member with expertise or specialized competence in the chosen topic.

Program in African Languages

The language program offers instruction in three major languages from sub-Saharan Africa: Kiswahili (eastern and central Africa), Yorùbá (west Africa), and isiZulu (southern Africa). Language-related courses and language courses for professionals are also offered. African language courses emphasize communicative competence, and instructors use multimedia materials that focus on the contemporary African context. Course sequences are designed to enable students to achieve advanced competence in all skill areas by the end of the third year, and the African Languages program encourages students to spend one summer or term in Africa during their language study.

Noncredited instruction in other African languages is available by application through the Directed Independent Language Study program at the Center for Language Study. Contact the director of the Program in African Languages.

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, africanstudies@yale.edu.

Courses

AFST 501au, Research Methods in African Studies Cheryl Doss

Disciplinary and interdisciplinary research methodologies in African studies. The focus of the course is on field methods and archival research in the social sciences and humanities. Topics include use of African studies and disciplinary sources (including bibliographical databases and African studies archives), research design, interviewing, survey methods, analysis of sources, and the development of databases and research collections. TH 1:30–3:20

[AFST 541bu, Comparative Perspectives on African Literatures]

AFST 548bU, Islamic Social Movements Jonathan Wyrtzen

Social movement and network theory used to analyze the emergence and evolution of Islamic movements from the early twentieth century to the present. Organization, mobilization, and framing of political, nonpolitical, militant, and nonmilitant movements; transnational dimensions of Islamic activism. Case studies include the Muslim Brotherhood, Hamas, Hizbollah, Al-Qaeda, Al-Adl wa-Ihsann, and Tablighi Jama’at. TH 1:30–3:20

AFST 573bU/SOCY 563bU, Imperialism, Insurgency, and State Building in the Middle East and North Africa Jonathan Wyrtzen

The historical evolution of political order from Morocco to Central Asia in the past two centuries. Focus on relationships among imperialism, insurgency, and state building. Ottoman, European, and nationalist strategies for state building; modes of local resistance; recent transnational developments; American counterinsurgency and nation-building initiatives in the region. TH 9:25–11:15

AFST 582aU/SOCY 559aU, Comparative Nationalism in North Africa and the Middle East Jonathan Wyrtzen

The rise of nationalism in the Maghreb (or Arab West) and Mashriq (or Arab East). Introduction to major debates about nationalism; the influence of transnational (pan-Islamic and pan-Arab) ideologies, ethnicity, gender, and religion. Case studies from North Africa (Algeria, Morocco, and Tunisia) and the Middle East (Syria/Lebanon, Jordan, and Iraq). W 3:30–5:20

[AFST 590aU, African Studies Colloquium]

AFST 622aU, The Senses in Visual and Performance Art Frederick Lamp

Sensory aspects of the material arts, theater, musical and movement performance, ritual, and architectural space. Cultural translation and presentation; theories on the arts and the senses throughout history. Includes museum visits and theater attendance. T 9:25–11:15

AFST 626aU, Performance in Africa Frederick Lamp

Ten specific works of African performance from antiquity to the twenty-first century are examined in this seminar. Classes consist of a presentation by the instructor or guest lecturers; viewing and examining documentary films, photographs, and audio recordings; critique of readings in performance theory; and case studies, augmented by theater and museum visits.

AFST 640aU, Africa’s Economic Transformation: Challenges and Prospects  Hiroyuki Hino

The challenges of economic transformation in Africa. Topics include the economic potential of African countries, policy-making challenges in Africa, and possibilities for transforming African nations into middle-income countries. F 9:25–11:15

AFST 647aU, The Rwandan Genocide in Comparative Context David Simon

An examination of the 1994 Rwandan genocide: historical sources of the conflict, the motivations of the killers, actions and reactions of outside actors, efforts to reconstruct a post-genocide society, and continuation of the genocidal dynamic within the Great Lakes region. Consideration of other countries in similar situations, as well as other genocides in recent decades. T 3:30–5:20

AFST 670, Fourth Year in an African Language

By arrangement with faculty.

AFST 680bu, Nigeria and Its Diaspora Oluseye Adesola

Nigerians in the modern diaspora, both those who endured forced migration and those who migrated voluntarily. Specific reference to the Igbos and the Yorùbás. The preservation and maintenance of Nigerian culture, history, dance, literature, traditional education, theater, politics, art, music, film, religion, and folklore, especially in African American and Nigerian American contexts.

AFST 764b/ANTH 622b, Topics in African Studies Kamari Clarke

This course provides a broad survey of key topics in African Studies. It introduces students to the study of Africa by examining how the field has developed over time while presenting foundational concepts and theories relevant for understanding the history of its debates. W 1:30–3:20

AFST 814a/REL 914a, Christian-Muslim Dialogue and Understanding  Lamin Sanneh

An introductory survey of Islam: its origin, history, law, theology, and religious tradition. An examination of the encounter of the medieval Muslim world with the West, and an assessment of intercultural influences between the two civilizations. The course explores interfaith issues in terms of convergence as well as contrast.

AFST 837b/HIST 837b, Decolonization and Independence in Africa Robert Harms

This seminar looks at the process of decolonization in twentieth-century Africa and explores some of the major political, economic, and cultural forces that influenced the trajectories of independent African countries. W 9:25–11:15

AFST 849a/HIST 833a, Agrarian History of Africa Robert Harms

The course examines changes in African rural life from pre-colonial times to the present. Issues to be examined include land use systems, rural modes of production, gender roles, markets and trade, the impact of colonialism, cash cropping, rural-urban migration, and development schemes. W 9:25–11:15

AFST 900b, Master’s Thesis David Simon and faculty

Directed reading and research on a topic approved by the DGS and advised by a faculty member (by arrangement) with expertise or specialized competence in the chosen field. Readings and research are done in preparation for the required master’s thesis.

AFST 951a or b, Directed Reading and Research David Simon and faculty

By arrangement with faculty.

SWAH 610au, Beginning Kiswahili I Kiarie Wa’Njogu

A beginning course with intensive training and practice in speaking, listening, reading, and writing. Initial emphasis is on the spoken language and conversation. Credit only on completion of SWAH 620b. MTWThF 9:25–10:15

SWAH 620bu, Beginning Kiswahili II Kiarie Wa’Njogu

Continuation of SWAH 610a. Texts provide an introduction to the basic structure of Kiswahili and to the culture of the speakers of the language. Prerequisite: SWAH 610a. MTWThF 9:25–10:15

SWAH 630au, Intermediate Kiswahili I Kiarie Wa’Njogu

Further development of speaking, listening, reading, and writing skills. Prepares students for further work in literary, language, and cultural studies as well as for a functional use of Kiswahili. Study of structure and vocabulary is based on a variety of texts from traditional and popular culture. Emphasis on command of idiomatic usage and stylistic nuance. Prerequisite: SWAH 620b. MTWThF 11:35–12:25

SWAH 640bu, Intermediate Kiswahili II Kiarie Wa’Njogu

Continuation of SWAH 630a. MTWThF 11:35–12:25

SWAH 650au, Advanced Kiswahili I Kiarie Wa’Njogu

Development of fluency through readings and discussions on contemporary issues in Kiswahili. Introduction to literary criticism in Kiswahili. Materials include Kiswahili oral literature, prose, poetry, and plays, as well as texts drawn from popular and political culture. Prerequisite: SWAH 640b. TTH 1–2:15

SWAH 660bu, Advanced Kiswahili II Kiarie Wa’Njogu

Continuation of SWAH 650a. TTH 1–2:15

[SWAH 670au or bu, Topics in Kiswahili Literature]

YORU 610au, Beginning Yorùbá I Oluseye Adesola

Training and practice in speaking, listening, reading, and writing. Initial emphasis is on the spoken aspect, with special attention to unfamiliar consonantal sounds, nasal vowels, and tone, using isolated phrases, set conversational pieces, and simple dialogues. Multimedia materials provide audio practice and cultural information. Credit only on completion of YORU 620b. MTWThF 10:30–11:20

YORU 620bu, Beginning Yorùbá II Oluseye Adesola

Continuing practice in using and recognizing tone through dialogues. More emphasis is placed on simple cultural texts and role playing. Prerequisite: YORU 610a. MTWThF 10:30–11:20

YORU 630au, Intermediate Yorùbá I Oluseye Adesola

Refinement of speaking, listening, reading, and writing skills. More natural texts are provided to prepare students for work in literary, language, and cultural studies as well as for a functional use of Yorùbá. Prerequisite: YORU 620b. MTWThF 11:35–12:25

YORU 640bu, Intermediate Yorùbá II Oluseye Adesola

Students are exposed to more idiomatic use of the language in a variety of interactions, including occupational, social, religious, and educational. Cultural documents include literary and nonliterary texts. Prerequisite: YORU 630a. MTWThF 11:35–12:25

YORU 650au, Advanced Yorùbá I Oluseye Adesola

An advanced course intended to improve aural and reading comprehension as well as speaking and writing skills. Emphasis is on acquiring a command of idiomatic usage and stylistic nuance. Study materials include literary and nonliterary texts; social, political, and popular entertainment media such as video movies and recorded poems (ewì); and music. Prerequisite: YORU 640b. 3 HTBA

YORU 660bu, Advanced Yorùbá II Oluseye Adesola

Continuing development of aural and reading comprehension, and speaking and writing skills, with emphasis on idiomatic usage and stylistic nuance. Study materials are selected to reflect research interests of the students. Prerequisite: YORU 650a. 3 HTBA

YORU 670au or bu, Topics in Yorùbá Literature and Culture Oluseye Adesola

The course provides students with the opportunity to acquire Yorùbá up to the superior level. It is designed to give an in-depth discussion on advanced readings on Yorùbá literature and culture. It focuses on Yorùbá history, poetry, novels, dramas, and oral folklore. It also seeks to uncover the basics of the Yorùbá culture in communities where Yorùbá is spoken across the globe, with particular emphasis on Nigeria. It examines movies, texts, and written literature to gain insight into the Yorùbá philosophy and ways of life. TTH 4–5:15

YORU 680aU, Advanced Topics in Yorùbá Literature and Culture Oluseye Adesola

A course for students with advanced proficiency in Yorùbá who are interested in discussion and research in Yorùbá at a level not covered by existing courses. A term paper or its equivalent is required. TTH 1–2:15

YORU 682bU, Advanced Topics in Yorùbá Literature and Culture II  Oluseye Adesola

Continuation of YORU 680a. TTH 1–2:15

ZULU 610au, Beginning isiZulu I Sandra Sanneh

A beginning course in conversational isiZulu, using Web-based materials filmed in South Africa. Emphasis on the sounds of the language, including clicks and tonal variation, and on the words and structures needed for initial social interaction. Brief dialogues concern everyday activities; aspects of contemporary Zulu culture are introduced through readings and documentaries in English. Credit only on completion of ZULU 620b. MTWThF 11:35–12:25

ZULU 620bu, Beginning isiZulu II Sandra Sanneh

Development of communication skills through dialogues and role play. Texts and songs are drawn from traditional and popular literature and songs. Students research daily life in selected areas of South Africa. Prerequisite: ZULU 610a. MTWThF 11:35–12:25

ZULU 630au, Intermediate isiZulu I Sandra Sanneh

Development of basic fluency in speaking, listening, reading, and writing isiZulu, using Web-based materials filmed in South Africa. Students describe and narrate spoken and written paragraphs. Review of morphology; concentration on tense and aspect. Materials are drawn from contemporary popular culture, folklore, and mass media. Prerequisite: ZULU 620b. MTWThF 9:25–10:15

ZULU 640bu, Intermediate isiZulu II Sandra Sanneh

Students read longer texts from popular media as well as myths and folktales. Students are prepared for initial research involving interaction with speakers of isiZulu in South Africa, and for the study of oral and literary genres. Prerequisite: ZULU 630a. MTWThF 9:25–10:15

ZULU 650au, Advanced isiZulu I Sandra Sanneh

Development of fluency in using idioms, speaking about abstract concepts, and voicing preferences and opinions. Excerpts are drawn from oral genres, short stories, and dramas made for television. Introduction to other South African languages and to issues of standardization, dialect, and language attitude. Prerequisite: ZULU 640b. 3 htba

ZULU 660bu, Advanced isiZulu II Sandra Sanneh

Readings may include short stories, a novel, praise poetry, historical texts, or contemporary political speeches, depending on student interests. Study of issues of language policy and use in contemporary South Africa; introduction to the Soweto dialect of isiZulu. Students are prepared for extended research in South Africa involving interviews with isiZulu speakers. Prerequisite: ZULU 650a.

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American Studies

230 Hall of Graduate Studies, 203.432.1186

www.yale.edu/amstud

M.A., M.Phil., Ph.D.

Chair

Joanne Meyerowitz (230 HGS, 203.432.1186)

Director of Graduate Studies

Mary Lui (230 HGS, 203.432.1186)

Professors Jean-Christophe Agnew (on leave [Sp]), Elizabeth Alexander (on leave), Ned Blackhawk, David Blight (on leave), Hazel Carby, George Chauncey, Edward Cooke, Jr., Michael Denning, Wai Chee Dimock, Kathryn Dudley, John Mack Faragher, Glenda Gilmore (on leave), Inderpal Grewal, Dolores Hayden, Jonathan Holloway, Amy Hungerford, Matthew Jacobson (on leave [F]), Daniel Kevles, Kathryn Lofton, Mary Lui, Joanne Meyerowitz, Charles Musser (on leave [Sp]), Stephen Pitti, Sally Promey (on leave), Joseph Roach, Marc Robinson, Michael Roemer (Adjunct), Alicia Schmidt Camacho, Caleb Smith, Robert Stepto, Harry Stout, Michael Veal, John Harley Warner, Michael Warner, Laura Wexler (on leave [Sp])

Associate Professors Jafari Allen (on leave), Paul Sabin (on leave)

Assistant Professors Gershun Avilez (on leave), Laura Barraclough, Birgit Brander Rasmussen, Crystal Feimster (on leave), Zareena Grewal, Greta LaFleur, Albert Laguna, Dixa Ramirez, Sam See, Jenifer Van Vleck, Tisa Wenger

Lecturers James Berger, Ronald Gregg

Fields of Study

Fields include American literature, history, the arts and material culture, philosophy, cultural theory, and the social sciences.

Special Admissions Requirement

A twenty-page writing sample is required with the application.

Special Requirements for the Ph.D. Degree

During the first two years of study students are required to take twelve term courses; at least half of these courses must be in American Studies. First-year students are also required to take AMST 600a, American Scholars (graded Satisfactory/Unsatisfactory).The student’s program will be decided in consultation with the adviser and the director of graduate studies (DGS). In each of the two years, the student should take at least one seminar devoted to research or requiring a substantial original paper, and must achieve two grades of Honors, with an average overall of High Pass.

Students are required to show proficiency in a language other than English; they may fulfill this requirement by (1) conducting substantial research in the chosen language as part of the course requirements for one of the twelve required seminars, (2) passing a translation test, offered each term by various language departments, or (3) receiving a grade of B or higher in a Yale College intermediate- or advanced-level language course or in a Yale language-for-reading course, such as French for Reading or German for Reading.

Upon completion of course work, students in their third year of study are required to participate in at least one term of a monthly prospectus workshop (AMST 902a and b). Intended to complement the work of the prospectus committee, the workshop is designed as a professionalization experience that culminates in students’ presentation of the dissertation prospectus at their prospectus colloquium.

Students should schedule the oral qualifying examinations in four fields, in the fifth term of study. Preparation, submission, and approval of the dissertation prospectus should be completed by the end of the sixth term, with a final deadline at the end of the seventh term with permission from the DGS. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus. The faculty in American Studies considers training in teaching to be an important part of the program. Students in American Studies normally teach in years three and four.

Combined Ph.D. Programs

American Studies and African American Studies

The American Studies Program also offers, in conjunction with the Department of African American Studies, a combined Ph.D. in American Studies and African American Studies. This combined degree is most appropriate for students who intend to concentrate in and write a dissertation on any aspect of African American history, literature, or culture in the United States and other parts of the Americas. Applicants to the combined program must indicate on their application that they are applying both to American Studies and to African American Studies. All documentation within the application should include this information.

American Studies and Film Studies

The American Studies Program also offers, in conjunction with the Film Studies Program, a combined Ph.D. in American Studies and Film Studies. For further details, see Film Studies. Applicants to the combined program must indicate on their application that they are applying both to American Studies and to Film Studies. All documentation within the application should include this information.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.A. (en route to the Ph.D.) The M.A. is granted upon the completion of seven term courses (two grades must be Honors and the other five grades must average High Pass), and the successful completion of the language requirement. It can be petitioned for in the term following completion of the requirements. Candidates in combined programs will be awarded the master’s degree only when the master’s requirements for both programs have been met.

Public Humanities Concentration The M.A. with a concentration in Public Humanities is granted upon the completion of all requirements for the en route M.A. Of the seven term courses required, students must take four Public Humanities courses, including AMST 903, 904, 905.

Terminal Master’s Degree Program The basic requirements for this terminal degree are seven term courses, including a special writing project, and the successful completion of the language examination. The project involves the submission of substantial written work either in conjunction with one course or as a tutorial that substitutes for one course. Students must earn a grade of Honors in two of their courses and an average grade of High Pass in the others.

For further information, see the American Studies Web site: www.yale.edu/amstud.

Courses

AMST 600a, American Scholars Mary Lui

“What would we really know the meaning of? The meal in the firkin; the milk in the pan; the ballad in the street; the news of the boat; the glance of the eye; the form and the gait of the body. The literature of the poor, the feelings of the child, the philosophy of the street, the meaning of household life, are the topics of the time.”

—Ralph Waldo Emerson, The American Scholar, 1837

A half-century ago American studies was a movement; now it is an institution. But it remains an anomaly in the academy, with neither method nor discipline: a modest program, not a department, that immodestly claims the space between disciplines, beyond disciplines, and perhaps encompassing disciplines.

In the early days, American studies was imagined as a home for Emerson’s American scholar; these days Emerson’s scholar is apt to be eyed more skeptically. Nevertheless the philosophy of the street and the meaning of household life continue to be the topics of the time, and American studies remains an oddly Emersonian place for nurturing intellectuals.

To explore the various kinds of American scholars and American studies, the American Scholars colloquium meets weekly. Each week, we ask a member of the American Studies faculty: What are the key works that shape your intellectual project? What works pose the crucial issues? What works engage what you would really know the meaning of? Each speaks briefly and leads a discussion of the works chosen. There is no writing assignment, and students receive a credit for participating. This course is mandatory for first-year American Studies graduate students. W 9:25–11:15

AMST 622a and 623b/CPLT 622a, Working Group on Globalization and Culture  Michael Denning

A continuing collective research project, a cultural studies “laboratory,” that has been running since the fall of 2003. The group is made up of graduate students and faculty from several disciplines. The working group meets regularly to discuss common readings, to develop collective and individual research projects, and to present that research publicly. The general theme for the working group is globalization and culture, with three principal aspects: (1) the globalization of cultural industries and goods, and its consequences for patterns of everyday life as well as for forms of fiction, film, broadcasting, and music; (2) the trajectories of social movements and their relation to patterns of migration, the rise of global cities, the transformation of labor processes, and forms of ethnic, class, and gender conflict; (3) the emergence of and debates within transnational social and cultural theory. The specific focus, projects, and directions of the working group are determined by the interests, expertise, and ambitions of the members of the group, and change as its members change. There are a small number of openings for second-year graduate students. Students interested in participating should contact michael.denning@yale.edu. M 1:30–3:20

AMST 643a/AFAM 505a, Theorizing Racial Formations Jacqueline Goldsby

A required course for all first-year students in the combined Ph.D. program in African American Studies; also open to students in American Studies. This interdisciplinary reading seminar focuses on new work that is challenging the temporal, theoretical, and spatial boundaries of the field. W 9:25–11:15

AMST 645b/AFAM 723b/CPLT 949b/WGSS 645b, Caribbean Diasporic Intellectuals  Hazel Carby

This course examines work by writers of Caribbean descent from different regions of the transatlantic world. In response to contemporary interest in issues of globalization, the premise of the course is that in the world maps of these black intellectuals we can see the intertwined and interdependent histories and relations of the Americas, Europe, and Africa. Thinking globally is not a new experience for black peoples, and we need to understand the ways in which what we have come to understand and represent as “Caribbeanness” is a condition of movement. Literature is most frequently taught within the boundaries of a particular nation, but this course focuses on the work of writers who shape the Caribbean identities of their characters as traveling black subjects and refuse to restrain their fiction within the limits of any one national identity. We practice a new and global type of cognitive mapping as we read and explore the meanings of terms like black transnationalism, migrancy, globalization, and empire. Diasporic writing embraces and represents the geopolitical realities of the modern, modernizing, and postmodern worlds in which multiple racialized histories are inscribed on modern bodies. T 1:30–3:20

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

We traverse the boundaries of conceptual, disciplinary, historical, and theoretical imaginings of the transnational. How the transnational has been imagined is posed as a series of questions rather than as a fixed definition: for example, what constitutes the transnational; how do we think the transnational; why should we think in terms of the transnational; and what is the relation or difference among the transnational, the cosmopolitan, and globalization? We consider creative responses to the consequences of the unquenchable, demonic thirst of European and American powers for the control of trade, land, and resources, attempts to render visible what Amitav Ghosh refers to as “the results of the five hundred years of pure, undistilled violence and terror unleashed in the name of modernity.” We analyze the spatial, temporal, and historical dimensions of the creation of literary and visual narratives that seek to represent the displacement of peoples, the formation of diasporas, the invention and reinvention of subjects and subjectivities, and the politics of knowledge and power. Final paper. T 1:30–3:20

AMST 650a/ANTH 510a/HIST 807a, Resistance, Rebellion, and Survival Strategies in Modern Latin America Gilbert Joseph

An interdisciplinary examination of new conceptual and methodological approaches to such phenomena as peasants in revolution, millenarianism, “banditry,” refugee movements, and transnational migration. TH 3:30–5:20

AMST 651a/AFAM 563a/ENGL 921a, Ralph Ellison in Context Robert Stepto

This seminar pursues close readings of Ralph Ellison’s essays, short fiction, and novels. The “in context” component of the seminar involves working from the Benston and Sundquist volumes on Ellison to discern a portrait of the modernist African America Ellison investigated, with at least Richard Wright, James Baldwin, and Romare Bearden also in view. Texts include Ellison’s Collected Essays, Flying Home and Other Stories, Invisible Man, and Juneteenth; K. Benston, Speaking for You; E. Sundquist, Cultural Contexts for Ralph Ellison’s Invisible Man; and A. Nadel, Invisible Criticism: Ralph Ellison and the American Canon. M 1:30–3:20

AMST 654bU/AFAM 743bU/ENGL 845bU, American Artists and the African American Book Robert Stepto

The visual art, decoration, and illustration of African American books (prose and poetry) since 1900. Topics include book art of the Harlem Renaissance (with special attention to Aaron Douglas and Charles Cullen), art imported to book production (e.g., Archibald Motley’s paintings used as book art), children’s books (e.g., I Saw Your Face by Kwame Dawes with drawings by Tom Feelings; Ntozake Shange’s Ellington Was Not a Street, illus. by Kadir Nelson), photography and literature (e.g., Paul Laurence Dunbar’s Cabin and Field, with Hampton Institute photographs; Richard Wright’s 12 Million Black Voices). The seminar includes sessions at Beinecke Library and encourages research projects in the Beinecke’s holdings, especially the James Weldon Johnson collection. W 1:30–3:20

AMST 699a/HIST 581a/RLST 707a, Religion and Modernity Kathryn Lofton

Is religion a construction of modernity? Is modernity the construction of religion? The course considers the historical and theoretical problem of modernity through readings that emphasize its interpretive location within the academic study of religions, the industrialization of the West, and the emergence of the social sciences as the epistemic presumption of the twentieth century. Included in our examinations are works that seek to provide for modernity a historical philosophy, a magic, and a gender; likewise, we evaluate critiques of modernity that query its classificatory utility, its imperial suppositions, and its sexual proclivities. Threaded throughout this focus on modernity is its discursive, sociological, and institutional relationship to religion, religions, and religious studies. In addition to more recent monographs, students read from works by Frazer, Freud, Marx, and Weber to develop a critical perspective on descriptions of religion developed through formats of the modern. T 3:30–5:20

AMST 701b/AFAM 687b/HIST 751b, “Race” and “Races” in American Studies  Matthew Jacobson

This reading-intensive seminar examines influential scholarship across disciplines on “the race concept” and racialized relations in American culture and society. Major topics include the cultural construction of race; race as both an instrument of oppressions and an idiom of resistance in American politics; the centrality of race in literary, anthropological, and legal discourse; the racialization of U.S. foreign policy; “race mixing” and “passing,” vicissitudes of “whiteness” in American politics; the centrality of race in American political culture; and “race” in the realm of popular cultural representation. Writings under investigation include classic formulations by scholars like Lawrence Levine and Ronald Takaki, as well as more recent work by Saidiya Hartman, Robin Kelley, and Ann Fabian. Seminar papers give students an opportunity to explore in depth the themes, periods, and methods that most interest them. T 7–8:50

AMST 702a/ANTH 650a/FILM 642a/WGSS 650a, Feminist Research and the Mobility Paradigm Inderpal Grewal

The course focuses on the new theorizations of what is called “mobility theory,” which has been a strong area of research in studies of culture and globalization. This is not a course on technology but on cultures of technologies of mobility, as well as on ideas of movement, displacement, and travel. From understanding “mobile subjects” to addressing the agency of technologies of mobility within transnational networks, the course brings together a broad area of research that looks at the ways in which modernity has included conceptualizations of movement and speed and subjects have seen themselves as modern through notions of mobility and movement. We investigate these mobile modernities to understand what is seen as outside such modernity, or what are seen as problems of modernity (such as refugee movements). In doing so, the course brings an interdisciplinary feminist cultural analysis to theories of multiple and different mobilities. T 9:25–11:15

AMST 705a/HIST 720a/RLST 705a, Readings in Religion and American History, 1600–2012 Harry Stout, Tisa Wenger

This seminar explores intersections of religion and society in American history from the colonial period to the present as well as methodological problems important to their study. TH 1:30–3:20

AMST 710bu/AFAM 588bu/ENGL 948bU, Autobiography in America Robert Stepto

At least a dozen North American autobiographies are studied, mostly from the “American Renaissance” to the present. Discussion of various autobiographical forms and strategies as well as of various experiences of American selfhood and citizenship. Slave narratives, spiritual autobiographies, immigrant narratives, autobiographies of childhood or adolescence, relations between autobiography and class, region, or occupation. M 1:30–3:20

AMST 711a/HIST 707a, Introduction to the Literature of American History (to the American Revolution) Alejandra Dubcovsky-Joseph

This course is designed as an introduction to the historiography of early America. Classroom assignments and presentations. M 1:30–3:20

AMST 712b/HIST 705b, Research in Early America Alejandra Dubcovsky-Joseph

A research seminar focused on the early period of American history, broadly defined. Early weeks familiarize students with sources from the period and discuss research and writing strategies. Students produce a publishable article founded on primary materials. T 9:25–11:15

AMST 719a, Interrogating the Crisis of Islam Zareena Grewal

In official and unofficial discourses in the United States, diagnoses of Islam’s various “crises” are ubiquitous, and Muslim “hearts and minds” are viewed as the “other” front in the War on Terror. Since 9/11, the U.S. State Department has made the reform of Islam an explicit national interest, pouring billions of dollars into USAID projects in Muslim-majority countries, initiating curriculum development programs for madrasas in South Asia, and establishing the Arabic Radio Sawa and the satellite television station Alhurra to propagate the U.S. administration’s political views as well as what it terms a “liberal” strain of Islam. Muslim Americans are also consumed by debates about the “crisis of Islam,” a crisis of religious authority in which the nature and rapidity of change in the measures of authority are felt to be too difficult to assimilate. This course maps out the various and deeply politically charged contemporary debates about the “crisis of Islam” and the question of Islamic reform through an examination of official U.S. policy, transnational pulp Islamic literature, fatwas and essays authored by internationally renowned Muslim jurists and scholars, and historical and ethnographic works that take up the category of crisis as an interpretive device. T 1:30–3:20

AMST 730a/AFAM 693a/HIST 709a, Black Intellectuals since 1941  Jonathan Holloway

The goal of this course is to develop a general reading knowledge of the traditions, contexts, and trajectories of black intellectual discourse since 1941. Emphasis on foundational texts in the field. TH 1:30–3:20

AMST 743a/AFAM 744a/MUSI 810a, The Visionary Impulse in Jazz Michael Veal

An exploration of the nature of jazz’s conceptual contribution to America’s art culture at the beginning of the twenty-first century, through a critical survey of the work of creative artists across several artistic media who consider their work to be reflections of the “jazz paradigm.” Theoretical scaffolding is provided by critical examination of the “old” and “new” jazz studies, intermedial approaches involving jazz, and cultural/American studies engagements with jazz. TH 1:30–3:20

AMST 746a/ANTH 503a, Ethnographic Writing and Representation  Kathryn Dudley

What kind of literary project is ethnography? How do ethnographers conceptualize the objects and objectives of their fieldwork and the relevant publics for their writing? This seminar moves beyond the “crisis of representation” in anthropology to take stock of what new approaches to writing ethnography have contributed to our understanding of the ethnographic encounter and its place in the production of knowledge about others and selves. In addition to genre-bending examples of ethnography, we read works of literary criticism, social theory, and cultural analysis that problematize traditional theoretical assumptions and representational conventions. In this endeavor, we take seriously the idea that ethnography is a social practice and a cultural product—a performative mode of recollection that has material, moral, and emotional a/effects. T 1:30–3:20

AMST 747b/ANTH 594b/WGSS 633b, Affect and Materiality in Ethnography  Kathryn Dudley

Recent scholarship in the fields of affect studies and the new materialisms raises important questions about the ethnographic encounter and the kind of knowledge it generates. Refusing to grant ontological status to classic oppositions between Nature/Culture, Self/Other, Subject/Object, and Human/Nonhuman, this work forces anthropologically inclined ethnographers to rethink longstanding assumptions about the composition of the “social” and the “political” in an age that ignores the vulnerabilities and agential capacities of global ecosystems at its peril. Reading across ossifying disciplinary divides, this seminar examines the intellectual projects of writers such as Jacques Rancière, Gilles Deleuze, Félix Guattari, Jane Bennett, Bruno Latour, Lauren Berlant, and Kathleen Stewart among others. Our objective is to theorize the intersection between the material and the immaterial in social life in ways that bring the aesthetic and political implications of ethnography to the fore. T 1:30–3:20

AMST 757a, The Latina/o Novel Albert Laguna

How might we read latinidad? What aesthetic strategies have been used to represent Latinos/as in the novel as genre? What are the political stakes of narrative aesthetics? Our close readings of Latino/a literature and secondary materials helps us reflect on what’s at stake in such questions. By investigating the repertoire of narrative strategies through which Latino/a authors have represented ethnicity and identity, we develop a more nuanced and tactical understanding of how the literary and the political intersect. The ultimate goal of our seminar exchanges is to read literature that troubles, expands, and destabilizes latinidad as a fixed conceptual category. M 3:30–5:20

AMST 779a/HIST 737a, Research Seminar in Twentieth-Century U.S. Political Economy Jennifer Klein

Research seminar oriented around themes and issues in U.S. political economy from the late nineteenth century through the end of the twentieth. Readings in the first part of the term look at various approaches to writing about political economy: for example, business history, intellectual history, labor history, biography, local monograph, or transnational history. Research projects explore new possibilities for writing about labor, business, the state, and capitalism. M 2:30–4:20

AMST 796a/HIST 727a, Interdisciplinary Approaches to the History of Capitalism and Culture Jean-Christophe Agnew

A reading-intensive seminar that explores the historical intersections between capitalism and culture in the United States and elsewhere. Subjects include the history of political economy; the slave trade, the family, and the invention of “free labor”; the corporation and the invention of “free enterprise”; gender and the place of the invisible economy; managerialism, virtualism, hypercapitalism, and the experience economy. Theoretical readings range from Marxist and neo-Marxist treatments of capitalism, commodification, and culture to more recent contributions by scholars associated with feminist criticism, the new economic criticism, the new economic anthropology, and the new economic institutionalism. W 1:30–3:20

AMST 803a/HIST 703a, Research in Early National America Joanne Freeman

A research seminar focused on the early national period of American history, broadly defined. Early weeks familiarize students with sources from the period and discuss research and writing strategies. Students produce a publishable article founded on primary materials. W 9:25–11:15

AMST 813aU/FILM 724aU, Contemporary Documentary Film and Video  Charles Musser, Anne Berke

Examination of documentary and related nonfiction forms in the past three decades. Issues include film truth, performance, ethics, race and gender, and the filmmaker as participant-observer. Filmmakers include Frederick Wiseman, William Greaves, Chris Choy, Errol Morris, Lourdes Portillo, Trinh T. Minh-ha, Su Friedrich, and Marlon Riggs. TTH 11:35–12:50, screenings W 7

AMST 832aU and 833bU/FILM 735aU and 736bU, Documentary Film Workshop  Charles Musser [F], David Fisher [Sp]

This workshop in audiovisual scholarship explores ways to present research through the moving image. Students work within a Public Humanities framework to make a documentary that draws on their disciplinary fields of study. Designed to fulfill requirements for the M.A. in Public Humanities. W 12:30–3:20, screenings T 7

AMST 861b/ARCH 4241b, Built Environments Dolores Hayden

Call it the built environment, the vernacular, everyday architecture, everyday urbanism, or the cultural landscape, the material world of built and natural places is intricately bound up with social and political life. This seminar covers research methods in the history of the built environment as well as narrative and visual strategies for interpreting spaces and places. The focus is on places in the United States, but projects involving transnational work are welcome. Students visit Yale’s libraries, architectural archives, and photography collections. We discuss how to frame a topic theoretically; how to identify suitable written, built, and visual sources; and how and where to present the work for eventual publication. The course fulfills the M.Arch. urbanism requirement or the American Studies Public Humanities requirement. W 1:30–3:20

AMST 866a/HIST 775a/WGSS 712a, Readings in the History of Sexuality  George Chauncey, Joanne Meyerowitz

Selected topics in the history of sexuality. Emphasis on key theoretical works and recent historical literature. W 3:30–5:20

AMST 878a/HIST 930a/HSHM 701a, Problems in the History of Medicine and Public Health John Harley Warner

An examination of the variety of approaches to the social and cultural history of medicine and public health. Readings are drawn from recent literature in the field, sampling writing on health care, illness experiences, and medical cultures in Europe, the Americas, Asia, and Africa from antiquity to the twentieth century. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of health care and sickness; the intersection of lay and professional understandings of the body; and the role of the marketplace in shaping professional identities and patient expectations. W 1:30–3:20

AMST 879aU/HIST 914aU/HSHM 634aU, Media and Medicine in Modern America  John Harley Warner, Gretchen Berland

Relationships among medicine, health, and the media in the United States from 1880 to the present. The changing role of the media in shaping conceptions of the body, creating new diseases, influencing health and health policy, crafting the image of the medical profession, informing expectations of medicine and the constructions of citizenship, and the medicalization of American life. TTH 10:30–11:20, 1 HTBA

AMST 886b/CPLT 635b/ENGL 851b, American Literature: Genres, Media, Webs  Wai Chee Dimock

A survey of American literature as a multi-genre and cross-media field. The course addresses some of the following: the movement from the linguistic medium to image, music, and theater; genealogies between poetry and prose; recycling and rewriting of material from the nineteenth century to the twenty-first; the translational dynamics between the local and the global. We read Moby-Dick along with Agha Shahid Ali’s Call Me Ishmael Tonight, as well as Bob Dylan’s “115th Dream,” and Frank Stella’s mixed-media installations; Whitman’s Leaves of Grass with Michael Cunningham’s Specimen Days; Steven Spielberg’s Lincoln with Ishmael Reed’s Flight to Canada; and Hawthorne’s The Scarlet Letter, and Faulkner’s Light in August and As I Lay Dying, with Suzan-Lori Parks’s The Red Letter Plays and Getting Mother’s Body. W 3:30–5:20

AMST 900, Independent Research

AMST 901, Directed Reading

AMST 902a and b, Prospectus Workshop Mary Lui

Upon completion of course work, students are required to participate in at least one term of the prospectus workshop, ideally the term before the prospectus colloquium is held. Open to all students in the program and joint departments, the workshop serves as a forum for discussing the selection of a dissertation topic, refining a project’s scope, organizing research materials, and evaluating work in progress. The workshop meets once a month. M 12–1:30

[AMST 903a, Introduction to Public Humanities]

AMST 904, Practicum in Public Humanities

AMST 905, Master’s Project in Public Humanities



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Anthropology

10 Sachem Street, 203.432.3670

www.yale.edu/anthropology

M.A., M.Phil., Ph.D.

Chair

Richard Bribiescas

Director of Graduate Studies

Roderick McIntosh [F]

Anne Underhill [Sp]

Professors Richard Bribiescas, Richard Burger, Kamari Clarke, Michael Dove (Forestry & Environmental Studies), Kathryn Dudley (American Studies), J. Joseph Errington, Inderpal Grewal (Women’s, Gender & Sexuality Studies), Andrew Hill, Marcia Inhorn (Middle East Studies), William Kelly, Roderick McIntosh, Catherine Panter-Brick, Eric Sargis, James Scott (Political Science), Helen Siu, Kalyanakrishnan Sivaramakrishnan, Anne Underhill, David Watts, Harvey Weiss (Near Eastern Languages & Civilizations)

Associate Professors Jafari Allen (African American Studies; on leave), William Honeychurch (on leave), Karen Nakamura, Douglas Rogers

Assistant Professors Brenda Bradley, Sean Brotherton, Oswaldo Chinchilla, Narges Erami (Middle East Studies), Erik Harms (Southeast Asia Studies), Karen Hébert (Forestry & Environmental Studies), Louisa Lombard, Sara Shneiderman, Brian Wood

Fields of Study

The department covers three subfields: archaeology; sociocultural and linguistic anthropology; and physical anthropology. Archaeology focuses on ritual complexes and writing, ceramic analysis, warfare, ancient civilizations, origins of agriculture, and museum studies. Sociocultural anthropology provides a range of courses: classics in ethnography and social theory, religion, myth and ritual, kinship and descent, historical anthropology, culture and political economy, agrarian studies, ecology, environment and social change, medical anthropology, emotions, public health, sexual meanings and gender, postcolonial development, ethnicity, identity politics and diaspora, urban anthropology, global mass culture, and alternate modernity. Linguistic anthropology includes language, nationalism and ideology, structuralism and semiotics, and feminist discourse. Physical anthropology focuses on paleoanthropology, evolutionary theory, human functional anatomy, race and human biological diversity, and primate ecology. There is strong geographical coverage in Africa, the Caribbean, East Asia (China and Japan), Latin America and South America, Southeast Asia (Indonesia), South Asia and the Indian Ocean, the Near East, Europe, and the United States.

Special Requirements for the Ph.D. Degree

There are no required courses or seminars for archaeology and biological anthropology graduate students. However, graduate students in these subfields are expected to confer closely with their primary adviser and faculty to develop the most enriching and cogent program of courses. In sociocultural anthropology, more than three-fourths of a student’s program consists of electives, including course work in other departments. Sociocultural students must take six required courses, with the remainder being electives among Anthropology courses and other departments. Admission to Ph.D. candidacy requires (1) completion of two years of course work (sixteen term courses); (2) independent study and research; (3) satisfactory performance on qualifying examinations; and (4) a dissertation research proposal submitted and approved before the end of the third year. For sociocultural anthropology students, the research proposal requirement takes the form of a field paper of approximately eighty pages in length. Qualifying examinations are normally taken at the end of the second year. For archaeology and biological anthropology subfields, they consist of eight hours written (four hours on one of the subfields, four hours on the student’s special interest), and two hours oral. The sociocultural anthropology exam consists of five hours written and approximately one hour oral and is based on the six required courses.

Combined Ph.D. Programs

The Anthropology department also offers a combined Ph.D. in Anthropology and Forestry & Environmental Studies in conjunction with the School of Forestry & Environmental Studies, and a combined Ph.D. in Anthropology and African American Studies in conjunction with the Department of African American Studies. These combined programs are ideal for students who intend to concentrate in, and to write dissertations on, thematic and theoretical issues centrally concerned with anthropology and one of these other areas of study. Students in the combined degree programs will be subject to the combined supervision of faculty members in the Anthropology department and in the respective department or school.

Admission into the combined degree program in Anthropology and African American Studies is based on mutual agreement between these two departments. Individual students will develop courses of study in consultation with their academic advisers and with the directors of graduate study for both departments. Students in the program must take core courses in Anthropology and in African American Studies, plus related courses in both departments approved by their advisory committees. In addition, they must successfully complete the African American Studies third-year Research Workshop. Oral and written qualifying examinations must include two topics in the field of African American Studies and two topics in Anthropology. The examination committee must include at least one faculty member from each department. The dissertation prospectus must be submitted to the directors of graduate study of both departments and approved by the faculty of both. The thesis readers committee must also include at least one faculty member from each department, and the faculties of both departments must approve its composition.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.A. Applications for a terminal master’s degree are not accepted. The M.A. degree is awarded only to students not continuing in the Ph.D. program. The student must complete eight graduate-level term courses approved for credit in the Anthropology department and maintain an average grade of High Pass.

Contact information: Director of Graduate Studies, Department of Anthropology, Yale University, PO Box 208277, New Haven CT 06520-8277; 203.432.3670; e-mail, anthropology@yale.edu; Web site, www.yale.edu/anthropology.

Courses

ANTH 500a, The Development of the Discipline: Historical Trajectories  William Kelly

The seminar emphasizes the characteristics of anthropology as a discipline and as a profession, and the historical trajectory of sociocultural anthropology from the late nineteenth century to the 1970s. The seminar is reserved for first-year doctoral students in Anthropology. W 9:25–11:15

ANTH 500b, The Development of the Discipline: Contemporary Themes  Kalyanakrishnan Sivaramakrishnan

The major theoretical orientations in social and cultural anthropology (especially in the United States and Europe), their historical development and importance, their relation to one another and to other disciplines. The seminar is reserved for first-year doctoral students in Anthropology, and students are presumed to have taken ANTH 500a in the fall term. M 9:25–11:15

ANTH 501a, Anthropology and Classical Social Theory Erik Harms

Readings of primary texts in classical social theory, especially the writings of Marx, Weber, and Durkheim. Particular emphasis is placed on the role of these theorists in the early development of anthropology and social science more broadly. The course is reserved for first-year graduate students in Anthropology. TH 3:30–5:20

ANTH 501b, Anthropology and Contemporary Social Theory Kamari Clarke

An overview of central themes and debates in contemporary social theory, with a focus on the integration of theory and research, rather than a hermeneutical analysis of particular theoretical texts. Concentrating on questions of power, inequality, the self, and community, assessment of the relevance of sociological theory to advancing an understanding of the complexities of late twentieth-century Western society. Critical theory, feminist theories, postmodernism, and the contributions of individual theorists reviewed and critiqued. W 3:30–5:20

ANTH 502a, Research in Sociocultural Anthropology: Design and Methods  Helen Siu

The course offers critical evaluation of the nature of ethnographic research. Research design includes the rethinking of site, voice, and ethnographic authority. T 9:25–11:15

ANTH 503a/AMST 746a, Ethnographic Writing and Representation  Kathryn Dudley

What kind of literary project is ethnography? How do ethnographers conceptualize the objects and objectives of their fieldwork and the relevant publics for their writing? This seminar moves beyond the “crisis of representation” in anthropology to take stock of what new approaches to writing ethnography have contributed to our understanding of the ethnographic encounter and its place in the production of knowledge about others and selves. In addition to genre-bending examples of ethnography, we read works of literary criticism, social theory, and cultural analysis that problematize traditional theoretical assumptions and representational conventions. In this endeavor, we take seriously the idea that ethnography is a social practice and a cultural product—a performative mode of recollection that has material, moral, and emotional a/effects. T 1:30–3:20

ANTH 506b, Insurgency, the State, and Political Consciousness Sara Shneiderman

This graduate-only seminar investigates “state-society” relations from a range of scholarly perspectives. We consider the diverse processes through which political consciousness may be produced, both in relation to the state and in opposition to it. We approach this question from a range of analytical perspectives, including classical sociological approaches to state formation, recent ethnographic work that seeks to understand the micro-politics of mobilization, and journalistic writing that addresses specific contemporary insurgencies. Over the course of the term, each class member develops his or her own theoretical position in conversation with the group, and applies this systematically to an ethnographic case in a final project. The seminar focuses on exploring anthropological approaches to insurgency, the state, and the production of political consciousness, but graduate students from related fields who wish to engage with these questions are also welcome. TH 9:25–11:15

ANTH 510a/AMST 650a/HIST 807a, Resistance, Rebellion, and Survival Strategies in Modern Latin America Gilbert Joseph

An interdisciplinary examination of new conceptual and methodological approaches to such phenomena as peasants in revolution, millenarianism, “banditry,” refugee movements, and transnational migration. TH 3:30–5:20

ANTH 517a/F&ES 838a, Producing and Consuming Nature Karen Hébert

This intermediate to advanced seminar brings together readings in social theory with ethnographic case studies to examine the changing means by which elements of the natural world are drawn into circuits of production, exchange, and consumption. How do environmental goods become conceptualized as natural resources for human ends, and, more specifically, remade into commodities that circulate in global markets? The course explores efforts to rethink classical theories of economic processes in light of shifting forms of natural resource transactions and use. Topics examined include agrarian and fisheries transformations; the rise of green consumerism and product certification regimes; and the market valuation of ecosystem goods and services. Course texts are drawn from anthropology, cultural geography, political ecology, sociology, and science and technology studies. W 3:30–5:20

ANTH 541a/F&ES 836a/HIST 965a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development Paul Freedman, James Scott, Elisabeth Wood

An interdisciplinary examination of agrarian societies, contemporary and historical, Western and non-Western. Major analytical perspectives from anthropology, economics, history, political science, and environmental studies are used to develop a meaning-centered and historically grounded account of the transformations of rural society. Team-taught. TH 1:30–5:20

ANTH 552b, Epistemologies of Health, Medicine, and Science Sean Brotherton

This seminar reviews theoretical positions and debates in the burgeoning fields of medical anthropology and science and technology studies (STS). We begin by reading Georges Canguilhem’s The Normal and the Pathological to explore how “disease” and “health” in the early nineteenth century became inseparable from political, economic, and technological imperatives. By highlighting the epistemological foundations of modern biology and medicine, the remainder of the seminar focuses on major perspectives in, and responses to, critical studies of health and medicine, subjectivity and the body, psychiatric anthropology, global health, and humanitarianism and medicine. M 1:30–3:20

ANTH 553bU/SAST 569bU, Himalayan Languages and Cultures Mark Turin

Exploration of social, linguistic, and political aspects of the Himalayan region. Issues include classifications of communities and their languages; census-taking and other state enumeration projects; the crisis of endangered oral cultures and speech forms; the creation and adoption of writing systems and the challenges of developing mother tongue literacy materials. Case studies are drawn from Bhutan, northern India, Nepal, and Tibet. T 3:30–5:20

ANTH 557aU/WGSS 687a, Anthropology of the Body Sean Brotherton

Drawing on a wide and interdisciplinary range of texts, both classic and more recent, the course examines the theoretical debates of the body as a subject of anthropological, historical, psychological, medical, and literary inquiry. We explore specific themes, for example, the persistence of the mind/body dualism; experiences of embodiment/alienation; phenomenology of the body; Foucauldian notions of biopolitics, bio-power, and the ethic of the self; the medicalized body; and the gendered body, among other salient themes. W 3:30–5:20

ANTH 560bU, Representing Iran Narges Erami

This course introduces students to major themes in Iranian history and culture, as well as builds a critical framework for understanding some of the challenges that face modern Iran today. In reading modern fiction, ethnography, historical narratives, primary sources, and theoretical texts covering local and oral history, revolutions, Islam and secularism, democracy and theocracy, and the role of cinema, students examine the Western production of knowledge about Iran and rethink what we know about such categories as history, culture, and gender. TH 1:30–3:20

ANTH 561b/F&ES 877b, Anthropology of the Global Economy for Development and Conservation Carol Carpenter

The seminar explores topics in the anthropology of the global economy that are relevant to development and conservation policy and practice. Anthropologists are often assumed to focus on micro- or local-level research, and thus to have limited usefulness in the contemporary, global world of development and conservation policy. In fact, however, they have been examining global topics since at least the 1980s, and very little current anthropological research is limited to the village level. More importantly, the anthropological perspective on the global economy is unique and important. T 10:30–1:20

ANTH 572b/F&ES 869b, Disaster, Degradation, Dystopia: Social Science Approaches to Environmental Perturbation and Change Michael Dove

This is an advanced seminar on the long tradition of social science scholarship on environmental perturbation and natural disasters, the relevance of which has been heightened by the current global attention to climate change. The course is divided into three main sections. The first consists of central questions and debates in the field: social dimensions of natural disasters; the discursive dimensions of environmental degradation, focusing on deforestation; and the current debate about the relationship between resource wealth and political conflict, focusing on the “green war” thesis. The second section focuses on anthropological and interdisciplinary approaches to climate change and related topics, encompassing canonical anthropological work on flood and drought; cyclones, El Niño, and interannual cycles; ethno-ecology; and risk. Additional lectures focus on interdisciplinary work. The final section of the course consists of the classroom presentation of work by the students and teaching fellow. Prerequisite: ANTH 581a or 582a. Three-hour lecture/seminar. Enrollment limited to twenty.

ANTH 581a/F&ES 520a, Society and Environment: Introduction to Theory and Method Michael Dove

An introductory graduate core course on the scope of social scientific contributions to environmental and natural resource issues. Section I presents an overview of the field and course. Section II deals with the way that environmental problems are initially framed. Case studies focus on placing problems in their wider political context, new approaches to uncertainty and failure, and the importance of how the analytical boundaries to resource systems are drawn. Section III focuses on questions of method, including the dynamics of working within development projects, and the art of rapid appraisal and short-term consultancies. Section IV is concerned with local peoples and the environment, with case studies addressing myths of tropical forest use and abuse development discourse, and with the question of indigenous peoples and knowledge. This is a foundations course for the M.E.M. curriculum and a core course in the curriculum for the combined F&ES/Anthropology doctoral program. Three hours lecture/seminar. Enrollment limited to thirty. TH 2:30–5:20

ANTH 582a/F&ES 882a, The Black Box of Implementation: Households, Communities, Gender Carol Carpenter

The implementation of development projects has been described as existing in a “black box”: development and conservation policy (even participatory policy) is often not defined to inform effective implementation (Mosse 2004), and data on actual implementation is rarely incorporated into policy. This course examines the invisibility of implementation, and the common, mistaken assumptions about implementation targets (like households, communities, and gender) that take the place of absent data in policy. The course also makes an effort to use anthropology to shed light into this black box, to allow students to think more critically about the varied and dynamic social field in which project implementation occurs. Political and economic aspects of relations within households and communities, particularly gender relations, are examined in all of their complexity, variation, and dynamism. The real focus of the course, however, is not the contents of the black box, but the political and economic relations between households, communities, and gender, on the one hand, and the world of development and conservation, on the other. How do households and communities respond to the differential opportunities and restrictions that development and conservation introduce? What are the implications of the fact that those responses are often invisible to policy makers? three hours lecture/seminar. T 2:30–5:20

ANTH 583b/GLBL 823b, Health Disparities and Health Equity: Biocultural Perspectives Catherine Panter-Brick

A biocultural perspective on debates in medical anthropology and global health that focus on health disparities and equity. The intersection of biological and cultural issues in matters of health research and intervention. Application of theoretical frameworks to case studies in global health inequality.

ANTH 588aU, Politics of Southeast Asia Erik Harms

The course analyzes how Southeast Asian nations promote national culture as part of political and economic agendas. It also explores Southeast Asian cultural and political diversity to rescue the possibility for cultural difference within a global world.

[ANTH 591b/AFAM 647b/WGSS 689b, Black Feminist Theory and Praxis]

ANTH 594b/AMST 747b/WGSS 633b, Affect and Materiality in Ethnography  Kathryn Dudley

Recent scholarship in the fields of affect studies and the new materialisms raises important questions about the ethnographic encounter and the kind of knowledge it generates. Refusing to grant ontological status to classic oppositions between Nature/Culture, Self/Other, Subject/Object, and Human/Nonhuman, this work forces anthropologically inclined ethnographers to rethink longstanding assumptions about the composition of the “social” and the “political” in an age that ignores the vulnerabilities and agential capacities of global ecosystems at its peril. Reading across ossifying disciplinary divides, this seminar examines the intellectual projects of writers such as Jacques Rancière, Gilles Deleuze, Félix Guattari, Jane Bennett, Bruno Latour, Lauren Berlant, and Kathleen Stewart among others. Our objective is to theorize the intersection between the material and the immaterial in social life in ways that bring the aesthetic and political implications of ethnography to the fore. T 1:30–3:20

ANTH 597a/F&ES 839a, Social Science of Development and Conservation  Carol Carpenter

The course provides M.E.M., M.E.Sc., and doctoral students with the opportunity to master the essential social science literature on sustainable development and conservation. Social science makes two contributions to the practice of development and conservation. First, it provides ways of thinking about, researching, and working with social groupings—including rural households and communities, but also development and conservation institutions, states, and NGOs. Second, social science tackles the analysis of the knowledge systems that implicitly shape development and conservation policy and impinge on practice. The goal of the course is to stimulate students to apply informed and critical thinking to whatever roles they play in sustainable development and conservation, in order to move toward more environmentally and socially sustainable projects and policies. Three hours lecture/seminar. T 10:30–1:20

ANTH 598b/F&ES 965b, Advanced Readings: Social Science of Development and Conservation Carol Carpenter

An advanced seminar on the social science theory of sustainable development and conservation, designed as an M.E.M. capstone course and to provide theory for M.E.Sc. and doctoral students to use to place their own work in a wider theoretical context in analyzing and writing up their research. The course traces the conceptual history of the social science theory of sustainable development and conservation, focusing on theories of discursive power, governmentality, and capitalism. It examines relations between these theories, alternative theories, and how this history influences the field. The course covers the works of Michel Foucault most relevant to development and conservation, important social scientists who have used Foucault’s ideas (e.g., James Ferguson, Arturo Escobar, Timothy Mitchell, Tania Li, Donald Moore), alternative theories of power (e.g., James Scott, Bruno Latour), applications of Foucault’s ideas to development (selections change every year), applications of Foucault’s ideas to the environment (especially Arun Agrawal, Timothy Luke, Bruce Braun), theories of resistance (Michel Foucault, James Scott, and others), Foucauldian views of the economy, capitalism, and governmentality (Aiwa Ong, Anna Tsing), and other views of capitalism (Tania Li, James Ferguson, Timothy Mitchell). Students are expected to use the course to develop, and present in class, their own research and writing. Prerequisite: ANTH 561b, 582a, or 597a. Three hours lecture/seminar. Enrollment limited to twelve. T 2:30–5:20

ANTH 602bU/FILM 641bU, Ethnographic Filmmaking and Visual Field Methods  Karen Nakamura

Intensive seminar workshop on visual anthropology production and analysis. Readings include core texts in the analysis of visual culture as well as visual anthropology field methods. Students produce a short ethnographic film, ethnophotographic essay, or article on visual culture. TTH 1–2:15

ANTH 616bU, Invisible Economies: Anthropology of the Illicit Narges Erami

In this seminar we study theories and ethnographies of marginal, hidden, secret, and invisible economies. We look at the manner in which a globalized world has created “new” economies that may be considered criminal by nation-states, as well as “old” economies that have always remained outside of the legitimate framework. T 1:30–3:20

ANTH 622b/AFST 764b, Topics in African Studies Kamari Clarke

This course provides a broad survey of key topics in African Studies. It introduces students to the study of Africa by examining how the field has developed over time while presenting foundational concepts and theories relevant for understanding the history of its debates. W 1:30–3:20

ANTH 628a/GLBL 828a, Conflict and Health Catherine Panter-Brick

We review the many intersections of conflict, violence, and global health, with examples focused on armed conflict and forced displacement. We examine new frameworks for research and intervention. We review the impact of violence on physical, emotional, and social well-being; the nature and drivers of collective, interpersonal, and structural violence; and the personal, family, community, and governmental dimensions of resilience. We discuss specific examples of how health, ethics, and politics intersect in humanitarian practice. Open to advanced undergraduates with permission of the instructor. F 9:25–11:15

ANTH 632aU, Politics of Language J. Joseph Errington

The course centers on aspects of language difference and inequality as often neglected but crucial shapers of the political dynamics and social change in plural societies. The first part of the course involves broad comparative and theoretical approaches to the politics of sociolinguistic difference. The second part is devoted to case studies that foreground specific issues: “problems” of substandard languages, bilingual identities, globalization and language shift, language death, and others.

ANTH 636bU, Production and Consumption of Culture Douglas Rogers

Theoretical works and case studies on how cultural identities are produced and consumed in the context of contemporary global capitalism. The marketing of “tradition”; city branding; cultural tourism; new transnational, national, and local identities. M 9:25–11:15

ANTH 638aU, Culture, Power, Oil Douglas Rogers

The course analyzes the production, circulation, and consumption of petroleum in order to explore key topics in recent social and cultural theory, including globalization, empire, cultural performance, natural resource extraction, and the nature of the state. Case studies from the United States, Saudi Arabia, Nigeria, Venezuela, and the former Soviet Union, among others. W 9:25–11:15

ANTH 650a/AMST 702a/FILM 642a/WGSS 650a, Feminist Research and the Mobility Paradigm Inderpal Grewal

The course focuses on the new theorizations of what is called “mobility theory,” which has been a strong area of research in studies of culture and globalization. This is not a course on technology but on cultures of technologies of mobility, as well as on ideas of movement, displacement, and travel. From understanding “mobile subjects” to addressing the agency of technologies of mobility within transnational networks, the course brings together a broad area of research that looks at the ways in which modernity has included conceptualizations of movement and speed and subjects have seen themselves as modern through notions of mobility and movement. We investigate these mobile modernities to understand what is seen as outside such modernity, or what are seen as problems of modernity (such as refugee movements). In doing so, the course brings an interdisciplinary feminist cultural analysis to theories of multiple and different mobilities. T 9:25–11:15

ANTH 651bU/WGSS 651bU, Intersectionality and Women’s Health Marcia Inhorn

This interdisciplinary seminar explores how the intersections of race, class, gender, and other axes of “difference” (age, sexual orientation, disability status, nation, religion) affect women’s health, primarily in the contemporary United States. Recent feminist approaches to intersectionality and multiplicity of oppressions theory are introduced. In addition, the course demonstrates how anthropologists studying women’s health issues have contributed to social and feminist theory at the intersections of race, class, and gender. M 1:30–3:20

ANTH 655bU/WGSS 659bU, Masculinity and Men’s Health Marcia Inhorn

This interdisciplinary seminar, designed for students in Anthropology; Women’s, Gender, and Sexuality Studies; and Global Health, explores in an in-depth fashion ethnographic approaches to masculinity and men’s health around the globe. The course begins with two theoretical texts on masculinity, followed by eleven anthropological ethnographies on various dimensions of men’s health and well-being. Students gain broad exposure to a number of exigent global men’s health issues, issues of ethnographic research design and methodology, and the interdisciplinary theorizing of masculinity scholars in anthropology, sociology, and cultural studies. In particular, the course demonstrates how anthropologists studying men’s health issues in a variety of Western and non-Western sites, including the Middle East, Africa, Latin America, and Asia, have contributed to both social theory and ethnographic scholarship of importance to health policy. M 3:30–5:30

ANTH 686aU/WGSS 686a, Digital Anthropologies Karen Nakamura

Social networks such as Facebook and Twitter and online games such as World of Warcraft have exploded in popularity in the past decade and have become a major means of social cohesion, replacing not only the telephone and postal mail, but also real-world interactions. This course explores the new worldview presented by this new tribe of digital natives from an embedded, ethnographic perspective. M 3:30–5:30

ANTH 710a/ARCG 710a, Archaeology of Settlements and Urbanism  Oswaldo Chinchilla

An introduction to the archaeological study of ancient settlements and landscapes. Topics include an overview of method and theory in settlement and landscape archaeology; field methods of reconnaissance, survey, and remote sensing; studies of households and communities; studies of ancient agricultural landscapes; regional patterns; roads and networks of communication; urbanism and ancient cities; and symbolic interpretations of ancient landscapes. TH 9:25–11:15

ANTH 717bU/ARCG 717bU, Maya Hieroglyphic Writing Oswaldo Chinchilla

An introduction to the study of ancient Maya hieroglyphic writing from southern Mexico and northern Central America. Topics include the principles of the Maya writing system, an overview of the Maya calendar, and a revision of the dynastic and religious contents of the inscriptions and codices, with comparisons with related writing systems in Mesoamerica and elsewhere in the ancient world. T 9:25–11:15

ANTH 719aU/ARCG 719aU, Ethnohistory and Archaeology Roderick McIntosh

Review of the major problems and methodologies associated with the use of ethnohistory by archaeologists. How do archaeologists construct a historical imagination? The course looks at a variety of sources: colonial and “visitor” documents, peoples’ written description of themselves, oral traditions, classic ethnographies, and art history. T 9:25–11:15

ANTH 750bU/ARCG 750bU, Analysis of Lithic Technology Oswaldo Chinchilla

This course is intended to provide an introduction to the analysis of the chipped and ground stone tools found on archaeological sites. As a laboratory course, it includes hands-on instruction: we learn how to manufacture chipped stone tools out of obsidian. We begin by reviewing the development of chipped and ground stone tool technology from the earliest simple pebble tools to historical period tools. We discuss the relevance of lithics research to issues of subsistence, craft specialization, and trade. We also discuss how these artifacts are recorded, analyzed, and drawn, and we review related studies such as sourcing and use-wear analysis. TH 9:25–11:15

ANTH 759b/ARCG 759b, Social Complexity in Ancient China Anne Underhill

This seminar explores the variety of archaeological methods and theoretical approaches that have been employed to investigate the development and nature of social complexity in ancient China. The session meetings focus on the later prehistoric and early historic periods, and several geographic regions are included. They also consider how developments in ancient China compare to other areas of the world. Most of the readings emphasize archaeological remains, although relevant information from early historical texts is considered. F 9:25–11:15

ANTH 774aU/ARCG 774aU, Origins of Andean Civilizations Richard Burger

This seminar offers an overview of the diversity of early Andean complex societies and their transformations during the first two millennia B.C. Emphasis is on the most recent research and on explanatory models that have been used to explain the emergence of complexity in Prehispanic Peru. W 1:30–3:20

[ANTH 763aU/ARCG 763aU/NELC 589aU, Archaeologies of Empire]

ANTH 773bu/ARCG 773bu/F&ES 793b/NELC 588bu, Abrupt Climate Change and Societal Collapse Harvey Weiss

Collapse documented in the archaeological and early historical records of the Old and New Worlds, including Mesopotamia, Mesoamerica, the Andes, and Europe. Analysis of politico-economic vulnerabilities, resiliencies, and adaptations in the face of abrupt climate change, anthropogenic environmental degradation, resource depletion, “barbarian” incursions, or class conflict. Th 1:30–3:20

ANTH 780aU/ARCG 780aU, Archaeology of Religion Richard Burger

The course explores archaeological approaches to the study of religion. While the term “religion” is hard to define, it is generally agreed that religious phenomena occur in almost all cultures and that this realm played a significant part in most prehistoric cultures. In order to provide a broad vision of this theme, the course begins by considering influential schools of thought on the definition, origins, and social significance of religious behavior. The course then reviews a variety of methods that scholars may use to reconstruct ancient beliefs and rituals. The course assesses the applicability and success of these methodologies across the broad spectrum of ancient cultures representing differing degrees of sociopolitical complexity. Finally, we explore case studies from a diverse range of ancient societies and consider the impact of religious behaviors within their broader cultural contexts. TTH 1–2:15

ANTH 782bU/ARCG 782bU, Advanced Archaeological Theory Roderick McIntosh

Review of the intellectual history of archaeology with original readings of the central texts from the Enlightenment to the present. The course deals particularly with the tension between the use of science and mysticism/nationalism in the interpretation of prehistoric processes. W 7–8:50

ANTH 803a, Reproductive Ecology of Humans and Nonhuman Primates  Richard Bribiescas

Survey of the current understanding of the physiology of reproductive function within the control of evolutionary and life history theory. Emphasis on population variation in female and male reproductive endocrinology as well as the sources of that variation. T 9:25–11:15

ANTH 810aU, Mammology Eric Sargis

The evolution and diversity of mammals, including primates. Origin, evolutionary history, systematics, morphology, biogeography, physiology, behavior, and ecology of major mammalian lineages. Accompanying laboratories focus on diagnostic morphological features of mammalian groups through examination of specimens from the Peabody Museum. TTH 2:30–3:45

ANTH 812aU, Topics in Anthropological Genetics Brenda Bradley

A detailed examination of molecular approaches to understanding human evolution and diversity. Emphasis is on current research findings and new methodologies exploring topics such as human origins and hominin evolution, population genomics, molecular adaptations, epigenetics, and gene-culture interactions. We also consider relevant social and ethical issues, including commercial DNA testing and ownership of biological samples. M 2:30–4:20

ANTH 820bU, Primate Genomics Brenda Bradley

A detailed exploration of molecular approaches to understanding primate behavior, ecology, and evolution. The course examines how the new wealth of genomic data aid primatological research on issues such as sexual selection; sociality and cooperation among kin and non-kin; phylogenomics and taxonomy; dietary, morphological, and behavioral adaptations; and migration, distribution, and conservation. W 2:30–4:20

ANTH 822b/ARCG 822b, Topics and Issues in Human Evolution Andrew Hill

Topics from the span of primate evolution are covered: the early primates, origin of modern-type primates, anthropoid origins, monkey and hominoid evolution. Readings and discussions focus on issues of taxonomy—judging morphological similarities and differences among fossils. Specific attention paid to traits paleontologists use to assign fossils to species and functional/behavioral significance of those traits. Lectures and lab use of fossils provide background on fossil evidence. Open to qualified undergraduates. W 1:30–3:20

ANTH 835bU/E&EB 842bU, Primate Diversity and Evolution Eric Sargis

Examination of the diversity and evolutionary history of living and extinct primates. Focus on major controversies in primate systematics and evolution, including the origins and relationships of several groups. Consideration of both morphological and molecular studies. Morphological diversity and adaptations explored through museum specimens and fossil casts. W 1:30–3:20

ANTH 847aU, Hunter-Gatherers Brian Wood

The vast majority of the human experience centered around one way of making a living: hunting and gathering. Yet today, hunter-gatherers make up a small and diminishing proportion of human societies. This class is a broad survey of the ecology, economics, political, and social organization of recent hunter-gatherers and a review of anthropological inquiry into foraging societies. T 2:30–4:30

ANTH 849a, Primate Models for Human Evolution David Watts

Review of ways in which the study of living nonhuman primates can be used to address questions about hominin evolution and modern human behavior. Topics include chimpanzees as referential models, intergroup aggression, sexual conflict and sexual selection, social cognition, and inferring diets and social systems of extinct hominins. T 1:30–3:20

ANTH 856au/ARCG 856au, Reconstructing Human Evolution: An Ecological Approach Andrew Hill

If human evolutionary change has been determined or affected by ecological factors, such as changes in climate, competition with other animals, and availability and kinds of food supply, then it is important to determine ecological and environmental information about the regions and time period in which human evolution has occurred. Examination of methods for obtaining data relevant to such information, and for evaluating the techniques and results of such other fields as geology, paleobotany, and paleozoology. Ethnographic, primatological, and other biological models of early human behavior. TH 1:30–3:20

ANTH 857aU, Topics and Issues in Evolutionary Theory Andrew Hill, Eric Sargis

Focus on classic and current literature in theoretical evolutionary biology, intended to give students intensive training in critical analysis of theoretical concepts and in scientific writing. W 1:30–3:20

ANTH 860a, Human Behavioral Ecology Brian Wood

This course focuses on human behavior as shaped by our species’ evolutionary history and guided by particular ecological contexts. Through readings and discussion, we survey the historical and theoretical foundations of this research paradigm and examine the ways that human behavioral ecology differs from other evolutionary approaches to the study of human behavior. Readings cover research in the field examining human subsistence, sharing, mobility, territoriality, the division of labor, mating, parenting, and social organization, using ethnographic, archaeological, and experimental datasets.

ANTH 864bU/ARCG 864bU, Human Osteology Eric Sargis

A lecture and laboratory course focusing on the characteristics of the human skeleton and its use in studies of functional morphology, paleodemography, and paleopathology. Laboratories familiarize students with skeletal parts; lectures focus on the nature of bone tissue, its biomechanical modification, sexing, aging, and interpretation of lesions. TTH 2:30–3:45

ANTH 894aU and 895bU, Methods and Research in Molecular Anthropology I  Brenda Bradley

A two-part practical introduction to molecular analyses of anthropological questions. In the first term, students learn a range of basic tools for laboratory-based genetic analyses and bioinformatics. In the second term, students design and carry out independent laboratory projects that were developed in the first term. T 9:25–11:15

ANTH 941a and b, Research Seminar in Japan Anthropology William Kelly [F], Karen Nakamura [Sp]

The seminar offers professional preparation for doctoral students in Japan anthropology through systematic readings and analysis of the anthropological literature, in English and in Japanese. Prerequisite: permission of the instructor.

ANTH 950a and b, Directed Research: Preparation for Qualifying Exam

By arrangement with faculty.

ANTH 951a and b, Directed Research in Ethnology and Social Anthropology

By arrangement with faculty.

ANTH 952a and b, Directed Research in Linguistics

By arrangement with faculty.

ANTH 953a and b, Directed Research in Archaeology and Prehistory

By arrangement with faculty.

ANTH 954a and b, Directed Research in Biological Anthropology

By arrangement with faculty.



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Applied Mathematics

A. K. Watson Hall, 203.432.1278

www.cs.yale.edu/appliedmath2

M.S., M.Phil., Ph.D.

Director of Graduate Studies

Peter Jones

Professors Andrew Barron (Statistics), Donald Brown (Economics; Mathematics; School of Management), Joseph Chang (Statistics), Ronald Coifman (Mathematics; Computer Science), Gustave Davis (Pathology), Eric Denardo (Operations Research), Stanley Eisenstat (Computer Science), Michael Fischer (Computer Science), Roger Howe (Mathematics), Peter Jones (Mathematics), David Pollard (Statistics), Nicholas Read (Physics; Applied Physics; Mathematics), Vladimir Rokhlin (Computer Science; Mathematics), Herbert Scarf (Emeritus, Economics), Martin Schultz (Emeritus, Computer Science), Mitchell Smooke (Mechanical Engineering & Materials Science; Applied Physics), Daniel Spielman (Computer Science), Van Vu (Mathematics), Günter Wagner (Ecology & Evolutionary Biology), Xiao-Jing Wang (Neurobiology), John Wettlaufer (Geology & Geophysics; Physics), Huibin Zhou (Statistics), Steven Zucker (Computer Science; Biomedical Engineering)

Associate Professors John Emerson (Statistics), Thierry Emonet (Molecular, Cellular & Developmental Biology; Physics), Josephine Hoh (Public Health), Yuval Kluger (Pathology), Michael Krauthammer (Pathology), Sekhar Tatikonda (Electrical Engineering; Statistics; Computer Science)

Assistant Professors Lisha Chen (Statistics), Kim Dang, Andrei Osipov, Ronen Talmon

Fields of Study

The graduate Program in Applied Mathematics comprises the study and application of mathematics to problems motivated by a wide range of application domains. Areas of concentration include the analysis of data in very high-dimensional spaces, the geometry of information, computational biology, and randomized algorithms. Topics covered by the program include classical and modern applied harmonic analysis, linear and nonlinear partial differential equations, numerical analysis, scientific computing and applications, discrete algorithms, combinatorics and combinatorial optimization, graph algorithms, geometric algorithms, discrete mathematics and applications, statistical theory and applications, probability theory and applications, information theory, econometrics, financial mathematics, statistical computing, and applications of mathematical and computational techniques to fluid mechanics, combustion, and other scientific and engineering problems.

Requirements for the Ph.D. in Applied Mathematics

All students are required to: (1) complete twelve term courses (including reading courses) at the graduate level, at least two with Honors grades; (2) pass a qualifying examination on their general applied mathematical knowledge (in algebra, analysis, and probability and statistics) by the end of their second year; (3) submit a dissertation prospectus; (4) participate in the instruction of undergraduates; (5) be in residence for at least three years; and (6) complete a dissertation that clearly advances understanding of the subject it considers. Prior to registering for a second year of study, and in addition to all other academic requirements, students must successfully complete MATH 991a, Ethical Conduct of Research, or another approved course on responsible conduct in research. Teaching is considered an integral part of training at Yale University, so all students are expected to complete two terms of teaching within their first two years. The normal time for completion of the Ph.D. program is four years.

Requirement (1) normally includes four core courses in each of the methods of applied analysis, numerical computation, algorithms, and probability; these should be taken during the first year. The qualifying examination is normally taken by the end of the third term and will test knowledge of the core courses as well as more specialized topics. The thesis is expected to be independent work, done under the guidance of an adviser. This adviser should be contacted not long after the student passes the qualifying examinations. A student is admitted to candidacy after completing requirements (1)–(5) and obtaining an adviser.

In addition to the above, all first-year students (including terminal M.S. students) must successfully complete one course on the responsible conduct of research (e.g., MATH 991 or CPSC 991) and AMTH 525, Seminar in Applied Mathematics.

Honors Requirement

Students must meet the Graduate School’s Honors requirement by the end of the fourth term of full-time study.

Master’s Degrees

M. Phil. See Degree Requirements under Policies and Regulations.

M.S. (en route to the Ph.D.) The M.S. degree is a terminal degree and is not awarded en route to the Ph.D. Students who withdraw from the Ph.D. program may be eligible for the M.S. if they meet the requirements of the terminal master’s degree program (below).

Terminal Master’s Degree Program Students may also be admitted to a terminal master’s degree program directly. This program is normally completed in one year, but a part-time program may be spread over as many as four years. To qualify for the M.S., the student must pass ten graduate-level courses. Courses taken as part of the M.S. program must be preapproved by the director of graduate studies to ensure that a suitable distribution of topics is covered.

Program materials and additional information concerning degrees offered and admissions requirements are available upon request to the Graduate School of Arts and Sciences, Yale University, PO Box 208323, New Haven CT 06520-8323.

Courses

AMTH 525, Seminar in Applied Mathematics

This course consists of weekly seminar talks given by a wide range of speakers. Required for all first-year students.

[AMTH 561a/CPSC 662a, Spectral Graph Theory]

AMTH 562au/CPSC 562aU, Graphs and Networks Daniel Spielman

A mathematical examination of graphs and their applications in the sciences. Families of graphs include social networks, small-world graphs, Internet graphs, planar graphs, well-shaped meshes, power-law graphs, and classic random graphs. Phenomena include connectivity, clustering, communication, ranking, and iterative processes.

[AMTH 605b/ENAS 503b/STAT 667b, Probabilistic Networks, Algorithms, and Applications]

[AMTH 665bu/CB&B 561b/MCDB 561bu/PHYS 529b, Systems Modeling in Biology]

AMTH 666b/ASTR 666b/G&G 666b, Statistical Thermodynamics for Astrophysics and Geophysics John Wettlaufer

Classical thermodynamics is derived from statistical thermodynamics. Using the multi­particle nature of physical systems, we derive ergodicity, the central limit theorem, and the elemental description of the second law of thermodynamics. We then develop kinetics, transport theory, and reciprocity from the linear thermodynamics of irreversible processes. Topics of focus include Onsager reciprocal relations, the Fokker-Planck equation, stability in the sense of Lyapunov, and time invariance symmetry. We explore phenomena that are of direct relevance to astrophysical and geophysical settings. No quantum mechanics is necessary as a prerequisite.

AMTH 667b, Advanced Computational Vision Steven Zucker

An advanced course in computational vision, with emphasis on object recognition, shape analysis, learning, and perceptual organization. A background in computer vision, biological vision, or equivalent is necessary. Prerequisite: CPSC 575b or equivalent, or permission of the instructor.

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Applied Physics

Becton Center, 203.432.9654

www.yale.edu/appliedphysics

M.S., M.Phil., Ph.D.

Chair

A. Douglas Stone

Director of Graduate Studies

Michel Devoret (413 BCT, michel.devoret@yale.edu)

Professors Charles Ahn, Sean Barrett, Hui Cao, Richard Chang (Emeritus), Michel Devoret, Paul Fleury, Steven Girvin, Leonid Glazman, Victor Henrich, Marshall Long, Tso-Ping Ma, Simon Mochrie, Daniel Prober, Nicholas Read, Mark Reed, Robert Schoelkopf, Ramamurti Shankar, Mitchell Smooke, A. Douglas Stone, John Tully, Robert Wheeler (Emeritus), Werner Wolf (Emeritus)

Associate Professors Eric Dufresne, Jack Harris, Sohrab Ismail-Beigi, Corey O’Hern, Hong Tang

Assistant Professors Liang Jiang, Peter Rakich

Fields of Study

Fields include areas of theoretical and experimental condensed-matter and materials physics, optical and laser physics, quantum engineering, and nanoscale science. Specific programs include surface and interface science, first principles electronic structure methods, photonic materials and devices, complex oxides, magnetic and superconducting artificially engineered systems, quantum computing and superconducting device research, quantum transport and nanotube physics, quantum optics, and random lasers.

Special Admissions Requirements

The prerequisites for work toward a Ph.D. degree in Applied Physics include a sound undergraduate training in physics and a good mathematical background. The GRE General Test is required, and the Subject Test in Physics is strongly recommended.

Integrated Graduate Program in Physical and Engineering Biology (IGPPEB)

The Yale IGPPEB program brings together faculty drawn mainly from five member areas (MB&B, MCDB, Physics, Applied Physics, and Engineering). All faculty involved recognize the importance of interdisciplinary research at the interface of the biological and physical sciences, and have recently developed interdisciplinary research collaborations among IGPPEB colleagues. Core courses for Applied Physics students in this Ph.D. program are listed below.

Special Requirements for the Ph.D. Degree

The student plans his/her course of study in consultation with faculty advisers (the student’s advisory committee). A minimum of twelve term courses is required. These courses must be full-credit graduate courses with clear technical, scientific, or mathematical focus. These twelve courses must include seven core courses. The first core course satisfies the math requirement, must be fulfilled in the first year, and is met by taking Mathematical Methods I (APHY 500a) or Mathematical Methods of Physics (PHYS 506a). The remaining six core courses are Solid State Physics I (APHY 548a) and II (APHY 549b), Quantum Mechanics I (PHYS 508a) and II (PHYS 608b), Electromagnetic Theory I (PHYS 502b), and Statistical Physics I (PHYS 512b). It is expected that most of these six core courses will be taken in the first year; no more than two may be taken in the second year. No more than two of the twelve courses can be Special Investigations, and at least two must be outside the area of the dissertation.

Students in the IGPPEB program must also take Methods and Logic in Interdisciplinary Research (ENAS 517a), Biological Physics (ENAS 541a), Biology Boot Camp (MB&B 520a1), Integrated Workshop (ENAS 991b), and Systems Modeling in Biology (MCDB 561b).

Well-prepared students may be able to place out of the seven required core courses after demonstrating equivalent training and competence by passing an exam in the relevant subject.

All students must complete the one-term course Responsible Conduct of Research (APHY 508b) in the first year of study.

Each term, the faculty review the overall performance of the student and report their findings to the director of graduate studies (DGS), who determines whether the student may continue toward the Ph.D. degree. By the end of the second term, it is expected that a faculty member has agreed to accept the student as a research assistant. By December 5 of the third year, an area examination must be passed and a written prospectus submitted before dissertation research is begun. These events result in the student’s admission to candidacy. Subsequently, the student will report orally each year to the full advisory committee on progress. When the research is nearing completion, but before the thesis writing has commenced, the full advisory committee will advise the student on the thesis plan. A final oral presentation of the dissertation research is required to be given during term time.

There is no foreign language requirement.

Teaching experience is regarded as an integral part of the graduate training program at Yale University, and all Applied Physics graduate students are required to serve as a Teaching Fellow for one term, typically during year two. Teaching duties normally involve assisting in laboratories or discussion sections and grading papers and are not expected to require more than ten hours per week. Students are not permitted to teach during the first year of study.

If a student was admitted to the program having earned a score of less than 26 on the Speaking Section of the Internet-based TOEFL, the student will be required to take an English as a Second Language (ESL) course each term at Yale until the Graduate School’s Oral English Proficiency standard has been met. This must be achieved by the end of the third year in order for the student to remain in good standing.

Honors Requirement

Students must meet the Graduate School’s Honors requirement in at least two term courses (excluding Special Investigations) by the end of the second term of full-time study. An extension of one term may be granted at the discretion of the DGS.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.S. (en route to the Ph.D.) To qualify for the M.S., the student must pass eight term courses; no more than two may be Special Investigations. An average grade of at least High Pass is required, with at least one grade of Honors.

Terminal Master’s Degree Program Students may also be admitted directly to a terminal master’s degree program. The requirements are the same as for the M.S. en route to the Ph.D., although there are no core course requirements for students in this program. This program is normally completed in one year, but a part-time program may be spread over as many as four years. Some courses are available in the evening, to suit the needs of students from local industry.

Program materials are available upon request to the Director of Graduate Studies, Department of Applied Physics, Yale University, PO Box 208267, New Haven CT 06520-8267; e-mail, applied.physics@yale.edu; Web site, www. yale.edu/appliedphysics.

Courses

The list of courses may be slightly modified by the time the term begins. Please check the Web site http://students.yale.edu/oci for the most up-to-date course listing.

APHY 500a/ENAS 500a, Mathematical Methods I

A beginning, graduate-level introduction to ordinary and partial differential equations, vector analysis, linear algebra, and complex functions. Laplace transform, series expansion, Fourier transform, and matrix methods are given particular attention. Applications to problems frequently encountered in engineering practice are stressed throughout. TTH 9–10:15

APHY 506aU, Basic Quantum Mechanics Robert Schoelkopf

Basic concepts and techniques of quantum mechanics essential for solid state physics and quantum electronics. Topics include the Schrödinger treatment of the harmonic oscillator, atoms and molecules and tunneling, matrix methods, and perturbation theory. TTH 2:30–3:45

APHY 508b/ENAS 508b, Responsible Conduct of Research

Required for first-year students. Presentation and discussion of topics and best practices relevant to responsible conduct of research including academic fraud and misconduct, conflict of interest and conflict of commitment, data acquisition and human subjects, use and care of animals, publication practices and responsible authorship, mentor/trainee responsibilities and peer review, and collaborative science.

APHY 548au and 549bU/ENAS 850au and 851bu/PHYS 548au and 549bu, Solid State Physics I and II Liang Jiang [F], Michel Devoret [Sp]

A two-term sequence covering the principles underlying the electrical, thermal, magnetic, and optical properties of solids, including crystal structures, phonons, energy bands, semiconductors, Fermi surfaces, magnetic resonance, phase transitions, and superconductivity. Fall: TTH 1–2:15; Spring: TTh 2:30–3:45

APHY 601b/PHYS 601b, Quantum Information and Computation Liang Jiang

Overview of foundations of quantum theory, quantum communication, quantum computation, quantum error correction, topological quantum computation, and physical implementations of quantum computation. MW 9–10:15

APHY 610b/PHYS 610b, Quantum Many-Body Theory Leonid Glazman

Second quantization, quantum statistical mechanics, Hartree-Fock approximation, linear response theory, random phase approximation, perturbation theory and Feynman diagrams, Landau theory of Fermi liquids, BCS theory, Hartree-Fock-Bogoliubov method. Applications to solids and finite-size systems such as quantum dots, nuclei, and nanoparticles. TTH 11:35–12:50

[APHY 633b/PHYS 633b, Introduction to Superconductivity]

APHY 634a/PHYS 634a, Mesoscopic Physics I Michel Devoret

Introduction to the physics of nanoscale solid state systems, which are large and disordered enough to be described in terms of simple macroscopic parameters like resistance, capacitance, and inductance, but small and cold enough that effects usually associated with microscopic particles, like quantum-mechanical coherence and/or charge quantization, dominate. Emphasis is placed on transport and noise phenomena in the normal and superconducting regimes. MW 9–10:15

[APHY 667b/PHYS 667b, Special Topics in Condensed Matter Physics: Quantum Hall Effect and Conformal Field Theory]

APHY 675a/PHYS 675a, Principles of Optics with Applications Hui Cao

Introduction to the principles of optics and electromagnetic wave phenomena with applications to microscopy, optical fibers, laser spectroscopy, nanophotonics, plasmonics, and metamaterials. Topics include propagation of light, reflection and refraction, guiding light, polarization, interference, diffraction, scattering, Fourier optics, and optical coherence. TTH 11:35–12:50

[APHY 677a/PHYS 677a, Noise, Dissipation, Amplification, and Information]

[APHY 679a/PHYS 679a, Nonlinear Optics and Lasers]

APHY 816a/PHYS 816a, Techniques of Microwave Measurements and RF Design  Robert Schoelkopf

An advanced course covering the concepts and techniques of radio-frequency design and their application in making microwave measurements. The course begins with a review of lumped element and transmission line circuits, network analysis, and design of passive elements, including filters and impedance transformers. We continue with a treatment of passive and active components such as couplers, circulators, amplifiers, and modulators. Finally, we employ this understanding for the design of microwave measurement systems and techniques for modulation and signal recovery, to analyze the performance of heterodyne/homodyne receivers and radiometers. TTH 10:30–11:20

APHY 993a, Topics in DFT and First Principle Methods Sohrab Ismail-Beigi

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Archaeological Studies

10 Sachem Street, 203.432.3670

www.yale.edu/archaeology

M.A.

Chair and Director of Graduate Studies

Richard Burger (Anthropology)

Professors Richard Burger (Anthropology), Edward Cooke, Jr. (History of Art), John Darnell (Near Eastern Languages & Civilizations; on leave [F]), Stephen Davis (Religious Studies), Eckart Frahm (Near Eastern Languages & Civilizations), Valerie Hansen (History), Andrew Hill (Anthropology), Diana Kleiner (Classics; History of Art), Roderick McIntosh (Anthropology), Mary Miller (History of Art), Eric Sargis (Anthropology), Ronald Smith (Geology & Geophysics), Anne Underhill (Anthropology), Harvey Weiss (Near Eastern Languages & Civilizations)

Associate Professors Milette Gaifman (History of Art; Classics), William Honeychurch (Anthropology), Colleen Manassa (Near Eastern Languages & Civilizations)

Assistant Professors Oswaldo Chinchilla (Anthropology), Andrew Johnston (Classics)

Lecturer Karen Foster (Near Eastern Languages & Civilizations)

The aims of the program are to give students the academic background needed for careers in museums, cultural resource management, and teaching in community colleges and secondary schools. It also provides the opportunity for teachers, curators, and administrators to refresh themselves on recent developments in archaeology. In addition, the program allows some of our students to strengthen their background in archaeology before applying to Ph.D. programs. The program is administered by Yale’s Council on Archaeological Studies, with faculty from the departments of Anthropology, Classics, Geology & Geophysics, History, History of Art, Near Eastern Languages & Civilizations, and Religious Studies.

Special Admissions Requirements

The GRE General Test; an archaeology background is recommended but not required.

Special Requirements for the M.A. Degree

Courses are drawn from the graduate programs of the participating departments and from those undergraduate courses that are also open to graduate students. Eight courses are required. Unless previously taken for credit, these will include the archeological laboratory overview; at least one additional laboratory course; a course related to archaeology in each of the following three groups: (1) Anthropology; (2) Classics, History, History of Art, Near Eastern Languages & Civilizations, or Religious Studies; (3) Ecology & Evolutionary Biology, Forestry & Environmental Studies, or Geology & Geophysics; and three electives. All students are required to participate in an approved summer field project. In addition, each student will write a master’s thesis. Degree candidates are required to pay a minimum of one year of full tuition. Full-time students can complete the course requirements in one academic year, and all students are expected to complete the program within a maximum period of three academic years.

For further information, visit the Archaeological Studies Web site, www.yale.edu/archaeology. Inquiries may be directed to Director of Graduate Studies, c/o Registrar, Archaeological Studies, Department of Anthropology, Yale University, PO Box 208277, New Haven CT 06520-8277, or via e-mail, archaeology@yale.edu.

Courses

ARCG 623bU/NELC 620bU/WGSS 622bU, Lives in Ancient Egypt Colleen Manassa

Introduction to the social history of ancient Egypt, from 3100 to 30 B.C.E., with particular focus on the lives of individuals attested in the textual and archaeological record, from pharaohs and queens to artists, soldiers, and farmers. Readings of primary sources in translation, and course projects integrating ancient objects in Yale collections. MW 11:35–12:50, 1 HTBA

ARCG 704a/CLSS 875a/HSAR 569a, Cleopatra: A Legend for All Time  Diana Kleiner

The life of a queen who became a celebrity and remains a legend serves as the starting point for an exploration of art and architecture produced in Egypt and Rome during the late Hellenistic period and early Roman Empire. Cleopatra was antiquity’s greatest female star and one of the most famous women who ever lived. While the full panorama of her life is forever lost, Cleopatra comes alive in surviving works of ancient art and other remains of what was once an opulent material culture. Every generation has its own Cleopatra, and the mythical Egyptian queen’s reinvention in later art, literature, and film is also considered. Qualified undergraduates who have taken Roman Art: Empire, Identity, and Society, Roman Architecture, or eClavdia: Women in Ancient Rome, may be admitted with permission of the instructor. T 1:30–3:20

ARCG 709b/CLSS 894b/HIST 509b/HSAR 556b, Modes of Exchange in Ancient Societies J.G. Manning, Milette Gaifman

In this interdisciplinary seminar we examine modes of exchange in ancient societies. How did individuals and groups exchange commodities, ideas, beliefs, images, and so on? What drove exchange and what effects did it have? What role did ancient ideologies regarding exchange play in different spheres of life (economic, legal, religious, cultural)? We aim to strike a balance between theorizing types of exchange (economic, belief systems, etc.) and their effects on one hand, and case studies of exchange in different ancient societies (e.g., Greece, Rome, Egypt, China) on the other. W 2:30–4:20

ARCG 710a/ANTH 710a, Archaeology of Settlements and Urbanism  Oswaldo Chinchilla

An introduction to the archaeological study of ancient settlements and landscapes. Topics include an overview of method and theory in settlement and landscape archaeology; field methods of reconnaissance, survey, and remote sensing; studies of households and communities; studies of ancient agricultural landscapes; regional patterns; roads and networks of communication; urbanism and ancient cities; and symbolic interpretations of ancient landscapes. TH 9:25–11:15

ARCG 717bU/ANTH 717bU, Maya Hieroglyphic Writing Oswaldo Chinchilla

An introduction to the study of ancient Maya hieroglyphic writing from southern Mexico and northern Central America. Topics include the principles of the Maya writing system, an overview of the Maya calendar, and a revision of the dynastic and religious contents of the inscriptions and codices, with comparisons with related writing systems in Mesoamerica and elsewhere in the ancient world. T 9:25–11:15

ARCG 719aU/ANTH 719aU, Ethnohistory and Archaeology Roderick McIntosh

Review of the major problems and methodologies associated with the use of ethnohistory by archaeologists. How do archaeologists construct a historical imagination? The course looks at a variety of sources: colonial and “visitor” documents, peoples’ written description of themselves, oral traditions, classic ethnographies, and art history. T 9:25–11:15

ARCG 746aU/NELC 567aU, Ancient Civilizations of Nubia Maria Gatto

This course provides an introduction to the socio-cultural history and archaeology of ancient Nubia, with special attention to interconnections with Egypt and Africa. For millennia Nubia has been the region where the Eurasian and sub-Saharan worlds met. Nubia produced the earliest states and some of the most spectacular material culture in Africa. In addition Nubia played a central role in shaping African cultural identity, a role often attributed to Egypt instead, and in shaping the origin of pharaonic civilization. The history of the region is approached from a Nubian perspective, mainly focused on analysis of the archaeological record. Parallels or divergences with the Sahara, West Africa, and the Near East are also considered. Opportunities to work with the extensive Nubian collection in the Peabody Museum. No previous knowledge or experience is assumed. WF 2:30–3:45

ARCG 750bU/ANTH 750bU, Analysis of Lithic Technology Oswaldo Chinchilla

This course is intended to provide an introduction to the analysis of the chipped and ground stone tools found on archaeological sites. As a laboratory course, it includes hands-on instruction: we learn how to manufacture chipped stone tools out of obsidian. We begin by reviewing the development of chipped and ground stone tool technology from the earliest simple pebble tools to historical period tools. We discuss the relevance of lithics research to issues of subsistence, craft specialization, and trade. We also discuss how these artifacts are recorded, analyzed, and drawn, and we review related studies such as sourcing and use-wear analysis. TH 9:25–11:15

ARCG 759b/ANTH 759b, Social Complexity in Ancient China Anne Underhill

This seminar explores the variety of archaeological methods and theoretical approaches that have been employed to investigate the development and nature of social complexity in ancient China. The session meetings focus on the later prehistoric and early historic periods, and several geographic regions are included. They also consider how developments in ancient China compare to other areas of the world. Most of the readings emphasize archaeological remains, although relevant information from early historical texts is considered. F 9:25–11:15

ARCG 762bU/EMD 548b/F&ES 726b/G&G 562bU, Observing Earth from Space  Ronald Smith

A practical introduction to satellite image analysis of Earth’s surface. Topics include the spectrum of electromagnetic radiation, satellite-borne radiometers, data transmission and storage, computer image analysis, the merging of satellite imagery with GIS and applications to weather and climate, oceanography, surficial geology, ecology and epidemiology, forestry, agriculture, archaeology, and watershed management.

[ARCG 763aU/ANTH 763aU/NELC 589aU, Archaeologies of Empire]

ARCG 773bu/ANTH 773bu/F&ES 793b/NELC 588bu, Abrupt Climate Change and Societal Collapse Harvey Weiss

Collapse documented in the archaeological and early historical records of the Old and New Worlds, including Mesopotamia, Mesoamerica, the Andes, and Europe. Analysis of politico-economic vulnerabilities, resiliencies, and adaptations in the face of abrupt climate change, anthropogenic environmental degradation, resource depletion, “barbarian” incursions, or class conflict. TH 1:30–3:20

ARCG 774aU/ANTH 774aU, Origins of Andean Civilizations Richard Burger

This seminar offers an overview of the diversity of early Andean complex societies and their transformations during the first two millennia B.C. Emphasis is on the most recent research and on explanatory models that have been used to explain the emergence of complexity in Prehispanic Peru. W 1:30–3:20

ARCG 780aU/ANTH 780aU, Archaeology of Religion Richard Burger

The course explores archaeological approaches to the study of religion. While the term “religion” is hard to define, it is generally agreed that religious phenomena occur in almost all cultures and that this realm played a significant part in most prehistoric cultures. In order to provide a broad vision of this theme, the course begins by considering influential schools of thought on the definition, origins, and social significance of religious behavior. The course then reviews a variety of methods that scholars may use to reconstruct ancient beliefs and rituals. The course assesses the applicability and success of these methodologies across the broad spectrum of ancient cultures representing differing degrees of sociopolitical complexity. Finally, we explore case studies from a diverse range of ancient societies and consider the impact of religious behaviors within their broader cultural contexts. TTH 1–2:15

ARCG 782bU/ANTH 782bU, Advanced Archaeological Theory Roderick McIntosh

Review of the intellectual history of archaeology with original readings of the central texts from the Enlightenment to the present. The course deals particularly with the tension between the use of science and mysticism/nationalism in the interpretation of prehistoric processes. W 7–8:50

ARCG 822b/ANTH 822b, Topics and Issues in Human Evolution Andrew Hill

Topics from the span of primate evolution are covered: the early primates, origin of modern-type primates, anthropoid origins, monkey and hominoid evolution. Readings and discussions focus on issues of taxonomy—judging morphological similarities and differences among fossils. Specific attention paid to traits paleontologists use to assign fossils to species and functional/behavioral significance of those traits. Lectures and lab use of fossils provide background on fossil evidence. Open to qualified undergraduates. W 1:30–3:20

ARCG 856au/ANTH 856au, Reconstructing Human Evolution: An Ecological Approach Andrew Hill

If human evolutionary change has been determined or affected by ecological factors, such as changes in climate, competition with other animals, and availability and kinds of food supply, then it is important to determine ecological and environmental information about the regions and time period in which human evolution has occurred. Examination of methods for obtaining data relevant to such information, and for evaluating the techniques and results of such other fields as geology, paleobotany, and paleozoology. Ethnographic, primatological, and other biological models of early human behavior. TH 1:30–3:20

ARCG 864bU/ANTH 864bU, Human Osteology Eric Sargis

A lecture and laboratory course focusing on the characteristics of the human skeleton and its use in studies of functional morphology, paleodemography, and paleopathology. Laboratories familiarize students with skeletal parts; lectures focus on the nature of bone tissue, its biomechanical modification, sexing, aging, and interpretation of lesions. TTH 2:30–3:45

ARCG 953a or b, Directed Research in Archaeology and Prehistory

By arrangement with faculty.

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Architecture

Rudolph Hall, 203.432.2288

www.architecture.yale.edu/drupal/programs/phd

M.Phil., Ph.D.

Dean

Robert A. M. Stern

Director of Doctoral Studies

Kurt Forster (316 Rudolph, 203.432.0692, kurt.forster@yale.edu)

Professors Michelle Addington, Mario Carpo, Peggy Deamer, Keller Easterling, Peter Eisenman, Kurt Forster, Dolores Hayden, Stanislaus von Moos, Alan Plattus, Robert A. M. Stern

Associate Professors Mark Foster Gage, Eeva-Liisa Pelkonen, Emmanuel Petit

Assistant Professors Alexander Felson, Kyoung Sun Moon, Elihu Rubin

Adjunct Faculty Thomas Beeby, Deborah Berke, Kent Bloomer, Turner Brooks, Alexander Garvin, Steven Harris, John Jacobson, Fred Koetter, Edward Mitchell, Joel Sanders

Fields of Study

The five-year doctoral program prepares candidates for careers in university teaching, cultural advocacy and administration, museum curatorship, and publishing. It aims chiefly, however, to educate teachers capable of effectively instructing future architects in the history of their own field and its manifold connections with the culture at large. The program forges a unique combination of professional knowledge with a historical and analytical grasp of key phases in the history of architecture, especially those that have a demonstrable share in the field’s current state and its critical issues.

The program secures sound training in historical study and historiography, imparting technical knowledge and awareness of intellectual trends that inform the reception and role of architecture around the world. The history of science and technology (as well as its reception in popular culture and the arts), the history of media, and an understanding of architectural practice are as important as the fine arts and literature.

Admission Requirements

Applicants must have appropriate academic credentials (a master’s degree or equivalent in Architecture, Engineering, Environmental Design, or, exceptionally, in a related field) and at least two years of work experience in an appropriate professional setting. The Graduate Record Examination (GRE) General Test taken no more than five years prior to application is required. All applicants whose native language is not English are required to take the Internet-based Test of English as a Foreign Language (TOEFL iBT), a test that includes a section on spoken English. The TOEFL requirement is waived only for applicants who will have received a baccalaureate degree, or its international equivalent, prior to matriculation at Yale, from a college or university where English is the primary language of instruction. In addition to meeting qualifying criteria, candidates are required as part of the application to submit a portfolio of their own architectural work, a writing sample in the form of a research paper or publication, and an explanation of their motivation for engaging in this course of study. Qualified applicants may be invited to interview with a member of the doctoral faculty.

The portfolio should be a well-edited representation of the applicant’s creative work. Portfolios may not contain videos. Anything submitted that is not entirely the applicant’s own work must be clearly identified as such.

The portfolio is submitted digitally as a single pdf document optimized not to exceed 20mb; it will need to be uploaded to the online application. Pages of the pdf portfolio should be uploaded as spreads. The digital portfolio will be viewed on computer screens, so resolution above 150 dpi is not necessary.

The Ph.D. program is administered by the Yale Graduate School of Arts and Sciences. To receive admissions information, please contact the Office of Admissions at the Graduate School of Arts and Sciences at 203.432.2771 or at graduate.admissions@yale.edu.

Special Requirements for the Ph.D. Degree

Entering students with sound professional preparation engage in a concerted course of study that leads directly to dissertation research and a doctoral degree.

All students must spend their first four terms in residence at Yale enrolled as full-time students in the School of Architecture. Students typically take ten graduate and Ph.D. seminars for credit, including a Ph.D. seminar taught in each of the first four terms by a member of the Ph.D. committee that introduces the student to various methodologies and areas of study. Some seminars encourage primary research on a narrow topic or focus on producing a collective body of work, such as an exhibition. Others offer a broader survey of historiographies or focus on the close reading of a body of texts. The fourth-term Ph.D. seminar consists of tutoring in preparation for the oral examinations. These four required seminars form the methodological core of the program.

Students are encouraged to take courses related to their specific areas of interest outside the School of Architecture. For example, a student working on Italian modernism would be encouraged to take a course in Italian history or literature. Typically, at least two of the six elective seminars would be in related fields. Students can also opt to do independent readings with individual faculty members on their specific areas of interest.

Not later than the end of their second year, students are also expected to demonstrate competence in at least one foreign language relevant to their field of study. Language competence is more than a formality and requires some acquaintance with the literature in the chosen language. Competency may be determined by a grade of B or better in a yearlong intermediate-level language course, or through examination.

Typically, the student’s field of interest is defined by the end of the second year, at which time the student is assigned an adviser by the director of doctoral studies. At the end of the second year, the student is assigned an additional two to three faculty members, who, along with the adviser, constitute his or her dissertation committee. One of these additional faculty members should be from outside the School of Architecture, with selection based on the student’s area of interest and in consultation with the Ph.D. adviser and the director of doctoral studies.

By the end of their second year, doctoral students normally complete all course requirements, the language requirement, and a research paper, after which doctoral students take three separate qualifying examinations on topics relevant to their Ph.D. research interests. Examiners question the candidate in the presence of the director of doctoral studies and one additional dissertation committee member.

During the third year, candidates present and defend a preliminary proposal for a dissertation topic, consisting of a topic statement, program of research and study, and annotated bibliography. By the end of the third year, students begin a period of dissertation research and writing. A student is asked to submit a draft of the dissertation six months before the final defense. After successful completion of the defense, students are given three months to complete the final submission.

Graduate Research Assistant and Teaching Fellow Experience

The program in Architecture considers teaching to be an important part of graduate training. Students in the Ph.D. program in Architecture, therefore, are expected to teach for four terms, normally in their third and fourth years. During these four terms, it is anticipated that a Ph.D. student teach in two history and theory survey courses in the student’s area of study at the School of Architecture or elsewhere in the University and teach in two design studios at the School of Architecture. Each teaching assignment shall be under the direct supervision of senior faculty.

Master’s Degree

M.Phil. The Master of Philosophy degree is awarded en route to the Ph.D. The minimum requirements for this degree are that a student has completed all requirements for the Ph.D., except the teaching fellow assignments and the dissertation.

Required Courses

ARCH 551a, Ph.D. Seminar I Kurt Forster

1 credit. (Required in, and limited to, Ph.D. first year, fall term.) This seminar centers on a thorough examination of fundamental ideas of historiography, centering on Rome and exploring aspects of geology, culture, mapping, site development, the establishment of institutions, and the construction of buildings across several millennia, as well as a study of literature on the urbs and its world impact.

ARCH 552b, Ph.D. Seminar II Kurt Forster

1 credit. (Required in, and limited to, Ph.D. first year, spring term.) This seminar centers on concepts of history and their application to architecture as a dimension of culture from Jacob Burckhardt to the present and a close reading of historiographic theories, including ethnography, modernity, and the emergence of the profession of architecture in the light of present-day critique.

ARCH 553a, Ph.D. Seminar III Mario Carpo

1 credit. (Required in, and limited to, Ph.D. second year, fall term.) This seminar assesses current theories on digital design and their history, and focuses on the rise and fall of the “Albertian paradigm.” It further assesses the role of print and printed images in the recording and transmission of architectural theory. Central is the continuity between some philosophical, scientific, and design arguments of postmodernity and today’s digital design theory.

ARCH 554b, Ph.D. Seminar IV Stanislaus von Moos

1 credit. (Required in, and limited to, Ph.D. second year, spring term.) Ph.D. tutoring in preparation for oral examinations.

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Astronomy

J. W. Gibbs Laboratories, 203.432.3000

www.astro.yale.edu

M.S., M.Phil., Ph.D.

Chair

Pieter van Dokkum

Director of Graduate Studies

Jeffrey Kenney (203.432.3013, jeff.kenney@yale.edu)

Professors Charles Bailyn, Charles Baltay (Physics), Sarbani Basu, Paolo Coppi, Pierre Demarque (Emeritus), Debra Fischer, Jeffrey Kenney, Richard Larson (Emeritus), Priyamvada Natarajan, Peter Parker (Physics), Sabatino Sofia (Emeritus), C. Megan Urry (Physics), William van Altena (Emeritus), Pieter van Dokkum, Robert Zinn

Associate Professors Héctor Arce, Marla Geha, Frank van den Bosch

Fields of Study

Fields include observational and theoretical galactic astronomy, solar and stellar astrophysics, astrometry, exoplanets, extragalactic astronomy, radio astronomy, high-energy astrophysics, and cosmology.

Special Admissions Requirements

Applicants are expected to have a strong undergraduate preparation in physics and mathematics. Although some formal training in astronomy is useful, it is by no means a prerequisite for admission. Applicants are required to take the General GRE as well as the subject test in Physics.

Special Requirements for the Ph.D. Degree

A typical program of study includes twelve courses taken during the first four terms, and must include the core courses listed below:

Computational Methods in Astrophysics and Geophysics (ASTR 520), Observational Astronomy (ASTR 555), Interstellar Matter and Star Formation (ASTR 560), either Stellar Populations (ASTR 510) or Stellar Astrophysics (ASTR 550), and either Galaxies (ASTR 530) or The Evolving Universe (ASTR 565).

Students require the permission of the instructor and the director of graduate studies (DGS) to skip a core class if they think that they have sufficient knowledge of the field. Students will be required to demonstrate their knowledge of the field before they are allowed to skip any core class.

Two of the twelve courses must be research credits, each earned by working in close collaboration with a faculty member. Of the two research credits, one must be earned doing a theoretical project and one doing an observational research project. The students need to present the results of the project as a written report and will be given an evaluation of their performance.

The choice of the five remaining courses depends on the candidate’s interest and background and must be decided in consultation with the DGS and/or the prospective thesis adviser. Advisers may require students to take particular classes and obtain a specified minimum grade in order for a student to work with them for their thesis. Students must take any additional course that their supervisors require even after their fourth term. In addition, all students, regardless of their term of study, have to attend Professional Seminar (ASTR 710) every term. The fall term of this course discusses ethics and responsible conduct in scientific research and fulfills the requirement stipulated by the National Science Foundation for all students and for all postdoctoral researchers funded by the NSF. Note that ASTR 710 may not be used to fulfill the twelve-course requirement.

Students are encouraged to take graduate courses in physics or related subjects. On an irregular basis, special topic courses and seminars are offered, which provide the opportunity to study some fields in greater depth than is possible in standard courses. To achieve both breadth and depth in their education, students are encouraged to take a few courses beyond their second year of study.

There is no foreign language requirement. A written comprehensive examination, normally taken at the end of the fourth term of graduate work, tests the student’s familiarity with the entire field of astronomy and related branches of physics and mathematics. Particular attention will be paid to the student’s performance in the field in which the student plans to do research. An oral examination, held a few weeks after the written examination, is based on the student’s chosen field of research. Satisfactory performance in these examinations, an acceptable record in course and research work, and an approved dissertation prospectus are required for admission to candidacy for the Ph.D. degree. The dissertation should present the results of an original and thorough investigation, worthy of publication. Most importantly, it should reflect the candidate’s capacity for independent research. An oral dissertation defense is required.

Teaching experience is an integral part of graduate education in astronomy. All students are required to serve as teaching fellows and complete a total of nine TF units. Both the level of teaching assignments and the scheduling of teaching are flexible and determined by the needs of the department. By the end of the third term, however, most students will have completed six TF units. The additional three TF units will normally be carried out after the fourth term of study.

Honors Requirement

Students must meet the Graduate School’s Honors requirement by the end of the fourth term of full-time study.

Master’s Degrees

M.Phil. Upon application, the department will recommend for the award of the M.Phil. degree any student who has completed all the requirements of the Ph.D. degree, except the Ph.D. dissertation. A written master’s thesis containing original astronomical research is also required. Students are not admitted for this degree.

M.S. (en route to the Ph.D.) Upon application, the department will recommend for the award of the M.S. degree any student who has taken at least nine courses (not including ASTR 710) and one research project (ASTR 580). The student should have a grade average of High Pass in the courses and a grade of High Pass or above in the research project.

Program materials are available upon request to the Director of Graduate Studies, Department of Astronomy, Yale University, PO Box 208101, New Haven CT 06520-8101.

Courses

ASTR 500a, The Physics of Astrophysics Sarbani Basu, Priyamvada Natarajan

Primarily for incoming students in the Ph.D. program in Astronomy. The basic physics and related mathematics needed to take the advanced graduate courses. Topics in mechanics, thermodynamics and statistical mechanics, fluid mechanics, special relativity, and electrodynamics with applications to astrophysical systems are covered. Open to undergraduates with permission of the instructor. TTH 10:30–11:20, 1 HTBA

ASTR 510bu, Stellar Populations Robert Zinn

The stellar population of our galaxy and the galaxies of the local group. The properties of stars and star clusters, stellar evolution, and the structure and evolution of our galaxy. MW 4–5:15

ASTR 518b, Stellar Dynamics Marla Geha

The dynamics and evolution of star clusters; structure and dynamics of our galaxy; theories of spiral structure; dynamical evolution of galaxies.

ASTR 525a, Advanced Statistical Methods for Astronomy Paolo Coppi

Statistical techniques for extracting the maximum signal from data. Non-Gaussian probability distributions, optimal noise reduction techniques, period-finding, and parameter estimation using Bayesian and Monte Carlo Markov chain methods. Experience with programming is required. Open to undergraduates with permission of the instructor. TTH 4–5:15

[ASTR 530au, Galaxies]

[ASTR 540bu/G&G 501bU, Radiative Processes in Astrophysics/Stellar Atmospheres]

[ASTR 550au, Stellar Astrophysics]

[ASTR 555au, Observational Astronomy]

[ASTR 560b, Interstellar Matter and Star Formation]

ASTR 565aU, The Evolving Universe Pieter van Dokkum

Overview of cosmic history from the formation of the first star to the present day, focusing on direct observations of the high-redshift universe.

[ASTR 570b/PHYS 570b, High-Energy Astrophysics]

ASTR 575b, Exoplanets Debra Fischer

In recent years hundreds of exoplanets have been discovered orbiting around other stars. The course reviews the physics of planetary orbits and current exoplanet detection techniques, recent progress in characterizing exoplanet interiors and atmospheres, and the implications of these findings for our understanding of planet formation and evolution. MW 9–10:15

ASTR 580a or b, Research

By arrangement with faculty.

[ASTR 585b, Radio Astronomy]

[ASTR 590bu, Solar Physics]

[ASTR 600bu/PHYS 600b, Cosmology]

[ASTR 610a, The Theory of Galaxy Formation]

ASTR 666b/AMTH 666b/G&G 666b, Statistical Thermodynamics for Astrophysics and Geophysics John Wettlaufer

Classical thermodynamics is derived from statistical thermodynamics. Using the multi­particle nature of physical systems, we derive ergodicity, the central limit theorem, and the elemental description of the second law of thermodynamics. We then develop kinetics, transport theory, and reciprocity from the linear thermodynamics of irreversible processes. Topics of focus include Onsager reciprocal relations, the Fokker-Planck equation, stability in the sense of Lyapunov, and time invariance symmetry. We explore phenomena that are of direct relevance to astrophysical and geophysical settings. No quantum mechanics is necessary as a prerequisite.

ASTR 710a and b, Professional Seminar

A weekly seminar covering science and professional issues in astronomy and ethics.

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Biomedical Engineering

Dunham Laboratory, 203.432.4250

M.S., M.Phil., Ph.D.

Chair

W. Mark Saltzman

Director of Graduate Studies

Richard Carson (richard.e.carson@yale.edu)

Professors Richard Carson, Todd Constable, James Duncan, Jay Humphrey, Fahmeed Hyder, Andre Levchenko, Laura Niklason, Douglas Rothman, W. Mark Saltzman, Fred Sigworth, Brian Smith, Paul Van Tassel, Steven Zucker (Computer Science)

Associate Professors Robin de Graaf, Tarek Fahmy, Themis Kyriakides, Evan Morris, Xenophon Papademetris, Lawrence Staib, Hemant Tagare

Assistant Professors Joerg Bewersdorf, Stuart Campbell, Michael Choma, Rong Fan, Anjelica Gonzalez, Chi Liu, Kathryn Miller-Jensen, Steven Tommasini, Corey Wilson

Fields of Study

Fields include the physics of image formation (MRI, optics, ultrasound, nuclear medicine, and X-ray), MRI, MRS, PET and modeling, digital image analysis and processing, computer vision, biological signals and sensors, biomechanics, physiology and human factors engineering, drug delivery, biotechnology, biophotonics, immune response to biomaterials, tissue engineering, and biomedical device systems biology and medicine.

For admissions and degree requirements, and for course listings, see Engineering & Applied Science.

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Cell Biology

C-207 Sterling Hall of Medicine, 203.737.5603

www.cellbiology.yale.edu

M.S., M.Phil., Ph.D.

Chair

James Rothman

Director of Graduate Studies

Carl Hashimoto (C-425c SHM, 203.737.2746, carl.hashimoto@yale.edu)

Professors Michael Caplan (Cellular & Molecular Physiology), Lynn Cooley (Genetics), Peter Cresswell (Immunobiology), Pietro De Camilli, Jorge Galán (Microbial Pathogenesis), Fred Gorelick, Carl Hashimoto, James Jamieson, Diane Krause (Laboratory Medicine), Thomas Lentz (Emeritus), Haifan Lin, Vincent Marchesi (Pathology), Mark Mooseker (Molecular, Cellular & Developmental Biology), Michael Nathanson (Internal Medicine/Digestive Diseases), Thomas Pollard (Molecular, Cellular & Developmental Biology), James Rothman, Martin Schwartz (Internal Medicine/Cardiology), Michael Simons (Internal Medicine/Cardiology), Elisabetta Ullu (Internal Medicine/Infectious Diseases), Sandra Wolin

Associate Professors Jonathan Bogan (Internal Medicine/Endocrinology), Christopher Burd, David Calderwood (Pharmacology), Eric Dufresne (Mechanical Engineering & Materials Science), Karin Reinisch, Derek Toomre, Tobias Walther

Assistant Professors David Baddeley, Joerg Bewersdorf, Topher Carroll, Daniel Colón-Ramos, Shawn Ferguson, Megan King, Chenxiang Lin, Patrick Lusk, Malaiyalam Mariappan, Thomas Melia, Peter Takizawa, Jie Yao, Yongli Zhang

Fields of Study

Fields include membrane traffic and protein sorting, organelle biogenesis, epithelial cell polarity, membrane function in the nervous system (synapse formation and function), neural circuit development, cell biology of protozoan parasites and of pathogen/host interactions, cell biology of the immune response, mRNA biogenesis and localization, RNA folding, non-coding RNAs, stem cells, the cytoskeleton, nuclear structure and dynamics, DNA nanostructures, cellular signaling and motility, cytokinesis. Approaches to these topics include biochemistry, biophysics, molecular biology, and crystallography; bacterial, yeast, Drosophila, C. elegans, and mouse genetics; immunocytochemistry and electron microscopy; live cell and super-resolution imaging.

Special Admissions Requirements

An undergraduate major in the biological sciences is recommended. GRE General Test is required; GRE Subject Test is recommended (in Biology or in Biochemistry, Cell and Molecular Biology).

To enter the Ph.D. program, students apply to an interest-based track, usually the Molecular Cell Biology, Genetics, and Development track, in the combined program in Biological and Biomedical Sciences (BBS), http://info.med.yale.edu/bbs.

Special Requirements for the Ph.D. Degree

Students are required to take at least five graduate-level courses. No specific curriculum of courses is required, but CBIO 602 (Molecular Cell Biology) is recommended for all students to attain a solid foundation in molecular cell biology. Also recommended is a seminar course, such as CBIO 603 (Seminar in Molecular Cell Biology), in which students can develop the skill for critical analysis of research papers. Students design their own curriculum of courses to meet individual interests and needs, in consultation with the director of graduate studies. During the first year, students participate in three laboratory rotations. In the second year, a committee of faculty members determines whether each student is qualified to continue in the Ph.D. program. There is an oral qualifying examination by the end of the third term. In order to be admitted to candidacy, students must have met the Graduate School Honors requirement, maintained a High Pass average in course work, passed the qualifying examination, submitted an approved prospectus, and received a positive evaluation of their laboratory work from the thesis committee. All students are required to present a talk at the departmental progress report series each year after passing the qualifying exam. The remaining degree requirements include completion of the dissertation project and the writing of the dissertation and its oral defense, the formal submission of copies of the written dissertation to the Graduate School, and the deposit of an additional copy with the department. Laboratory rotations and thesis research may be conducted outside of the department.

An important aspect of graduate training in cell biology is the acquisition of teaching skills through participation in courses appropriate for the student’s scientific interests. These opportunities can be drawn from a diverse menu of lecture, laboratory, and seminar courses given at the undergraduate, graduate, and medical school levels. Ph.D. students are required to participate in two terms (or the equivalent) of teaching. Students are not expected to teach during their first year.

In addition to all other requirements, students must successfully complete CBIO 901b, First-Year Introduction to Research—Ethics: Scientific Integrity in Biomedical Research, prior to the end of their first year of study.

M.D./Ph.D. Students

M.D./Ph.D. students are required to take a total of five graduate-level courses for a grade, including Molecules to Systems (CBIO 502), Molecular and Cellular Basis of Human Disease (CBIO 601), and a seminar course that involves the reading and class discussion of research papers. The two remaining courses can be in areas such as Genetics, Neuro­biology, Immunology, Microbiology, Pharmacology, and Physiology. Students must meet the Graduate School requirement of a grade of Honors in two courses, if necessary taking additional courses beyond the five required in the department to fulfill this requirement. Students must also maintain an average grade of High Pass in all courses. One term of teaching is required.

Master’s Degrees

M.Phil. Requirements for the M.Phil. degree are the same as for admission to candidacy (see above).

M.S. This degree is normally granted only to students who are withdrawing from the Ph.D. program. To be eligible for the degree, a student must have completed at least five graduate-level term courses at Yale, including CBIO 602a (Molecular Cell Biology) and a seminar course, with a grade of Pass and at least one grade of Honors or three of High Pass. In addition to these five courses, the student must have received a Satisfactory grade in the following five courses: CBIO 900a (First-Year Introduction to Research—Grant Writing and Scientific Communication), CBIO 901b (First-Year Introduction to Research—Ethics: Scientific Integrity in Biomedical Research), CBIO 911a (First Laboratory Rotation), CBIO 912b (Second Laboratory Rotation), and CBIO 913b (Third Laboratory Rotation).

Prospective applicants are encouraged to visit the BBS Web site (http://info.med.yale.edu/bbs), MCGD Track. Program materials are available upon request to the Director of Graduate Studies, Department of Cell Biology, Yale University, PO Box 208002, New Haven CT 06520-8002.

Courses

CBIO 502a/b, Molecules to Systems Peter Takizawa, Fred Gorelick, James Jamieson, Thomas Lentz, and faculty

This full-year course is designed to provide medical students with a current and comprehensive review of biologic structure and function at the cellular, tissue, and organ system levels. Areas covered in the first term include replication and transcription of the genome; regulation of the cell cycle and mitosis; protein biosynthesis and membrane targeting; cell motility and the cytoskeleton; signal transduction; nerve and muscle function. The second term covers cell and tissue organization of organ systems including respiratory, renal, gastrointestinal, endocrine, and reproductive systems. Clinical correlation sessions, which illustrate the contributions of cell biology to specific medical problems, are interspersed in the lecture schedule. Histophysiology laboratories provide practical experience with an understanding of exploring cell and tissue structure. The course is offered only to M.D. and M.D./Ph.D. students. It runs from September to mid-May and is equivalent to three graduate credits.

CBIO 601a/b, Molecular and Cellular Basis of Human Disease Fred Gorelick, James Jamieson, and faculty

The course emphasizes the connections between diseases and basic science using a lecture and seminar format. It is designed for students who are committed to a career in medical research, those who are considering such a career, or students who wish to explore scientific topics in depth. The first half of the course is organized in four- to five-week blocks that topically parallel CBIO 502a/b. Examples of blocks from past years include “Diseases of protein folding” and “Diseases of ion channels.” Each topic is introduced with a lecture given by the faculty. The lecture is followed by sessions in which students review relevant manuscripts under the supervision of a faculty mentor. The second half of the course focuses on the relationship of basic science to disease processes while emphasizing translational and clinical research. In addition, sessions are devoted to academic careers and cover subjects such as obtaining an academic position, promotions, and grant writing. The course is open to M.D. and M.D./Ph.D. students who are taking or have taken CBIO 502a/b. Student evaluations are based on attendance, participation in group discussions, formal presentations, and a written review of an NIH proposal. The course runs from September to mid-May and is equivalent to three graduate credits. M 4–5:30

CBIO 602a/MB&B 602a/MCDB 602a, Molecular Cell Biology Sandra Wolin, Michael Caplan, Craig Crews, Pietro De Camilli, Megan King, Thomas Melia, In-Hyun Park, Thomas Pollard, James Rothman, Martin Schwartz

A comprehensive introduction to the molecular and mechanistic aspects of cell biology for graduate students in all programs. Emphasizes fundamental issues of cellular organization, regulation, biogenesis, and function at the molecular level. MW 1:45–3

CBIO 603a/MCDB 603a, Seminar in Molecular Cell Biology Megan King, Michael Caplan, Craig Crews, Pietro De Camilli, Thomas Melia, Thomas Pollard, James Rothman, Martin Schwartz, Sandra Wolin

A graduate-level seminar course in modern cell biology. The class is devoted to the reading and critical evaluation of classical and current papers. The topics are coordinated with the CBIO 602a lecture schedule. Thus, concurrent enrollment in CBIO 602a is required. Th 9–11

CBIO 604b, Systems Cell Biology Carl Hashimoto, Daniel Colón-Ramos, and faculty

Introduction to the organization and function of cells within complex multicellular systems as encountered in the human body. Covers major tissues and organs as well as the cardiovascular, immune, and nervous systems, with special emphasis on the molecular and cellular bases of developmental processes and human diseases. Lectures supplemented by electronic-based tutorials on the histology of tissues and organs. T 9:30–10:30, Th 9:30–11

CBIO 606b, Advanced Topics in Cell Biology Patrick Lusk, Christopher Burd, Shawn Ferguson

This seminar course, which meets once weekly, covers advanced topics in cell biology. Each topic is spread over two or three sessions, which start with an introductory overview and are followed by a discussion of key papers led by an expert in the field. Special emphasis is given to application of state-of-the-art imaging techniques to topical areas covering a wide range of contemporary cell biology. T 4:15–6

CBIO 611b, Vascular Cell Biology Martin Schwartz and faculty

A lecture course that introduces the structure and organ-level physiology of the vascular system, then covers in greater depth the development, regulation, mechanics, and pathology of blood vessels. Focus on cellular and molecular mechanisms. W 1:30–2:30

CBIO 655a/GENE 655a, Stem Cells: Biology and Application In-Hyun Park, Haifan Lin, and faculty

This course is designed for first-year or second-year students to learn the fundamentals of stem cell biology and to gain familiarity with current research in the field. The course is presented in a lecture and discussion format based on primary literature. Topics include stem cell concepts, methodologies for stem cell research, embryonic stem cells, adult stem cells, cloning and stem cell reprogramming, and clinical applications of stem cell research. Prerequisites: undergraduate-level cell biology, molecular biology, and genetics. TH 1:30–3

CBIO 701b, Illuminating Cellular Function Derek Toomre, Joerg Bewersdorf, and faculty

Introduction to the principles and practical methods of live cell imaging. Covers principles of fluorescent microscopy (including genetically encoded probes and physiological indicators), image formation, image detection, and image analysis. Includes hands-on demonstrations of state-of-the-art instrumentation, such as video-rate confocal and multi-photon microscopes. WF 12:30–1:30

CBIO 900a/GENE 900a/MCDB 900a, First-Year Introduction to Research—Grant Writing and Scientific Communication Frank Slack and faculty

Grant writing, scientific communication, and laboratory rotation talks for Molecular Cell Biology, Genetics, and Development track students. M 4–5:30

CBIO 901b/GENE 901b/MCDB 901b, First-Year Introduction to Research—Ethics: Scientific Integrity in Biomedical Research Megan King

Ethics and laboratory rotation talks for Molecular Cell Biology, Genetics, and Development track students. TH 4–5:30

CBIO 903a or b, Reading Course in Cell Biology Carl Hashimoto

Independent study of specific topics in cell biology through directed reading of the literature under faculty supervision. Student may choose any topic and any Yale faculty subject to approval by the Cell Biology DGS. Open to Cell Biology students, and to students in other departments with approval from their respective DGS. Term paper required.

CBIO 911a/GENE 911a/MCDB 911a, First Laboratory Rotation Carl Hashimoto and faculty

First laboratory rotation for Molecular Cell Biology, Genetics, and Development track students.

CBIO 912b/GENE 912b/MCDB 912b, Second Laboratory Rotation Valerie Reinke and faculty

Second laboratory rotation for Molecular Cell Biology, Genetics, and Development track students.

CBIO 913b/GENE 913b/MCDB 913b, Third Laboratory Rotation Frank Slack and faculty

Third laboratory rotation for Molecular Cell Biology, Genetics, and Development track students.

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Cellular and Molecular Physiology

B147 Sterling Hall of Medicine, 203.785.4041

www.physiology.yale.edu

M.S., M.Phil., Ph.D.

Chair

Michael Caplan

Director of Graduate Studies
  • Emile Boulpaep (SHM B142, 203.785.4055, emile.boulpaep@yale.edu)

Professors Peter Aronson (Internal Medicine/Nephrology), Angelique Bordey (Neurosurgery), Emile Boulpaep, Thomas Brown (Psychology), Cecilia Canessa, Lloyd Cantley (Internal Medicine/Nephrology), Michael Caplan, Nancy Carrasco, Lawrence Cohen, Barbara Ehrlich (Pharmacology), Anne Eichmann (Internal Medicine/Cardiology), Biff Forbush III, John Geibel (Surgery), Leonard Kaczmarek (Pharmacology), George Lister (Pediatrics), Pramod Mistry (Pediatrics), Vincent Pieribone, Patricia Preisig (Internal Medicine/Nephrology), W. Mark Saltzman (Biomedical Engineering), Joseph Santos-Sacchi (Surgery/Otolaryngology), Gerald Shulman (Internal Medicine/Endocrinology), Fred Sigworth, Carolyn Slayman (Genetics), Clifford Slayman, Fred Wright (Internal Medicine/Nephrology), Lawrence Young (Internal Medicine/Cardiology), Z. Jimmy Zhou (Ophthalmology)

Associate Professors Nadia Ameen (Pediatrics), Jonathan Demb (Ophthalmology), Marie Egan (Pediatrics), Michael Nitabach, Susumu Tomita, David Zenisek

Assistant Professors Nii Addy (Psychiatry), Sviatoslav Bagriantsev, Stuart Campbell (Biomedical Engineering), Elena Gracheva, Erdem Karatekin, Richard Kibbey (Internal Medicine/Endocrinology), Satinder Singh, Jesse Rinehart, Xiaoyong Yang (Comparative Medicine)

Fields of Study

Fields of study range from cellular and molecular physiology to integrative medical biology. Areas of current interest include: ion channels, transporters and pumps, membrane biophysics, cellular and systems neurobiology, protein trafficking, epithelial transport, signal transduction pathways, cardiovascular biology, organ physiology, genetic models of human disease, pathophysiology, structural biology of membrane proteins, and physiological genomics.

Special Admissions Requirements

We welcome applications from students with backgrounds in the biological, chemical, and/or physical sciences. These include majors in biology, biochemistry, physiology, genetics, chemistry, physics, mathematics, engineering, computer science, and psychology. Courses in biology, biochemistry, organic and physical chemistry, and mathematics through elementary calculus are recommended. The GRE General Test is required. To enter the Ph.D. program, students will apply to the Molecular Medicine, Pharmacology, and Physiology track within the interdepartmental graduate program in the Biological and Biomedical Sciences.

Special Requirements for the Ph.D. Degree

Formal requirements for the Ph.D. degree include two or three terms of course work, a qualifying examination taken by the end of the second year, submission of a thesis prospectus, two terms of teaching, and completion and satisfactory defense of the thesis.

Students are expected to design a suitable program of courses in consultation with a faculty adviser. The director of graduate studies (DGS) will provide general oversight of the course selections. These courses will provide a coherent background for the expected area of thesis research and also satisfy the department’s subject and proficiency requirements. Students must satisfactorily pass at least six graduate-level courses, including C&MP 550a, 560b, and 630a. Also during the first two terms, each student should explore research projects by performing rotations in at least three laboratories to create an informed basis upon which to select a thesis project by the end of the first year. There is no foreign language requirement. The qualifying examination, which must be passed by the end of the student’s fourth term, will cover areas of physiology that complement the student’s major research interest.

An important dimension of graduate training in Cellular and Molecular Physiology is the acquisition of teaching skills through participation in courses appropriate for the student’s academic interests. Ph.D. students are expected to participate in two terms (or the equivalent) of teaching, at least at the level of Teaching Fellow 2. Students are not expected to teach during their first year.

In addition to all other requirements, students must successfully complete C&MP 650, Ethics, prior to the end of their first year of study.

After satisfying the departmental predissertation requirements, passing the qualifying examination, submitting a satisfactory thesis prospectus, and presenting a satisfactory report to the appropriate thesis advisory committee, students are admitted to candidacy. The completed dissertation must describe original research making a significant contribution to knowledge.

Honors Requirement

Students must meet the Graduate School’s Honors requirement by the end of the fourth term of full-time study.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Awarded to students who have fulfilled all the requirements for the Ph.D. except the prospectus, teaching requirement, and dissertation, normally at the end of the second year. Students are not admitted for this degree.

M.S. Awarded only to students who are not continuing for the Ph.D. degree but who have successfully completed one year of the doctoral program (i.e., passing of at least four graduate-level courses, including two Honors grades, and three successful laboratory rotations). Students are not admitted for this degree.

Program materials are available upon request to the Department Registrar, Department of Cellular and Molecular Physiology, Yale School of Medicine, PO Box 208026, New Haven CT 06520-8026.

Courses

C&MP 550au/ENAS 550au/MCDB 550au/PHAR 550a, Physiological Systems  Emile Boulpaep, W. Mark Saltzman

The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor. MWF 9:25–10:15

C&MP 560bu/ENAS 570bu/MCDB 560bu/PHAR 560b, Cellular and Molecular Physiology: Molecular Machines in Human Disease Emile Boulpaep, Fred Sigworth

The course focuses on understanding the processes that transfer molecules across membranes at the cellular, molecular, biophysical, and physiological levels. Students learn about the different classes of molecular machines that mediate membrane transport, generate electrical currents, or perform mechanical displacement. Emphasis is placed on the relationship between the molecular structures of membrane proteins and their individual functions. The interactions among transport proteins in determining the physiological behaviors of cells and tissues are also stressed. Molecular motors are introduced and their mechanical relationship to cell function is explored. Students read papers from the scientific literature that establish the connections between mutations in genes encoding membrane proteins and a wide variety of human genetic diseases. MWF 9:25–10:15

C&MP 570b/NBIO 570b, Sensory Physiology David Zenisek, Joseph Santos-Sacchi, Z. Jimmy Zhou

The course provides an overview of the mammalian special sensory systems, including molecular and cellular bases of vision, audition, taste, olfaction, and somatosensation. Faculty with focus in those areas lead presentations and discussions on peripheral and central mechanisms. Psychophysical aspects of sensation are introduced. TTh 2:30–3:45

C&MP 600, Medical Physiology Case Conferences Emile Boulpaep and staff

Two-term course taught in groups of ten to twelve students by the same group leader(s) throughout the year. Workshop format permits students to apply basic concepts of physiology to clinical syndromes and disease processes. Students are expected to participate actively in a weekly discussion of a clinical case that illustrates principles of human physiology and pathophysiology at the whole-body, system, organ, cellular, or molecular level. Prerequisites: C&MP 550a and permission of the instructor. Credit for full year only. Th 11–12:30

C&MP 610, Medical Research Scholars Program: Mentored Clinical Experience  Raymond Russell, Michael Caplan

The goals of the course are to introduce MRSP students to aspects of clinically important human diseases. Students explore each disease over three one-and-one-half-hour sessions led by a clinician-scientist who is an expert in the relevant organ system. Students explore two disease processes per term. The first of the three sessions is devoted to a discussion of the clinical presentation, natural history, pathology, epidemiology, treatment, and prognosis of the disease process. During this session students have the opportunity to view gross or microscopic specimens of diseased tissue in association with members of the Pathology faculty. Students are assigned readings in pathology, pathophysiology, and clinical texts to prepare for the first class session. The second session focuses on translational aspects of the disease process. Students read and present papers relevant to the molecular basis of the disease and cutting-edge approaches to its therapy. In the third session students meet with patients who have experienced the disease and/or visit and explore facilities associated with diagnosis and treatment of the disease process. Prior to the third session students receive guidance as to what they will observe and how to approach the experience; and at the end of the session, the group discusses its thoughts and impressions. Students are expected to prepare for sessions, to participate actively, and to be scrupulously respectful of patients and patient facilities.

C&MP 620b/NBIO 610b, Fundamentals in Neurophysiology Vincent Pieribone, Fred Sigworth

The course is designed for students who wish to gain a theoretical and practical knowledge of modern neurophysiology. Graduate students specializing in neurophysiology and non-neurophysiology are encouraged to attend, as the course begins at a very basic level and progresses to more complicated topics. Topics include properties of ion channels, firing properties of neurons, synaptic transmission, and neurophysiology methodology.

C&MP 630a/PATH 680a/PHAR 502a, Seminar in Molecular Medicine, Pharmacology, and Physiology Sven-Eric Jordt, Don Nguyen, Susumu Tomita

Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention).

C&MP 650/PATH 660/PHAR 580, Ethics Barbara Ehrlich, Michael Robek, Satinder Singh

Organized to foster discussion, the course is taught by faculty in the Pharmacology, Pathology, and Physiology departments and two or three senior graduate students. Each session is based on case studies from primary literature, reviews, and two texts: Francis Macrina’s Scientific Integrity and Kathy Barker’s At the Bench. Each week, students are required to submit a reaction paper discussing the reading assignment. Students take turns leading the class discussion; a final short paper on a hot topic in bioethics is required.

C&MP 710b/MB&B 710b4, Electron Cryo-Microscopy for Protein Structure Determination Fred Sigworth, Charles Sindelar

Understanding cellular function requires structural and biochemical studies at an ever-increasing level of complexity. The course is an introduction to the concepts and applications of high-resolution electron cryo-microscopy. This rapidly emerging new technique is the only method that allows biological macromolecules to be studied at all levels of resolution from cellular organization to near atomic detail. Counts as 0.5 credit. TTH 9–10:15

[C&MP 750b/NSCI 614b/PSYC 750b, Research Topics in the Neurobiology of Learning and Memory]

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Chemical & Environmental Engineering

Dunham Laboratory, 203.432.4250

M.S., M.Phil., Ph.D.

Chair

Paul Van Tassel

Director of Graduate Studies

Eric Altman (eric.altman@yale.edu)

Professors Eric Altman, Michelle Bell, Gaboury Benoit, Ruth Blake, Menachem Elimelech, Abbas Firoozabadi (Adjunct), Thomas Graedel, Gary Haller, Edward Kaplan, Yehia Khalil (Adjunct), Michael Loewenberg, Robert McGraw (Adjunct), Lisa Pfefferle, Joseph Pignatello (Adjunct), Daniel Rosner, James Saiers, W. Mark Saltzman, Udo Schwarz, T. Kyle Vanderlick, Paul Van Tassel, Kurt Zilm

Associate Professors Eric Dufresne, Tarek Fahmy, Chinedum Osuji, Jordan Peccia, Julie Zimmerman

Assistant Professors Drew Genter, Jaehong Kim, André Taylor, Corey Wilson

Fields of Study

Fields include nanomaterials, soft matter, interfacial phenomena, biomolecular engineering, energy, water, and sustainability.

For admissions and degree requirements, and for course listings, see Engineering & Applied Science.

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Chemistry

Sterling Chemistry Laboratory, 203.432.3913

www.chem.yale.edu

M.S., Ph.D.

Chair

Scott Miller (1 SCL, 203.432.3912, chemistry.chair@yale.edu)

Director of Graduate Studies

Charles Schmuttenmaer (chemistry.dgs@yale.edu)

Professors Sidney Altman (Molecular, Cellular & Developmental Biology), Victor Batista, Jerome Berson (Emeritus), Gary Brudvig, Robert Crabtree, Craig Crews (Molecular, Cellular & Developmental Biology), R. James Cross, Jr. (Emeritus), Donald Crothers (Emeritus), Jonathan Ellman, John Faller (Emeritus), Gary Haller (Engineering & Applied Science), Patrick Holland, Francesco Iachello (Physics), Mark Johnson, William Jorgensen, J. Patrick Loria, J. Michael McBride, Scott Miller, Peter Moore (Emeritus), Timothy Newhouse, Andrew Phillips, Anna Pyle (Molecular, Cellular & Developmental Biology), Lynne Regan (Molecular Biophysics & Biochemistry), James Rothman (Cell Biology), Martin Saunders, Alanna Schepartz, Charles Schmuttenmaer, Dieter Söll (Molecular Biophysics & Biochemistry), Thomas Steitz (Molecular Biophysics & Biochemistry), Scott Strobel (Molecular Biophysics & Biochemistry), John Tully, Patrick Vaccaro, Harry Wasserman (Emeritus), Kenneth Wiberg (Emeritus), Frederick Ziegler (Emeritus), Kurt Zilm

Associate Professors Seth Herzon, David Spiegel, Elsa Yan

Assistant Professors Richard Baxter, Jason Crawford, Nilay Hazari

Fields of Study

Fields include bio-inorganic chemistry, bio-organic chemistry, biophysical chemistry, chemical biology, chemical physics, inorganic chemistry, organic chemistry, physical chemistry, physical-inorganic chemistry, physical-organic chemistry, synthetic-organic chemistry, and theoretical chemistry.

Special Admissions Requirements

Applicants are expected to have completed or be completing a standard undergraduate chemistry major including a year of elementary organic chemistry, with laboratory, and a year of elementary physical chemistry. Other majors are acceptable if the above requirements are met. The GRE General Test is required. The GRE Subject Test is strongly recommended though not required. Students whose native language is not English are required to take the Test of English as a Foreign Language (TOEFL).

Special Requirements for the Ph.D. Degree

A foreign language is not required. Three term courses are required in each of the first two terms of residence, and participation in additional courses is encouraged in subsequent terms. Courses are chosen according to the student’s background and research area. To be admitted to candidacy a student must (1) receive at least two term grades of Honors, exclusive of those for research; (2) pass one oral examination (organic students) or two oral examinations (nonorganic students) by the end of the second year of study; and (3) submit a thesis prospectus no later than the end of the third year of study. Remaining degree requirements include completing a third-year formal proposal (inorganic students) and a fourth-year research proposal (organic and chemical biology students), a written thesis describing the research, and an oral defense of the thesis. The ability to communicate scientific knowledge to others outside the specialized area is crucial to any career in chemistry. Therefore, all students are required to teach a minimum of two terms at the level of Teaching Fellow 3 or higher. All students are required to take CHEM 590a, Ethical Conduct and Scientific Research, in the fall term of their first year of study.

Master’s Degree

M.S. (en route to the Ph.D.) A student must pass at least five graduate-level term courses in the Chemistry department exclusive of seminars and research. In addition, an overall average (exclusive of seminars and research) of High Pass must be maintained in all courses. One full year of residence is required.

Program materials are available upon request to the Director of Graduate Studies, Department of Chemistry, Yale University, PO Box 208107, New Haven CT 06520-8107.

Courses

CHEM 505a, Alternative Energy Charles Schmuttenmaer

Design principles for molecular components of alternative energy devices. Climate change and our alternative energy future. Light energy conversion, energy transfer, and charge separation in photosynthesis. Dioxygen evolution in photosystem II. Biofuels: bioethanol, biodiesel, hydrogenase. Interaction of light with semiconductors. Fast spectroscopy to probe interfacial electron transfer. Computational design and characterization. Solar cells for electricity, photo-catalysis, biomimetic water oxidation. Hydrogen economy. Team-taught. No final exam; paper instead. TTH 11:35–12:50

CHEM 518au, Advanced Organic Chemistry William Jorgensen

Concise overview of structure, properties, thermodynamics, kinetics, reactions, and intermolecular interactions for organic molecular systems. MW 11:35–12:50

[CHEM 519b, Advanced Organic Chemistry II]

CHEM 521au, Chemical Biology Alanna Schepartz

A one-term introduction to the origins and emerging frontiers of chemical biology. Discussion of the key molecular building blocks of biological systems and the history of macromolecular research in chemistry. TTh 9–10:15

[CHEM 522b, Chemical Biology II]

CHEM 523au, Synthetic Methods in Organic Chemistry Timothy Newhouse

A discussion of modern methods. Functional group manipulation, synthesis and functionalization of stereodefined double bonds, carbonyl addition chemistry, and synthetic designs. Normally taken only by students with a special interest in organic synthesis; for others, CHEM 518a is more appropriate. TTh 11:35–12:50

CHEM 524b, Advanced Synthetic Methods in Chemistry Andrew Phillips

Selected topics in organic synthesis. Strategies for the synthesis of complex, biologically active molecules, including retrosynthetic analysis. Considerable emphasis is placed on strategy-level reactions, asymmetric catalysis, and applications to targets. Reaction mechanisms are emphasized throughout the course. TTH 9–10:15

CHEM 525bu, Spectroscopic Methods of Structure Determination Martin Saunders

The background and use of spectroscopic methods emphasizing NMR in organic chemistry. The course includes the use of programs for simulating spin-spin coupling and rapid rearrangement reactions in NMR. All methods commonly used by organic chemists for determining molecular structures of species in solution, in the gas phase, and in solids are included. MWF 11:35–12:25

[CHEM 526bu, Computational Chemistry and Biochemistry]

CHEM 529b, Special Topics In Catalysis Scott Miller

This course provides a modern perspective on the field of catalysis, with a special emphasis on the synthesis of chiral compounds. Tops include catalysts bases on transition metal complexes, main group metal- or metalloid-based catalysts, catalysts based on small organic compounds, enzymes and catalytic antibodies, as well as other types of macromolecular catalysts. A consideration of transition-state theory is woven into the fabric of the course. TTH 11:35–12:50

CHEM 530bu, Statistical Methods and Thermodynamics Victor Batista

The fundamentals of statistical mechanics developed and used to elucidate gas phase and condensed phase behavior, as well as to establish a microscopic derivation of the postulates of thermodynamics. Topics include ensembles; Fermi, Bose, and Boltzmann statistics; density matrices; mean field theories; phase transitions; chemical reaction dynamics; time-correlation functions; Monte Carlo and molecular dynamics simulations. MWF 9:25–10:15

[CHEM 535a, Chemical Dynamics]

CHEM 540au, Molecules and Radiation I Kurt Zilm

An integrated treatment of quantum mechanics and modern spectroscopy. Basic wave and matrix mechanics, perturbation theory, angular momentum, group theory, time-dependent quantum mechanics, selection rules, coherent evolution in two-level systems, line shapes, and NMR spectroscopy. MWF 8:20–9:10

CHEM 542bu, Molecules and Radiation II Charles Schmuttenmaer

An extension of the material covered in CHEM 540a to atomic and molecular spectroscopy, including rotational, vibrational, and electronic spectroscopy, as well as an introduction to laser spectroscopy. MW 11:35–12:50

[CHEM 547b, Electron Paramagnetic Resonance]

CHEM 548b, Nuclear Magnetic Resonance in Liquids J. Patrick Loria

A theoretical treatment of solution NMR spectroscopy with emphasis on applications to proteins and biological macromolecules. This includes classical and quantum mechanical descriptions of NMR, product operator formalism, multidimensional NMR, phase cycling, gradient selection, relaxation phenomena, and protein resonance assignments. TTH 11:35–12:50

CHEM 550bu, Theoretical and Inorganic Chemistry Nilay Hazari

Elementary group theory, molecular orbitals, states arising from molecular orbitals containing several electrons, ligand field theory, and electronic structure of metal complexes. Introduction to physical methods used in the determination of molecular structure and the bonding of polyatomic molecules. TTH 9–10:15

CHEM 551a, Biophysics I Richard Baxter

A detailed discussion of several important experimental techniques used to study the properties of biological macromolecules, focusing on the application of Fourier methods and concepts to NMR spectroscopic, optical, and electron microscopy, image reconstruction, X-ray scattering/diffraction, and mass spectrometry. Emphasis on the physical chemistry that underlies both the execution of such experiments and the interpretation of the resulting data. TTH 9–10:15

CHEM 552au, Organometallic Chemistry Robert Crabtree

A survey of the organometallic chemistry of the transition elements and of homogeneous catalysis. TTh 9–10:15

CHEM 554b, Bio-Inorganic Chemistry Gary Brudvig

An advanced introduction to biological inorganic chemistry. Important topics in metalloprotein chemistry are illustrated. Objective is to define and understand function in terms of structure. Topics include catalysis with and without electron transfer, and carbon, oxygen, and nitrogen metabolism. TTH 9–10:15

[CHEM 555b, Inorganic Mechanisms]

CHEM 556b, Biochemical Rates and Mechanisms Richard Baxter

An advanced treatment of enzymology. Topics include transition state theory and derivation of steady-state and pre-steady-state rate equations. The role of entropy and enthalpy in accelerating chemical reactions is considered, along with modern methods for the study of enzyme chemistry. These topics are supplemented with in-depth analysis of the primary literature. TTH 9–10:15

CHEM 557au, Modern Coordination Chemistry Patrick Holland

The principles of modern inorganic chemistry. Main group and transition element chemistry: reactions, bonding, structure, and spectra. MW 9–10:15

CHEM 558b, Biophysics II: Biophysical Spectroscopy Elsa Yan

A discussion of application of spectroscopy to biomolecules. Topics include Raman, single-molecule, fluorescence, FTIR, optical ultrafast, NMR and EPR spectroscopies. Emphasis is placed on interpreting spectroscopic data to gain structural and dynamic information to answer biological questions at the molecular level. MWF 11:35–12:25

CHEM 560La, Advanced Physical Methods in Molecular Science I Patrick Vaccaro

A laboratory course introducing physical chemistry tools used in the experimental and theoretical investigation of large and small molecules. Modules include electronics, vacuum technology, optical spectroscopy and lasers, and computer programming. F 3–4

CHEM 561Lb, Advanced Physical Methods in Molecular Science II 

A laboratory course introducing physical chemistry tools used in the experimental and theoretical investigation of large and small molecules. Modules include machining materials, magnetic resonance, optical spectroscopy and lasers, and computational tools. F 3–4

CHEM 562L, Laboratory in Instrument Design and the Mechanical Arts Kurt Zilm, David Johnson

Familiarization with modern machine shop practices and techniques. Use of basic metalworking machinery and instruction in techniques of precision measurement and properties of commonly used metals, alloys, and plastics.

CHEM 564L, Advanced Mechanical Instrumentation Kurt Zilm, David Johnson

A course geared for both the arts and sciences that goes beyond the basic introductory shop courses, offering an in-depth foundation study utilizing hands-on instructional techniques that must be learned from experience. Prerequisite: CHEM 562L.

CHEM 565L, Introduction to Glass Blowing Patrick Vaccaro, Daryl Smith

The course provides a basic introduction to the fabrication of scientific apparatus from glass. Topics covered include laboratory setup, the fundamental skills and techniques of glass blowing, the operation of glass fabrication equipment, and requisite safety procedures.

CHEM 570au, Introductory Quantum Chemistry Victor Batista

The elements of quantum mechanics developed and illustrated with applications to chemical problems. Suitable for first-year graduate students in chemistry who have had some exposure to quantum mechanics as part of an undergraduate chemistry course. TTH 9–10:15

CHEM 572b, Advanced Quantum Mechanics John Tully

Topics in quantum mechanics that are essential for understanding modern chemistry, physics, and biophysics. Topics include the interaction of radiation with matter, and using quantized radiation fields, and may include time-dependent quantum theory, scattering, semiclassical methods, angular momentum, density matrices, and electronic structure methods. Prerequisite: CHEM 570a or the equivalent. TTH 9–10:15

CHEM 590a, Ethical Conduct and Scientific Research Jonathan Parr

A survey of ethical questions relevant to the conduct of research in the sciences with particular emphasis on chemistry. A variety of issues, including plagiarism, the falsification of data, and financial malfeasance, are discussed, using as examples recent cases of misconduct by scientists. Enrollment is restricted to graduate students in chemistry.

CHEM 600–670, Research Seminars

Presentation of a student’s research results to his/her adviser and fellow research group members. Extensive discussion and literature review are normally a part of the series.

CHEM 700, Laboratory Rotation for First-Year Biophysical and Chemical Biology Graduate Students Gary Brudvig, Craig Crews

CHEM 720, Current Topics in Organic Chemistry 

A seminar series based on invited speakers in the general area of organic chemistry.

CHEM 730, Molecular Science Seminar 

A seminar series based on invited speakers in the areas of physical, inorganic, and biological chemistry.

CHEM 990, Research 

Individual research for Ph.D. degree candidates in the Department of Chemistry, under the direct supervision of one or more faculty members.

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Classics

402 Phelps Hall, 203.432.0977

www.yale.edu/classics

M.A., M.Phil., Ph.D.

Chair

Kirk Freudenburg

Director of Graduate Studies

Egbert Bakker (404 Phelps, 203.432.0980)

Professors Egbert Bakker, Victor Bers, Kirk Freudenburg, Emily Greenwood (Classics; Renaissance Studies), Verity Harte (Classics; Philosophy), Diana Kleiner (Classics; History of Art), Christina Kraus (Classics; Renaissance Studies), J.G. Manning (Classics; History; on leave [F]), John Matthews (Classics; History; on leave [F]), William Metcalf (Adjunct; Curator of Coins & Medals, Art Gallery)

Associate Professors Milette Gaifman (Classics; History of Art), Irene Peirano (on leave)

Assistant Professors Joshua Billings (Humanities; Classics), Andrew Johnston, Pauline LeVen

Lecturers Alexander Loney (ACLS), Timothy Robinson, Barbara Shailor (Senior Research Scholar), Joseph Solodow

Affiliated Faculty and Secondary Appointments Harold Attridge (Divinity School), Adela Yarbro Collins (Divinity School), John J. Collins (Divinity School), Dimitri Gutas (Near Eastern Languages & Civilizations), John Hare (Divinity School), Bentley Layton (Religious Studies), Dale Martin (Religious Studies), Susan Matheson (Curator of Ancient Art, Art Gallery), Hindy Najman (Judaic Studies), David Quint (Comparative Literature), Kathryn Slanski (Humanities; Near Eastern Languages & Civilizations), George Syrimis (Hellenic Studies)

Fields of Study

The degree programs in Classics seek to provide an overall knowledge of Greek and Roman civilization, combined with specialized work in a number of fields or disciplines within the total area of classical antiquity.

Admission Requirements

A minimum of three years (four preferred) of college training in one of the classical languages and two years (three preferred) in the other.

Grading and Good Standing

In addition to the Graduate School’s requirement of Honors grades in at least one year course or two term courses, students must have a High Pass average in the remaining courses. Admission to candidacy for the Ph.D. is granted upon completion of all predissertation requirements not later than the end of the seventh term of study.

The faculty considers experience in the teaching of language and literature to be an important part of this program. Students in Classics typically teach in their third and fourth years of study.

Requirements for the Ph.D. Degree in Classical Philology

  • 1. Diagnostic sight translations in Greek and Latin (these are taken before the beginning of the first and third terms and are meant to assess the student’s proficiency and progress in both languages).
  • 2. A proseminar offering an introduction to the discipline of Classics and its various subdisciplines.
  • 3. Departmental reading examinations in French (or Italian) and German. The first (in either language) is to be passed by the end of the first year, the second by the end of the second year in residence.
  • 4. A minimum of fourteen term courses: (i) two yearlong survey courses in the history of Greek and Latin literature (four courses in total); (ii) at least four seminars, of which two have to be literary seminars in one language, and one in the other; (iii) one course in historical or comparative linguistics; (iv) one course in ancient history (either an 800-level seminar or a 600-level materials course), and one in classical art and archaeology; (v) of these fourteen courses, twelve must be taken in the first two years of study; the last two, which must be 800-level seminars, are to be taken in the third year, normally one in each term.
  • 5. Greek and Latin composition (this requirement may but need not be satisfied by courses taken under [4] above).
  • 6. Oral examinations in Greek and Latin literature, based on the syllabus covered by the survey courses, drawn from the Classical Philology Ph.D. reading list. These are to be taken closely following the surveys in the respective literatures, as follows: the first, at the end of the second term (May of the first year), the second at the end of the fourth term (May of the second year).
  • 7. Translation examinations in Greek and Latin, based on the Classical Philology Ph.D. reading list, by the beginning of the fifth term in residence.
  • 8. Special fields oral examinations will occur at the beginning of the sixth term, and consist of four areas of special concentration selected by the candidate in consultation with the DGS. One of the special fields should be related to the student’s chosen dissertation topic; the three other fields are in each of the two ancient languages/cultures; one historical topic, or a topic with historical potential, is advised. In addition to the oral exam, the student will be asked to write a short summary of the dissertation topic and submit this summary and a working dissertation title to the special fields examiners and to the dissertation adviser (who may or may not have worked on the project as a “special topic” with the student). The summary should discuss where the student’s work stands at the beginning of the term and how the student expects the research will progress over the course of the sixth term as he or she writes the formal dissertation prospectus.
  • 9. A dissertation prospectus by the end of the sixth term in residence.
  • 10. A dissertation. All students at the end of each term of dissertation research and writing will present their work in progress in a “chapter colloquium,” which will mimic the prospectus defense in format (i.e., a discussion with interested faculty of a presubmitted chunk of written work). If no chapter or written work is presentable at the time of the colloquium, the student would have to justify this.

Requirements for the Ph.D. Degree in Ancient History

  • 1. Diagnostic sight translations in Greek and Latin (these are taken before the beginning of the first and third terms and are meant to assess the student’s proficiency and progress in both languages).
  • 2. A proseminar offering an introduction to the discipline of Classics and its various subdisciplines.
  • 3. Departmental reading examinations in French (or Italian) and German. The first (in either language) is to be passed by the end of the first year, the second by the end of the second year in residence.
  • 4. A minimum of fourteen term courses: (i) one yearlong survey (two courses) in the history of Greek or Latin literature; (ii) one seminar in Greek or Latin literature; (iii) six courses in Greek and Roman history (three of these must be either seminars or materials courses, two in one language/culture, one in the other); (iv) two courses in another period of history; (v) of these fourteen courses, thirteen must be taken in the first two years of study; the remaining course must be taken in the third year, normally in the first term; this has to be an 800-level seminar.
  • 5. An oral examination in Greek or Latin literature, drawn from the Ancient History Ph.D. reading list, in May following the yearlong survey of the language in question and based on the syllabus covered by the survey course.
  • 6. A translation examination in the language (Greek or Latin) for which the survey course was followed, based on the Ancient History Ph.D. reading list, by the beginning of the fifth term in residence; the student will write an exam in the other language based on a reading list created in consultation with the DGS.
  • 7. Special fields oral examinations will occur at the beginning of the sixth term, and consist of four areas of special concentration selected by the candidate in consultation with the DGS. One of the special fields should be related to the student’s chosen dissertation topic; the three other fields are in each of the two ancient languages. In addition to the oral exam, the student will be asked to write a short summary of the dissertation topic and submit this summary and a working dissertation title to the special fields examiners and to the dissertation adviser (who may or may not have worked on the project as a “special topic” with the student). The summary should discuss where the student’s work stands at the beginning of the term and how the student expects the research will progress over the course of the sixth term as he or she writes the formal dissertation prospectus.
  • 8. A dissertation prospectus by the end of the sixth term in residence.
  • 9. A dissertation. All students at the end of each term of dissertation research and writing will present their work in progress in a “chapter colloquium,” which will mimic the prospectus defense in format (i.e., a discussion with interested faculty of a presubmitted chunk of written work). If no chapter or written work is presentable at the time of the colloquium, the student would have to justify this.

Requirements for the Ph.D. Degree in Classical Art and Archaeology

The program is designed to give a general knowledge of the development of art and architecture in the classical world from the Bronze Age to Late Antiquity, combined with a detailed study of one particular period and area; and an acquaintance with the contribution made by field archaeology. The program has a strong art historical component, and it is expected that each student will take advantage of available opportunities to visit the major sites and monuments.

  • 1. Diagnostic sight translations in Greek and Latin (these are taken before the beginning of the first and third terms and are meant to assess the student’s proficiency and progress in both languages).
  • 2. A proseminar offering an introduction to the discipline of Classics and its various subdisciplines.
  • 3. Departmental reading examinations in Italian (or French) and German. The first (in either language) is to be passed by the end of the first year, the second by the end of the second year in residence.
  • 4. A minimum of fourteen term courses: (i) a minimum of six courses should be in Greek and/or Roman art and/or archaeology (at least four must be seminars); (ii) a minimum of two courses should be in a related field of the history of art, for example Medieval or Renaissance; (iii) a minimum of two courses should be in Greek or Roman history, numismatics, or papyrology; (iv) students must demonstrate a competence in Greek and Latin, usually by passing at least one 400/700-level course in each language; (v) of the remaining four courses, at least two should be seminars in Greek or Latin literature.
  • 5. A written examination in classical art and archaeology, by the beginning of the sixth term. The examination consists of identifications of works of art and architecture, essays, and a twenty-four-hour research paper, followed by an oral exam in four areas of Greek and Roman art and architecture (time period, locale, genre, free choice), with specific topics within those categories agreed upon in advance by the candidate, adviser, and the DGS in Classics. Consideration is normally given to the probable dissertation topic and the way in which preparation for the orals might enhance the writing of the dissertation prospectus.
  • 6. A dissertation prospectus, normally by the end of the sixth term in residence.
  • 7. A dissertation. All students at the end of each term of dissertation research and writing will present their work in progress in a “chapter colloquium,” which will mimic the prospectus defense in format (i.e., a discussion with interested faculty of a presubmitted chunk of written work). If no chapter or written work is presentable at the time of the colloquium, the student would have to justify this.

Combined Programs

Classics and Comparative Literature

Admission requirements Prerequisites for admission through the Department of Classics: same as for Classical Philology. (For admission requirements in the Department of Comparative Literature, consult the DGS of that department.) After admission to the Department of Classics, qualified students may apply to be admitted to this combined program, normally during the first term of residence; the directors of graduate studies of both departments should be consulted before application to the combined program is made.

Requirements for the Ph.D. degree in Classics and Comparative Literature
  • 1. Diagnostic sight translations in Greek and Latin (these are taken before the beginning of the first and third terms and are meant to assess the student’s proficiency and progress in both languages).
  • 2. A proseminar offering an introduction to the discipline of classics and its various subdisciplines.
  • 3. A minimum of fourteen term courses: (i) at least seven in Classics; (ii) including two yearlong surveys (four courses) in the history of Greek and Latin literature; (iii) two 800-level seminars; (iv) at least six courses in Comparative Literature; (v) including the departmental proseminar; (vi) of these at least four courses should be on postclassical European literature; (vii) of these fourteen courses, twelve must be taken in the first two years of study; the last two, which must be Classics 800-level seminars, are to be taken in the third year, normally one in each term; (viii) the course work across the two programs should include at least two courses on literary theory or methodology, and at least one course each in poetry, narrative fiction, and drama.
  • 4. Literary proficiency in German and in one other modern language, to be demonstrated by the end of the second year in residence.
  • 5. Oral examinations in Greek and Latin literature, based on the syllabus covered by the survey courses, drawn from the Classical Philology Ph.D. reading list. These are to be taken closely following the surveys in the respective literatures, as follows: the first, at the end of the second term (May of the first year), the second at the end of the fourth term (May of the second year).
  • 6. Translation examinations in Greek and Latin, based on the Classical Philology Ph.D. reading list, by the beginning of the fifth term in residence.
  • 7. An oral examination in the Comparative Literature department on six topics appropriate to both disciplines, selected in consultation with the two directors of graduate studies, balancing a range of kinds of topics and including poetry, narrative fiction, and drama, and at least one significant cluster of postclassical texts, by the middle of the sixth term. One of the topics studied will be related to the student’s dissertation topic.
  • 8. A dissertation prospectus, by the end of the sixth term in residence. The prospectus must be approved by the DGS in each department (and by the Comparative Literature prospectus committee) by the end of the sixth term in residence. At least one dissertation director must come from the Comparative Literature core faculty.
  • 9. A dissertation. All students at the end of each term of dissertation research and writing will present their work in progress in a “chapter colloquium,” which will mimic the prospectus defense in format (i.e., a discussion with interested faculty of a presubmitted chunk of written work). If no chapter or written work is presentable at the time of the colloquium, the student would have to justify this.
Classics and Philosophy

The Classics and Philosophy Program is a combined program, offered by the Departments of Classics and Philosophy, for students wishing to pursue graduate study in ancient philosophy. Suitably qualified students may apply for entry to the program either through the Classics department for the Classics track, details of which are given below, or through the Philosophy department for the Philosophy track, details of which may be found at www.yale.edu/philos/grad_classics.html.

Applicants for the Classics track of the combined program must satisfy the general requirements for admission to the Classics graduate program, in addition to the requirements of the Classics track of the combined program. Applicants for the Philosophy track of the combined program must satisfy the general requirements for admission to the Philosophy graduate program, in addition to the requirements of the Philosophy track of the combined program.

The program is overseen by an interdepartmental committee currently consisting of Professor Verity Harte together with the DGS in Classics and the DGS in Philosophy.

Requirements of the Classics track of the Classics and Philosophy Program
  • 1. Diagnostic sight translations in Greek and Latin (these are taken before the beginning of the first and third terms and are meant to assess the student’s proficiency and progress in both languages).
  • 2. A proseminar offering an introduction to the discipline of Classics and its various subdisciplines.
  • 3. Departmental reading examinations in French (or Italian) and German. The first (in either language) is to be passed by the end of the first year, the second by the end of the second year in residence.
  • 4. A minimum of fourteen term courses, of which (i) at least four should be in ancient philosophy, including at least two involving original language work; (ii) of ten remaining courses, five should be in Classics, five in Philosophy, including (a) of five in Classics, either two terms of history of Greek literature or two terms of history of Latin literature are required, and two courses at 700/800-level in Greek or Latin; and (b) of five in Philosophy, one in history of philosophy other than ancient philosophy, three in nonhistorical philosophy. It is recommended that students without formal training in logic take a logic course appropriate to their philosophical background.
  • 5. Translation examinations in Greek and Latin, based on the Classics and Philosophy Ph.D. reading list for the Classics track of the program, by the beginning of the fifth term in residence.
  • 6. Oral examinations in Greek and Latin literature, based on the Classics and Philosophy Ph.D. reading list for the Classics track of the program, by the end of the fifth term in residence and consisting of one hourlong oral examination on nonphilosophical Greek and Latin works from the list (which may be taken in two parts, one half-hour exam on Greek and one half-hour exam on Latin) and one hourlong oral examination on philosophical Greek and Latin works from the list, to be completed by the end of the fifth term in residence. Students may choose to take the nonphilosophical Greek and/or Latin half-hour component of their oral examination in conjunction with taking the history of Greek or Latin literature, along with the Classical Philology cohort, in May of the year in which the corresponding history is taken.
  • 7. One of the two qualifying papers required for the Ph.D. in Philosophy by the end of the sixth term in residence; this paper should be on a philosophical topic other than ancient philosophy.
  • 8. Oral examinations/special fields in two areas of concentration selected by the candidate in consultation with the DGS in Classics and the program committee, one of which must be in ancient philosophy and which will in addition include a written component, while the other must cover a classical topic other than ancient philosophy, by the end of the sixth term in residence.
  • 9. A dissertation prospectus, by the end of the seventh term in residence.
  • 10. A dissertation. All students at the end of each term of dissertation research and writing will present their work in progress in a “chapter colloquium,” which will mimic the prospectus defense in format (i.e., a discussion with interested faculty of a presubmitted chunk of written work). If no chapter or written work is presentable at the time of the colloquium, the student would have to justify this.
Classics and Renaissance Studies

Admission requirements Same as for Classical Philology. Applications should be submitted directly to Classics with an indication that the student wishes to apply for the combined degree in Classics and Renaissance Studies.

Requirements for the Ph.D. degree in Classics and Renaissance Studies
  • 1. Diagnostic sight translations in Greek and Latin (these are taken before the beginning of the first and third terms and are meant to assess the student’s proficiency and progress in both languages).
  • 2. A proseminar offering an introduction to the discipline of Classics and its various subdisciplines.
  • 3. Sixteen term courses, divided equally between Classics and Renaissance Studies: (i) eight courses in Classics; (ii) including two yearlong surveys (four courses) of Greek and Latin literature; (iii) at least three seminars; (iv) eight courses in Renaissance Studies; (v) two terms of the Renaissance Studies Core Course; (vi) six additional term courses to be taken in at least two disciplines (such as literature, history, history of art, music, religious studies, etc.); one of these courses should meet the normal Classics requirements of a course in classical art or archaeology; (vii) of these sixteen courses, fourteen must be taken in the first two years of study; the last two, which must be Classics 800-level seminars, are to be taken in the third year, normally one in each term.
  • 4. Literary proficiency in Italian, as examined by Renaissance Studies, and in a second language, normally German or French.
  • 5. Oral examinations in Greek and Latin literature, based on the syllabus covered by the survey courses, drawn from the Classics and Renaissance Studies Ph.D. reading list. These are to be taken closely following the surveys in the respective literatures, as follows: the first, at the end of the second term (May of the first year), the second at the end of the fourth term (May of the second year).
  • 6. Translation examinations in Greek and Latin, based on the Classics and Renaissance Studies Ph.D. reading list, by the end of the fifth term in residence.
  • 7. Oral examinations on special fields appropriate to both disciplines, by the beginning of the sixth term. Seventy-five minutes on three or four topics in classical Greek and Latin literature; and forty-five minutes (three fifteen-minute questions) on Renaissance topics to be divided between at least two disciplines, i.e., literature, history, history of art, etc., selected in consultation with the directors of graduate studies in both disciplines. One of the fields studied will be related to the student’s dissertation topic. In addition to the oral exam, the student will be asked to write a short summary of his or her dissertation topic and submit this summary and a working dissertation title to the special fields examiners and to the dissertation adviser (who may or may not have worked on the project as a “special topic” with the student). The summary should discuss where the student’s work stands at the beginning of the term and how the student expects the research will progress over the course of the sixth term as he or she writes the formal dissertation prospectus.
  • 8. A dissertation prospectus, by the end of the sixth term in residence.
  • 9. A dissertation. All students at the end of each term of dissertation research and writing will present their work in progress in a “chapter colloquium,” which will mimic the prospectus defense in format (i.e., a discussion with interested faculty of a presubmitted chunk of written work). If no chapter or written work is presentable at the time of the colloquium, the student would have to justify this.

For information about the Ph.D. program in Graeco-Arabic Studies, please contact Professor Gutas, Department of Near Eastern Languages and Civilizations.

YISAP Graduate Qualification

The Yale Initiative for the Study of Antiquity and the Premodern world (YISAP) offers a graduate qualification. For further information, see YISAP, under Non-Degree-Granting Programs, Councils, and Research Institutes.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.A. The Department of Classics does not admit students for a terminal master’s degree, nor does it award an M.A. en route to the Ph.D. degree. If, however, a student admitted for the Ph.D. leaves the program prior to completion of the doctoral degree, he or she may be eligible to receive a terminal master’s degree upon completion of eight courses, ordinarily with a High Pass average in two successive terms.

Program materials are available upon request to the Director of Graduate Studies, Department of Classics, Yale University, PO Box 208266, New Haven CT 06520-8266.

Courses

GREK 722aU, Sophocles and Troy Alexander Loney

Close reading and critical study of Sophocles’ two Trojan War plays, Ajax and Philoctetes, as well as some fragments. Special consideration given to issues of diction, ethics, and intertextuality. The main focus of the course is Sophocles’ engagement with the mythic tradition of the Trojan War, especially as represented in the Homeric poems. The statement in the ancient vita of Sophocles that he “composes his plots in the footsteps of Homer” serves as a basic hypothesis of the course to be critically tested. The course also surveys the basic generic, biographical, and text-critical questions about the author and his seven preserved plays. MW 9–10:15

GREK 730bU, Aristophanes’ Acharnians and BirdsVictor Bers

Intensive reading and study of Aristophanes’ plays in their historical, social, and intellectual context. TTH 11:35–12:50

GREK 734aU, Thucydides Victor Bers

An intensive reading of selections from Thucydides’ History, interpreting the Greek text in relation to its historical and intellectual context. TTH 2:30–3:45

GREK 738bU/PHIL 513bU, Plato’s Republic, Book VIII Verity Harte

Reading and discussion of the Greek text of Plato’s Republic, Book VIII, focused on Plato’s psychological and political theory and the contrasts set out in the book between the philosophical ideal and various non-ideal conditions of city and person. TTH 1–2:15

GREK 743bU, Homer’s IliadEgbert Bakker

Reading of selected books of the Iliad, with attention to Homeric language and style, the Homeric view of heroes and gods, and the reception of Homer in antiquity. TTH 1–2:15

GREK 754bU, Greek Myth, Fiction, and Science Fiction Pauline LeVen

Relationships among ancient Greek myths, fiction, and speculative/science fiction, with attention to interpretive approaches and methodologies. Narrative modes of representing reality; distinguishing fiction from myth and science fiction; cultural uses of myth and fiction. Readings include works by Homer, Longus, Lucian, and Philostratus. MW 1–2:15

GREK 790aU, Greek Syntax and Stylistics Victor Bers

Stylistics analysis and extended prose composition in imitation of particular genres and “subgenres,” concentrating on classical Attic prose. Students enrolled in GREK 790a are normally required to attend and do the work in GREK 390a, a review of accidence and syntax, elementary composition, and stylistic analysis of Greek prose of the fifth and fourth centuries B.C., including a comparison of “prosaic” and “poetic” syntax. TTH 9–10:15, T 10:30–11:20

LATN 724aU/CPLT 594a, Latin Lyric Christina Kraus

Reading and analysis of selections from the canon of Latin lyric poetry, concentrating on Horace’s Odes, but including the lesser known Republican poet, Catullus. Emphasis on literary interpretation with some attention to secondary readings. MW 1–2:15

LATN 736bU, Cicero: Letters William Metcalf

An introduction to the correspondence of Cicero, with particular attention to its social and historical context. Cicero’s changing relationships with major political figures of the day, his proconsulship, and his reaction to the fall of the Roman republic. MW 2:30–3:45

LATN 738aU, Cicero’s Political Speeches Andrew Johnston

TTH 4–5:15

LATN 748bU, Latin Epigraphy Andrew Johnston

Introduction to the study of Latin prose and verse inscriptions on stone and bronze. Texts from Rome, Italy, and the provinces, ranging from the sixth century B.C.E. to the third century C.E. Emphasis both on the methodology of epigraphy and on close reading of the texts situated in their social, cultural, historical, and monumental contexts. MW 9–10:15

LATN 790bU, Latin Syntax and Stylistics Joseph Solodow

A systematic review of syntax and an introduction to Latin style. Selections from Latin prose authors are read and analyzed, and students compose short pieces of Latin prose. For students with some experience reading Latin literature who desire a better foundation in forms, syntax, idiom, and style. MW 11:35–12:50

CLSS 601b/MDVL 571b, Introduction to Latin Paleography Barbara Shailor

Latin paleography from the fourth century C.E. to ca. 1500. Topics include the history and development of national hands; the introduction and evolution of Caroline minuscule, pre-gothic, gothic, and humanist scripts (both cursive and book hands); the production, circulation, and transmission of texts (primarily Latin, with reference to Greek and Middle English); advances in the technical analysis and digital manipulation of manuscripts. Seminars are based on the examination of codices and fragments in the Beinecke Library; students select a manuscript for class presentation and final paper. Prerequisite: reading knowledge of Latin. M 3:30–5:20, 1 HTBA

CLSS 603aU/PHIL 600aU, Aristotle’s Physics, Book II Verity Harte

Reading and discussion of the Greek text of Aristotle’s Physics, Book II, which sets out Aristotle’s core conception of nature and is fundamental to his physical theory. W 3:30–5:20

CLSS 606aU/CPLT 593a, The Classics in Theory Joshua Billings

The elaboration of modern critical theory in relation to Greek tragedy, Platonic philosophy, and other classical texts. Processes of appropriation that render classical texts meaningful for modern philosophy. Questions of desire, language, politics, and death. Readings include works by Nietzsche, Freud, Heidegger, Lacan, Derrida, and Irigaray. T 2:30–4:20

CLSS 630aU, Greek and Latin Literature through a Medical Lens Ann Hanson

Examination of concepts current in the medical writers of Greece and Rome that also receive attention from writers of epic, history, drama, oratory, etc. W 2:30–4:20

CLSS 644aU/HIST 519aU, Documents of Roman History William Metcalf

An introduction to principal documents, preserved primarily on stone or in metal, that bear on Roman history from the fifth century B.C. to the fourth century A.D. Selected documents are either themselves important (e.g., the Twelve Tables) or are paradigmatic for occurrences that are extensive in time and place (e.g., imperial rescripts, city and colonial charters). Documents are in Latin or Greek and are accompanied by English translations. M 1:30–3:20

CLSS 801b/PHIL 618bU, Platonic and Aristotelian Philosophical Psychology  Verity Harte

Central topics in philosophical psychology in the work of Plato and Aristotle, including the nature of specific psychological faculties and activities, such as perception, memory, desire, imagination, emotion, and reasoning. W 3:30–5:20

CLSS 812a, Elegy and Symposium Egbert Bakker

Study of archaic elegiac poetry in its sympotic and cultural context. Reading of the extant fragments of Solon and Theognis in particular, with close attention to the poetics and politics of the sympotic contexts in which the poetry was sung and disseminated. The seminar pays close attention to questions of authorship, competition, and performance. TH 3:30–5:20

CLSS 818b, Law, Politics, and Rhetoric in Athenian Courts and Assemblies  Victor Bers

Mechanisms of persuasion in the city’s forensic and symbouleutic bodies. TH 2:30–4:20

CLSS 857b/CPLT 591b, Vergil’s AeneidChristina Kraus, David Quint

A close reading of selected books of the epic, concentrating on Vergilian poetics. Particular themes include intertextuality; figures of speech and thought; narrative structure and meaning; repetition; ekphrasis and simile; the relationship between poetics and politics. Weekly readings include key secondary material that has shaped the interpretation of the poem. Students should read the whole poem in Latin before the seminar begins. T 3:30–5:20

CLSS 875a/ARCG 704a/HSAR 569a, Cleopatra: A Legend for All Time  Diana Kleiner

The life of a queen who became a celebrity and remains a legend serves as the starting point for an exploration of art and architecture produced in Egypt and Rome during the late Hellenistic period and early Roman Empire. Cleopatra was antiquity’s greatest female star and one of the most famous women who ever lived. While the full panorama of her life is forever lost, Cleopatra comes alive in surviving works of ancient art and other remains of what was once an opulent material culture. Every generation has its own Cleopatra, and the mythical Egyptian queen’s reinvention in later art, literature, and film is also considered. Qualified undergraduates who have taken Roman Art: Empire, Identity, and Society, Roman Architecture, or eClavdia: Women in Ancient Rome, may be admitted with permission of the instructor. T 1:30–3:20

CLSS 881a, Proseminar Egbert Bakker

An introduction to the bibliography and disciplines of classical scholarship. Faculty address larger questions of method and theory, as well as specialized subdisciplines such as linguistics, papyrology, epigraphy, paleography, and numismatics. Required of all entering graduate students. TTH 11:35–12:50

CLSS 894b/ARCG 709b/HIST 509b/HSAR 556b, Modes of Exchange in Ancient Societies J.G. Manning, Milette Gaifman

In this interdisciplinary seminar we examine modes of exchange in ancient societies. How did individuals and groups exchange commodities, ideas, beliefs, images, and so on? What drove exchange and what effects did it have? What role did ancient ideologies regarding exchange play in different spheres of life (economic, legal, religious, cultural)? We aim to strike a balance between theorizing types of exchange (economic, belief systems, etc.) and their effects on one hand, and case studies of exchange in different ancient societies (e.g., Greece, Rome, Egypt, China) on the other. W 2:30–4:20

CLSS 898a, Graduate Latin Survey I Kirk Freudenburg

A survey of Latin literature from the earliest texts to the sixth century C.E., with the main focus on the period from the second century B.C.E. to the second century C.E. Diachronic, synchronic, generic, and topical models of organization. Prepares for the comprehensive examinations in Classics for those majoring in both literatures or concentrating on Latin. Prerequisite: at least two term courses in Latin numbered in the 400s. MW 11:35–12:50

CLSS 899b, Graduate Latin Survey II Christina Kraus

For description, see CLSS 898a. TTH 11:35–12:50

CLSS 900a/b, Directed Reading

By arrangement with faculty.

CLSS 910a/b, Directed Reading

By arrangement with faculty.

Return to Top

Comparative Literature

451 College Street, Rm. 202, 203.432.2760

www.yale.edu/complit

M.A., M.Phil., Ph.D.

Chair

David Quint

Director of Graduate Studies

Martin Hägglund

Professors Dudley Andrew, Katerina Clark, Roberto González Echevarría, Hannan Hever, Carol Jacobs, Rainer Nägele, David Quint, Katie Trumpener

Associate Professors Moira Fradinger, Martin Hägglund

Assistant Professors David Gabriel, Ayesha Ramachandran

Lecturers Peter Cole, Stefan Esposito, Jan Hagens, Barbara Harshav

Emeritus Peter Brooks, Peter Demetz, Shoshana Feldman, Benjamin Harshav, Geoffrey Hartman, Michael Holquist

Affiliated Faculty Rolena Adorno (Spanish & Portuguese), R. Howard Bloch (French), Rüdiger Campe (German), Francesco Casetti (Film Studies), Kang-I Sun Chang (East Asian Languages & Literatures), Michael Denning (American Studies), Wai Chee Dimock (English), Paul Fry (English), Beatrice Gruendler (Near Eastern Languages & Civilizations), Karsten Harries (Philosophy), Pericles Lewis (Yale-NUS College), Tinu Lu (East Asian Languages & Literatures), John MacKay (Slavic Languages & Literatures), Giuseppe Mazzotta (Italian), Christopher L. Miller (French), Joseph Roach (English), Maurice Samuels (French), Henry Sussman (Visiting, German), Christopher Wood (History of Art), Ruth Yeazell (English)

Fields of Study

The Department of Comparative Literature introduces students to the study and understanding of literature beyond linguistic or national boundaries; the theory, interpretation, and criticism of literature; and its interactions with adjacent fields like visual and material culture, linguistics, film, psychology, law, and philosophy. The comparative perspective invites the exploration of such transnational phenomena as literary or cultural periods and trends (Renaissance, Romanticism, Modernism, postcolonialism) or genres and modes of discourse. Students may specialize in any cultures or languages, to the extent that they are sufficiently covered at Yale. The Ph.D. degree qualifies the candidate to teach comparative literature as well as the national literature(s) of her or his specialization.

Special Admissions Requirements

Applicants must hold a B.A. or equivalent degree and should normally have majored in comparative literature, English, a classical or foreign literature, or in an interdepartmental major that includes literature. They must be ready to take advanced courses in two foreign literatures in addition to English upon admission. The GRE General Test is required. A ten- to twenty-page writing sample, written in English, should be submitted with the application.

Special Requirements for the Ph.D. Degree

Students must successfully complete fourteen term courses, including the departmental proseminar and at least six further courses listed under the departmental heading. The student’s overall schedule must fulfill the following requirements: (1) at least one course in medieval or classical European literature, philology, or linguistics (or their equivalents in other cultures); one course in the Renaissance or Baroque (or equivalents); and one course in the modern period; (2) three courses in literary theory or methodology; (3) at least one course each in poetry, narrative fiction, and drama; (4) course work that deals with texts from three literatures, one of which may be English or American; and (5) a substantive focus on one or two national or language-based literatures. Any course may be counted for several requirements simultaneously.

Languages Literary proficiency in four languages (including English, at least one other modern language, and one classical or ancient language, such as Latin, Greek, Biblical Hebrew, Classical Arabic, Classical Chinese, Provençal). The fulfillment of this requirement will be demonstrated by a written exam consisting of a translation of a literary or critical text, to be held by the end of the sixth term; or by an equivalent level in the student’s course work.

Orals An oral examination to be taken in the third year of studies, demonstrating both the breadth and specialization as well as the comparative scope of the student’s acquired knowledge. The examination consists of six topics that include texts from at least three national literatures and several historical periods (at least one modern and one before the Renaissance). The texts discussed should also include representatives of the three traditional literary genres (poetry, drama, narrative fiction).

Ph.D. dissertation Supervised by a dissertation director (or directors)—at least one from the core departmental faculty—and approved by the departmental faculty at large, the dissertation completes the degree. Its initial step is a dissertation prospectus, to be submitted and approved by the dissertation director and a standing faculty committee no later than halfway through the seventh term of study. Admission to candidacy for the Ph.D. is granted after six terms of residence and the completion of all requirements (courses, languages, orals, prospectus) except the dissertation.

Teaching Training in teaching, through teaching fellowships, is an important part of every student’s program. Normally students will teach in their third and fourth years.

Combined Ph.D. Programs

Comparative Literature and Classics

Course work Students concentrating in Comparative Literature and Classics are required to complete fourteen graduate term courses (plus the Classics proseminar). In Classics, at least seven courses, including the Classics proseminar and four courses (two yearlong sequences) in the history of Greek and Latin literature (usually taken in successive years, each to be followed by the respective oral in that field) and two 800-level Classics seminars (generally taken in each term of the third year). In Comparative Literature, the departmental proseminar and at least five further Comparative Literature courses, including at least four courses in postclassical European literature. The course work across the two programs should also include at least two courses in literary theory or methodology, and at least one course each in poetry, narrative fiction, and drama. At least two courses, excluding directed readings, need to receive the grade of Honors. At least thirteen of the fifteen required courses are to be taken in the first two years; the last two, which must be Classics 800-level seminars, are to be taken in the third year, normally one in each term.

Languages To assess each student’s proficiency and progress in both key languages, two sight translation examinations each in Greek and Latin (taken before the beginning of the first and third terms). During the first two years, literary proficiency, demonstrated in course work, in Greek, Latin, and English, as well as reading proficiency in German and one other modern language (usually French).

Orals Classics: Oral examinations in Greek and Latin literature, based on the Classics Ph.D. reading list. These are to be taken closely following the surveys in the respective literatures, as follows: the first, at the end of the second term (May of the first year), the second at the end of the fourth term (May of the second year). By the end of the fifth term, translation examinations in Greek and Latin literature, based on the Classics Ph.D. reading list. Comparative Literature: oral examination (six topics appropriate to both disciplines, balancing a range of kinds of topics and including poetry, narrative fiction, and drama, and at least one significant cluster of postclassical texts), to be taken by the middle of the sixth term. Lists will be worked out with individual examiners, primarily under the guidance of the Comparative Literature DGS, but also with the approval of the Classics DGS. One of the topics studied will be relevant to the student’s planned dissertation topic.

Prospectus and dissertation The prospectus must be approved by the DGS in each department (and by the Comparative Literature prospectus committee) by the end of the sixth term in residence. At least one dissertation director must come from the Comparative Literature core faculty. At the end of each term, each dissertation student will presubmit, then discuss their work in progress in a Classics “chapter colloquium” discussion with interested faculty.

Comparative Literature and Film Studies

Applicants to the combined program must indicate on their application that they are applying both to the program in Film Studies and to Comparative Literature. All documentation within the application should include this information.

Course work Students in the combined program are required to complete fifteen graduate term courses. In Comparative Literature, the proseminar and at least five further courses, including at least one course in literary theory or methodology beyond the proseminar; at least one course each in poetry, narrative fiction, and drama; two courses before 1900, including at least one before 1800; a wide range of courses with a focus on one or two national or language-based literatures; and at least two courses with the grade of Honors. In Film Studies, two core seminars (FILM 601 and FILM 603) and four additional seminars.

Languages At least two languages (besides English) with excellent reading ability (normally one of these languages is French).

Orals Students must pass the Film Studies oral examination. They must also pass the six-field Comparative Literature oral examination, with at least one examiner from the core Comparative Literature faculty; at least three fields involving literary topics, and readings including poetry, fiction, and drama; the other topics may be on film or film-related subjects; some lists may combine film and literature.

Prospectus and dissertation At least one dissertation director must be from Comparative Literature and at least one from Film Studies (in some cases, a single adviser may fulfill both roles). The prospectus must be approved by the Comparative Literature subcommittee and ratified by the Film Studies faculty. The dissertation must pass a presubmission Public Defense of Work (with at least one examiner from the graduate Film Studies committee, and at least one member from Comparative Literature).

Comparative Literature and Renaissance Studies

Course work Students are required to complete sixteen graduate term courses, at least seven of these (including the Comparative Literature proseminar) in the Department of Comparative Literature. Students must take at least ten courses in the field of Renaissance Studies (offered in several departments), including two terms of the Renaissance Studies core seminar and three courses in two disciplines other than literature (such as history, history of art, or religious studies). At least three of a student’s overall list of courses must be in literary theory, criticism, or methodology; at least one course each in poetry, narrative fiction, and drama; and at least one course each in ancient or medieval literature and Enlightenment or modern literature. At least two courses must be completed with the grade of Honors. In general, students should take a wide range of courses with a focus on one or two national or language-based literatures.

Languages Latin and Italian, as set by Renaissance Studies—one hour of Renaissance Latin prose; one hour of sixteenth-century Italian prose, one of modern Italian scholarship—and two additional languages, at least one of them European.

Orals The joint oral examination will consist of seven twenty-minute questions (two topics in Renaissance literature from a comparative perspective; three on non-Renaissance literature, including at least one theoretical or critical question; and two questions on Renaissance topics in nonliterary disciplines). Orals should be completed no later than the end of the sixth term.

Prospectus and dissertation The prospectus should be completed in September of the fourth year. Procedures regarding the dissertation will follow departmental practice, although the final readers will normally include at least one member of the Renaissance Studies Executive Committee.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Additionally, students in Comparative Literature are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may receive the M.A. upon completion of ten courses with at least two grades of Honors and a maximum of three grades of Pass, and the demonstration of proficiency in two of the languages, ancient or modern, through course work or departmental examinations. No student is admitted to a terminal M.A.

Program materials are available upon request to the Director of Graduate Studies, Department of Comparative Literature, Yale University, PO Box 208299, New Haven CT 06520-8299, or stacey.hampton@yale.edu.

Courses

CPLT 501b/RNST 500b, Introduction to Renaissance Studies Bruce Gordon, Lawrence Manley

An introduction to the major texts, issues, and methods in the interdisciplinary study of the Renaissance, with an emphasis on northern Europe. W 10:30–12:20

CPLT 511bU, Introduction to Theory of Literature Paul Fry

An examination of concepts and assumptions in contemporary views of literature. Theories of meaning, interpretation, and representation. Critical analysis of formalist, psychoanalytic, structuralist, poststructuralist, Marxist, and feminist approaches to theory and to literature. TTH 11:35–12:25

[CPLT 515a, Proseminar in Comparative Literature]

CPLT 518b, Derrida: Writing, Ethics, and Literature Martin Hägglund

This course examines Jacques Derrida as a thinker of time in relation to major questions in the humanities. First, we explore his notion of “writing” as a model for the constitution of identity and the very possibility of persistence over time. Second, we analyze his rethinking of ethical notions such as responsibility and hospitality, elucidating the temporality of judgment, as well as Derrida’s critical engagements with Kierkegaard and Levinas. Third, we interrogate the resources for literary studies in Derrida’s writings on autobiography, the signature, and the date of an irreplaceable time, drawing on his readings of James Joyce and Paul Celan. T 1:30–3:20

CPLT 544b/ARBC 832b, Introduction to Classical Arabic Literary Criticism  Beatrice Gruendler

Practical and theoretical criticism of Arabic poetry considered in the light of its communicative and cultural roles in a multiethnic medieval society. Themes include the classification of poetry, composition, form and content, influence vs. originality, talent vs. craft, lie and truth, theory of imagery, rhetorics, the literary challenge of the Koran, and the dynamics of poetry and prose. W 2:30–4:20

CPLT 582a/ENGL 545a/FREN 802a, Geoffrey Chaucer and Francophone Translation  Ardis Butterfield

Geoffrey Chaucer (ca. 1340–1400) is a writer of exceptional importance to English literary history. He was also a key francophone translator. We ask if we can find new approaches to how he read and authored texts in English through the medium of French. Using modern postcolonial as well as medieval theories of translation, memory, and bilingualism, we explore how texts are transformed, cited, and reinvented in his writings. What happens to language under the pressure of crosslingual reading practices? What happens to the notion of translation in a bilingual culture? What are the implications for English language and literature of Chaucer’s intensive work in translating continental writings into English? How does this work illuminate the French texts he read? A reading knowledge of French is an advantage, though English translations are provided. TH 9:25–11:15

CPLT 591b/CLSS 857b, Vergil’s AeneidChristina Kraus, David Quint

A close reading of selected books of the epic, concentrating on Vergilian poetics. Particular themes include intertextuality; figures of speech and thought; narrative structure and meaning; repetition; ekphrasis and simile; the relationship between poetics and politics. Weekly readings include key secondary material that has shaped the interpretation of the poem. Students should read the whole poem in Latin before the seminar begins. T 3:30–5:20

CPLT 592a/GMAN 645aU, Benjamin’s Arcades: The Modernization of Nineteenth-Century Paris Henry Sussman

The radical modernization of Paris under the Second Empire (1851–70) was, for Walter Benjamin, Europe’s key moment in preparation for the innovations and horrors of twentieth-century life. His monumental Arcades Project is a compendium of materials, mostly by others and not unlike a Web site, chronicling such developments as Parisian mass transit and streamlined traffic, the construction of apartment houses, and the dissemination of mass media over this period. Examining this work closely serves as a base camp to some of the key literary artifacts showcasing the same events (Balzac, Zola, Aragon), and to focused theoretical investigations into twentieth-century media and urbanization. Course work segues out from the nexus of historical, literary, architectural, media, demographic, and theoretical concerns assembled unforgettably by Benjamin. W 3:30–5:20

CPLT 593a/CLSS 606aU, The Classics in Theory Joshua Billings

The elaboration of modern critical theory in relation to Greek tragedy, Platonic philosophy, and other classical texts. Processes of appropriation that render classical texts meaningful for modern philosophy. Questions of desire, language, politics, and death. Readings include works by Nietzsche, Freud, Heidegger, Lacan, Derrida, and Irigaray. T 2:30–4:20

CPLT 594a/LATN 724aU, Latin Lyric Christina Kraus

Reading and analysis of selections from the canon of Latin lyric poetry, concentrating on Horace’s Odes, but including the lesser known Republican poet, Catullus. Emphasis on literary interpretation with some attention to secondary readings. M 1–2:15

CPLT 622a/AMST 622a and 623b, Working Group on Globalization and Culture  Michael Denning

A continuing collective research project, a cultural studies “laboratory,” that has been running since the fall of 2003. The group is made up of graduate students and faculty from several disciplines. The working group meets regularly to discuss common readings, to develop collective and individual research projects, and to present that research publicly. The general theme for the working group is globalization and culture, with three principal aspects: (1) the globalization of cultural industries and goods, and its consequences for patterns of everyday life as well as for forms of fiction, film, broadcasting, and music; (2) the trajectories of social movements and their relation to patterns of migration, the rise of global cities, the transformation of labor processes, and forms of ethnic, class, and gender conflict; (3) the emergence of and debates within transnational social and cultural theory. The specific focus, projects, and directions of the working group are determined by the interests, expertise, and ambitions of the members of the group, and change as its members change. There are a small number of openings for second-year graduate students. Students interested in participating should contact michael.denning@yale.edu. M 1:30–3:20

CPLT 628a/GMAN 685aU/JDST 737aU/RLST 682aU, Translating the Sacred  Kirk Wetters, Hindy Najman

The transformation of ancient and modern textual traditions, with particular focus on the effects of translation and the historical dynamics of cultural transfer, appropriation, reception, and reinterpretation. Readings include canonical and noncanonical scriptural sources (Deuteronomy, Jeremiah, Jubilee, Temple Scroll, 4 Ezra, Epistle to the Hebrews, Revelation, Midrash selections from Sifrei Devarim, Eichah Rabbah, Bereshit Rabbah); modern literary authors (Petrarch, Goethe, Dostoevsky, Kafka, Borges); theoretical and philosophical works (Philo of Alexandria, Nietzsche, Benjamin, Scholem, Foucault, Szondi). M 1:30–3:20

CPLT 635b/AMST 886b/ENGL 851b, American Literature: Genres, Media, Webs  Wai Chee Dimock

A survey of American literature as a multi-genre and cross-media field. The course addresses some of the following: the movement from the linguistic medium to image, music, and theater; genealogies between poetry and prose; recycling and rewriting of material from the nineteenth century to the twenty-first; the translational dynamics between the local and the global. We read Moby-Dick along with Agha Shahid Ali’s Call Me Ishmael Tonight, as well as Bob Dylan’s “115th Dream,” and Frank Stella’s mixed-media installations; Whitman’s Leaves of Grass with Michael Cunningham’s Specimen Days; Steven Spielberg’s Lincoln with Ishmael Reed’s Flight to Canada; and Hawthorne’s The Scarlet Letter, and Faulkner’s Light in August and As I Lay Dying, with Suzan-Lori Parks’s The Red Letter Plays and Getting Mother’s Body. W 3:30–5:20

CPLT 636b/GMAN 637bU/RLST 710bU, Faith and Knowledge Paul North

This course is oriented around two long essays with the same title, Hegel’s “Faith and Knowledge” of 1802 and Derrida’s of 1994. In addition to understanding the relationship of the two human capacities in each philosopher’s writing, we position the writings with respect to one another. With each essay we also read a close literary counterpoint that shifts the terms of the argument. In the case of Hegel, some poems by Hölderlin. In the case of Derrida, some fragments by Franz Kafka. T 1:30–3:20

CPLT 646b/ENGL 723b, Rise of the European Novel Katie Trumpener

Over the eighteenth century, the novel became a key literary form in many parts of Europe. Yet now standard narratives of its “rise” often offer a view that is temporally and linguistically foreshortened. This course examines both key early modern novels in a range of European languages and tackles some of the major literary-historical accounts explaining novelistic form, audiences, timing, and social function. The course centers on key eighteenth-century British and French novels by Montesquieu, Defoe, Swift, Sterne, Diderot, Laclos, Edgeworth, and Austen. Yet we begin by considering an ancient novel (Petronius’s Satyricon) alongside early picaresque novels and secret histories such as Lazarillo de Tormes and Madame de Lafayette’s The Princess of Cleves, and we end with novellas by Goethe, Kleist, and Pushkin. All texts available in translation, although students are strongly encouraged, where possible, to read in the original. M 1:30–3:20

CPLT 674b/SPAN 660b, Cervantes’s Don QuijoteRoberto González Echevarría

A close reading of Cervantes’s masterpiece with emphasis on its significance for modern fiction. The relationship of author, character, and reader; reality and fantasy in fiction; literary imitation vs. literary invention. In English. W 3:30–5:20

CPLT 677b/RUSS 699b, The Performing Arts in Twentieth-Century Russia  Katerina Clark

Covers ballet, opera, theater, mass spectacle, and film. Theory of the performing arts, including selections from the writings of some of the most famous Russian directors, such as Stanislavsky, Meyerhold, Eisenstein, and Balanchine. Their major productions and some of the major Russian plays of the twentieth century (e.g., by Chekhov, Mayakovsky, Bulgakov, and contemporary dramatists). No knowledge of Russian required. Students taking the course for credit in Comparative Literature can write their papers on texts in other languages. W 1:30–3:30

CPLT 691a/JDST 691a, Hebrew Allegory as Cultural Critique Hannan Hever

This course studies thoroughly the theory of allegory (Fletcher, Auerbach, Benjamin, de Man, Gadamer). These theories guide (and are analyzed by) readings in Hebrew texts from the Bible to the twenty-first century. Literary texts are read in Hebrew; the discussion is conducted in English. TH 3:30–5:20

CPLT 692b/GMAN 650b, At the Threshold of Modernity: Heine and Baudelaire  Rainer Nägele

An attempt to analyze the transition from Romantic poetry to modernism and the relative relation of the two most important lyrical poets in this transition through a close reading of their poetry. We also read Adorno’s essay “Die Wunde Heine.” Reading knowledge of French and German required. W 1:30–3:20

CPLT 710a/GMAN 701a, Hermeneutics and/or Deconstruction Rainer Nägele

A close reading of selected texts of the hermeneutical tradition from the eighteenth to the twentieth century and readings of relevant texts from Derrida and Paul de Man. Reading knowledge of French and German required. W 1:30–3:20

CPLT 714a/PHIL 702a/PLSC 606a, From Weber to Derrida Seyla Benhabib

Topics include modernity and rationalization; science and the problem of values; the concept of public sphere; decisionism and the friend/foe distinction; Heidegger’s ontology and politics; Derrida on cosmopolitanism; and Habermas and Derrida on terror and philosophy. W 1:30–3:20

CPLT 722b/GMAN 560bU, Knowing Fiction Carol Jacobs

Close readings of fictional works of the nineteenth–twenty-first century in order to meditate the theoretical implications of their implicit self-definitions and the import of such concepts as truth, fiction, self-consciousness, perception, science, and narrative. Principal readings include works by Hebel, Balzac, Goethe, Kleist, Poe, Sebald, and Kehlmann. M 1:30–3:20

CPLT 855b/FILM 855b, Aesthetics and Hermeneutics in Film and Literature  Dudley Andrew

Among students of literature and cinema, philosophers receive great deference. In this seminar on postwar French culture, Jean-Paul Sartre and Maurice Merleau-Ponty are unavoidable, and other thinkers like Jean Wahl, Gabriel Marcel, and Gaston Bachelard could receive special attention. We expect the aesthetic dimension of philosophic thought to have irrigated literary and film criticism, and perhaps to have influenced the plays and writings of Camus, Genet, Beckett, and Blanchot. We assume that philosophers have already abstracted the chief ideas of the times that circulate among lay people in cultural monthlies like Les Temps modernes, Esprit, and Critique. However, this seminar aims to reverse the usual flow of influence. Rather than examining how literary ideas and film theory were affected by philosophy, we read French intellectuals with the cinema and literature in mind. To what extent did the intense French interest in American fiction and in the cinema affect the topics, vocabulary, and ideas of philosophers, intellectuals, art historians (including Malraux, Piaget, Lacan, the young Deleuze, the early Barthes, etc.). Can the heightened status of cinema throw light on literature, on its criticism, and on general theories of art and the imagination? We need to define so-called Existentialist Aesthetics, its possible origin in Bergson on one side and in Heidegger/Husserl on the other, as well as its afterlife in the hermeneutics that Paul Ricoeur took up just then and developed for the next sixty years. We conclude with Ricoeur because he can take us from 1945 to our own period. Reading knowledge of French is desirable but not essential. We may elect to hold a weekly screening, as a kind of cine-club running to the side of the seminar. TH 9:25–11:15

CPLT 857a/ENGL 917a, Modernist Histories and Theories: Imperialism, Globalization, World Literature Joe Cleary

When, where, and why did modernist literature emerge? Did it disseminate from Europe’s metropolitan capitals to the semi-peripheries of the literary world system or travel in the reverse direction? Why did it become so prestigious, and what was so fantastic about it anyway? When, why, and how did it wither? How ought it to be configured in literary history now? As a great transformation of the old European world literary system? As the construction of a eurocentric cosmopolitanism? Or as the emergence of a nascent postcolonial literature and culture? Mixing new literary history, critical theory, and world-systems analysis with iconic works by modernist writers and cultural critics from England, France, Ireland, the United States, and the Caribbean, this seminar critically inspects old and new narratives about the rise and fall of high modernism and modernist literature’s relationship to Western imperialism, postcolonial revolution, capitalist globalization, and recent conceptions of world literature. The focus is on contemporary literary theory and literary history and on how they might help us to rethink the meaning of modernism at the end of “the American century.” M 3:30–5:20

CPLT 897b/FREN 899b, Modernity Maurice Samuels

The seminar studies literature and art from nineteenth-century France alongside theoretical and historical reflections to explore the significance of modernity. How did historical forces shape cultural trends? How did literature and art define what it means to be modern? Writers to be studied include Balzac, Baudelaire, Flaubert, Maupassant, and Zola. Theorists include Benjamin, Durkheim, Foucault, Marx, Simmel, and Weber. We also examine the painting of Manet and his followers. Reading knowledge of French required. W 1:30–3:20

CPLT 900a, Directed Reading

CPLT 900b, Directed Reading

CPLT 901a, Individual Research

CPLT 901b, Individual Research

CPLT 905b/JDST 690b, Jewish and Arabic Literature in Israeli Space  Hannan Hever

The Hebrew language in Israel is a juncture of Jewish and Arabic literature, whether by way of translations or by way of Arab authors and poets writing in Hebrew. This course offers analyses of both Jewish and Arabic literary texts within the context of the conflicting cultural and political reality. Another such juncture to be discussed is writings by Arab-Jews (Jews from Arab countries, Mizrahim) and their acceptance (or the lack thereof) in the context of an Israeli literary space. TH 3:30–5:20

CPLT 914a/ENGL 962a, Drama, Performance, Mass Culture Joseph Roach

Taking account of the genealogy of modern drama in eighteenth-century performance, this seminar considers critical theories of the culture industry in relationship to selected canonical plays and popular theater-historical events from The Beggar’s Opera (1728) to The Threepenny Opera (1928). Topics include the transformation of classical genres into the drame, the commercialization of leisure through the mass-marketing of vicarious experience, and the emerging culture of celebrity. Critical readings include selections from the Frankfurt School, Walter Benjamin, Bertolt Brecht, Raymond Williams, Roland Barthes, and Jean Baudrillard. Plays are drawn from popular comedies, Sheridan to Shaw (Pygmalion and My Fair Lady), and long-running bourgeois dramas, beginning with Lillo’s The London Merchant. M 3:30–5:20

CPLT 916b/FILM 830b/ITAL 590b, Literature into Film Millicent Marcus

We study a series of written works and their cinematic adaptations, considering first the texts in autonomous, literary terms, and then their transformation into audiovisual spectacles. In most cases we screen the film on Monday evening and do a comparative study in the Wednesday class period, making extensive use of video clips to do close visual analysis of scenes in the light of their corresponding textual sources. Rather than develop a general theory of adaptation, we construct methodological approaches on an ad hoc basis, taking each instance of adaptation as a case study amenable to a variety of methodologies—psychoanalytic, feminist, ideological, generic, semiotic, and so forth. The class is conducted as a seminar, and active student participation is expected. There are two papers—one shorter one of a critical nature at midterm and a final research paper (approximately 15–20 pages). Films examined include (tentatively) Pasolini’s Medea and Decameron, the Tavianis’ Padre padrone, Salvatores’s Quo vadis, baby?, Rossellini’s Viaggio in Italia, Faenza’s Sostiene Pereira, Petri’s A ciascuno il suo, Visconti’s The Leopard, Bertolucci’s The Conformist, Bellocchio’s Buongiorno, notte, and Tognazzi’s Canone inverso. Writing assignments comprise 75 percent of the final grade and class participation 25 percent. W 3:30–5:20, screenings M 7.30

CPLT 917a/FILM 601a, Films and Their Study John MacKay

The course provides a foundation for graduate students who want to anchor their film interest to the “professional discourse” of this field. A coordinated set of topics in film theory is interrupted first by the often discordant voice of history and second by the obtuseness of the films examined each week. As the title of this seminar is meant to convey, films themselves take the lead in our discussions. TH 3:30–5:20, screenings SU 5:30

CPLT 925bU, The Practice of Literary Translation Peter Cole

Intensive readings in the history and theory of translation paired with practice in translating. Case studies from ancient languages (the Bible, Greek and Latin classics), medieval languages (classical Arabic literature), and modern languages (poetic texts). T 1–2:50

CPLT 931b/FILM 759b/FREN 753b, French Film: History, Culture, Pedagogy  Thomas Kavanagh

This seminar focuses on the history of French cinema; films as cultural artifacts both reflecting and inflecting broader social practices; and options for integrating film study within the curriculum of a French department. Neither strictly historical nor strictly theoretical, this course approaches the films we study through groupings of secondary texts (critical, cultural, and literary works) that raise issues concerning the use of film in the broader study of French culture. Films include works by Lumière, Méliès, Guy, Vigo, Buñuel, Léger, Carné, Duvivier, Renoir, Melville, Resnais, Godard, Truffaut, Marker, Varda, Tavernier, Leconte, Teno, and Denis; critical and theoretical texts by Abel, Arnheim, Barthes, Baudry, Bazin, Benjamin, Burch, Metz, Kavanagh, Lacan, Robbe-Grillet, Rodowick, Rosset, Schwartz, Thackway, and Ukadike. Reading knowledge of French required. M 1:30–3:20, evening screenings to be arranged

CPLT 949b/AFAM 723b/AMST 645b/WGSS 645b, Caribbean Diasporic Intellectuals  Hazel Carby

This course examines work by writers of Caribbean descent from different regions of the transatlantic world. In response to contemporary interest in issues of globalization, the premise of the course is that in the world maps of these black intellectuals we can see the intertwined and interdependent histories and relations of the Americas, Europe, and Africa. Thinking globally is not a new experience for black peoples, and we need to understand the ways in which what we have come to understand and represent as “Caribbeanness” is a condition of movement. Literature is most frequently taught within the boundaries of a particular nation, but this course focuses on the work of writers who shape the Caribbean identities of their characters as traveling black subjects and refuse to restrain their fiction within the limits of any one national identity. We practice a new and global type of cognitive mapping as we read and explore the meanings of terms like black transnationalism, migrancy, globalization, and empire. Diasporic writing embraces and represents the geopolitical realities of the modern, modernizing, and postmodern worlds in which multiple racialized histories are inscribed on modern bodies. T 1:30–3:20

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Computational Biology and Bioinformatics

300 George Street, Suite 501, 203.737.6029

http://cbb.yale.edu

M.S., Ph.D.

Directors of Graduate Studies

Mark Gerstein (Bass 432A, 203.432.6105, mark.gerstein@yale.edu)

Hongyu Zhao (300 George St., Suite 503, 203.785.3613, hongyu.zhao@yale.edu)

Professors James Aspnes (Computer Science), Joseph Chang (Statistics), Ronald Coifman (Mathematics; Computer Science), Xing Wang Deng (Molecular, Cellular & Developmental Biology), Donald Engelman (Molecular Biophysics & Biochemistry), Mark Gerstein (Biomedical Informatics; Molecular Biophysics & Biochemistry; Computer Science), William Jorgensen (Chemistry), Douglas Kankel (Molecular, Cellular & Developmental Biology), Kenneth Kidd (Genetics; Ecology & Evolutionary Biology), Haifan Lin (Cell Biology; Genetics), Paul Lizardi (Pathology), Elias Lolis (Pharmacology), Perry Miller (Anesthesiology; Medical Informatics; Molecular, Cellular & Developmental Biology), Anna Pyle (Molecular Biophysics & Biochemistry), Lynne Regan (Molecular Biophysics & Biochemistry; Chemistry), Martin Schultz (Computer Science), Gordon Shepherd (Neuroscience), Abraham Silberschatz (Computer Science), Dieter Söll (Molecular Biophysics & Biochemistry; Chemistry), Günter Wagner (Ecology & Evolutionary Biology), Xiao-Jing Wang (Neurobiology), Heping Zhang (Public Health; Statistics), Hongyu Zhao (Public Health; Genetics), Steven Zucker (Computer Science; Electrical Engineering; Biomedical Engineering)

Associate Professors Kei-Hoi Cheung (Anesthesiology; Computer Science; Genetics), Thierry Emonet (Molecular, Cellular & Developmental Biology), Alison Galvani (Public Health), Antonio Giraldez (Genetics), Steven Kleinstein (Pathology), Yuval Kluger (Pathology), Michael Krauthammer (Pathology), Steven Ma (Public Health), Andrew Miranker (Molecular Biophysics & Biochemistry), Corey O’Hern (Mechanical Engineering & Materials Science; Physics), Valerie Reinke (Genetics)

Assistant Professors Murat Acar (Molecular, Cellular & Developmental Biology), Chris Cotsapas (Neurology), Forrest Crawford (Public Health), Tae Hoon Kim (Genetics), Jun Lu (Genetics), James Noonan (Genetics), Jeffrey Townsend (Ecology & Evolutionary Biology), Anita Wang (Public Health), Jing Zhang (Statistics)

Fields of Study

Computational biology and bioinformatics (CB&B) is a rapidly developing multidisciplinary field. The systematic acquisition of data made possible by genomics and proteomics technologies has created a tremendous gap between available data and their biological interpretation. Given the rate of data generation, it is well recognized that this gap will not be closed with direct individual experimentation. Computational and theoretical approaches to understanding biological systems provide an essential vehicle to help close this gap. These activities include computational modeling of biological processes, computational management of large-scale projects, database development and data mining, algorithm development, and high-performance computing, as well as statistical and mathematical analyses.

To enter the Ph.D. program, students apply to an interest-based track within the interdepartmental program in the Biological and Biomedical Sciences.

Special Admissions Requirements

Applicants are expected (1) to have a strong foundation in the basic sciences, such as biology, chemistry, and mathematics, and (2) to have training in computing/informatics, including significant computer programming experience. The Graduate Record Examination (GRE) General Test is required, and the GRE Subject Test in cell and molecular biology, biology, biochemistry, chemistry, computer science, or other relevant discipline is recommended. Alternatively, the Medical College Admission Test (MCAT) may be substituted for the GRE tests. Applicants for whom English is not their native language are required to submit results from the Test of English as a Foreign Language (TOEFL).

Special Requirements for the Ph.D. Degree

With the help of a faculty advisory committee, each student plans a program that includes courses, seminars, laboratory rotations, and independent reading. Students are expected to gain competence in three core areas: (1) computational biology and bioinformatics, (2) biological sciences, and (3) informatics (including computer science, statistics, and applied mathematics). While the courses taken to satisfy the core areas of competency may vary considerably, all students are required to take the following courses: CB&B 561b, 740a, and 752a. A typical program will include ten courses. Completion of the core curriculum will typically take three to four terms, depending in part on the prior training of the student. With approval of the CB&B director of graduate studies (DGS), students may take one or two undergraduate courses to satisfy areas of minimum expected competency. Students will typically take two to three courses each term and three research rotations (CB&B 711a, 712b, 713b) during the first year. After the first year, students will start working in the laboratory of their Ph.D. thesis supervisor. Students must pass a qualifying examination normally given at the end of the second year or the beginning of the third year. There is no language requirement. Students will serve as teaching assistants in two term courses. In addition to all other requirements, students must successfully complete CB&B 601b, Fundamentals of Research: Responsible Conduct of Research (or another course that covers the material) prior to the end of their first year of study.

M.D./Ph.D. Students

Students pursuing the joint M.D./Ph.D. degrees must satisfy the course requirements listed above for Ph.D. students. With approval of the DGS, some courses taken toward the M.D. degree can be counted toward the ten required courses. Such courses must have a graduate course number, and the student must register for them as graduate courses (in which grades are received). Laboratory rotations are available but not required. One teaching assistantship is required.

Master’s Degree

M.S. (en route to the Ph.D.) To qualify for the awarding of the M.S. degree a student must (1) complete two years (four terms) of study in the Ph.D. program, with ten required courses taken at Yale, (2) complete the required course work for the Ph.D. program with an average grade of High Pass, (3) successfully complete three research rotations, and (4) meet the Graduate School’s Honors requirement.

Terminal Master’s Degree Program The CB&B terminal master’s program has limited availability and is intended primarily for postdoctoral fellows supported by training grants and for students with sponsored funding, e.g., from industry. The curriculum requirements are the same as in the CB&B Ph.D. program, except that there are no requirements for laboratory research rotations, for serving as a teaching assistant, and for a Ph.D. dissertation. Terminal M.S. students will be expected to complete an M.S. project, including a project report. Completion of the terminal M.S. degree will typically take four terms of full-time study. Applicants should contact the CB&B registrar before submitting an M.S. application.

Courses

[CB&B 561b/AMTH 665bU/MCDB 561bU/PHYS 529b, Systems Modeling in Biology]

CB&B 601b/IBIO 601b, Fundamentals of Research: Responsible Conduct of Research Alfred Bothwell and faculty

A weekly seminar presented by faculty trainers on topics relating to proper conduct of research. Required for first-year CB&B students, first-year Immunobiology students, and training grant-funded postdocs. Pass/Fail. T 5

CB&B 645b/BIS 692b/STAT 645b, Statistical Methods in Genetics and Bioinformatics Jing Zhang

Introduction to problems, algorithms, and data analysis approaches in computational biology and bioinformatics; stochastic modeling and statistical methods applied to problems such as mapping disease-associated genes, analyzing gene expression microarray data, sequence alignment, and SNP analysis. Statistical methods include maximum likelihood, EM, Bayesian inference, Markov chain Monte Carlo, and some methods of classification and clustering; models include hidden Markov models, Bayesian networks, and the coalescent. The limitations of current models, and the future opportunities for model building, are critically addressed. Prerequisite: STAT 538a, 542b, or 661a. Prior knowledge of biology is not required, but some interest in the subject and a willingness to carry out calculations using R is assumed.

CB&B 647b/GENE 645b/BIS 645b, Statistical Methods in Human Genetics  Hongyu Zhao, Kenneth Kidd

Probability modeling and statistical methodology for the analysis of human genetics data are presented. Topics include population genetics, single locus and polygenic inheritance, parametric and nonparametric linkage analysis, population-based association studies, family-based association studies, next-generation sequencing data analysis, genome-wide association studies, genetic risk prediction models, and DNA fingerprinting. Prerequisites: genetics; BIS 505a and b, or equivalent; and permission of the instructor.

CB&B 711a, 712b, 713b, Lab Rotations Hongyu Zhao

Three 2.5–3-month research rotations in faculty laboratories are required during the first year of graduate study. These rotations are arranged by each student with individual faculty members.

CB&B 740a, Clinical and Translational Informatics Richard Shiffman, Michael Krauthammer

The course provides an introduction to clinical and translational informatics. Topics include (1) overview of biomedical informatics, (2) design, function, and evaluation of clinical information systems, (3) clinical decision making and practice guidelines, (4) clinical decision support systems, (5) informatics support of clinical research, (6) privacy and confidentiality of clinical data, (7) standards, (8) issues in defining the clinical phenotype, and (9) topics in translational bioinformatics. Permission of the instructor required.

CB&B 752a/CPSC 752au/MB&B 752au/MCDB 752au, Bioinformatics: Practical Application of Simulation and Data Mining Mark Gerstein

Bioinformatics encompasses the analysis of gene sequences, macromolecular structures, and functional genomics data on a large scale. It represents a major practical application for modern techniques in data mining and simulation. Specific topics to be covered include sequence alignment, large-scale processing, next-generation sequencing data, comparative genomics, phylogenetics, biological database design, geometric analysis of protein structure, molecular-dynamics simulation, biological networks, normalization of microarray data, mining of functional genomics data sets, and machine learning approaches for data integration. Prerequisites: biochemistry and calculus, or permission of the instructor. MW 1–2:15

Additional courses focused on the biological sciences and on areas of informatics are selected by the student in consultation with CB&B faculty.

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Computer Science

A. K. Watson Hall, 203.432.1246

www.cs.yale.edu

M.S., M.Phil., Ph.D.

Chair

Holly Rushmeier

Director of Graduate Studies

Vladimir Rokhlin (108 AKW, 203.432.1283, vladimir.rokhlin@yale.edu)

Professors Dana Angluin, James Aspnes, Dirk Bergeman (Economics), Julie Dorsey, Stanley Eisenstat, Joan Feigenbaum, Michael Fischer, David Gelernter, Mark Gerstein (Molecular Biophysics & Biochemistry), Paul Hudak, Drew McDermott, Vladimir Rokhlin, Holly Rushmeier, Martin Schultz (Emeritus), Zhong Shao, Avi Silberschatz, Daniel Spielman, Steven Zucker

Associate Professors Daniel Abadi, Brian Scassellati, Yang Richard Yang

Assistant Professors Bryan Ford, Frederick Shic (Child Study Center)

Fields of Study

Artificial intelligence (vision, robotics, planning, computational neuroscience, knowledge representation, neural networks); programming languages (functional programming, parallel languages and architectures, programming environments, formal semantics, compilation techniques, modern computer architecture, type theory/systems, and meta-programming); systems (databases, operating systems, networks, software engineering); scientific computing (numerical linear algebra, numerical solution of partial differential equations, mathematical software, parallel algorithms); theory of computation (algorithms and data structures, complexity, distributed systems, learning, online algorithms, graph algorithms, geometric algorithms, fault tolerance, reliable communication, cryptography, security, and electronic commerce); and topics of discrete mathematics with application to computer science (combinatorics, graph theory, combinatorial optimization).

Research Facilities

The department operates a high-bandwidth, local-area computer network based mainly on distributed workstations and servers, with connections to worldwide networks. Workstations include Dell dual-processor PCs (running Linux or Windows/XP). Laboratory contains specialized equipment for graphics, vision, and robotics research. Various printers, including color printers, as well as image scanners, are also available. The primary educational facility consists of thirty-seven PC workstations supported by a large Intel PC server. This facility is used for courses and unsponsored research by Computer Science majors and first-year graduate students. Access to computing, through both the workstations and remote login facilities, is available to everyone in the department.

Special Admissions Requirements

Applicants for admission should have strong preparation in mathematics, engineering, or science. They should be competent in programming but need no computer science beyond that basic level. The GRE General Test and a pertinent Subject Test are required.

Special Requirements for the Ph.D. Degree

There is no foreign language requirement. To be admitted to candidacy, a student must (1) pass ten courses (including CPSC 690 and CPSC 691) with at least two grades of Honors, the remainder at least High Pass, including three advanced courses in an area of specialization; (2) take six advanced courses in areas of general computer science; (3) successfully complete a research project in CPSC 690, 691, and submit a written report on it to the faculty; (4) pass a qualifying examination in an area of specialization; (5) be accepted as a thesis student by a regular department faculty member; (6) serve as a teaching assistant for two terms (four TF units); and (7) submit a written dissertation prospectus, with a tentative title for the dissertation. To satisfy the distribution requirement (requirement 2 above), the student must take one course in programming languages or systems, one programming-intensive course, two theory courses, and two in application areas. In order to gain teaching experience, all graduate students are required to serve as teaching assistants for two terms during their first three years of study. All requirements for admission to candidacy must be completed prior to the end of the third year. In addition to all other requirements, students must successfully complete CPSC 991, Ethical Conduct of Research, prior to the end of their first year of study. This requirement must be met prior to registering for a second year of study.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.S. (en route to the Ph.D.) To qualify for the M.S., the student must pass eight courses at the 500 level or above from an approved list. An average grade of at least High Pass is required, with at least one grade of Honors.

Terminal Master’s Degree Program Students may also be admitted to a terminal master’s degree program directly. The requirements are the same as for the M.S. en route to the Ph.D. This program is normally completed in one year, but a part-time program may be spread over as many as four years.

A brochure providing additional information about the department, faculty, courses, and facilities is available from the Graduate Coordinator, Department of Computer Science, Yale University, PO Box 208285, New Haven CT 06520-8285; e-mail, cs-admissions@cs.yale.edu.

Courses

CPSC 521au, Compilers and Interpreters Zhong Shao

Compiler organization and implementation: lexical analysis, formal syntax specification, parsing techniques, execution environment, storage management, code generation and optimization, procedure linkage, and address binding. The effect of language-design decisions on compiler construction.

CPSC 522bu, Operating Systems Bryan Ford

The design and implementation of operating systems. Topics include synchronization, deadlocks, process management, storage management, file systems, security, protection, and networking.

[CPSC 524bu, Parallel Programming Techniques]

CPSC 526au, Building Decentralized Systems

CPSC 527aU, Object-Oriented Programming Michael Fischer

Object-oriented programming as a means to efficient, reliable, modular, reusable code. Use of classes, derivation, templates, name-hiding, exceptions, polymorphic functions, and other features of C++. TTH 2:30–3:45

CPSC 528bU, Language-Based Security

[CPSC 530au, Formal Semantics]

CPSC 531bU, Computer Music: Algorithmic and Heuristic Composition Paul Hudak

Study of the theoretical and practical fundamentals of computer-generated music. Music and sound representations, acoustics and sound synthesis, scales and tuning systems, algorithmic and heuristic composition, and programming languages for computer music. Theoretical concepts are supplemented with pragmatic issues expressed in a high-level programming language.

[CPSC 532bU, Computer Music: Sound Representation and Synthesis]

[CPSC 533bU, Computer Networks]

CPSC 534au, Mobile Computing and Wireless Networking Yang Richard Yang

An introduction to the principles of mobile computing and its enabling technologies. Topics include principles of mobile computing wireless systems; information management; location-independent and dependent computing models; disconnected or weakly connected operation models; human-computer interactions; mobile applications and services; security; power management; and sensor networks.

[CPSC 535bu, Internet-Scale Applications]

CPSC 536aU/ENAS 960aU, Networked Embedded Systems and Sensor Networks 

Introduction to the fundamental concepts of networked embedded systems and wireless sensor networks, presenting a cross-disciplinary approach to the design and implementation of smart wireless embedded systems. Topics include embedded systems programming concepts; low-power and power-aware design; radio technologies; communication protocols for ubiquitous computing systems; and mathematical foundations of sensor behavior. Laboratory work includes programming assignments on low-power wireless devices.

CPSC 537bu, Introduction to Databases Avi Silberschatz

An introduction to database systems. Data modeling. The relational model and the SQL query language. Relational database design, integrity constraints, functional dependencies, and natural forms. Object-oriented databases. Implementation of databases: file structures, indexing, query processing, transactions, concurrency control, recovery systems, and security.

CPSC 538bu, Database System Implementation and Architectures Daniel Abadi

A study of systems programming techniques, with a focus on database systems. In the first half of the term, students analyze the design of a traditional DBMS and build components of a DBMS prototype, e.g., a catalog-manager, a buffer-manager, and a query execution engine. In the second half, students examine nontraditional architectures such as parallel databases, data warehouses, stream databases, and Web databases.

CPSC 540bu, Numerical Computation Vladimir Rokhlin

Algorithms for numerical problems in the physical, biological, and social sciences: solution of linear and nonlinear systems of equations, interpolation and approximation of functions, numerical differentiation and integration, optimization.

CPSC 545au, Introduction to Data Mining Vladimir Rokhlin

A study of algorithms and systems that allow computers to find patterns and regularities in databases, to perform prediction and forecasting, and to improve their performance generally through interaction with data. MW 1–2:15

[CPSC 555au/ECON 563a, Economics and Computation]

[CPSC 557aU, Sensitive Information in a Wired World]

CPSC 562aU/AMTH 562aU, Graphs and Networks Daniel Spielman

A mathematical examination of graphs and their applications in the sciences. Families of graphs include social networks, small-world graphs, Internet graphs, planar graphs, well-shaped meshes, power-law graphs, and classic random graphs. Phenomena include connectivity, clustering, communication, ranking, and iterative processes.

[CPSC 563bU, Machine Learning]

[CPSC 565aU, Theory of Distributed Systems]

CPSC 567bu, Cryptography and Computer Security Michael Fischer

A survey of such private and public key cryptographic techniques as DES, RSA, and zero-knowledge proofs, and their application to problems of maintaining privacy and security in computer networks. Focus on technology, with consideration of such societal issues as balancing individual privacy concerns against the needs of law enforcement, vulnerability of societal institutions to electronic attack, export regulations and international competitiveness, and development of secure information systems.

CPSC 568au, Computational Complexity Joan Feigenbaum

CPSC 569bu, Randomized Algorithms James Aspnes

Beginning with an introduction to tools from probability theory including some inequalities like Chernoff bounds, the course covers randomized algorithms from several areas: graph algorithms, algorithms in algebra, approximate counting, probabilistically checkable proofs, and matrix algorithms.

CPSC 570au, Artificial Intelligence Brian Scassellati

Introduction to artificial intelligence research, focusing on reasoning and perception. Topics include knowledge representation, predicate calculus, temporal reasoning, vision, robotics, planning, and learning. MWF 10:30–11:20

CPSC 571aU, Topics in Artificial Intelligence Drew McDermott

An in-depth study of one area of artificial intelligence. Topics vary from year to year. The topic for 2012–2013 is artificial intelligence and philosophy of mind.

CPSC 573bu, Intelligent Robotics Brian Scassellati

Introduction to the construction of intelligent, autonomous systems. Sensory-motor coordination and task-based perception. Implementation techniques for behavior selection and arbitration, including behavior-based design, evolutionary design, dynamical systems, and hybrid deliberative-reactive systems. Situated learning and adaptive behavior.

CPSC 575au/ENAS 575au, Computational Vision and Biological Perception  Steven Zucker

An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students.

CPSC 578bu, Computer Graphics Julie Dorsey

Introduction to the basic concepts of two- and three-dimensional computer graphics. Topics include affine and projective transformations, clipping and windowing, visual perception, scene modeling and animation, algorithms for visible surface determination, reflection models, illumination algorithms, and color theory.

[CPSC 579au, Advanced Topics in Computer Graphics]

[CPSC 662a/AMTH 561a, Spectral Graph Theory]

CPSC 671a, Advanced Artificial Intelligence Drew McDermott

This course looks at different facets of artificial intelligence in different terms. The topic this term is artificial general intelligence, or AGI. After about fifty years, AI has scored some impressive successes but has not yet produced a satisfying “artificial person,” that is, an entity that possesses a person’s ability to cope with many different situations, including linguistic discourse. Some think this is because the field has made a wrong turn toward overly specialized research. They have created a series of conferences on AGI to address the need for research that keeps its eyes on the long-term prize—the artificial person. This course is oriented around research papers in both the AGI subfield and its competition, narrow AI work on robotics. Students have opportunities to present and discuss these papers.

[CPSC 675b, Computational Vision and Biological Perception]

CPSC 690a or b, Independent Project I

By arrangement with faculty.

CPSC 691a or b, Independent Project II

By arrangement with faculty.

CPSC 692a or b, Independent Project

Individual research for students in the M.S. program. Requires a faculty supervisor and the permission of the director of graduate studies.

[CPSC 721b, Advanced Programming Language Topics]

CPSC 752au/CB&B 752a/MB&B 752au/MCDB 752aU, Bioinformatics: Practical Application of Simulation and Data Mining Mark Gerstein

Bioinformatics encompasses the analysis of gene sequences, macromolecular structures, and functional genomics data on a large scale. It represents a major practical application for modern techniques in data mining and simulation. Specific topics to be covered include sequence alignment, large-scale processing, next-generation sequencing data, comparative genomics, phylogenetics, biological database design, geometric analysis of protein structure, molecular-dynamics simulation, biological networks, normalization of microarray data, mining of functional genomics data sets, and machine learning approaches for data integration. Prerequisites: biochemistry and calculus, or permission of the instructor. MW 1–2:15

By arrangement with faculty.

CPSC 991a/MATH 991a, Ethical Conduct of Research 

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East Asian Languages and Literatures

308 Hall of Graduate Studies, 203.432.2860

http://eall.yale.edu

M.A., M.Phil., Ph.D.

Chair

Tina Lu

Director of Graduate Studies

Kang-i Sun Chang

Professors Kang-i Sun Chang, Aaron Gerow, Edward Kamens, Tina Lu, John Treat, Jing Tsu

Assistant Professors William Fleming, Michael Hunter, Seth Jacobowitz, Chloë Starr (Divinity School)

Senior Lecturers Pauline Lin, Koichi Shinohara (Religious Studies)

Senior Lectors Hsiu-hsien Chan, Min Chen, Seungja Choi, Koichi Hiroe, Angela Lee-Smith, Rongzhen Li, Ninghui Liang, Fan Liu, Yoshiko Maruyama, Ling Mu, Michiaki Murata, Hiroyo Nishimura, Yu-lin Wang Saussy, Masahiko Seto, Jianhua Shen, Mari Stever, Wei Su, Haiwen Wang, Peisong Xu, William Zhou

Lectors Aoi Saito, Chuanmei Sun, Shucheng Zhang

Fields of Study

Fields for doctoral study are Chinese literature and Japanese literature. (See also the Combined Ph.D. Program in Film Studies.) Although the primary emphasis is on these East Asian subjects, the department welcomes applicants who are seeking to integrate their interests in Chinese or Japanese literature with interdisciplinary studies in such fields as history, history of art, linguistics, religious studies, comparative literature, film studies, literary theory and criticism, and the social sciences.

Special Admissions Requirements

The department requires entering students in Chinese or Japanese (and the Combined Program in Film Studies) to have completed at least three years of study, or the equivalent, of either Chinese or Japanese. Students applying in Chinese are expected to have completed at least one year of literary Chinese. Students applying in premodern Japanese are expected to have completed at least one year of literary Japanese. This is a doctoral program; no students are admitted for terminal master’s degrees.

Special Requirements for the Ph.D. Degree

During the first three years of study, students are required to take at least fourteen term courses. Usually students complete twelve term courses in the first and second years, and then take two tutorials or two seminars in the third year. Students concentrating in Chinese or Japanese literature are encouraged to take at least one term course in Western literature or literary theory. By the end of the second year, all students must prove their proficiency in a language other than their primary language of study that is relevant to their course of study and is approved by the director of graduate studies (DGS). By the end of the third year, students specializing in premodern Japanese literature must pass a reading test in literary Chinese. At the end of the second full academic year, the student must take a written examination in the language of his or her specialization, including both its modern and premodern forms.

At the end of each academic year, until a student is admitted to candidacy, a faculty committee will review the student’s progress. For the second-year review, the student must submit a revised seminar research paper, on a topic selected in consultation with the adviser, no later than April 1 of the fourth term. No later than the end of the sixth term the student will take the qualifying oral examination. The exam will cover three fields distinguished by period and/or genre in one or more East Asian national literatures or in other fields closely related to the student’s developing specialization. These fields and accompanying reading lists will be selected in consultation with the examiners and the director of graduate studies in order to allow the student to demonstrate knowledge and command of a range of topics. After having successfully passed the qualifying oral examination, students will be required to submit a dissertation prospectus to the department for approval by October 1 of the seventh term in order to complete the process of admission to candidacy for the Ph.D.

Opportunities to obtain experience in teaching language and literature form an important part of this program. Students in East Asian Languages and Literatures normally teach in their third and fourth years in the Graduate School.

Combined Ph.D. Program

The Department of East Asian Languages and Literatures also offers, in conjunction with the Film Studies Program, a combined Ph.D. in East Asian Languages and Literatures and Film Studies. For further details, see Film Studies. Applicants to the combined program must indicate on their application that they are applying both to Film Studies and to East Asian Languages and Literatures. All documentation within the application should include this information.

Master’s Degrees

M.Phil. The successful completion of all predissertation requirements, including the qualifying examination, will make a student eligible for an M.Phil. degree.

M.A. (en route to the Ph.D.) The successful completion of twelve term courses and languages required in the first two years of study will make a student eligible for an M.A. degree.

Additional program materials are available at the department Web site, http://eall.yale.edu.

Courses

Courses in Chinese, Japanese, and Korean languages at the elementary, intermediate, and advanced levels are listed in Yale College Programs of Study.

CHNS 560aU, Introduction to Literary Chinese I Michael Hunter

Reading and interpretation of texts in various styles of literary Chinese (wenyan), with attention to basic problems of syntax and literary style. Prerequisite: CHNS 151b or 153b or equivalent. TTH 11:35–12:50

CHNS 571bu, Introduction to Literary Chinese II Pauline Lin

Continuation of CHNS 560a. Prerequisite: CHNS 560a or equivalent. TTH 11:35–12:50

EALL 506aU, Japanese Classics in Text and Image Edward Kamens

Fiction, poetry, and plays from the eighth century through the nineteenth, studied alongside related works of art and illustrated books housed in collections at Yale. An introduction to the Japanese classics as well as an example of interdisciplinary study in the humanities. No knowledge of Japanese required. TTH 9–10:15

EALL 510aU, Man and Nature in Chinese Literature Kang-i Sun Chang

An exploration of man and nature in traditional Chinese literature, with special attention to aesthetic and cultural meanings. Topics include the concept of nature and literature; the Neo-Taoist self-cultivation; poetry and Zen (Chan) Buddhism; travel in literature; loss, lament, and self-reflection in song lyrics; nature and the supernatural in classical tales; love and allusions to nature; religious pilgrimage and allegory (as seen in the novel The Journey to the West). All readings in translation; no knowledge of Chinese required. Chinese texts provided from time to time for students who read Chinese. TTH 1–2:15

EALL 516aU, Classical Tales from Tang to Qing Tina Lu

Close reading and translation of classical tales from the Tang, Ming, and Qing dynasties. Focus on strengthening students’ reading ability in classical Chinese. Attention to canonical Chinese narratives as well as some lesser-known texts. Discussion of themes such as romance, magical transformations, and proto-martial arts, including how these themes were transformed over time. MW 11:35–12:50

EALL 522bU, The Kabuki Theater from Origins to the Present Day William Fleming

The kabuki theater and its conventions, repertoire, and historical development; the significance of the popular stage in early modern society; kabuki’s influence on popular literature and adaptation into other media; the role of censorship and politics. MW 1–2:15

EALL 552aU/FILM 881a, Japanese Cinema before 1960 Aaron Gerow

The history of Japanese cinema to 1960, including the social, cultural, and industrial backgrounds to its development. Periods covered include the silent era, the coming of sound and the wartime period, the occupation era, the golden age of the 1950s, and the new modernism of the late 1950s. MW 2:30–3:45, screenings W 7–9:30

EALL 554aU, The Atomic Bombings of Japan in World Culture John Treat

A survey of the literary, artistic and intellectual responses from around the world, but principally Japan, to the nuclear destruction of Hiroshima and Nagasaki in August 1945. Genres include fiction, poetry, theater, and film. No knowledge of Japanese required. TTH 11:35–12:50

EALL 586aU, The Modern Novel in Japan and Brazil Seth Jacobowitz

A seminar exploring the modern novel in Brazil and Japan from the late nineteenth century to the present. T 3:30–5:30

EALL 600bU, Sinological Methods Pauline Lin

An introduction to essential classical, modern, and electronic resources as preparation for in-depth research on China. The history of Chinese book collections, imperial and private. Bibliographies and bibliophiles; dictionaries; biographical, geographical, and religious sources; and literary, visual, and historical databases. The role of private libraries and research in the twenty-first century. TH 2:30–4:30

EALL 602bU, Readings in Classical Chinese Prose Kang-i Sun Chang

This course is designed for students with a primary interest in premodern Chinese literature and culture. Students engage in close readings of canonical texts in classical Chinese, but modern baihua translations are provided. Readings vary from year to year, but in general the topics include the relationships between literature and politics, literary originality and influences, canonization and readership, etc. Discussions and papers are in English. Because readings are different each year, this course may be repeated for credit. W 1:30–3:20

EALL 603aU, Readings in Classical Chinese Poetry Kang-i Sun Chang

Fundamentals of classical Chinese poetry and poetics. Readings vary from year to year, but in general the topics include poetry and history, intertextuality, poetic reception, etc. Discussions and papers are in English. Because readings are different each year, this course may be repeated for credit. W 1:30–3:20

EALL 608bU, Sages of the Ancient World Michael Hunter

Comparative survey of the embodiment and performance of wisdom by ancient sages. Distinctive features and common themes in discourses about wisdom from China, India, the Near East, Egypt, Greece, and Rome. Topics include teaching, scheming, and dying. M 9:25–11:15

EALL 617bU, The Plum in the Golden Vase Tina Lu

Close reading of the late-sixteenth-century erotic novel The Plum in the Golden Vase in translation. The novel as a window on sixteenth-century Chinese society. Discussion of sexuality, commerce, and material culture. No knowledge of Chinese required. M 2:30–4:20

EALL 657aU, Meiji Literature and Visual Culture Seth Jacobowitz

This course introduces the literature and visual culture—novels, poetry, calligraphy, woodblock prints, painting, photography, and cinema—of Meiji Japan (1868–1912). MW 4–5:15

EALL 665bU/WGSS 602bU, Homosexual Desire in East Asian Literatures John Treat

Survey of homosexual themes in traditional and modern Chinese, Japanese, and Korean literature. TH 9:25–11:15

EALL 708a, Early Modern Japanese Literature William Fleming

Close reading of a wide range of prose, poetry, and drama from the Edo period (1600–1868), supplemented with relevant secondary scholarship; introduction to the reading of original materials in cursive calligraphic style (kuzushiji). TH 1:30–3:20

EALL 761b, Topics in Early Chinese Thought Michael Hunter

An examination of certain key problems in the study of early Chinese thought. Topics vary from year to year but in general include intellectual typologies and affiliations, relating received texts and excavated manuscripts, the role of Han editors in shaping pre-Han textual traditions, ruling ideology, and comparisons with other parts of the ancient world. Discussions and papers are in English. Because readings are different each year, this course may be repeated for credit. T 2:30–4:30

EALL 771a/HIST 879a, Readings in the Mencius, the Xunzi, and the ZhuangziAnnping Chin

The course focuses on three Chinese texts from the Warring States period (481–221): the Mencius, the Xunzi, and the Zhuangzi. We consider not only the cognitive powers of the authors but also their distinct styles of argumentation and their art as storytellers and analogists. We explore the texts as historical sources and as means to understand the characters and the intellectual and aesthetic proclivities of the early Chinese professional elite (shi). Readings are in Chinese. TH 3:30–5:20

EALL 800b, Literary and Critical Theory in Modern Japanese Literature  Seth Jacobowitz

This seminar provides an introduction to critical methodologies and theories of literature, with a particular focus on categories of the uncanny, fantastic, grotesque, gothic, and carnivalesque. Supplemented by representative Japanese texts, the course explores the limits of reason, perception, and mimeticism that have helped to define the modern literary imagination in Japan as well as the West. The theorists we study include Bakhtin, Barthes, Freud, Modleski, Todorov, and Karatani. W 7–8:50

EALL 805a/FILM 871a, Readings in Japanese Film Theory Aaron Gerow

Theorizations of film and culture in Japan from the 1910s to the present. Through readings in the works of a variety of authors, the course explores both the articulations of cinema in Japanese intellectual discourse and how this embodies the shifting position of film in Japanese popular cultural history. T 1:30–3:20, with screenings

EALL 815b, Modern Japanese Novel John Treat

A seminar primarily designed as a three-year course in which graduate students specializing in Japanese literature are required to read major works of modern Japanese fiction in the original. T 2:30–4:30

EALL 900, Directed Readings

Offered by permission of instructor and DGS to meet special needs not met by regular courses.

EALL 990, Directed Research

Offered as needed with permission of instructor and DGS for student preparation of dissertation prospectus.

JAPN 569aU, Literature and the Humanities John Treat

Canonical Japanese short stories and essays read in line-by-line translation. Use of reference works and the Internet to research structures and vocabulary. Intended for those at the fourth-year level in their study of modern Japanese, this course is designed to help students prepare for either graduate-level courses in Japanese literature or independent study of written Japanese. MW 11:35–12:50

JAPN 570au, Introduction to Literary Japanese Edward Kamens

Introduction to the grammar and style of the premodern literary language (bungotai) through a variety of texts. Prerequisite: JAPN 151 or equivalent. MWF 9:25–10:15

JAPN 571bu, Readings in Literary Japanese William Fleming

Close analytical reading of a selection of texts from the Nara through Tokugawa period: prose, poetry, and various genres. Introduction of kanbun. Prerequisite: JAPN 570a or equivalent. MW 9–10:15

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East Asian Studies

The MacMillan Center

320 Luce Hall, 203.432.3426

http://eastasianstudies.research.yale.edu

M.A.

Chair

Daniel Botsman (LUCE 345, 203.432.3197, daniel.botsman@yale.edu)

Director of Graduate Studies

Aaron Gerow [F] (311 HGS, 203.432.7082, aaron.gerow@yale.edu)

Peter Perdue [Sp] (2682 HGS, 203.432.6145, peter.c.perdue@yale.edu)

Professors Daniel Botsman (History), Kang-i Sun Chang (East Asian Languages & Literatures), Deborah Davis (Sociology), Aaron Gerow (East Asian Languages & Literatures; Film Studies), Valerie Hansen (History), Edward Kamens (East Asian Languages & Literatures), William Kelly (Anthropology), Tina Lu (East Asian Languages & Literatures), Peter Perdue (History), Frances Rosenbluth (Political Science), Helen Siu (Anthropology), William Summers (Therapeutic Radiology; History of Science & Medicine), John Treat (East Asian Languages & Literatures), Jing Tsu (East Asian Languages & Literatures), Anne Underhill (Anthropology), Mimi Hall Yiengpruksawan (History of Art)

Associate Professors Karen Nakamura (Anthropology), William Honeychurch (Anthropology)

Assistant Professors Seok-Ju Cho (Political Science), Fabian Drixler (History), William Fleming (East Asian Languages & Literatures), Michael Hunter (East Asian Languages & Literatures), Seth Jacobowitz (East Asian Languages & Literatures), Youn-mi Kim (History of Art), Andrew Quintman (Religious Studies), Chloë Starr (Divinity; East Asian Languages & Literatures), Jeremy Wallace (Visiting), Eric Weese (Economics), Jessica Weiss (Political Science)

Senior Lecturers Annping Chin (History), Pauline Lin (East Asian Languages & Literatures), Koichi Shinohara (Religious Studies; East Asian Languages & Literatures)

Lecturers Nathan Hopson, Hyung-Wook Kim, Kwangmin Kim, Se-Woong Koo, Amy Lelyveld, Mia Liu, Ran Zwigenberg

Senior Lectors II Seungja Choi, Ling Mu

Senior Lectors Hsiu-hsien Chan, Min Chen, Koichi Hiroe, Angela Lee-Smith, Rongzhen Li, Ninghui Liang, Fan Liu, Yoshiko Maruyama, Michiaki Murata, Hiroyo Nishimura, Masahiko Seto, Jianhua Shen, Mari Stever, Wei Su, Haiwen Wang, Yu-lin Wang Saussy, Peisong Xu, William Zhou

Lectors Aoi Saito, Chuanmei Sun, Shucheng Zhang

Fields of Study

The Master of Arts program in East Asian Studies offers a concentrated course of study designed to provide a broad understanding of the people, history, culture, contemporary society, politics, and economy of China, Japan, or a transnational region within East Asia. This program is designed for students preparing to go on to the doctorate in one of the disciplines of East Asian Studies (i.e., anthropology; economics; history; history of art; language and literature, including comparative literature, film studies, and theater studies; political science; sociology; etc.), as well as for those students seeking a terminal M.A. degree before entering the business world, the media, government service, or a professional school.

Course of Study for the M.A. Degree

The program is designed to be completed by successfully taking eight term courses approved for graduate credit by the director of graduate studies (DGS) over the course of one academic year. A program of study for completion of the degree in one year consists of two terms of language study at or above Yale’s third-year level (unless the language requirement has already been met through previous study or native fluency) plus six graduate-level term courses selected from the current year’s offerings of advanced language study and lecture courses or seminars related to East Asia, with the approval of the DGS. For those who meet the language requirement at matriculation, one or two of the required eight courses may be advanced training in a particular discipline (e.g., economics, history, political theory, statistics, etc.) with no explicit focus on East Asia, but related to the student’s professional goals.

Special Requirements for the M.A. Degree

Students must earn two Honors grades (“H”) over the course of their two terms at Yale. Honors grades earned in any beginning or intermediate language class cannot be counted toward satisfying this requirement, except with the permission of the DGS.

Joint-Degree Programs

As the East Asian Studies M.A. degree is a one-year program, there are no joint-degree programs available. Students interested in pursuing additional degrees in the Yale professional schools should consider applying separately to those programs in order to complete such degrees before or after the East Asian Studies M.A. degree.

Program materials are available upon request to the Council on East Asian Studies, Yale University, PO Box 208206, New Haven CT 06520-8206; e-mail, eastasian.studies@yale.edu; Web site, http://eastasianstudies.research.yale.edu. Applications are available online at www.yale.edu/graduateschool/admissions; e-mail, graduate.admissions@yale.edu.

Courses

Please consult the course information available online at http://eastasianstudies.research.yale.edu/academic.php and http://students.yale.edu/oci for a complete list of East Asian-related courses offered at Yale University.

EAST 501/SOCY 507, Social Science Workshop on Contemporary China  Deborah Davis

A weekly workshop to encourage dialogue across disciplines among faculty, visiting professionals, and graduate students doing research in contemporary China. At each session, one Yale faculty, visitor, or advanced graduate student speaks briefly in regard to current work in progress. In most weeks, a paper or memo is circulated in advance, and each session allows for extensive discussion. One unit of course credit is available to students who attend 80 percent of the sessions in both terms and submit a thirty-page paper by April 25. Prerequisite: permission of the instructor. F 11:45–12:45

EAST 596aU/SOCY 596aU, Wealth and Poverty in Modern China Deborah Davis

The underlying causes and consequences of the changing distribution of income, material assets, and political power in contemporary China. Substantive focus on inequality and stratification. Instruction in the use of online Chinese resources relevant to research. Optional weekly Chinese language discussions. Prerequisite: permission of the instructor. W 1:30–3:20



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Ecology and Evolutionary Biology

Osborn Memorial Laboratories, 203.432.3837

www.eeb.yale.edu

M.S., Ph.D.

Chair

Paul Turner

Director of Graduate Studies

David Post [F]

Stephen Stearns [Sp]

Professors Leo Buss, Peter Crane (Forestry & Environmental Studies), Michael Donoghue, Vivian Irish (Molecular, Cellular & Developmental Biology), Kenneth Kidd (Genetics; Psychiatry), Jeffrey Powell, Richard Prum, Eric Sargis (Anthropology), Oswald Schmitz (Forestry & Environmental Studies), David Skelly (Forestry & Environmental Studies), Stephen Stearns, Paul Turner, J. Rimas Vaisnys (Electrical Engineering), Günter Wagner

Associate Professors Suzanne Alonzo, Alison Galvani (Public Health), Walter Jetz, Thomas Near, David Post (on leave [Sp])

Assistant Professors Antónia Monteiro, Jeffrey Townsend, David Vasseur

Fields of Study

The Department of Ecology and Evolutionary Biology (E&EB) offers training programs in organismal biology, ecology, and evolutionary biology including molecular evolution, phylogeny, molecular population genetics, developmental evolution, and evolutionary theory.

Special Admissions Requirements

Applicants should have had training in one of the following fields: biology, mathematics, chemistry, physics, statistics, and/or geology. Candidates are selected, regardless of their major, based on overall preparation for a career in research in ecology and evolutionary biology. Some, planning for careers in applied fields, may have prepared with courses in public policy, economics, and agriculture.

Special Requirements for the Ph.D. Degree

Each entering student, in consultation with the director of graduate studies (DGS), develops a specific program of courses, seminars, laboratory research, and independent reading tailored to the student’s interests, background, and goals. There are normally no foreign language requirements. All first-year students carry out two research rotations. Students have the option of a rotation over their first summer. Students must participate in (1) E&EB 500, Advanced Topics in Ecology and Evolutionary Biology; (2) E&EB 545b, a course on the responsible conduct of research; (3) weekly E&EB seminars; and (4) symposia of faculty and graduate student research. In addition, during their first two years of study, graduate students must enroll in a minimum of three additional graduate-level courses (numbered 500 and above). Teaching experience is regarded as an integral part of the graduate training program. All students are required to teach three courses, normally at the TF 3 level, typically during their first two years of study.

By the middle of the fourth term of study, each student organizes a formal pre­prospectus consultative meeting with his/her advisory committee to discuss the planned dissertation research. Before the beginning of the fifth term, students present and defend their planned dissertation research at a prospectus meeting, at which the department determines the viability and appropriateness of the student’s Ph.D. proposal. A successful prospectus meeting and completion of course requirements results in admission to candidacy for the Ph.D. The remaining requirements include completion, presentation, and successful defense of the dissertation, and submission of copies of the dissertation to the Graduate School and to the Center for Science and Social Science Information.

In cases where the dissertation committee decides that preliminary field work during the summer after the fourth term is necessary prior to the prospectus, the prospectus meeting can be delayed by one term. A request for a delay must come from the dissertation committee adviser and must be approved by the DGS. In these exceptional cases admission to candidacy may not be required for registration for the third year of graduate study.

Honors Requirement

Students must meet the Graduate School’s requirement of Honors in two courses by the end of the fourth term of study. The E&EB department also requires an average grade of at least High Pass in course work during the first two years of study.

Master’s Degree

M.S. (en route to the Ph.D.) A student must pass three graduate-level courses (excluding E&EB 500 and 545b), at least two with Honors, and maintain an overall average of High Pass in all courses.

Additional material providing information on the department, faculty, courses, and facilities is available from Karen Broderick, Office of the Director of Graduate Studies, Department of Ecology and Evolutionary Biology, Yale University, PO Box 208106, New Haven CT 06520-8106; e-mail, karen.broderick@yale.edu; tel., 203.432.3837; fax, 203.432.2374; Web site, www.eeb.yale.edu.

Courses

E&EB 500a/b, Advanced Topics in Ecology and Evolutionary Biology

Topics to be announced. M 2:30–4:30

E&EB 510au/STAT 501au, Introduction to Statistics: Life Sciences Walter Jetz, Jonathan Reuning-Scherer

Statistical and probabilistic analysis of biological problems presented with a unified foundation in basic statistical theory. Problems are drawn from genetics, ecology, epidemiology, and bioinformatics. Graduate students are expected to finish a course project in addition to regular homework and exams. TTH 1–2:15

E&EB 520au, General Ecology David Post, David Vasseur

A broad consideration of the theory and practice of ecology, including the ecology of individuals, population dynamics and regulation, community structure, ecosystem function, and ecological interactions on broad spatial and temporal scales. Topics such as climate change, fisheries management, and infectious disease are placed in an ecological context. MWF 10:30–11:20

E&EB 523Lbu, Laboratory for Evolution and Functional Traits  Marta Martínez Wells

Experimental approaches to organismal and population biology, including study of the diversity of life. TWTH 1:30–4:30

E&EB 525bu, Evolutionary Biology Paul Turner, Thomas Near

An overview of evolutionary biology as the discipline uniting all of the life sciences. Evolution explains the origin of life and Earth’s biodiversity, and how organisms acquire adaptations that improve survival and reproduction. This course uses reading and discussion of scientific papers to emphasize that evolutionary biology is a dynamic science, involving active research to better understand the mysteries of life. We discuss principles of population genetics, paleontology, and systematics; application of evolutionary thinking in disciplines such as developmental biology, ecology, microbiology, molecular biology, and human medicine. TTH 10:30–11:20, 1 HTBA

E&EB 526Lbu, Laboratory for Evolutionary Biology Adalgisa Caccone

The companion laboratory to E&EB 525b. Study of patterns and processes of evolution, including collection and interpretation of molecular and morphological data in a phylogenetic context. Focus on methods of analysis of species-level and population-level variation in natural populations. TH 1:30–4:30

E&EB 530aU, Field Ecology Linda Puth

A field-based introduction to ecological research. Experimental and descriptive approaches, comparative analysis, and modeling are explored through field and small-group projects. TTH 1–5

E&EB 535bU, Probabilistic Modeling in Ecology, Evolution, and Disease  Jeffrey Townsend

Ways in which probabilistic, mathematical, and computational modeling can be used to explore questions about ecology, evolution, and the epidemiology of infectious diseases. How probabilistic modeling is performed in the context of modern research. T 1:30–3:20

E&EB 540au, Animal Behavior Suzanne Alonzo

An introduction to the study of animal behavior from an evolutionary and ecological perspective. History and methods of studying animal behavior. Topics include foraging, predation, communication, reproduction, cooperation, and the role of behavior in conservation. MW 11:30–12:45, 1 HTBA

E&EB 545b, Responsible Conduct of Research for Advanced Topics

M 2:30–4:30

E&EB 546au, Plant Diversity and Evolution Michael Donoghue

Introduction to the major plant groups and their evolutionary relationships, with an emphasis on the diversification and global importance of flowering plants. MW 1–2:15

E&EB 547Lau, Laboratory for Plant Diversity and Evolution Michael Donoghue

Hands-on experience with the plant groups examined in the accompanying lectures; local field trips. T 1–4

E&EB 550au, Biology of Terrestrial Arthropods Marta Martínez Wells

Evolutionary history and diversity of terrestrial arthropods (body plan, phylogenetic relations, fossil record); physiology and functional morphology (water relations, thermo-regulation, energetics of flying and singing); reproduction (biology of reproduction, life cycles, metamorphosis, parental care); behavior (migration, communication, mating systems, evolution of sociality); ecology (parasitism, mutualism, predator-prey interactions, competition, plant-insect interactions). TTH 11:35–12:50

E&EB 551Lau, Laboratory for Biology of Terrestrial Arthropods  Marta Martínez Wells

Comparative anatomy, dissections, identification, and classifications of terrestrial arthropods; specimen collection; field trips. W 1:30–4:30

E&EB 575a, Biological Oceanography Mary Beth Decker

Exploration of a range of coastal and pelagic ecosystems. Relationships between biological systems and the physical processes that control the movements of water and productivity of marine systems. Anthropogenic impacts on oceans, such as the effects of fishing and climate change. Includes three Friday field trips. TTh 11:35–12:50

E&EB 660bU, Conservation Genetics Adalgisa Caccone

An introduction to conservation genetics for advanced undergraduates and graduate students. The importance of genetic diversity and the means for preserving it.

E&EB 672bU, Ornithology Richard Prum

An overview of avian biology and evolution, including the structure, function, behavior, and diversity of birds. The evolutionary origin of birds, avian phylogeny, anatomy, physiology, neurobiology, breeding systems, and biogeography. MWF 9:25–10:15

E&EB 673LbU, Laboratory for Ornithology Richard Prum

Laboratory and field studies of avian morphology, diversity, phylogeny, classification, identification, and behavior. T 1:30–5

E&EB 678b, Mathematical Models and Quantitative Methods in Evolution and Ecology Suzanne Alonzo

In this course, we focus on how quantitative approaches are used to allow scientific inference. We discuss general principles for generating hypotheses that are testable (i.e., quantifiable). The course also examines a variety of approaches used to model population-level processes in evolution and ecology, including an overview of population genetics, quantitative genetics, optimality models, game theory, and population dynamic equations. We also discuss experimental design, statistical analyses, inference, and other quantitative methods. The course assumes a basic background in algebra, calculus, probability theory, and statistics. Please address any questions regarding the course to suzanne.alonzo@yale.edu. W 9:30–11:30

E&EB 826aU, Phylogenetics and Macroevolution Thomas Near

In the past twenty years the tools of phylogeny reconstruction have had a dramatic impact on evolutionary biology. This course describes the methods of phylogenetic inference; provides the student with practical experience in reconstructing evolutionary histories from comparative data, especially molecular sequence data; and applies these techniques to understanding selected issues in macroevolution—evolution above the species level. Phylogenetics has become the organizing principle for macroevolutionary studies, and it has provided new levels of quantitative understanding and rigor, especially in problems relating to the tempo and mode of evolutionary change. The course emphasizes development of quantitative skills, conceptual understanding, and appreciation for biological examples ranging from the evolution of viral pathogens to the origin of major clades of animals and green plants.

E&EB 827LaU, Laboratory for Phylogenetics and Macroevolution Thomas Near

An introduction to phylogeny reconstruction and comparative analyses, in coordination with E&EB 826a.

E&EB 842bU/ANTH 835bU, Primate Diversity and Evolution Eric Sargis

Examination of the diversity and evolutionary history of living and extinct primates. Focus on major controversies in primate systematics and evolution, including the origins and relationships of several groups. Consideration of both morphological and molecular studies. Morphological diversity and adaptations explored through museum specimens and fossil casts. W 1:30–3:20

E&EB 900a–b, First-Year Introduction to Research and Rotations DGS

E&EB 930a, Seminar in Systematics

E&EB 950a or b, Second-Year Research

By arrangement with faculty.

E&EB 960b/EMD 695b, Studies in Evolutionary Medicine I Stephen Stearns, Durland Fish, Alison Galvani, Paul Turner

The first term of a two-term course that begins in January. Students learn the major principles of evolutionary biology and apply them to issues in medical research and practice by presenting and discussing original papers from the current research literature. Such issues include lactose and alcohol tolerance; the hygiene hypothesis and autoimmune disease; human genetic variation in drug response and pathogen resistance; spontaneous abortions, immune genes, and mate choice; parental conflicts over reproductive investment mediated by genetic imprinting; life history trade-offs and the evolution of aging; the evolution of virulence and drug resistance.

E&EB 961a/EMD 695a, Studies in Evolutionary Medicine II Paul Turner

Continuation of E&EB 960b.

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Economics

28 Hillhouse Avenue, 203.432.3575

www.econ.yale.edu

M.A., M.Phil., Ph.D.

Chair

Dirk Bergemann (28 Hillhouse, 203.432.3571)

Director of Graduate Studies

Truman Bewley (30 Hillhouse, Rm. 30, 203.432.3719, truman.bewley@yale.edu)

Professors Joseph Altonji, Donald Andrews, Dirk Bergemann, Steven Berry, Truman Bewley, Donald Brown, Xiaohong Chen, Zhiwu Chen (School of Management), Ray Fair, Howard Forman (School of Public Health), John Geanakoplos, Pinelope Goldberg, Timothy Guinnane, Philip Haile, Johannes Hörner, Jonathan Ingersoll (School of Management), Gerald Jaynes, Dean Karlan, Yuichi Kitamura, Alvin Klevorick, Samuel Kortum, Naomi Lamoreaux, Richard Levin, Giovanni Maggi, Costas Meghir, Robert Mendelsohn (Forestry & Environmental Studies), Giuseppe Moscarini, William Nordhaus, Peter Phillips, Benjamin Polak, Mark Rosenzweig, Larry Samuelson, Robert Shiller, Anthony Smith, Aleh Tsyvinski, Christopher Udry, Edward Vytlacil, Ebonya Washington

Associate Professor Konstantinos Arkolakis

Assistant Professors Timothy Armstrong, David Atkin, Eduardo Faingold, Mitsuru Igami, Daniel Keniston, Amanda Kowalski, Nancy Qian, Kareen Rozen, Eric Weese

Fields of Study

Fields include economic theory, including microeconomics, macroeconomics, mathematical economics; econometrics; economic history; labor economics; industrial organization; financial economics; behavioral finance; public economics; public finance; international trade; international finance; economic development; behavioral economics; law and economics.

Special Admissions Requirements

Please see www.econ.yale.edu/graduate/application_info.htm.

Special Requirements for the Ph.D. Degree

The following requirements must be satisfied in addition to those prescribed by the Graduate School.

Prior to registration for the second year. (a) Students must have taken for credit and passed at least six economics graduate courses. (b) Students must pass written comprehensive examinations in micro- and macroeconomics. These examinations, which are given in May and late August of each year, must be taken in the spring term of the first year. Each exam will be graded separately, and in the event of failure, students will retake only the part of the exam they did not pass. Students may take the comprehensive examination no more than twice.

Prior to registration for the third year. (a) Students must have taken at least fourteen term courses in Economics and have received a grade of at least Pass in each of them. With the permission of the director of graduate studies, courses in related fields and independent reading courses can be used to fulfill this requirement. Workshops may not be used to satisfy it. All workshops are graded on a Satisfactory/Unsatisfactory basis. (b) Students must have received an average of at least High Pass in the courses they have taken. The admissibility of courses for this requirement is the same as for the fourteen-course requirement mentioned above. Grades within the Economics department include pluses and minuses. A failure counts as a zero, a P– as a 1, a P as a 2, a P+ as a 3, and so on up to a 9 for H+. The arithmetic average of these numbers must be at least 4.5.

Admission to candidacy. Students must be admitted to candidacy prior to registration for the fourth year of study. Students are recommended to the Graduate School for admission to candidacy by the Department of Economics after having completed department requirements listed above, the Graduate School’s prospectus requirement, and the following additional requirements: (a) Students must have completed two one-term prospectus workshops. In order for workshops to count toward the prospectus requirement, students must make a presentation in each workshop and present original work in one of them. If students can find no workshop whatsoever in their areas of interest, they may substitute independent study guided by a faculty member, provided the independent study leads to a dissertation prospectus that is accepted. (b) Students must receive a grade of High Pass– or better in ECON 551b (Econometrics II) or 552b (Econometrics III). More advanced courses may be substituted for these with special permission of the director of graduate studies. (c) Students must receive a grade of Satisfactory on an applied econometrics paper, which is evaluated by the faculty adviser of the paper and another faculty member. (d) Students must complete with a grade of at least High Pass– a term of economic history, drawn from a list of courses approved by the director of graduate studies and economic history instructors. (e) Students must pass an oral examination in two fields. At least one field must have substantial empirical and institutional content. The choice of fields must be approved by the director of graduate studies. In the event of failure, students may take the oral examination no more than twice.

Submitting the dissertation. A student’s dissertation research is guided by a committee of two Graduate School faculty members, at least one of whom must be a member of the Economics department. One of the committee members is designated as chair. When a first draft of the dissertation is completed, the director of graduate studies appoints a third reader.

Programs in Law and Economics

The Economics department participates in the J.D./M.A. and J.D./Ph.D. programs, which are described under Policies and Regulations.

Master’s Degrees

M.Phil. The M.Phil. degree is awarded to students in the Ph.D. program upon completion of fourteen term courses, with at least two grades of Honors. In addition, students must satisfy the qualifying requirements in economic theory, econometrics, economic history, and two special fields, as well as the oral examination.

M.A. (en route to the Ph.D.) The M.A. degree is awarded upon completion of eight term courses with an average grade of High Pass. Students must complete at least two of the three two-course sequences in microeconomics, macroeconomics, or econometrics for first-year graduate students.

The M.A. in International and Development Economics is described under International and Development Economics.

Program materials are available on our Web site: www.econ.yale.edu.

Courses

ECON 500a, General Economic Theory: Microeconomics Truman Bewley, Johannes Hörner

Introduction to optimization methods and partial equilibrium. Theories of utility and consumer behavior production and firm behavior. Introduction to uncertainty and the economics of information, and to noncompetitive market structures.

ECON 501b, General Economic Theory: Microeconomics Dirk Bergemann, Larry Samuelson

General equilibrium and welfare economics. Allocation involving time. Public sector economics. Uncertainty and the economics of information. Introduction to social choice.

[ECON 502a, Mathematics for Economists]

ECON 510a, General Economic Theory: Macroeconomics Konstantinos Arkolakis, Eduardo Engel

Analysis of short-run determination of aggregate employment, income, prices, and interest rates in closed and open economies. Stabilization policies.

ECON 511b, General Economic Theory: Macroeconomics Giuseppe Moscarini

Theories of saving, investment, portfolio choice, and financial markets. Longer-run developments; economic growth, capital accumulation, income distribution.

ECON 520a, Advanced Microeconomic Theory I Johannes Hörner

A formal introduction to game theory and information economics. Alternative non­cooperative solution concepts are studied and applied to problems in oligopoly, bargaining, auctions, strategic social choice, and repeated games.

ECON 521b, Advanced Microeconomic Theory II Juuso Välimäki, Philipp Strack

Contracts and the economics of organization. Topics may include dynamic contracts (both explicit and implicit), career concerns, hierarchies, Bayesian mechanism design, renegotiation, and corporate control.

ECON 522a and 523b, Microeconomic Theory Lunch

A forum for advanced students to critically examine recent papers in the literature and present their own work.

[ECON 524a, Behavioral Applied Theory]

ECON 525a, Advanced Macroeconomics I Eduardo Engel, Richard Lagos

Heterogeneous agent economics, investment, scrapping and firing, nonquadratic adjustment costs, financial constraints, financial intermediation, psychology of decision making under risk, optimal risk management, financial markets, consumption behavior, monetary policy, term structure of interest rates.

ECON 526b, Advanced Macroeconomics II Per Krusell, Lorenzo Caliendo

Macroeconomic equilibrium in the presence of uninsurable labor income risk. Implications for savings, asset prices, unemployment.

[ECON 527b/LAW 21458/MGT 565b, Behavioral and Institutional Economics]

ECON 530a, Mathematical Economics I John Geanakoplos

This is a first course in general equilibrium analysis of market economies. The focus of the course is Walrasian competition, monopolistic competition, and competition in markets with affective agents, i.e., affective competition. Topics include testable implications of these models, counterfactual analysis, and algorithms for solving calibrated models. The mathematical framework is Tame Topology and O-minimal Structures, where the Tarski-Seidenberg Theorem on Quantifier Elimination and Laskowski’s Theorem on the VC-Dimension of Definable Sets are the basis of our analysis.

[ECON 531b, Mathematical Economics II]

[ECON 535a and b, Prospectus Workshop in Mathematical Economics]

ECON 537a and 538b, Microeconomic Theory Workshop

Presentations by research scholars and participating students.

ECON 540a and 541b, Student Workshop in Macroeconomics

A course that gives third- and fourth-year students doing research in macroeconomics an opportunity to prepare their prospectuses and to present their dissertation work. Each student is required to make at least two presentations per term. For third-year students and beyond, at least one of the presentations in the first term should be a mock job talk.

ECON 542a and 543b, Macroeconomics Workshop 

A forum for presentation and discussion of state-of-the-art research in macroeconomics. Presentations by research scholars and participating students of papers in closed economy and open economy macroeconomics and monetary economics.

ECON 545a, Microeconomics Michael Boozer

A survey of the main features of current economic analysis and of the application of the theory to a number of important economic questions, covering microeconomics and demand theory, the theory of the firm, and market structures. For IDE students.

ECON 546a, Macroeconomics Irasema Alonso

This course presents a basic framework to understand macroeconomic behavior and the effects of macroeconomic policies. Topics include consumption and investment, labor market, short-run income determinations, unemployment, inflation, growth, and the effects of monetary and fiscal policies. The emphasis is on the relation between the underlying assumptions of macroeconomic framework and policy implications derived from it. For IDE students.

ECON 550a, Econometrics I Donald Andrews

Probability: concepts and axiomatic development. Data: tools of descriptive statistics and data reduction. Random variables and probability distributions; univariate distributions (continuous and discrete); multivariate distributions; functions of random variables and transformations; the notion of statistical inference; sampling concepts and distributions; asymptotic theory; point and interval estimation; hypothesis testing.

ECON 551b, Econometrics II Xiaohong Chen

Provides a basic knowledge of econometric theory, and an ability to carry out empirical work in economics. Topics include linear regression and extensions, including regression diagnostics, generalized least squares, statistical inference, dynamic models, instrumental variables and maximum likelihood procedures, simultaneous equations, nonlinear and qualitative-choice models. Examples from cross-section, time series, and panel data applications.

ECON 552b, Econometrics III Yuichi Kitamura

The treatment of the subject is rigorous, attentive to modern developments, and proceeds to research level in several areas. Linear models from core curriculum. Topics include linear estimation theory, multiple and multivariate regressions, Kruskal’s theorem and its applications, classical statistical testing by likelihood ratio, Lagrange multiplier and Wald procedures, bootstrap methods, specification tests, Stein-like estimation, instrumental variables, and an introduction to inferential methods in simultaneous stochastic equations.

ECON 553a, Econometrics IV: Time Series Econometrics Peter Phillips

A sequel to ECON 552, the course proceeds to research level in time series econometrics. Topics include an introduction to ergodic theory, Wold decomposition, spectral theory, martingales, martingale convergence theory, mixing processes, strong laws, and central limit theory for weak dependent sequences with applications to econometric models and model determination.

ECON 554b, Econometrics V Timothy Armstrong

The first half of this course is about nonlinear parametric models. Specification, estimation, and testing within the Likelihood and Generalized Method of Moments frameworks. First-order asymptotics for both smooth and non-smooth objective functions. Efficiency and robustness. A short account of high-order asymptotics for smooth problems. The second part is on nonparametric and semiparametric methods. Nonparametric estimation by kernels, series, splines, and other methods. Bias reduction and bandwidth selection. The course of dimensionality and additive models. Specification and estimation of semiparametric models. U-statistics and asymptotic properties. Efficiency and adaptation.

[ECON 555b, Applied Econometrics II: Microeconometrics]

ECON 556a, Topics in Empirical Economics and Public Policy Costas Meghir, Pinelope Goldberg, Philip Haile

[ECON 557a, Econometrics VI]

ECON 558a, Econometrics Michael Boozer

Application of statistical analysis to economic data. Basic probability theory, linear regression, specification and estimation of economic models, time series analysis, and forecasting. The computer is used. For IDE students.

[ECON 561a, Computational Method for Economic Dynamics] 

[ECON 563a/CPSC 555aU, Economics and Computation] 

ECON 567a and 568b, Econometrics Workshop

A forum for state-of-the-art research in econometrics. Its primary purpose is to disseminate the results and the technical machinery of ongoing research in theoretical and applied fields.

ECON 570a and 571b, Prospectus Workshop in Econometrics

A course for third- and fourth-year students doing research in econometrics to prepare their prospectus and present dissertation work.

ECON 580a, General Economic History: Western Europe Timothy Guinnane

A survey of some major events and issues in the economic development of Western Europe during the eighteenth and nineteenth centuries, stressing the causes, nature, and consequences of the industrial revolution in Britain and on the Continent, and the implications of the historical record for modern conceptions of economic growth. Prerequisites: simultaneous enrollment in or successful completion of ECON 500a and ECON 510a; permission of the instructor.

ECON 581b, American Economic History Naomi Lamoreaux

This course examines both the long-term factors (such as industrialization and the development of markets) and the epochal events (such as the Revolution, Civil War, and Great Depression) that have shaped the development of the American economy. The objectives of this course are to familiarize students with the major topics and debates in American economic history. Prerequisites: concurrent enrollment in or successful completion of ECON 501b and ECON 510a.

[ECON 582a, General Economic History: Latin America]

[ECON 583a, Topics in Economic History]

[ECON 585b, Readings in Economic History] 

ECON 588a and 589b, Economic History Workshop Timothy Guinnane

A forum for discussion and criticism of research in progress. Presenters include graduate students, Yale faculty, and visitors. Topics concerned with long-run trends in economic organization are suitable for the seminar. Special emphasis given to the use of statistics and of economic theory in historical research.

ECON 600a, Industrial Organization I Steven Berry, Philip Haile

Begins by locating the study of industrial organization within the broader research traditions of economics and related social sciences. Alternative theories of decision making, of organizational behavior, and of market evolution are sketched and contrasted with standard neoclassical theories. Detailed examination of the determinants and consequences of industrial market structure.

ECON 601b, Industrial Organization II Mitsuru Igami, Nikhil Agarwal

Examination of alternative modes of public control of economic sectors with primary emphasis on antitrust and public utility regulation in the U.S. economy. Public policy issues in sectors of major detailed governmental involvement.

ECON 606a and 607b, Prospectus Workshop in Industrial Organization

For third-year students in microeconomics, intended to guide students in the early stages of theoretical and empirical dissertation research. Emphasis on regular writing assignments and oral presentations.

ECON 608a and 609b, Industrial Organization Seminar

For advanced graduate students in applied microeconomics, serving as a forum for presentation and discussion of work in progress of students, Yale faculty members, and invited speakers.

ECON 630a, Labor Economics Joseph Altonji, Costas Meghir

Topics include static and dynamic approaches to demand, human capital and wage determination, wage income inequality, unemployment and minimum wages, matching and job turnover, immigration and international trade, unions, implicit contract theory, and efficiency wage hypothesis.

ECON 631b, Labor Economics Joseph Altonji, Costas Meghir

Topics include static and dynamic models of labor supply, human capital wage function estimation, firm-specific training, compensating wage differentials, discrimination, household production, bargaining models of household behavior, intergenerational transfers, and mobility.

ECON 638a and 639b, Labor and Population Workshop

A forum primarily for graduate students to present their research plans and findings. Discussions encompass empirical microeconomic research relating to both high- and low-income countries.

ECON 640a/b, Prospectus Workshop in Labor Economics and Public Finance

Workshop for students doing research in labor economics and public finance.

ECON 670a/MGMT 740a, Financial Economics I Zhiwu Chen

Current issues in theoretical financial economics are addressed through the study of current papers. Focuses on the development of the problem-solving skills essential for research in this area.

ECON 671b/MGMT 741b, Financial Economics II Jonathan Ingersoll

Continuation of ECON 670a/MGMT 740a.

ECON 672a/MGMT 745a, Financial Behavior Nicholas Barberis

Much of modern financial economics works with models in which agents are rational, in that they maximize expected utility and use Bayes’s law to update their beliefs. Behavioral finance is a large and active field that studies models in which some agents are less than fully rational. Such models have two building blocks: limits to arbitrage, which make it difficult for rational traders to undo the dislocations caused by less rational traders; and psychology, which catalogues the kinds of deviations from full rationality we might expect to see. We discuss these two topics and then consider a number of applications: asset pricing (the aggregate stock market and the cross-section of average returns); individual trading behavior; and corporate finance (security issuance, corporate investment, and mergers).

ECON 674b/MGMT 746b, Financial Crises Gary Gorton, Andrew Metrick

An elective doctoral course covering theoretical and empirical research on financial crises. The first half of the course focuses on general models of financial crises and historical episodes from the nineteenth and twentieth centuries. The second half of the course focuses on the recent financial crisis. Prerequisites: MGMT 740a and 741b (doctoral students in Economics may substitute the core microeconomics sequence), and permission of the instructor.

ECON 680a, Public Finance I Amanda Kowalski

[ECON 681b, Public Finance II]

ECON 702b, International Economics Andrea Bubula

International monetary theory and its implications for economic policy. Topics include mechanisms of adjustment in the balance of payments; fiscal, monetary, and exchange rate policy for internal and external balance; international movements of capital. For IDE students.

[ECON 709a, International Economics and Open Economy Macroeconomics]

ECON 720a, International Trade I Pinelope Goldberg, Giovanni Maggi

This course covers the theory of international trade, policy, and institutions. Discussion of Classical, Neo-classical, and more recent imperfect-Competition-Scale-Economies-based static models of trade. The course presents dynamic extensions of some of the models that explore the relations among trade, innovation, and growth. The analytics of trade policy issues, such as gains from trade, tariffs and quotas, customs unions and free trade areas, and the political economy of trade policy making, are discussed.

ECON 721b, International Trade II Konstantinos Arkolakis, Samuel Kortum

The course covers empirical topics in international trade with particular emphasis on current research areas. Topics include tests of international trade theories; studies of the relationship between international trade, labor markets, and income distribution; recent trade liberalization episodes in developing countries; empirical assessment of various trade policies, such as VERs and Anti-Dumping; productivity (and its relation to international trade liberalization); and exchange rates, market integration, and international trade. Methodologically, the course draws heavily on empirical models used in the fields of industrial organization and to a lesser degree labor economics; taking these courses is thus recommended though not required.

[ECON 724b, International Finance]

ECON 730a, Economic Development I Christopher Udry, Mark Rosenzweig

Development theory at both aggregate and sectoral levels; analysis of growth, employment, poverty, and distribution of income in both closed and open developing economy contexts.

ECON 731b, Economic Development II Dean Karlan, Mark Rosenzweig

Analysis of development experiences since World War II. Planning and policy making across countries and time. Models of development, growth, foreign trade, and investment. Trade, capital, and technology flows and increasing interdependence. The political economy of policy making and policy reform.

ECON 732b, Economic Development IDE Michael Boozer

Examines the models of classical and modern economists to explain the transition of developing economies into modern economic growth, as well as their relevance to income distribution, poverty alleviation, and human development. For IDE students.

[ECON 735bu, Economics of Agriculture]

[ECON 736au, Economics of Technology]

ECON 737au, Economics of Natural Resources Robert Mendelsohn

Linking of abstract economic concepts to concrete policy and management decisions. Application of theoretical tools of economics to global warming, pollution control, fisheries, forestry, recreation, and mining.

ECON 738a or b, Workshop on Environmental and Natural Resources  William Nordhaus, Robert Mendelsohn

ECON 749a and 750b, Trade and Development Workshop

A forum for graduate students and faculty with an interest in the economic problems of developing countries. Faculty, students, and a limited number of outside speakers discuss research in progress.

ECON 756a/b, Prospectus Workshop in Development

Workshop for students doing research in development to present and discuss work.

[ECON 776bu, Economics of Population]

ECON 788a/PLSC 575a, Political Competition John Roemer

Political competition in democracies is party competition. We develop, from the formal viewpoint, theories of party competition in democracies. The familiar “median voter theorem” of A. Downs is the simplest example of such a theory, but it is inadequate in several ways. We develop a theory in which parties (1) compete over several issues, not just one issue, as in Downs; (2) are uncertain about how citizens will respond to platforms; and (3) represent interest groups in the population. Applications, particularly to the theory of income distribution and taxation, are studied.

ECON 790b, Political Economy Ebonya Washington

ECON 794b, Political Economy II Giovanni Maggi

ECON 899a or b, Individual Reading and Research

By arrangement with faculty.

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Electrical Engineering

Dunham Laboratory, 203.432.4250

M.S., M.Phil., Ph.D.

Chair

Jung Han

Director of Graduate Studies

Hongxing Tang (hong.tang@yale.edu)

Professors Richard Barker (Emeritus), James Duncan, Jung Han, Roman Kuc, Tso-Ping Ma, A. Stephen Morse, Kumpati Narendra, Mark Reed, Peter Schultheiss (Emeritus), J. Rimas Vaisnys

Associate Professors Minjoo Lee, Richard Lethin (Adjunct), Yiorgos Makris (Adjunct), Lawrence Staib, Hemant Tagare, Hongxing Tang, Sekhar Tatikonda, Yang Richard Yang

Assistant Professors Jakub Szefer, Fengian Xia

Fields of Study

Fields include biomedical sensory systems, communications and signal processing, computer engineering, control systems, microelectromechanical and nanomechanical systems (MEMS and NEMS), nanoelectronic science and technology, neural networks, optoelectronic materials and devices, sensor networks, semiconductor materials and devices, wireless networks, and VLSI design and testing.

For admissions and degree requirements, and for course listings, see Engineering & Applied Science.

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Engineering & Applied Science

Dunham Laboratory, 203.432.4250

www.seas.yale.edu

M.S., M.Phil., Ph.D.

Dean

T. Kyle Vanderlick

Deputy Dean

Vincent Wilczynski

Programs of study are offered in the areas of applied mechanics, mechanical engineering and materials science, chemical and environmental engineering, electrical engineering, and biomedical engineering. All programs are under the School of Engineering & Applied Science.

Biomedical Engineering

Chair

W. Mark Saltzman

Director of Graduate Studies

Richard Carson (richard.e.carson@yale.edu)

Professors Richard Carson, Todd Constable, James Duncan, Jay Humphrey, Fahmeed Hyder, Andre Levchenko, Laura Niklason, Douglas Rothman, W. Mark Saltzman, Fred Sigworth, Brian Smith, Paul Van Tassel, Steven Zucker (Computer Science)

Associate Professors Robin de Graaf, Tarek Fahmy, Themis Kyriakides, Evan Morris, Xenophon Papademetris, Lawrence Staib, Hemant Tagare

Assistant Professors Joerg Bewersdorf, Stuart Campbell, Michael Choma, Rong Fan, Anjelica Gonzalez, Chi Liu, Kathryn Miller-Jensen, Steven Tommasini, Corey Wilson

Fields of Study

Fields include the physics of image formation (MRI, optics, ultrasound, nuclear medicine, and X-ray), MRI, MRS, PET and modeling, digital image analysis and processing, computer vision, biological signals and sensors, biomechanics, physiology and human factors engineering, drug delivery, biotechnology, biophotonics, immune response to biomaterials, tissue engineering, and biomedical device systems biology and medicine.

Chemical & Environmental Engineering

Chair

Paul Van Tassel

Director of Graduate Studies

Eric Altman (eric.altman@yale.edu)

Professors Eric Altman, Michelle Bell, Gaboury Benoit, Ruth Blake, Menachem Elimelech, Abbas Firoozabadi (Adjunct), Thomas Graedel, Gary Haller, Edward Kaplan, Yehia Khalil (Adjunct), Michael Loewenberg, Robert McGraw (Adjunct), Lisa Pfefferle, Joseph Pignatello (Adjunct), Daniel Rosner, James Saiers, W. Mark Saltzman, Udo Schwarz, T. Kyle Vanderlick, Paul Van Tassel, Kurt Zilm

Associate Professors Eric Dufresne, Tarek Fahmy, Chinedum Osuji, Jordan Peccia, Julie Zimmerman

Assistant Professors Drew Genter, Jaehong Kim, André Taylor, Corey Wilson

Fields of Study

Fields include nanomaterials, soft matter, interfacial phenomena, biomolecular engineering, energy, water, and sustainability.

Electrical Engineering

Chair

Jung Han

Director of Graduate Studies

Hongxing Tang (hong.tang@yale.edu)

Professors Richard Barker (Emeritus), James Duncan, Jung Han, Roman Kuc, Tso-Ping Ma, A. Stephen Morse, Kumpati Narendra, Mark Reed, Peter Schultheiss (Emeritus), J. Rimas Vaisnys

Associate Professors Minjoo Lee, Richard Lethin (Adjunct), Yiorgos Makris (Adjunct), Lawrence Staib, Hemant Tagare, Hongxing Tang, Sekhar Tatikonda, Yang Richard Yang

Assistant Professors Jakub Szefer, Fengian Xia

Fields of Study

Fields include biomedical sensory systems, communications and signal processing, computer engineering, control systems, microelectromechanical and nanomechanical systems (MEMS and NEMS), nanoelectronic science and technology, neural networks, optoelectronic materials and devices, sensor networks, semiconductor materials and devices, wireless networks, and VLSI design and testing.

Mechanical Engineering & Materials Science

Chair

Udo Schwarz

Director of Graduate Studies

Alessandro Gomez [F] (alessandro.gomez@yale.edu)

Jan Schroers [Sp] (jan.schroers@yale.edu)

Professors Charles Ahn, David Bercovici, Ira Bernstein (Emeritus), Juan Fernández de la Mora, Alessandro Gomez, Shun-Ichiro Karato, Amable Liñan-Martinez (Adjunct), Marshall Long, John Morrell, Daniel Rosner, Jan Schroers, Udo Schwarz, Ronald Smith, Mitchell Smooke, Forman Williams (Adjunct)

Associate Professors Eric Dufresne, Corey O’Hern

Assistant Professors Eric Brown, Judy Cha, Aaron Dollar, Nicholas Ouellette

Lecturers Beth Anne Bennett, Kailasnath Purushothaman

Fields of Study

Fluids and thermal sciences Dynamics and stability of drops and bubbles; dynamics of thin liquid films; macroscopic and particle-scale dynamics of emulsions, foams, and colloidal suspensions; electrospray theory and characterization; electrical propulsion applications; combustion and flames; computational methods for fluid dynamics and reacting flows; turbulence; particle tracking in fluid mechanics; laser diagnostics of reacting and nonreacting flows.

Soft matter/complex fluids Jamming and slow dynamics in gels, glasses, and granular materials; mechanical properties of soft and biological materials; structure and dynamics of macromolecules. Several faculty in Mechanical Engineering are also affiliated with the Integrated Graduate Program in Physical and Engineering Biology (www.peb.yale.edu).

Materials science Characterization of crystallization and other phase transformations; studies of thin films; MEMS; smart materials such as shape memory alloys, amorphous metals, and nanomaterials including nanocomposites; NEMS; nano-imprinting; classical and quantum optomechanics; atomic-scale investigations of surface interactions and properties; classical and quantum nanomechanics; nanotribology.

Robotics/mechatronics Machine and mechanism design; dynamics and control; robotic grasping and manipulation; human-machine interface; rehabilitation robotics; haptics; electromechanical energy conversion; biomechanics of human movement; human-powered vehicles.

Integrated Graduate Program in Physical and Engineering Biology (IGPPEB)

The Yale IGPPEB program brings together faculty drawn mainly from five member areas (MB&B, MCDB, Applied Physics, Physics, and Engineering). All faculty involved recognize the importance of interdisciplinary research at the interface of the biological and physical sciences, and have recently developed interdisciplinary research collaborations among IGPPEB colleagues. Core courses for Engineering students in this Ph.D. program are listed in the core course list below for each participating department.

Special Requirements for the Ph.D. Degree

The online publication Qualification Procedure for the Ph.D. Degree in Engineering & Applied Science describes all requirements in detail. The student is strongly encouraged to read it carefully. Here, key requirements are briefly summarized.

The student plans his/her course of study in consultation with faculty advisers (the student’s advisory committee). A minimum of ten term courses is required, to be completed in the first two years. Well-prepared students may petition for course waivers based on courses taken in a previous graduate degree program. Similarly, students may place out of certain ENAS courses via an examination prepared by the course instructor. Placing out of the course will not reduce the total number of required courses. Core courses, as identified by each department/program, should be taken in the first year unless otherwise noted by the department. With the permission of the departmental director of graduate studies (DGS), students may substitute more advanced courses that cover the same topics. No more than two courses can be Special Investigations, and at least two must be outside the area of the dissertation. All students must complete a one-term course, ENAS 508b, Responsible Conduct of Research, in the first year of study.

Each term, the faculty review the overall performance of the student and report their findings to the DGS who, in consultation with the associate dean, determines whether the student may continue toward the Ph.D. degree. By the end of the second term, it is expected that a faculty member has agreed to accept the student as a research assistant. By December 5 of the third year, an area examination must be passed and a written prospectus submitted before dissertation research is begun. These events result in the student’s admission to candidacy. Subsequently, the student will report orally each year to the full advisory committee on progress. When the research is nearing completion, but before the thesis writing has commenced, the full advisory committee will advise the student on the thesis plan. A final oral presentation of the dissertation research is required to be given during term time. There is no foreign language requirement.

Teaching experience is regarded as an integral part of the graduate training program at Yale University, and all Engineering graduate students are required to serve as a Teaching Fellow for one term, typically during year two. Teaching duties normally involve assisting in laboratories or discussion sections and grading papers and are not expected to require more than ten hours per week. Students are not permitted to teach during the first year of study.

If a student was admitted to the program having earned a score of less than 26 on the Speaking Section of the Internet-based TOEFL, the student will be required to take an English as a Second Language (ESL) course each semester at Yale until the Graduate School’s Oral English Proficiency standard has been met. This must be achieved by the end of the third year in order for the student to remain in good standing.

Core Course Requirements for the Ph.D. Degree

The core courses for each department and program are as follows:

Biomedical Engineering Physiological Systems (ENAS 550), Physical and Chemical Basis of Bioimaging and Biosensing (ENAS 510). One of these courses may be taken in the second year. In addition, there is a math requirement that must be met by taking Mathematical Methods I (ENAS 500) or Advanced Engineering Mathematics (ENAS 505) in the first year.

Chemical & Environmental Engineering (Chemical track) Classical and Statistical Thermodynamics (ENAS 521), Energy, Mass, and Momentum Processes (ENAS 603), Chemical Reaction Engineering (ENAS 602). In addition, there is a math requirement that must be met by taking Mathematical Methods I (ENAS 500) or Advanced Engineering Mathematics (ENAS 505) in the first year. Students in the IGPPEB program must also take Methods and Logic in Interdisciplinary Research (ENAS 517), Biological Physics (ENAS 541), Boot Camp Biology (MB&B 520), Integrated Workshop (ENAS 991), and Systems Modeling in Biology (MCDB 561).

Chemical & Environmental Engineering (Environmental track) Water Chemistry (ENAS 638), Biological Processes in Environmental Engineering (ENAS 641), Environmental Physicochemical Processes (ENAS 642). In addition, there is a math requirement that must be met by taking one of the following courses in the first year: Mathematical Methods I (ENAS 500), Advanced Engineering Mathematics (ENAS 505), Applied Spatial Statistics (F&ES 781), Multivariate Statistical Analysis in the Environmental Sciences (F&ES 758), Introductory Data Analysis (STAT 530), or Multivariate Statistical Methods for the Social Sciences (STAT 660).

Electrical Engineering (Computer Engineering track) Introduction to VLSI System Design (ENAS 875), Advanced Topics in Computer Engineering (ENAS 921).

Electrical Engineering (Microelectronics track) Two of the following four courses: Photonics and Optical Electronics (ENAS 511), Heterojunction Devices (ENAS 718), Solid State Physics I (ENAS 850), Semiconductor Silicon Devices and Technology (ENAS 986).

Electrical Engineering (System and Signals track) Linear Systems (ENAS 902), Stochastic Processes (ENAS 502).

Mechanical Engineering & Materials Science Students must demonstrate competence in one of four areas: Fluid and Thermal Sciences, Soft Matter/Complex Fluids, Materials Science, or Robotics/Mechatronics. As a minimum requirement, students must take at least one of the following courses in the first year of study: Intelligent Robotics (CPSC 573), Classical and Statistical Thermodynamics (ENAS 521), Biological Physics (ENAS 541), Polymer Physics (ENAS 606), Synthesis of Nanomaterials (ENAS 615), Statistical Physics II (PHYS 628), Theoretical Fluid Dynamics (ENAS 704), Fundamentals of Combustion (ENAS 708), Solidification and Phase Transformations (ENAS 752), Introduction to Robot Analysis (ENAS 777), Intermolecular and Surface Forces (ENAS 787), Soft Condensed Matter Physics (ENAS 848), Solid State Physics I (ENAS 850), Solid State Physics II (ENAS 851), Linear Systems (ENAS 902)—if not used to satisfy the math requirement—and Systems and Control (ENAS 936). In addition, there is a math requirement that must be met by taking Mathematical Methods I (ENAS 500), Mathematical Methods of Physics (PHYS 506), or Linear Systems (ENAS 902), depending on the research area. Students in the IGPPEB program must also take Methods and Logic in Interdisciplinary Research (ENAS 517), Biological Physics (ENAS 541), Boot Camp Biology (MB&B 520), Integrated Workshop (ENAS 991), and Systems Modeling in Biology (MCDB 561).

Honors Requirement

Students must meet the Graduate School’s Honors requirement in at least two term courses (excluding Special Investigations) by the end of the second term of full-time study. An extension of one term may be granted at the discretion of the DGS.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.S. (en route to the Ph.D.) To qualify for the M.S., the student must pass eight term courses; no more than two may be Special Investigations. An average grade of at least High Pass is required, with at least one grade of Honors.

Terminal Master’s Degree Program Students may also be admitted directly to a terminal master’s degree program. The requirements are the same as for the M.S. en route to the Ph.D., although there are no core course requirements for students in this program. This program is normally completed in one year, but a part-time program may be spread over as many as four years. Some courses are available in the evening, to suit the needs of students from local industry.

Program materials are available upon request to the Office of Graduate Studies, School of Engineering & Applied Science, Yale University, PO Box 208267, New Haven CT 06520-8267; e-mail, engineering@yale.edu; Web site, www.seas.yale.edu.

Courses

The list of courses may be slightly modified by the time term begins. Please check the Web site http://students.yale.edu/oci for the most updated course listing.

ENAS 500a/APHY 500a, Mathematical Methods I

A beginning, graduate-level introduction to ordinary and partial differential equations, vector analysis, linear algebra, and complex functions. Laplace transform, series expansion, Fourier transform, and matrix methods are given particular attention. Applications to problems frequently encountered in engineering practice are stressed throughout. TTH 9–10:15

ENAS 501b, Mathematical Methods II Juan de la Mora

Special functions, the Laplace transformations, Fourier series, Fourier integrals, and partial differential equations including separation of variables, methods of characteristics, variational techniques, and a brief discussion of numerical methods. TTH 1–2:15

ENAS 502bu, Stochastic Processes Sekhar Tatikonda

A study of stochastic processes and estimation, including fundamentals of detection and estimation. Vector space representation of random variables, Bayesian and Neyman-Pearson hypothesis testing, Bayesian and nonrandom parameter estimation, minimum-variance unbiased estimators, and the Cramer-Rao bound. Stochastic processes. Linear prediction and Kalman filtering. Poisson counting process and renewal processes, Markov chains, branching processes, birth-death processes, and semi-Markov processes. Applications from communications, networking, and stochastic control. MW 1–2:15

[ENAS 503b/AMTH 605b/STAT 667b, Probabilistic Networks, Algorithms, and Applications]

ENAS 505a, Advanced Engineering Mathematics Paul Van Tassel

A beginning graduate-level introduction to ordinary and partial differential equations, vector and tensor analysis, and linear algebra. Laplace transform, series expansion, Fourier transform, and matrix methods are given particular attention. Applications to problems frequently encountered by chemical, biomedical, and environmental engineers are stressed throughout.

[ENAS 506b, Ethics and Professional Development for Biomedical Engineers and Scientists]

ENAS 508b/APHY 508b, Responsible Conduct of Research

Required for first-year students. Presentation and discussion of topics and best practices relevant to responsible conduct of research including academic fraud and misconduct, conflict of interest and conflict of commitment, data acquisition and human subjects, use and care of animals, publication practices and responsible authorship, mentor/trainee responsibilities and peer review, and collaborative science.

ENAS 509au, Electronic Materials: Fundamentals and Applications Jung Han

Survey and review of fundamental issues associated with modern microelectronic and optoelectronic materials. Topics include band theory, electronic transport, surface kinetics, diffusion, materials defects, elasticity in thin films, epitaxy, and Si integrated circuits. MW 11:35–12:50

ENAS 510au, Physical and Chemical Basis of Bioimaging and Biosensing  Douglas Rothman, Fred Sigworth, Richard Carson, Fahmeed Hyder

Basic principles and technologies for imaging and sensing the chemical, electrical, and structural properties of living tissues and biological macromolecules. Topics include magnetic resonance spectroscopy, MRI, positron emission tomography, and molecular imaging with MRI and fluorescent probes. TTH 1–2:15

ENAS 511bu, Photonics and Optical Electronics Jung Han

A survey of the enabling components and devices that constitute modern optical communication systems. Focus on the physics and principles of each functional unit, its current technological status, design issues relevant to overall performance, and future directions. Permission of the instructor required. MW 11:35–12:50

ENAS 513au, Introduction to Analysis

Foundations of real analysis, including metric spaces and point set topology, infinite series, and function spaces. TTH 1–2:15

ENAS 514bu, Real Analysis Philip Gressman

The Lebesgue integral, Fourier series, applications to differential equations. TTH 1–2:15

ENAS 517b/MB&B 517b3/MCDB 517b3/PHYS 517b3, Methods and Logic in Interdisciplinary Research Lynne Regan, Enrique De La Cruz, Eric Dufresne, Thierry Emonet, Paul Forscher, Megan King, Michael Levene, Simon Mochrie, Corey O’Hern, Thomas Pollard, Elizabeth Rhoades, Corey Wilson, and staff

This half-term IGPPEB class is intended to introduce students to integrated approaches to research. Each session is led by faculty with complementary expertise and discusses papers that use different approaches to the same topic (for example, physical and biological or experiment and theory). Counts as 0.5 credit toward graduate course requirements. Required for students in IGPPEB. MW 5–7

ENAS 518a/MB&B 635au, Mathematical Methods in Biophysics Yong Xiong, Jonathon Howard, Corey O’Hern, Charles Sindelar

Applied mathematical methods relevant to analysis and interpretation of biophysical and biochemical data are covered. Students apply these methods (statistics and error analysis, differential equations, linear algebra, and Fourier transforms) to analyze data from research groups in MB&B. Prerequisites: MATH 120 (or equivalent) and MB&B 600a (or equivalent), or permission of the instructors. MWF 10:30–11:20

ENAS 521a, Classical and Statistical Thermodynamics Michael Loewenberg

A unified approach to bulk-phase equilibrium thermodynamics, bulk-phase irreversible thermodynamics, and interfacial thermodynamics in the framework of classical thermodynamics, and an introduction to statistical thermodynamics. Both the activity coefficient and the equations of state are used in the description of bulk phases. Emphasis on classical thermodynamics of multicomponents, including concepts of stability and criticality, curvature effect, and gravity effect. The choice of Gibbs free energy function covers applications to a broad range of problems in chemical, environmental, biomedical, and petroleum engineering. The introduction includes theory of Gibbs canonical ensembles and the partition functions, fluctuations, and Boltzmann’s statistics, Fermi-Dirac and Bose-Einstein statistics. Application to ideal monatomic and diatomic gases is covered. MW 9–10:15

ENAS 525au, Optimization I Eric Denardo

A problem-based introduction to linear programs and their generalizations. Includes theory, algorithms, uses and connections to economic reasoning. Optimality conditions for linear and nonlinear programs. Solution methods for linear, integer, and nonlinear programs. Solution concepts for games. Computation of Nash equilibria and Brouwer fixed points. TTH 1–2:15

[ENAS 530a, Optimization Techniques]

ENAS 534a, Biomaterials Anjelica Gonzalez

Introduction to materials, classes of materials from atomic structure to physical properties. Major classes of materials: metals, ceramics and glasses, and polymers, addressing their specific characteristics, properties, and biological applications. Throughout the presentation of the synthesis, characterization, and properties of the classes of materials, a connection is made to the selection of materials for use in specific biological applications by matching the material’s properties to those necessary for success in the application. Case studies address the successes and failures of particular materials from each of the classes in biological applications. TTH 9–10:15

ENAS 535bU/PATH 630b, Biomaterial-Tissue Interactions Themis Kyriakides

The course addresses the interactions between tissues and biomaterials, with an emphasis on the importance of molecular- and cellular-level events in dictating the performance and longevity of clinically relevant devices. In addition, specific areas such as biomaterials for tissue engineering and the importance of stem/progenitor cells, and biomaterial-mediated gene and drug delivery are addressed. TTH 9–10:15

ENAS 541a/MB&B 523a/PHYS 523a, Biological Physics Simon Mochrie, Eric Dufresne, Corey O’Hern, Elizabeth Rhoades

An introduction to the physics of several important biological phenomena, including molecular motors, protein folding, bacterial locomotion, and allostery. The material and approach are positioned at the interface of the physical and biological sciences. Required for students in IGPPEB. TTh 2:30–3:45

[ENAS 549b, Biomedical Data Analysis]

ENAS 550au/C&MP 550au/MCDB 550au/PHAR 550a, Physiological Systems  Emile Boulpaep, W. Mark Saltzman

The course develops a foundation in human physiology by examining the homeostasis of vital parameters within the body, and the biophysical properties of cells, tissues, and organs. Basic concepts in cell and membrane physiology are synthesized through exploring the function of skeletal, smooth, and cardiac muscle. The physical basis of blood flow, mechanisms of vascular exchange, cardiac performance, and regulation of overall circulatory function are discussed. Respiratory physiology explores the mechanics of ventilation, gas diffusion, and acid-base balance. Renal physiology examines the formation and composition of urine and the regulation of electrolyte, fluid, and acid-base balance. Organs of the digestive system are discussed from the perspective of substrate metabolism and energy balance. Hormonal regulation is applied to metabolic control and to calcium, water, and electrolyte balance. The biology of nerve cells is addressed with emphasis on synaptic transmission and simple neuronal circuits within the central nervous system. The special senses are considered in the framework of sensory transduction. Weekly discussion sections provide a forum for in-depth exploration of topics. Graduate students evaluate research findings through literature review and weekly meetings with the instructor. MWF 9:25–10:15

ENAS 551aU, Biotransport and Kinetics Kathryn Miller-Jensen

Creation and critical analysis of models of biological transport and reaction processes. Topics include mass and heat transport, biochemical interactions and reactions, and thermodynamics. Examples from diverse applications, including drug delivery, biomedical imaging, and tissue engineering. TTH 11:35–12:50

ENAS 553a, Immuno-Engineering Tarek Fahmy

An advanced class that introduces immunology principles and methods to engineering students. The course focuses on biophysical principles and biomaterial applications in understanding and engineering immunity. The course is divided into three parts. The first part introduces the immune system: organs, cells, and molecules. The second part introduces biophysical characterization and quantitative modeling in understanding immune system interactions. The third part focuses on intervention, modulation, and techniques for studying the immune system with emphasis on applications of biomaterials for intervention and diagnostics. TTH 2:30–3:45

[ENAS 554bU, Continuum Biomechanics]

ENAS 555bU, Vascular Mechanics Jay Humphrey

This course is designed to enable students to apply methods of continuum biomechanics to study diverse vascular conditions and treatments, including hypertension, atherosclerosis, aneurysms, vein grafts, and tissue-engineered constructs from an engineering perspective. Emphasis is placed on ensuring that the mechanics is driven by advances in the vascular mechanobiology. TTH 2:30–3:45

[ENAS 557bU, Musculoskeletal Biomechanics]

[ENAS 563bu, Fault Tolerant Computer Systems] 

[ENAS 564bu, Tissue Engineering]

ENAS 570bu/C&MP 560bu/MCDB 560bu/PHAR 560b, Cellular and Molecular Physiology: Molecular Machines in Human Disease Emile Boulpaep, Fred Sigworth

The course focuses on understanding the processes that transfer molecules across membranes at the cellular, molecular, biophysical, and physiological levels. Students learn about the different classes of molecular machines that mediate membrane transport, generate electrical currents, or perform mechanical displacement. Emphasis is placed on the relationship between the molecular structures of membrane proteins and their individual functions. The interactions among transport proteins in determining the physiological behaviors of cells and tissues are also stressed. Molecular motors are introduced and their mechanical relationship to cell function is explored. Students read papers from the scientific literature that establish the connections between mutations in genes encoding membrane proteins and a wide variety of human genetic diseases. MWF 9:25–10:15

ENAS 575au/CPSC 575au, Computational Vision and Biological Perception  Steven Zucker

An overview of computational vision with a biological emphasis. Suitable as an introduction to biological perception for computer science and engineering students, as well as an introduction to computational vision for mathematics, psychology, and physiology students.

ENAS 580a, Clinical Research in Biomedical Engineering W. Mark Saltzman, James Duncan

The course is designed to provide graduate students in Biomedical Engineering with a broad perspective of research topics in their field, with a particular focus on topics directed toward clinically oriented research. Students attend a series of lectures by speakers from both inside and outside the Yale BME research community covering the areas of biomaterials/tissue engineering, drug delivery systems, biomechanics, and bioimaging. The week after each lecture, students gather to address questions posed by the lecturing faculty and the course organizers, with discussion led by the students themselves. In addition, each student picks a topic related to one of the lectures given during the term and submits an extended written analysis.

ENAS 585au, Fundamentals of Neuroimaging Fahmeed Hyder, Douglas Rothman

The neuroenergetic and neurochemical basis of several dominant neuroimaging methods, including fMRI. Topics range from technical aspects of different methods to interpretation of the neuroimaging results. Controversies and/or challenges for application of fMRI and related methods in medicine are identified. TH 3:30–5:20

ENAS 600au, Computer-Aided Engineering Marshall Long

Aspects of computer-aided design and manufacture including reasons for increased use of CAD/CAM, the computer’s role in the mechanical engineering design and its manufacturing process, hardware and software elements of typical commercial systems, and computer graphics and drafting. TTH 9–10:15

[ENAS 601a, Materials Chemistry]

ENAS 602b, Chemical Reaction Engineering Eric Altman

Applications of physical-chemical and chemical-engineering principles to the design of chemical process reactors. Ideal reactors treated in detail in the first half of the course, practical homogeneous and catalytic reactors in the second. TTH 1–2:15

ENAS 603b, Energy, Mass, and Momentum Processes Michael Loewenberg

Application of continuum mechanics approach to the understanding and prediction of fluid flow systems that may be chemically reactive, turbulent, or multiphase.

[ENAS 605b, Colloidal Chemical Engineering]

[ENAS 606b, Polymer Physics]

[ENAS 608b, Surface and Surface Processes]

ENAS 609a, Nanotechnology for Energy André Taylor

Topics include nanoscaled photovoltaic cells; hydrogen storage, fuel cells, and nanoelectronics; layer-by-layer assembly; synthesis of carbon nanotubes, nanowire, and nanocrystals; organic-inorganic mesostructures; colloidal crystals, organic monolayers, proteins, DNA and abalone shells; microelectromechanical systems (MEMs) devices; lithium-based batteries, capacitors, pseudo-capacitors; photolithography, electron beam lithography, and scanning probe lithography; nanomanufacturing (roll to roll, nanoimprint lithography, inkjet printing); renewable energy.

ENAS 610au, Biomolecular Engineering Corey Wilson

A survey of the principles and scope of biomolecular engineering. Discussion of concepts at the interface of applied mathematics, biology, biophysical chemistry, and chemical engineering that are used to develop novel molecular tools, materials, and approaches based on biological building blocks and machinery. Modeling the physicochemical properties that confer function in biological systems; low- and high-resolution protein engineering; the design of synthetic interactomes.

ENAS 611au, Separation Processes Daniel Rosner

Theory and design of separation processes for multicomputer and/or multiphase mixtures via equilibrium and rate phenomena. Included are single-stage and cascaded absorption, adsorption, extraction, distillation, filtration, and crystallization processes. MW 9–10:15

ENAS 612aU, Biomolecular Engineering Laboratory Corey Wilson

A survey of biomolecular engineering laboratory methods and strategies. An advanced workshop on a broad range of concepts at the interface of applied mathematics, biology, biophysical chemistry, and chemical engineering whose express purpose is developing novel molecular tools, materials, and approaches based on biological building blocks and machinery. Topics include understanding and modeling the physicochemical properties that confer function in biological systems, low- and high-resolution protein engineering, and the design of synthetic interactomes.

[ENAS 614b, Surface and Thin-Film Characterization]

ENAS 615a, Synthesis of Nanomaterials Lisa Pefferle

This course focuses on the synthesis and engineering of nanomaterials. We also introduce different types of nanomaterials, unique properties at the nanoscale, measurement, and important applications of nanomaterials (including biomedical, electronic, and energy applications). Synthesis methods covered include gas phase and high vacuum techniques (CVD, MOCVD) as well as wet chemistry techniques such as reduction of metal salts, sonochemistry, and sol gel methods. Taking sample applications, we discuss the properties necessary for each, and how to control these properties through synthesis control, such as by using templating methods.

[ENAS 616b, Multiscale Modeling and Design in Biology]

[ENAS 618a, Principles and Practice of Heterogeneous Catalysis]

ENAS 626au, Chemical Engineering Process Control Eric Altman

Transient regime modeling and simulations of chemical processes. Conventional and state-space methods of analysis and control design. Applications of modern control methods in chemical engineering. Course work includes a design project.

[ENAS 628bu, Sensors and Biosensors]

[ENAS 638a, Water Chemistry]

[ENAS 639a, Management of Water Resources and Environmental Systems]

ENAS 640b/F&ES 707bu, Aquatic Chemistry Gabriel Benoit

A detailed examination of the principles governing chemical reactions in water. Emphasis is on developing the ability to predict the aqueous chemistry of natural and perturbed systems based on a knowledge of their biogeochemical setting. Focus is on inorganic chemistry, and topics include elementary thermodynamics, acid-base equilibria, alkalinity, speciation, solubility, mineral stability, redox chemistry, and surface complexation reactions. Illustrative examples are taken from the aquatic chemistry of estuaries, lakes, rivers, wetlands, soils, aquifers, and the atmosphere. A standard software package used to predict chemical equilibria may also be presented. TTH 11:35–12:50

ENAS 641au, Biological Processes in Environmental Engineering Jordan Peccia

Fundamental aspects of microbiology and biochemistry, including stoichiometry, kinetics, and energetics of biochemical reactions, microbial growth, and microbial ecology, as they pertain to biological processes for the transformation of environmental contaminants; principles for analysis and design of aerobic and anaerobic processes, including suspended- and attached-growth systems, for treatment of conventional and hazardous pollutants in municipal and industrial wastewaters and in groundwater.

ENAS 642b, Environmental Physicochemical Processes Menachem Elimelech

Fundamental and applied concepts of physical and chemical (“physicochemical”) processes relevant to water quality control. Topics include chemical reaction engineering, overview of water and wastewater treatment plants, colloid chemistry for solid-liquid separation processes, physical and chemical aspects of coagulation, coagulation in natural waters, filtration in engineered and natural systems, adsorption, membrane processes, disinfection and oxidation, disinfection by-products. TTH 2:30–3:45

[ENAS 643a, Transport and Fate of Organic Chemicals in the Environment]

[ENAS 644b, Environmental Chemical Kinetics]

ENAS 645b/F&ES 884b, Industrial Ecology Thomas Graedel

Industrial ecology is an organizing concept that is increasingly applied to define various interactions of today’s technological society with both natural and altered environments. Technology and its potential for modification and change are central to this topic, as are implications for government policy and corporate response. The course discusses how industrial ecology is being applied in corporations to minimize the environmental impacts of products, processes, and services, and shows how industrial ecology serves as a technological framework for science, policy, and management in government and society. MW 1–2:15

[ENAS 646b/F&ES 714b, Environmental Hydrology]

ENAS 648au, Environmental Transport Processes Joseph Pignatello

Analysis of transport phenomena governing the fate of chemical and biological contaminants in environmental systems. Emphasis on quantifying contaminant transport rates and distributions in natural and engineered environments. Topics include distribution of chemicals between phases; diffusive and convective transport; interfacial mass transfer; contaminant transport in groundwater, lakes, and rivers; analysis of transport phenomena involving particulate and microbial contaminants. TTh 4–5:15

ENAS 649a/MGT 611a, Policy Modeling Edward Kaplan

Building on earlier course work in quantitative analysis and statistics, Policy Modeling provides an operational framework for exploring the costs and benefits of public policy decisions. The techniques employed include “back of the envelope” probabilistic models, Markov processes, queuing theory, and linear/integer programming. With an eye toward making better decisions, these techniques are applied to a number of important policy problems. In addition to lectures, assigned articles and text readings, and short problem sets, students are responsible for completing a take-home midterm exam and a number of cases. In some instances, it is possible to take a real problem from formulation to solution, and compare the student’s own analysis to what actually happened. Prerequisites: Decision Analysis and Game Theory, Data Analysis and Statistics, or a demonstrated proficiency in quantitative methods.

[ENAS 655au, Environmental Risk Assessment]

[ENAS 658a, MEMS Design]

ENAS 660bu/F&ES 885b, Green Engineering and Sustainability Julie Zimmerman

The course focuses on a green engineering design framework, the Twelve Principles of Green Engineering, highlighting the key approaches to advancing sustainability through engineering design. The class begins with discussions on sustainability, metrics, general design processes, and challenges to sustainability. The current approach to design, manufacturing, and disposal is discussed in the context of examples and case studies from various sectors. This provides a basis for what and how to consider when designing products, processes, and systems to contribute to furthering sustainability. The fundamental engineering design topics to be addressed include toxicity and benign alternatives, pollution prevention and source reduction, separations and disassembly, material and energy efficiencies and flows, systems analysis, biomimicry, and life cycle design, management, and analysis.

ENAS 704a, Theoretical Fluid Dynamics Juan de la Mora

Derivation of the equations of fluid motion from basic principles. Potential theory, viscous flow, flow with vorticity. Topics in hydrodynamics, gas dynamics, stability, and turbulence. TTH 11:35–12:50

ENAS 705b/MB&B 715b/PHYS 705b, Numerical Simulations of Liquids  Corey O’Hern

An in-depth introduction to numerical simulations including molecular dynamics, discrete element modeling, Monte Carlo methods, and Markov chains. These techniques are applied to simulate liquids, granular media, polymers, and proteins. Experience with C++, Fortran, or Matlab is required. MW 9–10:15

ENAS 708a, Fundamentals of Combustion Alessandro Gomez

Review of relevant aspects of chemical thermodynamics and chemical kinetics. Explosion and oxidation of fuels. Laminar premixed fuels. Detonations. Diffusion flame and droplet burning.

ENAS 711b, Biomedical Microtechnology and Nanotechnology Rong Fan

Principles and applications of micro- and nanotechnologies for biomedicine. Approaches to fabricating micro- and nanostructures. Fluid mechanics, electrokinetics, and molecular transport in microfluidic systems. Integrated biosensors and microTAS for laboratory medicine and point-of-care uses. High-content technologies including DNA, protein microarrays, and cell-based assays for differential diagnosis and disease stratification. Emerging nanobiotechnology for systems medicine. Prerequisites: CHEM 112a, 114a, or 118a, and ENAS 194a or b. TTH 10:30–11:20

ENAS 718au, Heterojunction Devices Mark Reed

Advanced course in semiconductor heterojunction physics and devices. Topics include compound semiconductor material properties and growth techniques; high speed and millimeter-wave devices; quantum well and superlattice devices; device modeling; and a small laboratory component involving device fabrication and measurements. TTH 1–2:15

ENAS 747au, Applied Numerical Methods I Beth Anne Bennett

The derivation, analysis, and implementation of various numerical methods. Topics include root-finding methods, numerical solution of systems of linear and nonlinear equations, eigenvalue/eigenvector approximation, polynomial-based interpolation, and numerical integration. Additional topics such as computational cost, error analysis, and convergence are addressed in a variety of contexts. TTH 11:35–12:50

ENAS 748bu, Applied Numerical Methods II Beth Anne Bennett

The derivation, analysis, and implementation of numerical methods for the solution of ordinary and partial differential equations, both linear and nonlinear. Additional topics such as computational cost, error estimation, and stability analysis are studied in several contexts throughout the course. ENAS 747a is not a prerequisite. TTH 11:35–12:50

[ENAS 752a, Solidification and Phase Transformations]

[ENAS 761a/G&G 525a, Introduction to Continuum Mechanics] 

[ENAS 777, Introduction to Robot Analysis]

[ENAS 787a, Intermolecular and Surface Forces] 

[ENAS 802au, Nano and Microsystem Technology] 

ENAS 805bU, Biotechnology and the Developing World Anjelica Gonzalez

This interactive course explores how advances in biotechnology enhance the quality of life in the developing world. Implementing relevant technologies in developing countries is not without important challenges; technical, practical, social, and ethical aspects of the growth of biotechnology are explored. Readings from Biomedical Engineering for Global Health as well as recent primary literature; case studies, in-class exercises, and current events presentations. Guest lecturers include biotechnology researchers, public policy ethicists, preventive research physicians, public-private partnership specialists, and engineers currently implementing health-related technologies in developing countries. TTH 1–2:15

[ENAS 806au, Photovoltaic Energy]

[ENAS 812b/NSCI 612b, Molecular Transport and Intervention in the Brain]

ENAS 821bu, Physics of Medical Imaging Todd Constable

The physics of image formation with special emphasis on techniques with medical applications. Concepts that are common to different types of imaging are emphasized, along with an understanding of how information is limited by the basic physical phenomena involved. Mathematical concepts of image analysis, the formation of images by ionizing radiation, ultrasound, NMR, and other energy forms, and methods of evaluating image quality. MW 11:35–12:50

ENAS 825b, Physics of Magnetic Resonance Spectroscopy in Vivo Graeme Mason, Robin de Graaf

The physics of chemical measurements performed with nuclear magnetic resonance spectroscopy, with special emphasis on applications to measurement studies in living tissue. Concepts that are common to magnetic resonance imaging are introduced. Topics include safety, equipment design, techniques of spectroscopic data analysis, and metabolic modeling of dynamic spectroscopic measurements. MW 11:35–12:50

ENAS 836au, Biophotonics and Optical Microscopy Michael Levene

A review of linear and nonlinear optical microscopies and other biophotonics applications. Topics include wide-field techniques, linear and nonlinear laser scanning microscopy, fundamentals of geometrical and physical optics, optical image formation, laser physics, single molecule techniques, fluorescence correlation spectroscopy, and light scattering. Discussion of fluorescence and the underlying physics of light-matter interactions that provide biologically relevant signals. MW 4–5:15

[ENAS 848, Soft Condensed Matter Physics]

ENAS 850au and 851bu/APHY 548au and 549bU/PHYS 548au and 549bu, Solid State Physics I and II Liang Jiang [F], Michel Devoret [Sp]

A two-term sequence covering the principles underlying the electrical, thermal, magnetic, and optical properties of solids, including crystal structures, phonons, energy bands, semiconductors, Fermi surfaces, magnetic resonance, phase transitions, and superconductivity. Fall: TTH 1–2:15; Spring: TTh 2:30–3:45

ENAS 866a, Science and Technology of CMOS Devices and Materials Tso-Ping Ma

This course covers the science and technology of current and future CMOS devices, including transistor physics, device processing, and characterization. In addition to weekly lectures, students are expected to make an in-depth study of a relevant topic (to be determined jointly with the instructor), write a term paper, and make an associated oral presentation to the class. Meeting at 3:30 on first Thursday of the term; future hours to be determined by students.

ENAS 875au, Introduction to VLSI System Design Richard Lethin

Chip design. Provides background in integrated devices, circuits, and digital subsystems needed for design and implementation of silicon logic chips. Historical context, scaling, technology projections, physical limits. CMOS fabrication overview, complementary logical circuits, design methodology, computer-aided design techniques, timing, and area estimation. Case studies of recent research and commercial chips. Objectives of the course are (1) to give students the ability to complete the course project (design of a digital CMOS subsystem chip through layout), and (2) to understand the directions that future chip technologies may take. Selected projects are fabricated and packaged for testing by students. Prerequisite: circuits at the level of introductory physics and computer programming. Th 1:30–3:20

ENAS 880a/NSCI 523a, Imaging Drugs in the Brain Evan Morris, Kelly Cosgrove

Seminar course to explore the uses of PET, SPECT, and fMRI to study the mechanisms of action and long-term effects of drugs (legal and illegal) on brain function. Basic research is the main focus, augmented by two class periods allotted to uses of imaging in drug development by Pharma. Syllabus is comprised of review articles, book chapters, and journal articles. Some class periods begin with a short lecture to cover methodological concepts, followed by discussion of reading material. Topics include basic understanding of imaging technology (physics, biochemistry, and mathematics) as it relates to imaging of drugs, receptors, neurotransmitters; understanding the primary outcomes of imaging experiments; imaging experiment design; recent findings related to drug abuse; common neurophysiological pathways of addictive drugs (how to image reward); and uses of imaging in drug development (what do drug companies want to measure?). T 3:30–5:20

[ENAS 900b, Distributed Computation and Decision Making]

ENAS 902a, Linear Systems A. Stephen Morse

Background linear algebra; finite-dimensional, linear-continuous, and discrete dynamical systems; state equations, pulse and impulse response matrices, weighting patterns, transfer matrices. Stability, Lyapunov’s equation, controllability, observability, system reduction, minimal realizations, equivalent systems, McMillan degree, Markov matrices. Recommended for all students interested in robotics, systems, and information sciences. MW 1–2:15

[ENAS 912au, Biomedical Image Processing and Analysis]

ENAS 913b, Probability and Estimation Theory for Image Analysis Hemant Tagare

This course studies probability models and estimation theory techniques in biomedical image analysis. Subjects include review of probability and random variables; probability models for conditionals and priors; Bayesian analysis; decision and inference principles; sufficiency; the exponential family; likelihood theory; linear inference; inference in Markov random fields; the EM algorithm; applications to ill-posed linear systems; tomographic reconstruction; mixture models; and segmentation. TTH 1–2:15

ENAS 915b, Tracer Kinetics and Modeling Evan Morris

Topics include diffusible tracers, the Fick principle, the Kety method, the Krogh cylinder, Renkin-Crone model of extraction, flow- and diffusion-limited cases, Crone indicator diffusion method for capillary permeability, linear time-invariant systems, multiple time graphical methods, biases in common graphical methods, input-output models, convolution, singular value decomposition, the tissue homogeneity (TH) model, the adiabatic approximation to the TH model, applications in PET and Dynamic Contrast Enhanced (Perfusion) MR. Contact instructor for precise schedule. TTH 4–5:15

[ENAS 920b, Programming for Image Analysis]

ENAS 921a, Advanced Topics in Computer Engineering

Review of current topics and principles of modern computing systems, including concepts from computer architecture, computer-aided design, reconfigurable computing, VLSI design and testing, as well as hardware security. Reading material is based on recent research papers and other similar sources. Laboratory work consists of the completion of a project using computer-aided design and test tools as well as reconfigurable or custom hardware design platforms. Prerequisite: permission of the instructor. M 2:30–4:20

[ENAS 930b, Advanced Semiconductor Fundamentals]

ENAS 936au, Systems and Control Kumpati Narendra

Design of feedback control systems with applications to engineering, biological, and economic systems. Topics include stat-space representation, stability, controllability, and observability of discrete-time systems; system identification; optimal control of systems with multiple outputs. TTH 11:35–12:50

ENAS 938bU, Neural Networks for Pattern Recognition, Identification, and Control  Kumpati Narendra

Following a brief introduction to the theory of artificial neural networks and linear adaptive control, the course discusses in detail adaptive identification and control problems in nonlinear dynamical systems. Students work on individual projects, and the final grade depends on their performance in the midterm, problem sets, and the final project report. Prerequisite: ENAS 936a or permission of the instructor. TTH 11:35–12:50

[ENAS 944aU, Digital Communications Systems]

ENAS 954bU/STAT 664bU, Information Theory Andrew Barron

Foundations of information theory in communications, statistical inference, statistical mechanics, probability, and algorithmic complexity. Quantities of information and their properties: entropy, conditional entropy, divergence, redundancy, mutual information, channel capacity. Basic theorems of data compression, data summarization, and channel coding. Applications in statistics. TTH 4–5:15

ENAS 960au/CPSC 536aU, Networked Embedded Systems and Sensor Networks 

Introduction to the fundamental concepts of networked embedded systems and wireless sensor networks, presenting a cross-disciplinary approach to the design and implementation of smart wireless embedded systems. Topics include embedded systems programming concepts; low-power and power-aware design; radio technologies; communication protocols for ubiquitous computing systems; and mathematical foundations of sensor behavior. Laboratory work includes programming assignments on low-power wireless devices.

[ENAS 964b, Communication Networks]

ENAS 986bu, Semiconductor Silicon Devices and Technology Tso-Ping Ma

Introduction to integrated circuit technology, theory of solid state devices, and principles of device design and fabrication. Laboratory involves the fabrication and analysis of semiconductor devices, including Ohmic contacts, Schottky diodes, p-n junctions, MOS capacitors, MOSFETS, and integrated circuits. MW 9–10:15

ENAS 990a and b, Special Investigations

Faculty-supervised individual projects with emphasis on research, laboratory, or theory. Students must define the scope of the proposed project with the faculty member who has agreed to act as supervisor, and submit a brief abstract to the director of graduate studies for approval.

ENAS 991b/MB&B 591b/MCDB 591b/PHYS 991b, Integrated Workshop  Lynne Regan, Joerg Bewersdorf, Simon Mochrie, Corey O’Hern

This required course for students in IGPPEB involves hands-on laboratory modules with students working in pairs. A biology student is paired with a physics or engineering student; a computation/theory student is paired with an experimental student. The modules are devised so that a range of skills are acquired, and students learn from each other.

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English Language and Literature

Linsly-Chittenden Hall, 203.432.2233

http://english.yale.edu

M.A., M.Phil., Ph.D.

Chair

Langdon Hammer [F]

Michael Warner [Sp]

Director of Graduate Studies

Paul Fry (106a LC, 203.432.2226, graduate.english@yale.edu)

Professors Elizabeth Alexander, Harold Bloom, Leslie Brisman, David Bromwich, Jill Campbell, Janice Carlisle, Joe Cleary (Visiting), Michael Denning, Wai Chee Dimock, Roberta Frank, Paul Fry, Jacqueline Goldsby, Langdon Hammer, Margaret Homans, Amy Hungerford, David Scott Kastan, Lawrence Manley, Stefanie Markovits, Alastair Minnis, Linda Peterson, Caryl Phillips, David Quint, Claude Rawson, Joseph Roach, Marc Robinson, John Rogers, Caleb Smith, Robert Stepto, Katie Trumpener, Michael Warner, Ruth Bernard Yeazell

Associate Professors Jessica Brantley, Brian Walsh

Assistant Professors Ian Cornelius, Benjamin Glaser, Paul Grimstad, Wendy Lee, Justin Neuman, Catherine Nicholson, Shital Pravinchandra, Anthony Reed, Sam See, R. John Williams

Lecturer Natalia Cecire

Fields of Study

Fields include English language and literature from Old English to the present, American literature, and Anglophone literature.

Special Admissions Requirements

Application should be accompanied by scores from the GRE and the GRE “Literature in English” subject test, a personal statement of purpose, and a ten- to fifteen-page writing sample.

Special Requirements for the Ph.D. Degree

In order to fulfill the basic requirements for the program, a student must:

  • 1. Complete twelve courses—six courses with at least one grade of Honors and a maximum of one grade of Pass by July 15 following the first year; at least twelve courses with grades of Honors in at least four of these courses and not more than one Pass by July 15 following the second year. One of these twelve courses must be The Teaching of English (ENGL 990). Courses selected must include one medieval, one early-modern, one eighteenth- and/or nineteenth-century, one twentieth- and/or twenty-first-century.
  • 2. Satisfy the language requirement by the end of the second year. Two languages appropriate to the student’s field: strong reading knowledge of one language, to be demonstrated either by (a) passing an advanced literature course at Yale (graduate or upper-level undergraduate), (b) passing a one-hour departmental exam without the use of a dictionary, or (c) passing both English 500 and English 501; reading knowledge of a second language, to be demonstrated by passing a one-hour departmental exam with a dictionary.
  • 3. Pass the oral examination before or as early as possible in the fifth term of residence. The exam consists of questions on five topics, developed by the student in consultation with examiners and subject to approval by the DGS.
  • 4. Submit a dissertation prospectus, normally by January 15 of the third year.
  • 5. Teach a minimum of two terms.
  • 6. Submit a dissertation.

Upon completion of all predissertation requirements, including the prospectus, students are admitted to candidacy for the Ph.D. Admission to candidacy must take place by the end of the third year of study.

Combined Ph.D. Programs

English and African American Studies

The Department of English Language and Literature also offers, in conjunction with the Department of African American Studies, a combined Ph.D. degree in English Language and Literature and African American Studies. For further details, see African American Studies.

English and Film Studies

The Department of English Language and Literature also offers, in conjunction with the Film Studies Program, a combined Ph.D. degree in English Language and Literature and Film Studies. For further details, see Film Studies.

English and Renaissance Studies

The Department of English Language and Literature also offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in English Language and Literature and Renaissance Studies. For further details, see Renaissance Studies.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Additionally, students in English are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may receive the M.A. upon completion of seven courses with at least one grade of Honors and a maximum of one grade of Pass, and the passing of two of the languages by departmental examinations.

Terminal Master’s Degree Program Students enrolled in the master’s degree program must complete either seven term courses or six term courses and a special project within the English department (one or two of these courses may be taken in other departments with approval of the DGS). There must be at least one grade of Honors, and there may not be more than one grade of Pass. Students must also pass examinations in two languages, ancient or modern. Full-time students normally complete the program in one year.

Courses

For expanded course descriptions, please visit the English department Web site: http://english.yale.edu/courses.

ENGL 500a/LING 500a, Introduction to Old English Language and Literature  Roberta Frank

The essentials of the language, some prose readings, and close study of several celebrated Old English poems. MW 9–10:15

ENGL 501b/LING 501b, Beowulf and the Northern Heroic Tradition Roberta Frank

A close reading of Beowulf, with some attention to shorter heroic poems. TH 9:25–11:15

ENGL 519b/MDVL 570b, Medieval Manuscripts and Literary Forms  Jessica Brantley

This course investigates the relation between manuscript studies and traditional literary criticism. It includes an introduction to working with medieval manuscripts (no prior experience required) and continues with a series of case studies that ask what thinking about manuscripts can contribute to literary scholarship. Manuscripts to be considered include the Ellesmere Chaucer, the Douce 104 Piers Plowman, the Vernon MS (a devotional miscellany), the Book of Brome (a household miscellany), the York Register (cycle drama), and Cotton Nero A.x. (the Gawain-poet). T 9:25–11:15

ENGL 539b/MDVL 552b, Literature and Theology in English, 1360–1410  Denys Turner, Alastair Minnis

There was an extraordinary flowering of religious writing in English during the period extending roughly from 1360, the approximate date of the first version of Piers Plowman, to 1410, the year in which Nicholas Love submitted his Mirror of the Blessed Life of Jesus Christ to Thomas Arundel, Archbishop of Canterbury, for his approval, in the context of new restrictions placed on vernacular writings as a response to the Lollard or “Wycliffite” heresy. This course considers some of that writing’s major theological achievements, concentrating on selections from Piers Plowman and Chaucer’s Canterbury Tales together with Pearl, The Cloud of Unknowing, and Julian of Norwich’s Revelations. The consequences of Lollardy are investigated in a class on Walter Brut, a Welsh Lollard tried in 1391–3 (and eulogized in John Foxe’s Book of Martyrs), and the course ends with Love’s Mirror, often cited as the model of orthodox meditative practice. TH 1:30–3:20

ENGL 545a/CPLT 582a/FREN 802a, Geoffrey Chaucer and Francophone Translation  Ardis Butterfield

Geoffrey Chaucer (ca. 1340–1400) is a writer of exceptional importance to English literary history. He was also a key francophone translator. We ask if we can find new approaches to how he read and authored texts in English through the medium of French. Using modern postcolonial as well as medieval theories of translation, memory, and bilingualism, we explore how texts are transformed, cited, and reinvented in his writings. What happens to language under the pressure of crosslingual reading practices? What happens to the notion of translation in a bilingual culture? What are the implications for English language and literature of Chaucer’s intensive work in translating continental writings into English? How does this work illuminate the French texts he read? A reading knowledge of French is an advantage, though English translations are provided. TH 9:25–11:15

ENGL 552a, Spenser and the Sixteenth Century Catherine Nicholson

This course surveys Spenser’s poetic career alongside and in light of a broad range of contemporary discourses: defenses of poetry, rhetorical handbooks, pedagogy manuals, religious polemics, theological treatises, political tracts, antiquarian histories, and prose fictions. These other genres do not simply supply us with historical context for our reading of Spenser’s verse, they also allow us to consider what verse had to offer Spenser: how poetry’s forms and genres allowed him to engage urgent moral, political, and theological concerns in novel and productive ways. We also read and discuss a range of classic and recent scholarship on Spenser and the sixteenth century, with a particular focus on methodological and topical shifts: how does Spenser serve as a lens for our own changing profession? M 1:30–3:20

ENGL 602a, Making Shakespeare David Scott Kastan

This seminar focuses on the various ways in which the scripts Shakespeare wrote were turned into plays to be acted; into playbooks to be sold, purchased, and read; and, improbably given their subliterary origin, ultimately into the most iconic works of literature written in English. The course focuses on the specifics of the theater world in which Shakespeare wrote; on the nature of book production, circulation, and consumption in early modern England; and on the history and theory of editing Shakespeare. W 1:30–3:20

ENGL 672b, Milton John Rogers

This course studies Milton’s poetry and some of his controversial prose. We investigate the relation of the poetry to its historical contexts, focusing on the literary, religious, social, and political forces that shaped Milton’s verse. We survey and assess some of the dominant issues in contemporary Milton studies, examining the types of readings that psychoanalytic, feminist, Marxist, and historicist critics have produced. A brief oral report and a term paper (as well as a prospectus and preliminary bibliography for the term paper) are required. W 3:30–5:20

ENGL 713a, Swift Claude Rawson

In A Tale of a Tub, Swift parodied in advance a whole chain of modernisms, from Tristram Shandy to Beckett, Joyce, the literature of “cruelty” and “black humor,” and some works by Nabokov, Burroughs, and Mailer. The course studies the Tale, the Irish writings, Gulliver’s Travels, A Modest Proposal, and the poems, in the context of a tradition that includes classical and Renaissance precursors, his own contemporaries (especially Alexander Pope), and his future legacy from Sterne to the present. T 1:30–3:20

ENGL 718b, Poetry of the Long Eighteenth Century Jill Campbell

A survey of English poetry written between the Restoration and early Romanticism, with attention to literary continuity and change; social and political contexts; and the conditions of authorship for both male and female poets. W 10:30–12:20

ENGL 723b/CPLT 646b, Rise of the European Novel Katie Trumpener

Over the eighteenth century, the novel became a key literary form in many parts of Europe. Yet now standard narratives of its “rise” often offer a view that is temporally and linguistically foreshortened. This course examines both key early modern novels in a range of European languages and tackles some of the major literary-historical accounts explaining novelistic form, audiences, timing, and social function. The course centers on key eighteenth-century British and French novels by Montesquieu, Defoe, Swift, Sterne, Diderot, Laclos, Edgeworth, and Austen. Yet we begin by considering an ancient novel (Petronius’s Satyricon) alongside early picaresque novels and secret histories such as Lazarillo de Tormes and Madame de Lafayette’s The Princess of Cleves, and we end with novellas by Goethe, Kleist, and Pushkin. All texts available in translation, although students are strongly encouraged, where possible, to read in the original. M 1:30–3:20

ENGL 774aU, Romantic Poetry Leslie Brisman

An introduction to the work of Blake, Coleridge, Wordsworth, Shelley, and Keats, with some attention to Byron and the minor poets of this rich period of poetic innovation and revolutionary spirit. MW 11:35–12:20

ENGL 811b/HSAR 679b, Victorian Narratives Janice Carlisle

Treating works in a variety of media—engraving and poetry as well as fiction and painting—this course examines how Victorian texts, visual and verbal, represent actions that exist in both space and time. The major literary works to be studied are Dickens’s Bleak House (1852–53) and Eliot’s Middlemarch (1872–73), along with poetry by Tennyson and Browning; and the chief artists include Millais, Holman Hunt, Brown, and Frith. W 1:30–3:20

ENGL 829a, Late Victorian Poetry and Prose Linda Peterson

Poetry, essays, and novels of the 1870s, ’80s, and ’90s as they respond to and react against high Victorianism in both form and ideology. The focus is on the “new” movements: neo-Hellenism, aestheticism, decadence, and anti-decadence in masculine adventure and New Woman fiction. Authors include Swinburne, Pater, Wilde, and Gilbert and Sullivan, with some consideration of Hardy, Grant Allen, R. L. Stevenson, H. Rider Haggard, and Mary Humphry Ward. TH 1:30–3:20

ENGL 845bU/AFAM 743bU/AMST 654bU, American Artists and the African American Book Robert Stepto

The visual art, decoration, and illustration of African American books (prose and poetry) since 1900. Topics include book art of the Harlem Renaissance (with special attention to Aaron Douglas and Charles Cullen), art imported to book production (e.g., Archibald Motley’s paintings used as book art), children’s books (e.g., I Saw Your Face by Kwame Dawes with drawings by Tom Feelings; Ntozake Shange’s Ellington Was Not a Street, illus. by Kadir Nelson), photography and literature (e.g., Paul Laurence Dunbar’s Cabin and Field, with Hampton Institute photographs; Richard Wright’s 12 Million Black Voices). The seminar includes sessions at Beinecke Library and encourages research projects in the Beinecke’s holdings, especially the James Weldon Johnson collection. W 1:30–3:20

ENGL 851b/AMST 886b/CPLT 635b, American Literature: Genres, Media, Webs  Wai Chee Dimock

A survey of American literature as a multi-genre and cross-media field. The course addresses some of the following: the movement from the linguistic medium to image, music, and theater; genealogies between poetry and prose; recycling and rewriting of material from the nineteenth century to the twenty-first; the translational dynamics between the local and the global. We read Moby-Dick along with Agha Shahid Ali’s Call Me Ishmael Tonight, as well as Bob Dylan’s “115th Dream,” and Frank Stella’s mixed-media installations; Whitman’s Leaves of Grass with Michael Cunningham’s Specimen Days; Steven Spielberg’s Lincoln with Ishmael Reed’s Flight to Canada; and Hawthorne’s The Scarlet Letter, and Faulkner’s Light in August and As I Lay Dying, with Suzan-Lori Parks’s The Red Letter Plays and Getting Mother’s Body. W 3:30–5:20

ENGL 874b, Henry James and Novel Theory Ruth Bernard Yeazell

A close reading of selected novels and tales by Henry James in light of critical and theoretical commentary from James’s day to ours. Focus both on James’s development as a novelist and on the history of novel criticism in the twentieth century. M 3:30–5:20

ENGL 895b, Stevens and Frost David Bromwich

A seminar in Frost’s major poems and most of Stevens’s poems, the proportion being roughly four weeks on Frost, eight weeks on Stevens. Some attention is given to the prose writings of both poets. T 1:30–3:20

ENGL 917a/CPLT 857a, Modernist Histories and Theories: Imperialism, Globalization, World Literature Joe Cleary

When, where, and why did modernist literature emerge? Did it disseminate from Europe’s metropolitan capitals to the semi-peripheries of the literary world system or travel in the reverse direction? Why did it become so prestigious, and what was so fantastic about it anyway? When, why, and how did it wither? How ought it to be configured in literary history now? As a great transformation of the old European world literary system? As the construction of a eurocentric cosmopolitanism? Or as the emergence of a nascent postcolonial literature and culture? Mixing new literary history, critical theory, and world-systems analysis with iconic works by modernist writers and cultural critics from England, France, Ireland, the United States, and the Caribbean, this seminar critically inspects old and new narratives about the rise and fall of high modernism and modernist literature’s relationship to Western imperialism, postcolonial revolution, capitalist globalization, and recent conceptions of world literature. The focus is on contemporary literary theory and literary history and on how they might help us to rethink the meaning of modernism at the end of “the American century.” M 3:30–5:20

ENGL 921a/AFAM 563a/AMST 651a, Ralph Ellison in Context Robert Stepto

This seminar pursues close readings of Ralph Ellison’s essays, short fiction, and novels. The “in context” component of the seminar involves working from the Benston and Sundquist volumes on Ellison to discern a portrait of the modernist African America Ellison investigated, with at least Richard Wright, James Baldwin, and Romare Bearden also in view. Texts include Ellison’s Collected Essays, Flying Home and Other Stories, Invisible Man, and Juneteenth; K. Benston, Speaking for You; E. Sundquist, Cultural Contexts for Ralph Ellison’s Invisible Man; and A. Nadel, Invisible Criticism: Ralph Ellison and the American Canon. M 1:30–3:20

ENGL 948bU/AFAM 588bU/AMST 710bU, Autobiography in America Robert Stepto

At least a dozen North American autobiographies are studied, mostly from the “American Renaissance” to the present. Discussion of various autobiographical forms and strategies as well as of various experiences of American selfhood and citizenship. Slave narratives, spiritual autobiographies, immigrant narratives, autobiographies of childhood or adolescence, relations between autobiography and class, region, or occupation. M 1:30–3:20

ENGL 962a/CPLT 914a, Drama, Performance, Mass Culture Joseph Roach

Taking account of the genealogy of modern drama in eighteenth-century performance, this seminar considers critical theories of the culture industry in relationship to selected canonical plays and popular theater-historical events from The Beggar’s Opera (1728) to The Threepenny Opera (1928). Topics include the transformation of classical genres into the drame, the commercialization of leisure through the mass-marketing of vicarious experience, and the emerging culture of celebrity. Critical readings include selections from the Frankfurt School, Walter Benjamin, Bertolt Brecht, Raymond Williams, Roland Barthes, and Jean Baudrillard. Plays are drawn from popular comedies, Sheridan to Shaw (Pygmalion and My Fair Lady), and long-running bourgeois dramas, beginning with Lillo’s The London Merchant. W 9:25–11:15

ENGL 963b/DRAM 486b, Contemporary American and British Theater  Marc Robinson

Drama and performance since 2000. American playwrights include Annie Baker, Will Eno, David Greenspan, Young Jean Lee, Richard Maxwell, Tarell McCraney, Wallace Shawn, and Naomi Wallace. British playwrights include Caryl Churchill, Martin Crimp, David Greig, David Harrower, Zinnie Harris, Nick Payne, Simon Stephens, and Roy Williams. Some consideration of experimental theater companies as well. W 10–11:50

ENGL 968a, Reading and the Institutions of Contemporary Fiction  Amy Hungerford

How and why do we read what we read today? This course addresses the question as it relates to fiction. The syllabus combines historical and theoretical approaches, examining a variety of institutions that have shaped literary production in the last quarter century, primarily in the United States, and the variety of reading practices that such institutions have promoted. Readings include novels, criticism, and other sources related to literary institutions both large and small. In addition to using published materials and traditional literary reading methods, the course introduces students to archival research (using Beinecke collections); we also explore recent sociological, digital, and ethnographic methods for the study of contemporary literature. Please e-mail the professor at amy.hungerford@yale.edu after August 15 for information on the reading assignment for the first class meeting. TH 1:30–3:20

ENGL 984b, Metapragmatics and Textual Culture Michael Warner

This course is an introduction to theoretical issues of textual analysis, and the difference between structuralist and metapragmatic approaches to language and culture. We review debates over performativity, the langue/parole distinction, indexicality and metaindexicality, and the nature of text. We then see how these traditions for analyzing the social dimensions of language inflect various attempts to theorize modern forms of discourse and power—including the public sphere, concepts of genre and media, religion, and the practice of criticism itself. T 1:30–3:20

ENGL 987a, What Do Poems Want? The Ekphrastic Moment Paul Fry

Studies of ekphrasis—covering all literary periods—as an expression of desire for a relation to pictures and other objects that is not satisfied by the objectives of mimesis and form. Secondary literature includes Plato, Aristotle, Lessing, and modern reflections on ekphrasis and the orientation of art to things. T 10:30–11:20

ENGL 989b, Modern Theory of the Lyric Langdon Hammer

An overview of twentieth- and twenty-first-century theories of lyric poetry. We read representative essays from the New Critics, Deconstruction, the Frankfurt School, Russian Formalism, and recent debates about the lyric in Anglo-American criticism; study the modernist poetics of Pound, Williams, Stein, Moore, Stevens, and Crane; and discuss poems both as examples in criticism and as theoretical statements of their own. M 9:25–11:15

ENGL 990a, The Teaching of English Alfred Guy

An introduction to the teaching of literature and writing with attention to the history of the profession and current issues in higher education. Weekly seminars address a series of issues about teaching: guiding classroom discussion; introducing students to various literary genres; formulating aims and assignments; grading and commenting on written work; lecturing and serving as a teaching assistant; preparing syllabuses and lesson plans. W 3:30–5:20

ENGL 992a, Advanced Pedagogy Janice Carlisle

Training for graduate students teaching introductory expository writing. Students plan a course of their own design on a topic of their own choosing, and they then put theories of writing instruction into practice by teaching a writing seminar. Prerequisite: open only to graduate students teaching ENGL 114.

ENGL 995a/b, Directed Reading

Designed to help fill gaps in students’ programs when there are corresponding gaps in the department’s offerings. By arrangement with faculty and with the approval of the DGS.

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European and Russian Studies

The MacMillan Center

342 Luce Hall, 203.432.3423

www.yale.edu/macmillan/europeanstudies

M.A.

Chair

Francesca Trivellato

Director of Graduate Studies

Adam Tooze (344 Luce, 203.432.3423)

Professors Bruce Ackerman (Law), Julia Adams (Sociology), Rolena Adorno (Spanish & Portuguese), Vladimir Alexandrov (Slavic Languages & Literatures), Dudley Andrew (Film Studies), Dirk Bergemann (Economics), R. Howard Bloch (French), Paul Bracken (Management), David Bromwich (English), Paul Bushkovitch (History), David Cameron (Political Science), Katerina Clark (Slavic Languages & Literatures), Mirjan Damaška (Emeritus, Law), Carlos Eire (History), Laura Engelstein (History), Paul Freedman (History), Bryan Garsten (Political Science), John Geanakoplos (Economics), Harvey Goldblatt (Slavic Languages & Literatures), Bruce Gordon (Divinity), Philip Gorski (Sociology), Benjamin Harshav (Comparative Literature), Stathis Kalyvas (Political Science), David Scott Kastan (English), Paul Kennedy (History), John MacKay (Slavic Languages & Literatures), Lawrence Manley (English), Ivan Marcus (History), Millicent Marcus (Italian), Stefanie Markovits (English), Robert Nelson (History of Art), Steven Pincus (History), David Quint (English), Susan Rose-Ackerman (Law), Nicholas Sambanis (Political Science), Maurice Samuels (French), Frank Snowden (History), Timothy Snyder (History), Alec Stone Sweet (Law), Peter Swenson (Political Science), Adam Tooze (History), Francesca Trivellato (History), Katie Trumpener (Comparative Literature), Miroslav Volf (Divinity), James Whitman (History), Jay Winter (History), Keith Wrightson (History)

Associate Professors Bruno Cabanes (History), Keith Darden (Political Science), Karuna Mantena (Political Science), Marci Shore (History), Peter Stamatov (Sociology), George Charles Walton (History)

Assistant Professors Sigrun Kahl (Political Science; Sociology), Douglas Rogers (Anthropology)

Senior Lectors Irina Dolgova (Slavic Languages & Literatures), Krystyna Illakowicz (Slavic Languages & Literatures), Maria Kaliambou (Hellenic Studies), Rita Lipson (Slavic Languages & Literatures), Constantine Muravnik (Slavic Languages & Literatures), George Syrimis (Hellenic Studies), Julia Titus (Slavic Languages & Literatures), Karen von Kunes (Slavic Languages & Literatures)

The European Studies Council formulates and implements new curricular and research programs to reflect current developments in Europe. The geographical scope of the council’s activities extends from Ireland to the lands of the former Soviet Union. Its concept of Europe transcends the conventional divisions into Western, Central, and Eastern Europe, and includes the Balkans and Russia. In 2010 the U.S. Department of Education again designated the council a National Resource Center under its HEA Title VI program. Further information on the council and the Graduate Certificate of Concentration in European Studies is provided under Non-Degree-Granting Programs, Councils, and Research Institutes in this bulletin.

The council administers an M.A. program in European and Russian Studies. This M.A. program is unusual in its embrace of the entire spectrum of European nations and cultures. The requirements permit students to choose a particular national or thematic focus, geared to their individual interests and language skills, while requiring that they acquaint themselves with the traditions and issues associated with the other parts of Europe. Students specializing in Russia and Eastern Europe, for example, will concentrate their efforts in that area, but will also take courses that may concern Europe-wide problems or the countries of Central or Western Europe. In this way, the program translates the political realities and challenges of the post-Cold War era into a flexible and challenging academic opportunity.

Fields of Study

European languages and literatures; economics; history; political science; law; music; sociology and other social sciences.

Special Requirements for the M.A. Degree

When applying to the program, students will specify as an area of primary concentration either (1) Russia and Eastern Europe, or (2) Central and Western Europe. All students must complete sixteen term courses (or their equivalent) in the various fields related to European and Russian studies. E&RS 900, Europe: Who, What, When, Where?, is required in addition to the sixteen courses and should be taken in the first year of the program. E&RS 900 is taken as Satisfactory/Unsatisfactory and may not be taken for audit.

Students are required to take at least one course in at least three of the four fields relevant to the program, specifically, history, literature, social sciences, and law (i.e., three courses altogether). For the purposes of this program, “history” includes history of art, history of science, and history of music. One of the sixteen term courses may be taken for audit. For students focusing on Russia and Eastern Europe, two of the sixteen required courses (excluding language courses) must concern the nations of Central and Western Europe. Conversely, for those focusing on Central and Western Europe, two courses must concern Russia and Eastern Europe.

For the purposes of this program, language courses in European languages count toward the sixteen required courses, even though they have undergraduate course numbers and undergraduate grade modes. If a student takes a language course to fulfill degree requirements, the language course may not be taken for audit. Students with previous language preparation may in certain cases receive documentation of their language proficiency on the basis of this work. By the time the degree is completed, all students must demonstrate L4 or better proficiency in two European languages besides 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. In all cases, students are required to demonstrate proficiency in two European languages by the end of the third term at Yale. The only exception to this rule is completion of the appropriate full sequence of Yale language classes, certified by the Yale instructor or the director of graduate studies. Students who wish to take Yale department examinations in French, German, Italian, Spanish, or other West European languages should register for a complete examination (with reading, oral, and grammar portions) with the appropriate Yale department. Students with Russian competence must receive the grade of 1+ or higher on the ACTFL/ETS Rating Scale as administered by the Slavic Languages and Literatures department at Yale, including reading, oral, and grammar portions. Students with competence in an East European language (such as Polish, Czech, Ukrainian, Hungarian, and others by special arrangement) or other European languages must take Yale department-administered examinations.

In all cases, students will comply with the Policies and Regulations of the Yale Graduate School of Arts and Sciences, especially regarding degree requirements and academic standing.

Through agreements the MacMillan Center has negotiated with the professional schools, the European Studies Council offers a joint master’s degree with the Law School. Application for admission must be made both to the Graduate School and to the Law School, with notation made on each application that this is to be considered for the joint-degree program. Contact the European Studies director of graduate studies (DGS) for up-to-date information.

The Master’s Thesis

A master’s thesis is required. The master’s thesis is based on research in a topic approved by the DGS and advised by a faculty member with specialized competence in the chosen topic. M.A. students must register for E&RS 950, which may count toward the sixteen required courses. E&RS 950 may not be taken for audit. Students may register for an additional independent study to prepare topics and begin research. The master’s thesis must be prepared according to department guidelines and is due in two copies in the student’s second year on an early-April date as specified by the department.

Program materials are available upon request to the European Studies Council, Yale University, PO Box 208206, New Haven CT 06520-8206.

Courses

E&RS 648a/GLBL 811a/HIST 788a, Social Movements in Comparative Perspective Becky Conekin

In this seminar we explore post-WWII social movements and their legacies across Western Europe and the United States. Examining both the actuality and symbolic character of these movements in contemporary history, we analyze the political, social, and cultural meanings of protest and its impact on class, generational, gender, and racial relations in Western Europe and North America. In addition, if students have specific interests in Eastern European and/or Latin American countries, they may bring these into the discussion and write on them in a comparative perspective in their final paper. We discuss different national histories and discourses about identity, while exploring the varied geographies of the Cold War. We then move to a more thematic approach focusing on, for example, civil rights, antiwar and student protests, and countercultural politics. We conclude with a brief look at the social movements that developed out of the 1960s. T 1:30–3:20

E&RS 900a, Proseminar in European and Russian Studies. Europe: Who, What, When, Where? 

An interdisciplinary seminar designed to provide broad exposure to key topics in modern European studies. Special attention is given to Eastern and Western Europe as well as the humanities and social science disciplines. The seminar is framed by some key theoretical questions, including: What are Europe’s boundaries? When and where is “Europe”? Is there a narrative to European history? If so, what is it? What makes a European? Seminar meetings are combined with the Modern Europe Colloquia and feature speakers from the Yale faculty and from other academic institutions. The course is required for all first-year European and Russian Studies M.A. students but is open to all graduate and professional students. W 3:30–5:20

E&RS 940a or b, Independent Study

By arrangement with faculty.

E&RS 950a or b, Master’s Thesis

By arrangement with faculty.

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Experimental Pathology

140 Brady Memorial Laboratory, 203.785.3624

www.yalepath.org/edu/ExPath/index.htm

M.S., M.Phil., Ph.D.

Chair

Jon Morrow

Director of Graduate Studies

Michael Robek (310 Cedar St., LH 315A, 203.785.6174)

Professors Richard Bucala (Internal Medicine), David Chhieng, Young Choi, José Costa (Internal Medicine/Oncology), S. Evans Downing (Emeritus), Gary Friedlaender (Orthopaedics), Earl Glusac (Dermatology), Robert Homer, S. David Hudnall, Pei Hui, Michael Kashgarian (Emeritus, Molecular, Cellular & Developmental Biology), Jung Kim (Emeritus), Diane Krause (Laboratory Medicine), Paul Lizardi, Joseph Madri, Nita Jane Maihle (Obstetrics, Gynecology & Reproductive Sciences), Vincent Marchesi (Director, Boyer Center for Molecular Medicine; Cell Biology), Jennifer McNiff (Dermatology), Mark Mooseker (Molecular, Cellular & Developmental Biology), Jon Morrow (Molecular, Cellular & Developmental Biology), Jordan Pober (Immunobiology; Dermatology), David Rimm, Marie Robert (Internal Medicine), John Rose, Gerald Shadel, John Sinard (Ophthalmology), Jeffrey Sklar (Laboratory Medicine), David Stern, Fattaneh Tavassoli (Obstetrics, Gynecology & Reproductive Sciences), A. Brian West

Associate Professors Marcus Bosenberg (Dermatology), Demetrios Braddock, Janet Brandsma (Comparative Medicine), Shawn Cowper (Dermatology), G. Kenneth Haines III, Liming Hao, Dhanpat Jain, Steven Kleinstein, Yuval Kluger, Christine Ko (Dermatology), Diane Kowalski (Surgery/Otolaryngology), Michael Krauthammer, Gary Kupfer (Pediatrics), Themis Kyriakides, Rossitza Lazova (Dermatology), Robert Means, Wang Min, Gilbert Moeckel, Raffaella Morotti, Vinita Parkash, Manju Prasad, Michael Robek, Antonio Subtil-Deoliveira (Dermatology), Alexander Vortmeyer, Zenta Walther

Assistant Professors Adebowale Adenrian, Ranjit Bindra (Dermatology), Veerle Bossuyt, Natalia Buza, Guoping Cai, Kevin Choate (Dermatology), Paul Cohen, Akosua Domfeh, Angela Galan, Joanna Gibson, Malini Harigopal, Michael Hurwitz (Yale Cancer Center; Medicine), Anita Huttner, Ryan Jensen (Therapeutic Radiology), Anita Kamath, Samuel Katz, Sihem Khelifa, Angelique Levi, Kisha Mitchell, Don Nguyen, Marguerite Pinto, Katerina Politi (Yale Cancer Center), Bonnie Gould Rothberg (Internal Medicine), Ozlen Saglam, Narendra Wajapeyee, Mina Xu, Qin Yan

Fields of Study

Fields include molecular and cellular basis of diseases, including cancer; biology, biochemistry, genetics, and pathology of molecules, cells, tissues, and organ systems, including plasma membrane dynamics, mitochondrial dysfunction, signal transduction, and response to stimuli of connective tissue; assembly of viruses and their interactions with animal cells; somatic cell genetics and birth defects; biology of endothelial cells; and computational and high-throughput approaches to understanding disease pathology.

Special Admissions Requirements

A strong background in basic sciences is recommended for applicants to the program, including biology, chemistry through organic and physical chemistry, mathematics through calculus, biochemistry, genetics, or immunology. GRE General Test or MCAT is required.

To enter the Ph.D. program, students apply to an interest-based track, usually the Pharmacological Sciences and Molecular Medicine track, within the interdepartmental graduate program in the Biological and Biomedical Sciences (see the entry on Biological and Biomedical Sciences, under Non-Degree-Granting Programs, Councils, and Research Institutes).

Special Requirements for the Ph.D. Degree

Course requirements Experimental Pathology students must take PATH 650b, Cellular and Molecular Biology of Cancer, and PATH 690a, Molecular Mechanisms of Disease. Three additional courses are required, which can include courses in biochemistry, genetics, immunology, cell biology, and pathology, to be chosen in consultation with the director of graduate studies (DGS), according to the student’s background and interest. All requirements of the Graduate School of Arts and Sciences, including the Honors requirement, must be met. In year one, students must also take a seminar course (one in each term) and do three laboratory rotations. Prior to registering for a second year of study, students must successfully complete PATH 660, Ethics.

Qualifying examination The qualifying examination of the Experimental Pathology graduate program comprises (1) two literature reading periods, (2) a research proposal broadly based on the proposed thesis research project, and (3) an oral exam in which the student is examined by the qualifying exam committee on the research proposal, the reading periods, and general knowledge of experimental pathology. This exam is usually taken in the second term of the second year and is described below.

  • 1. The qualifying examination committee consisting of three faculty members will be chosen to examine the student. At least one of the committee members must have a primary appointment in the Department of Pathology and the thesis adviser is not on the exam committee. The student will read with two committee members and write the research proposal with initial guidance from the third committee member. At the oral exam itself one member of the committee will be selected as the chairperson responsible for documenting the results of the exam for submission to the DGS. Members of the exam committee should have expertise in areas chosen for reading. The exam committee and topics must be approved by the DGS.
  • 2. Prior to the examination, the student will prepare a research proposal of approximately ten pages in the general area of the thesis project. The proposal will consist of the following sections: Specific Aims, Background and Significance, Experimental Plan, and Literature Cited. The proposal should describe three years of work in the topic area by a single postdoctoral fellow (i.e., similar to an NIH postdoctoral fellowship application).
  • 3. All oral exams will follow the same general format. The oral examination will focus on the student’s ability to present and defend the research proposal. The student should come to the exam with a short (30–40 minute) presentation of the thesis-related proposal with visual aids. The actual presentation will take longer since exam committee faculty will interrupt with questions. The committee can also ask questions on topics covered during the reading period and general topics in experimental pathology that will have been covered in courses. The final evaluation by the exam committee faculty takes into account the student’s performance on the examination and performance in lab (based on the adviser’s evaluation, solicited by the DGS). A written summary of the qualifying examination evaluation will be prepared by the examination committee chairperson and submitted to the DGS. If the student does not pass the exam, the committee has the option of recommending an additional course of reading and/or written work. The DGS has final discretion in approving or modifying the recommendations of the committee.

Prospectus Upon successful completion of the qualifying examination, the student will constitute a dissertation committee including at minimum three members in addition to the dissertation/thesis adviser. At least two of the committee members must be Pathology department faculty. The membership of the committee must be approved by the DGS. The student will prepare a written thesis prospectus, consisting of a summary of background information in the field of interest, the specific questions to be answered, a rationale for choosing those questions, and a research plan for addressing those questions. Upon completing the course requirement with at least two terms of Honors, passing the qualifying examination, and submitting a thesis prospectus, students will be admitted to candidacy. This should take place by the end of the third year, and preferably in the second year. Students must then submit a written thesis describing the research and present a thesis research seminar.

Additional requirements There is no foreign language requirement. In accordance with the BBS program, Ph.D. students are expected to participate in two terms (or the equivalent) of teaching.

M.D./Ph.D. Students

M.D./Ph.D. students must satisfy the requirements listed above for the Ph.D. with the following modifications: Two laboratory rotations are required. Assisting in teaching of one course is required. With the approval of the DGS and associate dean, some courses taken toward the M.D. degree can be counted toward the five courses required for the Ph.D., although PATH 650b, Cellular and Molecular Biology of Cancer, and PATH 690a, Molecular Mechanisms of Disease, are still required.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Awarded only to students who are continuing for the Ph.D. Students are not admitted for this degree.

M.S. Students are not admitted for this degree. On a case-by-case basis and subject to faculty vote, students who are not continuing for the Ph.D. may be considered for this degree if they have successfully completed the course requirements for the Ph.D. degree (three laboratory rotations, PATH 650b, PATH 660, PATH 690a, three elective courses, and two seminar courses), and received a grade of Honors in at least one core course (i.e., excluding rotations and seminar courses).

Program materials are available upon request to the Director of Graduate Studies, Department of Experimental Pathology, Yale University, PO Box 208023, New Haven CT 06520-8023; Web site, www.yalepath.org/edu/ExPath/index.htm.

Courses

Note: Pathology 600, 616, 617, and 618b are primarily geared toward medical students, but may be taken by graduate students with the permission of the director of medical studies.

PATH 200, Molecular and Genomic Mechanisms of Disease  Robert Homer and staff

This is predominantly a seminar course that covers aspects of the fundamental molecular and cellular mechanisms underlying various human diseases in the context of various clinical scenarios. The objective is to highlight advances in genomic and molecular medicine as they relate to understanding the pathogenesis of disease and the formulation of therapies. There are a few lectures on autopsy pathology and one lecture on bioinformatics. The course is only open to medical students. Various times.

PATH 600, Pathological Basis of Human Disease Robert Homer and staff

Fundamental principles underlying the pathological alterations in function and structure that constitute the reaction of the organism to injury. Pathology of diseases involving neoplasia and special organs and systems. Correlation of the clinical and anatomical manifestations is emphasized. For Public Health graduate students and MSTP students who are required to take PATH 100 for graduate credit.

PATH 617, Anatomic Pathology Elective G. Kenneth Haines and staff

The department offers an elective to medical students in the third and fourth years that provides a broad experience in general diagnostic techniques. Students have opportunities to participate in surgical pathology and cytopathology. A daily diagnostic conference is scheduled for both residents and students. In addition to direct responsibilities in the handling of the cases, the student has opportunities to participate in electron microscopy, immunohistochemistry, molecular diagnostics, and flow cytometry techniques. One or two students every two or four weeks.

PATH 618b, Clinical and Pathologic Correlates in Renal Disease Gilbert Moeckel

A series of clinical pathologic conferences designed to illustrate clinicopathologic correlates in renal disease. At each session, one student acts as clinician and another as pathologist in the evaluation and discussion of case material from autopsies or renal biopsies. Discussions are informal but require preparation in advance, and all participants are expected to contribute in each session. One two-hour session per week for six weeks. Given once in spring term. Limited to twelve students.

PATH 620a and b, Laboratory Rotations in Experimental Pathology Michael Robek

Laboratory rotations for first-year graduate students.

PATH 630b/ENAS 535bU, Biomaterial-Tissue Interactions Themis Kyriakides

The course addresses the interactions between tissues and biomaterials, with an emphasis on the importance of molecular- and cellular-level events in dictating the performance and longevity of clinically relevant devices. In addition, specific areas such as biomaterials for tissue engineering and the importance of stem/progenitor cells, and biomaterial-mediated gene and drug delivery are addressed. TTH 9–10:15

[PATH 634a/GENE 734a/MB&B 734a/MBIO 734a, Molecular Biology of Animal Viruses]

PATH 650b, Cellular and Molecular Biology of Cancer David Stern, Qin Yan

A comprehensive survey of cancer research from the cellular to the clinical level. The relation of cancer to intracellular and intercellular regulation of cell proliferation is emphasized, as are animal models for cancer research. Background in molecular genetics and cell biology is assumed. Open to advanced undergraduates with permission of the organizers. MWF 1–2

PATH 660/C&MP 650/PHAR 580, Ethics Barbara Ehrlich, Michael Robek, Satinder Singh

Organized to foster discussion, the course is taught by faculty in the Pharmacology, Pathology, and Physiology departments and two or three senior graduate students. Each session is based on case studies from primary literature, reviews, and two texts: Francis Macrina’s Scientific Integrity and Kathy Barker’s At the Bench. Each week, students are required to submit a reaction paper discussing the reading assignment. Students take turns leading the class discussion; a final short paper on a hot topic in bioethics is required.

PATH 670b, Biological Mechanisms of Reaction to Injury Joseph Madri, Michael Kashgarian, Jon Morrow, Jeffrey Sklar, Brian West

An introduction to human biology and disease as a manifestation of reaction to injury. Topics include organ structure and function, cell injury, circulatory and inflammatory responses, disordered physiology, and neoplasia.

PATH 680a/C&MP 630a/PHAR 502a, Seminar in Molecular Medicine, Pharmacology, and Physiology Sven-Eric Jordt, Don Nguyen, Susumu Tomita

Readings and discussion on a diverse range of current topics in molecular medicine, pharmacology, and physiology. The class emphasizes analysis of primary research literature and development of presentation and writing skills. Contemporary articles are assigned on a related topic every week, and a student leads discussions with input from faculty who are experts in the topic area. The overall goal is to cover a specific topic of medical relevance (e.g., cancer, neurodegeneration) from the perspective of three primary disciplines (i.e., physiology: normal function; pathology: abnormal function; and pharmacology: intervention).

PATH 690a, Molecular Mechanisms of Disease Michael Robek

This course covers aspects of the fundamental molecular and cellular mechanisms underlying various human diseases. Many of the disorders discussed represent major forms of infectious, degenerative, vascular, neoplastic, and inflammatory disease. Additionally, certain rarer diseases that illustrate good models for investigation and/or application of basic biologic principles are covered in the course. The objective is to highlight advances in experimental and molecular medicine as they relate to understanding the pathogenesis of disease and the formulation of therapies. TTH 2–3:30

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Film Studies

53 Wall Street, Rm. 216, 203.436.4668

www.yale.edu/filmstudiesprogram

M.Phil., Ph.D.

Chair

John MacKay

Director of Graduate Studies

Francesco Casetti (53 Wall St., Rm. 213, francesco.casetti@yale.edu)

Professors Dudley Andrew,* Francesco Casetti,* Katerina Clark,* J.D. Connor,* Aaron Gerow,* David Joselit,* Thomas Kavanagh,* John MacKay,* Millicent Marcus,* Charles Musser, Brigitte Peucker,* Katie Trumpener,* Laura Wexler*

Associate Professors Moira Fradinger, Karen Nakamura

Assistant Professor John Williams

Senior Lecturer Ronald Gregg*

Affiliated Faculty Carol Armstrong, David Bromwich, Rüdiger Campe, Hazel Carby, Michael Denning, Inderpal Grewal, Kobena Mercer, Christopher L. Miller, Joseph Roach

*Member of the Graduate Committee

Fields of Study

Film Studies is an interdisciplinary field drawing on the study of the history of art, national cultures and literatures, literary theory, philosophy, anthropology, feminist and queer studies, race and representation, and other areas. To study film at Yale, every doctoral student must be accepted into a combined program involving another discipline. Film Studies offers a combined Ph.D. with African American Studies, American Studies, Comparative Literature, East Asian Languages and Literatures, English, French, German, History of Art, Italian, and Slavic Languages and Literatures. In addition to acquiring a firm grounding in the methods and core material of both film studies and another discipline, the candidate is advised to coordinate a plan of study involving comprehensive knowledge of one or more areas of specialization. Such areas include:

  • 1. Historiography, including archival history, history of technology, silent film.
  • 2. Aesthetics: theories of the image, adaptation, film/philosophy, avant-garde film.
  • 3. European film: British-Irish, French, German and Nordic, Italian, Slavic.
  • 4. American culture: Hollywood, independent film, African American cinema.
  • 5. World film: global image exchange; cinema in Asia, Latin America, and Africa.
  • 6. Documentary as an aesthetic, cultural, and ideological practice.
  • 7. Cinema in its relations with other arts and other media.
  • 8. Screen cultures, screened images, post-cinema, theory and history of media.

Through course work, examinations, and the dissertation, the candidate links a film specialty with material and methods coming from the participating discipline. Directors of graduate studies from both programs monitor the candidate’s plans and progress.

Special Admissions Requirements

Combined-program applicants should familiarize themselves fully not only with the Film Studies entrance requirements but with those of the other graduate program as well. Since combined-program applicants must be admitted by both Film Studies and the other department, candidates should make sure that the material they submit with the application clearly addresses the requirements and mission of both graduate programs.

The application for Film Studies is administered by the Office of Graduate Admissions. All applications are to be completed online and can be accessed by visiting its Web site at www.yale.edu/graduateschool/admissions. In the “Programs of Study” section of the application, the applicant should do the following: choose Film Studies in Step 1 and the combined department in Step 3. All applications including writing samples are read by the admissions committees in both units.

Special Requirements for the Ph.D. Degree

Every student selected for the combined program is subject to the supervision of the Film Studies program and the relevant participating department. A written protocol between each department and Film Studies outlines the requirements and schedule to be borne in mind as a plan of study is worked out in consultation with the director of graduate studies of Film Studies and the director of graduate studies of the participating department. In all cases, students are required to take two core seminars in Film Studies (FILM 601 and FILM 603) as well as at least four additional Film Studies seminars. Course requirements vary for participating departments but comprise a total of sixteen courses (fourteen for American Studies, fifteen for History of Art). A student advances to candidacy by completing a qualifying examination and a dissertation prospectus.

  • 1. Qualifying examinations follow the regulations of the participating department with at least one member of the Film Studies Graduate Committee participating.
  • 2. The dissertation prospectus is presented to a faculty committee involving at least one member of the other department who is not a member of the Film Studies Graduate Committee and may include the entire faculty of that other department. The prospectus is also circulated to the entire Film Studies Graduate Committee for their information and ratification. Once the student and dissertation adviser deem the dissertation finished or near completion, a defense shall be held involving at least one member of the Film Studies Graduate Committee and one member of the participating department who is not on that committee.

The faculty in Film Studies considers participation in the Teaching Fellows Program to be essential to the professional preparation of graduate students. Students normally teach in years three and four. Every student is expected to serve two assignments as a teaching fellow, preferably in film courses such as Introduction to Film; Film Theory; World Cinema.

Master’s Degree

M.Phil. See Degree Requirements under Policies and Regulations.

Courses

FILM 601a/CPLT 917a, Films and Their Study John MacKay

The course provides a foundation for graduate students who want to anchor their film interest to the “professional discourse” of this field. A coordinated set of topics in film theory is interrupted first by the often discordant voice of history and second by the obtuseness of the films examined each week. As the title of this seminar is meant to convey, films themselves take the lead in our discussions. TH 3:30–5:20, screenings SU 5:30

FILM 641bU/ANTH 602bU, Ethnographic Filmmaking and Visual Field Methods  Karen Nakamura

Intensive seminar workshop on visual anthropology production and analysis. Readings include core texts in the analysis of visual culture as well as visual anthropology field methods. Students produce a short ethnographic film, ethnophotographic essay, or article on visual culture. TTH 1–2:15

FILM 642a/AMST 702a/ANTH 650a/WGSS 650a, Feminist Research and the Mobility Paradigm Inderpal Grewal

The course focuses on the new theorizations of what is called “mobility theory,” which has been a strong area of research in studies of culture and globalization. This is not a course on technology but on cultures of technologies of mobility, as well as on ideas of movement, displacement, and travel. From understanding “mobile subjects” to addressing the agency of technologies of mobility within transnational networks, the course brings together a broad area of research that looks at the ways in which modernity has included conceptualizations of movement and speed and subjects have seen themselves as modern through notions of mobility and movement. We investigate these mobile modernities to understand what is seen as outside such modernity, or what are seen as problems of modernity (such as refugee movements). In doing so, the course brings an interdisciplinary feminist cultural analysis to theories of multiple and different mobilities. T 9:25–11:15

FILM 724aU/AMST 813aU, Contemporary Documentary Film and Video  Charles Musser, Anne Berke

Examination of documentary and related nonfiction forms in the past three decades. Issues include film truth, performance, ethics, race and gender, and the filmmaker as participant-observer. Filmmakers include Frederick Wiseman, William Greaves, Chris Choy, Errol Morris, Lourdes Portillo, Trinh T. Minh-ha, Su Friedrich, and Marlon Riggs. TTH 11:35–12:50, screenings W 7

FILM 735aU and 736bU/AMST 832aU and 833bU, Documentary Film Workshop  Charles Musser [F], David Fisher [Sp]

This workshop in audiovisual scholarship explores ways to present research through the moving image. Students work within a Public Humanities framework to make a documentary that draws on their disciplinary fields of study. Designed to fulfill requirements for the M.A. in Public Humanities. W 12:30–3:20, screenings T 7

FILM 759b/CPLT 931b/FREN 753b, French Film: History, Culture, Pedagogy  Thomas Kavanagh

This seminar focuses on the history of French cinema; films as cultural artifacts both reflecting and inflecting broader social practices; and options for integrating film study within the curriculum of a French department. Neither strictly historical nor strictly theoretical, this course approaches the films we study through groupings of secondary texts (critical, cultural, and literary works) that raise issues concerning the use of film in the broader study of French culture. Films include works by Lumière, Méliès, Guy, Vigo, Buñuel, Léger, Carné, Duvivier, Renoir, Melville, Resnais, Godard, Truffaut, Marker, Varda, Tavernier, Leconte, Teno, and Denis; critical and theoretical texts by Abel, Arnheim, Barthes, Baudry, Bazin, Benjamin, Burch, Metz, Kavanagh, Lacan, Robbe-Grillet, Rodowick, Rosset, Schwartz, Thackway, and Ukadike. Reading knowledge of French required. M 1:30–3:20, evening screenings to be arranged

FILM 765bU/GMAN 592bU, Fassbinder, Herzog, Haneke Brigitte Peucker

Close study of the films of R.W. Fassbinder, Werner Herzog, and Michael Haneke. Questions of authorship, cultural politics, intermediality, and cinematic modernism. Readings and discussion in English. T 3:30–5:20

FILM 806a/HSAR 709a, Sound Studies J.D. Connor

How does sound become an object for history? For philosophy? For art? In recent decades an explosion of scholarly work has made sound studies an essential part of cultural and aesthetic history. We examine crucial dimensions of the critical field: the phenomenology and structure of the soundscape, models of technological history, philosophies of sound in the arts, the study of “listening cultures,” sound and film, and taping. TH 1:30–3:20

FILM 830b/CPLT 916b/ITAL 590b, Literature into Film Millicent Marcus

We study a series of written works and their cinematic adaptations, considering first the texts in autonomous, literary terms, and then their transformation into audiovisual spectacles. In most cases we screen the film on Monday evening and do a comparative study in the Wednesday class period, making extensive use of video clips to do close visual analysis of scenes in the light of their corresponding textual sources. Rather than develop a general theory of adaptation, we construct methodological approaches on an ad hoc basis, taking each instance of adaptation as a case study amenable to a variety of methodologies—psychoanalytic, feminist, ideological, generic, semiotic, and so forth. The class is conducted as a seminar, and active student participation is expected. There are two papers—one shorter one of a critical nature at midterm and a final research paper (approximately 15–20 pages). Films examined include (tentatively) Pasolini’s Medea and Decameron, the Tavianis’ Padre padrone, Salvatores’s Quo vadis, baby?, Rossellini’s Viaggio in Italia, Faenza’s Sostiene Pereira, Petri’s A ciascuno il suo, Visconti’s The Leopard, Bertolucci’s The Conformist, Bellocchio’s Buongiorno, notte, and Tognazzi’s Canone inverso. Writing assignments comprise 75 percent of the final grade and class participation 25 percent. W 3:30–5:20, screenings M 7.30

FILM 855b/CPLT 855b, Aesthetics and Hermeneutics in Film and Literature  Dudley Andrew

Among students of literature and cinema, philosophers receive great deference. In this seminar on postwar French culture, Jean-Paul Sartre and Maurice Merleau-Ponty are unavoidable, and other thinkers like Jean Wahl, Gabriel Marcel, and Gaston Bachelard could receive special attention. We expect the aesthetic dimension of philosophic thought to have irrigated literary and film criticism, and perhaps to have influenced the plays and writings of Camus, Genet, Beckett, and Blanchot. We assume that philosophers have already abstracted the chief ideas of the times that circulate among lay people in cultural monthlies like Les Temps modernes, Esprit, and Critique. However, this seminar aims to reverse the usual flow of influence. Rather than examining how literary ideas and film theory were affected by philosophy, we read French intellectuals with the cinema and literature in mind. To what extent did the intense French interest in American fiction and in the cinema affect the topics, vocabulary, and ideas of philosophers, intellectuals, art historians (including Malraux, Piaget, Lacan, the young Deleuze, the early Barthes, etc.). Can the heightened status of cinema throw light on literature, on its criticism, and on general theories of art and the imagination? We need to define so-called Existentialist Aesthetics, its possible origin in Bergson on one side and in Heidegger/Husserl on the other, as well as its afterlife in the hermeneutics that Paul Ricoeur took up just then and developed for the next sixty years. We conclude with Ricoeur because he can take us from 1945 to our own period. Reading knowledge of French is desirable but not essential. We may elect to hold a weekly screening, as a kind of cine-club running to the side of the seminar. TH 9:25–11:15

FILM 871a/EALL 805a, Readings in Japanese Film Theory Aaron Gerow

Theorizations of film and culture in Japan from the 1910s to the present. Through readings in the works of a variety of authors, the course explores both the articulations of cinema in Japanese intellectual discourse and how this embodies the shifting position of film in Japanese popular cultural history. T 1:30–3:20, with screenings

FILM 881a/EALL 552aU, Japanese Cinema before 1960 Aaron Gerow

The history of Japanese cinema to 1960, including the social, cultural, and industrial backgrounds to its development. Periods covered include the silent era, the coming of sound and the wartime period, the occupation era, the golden age of the 1950s, and the new modernism of the late 1950s. MW 2:30–3:45, screenings W 7–9:30

FILM 900, Directed Reading

FILM 901, Individual Research

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Forestry & Environmental Studies

Kroon Hall, 203.432.5100

http://environment.yale.edu

M.S., M.Phil., Ph.D.

Dean

Peter Crane

Director of Doctoral Studies

David Skelly (208 Kroon, 203.432.3603, david.skelly@yale.edu)

Professors Mark Ashton (on leave [F]), Michelle Bell, Gaboury Benoit (on leave [F]), Graeme Berlyn, Benjamin Cashore, Peter Crane, Michael Dove, Daniel Esty (on leave), Thomas Graedel, Timothy Gregoire, Xuhui Lee (on leave [F]), Robert Mendelsohn (on leave [F]), Chadwick Oliver, Peter Raymond, James Saiers, Oswald Schmitz, Karen Seto, David Skelly, John Wargo

Associate Professors Robert Bailis, Marian Chertow, Matthew Kotchen (on leave [F]), Julie Zimmerman

Assistant Professors Mark Bradford, Alexander Felson (on leave [F]), Eli Fenichel, Kenneth Gillingham (on leave [Sp]), Karen Hébert, Nadine Unger

Non-Ladder Faculty Paul Anastas, Shimon Anisfeld, Garry Brewer, Richard Burroughs, Ann Camp, Carol Carpenter, Susan Clark, Amity Doolittle, Paul Draghi, Helmut Ernstberger, Gordon Geballe, Bradford Gentry, John Grim, Arnulf Grubler, Anthony Leiserowitz, Reid Lifset, Rajendra Pachauri, Jonathan Reuning-Scherer, Mary Evelyn Tucker

Courtesy Joint Appointments Michelle Addington, Ruth Blake, Adalgisa (Gisela) Caccone, David Cromwell, Gary Desir, Michael Donoghue, Menachem Elimelech, Durland Fish, Walter Jetz, Douglas Kysar, Brian Leaderer, William Mitch, William Nordhaus, Jeffrey Powell, Richard Prum, Eric Sargis, James Scott, Kalyanakrishnan Sivaramakrishnan, Ronald Smith, Harvey Weiss, Ernesto Zedillo

Visiting Faculty, Fellows, Adjunct Faculty, and Faculty with primary appointments elsewhere Maureen Burke, Douglas Daly, Mary Beth Decker, William Ellis, Ona Ferguson, Michael Ferrucci, Lawrence Kelly, Yehia Khalil, Verlyn Klinkenborg, Roy Lee, Lin Heng Lye, James Lyons, James MacBroom, David Mattson, Fabian Michaelangeli, Kristin Morico, Julie Newman, John Nolon, Michael Northrop, Christine Padoch, Charles Peters, Stephen Ramsey, Nicholas Robinson, Marjorie Shansky, Deborah Spalding, Dennis Stevenson, Fred Strebeigh, Charles Dana Tomlin, William Vance, Ina Vanderbroek

Fields of Study

Fields include agroforestry; biodiversity conservation; biostatistics and biometry; climate science; community ecology; ecosystems ecology; ecosystems management; environmental anthropology; environmental biophysics and meteorology; environmental chemistry; environmental ethics; environmental governance; environmental health risk assessment; environmental history; environmental law and politics; environmental and resource policy; forest ecology; hydrology; industrial ecology; industrial environmental management; plant physiology and anatomy; pollution management; population ecology; resource economics; energy and the environment, silviculture, social ecology; stand development, tropical ecology and conservation; urban planning; water resource management; environmental management and social ecology in developing countries; urban ecology.

Special Admissions Requirements

Applicants should hold a bachelor’s or master’s degree in a field related to natural resources, such as forestry, or in a relevant discipline of the natural or social sciences, such as biology, chemistry, economics, or mathematics. The GRE General Test is required but Subject Tests are optional.

Special Requirements for the Ph.D. Degree

Students are required to take the Doctoral Student Seminar before the second term of their program. Aside from this requirement, there is no required curriculum of credit courses and no formal language requirement. Courses of study are individually designated through consultation between degree candidates and their advisers and dissertation committees. The amount of course work required will depend on the previous training of the student, but the normal requirement for a student with no previous graduate training is three or four courses per term for four terms. The program of each student will be evaluated at the end of the first year of residence. At least two term grades of Honors are required in the first two years of study; however, it is anticipated that grades of Honors or High Pass will be achieved in two-thirds of all courses taken. A written and oral qualifying examination is required upon completion of the course requirements. Students are expected to take the examination by the end of their second year, although this can be extended to the third year in cases with appropriate extenuating circumstances. At the time of the qualifying examination, the student must present a prospectus of the research work proposed for the dissertation. Successful completion of the qualifying examination and submission of the prospectus will result in admission to candidacy. Upon completion of the dissertation, the candidate must make unbound copies of the dissertation available to the faculty and appear for an oral examination at a time and place designated by the director of doctoral studies. Copies of the approved dissertation must be submitted to the Graduate School. Depending upon the nature of the dissertation topic, completion of the Ph.D. degree normally requires four years.

Teaching and research experiences are regarded as integral parts of the graduate training program in Forestry & Environmental Studies. All students are required to serve as teaching fellows (10 hours per week) for four terms. The nature of the teaching assignment is determined in cooperation with the student’s major adviser and the director of doctoral studies.

In addition to all other requirements, students must successfully complete F&ES 949, Responsible Conduct of Research, prior to the end of their first year of study.

Master’s Degrees

M.Phil. (en route to the Ph.D.) Students may petition for this degree after they have passed the qualifying exam and advanced to candidacy. Applications for this master’s degree are not accepted.

M.S. (en route to the Ph.D.) This degree is normally granted only to students who are withdrawing from the Ph.D. program. Applications for this master’s degree are not accepted. Requirements that must be met for award of the M.S. are (1) successful completion of two years of course work in residence with two grades of Honors; (2) a written prospectus; (3) fulfillment of one term of the teaching requirement.

For information on the terminal master’s degrees offered by the Yale School of Forestry & Environmental Studies (the Master of Forestry, Master of Forest Science, Master of Environmental Management, and Master of Environmental Science degrees), visit the School’s Web site, www.yale.edu/environment, or contact Admissions Director, Yale School of Forestry & Environmental Studies, 195 Prospect Street, New Haven CT 06511.

Courses

For course descriptions, see the School of Forestry & Environmental Studies bulletin, available online in both html and pdf versions at www.yale.edu/bulletin.

Foundations
  • [F&ES 500a, Landscape Ecology]
  • F&ES 505a, Economics of the Environment
  • F&ES 510a, Introduction to Statistics in the Environmental Sciences
  • F&ES 515a, Physical Sciences for Environmental Management
  • F&ES 520a/ANTH 581a, Society and Environment: Introduction to Theory and Method
  • F&ES 525a, The Politics and Practice of Environmental and Resource Policy
  • F&ES 530a, Ecosystems and Landscapes
Integrative Frameworks
  • F&ES 600b, Linkages of Sustainability
  • F&ES 610a, Science to Solutions: How Should We Manage Water?
  • [F&ES 620b, Integrative Assessment]
Capstone
  • F&ES 950b, Life Cycle Assessment Practicum
  • [F&ES 951b, Managing the Global Carbon Cycle]
  • F&ES 953a,b, Business and the Environment Consulting Clinic
  • F&ES 954a, Management Plans for Protected Areas
  • F&ES 955b, Seminar in Research Analysis, Writing, and Communication
  • F&ES 960b, Workshop in the Analysis, Writing, and Communication of Social Science Research
  • [F&ES 963b, Payments for Ecosystem Services]
  • [F&ES 964b, Large-Scale Conservation: Integrating Science, Management, and Policy]
  • F&ES 965b/ANTH 598b, Advanced Readings: Social Science of Development and Conservation
  • F&ES 966a, The Entrepreneurial Approach to Environmental Problem Solving
  • F&ES 969b, Rapid Assessments in Forest Conservation
  • F&ES 970a,b/LAW 20316,21321, Environmental Protection Clinic
Ecology
Ecosystem Ecology
  • F&ES 681a, Ethnobotany
  • [F&ES 731b, Tropical Field Botany]
  • F&ES 733b, Synthesizing Environmental Science for Policy
  • F&ES 734b, Biological Oceanography
  • [F&ES 735a, Biogeography and Conservation]
  • F&ES 741b, Introduction to Indigenous Silviculture
Wildlife Ecology and Conservation Biology
  • [F&ES 736b, Ecology Seminar]
  • [F&ES 738a, Aquatic Ecology]
  • F&ES 739b, Species and Ecosystem Conservation: An Interdisciplinary Approach
  • [F&ES 740b, Dynamics of Ecological Systems]
  • F&ES 744b, Conservation Science
Environmental Education and Communication
  • F&ES 745a, Environmental Writing
  • F&ES 746b, Archetypes and the Environment
  • F&ES 747a, Global Communication Skills
  • F&ES 750a, Writing the World
  • F&ES 900a, Doctoral Student Seminar
  • F&ES 949b, Responsible Conduct of Research
Forestry
Forest Biology
  • F&ES 581a, Multifunctional Carbon-Sequestering Agroforestry
  • F&ES 650b, Fire: Science and Policy
  • F&ES 651b, Forest Ecosystem Health
  • F&ES 654a/MCDB 660a, Structure, Function, and Development of Trees and Other Vascular Plants
  • [F&ES 655b, Research Methods of the Anatomy and Physiology of Trees]
  • F&ES 656b, Physiology of Trees and Forests
  • F&ES 671a, Natural History and Taxonomy of Trees
Forest Management
  • F&ES 657b, Managing Resources
  • F&ES 658a, Global Resources, International Resource Exchanges, and the Environment
  • F&ES 659b, Principles in Applied Ecology: The Practice of Silviculture
  • F&ES 660a, Forest Dynamics: Growth and Development of Forest Stands
  • [F&ES 661b, Analysis and Development of Silvicultural Prescriptions]
  • [F&ES 663b, Invasive Species: Ecology, Policy, and Management]
  • F&ES 668b, Field Trips in Forest Resource Management and Silviculture
  • F&ES 669b, Forest Management Operations
  • F&ES 670b, Southern Forest and Forestry Field Trip
  • F&ES 680a, Forest and Ecosystem Finance
Physical Sciences
Atmospheric Sciences
  • [F&ES 700b, Alpine, Arctic, and Boreal Ecosystems Seminar]
  • [F&ES 701b, Climate Change Policy and Science Seminar]
  • [F&ES 702b, Climate Change Seminar]
  • F&ES 703b, Climate and Life
  • [F&ES 704a, An Atmospheric Perspective of Global Change]
  • [F&ES 705b, Climate and Air Pollution]
  • [F&ES 722b, Boundary Layer Meteorology]
  • [F&ES 771a, Climate Modeling]
Environmental Chemistry
  • [F&ES 706b, Organic Pollutants in the Environment]
  • F&ES 707bU/ENAS 640b, Aquatic Chemistry
  • [F&ES 708a, Biogeochemistry and Pollution]
  • F&ES 711a, Atmospheric Chemistry
  • [F&ES 743aU, Environmental Chemical Analysis]
  • F&ES 773a, Air Pollution Control (APC)
  • F&ES 777b, Water Quality Control
Soil Science
  • [F&ES 709a, Soil Science]
Water Resources
  • F&ES 710b, Coastal Governance
  • [F&ES 712b, Water Resource Management]
  • F&ES 713a, Coastal Ecosystems
  • [F&ES 714b/ENAS 646b, Environmental Hydrology]
  • F&ES 719a, River Processes and Restoration
  • F&ES 724b, Watershed Cycles and Processes
  • F&ES 729b, Caribbean Coastal Development: Cesium and CZM
Quantitative and Research Methods
  • F&ES 550a, Natural Science Research Methods
  • F&ES 551a, Social Science Qualitative Research Methods
  • F&ES 552b, Master’s Student Research Colloquium
  • F&ES 725b, Remote Sensing of Land Cover and Land Use Change
  • F&ES 726b/ARCG 762bU/EMD 548b/G&G 562bU, Observing Earth from Space
  • F&ES 749a, Seminar: Interdisciplinarity in Environmental Research
  • F&ES 751b, Sampling Methodology and Practice
  • F&ES 753a, Regression Modeling of Ecological and Environmental Data
  • F&ES 754a, Geospatial Software Design
  • F&ES 755b, Modeling Geographic Space
  • F&ES 756a, Modeling Geographic Objects
  • [F&ES 757b, Statistical Design of Experiments]
  • F&ES 758b, Multivariate Statistical Analysis in the Environmental Sciences
  • F&ES 762a, Applied Math for Environmental Studies (AMES)
  • F&ES 780a, Seminar in Forest Inventory
  • F&ES 781b/STAT 674b, Applied Spatial Statistics
Social Sciences
Economics
  • F&ES 795b, Nature as Capital: Merging Ecologic and Economic Models
  • [F&ES 800b, Energy Economics and Policy Analysis]
  • F&ES 802b, Valuing the Environment
  • [F&ES 803b, Green Markets: Voluntary and Information Approaches to Environmental Management]
  • F&ES 804b, Economics of Natural Resource Management
  • F&ES 805a,b, Seminar in Environmental and Natural Resource Economics
  • [F&ES 806b, Economics of Pollution Management]
  • F&ES 890a/MGT 820a, Energy Markets Strategy
  • [F&ES 904a, Doctoral Seminar in Environmental and Energy Economics]
  • [F&ES 905b, Doctoral Seminar in Environmental Economics]
Environmental Policy
  • F&ES 775b, Sustainable Sites
  • [F&ES 794a, Making Better Decisions with Environmental Applications]
  • F&ES 807a/MGT 688a, Corporate Environmental Management and Strategy
  • F&ES 814a/MGT 563a, Energy Systems Analysis
  • [F&ES 815a, The New Corporate Social Responsibility: Public Problems, Private Solutions, and Strategic Responses]
  • F&ES 817a, Urban, Suburban, and Regional Planning Practice
  • F&ES 818a/MGT 561a, Energy Technology Innovation
  • F&ES 819b, Strategies for Land Conservation
  • F&ES 820b, Land Use Law and Environmental Planning
  • F&ES 821b, Private Investment and the Environment: Legal Foundations and Tools
  • [F&ES 823a/LAW 20620, Climate Change and the International Court of Justice]
  • F&ES 824a/LAW 20348, Environmental Law and Policy
  • F&ES 825b, International Environmental Law
  • F&ES 826a, Foundations of Natural Resource Policy and Management
  • F&ES 828b, Comparative Environmental Law in Global Legal Systems
  • F&ES 829bU, International Environmental Policy and Governance
  • F&ES 832a,b/MGT 618a,b, Entrepreneurial Business Planning
  • F&ES 835a, Seminar on Land Use Planning
  • F&ES 837b, Seminar on Leadership in Natural Resources and the Environment
  • F&ES 841b/LAW 21720, A Critical History of U.S. Energy Law and Policy
  • [F&ES 843b, Readings in Environmental History]
  • [F&ES 849b, Natural Resource Policy Practicum]
  • F&ES 850a, International Organizations and Conferences
  • F&ES 851a,b, Environmental Diplomacy Practicum
  • [F&ES 855a, Climate Change Mitigation in Urban Areas]
  • [F&ES 860b, Understanding Environmental Campaigns and Policy Making: Strategies and Tactics]
  • [F&ES 866b/LAW 21566, The Law of Climate Change]
Social and Political Ecology
  • F&ES 770b/MCDB 861bU, The Human Population Explosion
  • F&ES 772a, Social Justice in the Food System
  • F&ES 774b, Agriculture: Origins, Evolution, Crises
  • F&ES 779b/REL 903b, Religion, Ecology, and Cosmology
  • F&ES 793b/ANTH 773b/ARCG 773bU/NELC 588bU, Abrupt Climate Change and Societal Collapse
  • [F&ES 827b, Contemporary Environmental Challenges in Africa]
  • F&ES 831b, Society and Natural Resources
  • F&ES 836a/ANTH 541a/HIST 965a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development
  • F&ES 838a/ANTH 517a, Producing and Consuming Nature
  • F&ES 839a/ANTH 597a, Social Science of Development and Conservation
  • [F&ES 845b, Energy Issues in Developing Countries]
  • F&ES 846b, Perspectives on Environmental Injustices
  • [F&ES 848a, Climate Change: Impacts, Adaptation, and Mitigation]
  • F&ES 854b, Institutions and the Environment
  • [F&ES 857b, Urbanization, Global Change, and Sustainability]
  • [F&ES 859b/REL 931b, American Environmental History and Values]
  • F&ES 861a/REL 918a, American Indian Religions and Ecology
  • [F&ES 862b, Advanced Seminar in Social and Political Dimensions of Climate Change]
  • F&ES 863a, Sustainability in Latin America
  • F&ES 869b/ANTH 572b, Disaster, Degradation, Dystopia: Social Science Approaches to Environmental Perturbation and Change
  • [F&ES 872a/REL 870a, Seminar on World Religions and Ecology]
  • [F&ES 873a, Global Environmental History]
  • [F&ES 876a/REL 915a, Indigenous Religions and Ecology]
  • F&ES 877b/ANTH 561b, Anthropology of the Global Economy for Development and Conservation
  • F&ES 878a, Anthropology of Climate and Climate Change
  • F&ES 879b/REL 917b, World Religions and Ecology: Asian Religions
  • F&ES 882a/ANTH 582a, The Black Box of Implementation: Households, Communities, Gender
  • F&ES 892a/ARCH 4021a, Introduction to Planning and Development
Health and Environment
  • [F&ES 727a, The Future of Food]
  • F&ES 761b, Food Security and Agricultural Development
  • F&ES 765b, Mitigating Agriculture’s Impact
  • F&ES 889a, Environmental Risk Assessment (ERA)
  • F&ES 891a/EMD 572a, Ecoepidemiology
  • F&ES 893a/EHS 511a, Applied Risk Assessment
  • F&ES 896b/EHS 503b, Introduction to Toxicology
  • F&ES 897b/EHS 508b, Assessing Exposures to Environmental Stressors
  • [F&ES 898a/EHS 585a, The Environment and Human Health]
  • F&ES 899b, Sustainable Development in Post-Disaster Context: Haiti
Industrial Ecology, Environmental Planning, and Technology
  • F&ES 782a/ARCH 4216a, Globalization Space: Infrastructure and Extrastatecraft
  • F&ES 788b, Applied Urban Ecology
  • F&ES 881a, FT: Field Experience in Industrial Operations
  • F&ES 883b, Advanced Industrial Ecology Seminar: The Energy Industry
  • F&ES 884b/ENAS 645b, Industrial Ecology
  • F&ES 885b/ENAS 660bU, Green Engineering and Sustainability
  • [F&ES 888a/ARCH 4226a, Ecological Urban Design]
  • F&ES 894a, Green Building: Process, Products, Perspective, and Policy

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French

82-90 Wall Street, 3d floor, 203.432.4900

www.yale.edu/french

M.A., M.Phil., Ph.D.

Chair

Alice Kaplan

Director of Graduate Studies

Christopher L. Miller (82-90 Wall St., Rm. 325, 203.432.4466; on leave [Sp])

Acting Director of Graduate Studies [Sp]

Edwin Duval (82-90 Wall St., Rm. 316, 203.432.0791)

Professors R. Howard Bloch, Edwin Duval, Marie-Hélène Girard (Visiting), Alice Kaplan, Thomas Kavanagh, Christopher L. Miller (on leave [Sp]), Maurice Samuels

Assistant Professors Thomas Connolly, Christopher Semk, Yue Zhuo

Affiliated Faculty Dudley Andrew (Film Studies), Carol Armstrong (History of Art), Ardis Butterfield (English), Bruno Cabanes (History), John Merriman (History), Charles Walton (History)

Fields of Study

Fields include French literature, criticism, theory, and culture from the early Middle Ages to the present, and the French-language literatures of Africa, the Caribbean, and the Maghreb.

Special Admissions Requirements

A thorough command of French is expected, as well as a good preparation in all fields of French literature. Applicants should submit a twenty-page writing sample in French. This can consist of one twenty-page paper or several shorter papers that total twenty pages.

Special Requirements for the Ph.D. Degree

(1) Candidates must demonstrate a reading knowledge of Latin (or, with approval, of Arabic or Creole) and a second language by passing department-administered examinations, Yale undergraduate courses, or Yale Summer Language Institute courses with at least a B or High Pass grade. Students must fulfill the Latin requirement before the beginning of their third term of study. The other language requirement must be satisfied before the beginning of the fifth term, and before the oral qualifying examination. (2) During the first two years of study, students normally take sixteen term courses. These must include Old French and at least two graduate-level term courses outside the department. They may include one term of a language course (Latin or other) taken as a means of fulfilling one of the language requirements, and as many as four graduate-level term courses outside the department. A grade of Honors must be obtained in at least four of the sixteen courses, two or more of which must be in courses offered by the department. (3) A qualifying oral examination takes place during the sixth term. The examination is designed to demonstrate students’ mastery of the French language, their knowledge and command of selected topics in literature, and their capacity to present and discuss texts and issues. (4) After having successfully passed the qualifying oral examination, students are required to submit a dissertation prospectus for approval, normally no later than the end of the term following the oral examination.

In order to be admitted to candidacy for the Ph.D., students must complete all predissertation requirements, including the prospectus. Students must be admitted to candidacy by the end of the seventh term.

Teaching is considered an integral part of the preparation for the Ph.D. degree, and all students are required to teach for at least one year. Opportunities to teach undergraduate courses normally become available to candidates in their third year, after consideration of the needs of the department and of the students’ capacity both to teach and to fulfill their final requirements. Prior to teaching, students take a language-teaching methodology course.

Combined Ph.D. Program

The French department also offers three combined Ph.D.s: one in French and African American Studies (in conjunction with the Department of African American Studies), one in French and Renaissance Studies (in conjunction with the Renaissance Studies Program), and one in French and Film Studies (in conjunction with the Film Studies Program). Students in both of these combined degree programs are subject to all the requirements for a Ph.D. in French. In addition, they must fulfill certain requirements particular to the conjoined program.

The combined Ph.D. in French and African American Studies is most appropriate for students who intend to concentrate in and write a dissertation on the literature of the francophone Caribbean. Students must complete two core courses in African American Studies and a third-year colloquium. For this degree, the French department’s requirement for a language in addition to Latin will normally be filled by demonstrating reading competence in a Creole language of the Caribbean or in Spanish. The students’ oral examinations normally include two topics of African American content. The dissertation prospectus must be approved by the director of graduate studies both in the French department and in African American Studies, and final approval of the dissertation must come from both departments. For further details see African American Studies.

Students in the combined Ph.D. program in French and Renaissance Studies will take nine classes in French and seven in Renaissance Studies. Students must learn Latin and Italian. The oral examination will consist of seven topics: four in French and three in Renaissance Studies. Both the dissertation prospectus and the final dissertation must be approved by the French department and the program in Renaissance Studies. For further details see Renaissance Studies.

For students in the combined Ph.D. program in French and Film Studies, the oral examination will normally include one topic on film theory and one on French film. Both the dissertation prospectus and the final dissertation must be approved by the French department and the program in Film Studies. In addition, Film Studies requires a dissertation defense. For further details see Film Studies.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Additionally, students in French are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may petition for the M.A. degree after a minimum of one year of study in residence, upon completion of the Latin requirement, and of eight courses, of which at least six are in French. Two grades of Honors in French graduate courses are required.

Program materials are available upon request to the Administrative Assistant to the Director of Graduate Studies, Department of French, Yale University, PO Box 208251, New Haven CT 06520-8251.

Courses

FREN 610a, Old French R. Howard Bloch

An introduction to the Old French language, medieval book culture, and the prose romance via study of manuscript Yale Beinecke 229, The Death of King Arthur, along with a book of grammar and an Old French dictionary. Primary and secondary materials are available on a DVD. Work consists of a weekly in-class translation and a final exam comprised of a sight translation passage, a familiar passage from Yale 229, and a take-home essay. No previous study of Old French necessary, although a knowledge of French is essential. In English. W 3:30–5:20

FREN 753b/CPLT 931b/FILM 759b, French Film: History, Culture, Pedagogy  Thomas Kavanagh

This seminar focuses on the history of French cinema; films as cultural artifacts both reflecting and inflecting broader social practices; and options for integrating film study within the curriculum of a French department. Neither strictly historical nor strictly theoretical, this course approaches the films we study through groupings of secondary texts (critical, cultural, and literary works) that raise issues concerning the use of film in the broader study of French culture. Films include works by Lumière, Méliès, Guy, Vigo, Buñuel, Léger, Carné, Duvivier, Renoir, Melville, Resnais, Godard, Truffaut, Marker, Varda, Tavernier, Leconte, Teno, and Denis; critical and theoretical texts by Abel, Arnheim, Barthes, Baudry, Bazin, Benjamin, Burch, Metz, Kavanagh, Lacan, Robbe-Grillet, Rodowick, Rosset, Schwartz, Thackway, and Ukadike. Reading knowledge of French required. M 1:30–3:20, evening screenings to be arranged

FREN 802a/CPLT 582a/ENGL 545a, Geoffrey Chaucer and Francophone Translation Ardis Butterfield

Geoffrey Chaucer (ca. 1340–1400) is a writer of exceptional importance to English literary history. He was also a key francophone translator. We ask if we can find new approaches to how he read and authored texts in English through the medium of French. Using modern postcolonial as well as medieval theories of translation, memory, and bilingualism, we explore how texts are transformed, cited, and reinvented in his writings. What happens to language under the pressure of crosslingual reading practices? What happens to the notion of translation in a bilingual culture? What are the implications for English language and literature of Chaucer’s intensive work in translating continental writings into English? How does this work illuminate the French texts he read? A reading knowledge of French is an advantage, though English translations are provided. TH 9:25–11:15

FREN 830a, L’École de Lyon et la Pléiade Edwin Duval

Focus on two poetic revolutions that took place in mid-sixteenth-century France in the two great centers of Renaissance culture, Lyon and Paris. Emphasis is placed on close readings of representative works by Maurice Scève, Louise Labé, Joachim du Bellay, and Pierre de Ronsard, but with due attention paid to poetics and literary history, classical and foreign models, and works of the most significant minores. Conducted in French. M 2:30–4:20

FREN 854b, Corneille et Racine Christopher Semk

Ever since La Bruyère pitted Corneille against Racine in Les Caractères—Corneille “paints men as they should be,” whereas Racine “paints them as they are”—it has become commonplace to place the two playwrights at opposing ends of classical tragedy. This course revisits the familiar Corneille-Racine parallel through close readings of the plays in their historical, political, and cultural context. We cover such topics as the poetics of classical tragedy, the (a)morality of the theater, the paradox of tragic pleasure, and the limits of representation (what can and cannot be shown, and how). In addition to tragedies by Corneille and Racine, primary readings include texts by Aristotle, Augustine, D’Aubignac, and Fontenelle. Secondary readings by Guénoun, Marin, Rancière. Conducted in French. T 1:30–3:20

FREN 866a/HSAR 692a, Eighteenth- and Nineteenth-Century French Art Criticism  Carol Armstrong, Marie-Hélène Girard

This seminar treats the history of writing about art in France during the eighteenth and nineteenth centuries. It consists of close readings of texts in the original French; discussions are conducted in English. Texts include: Salons (Diderot, Baudelaire) and other journalistic criticism; artists’ writings (such as Delacroix’s journal); dialogues, manifestoes, and theoretical treatises (Michel Eugène Chevreul, Charles Blanc); novels and stories about artists (the Goncourt, Zola); and art historical writing (Hippolyte Taine). These texts are read and discussed with an eye toward developing final research papers, with the following themes in mind: art writing as a genre or genres; ekphrasis and the rivalry between word and image; the development of art journalism as a means of mediating the public reception of art; the intersection among art, politics, and philosophy; the boundaries between fact and fiction, theory and practice; mythologizations of the artist and the model; constructions of timelines, periodizations, binary oppositions and schools of art, modernist and otherwise. T 1:30–3:20

FREN 899b/CPLT 897b, Modernity Maurice Samuels

The seminar studies literature and art from nineteenth-century France alongside theoretical and historical reflections to explore the significance of modernity. How did historical forces shape cultural trends? How did literature and art define what it means to be modern? Writers to be studied include Balzac, Baudelaire, Flaubert, Maupassant, and Zola. Theorists include Benjamin, Durkheim, Foucault, Marx, Simmel, and Weber. We also examine the painting of Manet and his followers. Reading knowledge of French required. W 1:30–3:20

FREN 911b, Stéphane Mallarmé Thomas Connolly

This seminar explores the multiple aspects of Mallarmé’s oeuvre, the authors and literary movements to which it responds, and the far-reaching repercussions it has had throughout the twentieth century and up to the present day. How has Mallarmé transformed the ways we read, write, and think about literature, art, music, dance, literary theory, and philosophy? In addition to extensive readings within Mallarmé’s oeuvre, we read poems by Albiach, Bonnefoy, Celan, du Bouchet, Geoffrey Hill, Ponge, Ungaretti and Valéry. Critical and theoretical texts will include Badiou, Blanchot, de Man, Derrida, Gadamer, Johnson, Kristeva, Marchal, Mondor, and Richard. W 9:25–11:15

FREN 920a, Roland Barthes: La littérature et ses signes Yue Zhuo

A study of Roland Barthes’s works in dialogue with the many postwar literary movements and critical trends with which he successively associated. How does the elasticity of Barthes as a thinker allow him to embrace and resist the theories of the time? The seminar is organized around the following topics: semiology and social criticism, popular theater, Nouveau roman, Nouvelle critique, structural analysis and its discontents, autobiography, photography, communities and utopia, desire for the novel, and the “neutral.” Authors accompanying this intellectual trajectory include Saussure, Jakobson, Lévi-Strauss, Brecht, Genette, Robbe-Grillet, Blanchot, Kristeva, Sollers, Lacan, and Compagnon. Reading knowledge of French required. W 9:25–11:15

FREN 922b, Camus and the Algerian Question Alice Kaplan

Was Albert Camus a French or an Algerian writer? This question has fueled debates on a writer who was once considered solely from a philosophical angle, as part of a “school of existentialists.” In this seminar, we approach Camus through history, literature, and place, studying the writer’s beginnings in Belcourt, Algiers; his first publications in Nazi-occupied France; his break with Sartre; the Nobel Prize controversy; and his anguish over the Algerian War. Emphasis on the Algerian writings: journalism, lyrical and political essays, short stories, and the three Algerian novels (L’Etranger, La Peste, and Le premier homme). Also included: decolonization theory (Memmi, Sartre, Fanon); Algerian writers who engaged with Camus (Mohammed Dib, Mouloud Feraoun, Kateb Yacine); Camus’s changing reputation in the decades since his death; his place in relation to Algerian national literature. Conducted in English; reading knowledge of French required. TH 1:30–3:20

FREN 935a/AFAM 712a, Aimé Césaire: One Hundred Years Christopher L. Miller

Observing the centenary of poet-statesman Aimé Césaire’s birth, this course examines the context of his Martinique in the twentieth century; Paris in the 1930s and the birth of Negritude; and the politics and poetry of decolonization. Readings of Césaire’s main texts, from Notebook of a Return to the Native Land onward. Reading knowledge of French required. TH 1:30–3:20

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Genetics

I-313 Sterling Hall of Medicine, 203.785.5846

http://medicine.yale.edu/genetics

M.S., M.Phil., Ph.D.

Chair

Richard Lifton

Director of Graduate Studies

Antonio Giraldez

Professors Allen Bale, Susan Baserga (Molecular Biophysics & Biochemistry), W. Roy Breg, Jr. (Emeritus), Lynn Cooley, Daniel DiMaio, Patrick Gallagher (Pediatrics), Joel Gelernter (Psychiatry; Neurobiology), Peter Glazer (Therapeutic Radiology), Jeffrey Gruen (Pediatrics), Murat Gunel (Neurosurgery), Arthur Horwich, Kenneth Kidd, Richard Lifton (Internal Medicine/Nephrology; Molecular Biophysics & Biochemistry), Haifan Lin (Cell Biology), Maurice Mahoney, Charles Radding (Emeritus), Margretta Seashore, Gerald Shadel (Pathology), Carolyn Slayman, Stefan Somlo (Internal Medicine/Nephrology), Joann Sweasy (Therapeutic Radiology), Peter Tattersall (Laboratory Medicine), Sherman Weissman, Tian Xu, Hongyu Zhao (Public Health; Biostatistics)

Associate Professors Martina Brueckner (Pediatrics/Cardiology), Judy Cho (Internal Medicine), Antonio Giraldez, Mustafa Khokha (Pediatrics), Peining Li, Arya Mani (Internal Medicine), Michael Nitabach (Cellular & Molecular Physiology), Valerie Reinke, Zhaoxia Sun

Assistant Professors Chris Cotsapas (Neurology), Valentina Greco, Mark Hammarlund, Natalia Ivanova, Tae Hoon Kim, Janghoo Lim, Jun Lu, James Noonan, In-Hyun Park, Scott Weatherbee, Andrew Xiao, Hui Zhang

Fields of Study

Molecular Genetics: chromosome structure and function, genetic recombination, viral genetics, DNA damage repair, ribosome biogenesis, protein folding, neurodegenerative diseases, non-coding RNA function, and the regulation of gene expression. Genomics: genome mapping, genome modification, high-throughput technology, evolutionary genetics, and functional genomics. Cellular and Developmental Genetics: limb development, kidney development, cilia function, stem cell development, genetic control of the cytoskeleton, cell death, aging, cell fate determination, cell cycle progression, cell migration, cell signaling, and growth control. Cancer Genetics: oncogenesis and tumor suppression, tumor progression and metastasis. Model Organism Genetics: forward genetic screens in Drosophila, C. elegans, yeast, zebrafish, frogs, and mouse, transposon and insertional mutagenesis, gene and protein trapping, mosaic genetics. Medical Genetics: genetic basis of human disease, chromosome rearrangements, population and quantitative genetics.

Special Admissions Requirements

The department welcomes applicants who have a bachelor’s or master’s degree in biology, chemistry, or a related field, with experience (from course work and/or research) in the field of genetics. GRE General Test scores are required. A pertinent Subject Test in Biochemistry and Molecular Biology, Biology, or Chemistry is recommended.

To enter the Ph.D. program, students apply to the Molecular Cell Biology, Genetics, and Development (MCGD) track within the interdepartmental graduate program in the Biological and Biomedical Sciences (BBS).

Special Requirements for the Ph.D. Degree

The Ph.D. program in Genetics is designed to provide the student with a broad background in general genetics and the opportunity to conduct original research in a specific area of genetics. The student is expected to acquire a broad understanding of genetics, spanning knowledge of at least three basic areas of genetics, which include molecular, cellular, organismal, and population genetics. Normally this requirement is accomplished through the satisfactory completion of formal courses, many of which cover more than one of these areas. Students are required to pass at least five graduate-level courses that are taken for a grade. Advanced graduate study becomes increasingly focused on the successful completion of original research and the preparation of a written dissertation under the direct supervision of a faculty adviser along with the guidance of a thesis committee.

A qualifying examination is given during the second year of study. This examination consists of a period of directed reading with the faculty followed by the submission of two written proposals and an oral examination. Following the completion of course work and the qualifying examination, the student submits a dissertation prospectus and is admitted to candidacy for the Ph.D. degree. There is no language requirement. An important aspect of graduate training in genetics is the acquisition of communication and teaching skills. Students participate in presentation seminars and two terms (or the equivalent) of teaching. Teaching activities are drawn from a diverse menu of lecture, laboratory, and seminar courses given at the undergraduate, graduate, and medical school levels. Students are not expected to teach during their first year. In addition to all other requirements, students must successfully complete GENE 901b, First-Year Introduction to Research—Ethics: Scientific Integrity in Biomedical Research, prior to the end of their first year of study.

Honors Requirement

Students must meet the Graduate School’s Honors requirement by the end of the fourth term of full-time study.

M.D./Ph.D. Students

M.D./Ph.D. students affiliate with the Department of Genetics graduate program via a different route than other incoming graduate students in the department, resulting in some modification of the academic requirements for the Ph.D. portion of the M.D./Ph.D. degree. Typically, one or more research rotations is done during the first two years of medical school (in many cases, the first rotation is done during the summer between years one and two). No set number of research rotations is required. M.D./Ph.D. students officially affiliate with the Department of Genetics after selecting a thesis adviser and consulting with the DGS. M.D./Ph.D. students interested in Genetics are required to consult with the DGS prior to formal affiliation to determine an appropriate set of courses tailored to the student’s background and interests.

The courses, rotations, and teaching requirements for M.D./Ph.D. students entering the Genetics graduate program (see below) are modified from the normal requirements for Ph.D. students. Besides the modifications in these three requirements, M.D./Ph.D. students in the Department of Genetics are subject to all of the same requirements as the other graduate students in the department.

Courses Four graduate-level courses taken for a grade are required (two Yale graduate-level courses taken for a grade during medical school may be counted toward this requirement at the discretion of the DGS). Course work is aimed at providing a firm basis in genetics and in cellular molecular mechanisms, with graduate-level proficiency in genetics, cell biology, and biochemistry.

Required courses: In addition to the four graduate-level courses, all M.D./Ph.D. students must take: Basic Concepts of Genetic Analysis (GENE 625a); Graduate Student Seminar: Critical Analysis and Presentation of Scientific Literature (2 terms; GENE 675a and b, graded Sat/Unsat); Ethics: Scientific Integrity in Biomedical Research (as part of GENE 901b, graded Sat/Unsat).

Recommended courses: Advanced Eukaryotic Molecular Biology (GENE 743b); Biochemical and Biophysical Approaches in Molecular and Cellular Biology (MCDB 630b); Molecules to Systems (CBIO 502); Molecular and Cellular Basis of Human Disease (CBIO 601).

Electives: Other courses may be taken in a wide variety of fields relevant to the biological and biomedical sciences.

Laboratory rotations One or more rotations are necessary to identify a thesis adviser. No set number of research rotations is required.

Teaching One term of teaching is required. Previous teaching while enrolled at the Yale School of Medicine may count toward this requirement at the discretion of the DGS.

Qualifying exam M.D./Ph.D. students take their qualifying exam in the term following the completion of their course work. The structure of the qualifying exam is identical to that for other Ph.D. students in Genetics. Students read with three faculty members for five weeks, one of whom supervises the reading on the thesis research topic, but who is not the thesis adviser. The following two weeks are devoted to writing two research proposals, one on the student’s thesis research. An oral exam follows in the eighth week.

Prospectus M.D./Ph.D. students submit their prospectus once their qualifying exam has been completed, but no later than the 30th of June following their exam.

Candidacy M.D./Ph.D. students will be admitted to candidacy once they have completed their course work, obtained two Honors grades, passed their qualifying exam, and submitted their dissertation prospectus.

Thesis committee M.D./Ph.D. students are required to have one thesis committee meeting per year, beginning the term after passing their qualifying exam. However, students are strongly encouraged to consider having additional meetings if they feel their project could benefit from the assistance of members of the thesis committee.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.S. Students are not admitted for this degree. They may receive this recognition if they leave Yale without completing the qualifying exam but have satisfied the course requirements as described above, as well as the Graduate School’s Honors requirement.

Prospective applicants are encouraged to visit the BBS Web site (info.med.yale.edu/bbs), MCGD Track.

Courses

GENE 500b, Principles of Human Genetics Allen Bale

A genetics course taught jointly for graduate students and medical students, covering current knowledge in human genetics as applied to the genetic foundations of health and disease. HTBA

GENE 603b/IBIO 603b, Teaching in the Science Education Outreach Program (SEOP) Paula Kavathas

TAs, along with volunteers, teach three projects in genetics to seventh-graders in two or three New Haven schools. In addition, TAs take a short course on teaching and serve as science judges. Dates and times to be determined. For more details visit www.seop.yale.edu. Contact Professor Kavathas.

GENE 625a/MB&B 625au/MCDB 625au, Basic Concepts of Genetic Analysis  Tian Xu and staff

The universal principles of genetic analysis in eukaryotes are discussed in lectures. Students also read a small selection of primary papers illustrating the very best of genetic analysis and dissect them in detail in the discussion sections. While other Yale graduate molecular genetics courses emphasize molecular biology, this course focuses on the concepts and logic underlying modern genetic analysis. MW 11:35–12:50

GENE 645b/BIS 645b/CB&B 647b, Statistical Methods in Human Genetics  Hongyu Zhao, Kenneth Kidd

Probability modeling and statistical methodology for the analysis of human genetics data are presented. Topics include population genetics, single locus and polygenic inheritance, parametric and nonparametric linkage analysis, population-based association studies, family-based association studies, next-generation sequencing data analysis, genome-wide association studies, genetic risk prediction models, and DNA fingerprinting. Prerequisites: genetics; BIS 505a and b, or equivalent; and permission of the instructor.

GENE 655a/CBIO 655a, Stem Cells: Biology and Application In-Hyun Park, Haifan Lin, and faculty

This course is designed for first-year or second-year students to learn the fundamentals of stem cell biology and to gain familiarity with current research in the field. The course is presented in a lecture and discussion format based on primary literature. Topics include stem cell concepts, methodologies for stem cell research, embryonic stem cells, adult stem cells, cloning and stem cell reprogramming, and clinical applications of stem cell research. Prerequisites: undergraduate-level cell biology, molecular biology, and genetics. TH 1:30–3

GENE 675a and b, Graduate Student Seminar: Critical Analysis and Presentation of Scientific Literature Valentina Greco and staff

Students gain experience in preparing and delivering seminars and in discussing presentations by other students. A variety of topics in molecular, cellular, developmental, and population genetics are covered. Required for all second-year students in Genetics. Graded Satisfactory/Unsatisfactory. W 1:30–3

GENE 703b, The Mouse in Biomedical Research Caroline Zeiss

This course describes aspects of comparative genomics, construction of genetically altered mice, mouse phenotyping, and study design relevant to the use of mice in the study of human disease. Prerequisites: undergraduate-level genetics and mammalian anatomy and physiology.

[GENE 734a/MB&B 734a/MBIO 734a/PATH 634a, Molecular Biology of Animal Viruses Offered every other year]

GENE 743b/MB&B 743bu/MCDB 743b, Advanced Eukaryotic Molecular Biology  Mark Hochstrasser, Karla Neugebauer, Patrick Sung

Selected topics in transcriptional control, regulation of chromatin structure, mRNA processing, mRNA stability, RNA interference, translation, protein degradation, DNA replication, DNA repair, site-specific DNA recombination, somatic hypermutation. Prerequisite: biochemistry or permission of the instructor. TTH 11:35–12:50

GENE 749a/MB&B 749au, Medical Impact of Basic Science Joan Steitz, Mark Hochstrasser, I. George Miller, Andrew Miranker, David Schatz, Thomas Steitz, Patrick Sung, and staff

Consideration of examples of recent discoveries in basic science that have elucidated the molecular origins of disease or that have suggested new therapies for disease. Emphasis is placed on the fundamental principles on which these advances rely. Reading is from the primary scientific and medical literature, with emphasis on developing the ability to read this literature critically. Aimed primarily at undergraduates. Prerequisite: biochemistry or permission of the instructor. MW 1–2:15

GENE 760b, Genomic Methods for Genetic Analysis James Noonan

Introduction to the analysis and interpretation of genomic datasets. The focus is on next-generation sequencing (NGS) applications including RNA-seq, ChIP-seq, and exome and whole genome sequencing. By the end of the course, each student will be able to process and analyze large-scale NGS datasets and interpret the results. This course is intended only for graduate students who are interested in genomic approaches but who have had little prior experience in genomics or bioinformatics. Enrollment limited to twenty. Prerequisite: permission of the instructor.

GENE 777b/MCDB 677b, Mechanisms of Development Valerie Reinke and staff

An advanced course on mechanisms of animal and plant development focusing on the genetic specification of cell organization and identity during embryogenesis and somatic differentiation. The use of evolutionarily conserved signaling pathways to carry out developmental decisions in a range of animals is highlighted. Course work includes student participation in critical analysis of primary literature and a research proposal term paper. F 1:30–3:20

GENE 840a and b, Medical Genetics Margretta Seashore

Clinical rotation offering medical and graduate students the opportunity to participate in the Genetic Consultation Clinic, genetic rounds, consultation rounds, and genetic analysis of clinical diagnostic problems.

GENE 900a/CBIO 900a/MCDB 900a, First-Year Introduction to Research—Grant Writing and Scientific Communication Frank Slack and faculty

Grant writing, scientific communication, and laboratory rotation talks for Molecular Cell Biology, Genetics, and Development track students. M 4–5:30

GENE 901b/CBIO 901b/MCDB 901b, First-Year Introduction to Research—Ethics: Scientific Integrity in Biomedical Research Megan King

Ethics and laboratory rotation talks for Molecular Cell Biology, Genetics, and Development track students. TH 4–5:30

GENE 911a/CBIO 911a/MCDB 911a, First Laboratory Rotation Carl Hashimoto and faculty

First laboratory rotation for Molecular Cell Biology, Genetics, and Development track students.

GENE 912b/CBIO 912b/MCDB 912b, Second Laboratory Rotation Valerie Reinke and faculty

Second laboratory rotation for Molecular Cell Biology, Genetics, and Development track students.

GENE 913b/CBIO 913b/MCDB 913b, Third Laboratory Rotation Frank Slack and faculty

Third laboratory rotation for Molecular Cell Biology, Genetics, and Development track students.

GENE 921a and b, Reading Course in Genetics and Molecular Biology 

Directed reading with faculty. Term paper required. Prerequisite: permission of Genetics DGS.

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Geology and Geophysics

Kline Geology Laboratory, 203.432.3124

http://earth.yale.edu

M.S., M.Phil., Ph.D.

Chair

Jay Ague

Director of Graduate Studies

Alexey Fedorov

Professors Jay Ague, David Bercovici, Ruth Blake, Mark Brandon, Derek Briggs, Peter Crane, David Evans, Alexey Fedorov, Debra Fischer, Jacques Gauthier, Shun-ichiro Karato, Jun Korenaga, Mark Pagani, Jeffrey Park, Danny Rye, Brian Skinner, Ronald Smith, Elisabeth Vrba, John Wettlaufer

Associate Professor Hagit Affek

Assistant Professors William Boos, Kanani Lee, Maureen Long, Trude Storelvmo, Mary-Louise Timmermans, Nadine Unger, Zhengrong Wang

Fields of Study

Fields include geochemistry and petrology, geophysics, ice physics, mineral physics, seismology and geodynamics, structural geology and tectonics, paleontology and paleoecology, oceanography, meteorology, cryospheric dynamics, and climatology.

Special Admissions Requirements

The department welcomes applicants oriented toward the earth sciences who have a bachelor’s or master’s degree in such fields as biology, chemistry, engineering, mathematics, meteorology, or physics, as well as those trained in geological, geophysical, and geochemical sciences. Scores from a pertinent GRE Subject Test are desirable but not required. The TOEFL or IELTS exam is required for all applicants for whom English is a second language.

Special Requirements for the Ph.D. Degree

There is no formal language requirement and no required curriculum. Students plan their course of study in consultation with their adviser to meet individual interests and needs and to lay the foundations for dissertation research. At the end of the first year the faculty reviews the standing of each student. A student recommended for continuation in the Ph.D. program will be so notified. Some students may be encouraged at that time to pursue only the M.S. degree. At the end of the second year the faculty reviews each student’s overall performance to determine whether he or she is qualified to continue for the Ph.D. degree. In order to qualify, a student must have met the Graduate School Honors requirement and maintained a better than passing record in the areas of concentration. Also, a student must have satisfied the requirements of the Qualifying Exam by having completed two Research Discourses termed (according to their degree of development) the Minor and the Major Discourses. The Major Discourse will be presented at the Qualifying Presentation, followed by an extended question period wherein the student must successfully defend both Discourses. Remaining degree requirements include a dissertation review in the third year; the preparation and defense of the dissertation; and the submission of the dissertation to the Graduate School. The department requires that an additional copy, for which the student will be reimbursed, be deposited with the librarian of the Kline Geology Library.

Teaching experience is regarded as an integral part of the graduate training program in Geology and Geophysics. For that reason all students are required to serve as teaching fellows (5 hours per week) for two terms during the course of their predoctoral training.

In addition to all other requirements, students must successfully complete G&G 710b, Responsible and Ethical Conduct of Research, prior to the end of their first year of study.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.S. Awarded only to students who are not continuing for the Ph.D. Students are not admitted for this degree. Minimum requirements include satisfactory performance in a course of study (typically six or more courses with at least one Honors grade in a graduate-level class) that is approved by the director of graduate studies (DGS), and a research project with the approval of the DGS and the student’s thesis committee.

Program materials are available at www.geology.yale.edu or upon request to the Director of Graduate Studies, Department of Geology and Geophysics, Yale University, PO Box 208109, New Haven CT 06520-8109; e-mail, dgs@geology.yale.edu.

Courses

G&G 500bu, Mineral Deposits Brian Skinner

An introduction to the formation and distribution of mineral deposits.

[G&G 501bU/ASTR 540bU, Radiative Processes in Astrophysics/Stellar Atmospheres]

[G&G 502au, Introduction to Geochemistry]

[G&G 504au, Minerals and Human Health]

G&G 507a, Experimental Methods in Earth Sciences Kanani Lee, Shun-ichiro Karato

Methods of experimental studies under high pressures and temperatures. Methods of quantitative laboratory analysis of rocks, minerals, and fluids in geological and planetary sciences. A seminar course that includes laboratory exercises providing background on interdisciplinary techniques such as electron microscopy; optical, infrared, and Raman spectroscopy; and x-ray diffraction techniques.

[G&G 508b, The Global Carbon Cycle]

G&G 510a, Introduction to Isotope Geochemistry Zhengrong Wang

An overview of the fundamental principles of stable and radiogenic isotope geochemistry. Emphasis is placed on applications to specific geologic problems, including petrogenesis, geochronology, geothermometry, surface processes, hydrology, and biogeochemistry. MWF 9:25–10:15

[G&G 511a, Stratigraphic Principles and Applications]

[G&G 512au, Structure and Deformation of the Lithosphere]

[G&G 513au, Invertebrate Paleontology: Evolving Form and Function]

[G&G 515bu, Paleobotany]

[G&G 518au, Trace Fossil Analysis]

G&G 519au, Introduction to the Physics and Chemistry of Earth Materials  Kanani Lee

Basic principles that control the physical and chemical properties of Earth materials. Equation of state, phase transformations, chemical reactions, elastic properties, diffusion, kinetics of reaction, and mass/energy transport. TTh 11:35–12:50

G&G 521bu, Geophysical Fluid Dynamics Mary-Louise Timmermans

An examination of the equations governing rotating stratified flows with application to oceanic and atmospheric circulation as well as climate. Mathematical models are used to illustrate the fundamental dynamical principles of geophysical fluid phenomena such as waves, boundary layers, flow stability, turbulence, and large-scale flows. The course aims to provide a general theoretical framework for understanding the structure and circulation of the ocean and the atmosphere. MW 11:35–12:50

G&G 522au, Physics of Weather and Climate William Boos

The climatic system; survey of atmospheric behavior on time scales from days (i.e., weather) to decades (i.e., climate); formulation of mathematical equations describing weather and climate with selected applications to small- and large-scale phenomena. TTH 1–2:15

G&G 523bU, Climate Dynamics Alexey Fedorov

An introduction to climate dynamics and theory of climate. Topics include conceptual models of climate, general circulation of the ocean and atmosphere, climate modeling and prediction. Special emphasis on phenomena controlled by large-scale interactions between the ocean and the atmosphere, from El Niño to decadal climate variability. Abrupt climate change. Glacial cycles. Global warming and IPCC reports. MW 11:35–12:50

[G&G 524a, Mathematical Methods in Geophysics]

[G&G 525a/ENAS 761a, Introduction to Continuum Mechanics]

[G&G 526au, Introduction to Earth and Planetary Physics]

[G&G 528b, Science of Complex Systems]

G&G 529b, Introduction to Geodynamics Jun Korenaga

This introductory course starts with the basics of continuum mechanics and covers a range of topics in geodynamics and relevant fields including: the structure and dynamics of lithosphere, thermal convection and magmatism, Rayleigh-Taylor instability and plume dynamics, geoid and dynamic topography, and the thermal history of the core and geodynamo.

[G&G 533au, Paleogeography]

G&G 535au, Physical Oceanography Alexey Fedorov

An introduction to ocean dynamics and physical processes controlling the large-scale ocean circulation, ocean stratification, the Gulf Stream, wind-driven waves, tides, tsunamis, coastal upwelling, and other oceanic phenomena. Equations of motion. Modern observational, theoretical, and numerous other techniques used to study the ocean. The ocean role in climate and global climate change. MW 11:35–12:50

G&G 536b, Atmospheric Waves, Convection, and Vortices Ronald Smith

This is an advanced course on atmospheric dynamics covering internal gravity waves, mountain waves and wind storms, the turbulent boundary layer, vortices (tornados, hurricanes, frontal cyclones, lee eddies, and rotors), K-H and vortex stability, and convection-mean flow interaction. Basic principles are emphasized.

G&G 540au, Methods in Geomicrobiology Ruth Blake

A laboratory-based course providing interdisciplinary practical training in geomicrobiological methods including microbial enrichment and cultivation techniques; light, epi-fluorescence, and electron microscopy; and molecular methods (DNA extraction, PCR, T-RFLP, FISH). TTh 1–2:15

[G&G 545a, Marine Micropaleontology]

G&G 550au, Paleontology and Evolutionary Theory Elisabeth Vrba

Current concepts in evolutionary and systematic theory with particular reference to how they apply to the fossil record. Emphasis on use of paleontological data to study evolutionary processes. TTh 11:35–12:50

[G&G 555bu, Petrogenesis of Mountain Belts]

[G&G 556au, Introduction to Seismology]

[G&G 557b, Advanced Seismology]

G&G 562bu/ARCG 762bu/EMD 548b/F&ES 726b, Observing Earth from Space  Ronald Smith

A practical introduction to satellite image analysis of Earth’s surface. Topics include the spectrum of electromagnetic radiation, satellite-borne radiometers, data transmission and storage, computer image analysis, the merging of satellite imagery with GIS and applications to weather and climate, oceanography, surficial geology, ecology and epidemiology, forestry, agriculture, archaeology, and watershed management.

[G&G 567bu, Geochemical Approaches to Archaeology]

G&G 570b, Cloud Physics and Dynamics Trude Storelvmo, William Boos

Basic concepts of cloud microphysics, cloud dynamics, and precipitation. Principles of cloud modeling; field observations of clouds.

G&G 602bu, Paleoclimates Mark Pagani

A study of the dynamic evolution of Earth’s climate. Topics include warm (the Cretaceous, the Eocene, the PETM, the Pliocene) and cold (the “snowball Earth”) climates of the past, glacial cycles, abrupt climate changes, the climate of the past thousand years, and the climate of the twentieth century.

[G&G 610bu, Advanced Topics in Macroevolution]

[G&G 611a, Advanced Stratigraphy] 

[G&G 616a, Advanced Petrology] 

[G&G 617b, Leaf Architecture of the Flowering Plants]

G&G 618a, Petrology of Light Stable Isotopes Danny Rye

The principles and applications of light stable isotopes to geological materials.

G&G 621b, Geochemistry of Heavy and Radioactive Isotopes in Rock Systems  Danny Rye

The principles and application of radioactive and radiogenic isotopes to geological materials.

G&G 631a, Vertebrate Paleontology: Phylogeny of Vertebrates Jacques Gauthier

The seminar offers a detailed look at current issues in the phylogeny, anatomy, and evolution of fossil and recent vertebrates. Lectures review the broad outline of vertebrate phylogeny and evolution. Lab section is required. HTBA

[G&G 644b, Mantle Dynamics and Geochemistry]

G&G 650au, Deformation of Earth Materials Shun-ichiro Karato

Microscopic physics of deformation of minerals and rocks and its applications to global geophysics.

[G&G 655au, Extraordinary Glimpses of Past Life]

[G&G 657a, Marine, Atmospheric, and Surficial Geochemistry]

G&G 658b, Seismic Data Analysis Jeffrey Park

G&G 659a, Time Series Analysis with Geoscience Applications Jeffrey Park

WF 9–10:15

[G&G 660a, Diagenesis, Weathering, and Geochemical Cycles]

G&G 666b/AMTH 666b/ASTR 666b, Statistical Thermodynamics for Astrophysics and Geophysics John Wettlaufer

Classical thermodynamics is derived from statistical thermodynamics. Using the multi­particle nature of physical systems, we derive ergodicity, the central limit theorem, and the elemental description of the second law of thermodynamics. We then develop kinetics, transport theory, and reciprocity from the linear thermodynamics of irreversible processes. Topics of focus include Onsager reciprocal relations, the Fokker-Planck equation, stability in the sense of Lyapunov, and time invariance symmetry. We explore phenomena that are of direct relevance to astrophysical and geophysical settings. No quantum mechanics is necessary as a prerequisite.

G&G 675b, Quantitative Tectonics Mark Brandon

Introduction to the use of quantitative methods for the study of tectonic processes. The focus of the course shifts each year, covering topics such as flexural isostasy; coupling between climate, surface erosion, and deformation; kinematics of plate motion; thermal methods for studying erosion and faulting; processes and products of deformation. The course consists of a combination of lectures and seminar discussions. Students develop and complete a significant research project, either on their own or as a group. TF 2:30–4:20

G&G 690a and b, Directed Research in Geology and Geophysics

By arrangement with faculty.

G&G 691a or b, Independent Research

In addition to the seminars noted below, others on special topics like evolution, invertebrate and vertebrate paleontology, statistical mechanics and spectroscopy, structural geology and tectonics, petrology, volcanology, and physics of oceans and atmospheres are offered according to student interest, by arrangement with departmental faculty. Seminars are often organized around the research interests of visiting faculty as well. Prerequisite: approval of DGS and adviser.

G&G 703a and b, Seminar in Systematics Jacques Gauthier

3 HTBA

G&G 710a, Responsible and Ethical Conduct of Research Alexey Fedorov

A 5-to-6-week lecture course (1 hour) that is required for all graduate students and must be completed within the first year. Course topics include record keeping and data management/retention; plagiarism and fraud; collaboration, coauthorship, and ownership of research materials and intellectual property; laboratory dynamics and sexual harassment. G&G 710b is in addition to the existing online ethics module, “The Yale Guide to Professional Ethics” (https://www.sis.yale.edu/pls/rcr/login_c_pkg.go_to_front_door), that must be completed by all GSAS students within the first term of study, regardless of source of financial support.

[G&G 720a, Caves, Chemistry, and Climate]

[G&G 735a, Principles in Organic Geochemistry]

[G&G 740a, Student Research Seminar]

[G&G 742a, Seminar in Ocean and Atmosphere Dynamics]

G&G 746a or b, Climate and Energy Seminar Mark Pagani

G&G 747a or b, Topics in Geochemistry Zhengrong Wang

[G&G 757b, Studies in Global Geoscience]

G&G 767b, Seminar in Ice Physics John Wettlaufer

We bring together the basic thermodynamics and statistical mechanics of crystal growth, surface phase transitions, metastability, and instability to explore the many faces of the surface of ice. These processes control the macroscopic growth shapes of ice crystals, underlie the enigma of the snowflake, and have implications in, inter alia, the atmosphere, the oceans, basic materials science, and astrophysics.

G&G 775a and b, Seminar in Tectonics Mark Brandon, David Evans

The seminar focuses on advanced topics in the evolution and structure of the lithosphere. The theme for the seminar changes each term, covering topics such as the restoration of continents in deep time, true polar wander, lithospheric instabilities, orogenesis at convergent plate boundaries, interactions between climate and tectonics. Meetings are for 1.5 hours, once a week, and are organized around readings from the primary research literature.

G&G 800a or b, Tutorial in Paleobiology

[G&G 805a or b, Fossil Floras]

G&G 810a or b, Tutorial in Structural Geology and Tectonics or Solid Earth Geophysics

G&G 820a or b, Tutorial in Meteorology, Oceanography, or Fluid Dynamics

G&G 830a or b, Tutorial in Geochemistry, Petrology, or Mineralogy

G&G 840a or b, Tutorial in Sedimentology

G&G 860a or b, Tutorial in Remote Sensing

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Germanic Languages and Literatures

W. L. Harkness Hall, 203.432.0788

www.yale.edu/german/graduate.html

M.A., M.Phil., Ph.D.

Chair

Rüdiger Campe

Director of Graduate Studies

Rainer Nägele (304 WLH, rainer.nagele@yale.edu)

Professors Rüdiger Campe, Carol Jacobs, Rainer Nägele, Brigitte Peucker, Henry Sussman (Visiting)

Associate Professors Paul North, Kirk Wetters

Lecturer William Whobrey

Affiliated Faculty Jeffrey Alexander (Sociology), Seyla Benhabib (Political Science; Philosophy), Karsten Harries (Philosophy), Patrick McCreless (Music), Steven Smith (Political Science), Adam Tooze (History), Katie Trumpener (Comparative Literature; English), Jay Winter (History), Christopher Wood (History of Art)

Fields of Study

German literature and culture from the Reformation to the twenty-first century in Germany, Austria, and Switzerland; medieval literature; literary and cultural theory; literature and philosophy; literature and science; visuality and German cinema.

Special Admissions Requirement

All students must provide evidence of mastery of German upon application.

Requirements for the Ph.D. Degree

Students are required to demonstrate, besides proficiency in German, a reading knowledge of one other foreign language by the beginning of the third term of study. French is recommended, although occasionally, on consultation with the director of graduate studies (DGS), other relevant languages may be substituted. The faculty in German considers teaching to be essential to the professional preparation of graduate students. Students normally teach undergraduate language courses under supervision beginning in the third year of study for at least two years.

In the first two years of study, students take four courses per term. Three of these sixteen courses in the first four terms may be audited.

Oral examinations must be passed in the fifth and sixth terms of study, and a dissertation prospectus should be submitted no later than the end of the sixth term. All students will be asked to defend the prospectus in an informal discussion with the faculty. The defense will take place before the prospectus is officially approved, usually in May of the sixth term. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus.

After the submission of the prospectus, the student’s time is devoted to the preparation of the dissertation. A dissertation committee will be set up for each student at work on the dissertation. It is expected that students will periodically pass their work along to members of their committee, so that faculty members in addition to the dissertation adviser can make suggestions well before the dissertation is submitted. Drafts of each chapter must be submitted in a timely fashion to all members of the student’s committee: The first chapter should be submitted to the committee by February 1 of the fourth year of study; the second chapter should be submitted by January 1 of the fifth year. There will be a formal review of the first chapter.

Two concentrations are available to graduate students: Germanic Literature and German Studies. There is a special combined degree with Film Studies; see below.

Special Requirements for the Germanic Literature Concentration

During the first two years of study, students are required to take sixteen term courses, four of which may be taken outside the department. Three courses may be audited.

Special Requirements for the German Studies Concentration

During the first two years of study, students are required to take sixteen term courses, seven of which may be taken outside the department. Three of those courses may be audited. Students are asked to define an area of concentration upon entry, and will meet with appropriate advisers from both within and outside the department.

Combined Ph.D. Program with Film Studies

The Department of Germanic Languages and Literatures also offers, in conjunction with the Film Studies Program, a combined Ph.D. in Germanic Languages and Literatures and Film Studies. For further details, see Film Studies. Applicants to the combined program must indicate on their application that they are applying both to Film Studies and to Germanic Languages and Literatures. All documentation within the application should include this information.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations.

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may qualify for the M.A. degree upon completion of a minimum of eight graduate term courses and the demonstration of reading knowledge in either Latin or French.

Further information is available upon request to the Registrar, Department of Germanic Languages and Literatures, Yale University, PO Box 208210, New Haven CT 06520-8210; e-mail, german@yale.edu.

Courses

GMAN 560bU/CPLT 722b, Knowing Fiction Carol Jacobs

Close readings of fictional works of the nineteenth–twenty-first century in order to meditate the theoretical implications of their implicit self-definitions and the import of such concepts as truth, fiction, self-consciousness, perception, science, and narrative. Principal readings include works by Hebel, Balzac, Goethe, Kleist, Poe, Sebald, and Kehlmann. M 1:30–3:20

GMAN 570bU, The Bildungsroman 1750–1800 Kirk Wetters

The origins of the German novel. Works covered include Wieland’s Agathon, Moritz’s Anton Reiser, Heinse’s Ardinghello, Nicolai’s The Life and Opinions of Sebaldus Nothanker, Goethe’s Wilhelm Meister, and Hölderlin’s Hyperion. Reading knowledge of German recommended. TH 1:30–3:20

GMAN 592bU/FILM 765bU, Fassbinder, Herzog, Haneke Brigitte Peucker

Close study of the films of R.W. Fassbinder, Werner Herzog, and Michael Haneke. Questions of authorship, cultural politics, intermediality, and cinematic modernism. Readings and discussion in English. T 3:30–5:20

GMAN 618b, Psychoanalysis and Therapies Henry Sussman

A broad survey extending from the philosophical backgrounds of psychoanalysis (Plato, Kant, Hegel, brief selections), with careful attention to the precedents that Freud established. The seminar extends to several of the formats and models for psychotherapeutic healing that this paradigm generated, among them Lacanian psychoanalysis, interpersonal psychiatry, object-relations, schizoanalysis, and cognitive therapy. M 3:30–5:20

GMAN 622b/HIST 653b, Reading Modern German History Adam Tooze

The aim of the course is to introduce students to key problems in modern German historiography from 1648 to the present. En route we address a series of more general problems in the writing of modern history that are exemplified by the German case. These include questions of the relationship of history to the critical project of the enlightenment in all its forms, the conceptualizations of the role of war and politics and the individual actor in history, questions of the state and revolution and the concept of crisis. M 9:25–11:15

GMAN 635a, Rosenzweig’s Star of RedemptionPaul North

In this course we make a careful study of this difficult text, which attempts to reorient modern philosophy according to renovated theological categories. Alongside it, we read texts and excerpts by Hegel, Hermann Cohen, Kierkegaard, and Eugen Rosenstock-Huessy that informed its writing. T 1:30–3:20

GMAN 637bU/CPLT 636b/RLST 710bU, Faith and Knowledge Paul North

This course is oriented around two long essays with the same title, Hegel’s “Faith and Knowledge” of 1802 and Derrida’s of 1994. In addition to understanding the relationship of the two human capacities in each philosopher’s writing, we position the writings with respect to one another. With each essay we also read a close literary counterpoint that shifts the terms of the argument. In the case of Hegel, some poems by Hölderlin. In the case of Derrida, some fragments by Franz Kafka. T 1:30–3:20

GMAN 645aU/CPLT 592a, Benjamin’s Arcades: The Modernization of Nineteenth-Century Paris Henry Sussman

The radical modernization of Paris under the Second Empire (1851–70) was, for Walter Benjamin, Europe’s key moment in preparation for the innovations and horrors of twentieth-century life. His monumental Arcades Project is a compendium of materials, mostly by others and not unlike a Web site, chronicling such developments as Parisian mass transit and streamlined traffic, the construction of apartment houses, and the dissemination of mass media over this period. Examining this work closely serves as a base camp to some of the key literary artifacts showcasing the same events (Balzac, Zola, Aragon), and to focused theoretical investigations into twentieth-century media and urbanization. Course work segues out from the nexus of historical, literary, architectural, media, demographic, and theoretical concerns assembled unforgettably by Benjamin. W 3:30–5:20

GMAN 650b/CPLT 692b, At the Threshold of Modernity: Heine and Baudelaire  Rainer Nägele

An attempt to analyze the transition from Romantic poetry to modernism and the relative relation of the two most important lyrical poets in this transition through a close reading of their poetry. We also read Adorno’s essay “Die Wunde Heine.” Reading knowledge of French and German required. W 1:30–3:20

GMAN 685aU/CPLT 628a/JDST 737aU/RLST 682aU, Translating the Sacred  Kirk Wetters, Hindy Najman

The transformation of ancient and modern textual traditions, with particular focus on the effects of translation and the historical dynamics of cultural transfer, appropriation, reception, and reinterpretation. Readings include canonical and noncanonical scriptural sources (Deuteronomy, Jeremiah, Jubilee, Temple Scroll, 4 Ezra, Epistle to the Hebrews, Revelation, Midrash selections from Sifrei Devarim, Eichah Rabbah, Bereshit Rabbah); modern literary authors (Petrarch, Goethe, Dostoevsky, Kafka, Borges); theoretical and philosophical works (Philo of Alexandria, Nietzsche, Benjamin, Scholem, Foucault, Szondi). M 1:30–3:20

GMAN 701a/CPLT 710a, Hermeneutics and/or Deconstruction Rainer Nägele

A close reading of selected texts of the hermeneutical tradition from the eighteenth to the twentieth century and readings of relevant texts from Derrida and Paul de Man. Reading knowledge of French and German required. W 1:30–3:20

GMAN 900a,b, Directed Reading

By arrangement with the faculty.

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Global Affairs

The MacMillan Center

Jackson Institute for Global Affairs

137 Rosenkranz Hall, 203.432.3418

http://jackson.yale.edu/ma-degree

M.A.

Director

James Levinsohn

Director of Graduate Studies

To be announced

Director of Student Affairs

Cristin Siebert (148 RKZ, 203.432.5954, cristin.siebert@yale.edu)

Professors Julia Adams (Sociology), Elizabeth Bradley (Public Health), John Gaddis (History), Jeffrey Garten (School of Management), Jacob Hacker (Political Science), Oona Hathaway (Law), Stathis Kalyvas (Political Science), Paul Kennedy (History), James Levinsohn (Global Affairs; School of Management), Catherine Panter-Brick (Global Affairs; Anthropology), W. Michael Reisman (Law), Susan Rose-Ackerman (Political Science; Law), Peter Schott (Economics; School of Management), Ian Shapiro (Political Science), Adam Tooze (History), Aleh Tsyvinski (Economics), Christopher Udry (Economics), Steven Wilkinson (Political Science), Elisabeth Wood (Political Science), Ernesto Zedillo (International Economics & Politics)

Associate Professors Patrick Cohrs (History; Global Affairs), Ana De La O Torres (Political Science), Susan Hyde (Political Science; Global Affairs), Kaveh Khoshnood (Public Health), Ellen Lust (Political Science), Jason Lyall (Political Science), Ahmed Mushfiq Mobarak (School of Management)

Assistant Professors Costas Arkolakis (Economics), David Atkin (Economics), Lorenzo Caliendo (Economics; School of Management), Lloyd Grieger (Global Affairs; Sociology), Daniel Keniston (Economics; Global Affairs), Nuno Monteiro (Political Science), Nancy Qian (Economics), Thania Sanchez (Political Science; Global Affairs), Tariq Thachil (Political Science), Jessica Weiss (Political Science), Jonathan Wyrtzen (Sociology; International Affairs)

Senior Lecturers Charles Hill (International Security Studies), Michael Moore (Global Affairs)

Lecturers Michael Boozer (Economics), Pia Rebello Britto (Global Affairs; Child Study Center), Robert Hopkins (Global Affairs), Matthew Kocher (Political Science), Jean Krasno (Global Affairs), Alice Miller (Global Affairs; Public Health; Law), Jonathan Schell (Global Affairs), Sean Smith (Global Affairs)

Visiting Professors* Nicoli Nattrass (Global Affairs), Martin Wittenberg (Global Affairs)

Senior Fellows* David Brooks (Global Affairs), Thomas Graham (Global Affairs), Marc Grossman (Global Affairs), Noah Kroloff (Global Affairs), Michele Malvesti (Global Affairs), Stanley McChrystal (Global Affairs), John Negroponte (International Security Studies; Global Affairs), Stephen Roach (Global Affairs), Emma Sky (Global Affairs)

*For a complete list of visiting professors and senior fellows, see the Jackson Institute Web site.

The Jackson Institute for Global Affairs nurtures degree programs and scholarship with a strong interdisciplinary and policy-oriented international focus. The programmatic interests of the institute focus on development and security.

The Jackson Institute for Global Affairs administers the Master’s Degree in Global Affairs. The fifty to sixty students in this program combine fundamental training in core disciplines in Global Affairs with an individualized concentration that has relevance to current international issues. In addition to courses in the Global Affairs program, students take courses throughout the Yale Graduate School of Arts and Sciences and Yale’s professional schools.

Fields of Study

The two-year program is designed to combine breadth of knowledge of the basic disciplines of Global Affairs with depth of specialization in a particular academic discipline, geographic area, specialized functional issue, and/or professional field. It is designed primarily for students seeking an M.A. degree before beginning a career in global affairs. Joint degrees are offered with the School of Forestry & Environmental Studies, the Law School, the School of Management, and the School of Public Health.

Special Admissions Requirements

Applicants must take the GRE General Test; students whose native language is not English and who did not earn their undergraduate degree at an English-language university must take the Test of English as a Foreign Language (TOEFL) or the International English Language Testing System (IELTS). The minimum score on the TOEFL is 610 on the paper-based test or 102 on the Internet-based test. Entering students are strongly encouraged to have taken introductory courses in microeconomics and macroeconomics prior to matriculation.

Special Requirements for the Master’s Degree

The M.A. in Global Affairs requires two years of graduate study at Yale. To complete the degree, students must take sixteen courses that fulfill the core and concentration requirements, demonstrate proficiency in a modern language, complete a summer internship or project, and maintain the grade average specified below.

Core

Students take GLBL 801, 802, and 803 during the first term of enrollment.

Concentration

Beyond the core courses, each student must identify and demonstrate the academic integrity of a coherent set of courses as a proposed concentration for approval by the director of graduate studies (DGS). A minimum of twelve courses in the fields selected is required. Some of the courses may be cross-listed in two or more departments. Students are able to develop concentrations based on a topical, regional, or disciplinary focus, or a combination of a topical and regional focus. Sample concentrations are available from the Jackson Institute Web site.

Language Requirement

The equivalent of four terms of language study at Yale is required to graduate. This competence must be demonstrated through successful completion of a Yale L4 class or by testing into a Yale L5 class. International students who completed secondary school or a university degree in a language other than English will be considered to have met the language requirement. Students may study language as part of their Yale program.

Summer Internship Requirement

All students enrolled in the Global Affairs program are required to use the summer between the first and second years of the program to further their professional or academic education. It is expected that this requirement be fulfilled by obtaining experience through employment or an internship, lasting 8–10 weeks. The requirement may also be fulfilled by completing language study, other relevant course work, or independent research on an approved topic.

Each first-year student must file a form with the director of career services before June 1 stating the nature of his or her summer internship or approved alternative.

Expectation of Academic Performance

M.A. candidates are required to achieve at least two grades of Honors, and their remaining grades must average to at least High Pass. (To have a High Pass average, any grade of Pass must be offset with an additional grade of Honors beyond the required two.) Students are expected to complete eight graduate term courses in their first year, earning at least one Honors, with a High Pass average in the remaining courses. At the end of the first year, students who do not have at least a High Pass average in eight graduate term courses will not be allowed to continue in the program.

Special Requirements for the Joint-Degree Programs

Joint-degree candidates must fulfill all of the requirements of both programs in which they are enrolled before receiving either degree. Joint-degree students must take at least twelve graduate-level courses in Arts and Sciences departments or in professional schools other than the one granting the joint degree toward the Global Affairs program requirements. Three of these will be GLBL 801, 802, and 803, though the DGS may waive a portion of the Core for a joint-degree candidate. Two of the twelve courses may be language courses. Under no circumstances will students be allowed a Global Affairs concentration in the functional area in which they will be receiving a joint degree.

Applicants to the joint-degree programs must apply separately, by the appropriate deadline, to the Graduate School for the Global Affairs program and to the professional school involved. Decisions on admissions and fellowship support are made independently by each school. Students are encouraged to apply to both programs simultaneously. They may also apply during their first year at Yale to the second program for a joint degree. If accepted into the new program, they must receive approval for credit allocation upon registration from both degree programs.

For more information, visit http://jackson.yale.edu/ma-degree, e-mail jackson.institute@yale.edu, or call 203.432.3418.

Courses

GLBL 503aU, Global Economies: Markets, Institutions, and Policy Michael Moore

This is a course in applied macroeconomics using standard economic frameworks such as the Aggregate Demand-Aggregate Supply (AD-AS) model, the IS-LM model, and the Solow growth model to analyze issues in macroeconomic development and performance. The course studies developed, closed economies (the United States, EU, and Japan, for example), then moves to open economies and developing countries. Emphasis is on understanding how countries grow, how globalization has helped or hindered growth, and what policies are available for promoting long-term growth and stability. TH 9:25–11:15

GLBL 521aU, Global Health Policy Michael Moore

GLBL 522b/MGT 522b, Behavioral Marketing Strategies for Emerging Markets and Evaluating their Impact A. Mushfiq Mobarak

This course discusses strategies to address the challenges of marketing new products and behaviors to poor consumers in emerging markets. Disseminating new products in developing nations is complicated by (a) behavioral aversions to new technologies and new products, and (b) institutional and structural deficiencies that create market failures. Much of the course focuses on developing economic models of various impediments to behavior change, including risk aversion, hyperbolic discounting, intra-household disagreements and bargaining, procrastination, habit formation, high price elasticity, low experimentation, and costs of learning. We use these models to study the marketing of financial products (credit, insurance, savings), innovations in health, education, and other public services (immunizations, medicines, contraceptives, school enrollment), and innovations in agriculture (fertilizer, new varieties of seeds, and other technologies). Students are exposed to a large number of empirical studies that use randomized controlled trials and other related impact evaluation methodologies to develop rigorous evidence on the efficacy of alternative marketing strategies. The course provides a methodological grounding for program evaluation and statistical inference based on field experiments.

GLBL 526b/MGT 526b, Economic Strategy for Doing Business in Developing Countries A. Mushfiq Mobarak

This course examines economic strategies for nonprofit and for-profit organizations and firms operating in the developing world. The first half of the course focuses on conducting business in environments with weak or deficient institutions, including corruption, political instability, lack of contract enforceability, and poor investor protection. The course primarily uses quantitative economic and game theoretic analysis to examine these issues, and we draw heavily on microeconomic analysis taught in the first year (or in undergraduate intermediate-level economics courses). The second half explores the role of nonprofits, NGOs, and multilateral institutions in the process of development. We study credit market failures and the gap filled by micro-credit institutions. We learn some strategies to evaluate the desirability and success of development projects in social marketing, poverty reduction, and microfinance. We use the tools of economics to analyze contentious international policy issues such as natural resource exploitation, the free trade of goods including environmental goods (e.g., waste and pollution), intellectual property protection, and labor rights.

GLBL 529a/CDE 585a/LAW 20568, Sexuality, Health, and Human Rights  Alice Miller

This course explores the application of human rights perspectives and practices to issues in regard to sexuality and health. Through reading, interactive discussion, paper presentation, and occasional outside speakers, students learn the tools and implications of applying rights to a range of sexuality and health-related topics. The overall goal is twofold: to engage students in the world of global sexual health and rights policy making as a field of social justice and public health action; and to introduce them to conceptual tools that can inform advocacy and policy formation and evaluation. Class participation, short reaction papers, and a final paper required. TH 9:25–11:15

GLBL 554bU, Violence: State and Society Matthew Kocher

The course examines violence that occurs mainly within the territory of sovereign states. We focus on violence as an object of study in its own right. For the most part, we look at violence as a dependent variable, though in some instances it functioned as an independent variable, a mechanism, or an equilibrium. We ask why violence happens, how it “works” or fails to work, why it takes place in some locations and not others, why violence takes specific forms (e.g., insurgency, terrorism, mass killing), what explains its magnitude (the number of victims), and what explains targeting (the type or identity of victims). Special attention to connecting theoretical literatures in the social sciences with policy-relevant debates in government and nongovernmental service.

GLBL 563b/MGT 846b, Microfinance: From Microcredit to Inclusive Finance  Tony Sheldon

This course explores the evolution of microfinance from a focus on credit to its current emphasis on “financial inclusion.” We examine the successes and limitations of microfinance as an economic development strategy, with a focus on international poverty alleviation efforts. We explore both theoretical and practical perspectives, including current debates about the pros and cons of the increasing commercialization of the field. While the roles played by various constituencies (e.g., clients, policy makers, donors, investors) are examined, emphasis is on the practitioners’ perspective and the challenges of managing a “double bottom line” institution. Students are introduced to the Excel-based “Microfin” financial modeling software and asked to develop a set of financial projections for a model microfinance institution. Other course assignments include brief analyses of readings and a final memorandum. 0.5 GSAS credits. Follows School of Management academic calendar for Spring Session-1 courses. Meets January 15 through February 26. W 2:40–5:40; additional required session, W, January 29, 6–8 p.m.

GLBL 578aU, The United Nations and the Maintenance of International Security  Jean Krasno

Consideration of the role of the UN in preventive diplomacy, using force for peacekeeping, peace enforcement, and peace building, with consideration of the evolution of the UN and its role in a post-Cold War international system. For Global Affairs graduate and undergraduate students and PLSC undergraduates only. W 1:30–3:20

GLBL 589au, Methods and Ethics in Global Health Research Kristina Talbert-Slagle

Introduction to research methods in global health that recognize the influence of political, economic, social, and cultural factors. Quantitative, qualitative, and mixed-method approaches; ethical aspects of conducting research in resource-constrained settings; the process of obtaining human subjects’ approval. Students develop proposals for short-term global health research projects conducted in resource-constrained settings. F 9:25–11:15

GLBL 611b/MGT 585b, Washington and Wall Street: Markets, Policy, and Politics  Stephen Roach, Jeffrey Garten

The purpose of the course is to give students a sense of how the financial center of the United States relates to the political center, and vice versa. It focuses on the intersection of markets, policy, and politics in the United States, with considerable attention as well to the global implications. There is a historical dimension to the class, looking at other periods of history when the balance between private and public power was in great transition, and examining some of the individuals who were at the center of these shifts. As the United States digs its way out of the current financial crisis, the course evaluates what the future of financial institutions, financial innovation, and financial regulation might look like, and what the implications are for both economics and politics in the years ahead. Prerequisite: permission of the instructors. T 6–9

GLBL 618aU/MGT 911a, The Next China Stephen Roach

Born out of necessity in the post-Cultural Revolution chaos of the late 1970s, modern China is about reforms, opening up, and transition. The Next China will be driven by the transition from an export- and investment-led development model to a pro-consumption model. China’s new model could unmask a dual identity crisis—underscored by China’s need to embrace political reform and the West’s long-standing misperceptions about China. Prerequisite: basic undergraduate macroeconomics. MW 10:30–11:20, 1 HTBA

GLBL 713b, Middle East Politics Emma Sky

The course explores the emergence and evolution of the Middle East system of states and its international politics, through a framework of analysis that is partly historical and partly thematic. It covers the emergence of the modern Middle East since the late Ottoman period, through the era of British and French imperialism, to the post-1945 independence period, the Cold War, post-Cold War, and Arab Spring. It demonstrates how the international system, as well as social structures and political economy, shape state behavior. It examines the rise of nationalism, impact of oil, and pressures to liberalize economically and politically, especially since the end of the Cold War. Sweeping social and economic transformation has moreover led to the rise of new forms of “identity politics” that are explored in the cases of religious-nationalist Zionism and of political Islam, and to the increasing role of armed non-state actors. These themes are developed through extensive discussion of Iraq, Iran, and Israel and the Palestinians. W 3:30–5:20

GLBL 765b, Contemporary Issues in American Diplomacy and National Security  John Negroponte

The seminar addresses key issues in U.S. foreign policy and how they are being addressed by the current administration. Readings and discussion deal with selected regional and functional topics, with emphasis on those with the most pressing national security implications. The course is taught from the perspective of a diplomatic practitioner with additional experience in other aspects of national security. M 9:25–11:15

GLBL 790b, Leadership Stanley McChrystal

This course examines the practical execution of leadership in today’s environment. Using a combination of historical case studies and recent events, we review how dramatic changes in technology, society, politics, media, and globalization have increased the complexity of the tasks facing modern leaders. Although the course includes the military aspects of leadership, the overall objective is to study leadership in a wider context, identifying the common factors shared by politics, business, education, warfare, and other fields. Specific topics include the changing leadership environment; the role of the leader; driving change; making difficult decisions; dealing with risk; coping with failure; navigating politics; and the effect of modern media.

GLBL 799a or b, Independent Project

By arrangement with Jackson Institute Senior Fellows.

GLBL 801a, Economics: Principles and Applications James Levinsohn

This course deals with the application of basic microeconomic analysis to public policy issues. The principal goal is to teach students the process of economic reasoning and how to apply that reasoning to policy issues in the real world. The course covers the basic topics in microeconomic theory: consumer theory, production theory, market models from competition to monopoly, theories of labor and capital markets, and models of externalities and other common market failures. Some calculus will be used without apology along with a great deal of algebra and graphical analysis. TTH 2:30–3:45, 1 HTBA

GLBL 802a, Applied Methods of Analysis Lloyd Grieger

The course focuses on useful analytical approaches in public policy and the social sciences. The first part of the course focuses on mathematical skills. The second part focuses on methods for analyzing empirical data and builds on the mathematical skills from the first part of the course. Special focus is devoted to developing the skills necessary to synthesize and evaluate empirical evidence from the social sciences. Students leave the class with an applied understanding of how quantitative methods are used as tools for analysis in public affairs. MW 4–5:15, 2 HTBA

GLBL 803a, History of the Present Adam Tooze

The course looks at the forces of dynamic change and at the efforts at ordering and governance that have shaped the modern world. Among the forces for change and upheaval in world history to which sessions are devoted: demography, economic growth, great power competition, nationalism and religious and political ideologies, war and genocide. The second half focuses on efforts at ordering, including the tradition of diplomacy, the liberal aspiration of international law, biopolitics and the politics of gender, technocratic economic management, and the effort to face up to global environmental challenges. Open to first-year Global Affairs M.A. candidates only. W 1:30–3:20

GLBL 811a/E&RS 648a/HIST 788a, Social Movements in Comparative Perspective  Becky Conekin

In this seminar we explore post-WWII social movements and their legacies across Western Europe and the United States. Examining both the actuality and symbolic character of these movements in contemporary history, we analyze the political, social, and cultural meanings of protest and its impact on class, generational, gender, and racial relations in Western Europe and North America. In addition, if students have specific interests in Eastern European and/or Latin American countries, they may bring these into the discussion and write on them in a comparative perspective in their final paper. We discuss different national histories and discourses about identity, while exploring the varied geographies of the Cold War. We then move to a more thematic approach focusing on, for example, civil rights, antiwar and student protests, and countercultural politics. We conclude with a brief look at the social movements that developed out of the 1960s. T 1:30–3:20

GLBL 812b, Criminal Law and Mass Atrocity: Beliefs, Promises, and Limits  Michael Reed-Hurtado

In this seminar we explore the potential and the limitations of criminal law in addressing mass atrocity. Establishment of individual responsibility and punishment is generally deemed a crucial response in the aftermath of gross violations; however, national experiences pose many questions concerning its value. The course focuses on how different countries, particularly but not exclusively in Latin America, have tackled or circumvented their international obligations in relation to criminal investigation and punishment of mass atrocity. What do victims and other social groups want to achieve through punishment; and can such goals be achieved? Can criminal law deliver truth and justice in the face of mass atrocity? International human rights law demands punishment and, generally, condemns amnesties; but are these standards practical in the aftermath of mass violence? Can punishment complement a peace deal? What social goals are in fact accomplished by punishing certain perpetrators? Does forgiveness play a role in a society that has the potential to punish? Is the international model of criminal justice a model to follow? We examine these issues through the lenses of law (national and international), national politics, international relations, and culture. Theoretical and empirical course materials draw on international law, comparative law, criminology, sociology, psychology, and political science (the course does not assume legal training). Participants write a research paper on a topic developed over the course of the class.

GLBL 823b/ANTH 583b, Health Disparities and Health Equity: Biocultural Perspectives Catherine Panter-Brick

A biocultural perspective on debates in medical anthropology and global health that focus on health disparities and equity. The intersection of biological and cultural issues in matters of health research and intervention. Application of theoretical frameworks to case studies in global health inequality.

GLBL 828a/ANTH 628a, Conflict and Health Catherine Panter-Brick

We review the many intersections of conflict, violence, and global health, with examples focused on armed conflict and forced displacement. We examine new frameworks for research and intervention. We review the impact of violence on physical, emotional, and social well-being; the nature and drivers of collective, interpersonal, and structural violence; and the personal, family, community, and governmental dimensions of resilience. We discuss specific examples of how health, ethics, and politics intersect in humanitarian practice. Open to advanced undergraduates with permission of the instructor. F 9:25–11:15

GLBL 880b/HIST 780b, One World? International History, 1914–1991  Patrick Cohrs

This research seminar pursues both a historical and a theoretical reexamination of the modern international system in the “short” twentieth century, analyzing why it was so profoundly transformed between the era of imperialism preceding World War I and the end of the Cold War. Main themes include the origins of international conflicts from the Great War and the Great Depression to the U.S.-Soviet antagonism; the peace settlements after the world wars (or absence thereof); American postwar policies and their significance for European integration and the reconstruction of Japan; changing regional configurations in East Asia, Latin America, Africa, and the Middle East; and the question why the Cold War ended as it did. Particular attention to the changing premises and constraints of international politics that influenced the making and unmaking of legitimate international orders in the twentieth century. M 1:30–3:20

GLBL 887a/HIST 787a, Classic and New Approaches to International History  Patrick Cohrs

This reading seminar appraises both classic and new approaches to international history. It focuses on a close reading of influential contributions to the methodology and writing of international, diplomatic, comparative, global, and transnational history from Thucydides to recently influential attempts to interpret the evolution of the international system, and international society. The underlying aim is to discuss which approaches have advanced our understanding of fundamental questions and problems in a field that in the eyes of some has become increasingly amorphous—and which trends may have had the opposite effect. On this basis, the seminar seeks to explore the new frontiers of scholarship. T 1:30–3:20

GLBL 895b, Strategies of World Order Charles Hill

Tracking and evaluating major intellectual conceptions on which today’s international politics, wars, revolutions, diplomacy, and structures for peace and security are grounded. The continuing influence of ideas from the works of Thucydides, Plato, Aristotle, Tacitus, Augustine, Aquinas, Machiavelli, Hobbes, Locke, Rousseau, Kant, Burke, Marx, Tocqueville, and contemporary thinkers is examined in the context of how strategic thought has developed in response to big societal transformations. Weekly sessions combine presentations, mini-lectures, and seminar discussions. A substantial paper and a final examination. W 1:30–3:20

GLBL 901b, International Relations: Concepts and Theories Nuno Monteiro

The course introduces students to the main concepts and theories used in the study of international relations. We cover, among others, the concepts of power, anarchy, competition and cooperation, the causes of war, international regimes, institutions, norms, society, and system. We do so by debating the strengths and limitations of multiple IR theoretical traditions, including realism, liberalism, constructivism, and rationalism. Discussions focus on the practical uses of these concepts and theories for IR practitioners, using contemporary topics and case studies. T 1:30–3:20

GLBL 999a or b, Directed Reading

By arrangement with faculty.

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History

240 Hall of Graduate Studies, 203.432.1366

www.yale.edu/history

M.A., M.Phil., Ph.D.

Chair

Naomi Lamoreaux

Director of Graduate Studies

Anders Winroth (236 HGS, 203.432.1361)

Professors Jean-Christophe Agnew, Abbas Amanat, Ned Blackhawk, David Blight, Daniel Botsman, Paul Bushkovitch, George Chauncey, Stephen Davis, Carolyn Dean, Carlos Eire, Laura Engelstein, John Mack Faragher, Paul Freedman, Joanne Freeman, John Gaddis, Beverly Gage, Glenda Gilmore, Bruce Gordon, Valerie Hansen, Robert Harms, Jonathan Holloway, Matthew Jacobson, Gilbert Joseph, Paul Kennedy, Daniel Kevles, Benedict Kiernan, Jennifer Klein, Naomi Lamoreaux, Bentley Layton, Mary Lui, J.G. Manning, Ivan Marcus, John Matthews, John Merriman, Joanne Meyerowitz, Alan Mikhail, Peter Perdue, Steven Pincus, Stephen Pitti, Cynthia Russett, Lamin Sanneh, Stuart Schwartz, Frank Snowden, Timothy Snyder, Harry Stout, Adam Tooze, Francesca Trivellato, John Harley Warner, Anders Winroth, Jay Winter, Keith Wrightson

Associate Professors Bruno Cabanes, Patrick Cohrs, Kathryn Lofton, Naomi Rogers, Edward Rugemer, Paul Sabin, Marci Shore, Charles Walton

Assistant Professors Paola Bertucci, Fabian Drixler, Alejandra Dubcovsky-Joseph, Marcela Echeverri, Anne Eller, Crystal Feimster, Daniel Magaziner, Joanna Radin, William Rankin, Eliyahu Stern, Jenifer Van Vleck

Lecturers* Adel Allouche, Annping Chin (Senior Lecturer), Becky Conekin (Senior Lecturer), William Metcalf, Stuart Semmel (Senior Lecturer)

*For a complete list of lecturers, see the undergraduate bulletin, Yale College Programs of Study.

Fields of Study

Fields include ancient, medieval, early modern, and modern Europe (including Britain, Russia, and Eastern Europe), United States, Latin America, East Asia, Southeast Asia, Middle East, Africa, Jewish history; and diplomatic, environmental, ethnic, intellectual, labor, military, political, religious, social, and women’s history, as well as the history of science and medicine (see the section in this bulletin on the History of Science and Medicine).

Special Admissions Requirements

The deadline for submission of the application for the History graduate program is December 15.

The department requires a short book review (maximum two pages) to accompany the application. It should cover the book that has most shaped the applicant’s understanding of the kind of work he or she would like to do as a historian.

In addition, the department requires submission of an academic writing sample of not more than 25 pages, double spaced. Normally, the writing sample should be based on research in primary source materials.

Special Requirements for the Ph.D. Degree

Language Requirements

All students must pass examinations in at least two foreign languages, one by the end of the first year. Students are urged to do everything in their power to acquire adequate linguistic training before they enter Yale and should at a minimum be prepared to be examined in at least one language upon arrival. Typical language requirements for major subfields are as follows:

African Either (1) French and German or Portuguese or Dutch-Afrikaans; or (2) French or German or Portuguese and Arabic; or (3) French or German or Portuguese or Dutch-Afrikaans and an African language approved by the director of graduate studies (DGS) and the faculty adviser.

American Two languages relevant to the student’s research interests, or a high level of proficiency in one language; competence in statistics or other mathematical skill may substitute for a natural language under appropriate circumstances.

Ancient French, German, Greek, and Latin.

Byzantine Greek, Latin, French, German, and any additional language, e.g., Russian, required for dissertation research.

Chinese Chinese and Japanese; additional languages like French, Russian, or German may be necessary for certain dissertation topics.

East European The language of the country of the student’s concentration plus two of the following: French, German, Russian, or an approved substitution.

Global/International Two languages to be determined by the DGS in consultation with the adviser.

Japanese Japanese and French or German; Chinese may be necessary for certain fields of Japanese history.

Jewish Modern Hebrew and German, and additional languages such as Latin, Arabic, Yiddish, Russian, or Polish, as required by the student’s areas of specialization.

Latin American Spanish, Portuguese, and French.

Medieval French, German, and Latin.

Middle East Arabic, Persian, or Turkish (or modern Hebrew, depending on area of research) and a major European research language (French, German, Russian, or an approved substitute).

Modern Western European (including British) French and German; substitutions are permitted with the approval of the DGS.

Russian Russian plus French or German with other languages as required.

Southeast Asian Choice of Dutch, French, Spanish, Portuguese, Chinese, Sanskrit, or Arabic, plus one or more Southeast Asian language (e.g., Bahasa Indonesian, Burmese, Khmer, Lao, Malay, Tagalog, Thai, Tetum, or Vietnamese). In certain cases, Ph.D. dissertation research on Southeast Asia may also require knowledge of a regional or local language, e.g., Balinese or Cham.

Foreign students whose native language is not English may receive permission during their first year to hand in some written work in their own language. Since, however, the dissertation must be in English, they should be advised to bring their writing skills up to the necessary level at the earliest opportunity.

Additional Requirements

These new regulations will be observed by students admitted in 2013 and following years. Students admitted earlier may opt to observe either the new or the old regulations.

During the first year of study, students normally take six term courses, including Approaching History (HIST 500). During the second year of study, they may opt to take four to six term courses, with the approval of their adviser and the DGS. Students who plan to apply for outside grants at the beginning of their third year are recommended to take the Prospectus Tutorial (HIST 995) during their second year, and it is required for students in European history. The tutorial should result in a full draft of the dissertation prospectus. The ten courses taken during the first two years should normally include at least six chosen from those offered by the department. Students must achieve Honors in at least two courses in the first year, and Honors in at least four courses by the end of the second year, with a High Pass average overall. Courses graded in the Satisfactory/Unsatisfactory mode count toward the course work requirement but do not count toward the Honors requirement.

Two of the ten courses must be research seminars in which the student produces an original research paper from primary sources. The Prospectus Tutorial does not count as a research seminar. All graduate students, regardless of field, will be required to take two seminar courses in a time period other than their period of specialty.

Students in their second year should choose their courses so that at least one course will prepare them for a comprehensive examination field in their third year. Some fields offer reading seminars specifically designed to help prepare students for examination; others encourage students to sign up for examination tutorials (HIST 994) with one of their examiners.

By the end of their fifth term, at the latest, students are expected to take comprehensive examinations. Students will have a choice of selecting three or four fields of concentration: a major field and either two or three minor fields. The examination must contain one minor field that deals 50 percent or more with the historiography of a region of the world other than the area of the student’s major field. The examination will have a written component that will be completed before the oral component. For their major field, students will write a historiographical essay of maximum 8,000 words. For each of the minor fields, the student will prepare a syllabus for an undergraduate lecture class in the field. All of these are to be written over the course of the examination preparation process and will be due on a definite, uniform date toward the end of the students’ fifth term, typically on the Friday before Thanksgiving break (or on a corresponding date in the spring term). The oral examination examines the students on their fields and will, additionally, include discussion of the materials produced for the written component of the examination. If the student selects the four-field option, the major field will be examined for thirty minutes. If the student selects the three-field option, the major field will be examined for sixty minutes and each minor field for thirty minutes.

By the end of their sixth term, at the latest, students are expected to hold a prospectus colloquium, but those who took the Prospectus tutorial (HIST 995) during their second year are encouraged to hold the colloquium at the beginning of their third year. The prospectus colloquium offers students an opportunity to discuss the dissertation prospectus with their dissertation committee in order to gain the committee’s advice on the research and writing of the dissertation and its approval for the project. The dissertation prospectus provides the basis of grant proposals.

Completion of ten term courses (including HIST 500), the language requirements of the relevant field, the comprehensive examinations, and the prospectus colloquium will qualify a student for admission to candidacy for the Ph.D., which must take place by the end of the third year of study.

It is also possible for students who have completed extensive graduate work prior to entering the Yale Ph.D. program to complete course work sooner. Students may petition for course waivers based on previous graduate work (up to three term courses) only after successful completion of the first year.

Students normally serve as teaching fellows during four terms to acquire professional training. Ordinarily students would be expected to teach in their third and fourth years, but with the approval of the DGS and their adviser, students may teach in the second year in areas of particular value to their professional development, or if they have received course waivers and completed course work early. During their first term of teaching, students must attend training sessions run by the Graduate Teaching Center. Students may teach, normally in their fourth term of teaching, as seminar fellows, teaching an undergraduate seminar in conjunction with a faculty member, if such positions are available.

By the end of their ninth term, students are required to submit a chapter of their dissertation to the dissertation committee. This chapter will then be discussed with the student by the committee, in a chapter conference, to give the student additional advice and counsel on the progress of the dissertation. This conference is designed to be an extension of the conversation begun in the prospectus colloquium and is not intended as a defense: its aim is to give students early feedback on the research, argument, and style of the first writing accomplished on the dissertation. No less than one month before students plan to submit their dissertations, a relatively polished full draft of the dissertation should be discussed with the student by the dissertation committee, in a dissertation defense of one to two hours, to give the students additional advice and counsel on completing the dissertation or on turning it into a book, as appropriate. Students are required to submit the draft to their committee in sufficient time for the committee to be able to read it. This defense is designed to give students advice on the overall arguments and the final shape of the dissertation or book, and to leave time for adjustments coming out of the discussion.

The fellowship package offered to Ph.D. students normally includes two terms of the University Dissertation Fellowship (UDF), which finances a full year of research and writing without any teaching duties. Students may choose to take the UDF at any point after they have advanced to candidacy and before the end of their sixth year. They may choose to take the UDF in consecutive terms or in two separate terms. They should apply for the fellowship in the term prior to that in which they wish to receive it. Students may not serve as teaching fellows when they are on the UDF. The department strongly recommends that students apply for a UDF only after completing the first chapter conference and that they have drafted at least two chapters before starting the fellowship.

Students who have not submitted the dissertation by the end of the sixth year need not register in order to submit. If, however, students wish to register for a seventh year for good academic reason, they may petition the Graduate School for extended registration. The petition, delivered through the History DGS, will explain the academic reasons for the request. Only students who have completed the first chapter conference will be considered for extended registration.

Combined Ph.D. Programs

History and African American Studies

The Department of History also offers, in conjunction with the Department of African American Studies, a combined Ph.D. in History and African American Studies. For further details, see African American Studies.

History and Renaissance Studies

The Department of History also offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in History and Renaissance Studies. For further details, see Renaissance Studies.

Master’s Degrees

M.Phil. Students who have completed all requirements for admission to candidacy for the Ph.D. may receive the M.Phil. degree. Additionally, students in History are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

M.A. (en route to the Ph.D.) Students enrolled in the Ph.D. program may qualify for the M.A. degree upon completion of a minimum of seven graduate term courses at Yale, of which two must have earned Honors grades and the other five courses must average High Pass overall. Students must also pass an examination in one foreign language. A student in the American Studies program who wishes to obtain an M.A. in History, rather than an M.A. in American Studies, must include in the courses completed at least two research seminars in the History department.

Terminal Master’s Degree Program For this terminal master’s degree, students must pass seven term courses, four of which must be in History; substantial written work must be submitted in conjunction with at least two of these courses, and Honors grades are expected in two courses, with a High Pass average overall. All students in this program must pass an examination in one foreign language. Financial aid is not available for this program.

Program materials are available upon request to the Director of Graduate Studies, Department of History, Yale University, PO Box 208324, New Haven CT 06520-8324.

Courses

HIST 500a, Approaching History: Problems, Methods, and Theory  Daniel Botsman

An introduction to the professional study of history, which offers new doctoral students an opportunity to explore (and learn from each other about) the diversity of the field, while also addressing issues of shared concern and importance for the future of the discipline. By the end of the term participants have been exposed to some of the key methodological and theoretical approaches historians have developed for studying different time periods, places, and aspects of the human past. Required for all first-year doctoral students. T 9:25–11:15

HIST 509b/ARCG 709b/CLSS 894b/HSAR 556b, Modes of Exchange in Ancient Societies J.G. Manning, Milette Gaifman

In this interdisciplinary seminar we examine modes of exchange in ancient societies. How did individuals and groups exchange commodities, ideas, beliefs, images, and so on? What drove exchange and what effects did it have? What role did ancient ideologies regarding exchange play in different spheres of life (economic, legal, religious, cultural)? We aim to strike a balance between theorizing types of exchange (economic, belief systems, etc.) and their effects on one hand, and case studies of exchange in different ancient societies (e.g., Greece, Rome, Egypt, China) on the other. W 2:30–4:20

HIST 519aU/CLSS 644aU, Documents of Roman History William Metcalf

An introduction to principal documents, preserved primarily on stone or in metal, that bear on Roman history from the fifth century B.C. to the fourth century A.D. Selected documents are either themselves important (e.g., the Twelve Tables) or are paradigmatic for occurrences that are extensive in time and place (e.g., imperial rescripts, city and colonial charters). Documents are in Latin or Greek and are accompanied by English translations. M 1:30–3:20

HIST 534b, Medieval Political History Paul Freedman

A reading and discussion course that concerns the nature of political power in Europe between approximately 1000 and 1500. Particular attention is paid to the development of state institutions, dynastic and territorial rivalries, the European balance of power, and the interaction of church and state. W 1:30–3:20

HIST 542a, Law in Medieval Europe Anders Winroth

This seminar explores the creation in the twelfth and thirteenth centuries of a sophisticated system of law, the European Common Law (ius commune). All late medieval and much modern legislation is based on this legal system. The course focuses on its roots in the Roman law of Emperor Justinian and in ecclesiastical legislation. We also study the influence of the ius commune on national and local medieval law. The emphasis is on using law in historical research and in learning the technical skills necessary. M 1:30–3:20

HIST 571bU/RLST 659bU/NELC 534bU, Seminar: The Making of Monasticism  Bentley Layton

The social and intellectual history of Christian monasteries, hermits, ascetics, and monastic institutions and values in late antiquity and the early Middle Ages, as seen in classic texts of monastic literature and in monastic archaeology. Readings are studied in translation. Prerequisite: permission of the instructor. T 3:30–5:20

HIST 579a/RLST 679a, Popular Religion in Europe, 1300–1700 Carlos Eire

Readings and discussion in recent scholarship on the history of religion in the Christian West in the late medieval and early modern periods. T 1:30–3:20

HIST 581a/AMST 699a/RLST 707a, Religion and Modernity Kathryn Lofton

Is religion a construction of modernity? Is modernity the construction of religion? The course considers the historical and theoretical problem of modernity through readings that emphasize its interpretive location within the academic study of religions, the industrialization of the West, and the emergence of the social sciences as the epistemic presumption of the twentieth century. Included in our examinations are works that seek to provide for modernity a historical philosophy, a magic, and a gender; likewise, we evaluate critiques of modernity that query its classificatory utility, its imperial suppositions, and its sexual proclivities. Threaded throughout this focus on modernity is its discursive, sociological, and institutional relationship to religion, religions, and religious studies. In addition to more recent monographs, students read from works by Frazer, Freud, Marx, and Weber to develop a critical perspective on descriptions of religion developed through formats of the modern. T 3:30–5:20

HIST 587bU/JDST 793bU/RLST 799bU, Introduction to Modern Jewish Thought  Eliyahu Stern

An overview of Jewish philosophical trends, movements, and thinkers from the seventeenth to the twenty-first century. Topics include enlightenment, historicism, socialism, secularism, religious radicalism, and Zionism. TTH 11:35–12:25, 1 HTBA

HIST 588aU/JDST 766aU/NELC 561aU/RLST 754aU, Jewish Sectarianism in the Middle Ages Eve Krakowski

Varieties of Jewish religious life in the medieval Islamic world. The development of medieval rabbinic and non-rabbinic (particularly Karaite) literatures in their contemporary Near Eastern contexts; scripturalism, exegesis, theology, and legal writing; popular religion and religious identity in everyday life. T 9:25–11:15

HIST 589bU/JDST 834bU, Paths of Emancipation: Jews and the State in the Modern Era Michael Silber

The process of Jewish emancipation was complex and not uniform. It varied greatly in the different states and societies of the modern world. This course seeks to compare the trajectories that Jewish emancipation took in different contexts by concentrating on variations of the state and civil society, as well as such factors as capitalism, citizenship, nationalism, and social and economic developments. TH 3:30–5:20

HIST 590bU/JDST 764bU/RLST 777bU, Jews in Muslim Lands from the Seventh to Sixteenth Century Ivan Marcus

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; and the Jews in the Ottoman Empire. TTH 11:35–12:50

HIST 596aU/JDST 761aU/RLST 773aU, History of the Jews and Their Diasporas to Early Modern Times Ivan Marcus

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

HIST 601b/JDST 790b/RLST 776b, The Jews in Medieval Societies Ivan Marcus

Research seminar that focuses on a comparison of the two medieval Jewish subcultures of Ashkenaz (northern Christian Europe) and Sefarad (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. T 1:30–3:20

HIST 604aU/JDST 833aU, Tradition in Crisis: A History of Orthodox Jewry in Modern Times Michael Silber

Once thought to be a dying trend in Judaism, Orthodoxy has had a surprising resurgence in the past few decades. This has prompted a reexamination of the history of Orthodox Jewry over the past two centuries. Orthodoxy was by no means monolithic and underwent increasing differentiation engendering often conflicting responses in order to meet the challenges of modern times, trends such as acculturation and secularization, ideologies and movements such as the Haskala (Jewish Enlightenment), religious Reform and Jewish nationalism, as well as the emergence of the State of Israel. T 3:30–5:20

HIST 617a, Britain: Modernity and Empire Steven Pincus

Why and in what ways did Britain become the paradigmatic modern nation? This research seminar introduces students to a variety of approaches to the study of modernization and to a range of questions about the coming of modernity in Britain. Topics may include the emergence of the novel, the origins of the British Empire, England’s economic transformation, the development of representative politics, the emergence of the bourgeois public sphere, secularization, among others. The course emphasizes methodological as well as substantive questions. The course is appropriate for historians of any period or area, as well as for graduate students in related disciplines. W 9:25–11:15

HIST 619a, Readings in the Social and Economic History of Britain, 1500–1750  Keith Wrightson

Reading and discussion of central works in the social and economic history of the period. The class begins with the fundamental issues of population dynamics, price trends, and agrarian change. Thereafter the weekly agenda is decided in consultation, selecting from such topics as social structure and class; organization; poverty; family relationships; gender; crime and the law; protest and rebellion; education and literacy; material culture; popular beliefs; early industrialism; internal commerce and overseas trade. W 3:30–5:20

HIST 622a, Cultural Contacts: Ourselves and Others in the Early Modern Era  Stuart Schwartz

An examination of the encounters between Europeans and other peoples, 1480–1800, with attention to the role of perception, conceptions, and events on both sides of such meetings. Both the history of such encounters as well as the theories of alternity and cultural perceptions are discussed. T 1:30–3:20

HIST 628b, Microhistories Keith Wrightson

The first weeks of this research seminar are devoted to reading and discussing a number of outstanding microhistorical studies of individuals, families, communities, incidents, and processes, principally (though not exclusively) drawn from the literature on the early modern period. Particular attention is paid to questions of sources and their use. Thereafter members of the class undertake individual microhistorical studies on subjects of their choice and present work-in-progress papers to the seminar. W 9:25–11:15

HIST 638a, Readings in Early Modern Europe and the Ottoman Empire  Francesca Trivellato, Alan Mikhail

The seminar has twin goals: to introduce students to central topics in the history of early modern Europe and the Ottoman Empire and to have them grapple with historiographical debates about comparative history, connected histories, and early modernity. Classics and recent works include B. Bailyn, K. Barkey, F. Braudel, K.N. Chaudhuri, N. Zemon Davis, J. Goldstone, L. Peirce, J.F. Richards, and S. Subrahmanyam. T 7–8:50

HIST 652b, British Identity since 1800 Stuart Semmel

This course explores recent historical writings in British national identity. A significant number of readings consider the imperial dimension of modern British history, but other topics include race, postcolonial immigration and multiculturalism, the “four nations” (England, Scotland, Wales, Ireland), and European integration. W 3:30–5:20

HIST 653b/GMAN 622b, Reading Modern German History Adam Tooze

The aim of the course is to introduce students to key problems in modern German historiography from 1648 to the present. En route we address a series of more general problems in the writing of modern history that are exemplified by the German case. These include questions of the relationship of history to the critical project of the enlightenment in all its forms, the conceptualizations of the role of war and politics and the individual actor in history, questions of the state and revolution and the concept of crisis. M 9:25–11:15

HIST 661b, Research in Modern French History John Merriman

Research seminar in modern French history. Good knowledge of French preferable. T 9:25–11:15

HIST 667b/WGSS 667b, History of Sexuality in Modern Europe Carolyn Dean

This class provides an introduction to the various lines of inquiry informing the history of sexuality. The course asks how historians and others constitute sexuality as an object of inquiry and addresses different arguments about the evolution of sexuality in Europe, including the relationship between sexuality and the state and sexuality and gender. TH 2:30–4:20

HIST 675b, Russian Revolutions and Civil War, 1905–1921 Laura Engelstein

This seminar examines the Russian Revolutions of 1917 in relation to World War I and political events in Europe. It explores the Russian case as part of the broader historical moment, which included mutinies in France, revolutions in Germany and Hungary, and the emergence of the Soviet Union and the international Communist movement. It covers the civil war that extended across the territory of the former Russian Empire, as well as the diplomatic aftermath of the world war. Readings in English. T 1:30–3:20

HIST 680a, Russian History to 1725 Paul Bushkovitch

The major phases of Russian history from the tenth century, covering the major historiographical controversies and sources. Russian or German helpful but not required. W 1:30–3:20

HIST 682b, Empire and Foreign Policy in Russia, 1500–1914 Paul Bushkovitch

The interconnection between empire-building and foreign policy from the sixteenth-century beginnings to the eve of World War I. W 1:30–3:20

HIST 703a/AMST 803a, Research in Early National America Joanne Freeman

A research seminar focused on the early national period of American history, broadly defined. Early weeks familiarize students with sources from the period and discuss research and writing strategies. Students produce a publishable article founded on primary materials. W 9:25–11:15

HIST 705b/AMST 712b, Research in Early America Alejandra Dubcovsky-Joseph

A research seminar focused on the early period of American history, broadly defined. Early weeks familiarize students with sources from the period and discuss research and writing strategies. Students produce a publishable article founded on primary materials. T 9:25–11:15

HIST 707a/AMST 711a, Introduction to the Literature of American History (to the American Revolution) Alejandra Dubcovsky-Joseph

This course is designed as an introduction to the historiography of early America. Classroom assignments and presentations. M 1:30–3:20

HIST 709a/AFAM 693a/AMST 730a, Black Intellectuals since 1941  Jonathan Holloway

The goal of this course is to develop a general reading knowledge of the traditions, contexts, and trajectories of black intellectual discourse since 1941. Emphasis on foundational texts in the field. TH 1:30–3:20

HIST 720a/AMST 705a/RLST 705a, Readings in Religion and American History, 1600–2012 Harry Stout, Tisa Wenger

This seminar explores intersections of religion and society in American history from the colonial period to the present as well as methodological problems important to their study. TH 1:30–3:20

HIST 727a/AMST 796a, Interdisciplinary Approaches to the History of Capitalism and Culture Jean-Christophe Agnew

A reading-intensive seminar that explores the historical intersections between capitalism and culture in the United States and elsewhere. Subjects include the history of political economy; the slave trade, the family, and the invention of “free labor”; the corporation and the invention of “free enterprise”; gender and the place of the invisible economy; managerialism, virtualism, hypercapitalism, and the experience economy. Theoretical readings range from Marxist and neo-Marxist treatments of capitalism, commodification, and culture to more recent contributions by scholars associated with feminist criticism, the new economic criticism, the new economic anthropology, and the new economic institutionalism. W 1:30–3:20

HIST 737a/AMST 779a, Research Seminar in Twentieth-Century U.S. Political Economy Jennifer Klein

Research seminar oriented around themes and issues in U.S. political economy from the late nineteenth century through the end of the twentieth. Readings in the first part of the term look at various approaches to writing about political economy: for example, business history, intellectual history, labor history, biography, local monograph, or transnational history. Research projects explore new possibilities for writing about labor, business, the state, and capitalism. M 2:30–4:20

HIST 748b, American Conservatism in the Twentieth Century Beverly Gage

An examination of historical and historiographical problems in the study of American conservatism. Topics include electoral and institutional politics, social movements, business and labor, mass politics, free-market ideology, neoconservatism, anticommunism, and the Christian right. TH 2:30–4:30

HIST 751b/AFAM 687b/AMST 701b, “Race” and “Races” in American Studies  Matthew Jacobson

This reading-intensive seminar examines influential scholarship across disciplines on “the race concept” and racialized relations in American culture and society. Major topics include the cultural construction of race; race as both an instrument of oppression and an idiom of resistance in American politics; the centrality of race in literary, anthropological, and legal discourse; the racialization of U.S. foreign policy; “race mixing” and “passing,” vicissitudes of “whiteness” in American politics; the centrality of race in American political culture; and “race” in the realm of popular cultural representation. Writings under investigation include classic formulations by scholars like Lawrence Levine and Ronald Takaki, as well as more recent work by Saidiya Hartman, Robin Kelley, and Ann Fabian. Seminar papers give students an opportunity to explore in depth the themes, periods, and methods that most interest them. T 7–8:50

HIST 775a/AMST 866a/WGSS 712a, Readings in the History of Sexuality  George Chauncey, Joanne Meyerowitz

Selected topics in the history of sexuality. Emphasis on key theoretical works and recent historical literature. W 3:30–5:20

HIST 780b/GLBL 880b, One World? International History, 1914–1991  Patrick Cohrs

This research seminar pursues both a historical and a theoretical reexamination of the modern international system in the “short” twentieth century, analyzing why it was so profoundly transformed between the era of imperialism preceding World War I and the end of the Cold War. Main themes include the origins of international conflicts from the Great War and the Great Depression to the U.S.-Soviet antagonism; the peace settlements after the world wars (or absence thereof); American postwar policies and their significance for European integration and the reconstruction of Japan; changing regional configurations in East Asia, Latin America, Africa, and the Middle East; and the question why the Cold War ended as it did. Particular attention to the changing premises and constraints of international politics that influenced the making and unmaking of legitimate international orders in the twentieth century. M 1:30–3:20

HIST 787a/GLBL 887a, Classic and New Approaches to International History  Patrick Cohrs

This reading seminar appraises both classic and new approaches to international history. It focuses on a close reading of influential contributions to the methodology and writing of international, diplomatic, comparative, global, and transnational history from Thucydides to recently influential attempts to interpret the evolution of the international system, and international society. The underlying aim is to discuss which approaches have advanced our understanding of fundamental questions and problems in a field that in the eyes of some has become increasingly amorphous—and which trends may have had the opposite effect. On this basis, the seminar seeks to explore the new frontiers of scholarship. T 1:30–3:20

HIST 788a/E&RS 648a/GLBL 811a, Social Movements in Comparative Perspective  Becky Conekin

In this seminar we explore post-WWII social movements and their legacies across Western Europe and the United States. Examining both the actuality and symbolic character of these movements in contemporary history, we analyze the political, social, and cultural meanings of protest and its impact on class, generational, gender, and racial relations in Western Europe and North America. In addition, if students have specific interests in Eastern European and/or Latin American countries, they may bring these into the discussion and write on them in a comparative perspective in their final paper. We discuss different national histories and discourses about identity, while exploring the varied geographies of the Cold War. We then move to a more thematic approach focusing on, for example, civil rights, antiwar and student protests, and countercultural politics. We conclude with a brief look at the social movements that developed out of the 1960s. T 1:30–3:20

HIST 807a/AMST 650a/ANTH 510a, Resistance, Rebellion, and Survival Strategies in Modern Latin America Gilbert Joseph

An interdisciplinary examination of new conceptual and methodological approaches to such phenomena as peasants in revolution, millenarianism, “banditry,” refugee movements, and transnational migration. TH 3:30–5:20

HIST 808a, Race, Empire, and Revolution in Latin America Marcela Echeverri

A political history of Latin America between 1780 and 1830, exploring how empires in the region transformed during the Age of Revolutions. Through the lens of race, we study the ways in which different social groups actively engaged the process of political change in these years, as well as their involvement with the ideas of the age such as freedom and citizenship. We discuss how this multiplicity of interests impacted nation-state formation. M 2:30–4:20

HIST 809b, Portugal and Its Empire Stuart Schwartz

Portugal created Europe’s first and longest-running overseas empire. The course introduces students to the basic texts and historians of this empire with attention to the concept of empire and to the indigenous peoples within it. T 1:30–3:20

HIST 814b, Law and Politics in the Iberian Atlantic Marcela Echeverri

A review of recent historiography on Latin America that recovered the importance of law and justice for colonial political culture. The course explores the intersection between imperial legal frameworks and traditions of political participation in the Iberian Atlantic societies, asking how monarchical subjects’ interpretation of law shaped local politics. It concludes with the study of the rise of constitutionalism in the nineteenth century. M 1:30–3:20

HIST 819b, Citizenship and Belonging in Post-Emancipation Americas Anne Eller

In considering emancipation hemispherically, this course examines literature that seeks to dismantle the temporal and conceptual binaries between slavery and free labor posed in classic liberal thought, challenges narrow parameters of political power, and analyzes these negotiations outside of a national frame. The readings explore contests in the Caribbean, Latin America, the United States, and Canada over the definition and attainment of belonging and participation, as freed people labored in dynamic and restrictive circumstances. Finally, it looks to alternative conceptions of political allegiance and authority, often outside the auspices of a formal state. T 9:25–11:15

HIST 833a/AFST 849a, Agrarian History of Africa Robert Harms

The course examines changes in African rural life from precolonial times to the present. Issues to be examined include land use systems, rural modes of production, gender roles, markets and trade, the impact of colonialism, cash cropping, rural-urban migration, and development schemes. W 9:25–11:15

HIST 837b/AFST 837b, Decolonization and Independence in Africa Robert Harms

This seminar looks at the process of decolonization in twentieth-century Africa and explores some of the major political, economic, and cultural forces that influenced the trajectories of independent African countries. W 9:25–11:15

HIST 850b, Research Seminar in Middle Eastern History Abbas Amanat, Alan Mikhail

This course has three goals: to introduce students to the most important classic and recent historiography in the field; to develop familiarity with reading various kinds of primary source materials in Arabic, Persian, and Turkish; and to offer students an opportunity to develop and present their own research. W 3:30–5:20

HIST 860a/NELC 830a, From Medina to Constantinople: The Middle East from 600 to 1517 Adel Allouche

The seminar discusses the religious and political events that shaped the Middle East from the rise of Islam to the Ottoman conquest of Egypt. It encompasses Arab lands, Iran, and Turkey. TH 1:30–3:20

HIST 865bU/RLST 685bU, Iran’s Prophets of Protest Abbas Amanat

This seminar examines Iranian messianic movements from ancient to modern with emphasis on continuity in patterns of dissent, social impact and challenges to religious and political establishments, and influences on the Islamic world and beyond. Topics include Zoroastrian apocalyptic origins, Manichean moral community and Mazdakite proto-communism, emergence of the Mahdi and Shi’i movements from Isma’ilis to Safavids, “Universal Peace” from Mughal India to Babi-Baha’i modernity, and messianic trends from the Islamic Revolution to contemporary Iran. M 3:30–5:20

HIST 869a, Issues in Tang, Song, and Yuan History Valerie Hansen

An introduction to the debates about Chinese history between 600 and 1400 including economics, gender, printing, religion, and social change. TH 1:30–3:20

HIST 878a, Readings in Japanese History to 1900 Fabian Drixler

A critical introduction to debates in the history of Japan up to about 1900, with particular emphasis on the Tokugawa and Meiji periods but some coverage of earlier times as well. This year’s seminar focuses particularly on debates in social, economic, and environmental history. Readings are in English but, depending on student interest, supplemental materials may also be assigned in Japanese. W 3:30–5:20

HIST 879a/EALL 771a, Readings in the Mencius, the Xunzi, and the ZhuangziAnnping Chin

The course focuses on three Chinese texts from the Warring States period (481–221): the Mencius, the Xunzi, and the Zhuangzi. We consider not only the cognitive powers of the authors but also their distinct styles of argumentation and their art as storytellers and analogists. We explore the texts as historical sources and as means to understand the characters and the intellectual and aesthetic proclivities of the early Chinese professional elite (shi). Readings are in Chinese. TH 3:30–5:20

HIST 880b, Japanese Reference Works and Documents Daniel Botsman

Provides training in the use of reference works and an introduction to the specialist skills needed to undertake research in pre-twentieth-century Japanese history. Emphasis is on learning documents written in the epistolary style (so¯ro¯bun) and exploring Yale’s rich collection of premodern source materials. TH 1:30–3:20

HIST 898b, The Eighteenth Century in South Asian History Seema Alavi

This course spans from the later half of Aurangzeb’s period (end of the seventeenth century) to the age of reforms (1820–30s). It looks at changes in economy, society, and culture that shaped regions, social groups, and individual careers in the period of transition to English Company rule. An important part of this course is to move the gaze away from the state and the meta-narrative of its oppression to in-house debates and discussions in the military, legal, medical, and commercial cultures that determined the course of politics in the period of transition. W 1:30–3:20

HIST 911aU/HSHM 680aU, History of Chinese Science William Summers

A study of the major themes in Chinese scientific thinking from antiquity to the twentieth century. Emphasis on non-Western concepts of nature and the development of science in China, East-West scientific exchanges, and China’s role in modern science. T 1:30–3:20

HIST 914aU/AMST 879aU/HSHM 634aU, Media and Medicine in Modern America  John Harley Warner, Gretchen Berland

Relationships among medicine, health, and the media in the United States from 1880 to the present. The changing role of the media in shaping conceptions of the body, creating new diseases, influencing health and health policy, crafting the image of the medical profession, informing expectations of medicine and the constructions of citizenship, and the medicalization of American life. TTH 10:30–11:20, 1 HTBA

HIST 921a/HSHM 710a, Methods for the Social Studies of Science, Technology, and Medicine Joanna Radin

Exploration of the methods and debates in the social studies of science, technology, and medicine. This course covers the history of the field and its current intellectual, social, and political positioning. It emphasizes the debates on constructivism and relativism and provides critical tools to address the relationships among science, technology, medicine, and society. M 1:30–3:20

HIST 930a/AMST 878a/HSHM 701a, Problems in the History of Medicine and Public Health John Harley Warner

An examination of the variety of approaches to the social and cultural history of medicine and public health. Readings are drawn from recent literature in the field, sampling writing on health care, illness experiences, and medical cultures in Europe, the Americas, Asia, and Africa from antiquity to the twentieth century. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of health care and sickness; the intersection of lay and professional understandings of the body; and the role of the marketplace in shaping professional identities and patient expectations. W 1:30–3:20

HIST 931b/HSHM 702b, Problems in the History of Science Paola Bertucci

Close study of recent secondary literature in the history of the physical and life sciences. An inclusive overview of the emergence and diversity of scientific ways of knowing, major scientific theories and methods, and the role of science in politics, capitalism, war, and everyday life. Discussions focus on historians’ different analytic and interpretive approaches. T 1:30–3:20

HIST 936a/HSHM 716a, Early Modern Science and Medicine Paola Bertucci

The course focuses on recent works in the history of science and medicine in the early modern world. We discuss how interdisciplinary approaches—including economic and urban history, sociology and anthropology of science, gender studies, art and colonial history—have challenged the classic historiographical category of “the Scientific Revolution.” We also discuss the avenues for research that new approaches to early modern science and medicine have opened up, placing special emphasis on the circulation of knowledge, practices of collecting, and visual and material culture. T 1:30–3:20

HIST 938b/HSHM 676b/LAW 21441, The Engineering and Ownership of Life  Daniel Kevles

The seminar explores the historical development of intellectual property protection in living matter. Focusing on the United States in world context, it examines arrangements outside the patent system as well as within it. Topics include agriculture, medicine, biotechnology, and law. May be taken as a reading or research course. W 3:30–5:20

HIST 965a/ANTH 541a/F&ES 836a/PLSC 779a, Agrarian Societies: Culture, Society, History, and Development Paul Freedman, James Scott, Elisabeth Wood

An interdisciplinary examination of agrarian societies, contemporary and historical, Western and non-Western. Major analytical perspectives from anthropology, economics, history, political science, and environmental studies are used to develop a meaning-centered and historically grounded account of the transformations of rural society. Team-taught. TH 1:30–5:20

HIST 982a, Surviving War in the Twentieth Century: Historical Perspectives on Demobilization, Return, and Trauma Bruno Cabanes

The transition from war to peace has been largely neglected by historians of war. Yet this period is essential from a number of perspectives, including the reconstruction of identities and the reintegration of combatants, the construction of wartime and postwar memories, and the development of individual and collective trauma. Among other topics, we examine the transition in medical treatments of combat stress, the reconstruction of communities after a genocide, the emergence of the moral witness in the twentieth century, gender and family issues in the aftermath of war. W 1:30–3:20

HIST 985b/MGT 984b, Studies in Grand Strategies, Part I John Gaddis, Charles Hill, Adam Tooze

This two-term course begins in January with readings in classical works from Sun Tzu to Clausewitz to Kissinger. Students identify principles of strategy and examine the extent to which these were or were not applied in historical case studies from the Peloponnesian War to the post-Cold War period. During the summer students undertake research projects or internships designed to apply resulting insights to the detailed analysis of a particular strategic problem or aspect of strategy. Written reports are presented and critically examined early in the fall term. Students must take both terms, fulfill the summer research/internship, and attend additional lectures to be scheduled throughout the spring and fall terms. Admission is by competitive application only; deadline is early November. Please visit www.yale.edu/iss/gs for application information. M 3:30–5:20

HIST 985a/MGT 984a, Studies in Grand Strategies, Part II John Gaddis, Paul Kennedy, Charles Hill

Part II of the two-term linked seminar offered during the calendar year 2013. Research seminar. M 3:30–5:20

HIST 994a/b, Oral Exam Tutorial

Graded Satisfactory/Unsatisfactory.

HIST 995a/b, Prospectus Tutorial

Graded Satisfactory/Unsatisfactory.

HIST 998a/b, Directed Readings

Offered by permission of the instructor and DGS to meet special requirements not covered by regular courses. Graded Satisfactory/Unsatisfactory.

HIST 999a/b, Directed Research

Offered by arrangement with the instructor and permission of DGS to meet special requirements.

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History of Art

Loria Center, Rm. 252, 203.432.2668

www.yale.edu/arthistory

M.A., M.Phil., Ph.D.

Chair

Edward Cooke, Jr. (Loria 654, 203.432.2724, edward.cooke@yale.edu)

Director of Graduate Studies

Milette Gaifman (Loria 557, 203.432.2687, milette.gaifman@yale.edu)

Professors Brian Allen (Adjunct), Carol Armstrong, Tim Barringer, Edward Cooke, Jr., David Joselit, Diana Kleiner, Kobena Mercer, Amy Meyers (Adjunct), Mary Miller, Robert Nelson, Jock Reynolds (Adjunct), Vincent Scully (Emeritus), Robert Thompson, Christopher Wood, Mimi Hall Yiengpruksawan

Associate Professors Milette Gaifman, Jacqueline Jung, Kishwar Rizvi

Assistant Professors Craig Buckley, J. D. Connor, Erica James, Joost Keizer, Youn-mi Kim, Jennifer Raab, Tamara Sears, Sebastian Zeidler

Lecturers Cassandra Albinson, Mia Genoni, John Gordon, David Sensabaugh

Fields of Study

Fields include Greek and Roman; Medieval and Byzantine; Renaissance; Early Modern; eighteenth-, nineteenth-, and twentieth-century European; Modern Architecture; African; African American; American; American Decorative Arts; British; Pre-Columbian; Islamic; Chinese; Japanese; South Asian; and Film.

Special Requirements for the Ph.D. Degree

Students in the history of Western art must pass examinations in German and one other language pertinent to their field of study. One examination must be passed during the first year of study, the other not later than the beginning of the third term. Students of non-Western art must qualify in two languages selected by agreement with the adviser and the director of graduate studies (DGS). They have an extra year in which to do so. During the first two years of study, students normally take twelve term courses. Normally in March of the second year, students submit a qualifying paper that should demonstrate the candidate’s ability successfully to complete a Ph.D. dissertation in art history. During the fall term of the third year, students are expected to take the qualifying examination. Candidates must demonstrate knowledge of their field and related areas, as well as a good grounding in method and bibliography. By the end of the second term of the third year, students are expected to have established a dissertation topic. A prospectus outlining the topic must be approved by a committee at a colloquium by the end of the third year. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus and qualifying examination. Admission to candidacy must take place by the end of the third year.

The faculty considers teaching to be an important part of the professional preparation of graduate students. Students are required to do four terms of teaching. This requirement is fulfilled in the second and third years. Students may also serve as a graduate research assistant at either the Yale University Art Gallery or the Yale Center for British Art. This can be accepted in lieu of one or two terms of teaching, but students may accept a graduate research assistant position at any time after the end of their first year. Application for these R.A. positions is competitive.

Combined Ph.D. Programs

History of Art and African American Studies

The Department of the History of Art offers, in conjunction with the Department of African American Studies, a combined Ph.D. in History of Art and African American Studies. Students in the combined-degree program must take five courses in African American Studies as part of the required twelve courses and are subject to the language requirement for the Ph.D. in History of Art. The dissertation prospectus and the dissertation itself must be approved by both History of Art and African American Studies. For further details, see African American Studies.

History of Art and Film Studies

The Department of the History of Art offers, in conjunction with the Film Studies Program, a combined Ph.D. in the History of Art and Film Studies. Students are required to meet all departmental requirements, but many courses may count toward completing both degrees at the discretion of the directors of graduate studies in History of Art and Film Studies. For further details, see Film Studies.

History of Art and Renaissance Studies

The Department of the History of Art offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in the History of Art and Renaissance Studies. For further details, see Renaissance Studies.

The Center for the Study of American Art and Material Culture

The Center for the Study of American Art and Material Culture provides a programmatic link among the Yale faculty, museum professionals, and graduate students who maintain a scholarly interest in the study, analysis, and interpretation of American art and material culture. It brings together colleagues from a variety of disciplines—from History of Art and American Studies to Anthropology, Archaeological Studies, and Geology and Geophysics—and from some of Yale’s remarkable museum collections, from the Art Gallery and Peabody Museum to Beinecke Library. Center activities will focus upon one particular theme each year and will include hosting one or more visiting American Art and Material Culture Fellows to teach a course each term and interact with Yale colleagues; weekly lunch meetings in which a member makes a short presentation centered on an artifact or group of artifacts followed by lively discussion about methodology, interpretation, and context; and an annual three-day Yale-Smithsonian Seminar on Material Culture.

Master’s Degrees

M.Phil. See Degree Requirements under Policies and Regulations. Additionally, students in the History of Art are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

M.A. (en route to the Ph.D.) This degree is awarded after the satisfactory completion of eight term courses and after evidence of proficiency in one required foreign language.

Program materials are available upon request to the Director of Graduate Studies, Department of the History of Art, Yale University, PO Box 208272, New Haven CT 06520-8272.

Courses

HSAR 500a, Methods in Art History Sebastian Zeidler

The art historian Robert Klein once argued that all the quandaries of his discipline boil down to a single question: how does one relate history, which furnishes its perspective, to art, which furnishes its object? The vexed relation between the two terms that gave our discipline its name, and the efforts art historians have made to define that relation, are the focus of this class, which offers an introduction to the foundations of art historical method: formalism, connoisseurship, iconology, social history, visual culture. Readings include Wölfflin, Riegl, Friedländer, Warburg, Panofsky, Kubler, and Crary, among others. TH 3:30–5:20

HSAR 512a or b, Directed Research

By arrangement with faculty.

HSAR 556b/ARCG 709b/CLSS 894b/HIST 509b, Modes of Exchange in Ancient Societies J.G. Manning, Milette Gaifman

In this interdisciplinary seminar we examine modes of exchange in ancient societies. How did individuals and groups exchange commodities, ideas, beliefs, images, and so on? What drove exchange and what effects did it have? What role did ancient ideologies regarding exchange play in different spheres of life (economic, legal, religious, cultural)? We aim to strike a balance between theorizing types of exchange (economic, belief systems, etc.) and their effects on one hand, and case studies of exchange in different ancient societies (e.g., Greece, Rome, Egypt, China) on the other. W 2:30–4:20

HSAR 569a/ARCG 704a/CLSS 875a, Cleopatra: A Legend for All Time  Diana Kleiner

The life of a queen who became a celebrity and remains a legend serves as the starting point for an exploration of art and architecture produced in Egypt and Rome during the late Hellenistic period and early Roman Empire. Cleopatra was antiquity’s greatest female star and one of the most famous women who ever lived. While the full panorama of her life is forever lost, Cleopatra comes alive in surviving works of ancient art and other remains of what was once an opulent material culture. Every generation has its own Cleopatra, and the mythical Egyptian queen’s reinvention in later art, literature, and film are also considered. Qualified undergraduates who have taken Roman Art: Empire, Identity, and Society, Roman Architecture, or eClavdia: Women in Ancient Rome, may be admitted with permission of the instructor. T 1:30–3:20

HSAR 601b, The Replicated Image Christopher Wood

The course works mainly with primary materials at the Yale Art Gallery and elsewhere. The main object of study is the image printed with ink on paper: the woodcut, engraving, and etching, independent sheets as well as illustrated books, in Europe from 1400 to 1600. But these technologies are placed in the wider historical context of the mechanical replication of texts and images, by both analogue and digital means, involving movable type, bronze casting, stamping and molding of coins and medals, terracotta sculpture, tapestry, and serial production of paintings. The seminar addresses the impact of the replication technologies on histories of art and culture. W 1:30–3:20

HSAR 602a, Gift, Object, Presence: The Circulation of Precious Things in the Middle Ages and the Early Modern Period Robert Nelson

The Latin phrase “and of friends” is found on Renaissance book bindings and suggests that the books belonged to the owner and friends. How do books, especially illuminated manuscripts, create communities? How does that subset of objects called art acquire social value and become important? Once valued, how do such things create value, construct social positions, and give meaning to social engagement? What qualities of art objects allow them to maintain or disrupt social order? This course investigates objects as they move through societies and are acquired, exchanged, collected, and displayed. Among the topics to be considered are gifts, commodities, collecting, processions, rites and objects of passage, words and things, fetishes, and supply, demand, and desire. The seminar considers recent literature in anthropology and cultural studies on objects and their roles in human society and focuses on the dynamic, rather than the static, process rather than product. Its chronological and geographic range is similarly interactive and subject to the imaginations of seminar participants, who prepare research papers and participate in general discussions. M 1:30–3:20

HSAR 652a, Documenting the World: Issues in the History of the Visual Catalog  Kishwar Rizvi

This seminar explores the significance of the documentary survey in Europe and the Middle East. Writing the history of the world can only be undertaken from a particular ideological of view; for example, although medieval illustrated manuscripts, such as the “Compendium of History” of Rashid al-Din (1304) and the “Travels” of John Mandeville (ca. 1371), were concerned with situating the reader within the context of religious and political authority, the goal in the eighteenth century was to document the world through scientific explorations of race, religion, and geography, as exemplified by the magnum opus “Ceremonies and Customs of the World Religions” by Bernard and Picart (1727–31). This seminar studies original and facsimile copies of manuscripts at the Beinecke Rare Book Library and the Yale Center for British Art. T 10:30–12:20

HSAR 667b, Renaissance Florence Joost Keizer

This seminar focuses on painting, sculpture, drawing, and art theory in Florence between 1300 and 1550. This may seem like a redundant topic, considering the fact that Renaissance Florence is probably the best-studied city in all of art history—a city privileged as a topic of study ever since the days of Vasari. Current models of writing about early modern art prefer a more global approach. This seminar explores the possibility that something can be gained by closely studying one place at one specific historical moment, if only because it raises questions about the definition and usefulness of “historical context.” It is the aim of this seminar to study Florentine art and art theory in relation to developments in contemporary Florentine politics, Renaissance historiography, and humanism. W 3:30–5:20

HSAR 679b/ENGL 811b, Victorian Narratives Janice Carlisle

Treating works in a variety of media—engraving and poetry as well as fiction and painting—this course examines how Victorian texts, visual and verbal, represent actions that exist in both space and time. The major literary works to be studied are Dickens’s Bleak House (1852–53) and Eliot’s Middlemarch (1872–73), along with poetry by Tennyson and Browning; and the chief artists include Millais, Holman Hunt, Brown, and Frith. W 1:30–3:20

HSAR 686b, Eighteenth-Century French Art Cassandra Albinson

Works by three scholars who established the field of eighteenth-century French art—Norman Bryson’s Word and Image, Thomas Crow’s Painters and Public Life, and Michael Fried’s Absorption and Theatricality—form the core of this course, supplemented with primary texts by Diderot, Coypel, the Comte de Caylus, and others. We also read recent scholarship by Ewa Lajer-Burcharth, Mary Sheriff, and Melissa Hyde, who have taken a broadly feminist or psychoanalytic approach to the material. Within this critical framework we examine Watteau, Boucher, Chardin, Fragonard, Greuze, and David, and also key concepts such as Versailles and order, the Rococo style in painting and its relationship to decorative arts and architecture, the importance of sculpture, the popularity of chinoiserie, and the body under duress in the art of the Napoleonic empire. Particular attention is paid to twentieth- and twenty-first-century readings of key works and how these jibe with contemporary debates about color, facture, sensuality, and the status of various genres of French painting. One trip to New York to the Morgan Library, Frick Collection, and Metropolitan Museum of Art. Prerequisite: working knowledge of French. M 3:30–5:20

HSAR 692a/FREN 866a, Eighteenth- and Nineteenth-Century French Art Criticism  Carol Armstrong, Marie-Hélène Girard

This seminar treats the history of writing about art in France during the eighteenth and nineteenth centuries. It consists of close readings of texts in the original French; discussions are conducted in English. Texts include: Salons (Diderot, Baudelaire) and other journalistic criticism; artists’ writings (such as Delacroix’s journal); dialogues, manifestoes, and theoretical treatises (Michel Eugène Chevreul, Charles Blanc); novels and stories about artists (the Goncourt, Zola); and art historical writing (Hippolyte Taine). These texts are read and discussed with an eye toward developing final research papers, with the following themes in mind: art writing as a genre or genres; ekphrasis and the rivalry between word and image; the development of art journalism as a means of mediating the public reception of art; the intersection among art, politics, and philosophy; the boundaries between fact and fiction, theory and practice; mythologizations of the artist and the model; constructions of timelines, periodizations, binary oppositions and schools of art, modernist and otherwise. T 1:30–3:20

HSAR 698b/AFAM 511b/WGSS 698b, Fault Lines: Race, Gender, and Sexuality in Contemporary Art Erica James

This seminar examines moments in which prevailing representational paradigms of race, gender, and sexuality were disrupted and transformed, affecting three-dimensional paradigm shifts in reading of race, gender, and sexuality in fine art and visual culture. Students deepen their engagement with and writing on this work beyond the ghetto of identity politics by considering multiple methods of theoretical analyses simultaneously. Sites of rupture include the art and visual culture that emerged around the figure of the boxer through Jack Johnson and Muhammad Ali; African diaspora visual poetics in the youth culture of South Africa and Jamaica; and the work of contemporary artists Kalup Linzy, Mickalene Thomas, and Iona Rozeal Brown. M 3:30–5:20

HSAR 706a, Issues in Twentieth-Century Collage David Joselit

This seminar offers a wide, though necessarily not comprehensive, overview of a major modern formal format: collage and its variants. Topics include the origins of collage around 1912, the invention of photomontage in 1919 and its political and commercial transformations through the 1930s, mid-century practices of assemblage, installation and large-scale painterly collage, and finally questions of media convergence dating from the late-nineteenth century to the present, which will be considered as a new type of collage. W 1:30–3:20

HSAR 709a/FILM 806a, Sound Studies J.D. Connor

How does sound become an object for history? For philosophy? For art? In recent decades an explosion of scholarly work has made sound studies an essential part of cultural and aesthetic history. We examine crucial dimensions of the critical field: the phenomenology and structure of the soundscape, models of technological history, philosophies of sound in the arts, the study of “listening cultures,” sound and film, and taping. TH 1:30–3:20

HSAR 712b, Henri Matisse Sebastian Zeidler

This seminar considers the art of Henri Matisse in all its phases and mediums: from the early work through Fauvism and the Nice period to the cutouts, sculptures, and drawings. Critical topics include the issues of decoration and ornament, the relation between color and drawing, and the studio as a workspace for the modern artist. We consult the recent Matisse literature on these topics (Bois, Wright, and Cronan, among others). But above all the seminar is meant to be an exercise in sustained looking at a complex body of work that was produced over a long period of time. What kind of oeuvre was it that unfolded in Matisse’s studio over five decades? Time permitting, the seminar makes a trip to the Matisse collection at the Museum of Modern Art or to the Barnes Foundation in Philadelphia. TH 3:30–5:20

HSAR 714b, Globalization of Modern Craft Edward Cooke, Jr.

This seminar explores the development of self-conscious craft in the condition of modernity. Emerging from the work of the English designer-writer William Morris, modern craft has been intertwined with issues of identity (national and personal), class, and politics. Its intellectual foundation in the writings of Morris has also permitted modern craft to spread throughout the globe, taking root in different ways and at different times. The seminar investigates this geographic and temporal spread in a comparative fashion. W 9:25–11:15

HSAR 777a/AFAM 741a, Mambo in the Media, 1949–2011 Robert Thompson

The impact of a midcentury dance on novels, films, aesthetic criticism, photography, and painting from 1949 to 2011. Discussion includes the novels of Jack Kerouac, Carlos Fuentes, and Gonzalo Martré; the films of Almodóvar and Fellini; and the history of mambo dance in Havana, Mexico City, New York, Tokyo, and London. TH 3:30–5:20

HSAR 779aU/AFAM 729aU, New York Mambo: Microcosm of Black Creativity  Robert Thompson

Art, music, and dance in the history of key classical civilizations of the world of New York mambo and salsa. Emphasis on Palmieri, Cortijo, Roena, Harlow, and Colón. Examination of parallel traditions such as New York Haitian art, Dominican merengue and rastas of Jamaican Brooklyn, and the New York school of Brazilian capoeira. TTH 11:35–12:50

HSAR 783a/AFAM 826a, Theorizing Diaspora Kobena Mercer

This seminar reviews different methods in the study of diasporas and demonstrates their application in research on visual culture and art history. Models addressed to African American, Caribbean, and black British contexts by Stuart Hall, Paul Gilroy, James Clifford, Brent Hayes Edwards, among others, are examined in relation to art, film, and photography that articulate cross-cultural aesthetics. Debates on hybridization that led to such cognate concepts as syncretism, creolization, and translation are tested in comparative case studies. Texts include Homi Bhabha, Sarat Maharaj, Jean Fisher, Edouard Glissant, Jan Nederveen Pieterse. W 3:30–5:20

HSAR 798b/SAST 556b, Landscapes in Southern Asia Tamara Sears

From prehistoric cave paintings to recent performance art, landscape has been the site and subject of artistic creation throughout the history of Southern Asia. As sites, landscapes have been carved into monumental complexes and fashioned into sacred geographies and practical cartographies that have been mapped by pilgrimage, commerce, agrarian expansion, and conquest. As subjects, they have been urban and rural places filled with wonder, longing, power, and danger. As imagined spaces, landscapes held the potential to collapse mythic and historic time, to facilitate new encounters, and to cultivate a range of social relations and human emotion responses. This seminar explores the representation and reshaping of landscape in South and Southeast Asia across a range of historical periods and through a variety of media. We experiment with different theoretical frameworks from a variety of fields, both from within art history, as well as within literature, religion, anthropology, and environmental science. As much as possible, we work with Yale’s museum collections, which house a wide diversity of photographs, paintings, drawings, prints, maps, and textiles. TH 1:30–3:20

HSAR 813b, Relic, Image, and Body in the Buddhist Tradition Youn-mi Kim

Worship of relics and images is commonly observed in various religious traditions. As such, relic and image worship has comprised core doctrinal debates and shaped religious practices across many religions. Debates about the relic and body inevitably involved the notion of divine bodies as well as human bodies. Using the Buddhist tradition as a focal point, this course considers the issues of the relic, image, and body from a broad cross-cultural context. Topics to be discussed include the controversial aniconic period from early Buddhist history in India; the competition for religious authority between early Buddha images and Buddha relics; stories of miracles performed by relics and images; the understanding of the relationship between the image and the physical body of Buddha by medieval Chinese; the development of the theory of Three Buddha Bodies and their visual representations in China and Korea; and contradictory views of the female body in Buddhism. Students are encouraged to bring insights from their own perspectives and cultural traditions from the West, the Near and Middle East, and other regions of Asia. T 1:30–3:20

HSAR 814a, Japan’s Global Baroque Mimi Hall Yiengpruksawan

Investigation of Japanese art practices in the aftermath of contact with Europeans in the sixteenth and seventeenth centuries, with emphasis on devotional imagery, cartography, screen painting, castle architecture, and the tea ceremony. The course is cross-regional and interdisciplinary in orientation. M 1:30–3:20

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History of Science and Medicine

The Graduate Program in the History of Science and Medicine is a semi-autonomous graduate track within the Department of History. The program’s students are awarded degrees in History, with a concentration in the History of Science and Medicine.

207 Hall of Graduate Studies, 203.432.1365

http://hshm.yale.edu

M.A., M.Phil., Ph.D.

Chair

Paul Freedman

Director of Graduate Studies

John Harley Warner

Faculty Paola Bertucci (History), Daniel Kevles (History), Joanna Radin (History of Medicine), William Rankin (History), Naomi Rogers (History of Medicine; Women’s, Gender & Sexuality Studies), Frank Snowden (History; History of Medicine), William Summers (Molecular Biophysics & Biochemistry), John Harley Warner (History of Medicine; History)

Affiliated Faculty Toby Appel (Librarian for Medical History), Bruno Cabanes (History), Dimitri Gutas (Near Eastern Languages & Civilizations), Bettyann Kevles (History), Jennifer Klein (History), Joanne Meyerowitz (History), Amy Meyers (Center for British Art), Alan Mikhail (History), Sherwin Nuland (Surgery), Kevin Repp (Curator, Modern European Books & Manuscripts, Beinecke Library), Cynthia Russett (History), Paul Sabin (History), Gordon Shepherd (Neuroscience), Rebecca Tannenbaum (History), Jenifer Van Vleck (History)

Fields of Study

All subjects and periods in the history of science and history of medicine, especially the modern era. Special fields represented include American and European science and medicine; disease, therapeutics, psychiatry, drug abuse, and public health; physics; science and national security; science and law, science and religion, life sciences, human genetics, eugenics, molecular biology, biotechnology, microbiology, intellectual property, gender, race, and science/medicine; bioethics and medical research.

Special Admissions Requirements

Applicants should have a strong undergraduate background in history and in a science relevant to the direction of their graduate interests. These requirements will be applied with flexibility, and outstanding performance in any field pertinent to the program will be taken into consideration.

Special Requirements for the Ph.D. Degree

Either French and German or two languages relevant to the student’s research interests and approved by the director of graduate studies (DGS) of the program. Students may fulfill the requirement either by passing an approved language course for credit or by passing a language test administered by the program faculty.

Students will ordinarily take twelve term courses during the first two years. All students will normally take the two-term core seminar sequence HSHM 701a/702b or equivalents, HSHM 710a, four additional graduate seminars in history of science or medicine, and at least one graduate course in a field of history outside of science or medicine. The remaining courses can be taken in history of medicine or science, history, science, or any other field of demonstrated special relevance to the student’s scholarly objectives. Two of the twelve courses must be graduate research seminars in the History of Science and Medicine.

During the first two years of study, students must achieve Honors in at least two courses in the first year and Honors in at least four courses by the end of the second year, with a High Pass average overall. If a student does not meet this standard by the end of the first or second year, the relevant members of the department will consult and promptly advise the student whether the student will be allowed to register for the fall of the following academic year.

Students who enter having previously completed graduate work may obtain some credit toward the completion of the total course requirement, the amount being contingent on the extent and nature of the previous work and its fit with their intended course of study at Yale.

All students are expected, prior to entering on their dissertation work, to develop a broad general knowledge of the discipline. This knowledge may be acquired through a combination of course work taken at Yale or elsewhere, regular participation in the program colloquia and workshops, and preparation for the qualifying oral examination.

Students will normally spend the summer following their second year preparing for the oral qualifying examination, which will be taken in the third year, preferably during the first half.

The qualifying examination will cover four areas of chosen concentration:

  • 1 & 2. two fields in the history of science and/or history of medicine;
  • 3. a field in an area of history outside of medicine and/or science;
  • 4. a field of special interest, the content and boundaries to be established with the adviser for the field. The student may elect to do a second field in history outside of history of science or medicine; or a field in one of the sciences; or a field in a subject such as bioethics, health policy, public health, medical anthropology, medical sociology, science and law, science and national security, science and religion, science and culture, biotechnology, gender, science and medicine; race, science and medicine, or cultural studies.

During their first term in the program, all students will be advised by the DGS. During the second term and thereafter, each student will be advised by a faculty member of his or her choosing. The adviser will provide guidance in selecting courses and preparing for the qualifying examination. The adviser may also offer help with the development of ideas for the dissertation, but students are free to choose someone else as the dissertation supervisor when the time comes to do so. Students are encouraged to discuss their interests and program of study with other members of the faculty.

Students are encouraged to begin thinking about their dissertation topics during the second year. They are required to prepare a dissertation prospectus as soon as possible following the qualifying examination and to defend the prospectus orally before being admitted to full candidacy for the doctoral degree. Ordinarily the prospectus defense is held in the second term of the third year, with advancement to candidacy before the start of the fourth year.

Teaching is an important part of the professional preparation of graduate students in History of Science and Medicine. Students will teach, usually in the third and fourth years of study. They may, however, teach in the second term of the second year, deferring the completion of their required course work to the first term of the third year. Students are also encouraged to participate in the programs to develop teaching skills offered by the Graduate School. Two terms of teaching are required of all students; four terms are required of students on Yale-supported fellowships.

In the fourth or fifth year, and preferably no later than the fall term of the fifth year, students are required to submit a chapter of the dissertation (not necessarily the first chapter) to the dissertation committee. This chapter will then be discussed with the student by members of the committee, preferably in a colloquium, to give the student additional advice and counsel on the progress of the dissertation. This conference is designed to be an extension of the conversation begun in the prospectus defense and is not intended as another defense; its aim is to give students early feedback on the research, argument, and style of the first writing accomplished on the dissertation.

M.D./Ph.D. and J.D./Ph.D. Joint-Degree Programs

Students may pursue a doctorate in History of Science and Medicine jointly with a degree in Medicine or Law. Standard graduate financial support is provided for the doctoral phase of work toward such a joint degree. Candidates for the joint degree in Law must apply for admission to both the Law School and the Graduate School. Information about the joint-degree program with Medicine can be obtained from the Web site of the Yale School of Medicine (http://medicine.yale.edu/mdphd) and from the Web site of the Section of the History of Medicine (http://medicine.yale.edu/histmed).

Master’s Degrees

M.Phil. and M.A. (en route to the Ph.D.) See Degree Requirements under Policies and Regulations.

Terminal Master’s Degree Program The terminal M.A. program is designed particularly for those who plan to combine teaching or scholarship in these fields with a professional career in medicine or science. Students who enroll in the terminal master’s degree program leading to the M.A. are expected to complete six term courses during two terms of study, to fulfill one foreign language requirement, and to submit an acceptable master’s paper. Course work must include the graduate seminar HSHM 701a/702b and one additional graduate seminar in history of science or medicine. The remaining courses are to be chosen in consultation with the DGS or a faculty adviser.

For more information about the History of Science and Medicine program and admission to the Graduate School, see http://hshm.yale.edu and www.yale.edu/graduateschool/admissions; or contact Barbara McKay (barbara.mckay@yale.edu).

Courses

HSHM 634aU/AMST 879aU/HIST 914aU, Media and Medicine in Modern America  John Harley Warner, Gretchen Berland

Relationships among medicine, health, and the media in the United States from 1880 to the present. The changing role of the media in shaping conceptions of the body, creating new diseases, influencing health and health policy, crafting the image of the medical profession, informing expectations of medicine and constructions of citizenship, and the medicalization of American life. TTH 10:30–11:20, 1 HTBA

HSHM 676b/HIST 938b/LAW 21441, The Engineering and Ownership of Life  Daniel Kevles

The seminar explores the historical development of intellectual property protection in living matter. Focusing on the United States in world context, it examines arrangements outside the patent system as well as within it. Topics include agriculture, medicine, biotechnology, and law. May be taken as a reading or research course. W 3:30–5:20

HSHM 680aU/HIST 911aU, History of Chinese Science William Summers

A study of the major themes in Chinese scientific thinking from antiquity to the twentieth century. Emphasis on non-Western concepts of nature and the development of science in China, East-West scientific exchanges, and China’s role in modern science. T 1:30–3:20

HSHM 701a/AMST 878a/HIST 930a, Problems in the History of Medicine and Public Health John Harley Warner

An examination of the variety of approaches to the social and cultural history of medicine and public health. Readings are drawn from recent literature in the field, sampling writing on health care, illness experiences, and medical cultures in Europe, the Americas, Asia, and Africa from antiquity to the twentieth century. Topics include the role of gender, class, ethnicity, race, religion, and region in the experience of health care and sickness; the intersection of lay and professional understandings of the body; and the role of the marketplace in shaping professional identities and patient expectations. W 1:30–3:20

HSHM 702b/HIST 931b, Problems in the History of Science Paola Bertucci

Close study of recent secondary literature in the history of the physical and life sciences. An inclusive overview of the emergence and diversity of scientific ways of knowing, major scientific theories and methods, and the role of science in politics, capitalism, war, and everyday life. Discussions focus on historians’ different analytic and interpretive approaches. T 1:30–3:20

HSHM 710a/HIST 921a, Methods for the Social Studies of Science, Technology, and Medicine Joanna Radin

Exploration of the methods and debates in the social studies of science, technology, and medicine. This course covers the history of the field and its current intellectual, social, and political positioning. It emphasizes the debates on constructivism and relativism and provides critical tools to address the relationships among science, technology, medicine, and society. M 1:30–3:20

HSHM 716a/HIST 936a, Early Modern Science and Medicine Paola Bertucci

The course focuses on recent works in the history of science and medicine in the early modern world. We discuss how interdisciplinary approaches—including economic and urban history, sociology and anthropology of science, gender studies, art and colonial history—have challenged the classic historiographical category of “the Scientific Revolution.” We also discuss the avenues for research that new approaches to early modern science and medicine have opened up, placing special emphasis on the circulation of knowledge, practices of collecting, and visual and material culture. T 1:30–3:20

HSHM 914a or b, Research Tutorial I

By arrangement with faculty.

HSHM 915a or b, Research Tutorial II

By arrangement with faculty.

HSHM 920a or b, Independent Reading

By arrangement with faculty.

HSHM 930a or b, Independent Research

By arrangement with faculty.

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Immunobiology

Anlyan Center (TAC) S625, 203.785.3857

http:// immunobiology.yale.edu/

M.S., M.Phil., Ph.D.

Chair

Richard Flavell

Director of Graduate Studies

Alfred Bothwell (203.785.4020, alfred.bothwell@yale.edu)

Director of Graduate Admissions

Susan Kaech (TAC 641B, 203.737.2423, susan.kaech@yale.edu)

Student Services Officer

Barbara Giamattei (TAC S625, 203.785.3857, barbara.giamattei@yale.edu)

Professors Jeffrey Bender (Internal Medicine), Alfred Bothwell, Lieping Chen, Joseph Craft (Internal Medicine), Peter Cresswell, Madhav Dhodapkar (Internal Medicine), Jack Elias (Internal Medicine), Richard Flavell, David Hafler (Neurology), Kevan Herold, Akiko Iwasaki, Paula Kavathas (Laboratory Medicine), Ruslan Medzhitov, Jordan Pober, Nancy Ruddle (Public Health), David Schatz, Mark Shlomchik (Laboratory Medicine), Robert Tigelaar (Dermatology)

Associate Professors Tian Chi, Tarek Fahmy (Biomedical Engineering), Daniel Goldstein, Susan Kaech, Eric Meffre, Warren Shlomchik (Internal Medicine), Bing Su

Assistant Professors Stephanie Eisenbarth (Laboratory Medicine), Martin Kriegel, João Pereira, Carla Rothlin

Fields of Study

The Immunobiology graduate program is designed to prepare students for independent careers in research and teaching in immunology or related disciplines. The educational program emphasizes interdisciplinary training and collaborative and interactive research, an approach based on the idea that solving difficult problems requires the integration of individuals with common goals but differing expertise. Graduate students are diverse in their interests and ethnic backgrounds, and more than 50 percent are women.

Research Areas

Research focuses on the molecular, cellular, and genetic underpinnings of immune system function and development, on host-pathogen interactions, and on human and translational immunology, with a particular interest in a variety of autoimmune disorders. These research interests break down into six major themes, spanning almost all aspects of the immune system and its role in disease prevention.

Lymphocyte development A central focus of research is to understand the molecular events underlying the development of B and T lymphocytes. Areas of major interest include the receptors and signals that control lymphocyte lineage commitment, cell maturation, cell proliferation, and cell death; the establishment of the proper environments for lymphocyte development; mechanisms that regulate the state of chromatin during lymphocyte development; and the mechanisms by which antibody and T cell receptor genes are assembled and diversified.

Mounting an immune response An effective immune response requires the coordinated action of numerous cell types. A critical first step is the activation of cells of the innate immune system, including monocytes, macrophages, dendritic cells, and neutrophils; and the receptors and signaling molecules that control this process are under intensive study. The mechanism by which cells take up, process, and present antigen is a major interest, as is the recognition of this antigen by T cell receptors on T lymphocytes. Cytoplasmic signal transduction molecules, nuclear transcription factors, and mechanisms controlling gene expression are all under study.

Regulating the immune response The immune response is tightly regulated through the interaction of cell surface receptors with secreted cytokines and with one another, and the mechanisms by which these interactions exert their regulatory influences are studied in several laboratories. Another major interest is in learning how specialized cells or anatomic locations, such as vascular endothelial cells or the epidermis, regulate and direct the immune response.

Consequences of an immune response Apart from the obvious consequence of the elimination of an invading organism, an appropriate immune response results in immunological memory and large numbers of activated lymphocytes, which must be eliminated. The mechanisms controlling immunological memory, tolerance, and apoptosis, as well as those leading to autoimmunity, are a major interest of many faculty. Diabetes, multiple sclerosis, lupus, and rheumatoid arthritis are just some of the autoimmune diseases under study. Much of this work takes place in the context of the Section of Human and Translational Immunology.

Infectious disease and the host-pathogen interaction A major interest is the study of infectious organisms—bacterial, viral, and parasitic—and the immune response to them. A great deal of effort is directed toward understanding the strategies used by infectious agents to avoid the immune system. HIV, HBV (hepatitis B virus), herpes simplex virus, parvoviruses, Candida albicans, Borrelia burgdorferi (the causative agent of Lyme disease), Leishmania, Streptococcus pneumoniae, and Legionella pneumophilia are all under study.

Structural analysis of immune system receptors and effectors There is a growing interest in using structural approaches to understand the function of key molecules of the immune response. For example, a major effort is devoted toward understanding how the Toll-like receptors, despite their similarity in extracellular-ligand recognition regions, are able to specifically recognize such a wide variety of pathogen-associated molecular patterns (PAMPS). Another effort is aimed at understanding the mechanism of APOBEC enzymes in controlling viruses such as HIV.

Facilities

More than thirty laboratories are actively involved in research in immunology. Many share immediately adjoining or nearby laboratory space on the top three floors of the Anlyan Center (TAC) or at 300 George Street, and five faculty are funded by the Howard Hughes Medical Institute. The Department of Immunobiology provides one of the largest, highest-ranked training programs in immunology in the country, led by a faculty with a reputation for excellence in research. The Department of Immunobiology maintains a wide variety of major equipment, and Dr. Richard Flavell, chair of the department, oversees a very active transgenic mouse/ES cell/knockout facility to which members of the department have access.

Program Entry

Most students enter the Immunobiology graduate program through the Immunology track of the Program in Biological and Biomedical Sciences (BBS). Other types of students enter from the M.D./Ph.D. program (see below), the MRSP (see below), or another BBS track, with approval of the Immunobiology director of graduate studies (DGS) and the faculty adviser.

The faculty and students of the BBS program are organized into interest-based tracks. Immunobiology, being one of seven tracks, encourages individualized attention to maximize scientific interactions. There is complete freedom to work with any of the 300 faculty members affiliated within any of the tracks and to take courses offered by any of the BBS departments or programs. Students are encouraged to supplement core courses in molecular and cellular immunology with additional courses selected from the wide range available in cell biology, molecular biology, developmental biology, biochemistry, genetics, pharmacology, molecular medicine, neurobiology, and bioinformatics. Research seminars and informal interactions with other graduate students, postdoctoral fellows, and faculty also form an important part of graduate education.

The Section of Human and Translational Immunology (HTI) is a component of the Immunobiology department and is located at 10 Amistad Street and 300 George Street. Its mission is to accelerate the application of new developments in the field of immunology to the treatment of human diseases. HTI faculty study the immunologic aspects of a very broad range of human diseases, encompassing investigations in the fields of cancer; transplantation of solid organs and stem cells; autoimmune diseases; and neurologic disease.

The Medical Research Scholars Program (MRSP) is open to students who have already been accepted into the BBS program. A separate application is also required, and is to be submitted to the BBS. A total of eight students each year (four first-years and four second-years) will be enrolled as Medical Research Scholars. They remain in their BBS tracks or departments but participate in the additional MRSP curriculum. The program bridges barriers between traditional predoctoral and medical training by providing Yale Ph.D. students with both medically oriented course work and a mentored clinical experience. This combination of medical knowledge and face-to-face interaction with patients and their doctors provides a new perspective to Ph.D. students and enhances the rigorous training in basic science already provided.

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

Special Requirements for the Ph.D. Degree

Students are required to take seven courses for a grade in the Yale Graduate School.

Required graded courses for first- and second-year students are:

  • 1. IBIO 530a, Biology of the Immune System (Students have the option of passing out of 530 by taking the final exam from the previous year.)
  • 2. IBIO 531b, Advanced Immunology
  • 3. Two Immunobiology seminar courses taken from this series: IBIO 536a, 537a, 538a, 539a (The second seminar course can be audited if a student has grades in seven other science courses and has already taken one seminar course for credit.)

Required credit-only, nongraded courses for first-year students are:

  • 1. IBIO 600a, Introduction to Faculty Research
  • 2. IBIO 611a, 612b, 613b, Research Rotations (short research projects are taken under the guidance of three Yale professors)
  • 3. IBIO 601b, Fundamentals of Research: Responsible Conduct of Research

Additional courses are determined based on the individual needs of the student, and include courses in biochemistry, cell biology, genetics, molecular biology of prokaryotes, molecular biology of eukaryotes, animal viruses, the structure of nucleic acids and proteins, microbiology, and disease mechanisms. Students choose courses after consulting the DGS and the thesis adviser.

Honors The Graduate School uses grades of Honors, High Pass, Pass, or Fail. Students are required to earn a grade of Honors in at least two courses in the first two years, and are expected to maintain a High Pass average. There is no foreign language requirement.

Teaching Students are required to serve as a science TA (teaching assistant) for two terms before the end of their sixth term. Teaching protocol and rules are as follows: (1) two term-long science courses are required as a fulfillment of the Ph.D.; (2) first-year students do not teach; (3) IBIO 603b, Teaching in the Science Education Outreach Program (SEOP), is an approved teaching credit only when taught as the second teaching experience; (4) teaching opportunities are first given to students who need the credit; (5) teaching for additional income is available when openings exist after those selected for credit are hired; and (6) the maximum teaching allowable is one course per term corresponding to a TF4 position. All courses taught outside of the lab for extra income must be approved by both the thesis adviser and the DGS.

A Yale McDougal Center one-day seminar entitled “Teaching at Yale” is offered each year. Attending this seminar is recommended prior to teaching.

Early in their fourth term (or in certain circumstances, in their third term), students make a thirty-minute presentation to the department of their proposed research and initial results. Thereafter, they meet with their prospectus committee, which assigns four or five broad areas of biology and immunology that are of particular relevance to the proposed research and on which the student will be examined in the prospectus exam. During the next several weeks, students prepare a formal research proposal (in NIH grant format) concerning the proposed thesis research and study for the exam. The exam is oral, and covers all aspects of immunology generally, with a focus on the assigned areas mentioned above. The student is also questioned on aspects of the thesis proposal.

Requirements for admission to candidacy, which usually takes place after six terms of residence, are (1) completion of course requirements and teaching requirements; (2) completion of the prospectus examination; and (3) certification of the student’s research abilities by vote of the faculty upon recommendation from the student’s thesis committee.

Progress in thesis research in the third and later years is monitored carefully by the student’s thesis committee (composed of the adviser and three or four other faculty). See below.

M.D./Ph.D. Students Majoring in Immunobiology

Required Seven courses for a grade. Out of the seven courses the following are mandatory:

  • 1. IBIO 530a, Biology of the Immune System (Students have the option of passing out of 530 by taking the final exam from the previous year.)
  • 2. IBIO 531b, Advanced Immunology
  • 3. Two Immunobiology seminar courses taken from this series: IBIO 536a, 537a, 538a, 539a (The second seminar course can be audited if a student has grades in seven other courses and has already taken one seminar course for credit.)

Also required Two grades of Honors: Yale University graduate courses taken for a grade at the School of Medicine may be counted toward the Honors fulfillment and the seven total required courses. Verification must be provided to the DGS. One semester of teaching: Previously taught courses in the School of Medicine may count toward this requirement. To request credit for previous teaching experience, a note from the course director describing the teaching experience (duration of the teaching experience, frequency of class meetings, number of students taught, materials covered, dates, and for whom) should be provided to the Immunobiology DGS.

M.D./Ph.D. students are not required to take:

  • 1. IBIO 600a, Introduction to Research
  • 2. IBIO 611a, 612b, 613b, Research Rotations
  • 3. IBIO 601b, Fundamentals of Research: Responsible Conduct of Research. A note from the DGS of the M.D./Ph.D. program must be forwarded to the Immunobiology DGS stating that the student has taken a course in Research Conduct and Ethics, or its equivalent in the School of Medicine. Include dates, titles, and faculty. If the student has not taken this course, then registration in this class is required.

Annual thesis committee meetings Each student is required to have a thesis committee meeting at least every twelve months, and more frequently if the student or committee feels that it would be appropriate or helpful. The thesis supervisor (the student’s PI) then submits a thesis committee report form to the DGS summarizing the student’s progress.

Master’s Degrees

M.Phil. Following successful completion of the prospectus examination, the student will be entitled to the M.Phil. degree. Once all course work and departmental requirements have been met, the student will advance to candidacy and be A.B.D. (“all but dissertation”). At that point the student will normally focus on research and the writing of the dissertation.

M.S. (en route to the Ph.D.) Students who complete at least one year of resident graduate study at Yale with the quality of work judged satisfactory by the Department of Immunobiology faculty and who have satisfied ten courses with an average grade point average of High Pass (graded) and Pass (ungraded) may petition for the award of the M.S. degree. Students must petition through the Registrar’s Office of the Graduate School in early October for the December award of the M.S. and by the middle of March for the May award.

The Web site at http://bbs.yale.edu offers complete information on the Biological and Biomedical Sciences Program (BBS) and the more than 300 participating faculty.

Courses

For a complete listing of immunology-related courses, see http://bbs.yale.edu.

IBIO 530a/MCDB 530au, Biology of the Immune System Carla Rothlin, Peter Cresswell, Kevan Herold, Akiko Iwasaki, Susan Kaech, Ruslan Medzhitov, Eric Meffre, João Pereira, David Schatz, Mark Shlomchik

The development of the immune system. Cellular and molecular mechanisms of immune recognition. Effector responses against pathogens. Immunologic memory and vaccines. Human diseases including allergy, autoimmunity, cancer, immunodeficiency, HIV/AIDS. MWF 9:25–10:15

IBIO 531b, Advanced Immunology João Pereira and faculty

The historical development and central paradigms of key areas in immunology. The course attempts to develop a clear understanding of how these paradigms were established experimentally. Landmark studies are discussed to determine how the conclusions were obtained and why they were important at the time they were done. Lecture and discussion format; readings of primary research papers and review articles. Prerequisite: IBIO 530a or equivalent. Enrollment limited to fifteen. MW 4–6

IBIO 532b, Inflammation Ruslan Medzhitov

This course covers fundamentals of inflammation from a broad biological perspective. Both physiological and pathological aspects of inflammation are the focus.

IBIO 536a, Advanced Immunology Seminar: Mucosal Immunity and Microbiome  Akiko Iwasaki, Ruslan Medzhitov, Martin Kriegel

This seminar course covers key concepts in immune responses against pathogens in mucosal tissues. We cover seminal studies that probe how microbiota and virobiota regulate the immune system and vice versa in health and disease states, and how dysbiosis impacts human health.

IBIO 600a, Introduction to Research: Faculty Research Presentations  Alfred Bothwell and faculty

Introduction to the research interests of the faculty. Required for all first-year Immunology/BBS students. Pass/Fail. TH 5

IBIO 601b/CB&B 601b, Fundamentals of Research: Responsible Conduct of Research Alfred Bothwell and faculty

A weekly seminar presented by faculty trainers on topics relating to proper conduct of research. Required for first-year Immunobiology students, first-year CB&B students, and training grant-funded postdocs. Pass/Fail. T 5

IBIO 603b/GENE 603b, Teaching in the Science Education Outreach Program (SEOP) Paula Kavathas

TAs, along with volunteers, teach three projects in genetics to seventh-graders in two or three New Haven schools. In addition, TAs take a short course on teaching and serve as science judges. Dates and times to be determined. For more details visit www.seop.yale.edu. For teaching credit. In Immunobiology, this TA position must follow a TA position in a regular course. Contact Paula Kavathas.

IBIO 611a, Research Rotation 1 Alfred Bothwell and faculty

Intensive experience in the design and execution of experiments in immunology or other areas of biology. Students design a focused research project in consultation with a faculty mentor and execute the designed experiments in the mentor’s laboratory. Students are expected to read relevant background papers from the literature, design and perform experiments, interpret the resulting data, and propose follow-up experiments. Students are also expected to attend the mentor’s weekly lab meeting(s) as well as weekly Immunobiology departmental seminars and Research in Progress seminars. The course concludes with the student giving a brief presentation of the work performed at Rotation Talks, attended by other first-year immunology-track graduate students. Evaluation is by the mentor; students also evaluate the rotation experience. Students must turn in a prioritized list of four possible mentors to Barbara Giamattei in the office of the director of graduate studies at least one week prior to the beginning of the course. Mentors are assigned by the DGS. Graded Pass/Fail. Course dates are Sept. 16–Dec 6. (1 course credit; minimum of 20 hours/week). Required for all first-year Immunology/BBS students.

IBIO 612b, Research Rotation 2 Alfred Bothwell and faculty

See description under IBIO 611a. Course dates are Jan. 6–March 14.

IBIO 613b, Research Rotation 3 Alfred Bothwell and faculty

See description under IBIO 611a. Course dates are March 17–May 23.

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International and Development Economics

Economic Growth Center

27 Hillhouse Avenue, 203.432.3610

www.yale.edu/ide

M.A.

Director

Michael Boozer

The Department of Economics offers a one-year program of study in International and Development Economics, leading to the Master of Arts degree. IDE students are diverse in terms of their nationalities and their career paths. Many of our students now come directly from their undergraduate school or a few years of work experience, although we do not exclude any candidate on the basis of work experience or country of origin. After completion of the program, IDE students have gone into various paths, including working in research for academic and nonacademic agencies such as the World Bank, the United Nations, and the Poverty Action Lab. Other students have gone on to further academic work such as law school and to Ph.D. programs in economics, environmental sciences, public health, and similar programs. Many students have returned to their home countries to work for their government or for funding agencies there.

Some students entering the program are required to complete the summer program in English and Mathematics for Economists offered by Yale University. This requirement may be waived for applicants demonstrating exceptional training in economic analysis and a good command of English. The Graduate Record Examination (GRE) and the Test of English as a Foreign Language (TOEFL) examinations are also required. The TOEFL requirement is waived only for applicants who will have received a degree, prior to matriculation at Yale, from a college or university where English is the primary language of instruction.

Yale fellowship funds are not available for the IDE program, and students are required to produce certification of the necessary funding prior to enrollment.

The course program requires the completion of eight term courses, five of which make up the core elements of the IDE program and are required; the remaining three are graduate electives. The required courses are Microeconomics; Macroeconomics; Econometrics; International Economics; and Development Economics. These required courses are designed to provide a rigorous understanding of the economic theory necessary for economic policy analysis. In special circumstances, in consultation with the DGS, students may receive credit toward the degree for undergraduate language classes.

An option of a second year of nondegree elective study is available via the special student registration status. The Development Studies Certificate offered through the MacMillan Center, as an example, could be completed during this time.

Joint-program options for study with the School of Forestry & Environmental Studies (F&ES) and the School of Public Health (YSPH) are also available. Application to F&ES or YSPH must be made simultaneously with the application to the IDE program. Admission to these joint programs is determined by the participating professional school and must be obtained prior to beginning the program. Joint-degree students earn the Master of Arts degree in IDE and the Master of Environmental Studies (F&ES) or Master of Public Health (YSPH) degree.

Prospective applicants are encouraged to visit the IDE program Web site at www.yale.edu/ide. Program materials are available upon request to Louise Danishevsky, Senior Administrative Assistant, International and Development Economics Program, Yale University, PO Box 208269, New Haven CT 06520-8269; e-mail, ide@yale.edu.

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Investigative Medicine

2 Church Street South, Suite 115, 203.785.6842

http://medicine.yale.edu/investigativemedicine

Ph.D.

Director of Graduate Studies

Joseph Craft (invmed@info.med.yale.edu)

Deputy Director

Eugene Shapiro

Professors Karen Anderson (Pharmacology), Henry Binder (Internal Medicine), Joseph Craft (Internal Medicine; Immunobiology), David Fiellin (Internal Medicine; Epidemiology; Investigative Medicine), Thomas Gill (Internal Medicine; Epidemiology; Investigative Medicine), Fred Gorelick (Internal Medicine; Cell Biology), Jeffrey Gruen (Pediatrics; Genetics; Investigative Medicine), Harlan Krumholz (Internal Medicine; Epidemiology; Investigative Medicine), Eugene Shapiro (Pediatrics; Epidemiology; Investigative Medicine), George Tellides (Surgery; Investigative Medicine), Mary Tinetti (Internal Medicine; Epidemiology; Investigative Medicine)

Fields of Study

The Investigative Medicine program offers a special training pathway for highly select physicians in clinical departments who are interested in careers in clinical research. The program is designed to develop a broad knowledge base, analytical skills, creative thinking, and the hands-on experience demanded of clinical researchers devoted to disease-oriented and patient-oriented investigation. The program provides the student with individualized experience encompassing formal course work and practical experience, under the supervision and mentorship of a senior faculty member.

Students will enter the program with a broad range of experience and interests. Students can undertake thesis work in a variety of disciplines. These include:

  • 1. Evaluating risk factors and interventions for disease using modern concepts in quantitative methods and clinical study design.
  • 2. Investigating the biochemical, physiologic, and genetic basis of disease in the setting of a Clinical Research Center.
  • 3. Exploring the molecular basis of a disease from the laboratory standpoint.

Special Admissions Requirements

The Investigative Medicine program is designed for students with an M.D. or D.O. degree. To be eligible for admission, applicants must have completed two or more years of postgraduate clinical training and be eligible to practice in the United States. Prospective students who are already in a residency or subspecialty clinical fellowship program at Yale may apply to the Investigative Medicine program anytime during the first two years of that training (approximate). Application to the program may be made concurrently with application for residency or fellowship training in a clinical department at the Yale School of Medicine. Special arrangements will be made for a deferred acceptance by the Graduate School.

The most important criteria for selection into the program are commitment to rigorous training in clinical investigation and evidence of high academic achievement in undergraduate and medical school courses, and on scores from the USMLE.

Special Requirements for the Ph.D. Degree

The minimum overall course requirements for the doctorate program are nine (9) courses. Full-time course work will extend for twelve months, starting in July. The majority of the course requirements are to be completed by the end of the first year of study. Prior to registering for a second year of study, students must successfully complete IMED 630a, Ethical and Practical Issues in Clinical Investigation. Electives are often taken in the second year, with the expectation that they be completed by the end of the second year. To be eligible to take the comprehensive qualifying examination, students must achieve the grade of Honors in two courses (one course if a full-year course), have a minimum grade average of High Pass, and have completed a minimum of six courses. When requirements are met (typically by December 31 of the second year), students submit their thesis proposal and undertake the comprehensive qualifying examination. In order to be admitted to candidacy, students must pass both the written and oral comprehensive qualifying examinations and submit a thesis prospectus that has been approved by their qualifying committee. The remaining degree requirements include completion of the dissertation project, writing of the dissertation, and its oral defense. It is expected that most students will complete the program in three to five years. There is no foreign language requirement. The required curriculum for each program of study is as follows:

Course Requirements for Laboratory-Based Patient-Oriented Research

IMED 625, Principles of Clinical Research

IMED 630, Ethical and Practical Issues in Clinical Investigation

IMED 635, Directed Reading in Investigative Medicine

IMED 645, Introduction to Biostatistics in Clinical Investigation

IMED 655, Writing Your First Grant Proposal

IMED 680, Topics in Human Investigation

CBIO 601, Molecular and Cellular Basis of Human Disease (spring and fall)

CB&B 740, Clinical and Translational Informatics

Elective (1)

Course Requirements for Clinically Based Patient-Oriented Research

IMED 630, Ethical and Practical Issues in Clinical Investigation

IMED 635, Directed Reading in Investigative Medicine

IMED 655, Writing Your First Grant

IMED 660, Methods in Clinical Research (summer)

IMED 661, Methods in Clinical Research (fall)

IMED 662, Methods in Clinical Research (spring)

IMED 680, Topics in Human Investigation

Electives (2)

Courses

IMED 625a, Principles of Clinical Research Eugene Shapiro

The purpose of this intensive two-week course is to provide an overview of the objectives, research strategies, and methods of conducting patient-oriented clinical research. Topics include competing objectives of clinical research, principles of observational studies, principles of clinical trials, principles of meta-analysis, interpretation of diagnostic tests, prognostic studies, causal inference, qualitative research methods, and decision analysis. Sessions generally combine a lecture on the topic with discussion of articles that are distributed in advance of the sessions. Consent of instructor required. Two weeks, July 29–August 9, 2013. MTWThF 2–4

IMED 630a, Ethical and Practical Issues in Clinical Investigation Henry Binder

This termlong course addresses topics that are central to the conduct of clinical investigation, including ethics of clinical investigation, scientific fraud, technology transfer, and interfacing with the pharmaceutical industry. Practical sessions include scientific presentations and teaching, NIH peer review process, journal peer review process, and career development models of academia. The course provides guidelines and a framework for the clinical investigator to obtain funding for, conduct, and present a clinical study. Satisfactory completion of this course provides credit for Instruction in Responsible Conduct of Research and satisfies the NIH requirement for such instruction. Format consists of didactic presentation followed by discussion. Consent of instructor required. T 3:30–5

IMED 635a or b, Directed Reading in Investigative Medicine Joseph Craft

An independent study course for first-year students in the Investigative Medicine program. Topics are chosen by the student, and reading lists are provided by faculty for weekly meetings to discuss articles. Six sessions are required; dates/times by arrangement. Consent of instructor required.

IMED 645a, Introduction to Biostatistics in Clinical Investigation Henry Binder

The course provides an introduction to statistical concepts and techniques commonly encountered in medical research. Previous course work in statistics or experience with statistical packages is not a requirement. Topics to be discussed include study design, probability, comparing sample means and proportions, survival analysis, and sample size/power calculations. The computer lab incorporates lecture content into practical application by introducing the statistical software package SPSS to describe and analyze data. Consent of instructor required. Two weeks, July 15–26, 2013. MTWThF 8:30–11:15

IMED 655b, Writing Your First Big Grant Proposal Eugene Shapiro

In this termlong course, students gain intensive, practical experience in evaluating and preparing grant proposals, including introduction to NIH study section format. The course gives new clinical investigators the essential tools to design and to initiate their own proposals for obtaining grants to do research and to develop their own careers. The course is limited to students who plan to submit grant proposals (usually for a K-type mentored career development award, but also for R-type awards). Attendance and active participation are required. Consent of instructor required. W 2–4

IMED 660c, Methods in Clinical Research, Part I Eugene Shapiro

IMED 661a, Methods in Clinical Research, Part II Eugene Shapiro

IMED 662b, Methods in Clinical Research, Part III Eugene Shapiro

This yearlong course, presented by the Robert Wood Johnson Clinical Scholars Program, presents in depth the methodologies used in patient-oriented research, including methods in biostatistics, clinical epidemiology, health services research, community-based participatory research, and health policy. Consent of instructor required.

IMED 680b, Topics in Human Investigation Joseph Craft, Karen Anderson

The course teaches students about the process through which novel therapeutics are designed, clinically tested, and approved for human use. It is divided into two main components, with the first devoted to moving a chemical agent from the bench to the clinic, and the second to outlining the objectives and methods of conducting clinical trials according to the FDA approval process. The first component describes aspects of structure-based drug design and offers insight into how the drug discovery process is conducted in the pharmaceutical industry. The format includes background lectures with discussions, labs, and computer tutorials. The background lectures include a historical perspective on drug discovery, the current paradigm, and important considerations for future success. The second component of the course provides students with knowledge of the basic tools of clinical investigation and how new drugs are tested in humans. A series of lectures and discussions provide an overview of the objectives, research strategies, and methods of conducting patient-oriented research, with a focus on design of trials to test therapeutics. Each student is required to participate (as an observer) in an HIC review, in addition to active participation in class. Consent of instructor required. Th 3–4:30

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Italian Language and Literature

82-90 Wall Street, 203.432.0595

www.yale.edu/italian

M.A., M.Phil., Ph.D.

Chair

Giuseppe Mazzotta

Director of Graduate Studies

Giuseppe Mazzotta [F] (82-90 Wall St., Rm. 404, 203.432.0598)

Millicent Marcus [Sp] (82-90 Wall St., Rm. 426, 203.432.0599)

Professors Millicent Marcus, Giuseppe Mazzotta

Associate Professor Alessandro Poleri (Visiting [F])

Assistant Professors Angela Capodivacca (on leave), Christiana Purdy Moudarres

Senior Lector II and Language Program Director Risa Sodi

Visiting faculty from other universities are regularly invited to teach courses in the department.

Fields of Study

The Italian department brings together several disciplines for the study of the Italian language and its literature. Although the primary emphasis is on a knowledge of the subject throughout the major historical periods, the department welcomes applicants who seek to integrate their interests in Italian with wider methodological concerns and discourses, such as history, rhetoric and critical theories, comparison with other literatures, the figurative arts, religious and philosophical studies, medieval, Renaissance, and modern studies, and the contemporary state of Italian writing. Interdepartmental work is therefore encouraged and students are accordingly given considerable freedom in planning their individual curriculum, once they have acquired a broad general knowledge of the field through course work and supplementary independent study.

Special Admissions Requirements

The department recognizes that good preparation in Italian literature is unusual at the college level and so suggests that applicants begin as soon as possible to acquire a broad general knowledge of the field through outside reading. At the end of the first and second years, students’ progress is analyzed in an evaluative colloquium. Applicants who have had little or no experience in Italy are generally urged to do some work abroad during the course of their graduate program. For all students of Italian, a reading knowledge of Latin is essential. This may be acquired during the course of the first year, but applicants are reminded that it is difficult to schedule beginning language courses in addition to a normal graduate program. Students are advised to acquire proficiency in the languages required for the doctoral program before matriculation.

Special Requirements for the Ph.D. Degree

Candidates must demonstrate a reading knowledge of a second Romance language, Latin, and a non-Romance language (German recommended). The Latin examination must be passed, usually before the beginning of the third term of study, and all language requirements must be fulfilled before the Ph.D. qualifying examination. Students are required to take two years of course work (as a rule sixteen courses), including two graduate-level term courses outside the Italian department. After consultation with the director of graduate studies (DGS), students who join the graduate program with an M.A. in hand may have up to four courses waived. The comprehensive qualifying examination must take place during the third year of residence. It is designed to demonstrate the student’s mastery of the language and acquaintance with the literature. The examination, which is both written and oral, will be devised in consultation with members of the department. In the term following the qualifying examination, the student will discuss, in a session with the departmental faculty, a prospectus describing the subject and aims of the dissertation. Students are admitted to candidacy for the Ph.D. upon completion of all predissertation requirements, including the prospectus. Admission to candidacy normally occurs by the end of the sixth term.

Teaching is considered to be an important component of the doctoral program in Italian. Students will be appointed as teaching fellows in the third and fourth years of study. Guidance in teaching is provided by the faculty of the department and specifically by the director of language instruction.

Combined Ph.D. Programs

Italian and Film Studies

The Department of Italian also offers, in conjunction with the Film Studies Program, a combined Ph.D. in Italian and Film Studies. For further details, see Film Studies. Applicants to the combined program must indicate on their application that they are applying both to Film Studies and to Italian. All documentation within the application should include this information.

Italian and Renaissance Studies

The Department of Italian also offers, in conjunction with the Renaissance Studies Program, a combined Ph.D. in Italian and Renaissance Studies.

Master’s Degrees

Only candidates for the Ph.D. degree will be admitted to the program, but the department will, upon request, offer the M.A. and the M.Phil. degrees to students who have completed the general Graduate School requirements for those degrees (see Degree Requirements under Policies and Regulations). Additionally, students in Italian are eligible to pursue a supplemental M.Phil. degree in Medieval Studies. For further details, see Medieval Studies.

Program materials are available upon request to the Director of Graduate Studies, Italian Language and Literature, Yale University, PO Box 208311, New Haven CT 06520-8311.

Courses

ITAL 525b, Theories and Techniques of Teaching Foreign Languages Risa Sodi

This course explores relevant areas of foreign language research and their application to the task of teaching a modern foreign language such as Italian. Through readings, lectures, and practical demonstrations, students are exposed to second language acquisition theories, the principles of proficiency, and a variety of approaches to language teaching. Students actively explore classroom techniques designed to develop listening, reading, speaking, and writing skills while integrating culture. Approaches to developing, implementing, and assessing testing and the evaluation of instructional materials are also highlighted. F 1:30–3:20

ITAL 590b/CPLT 916b/FILM 830b, Literature into Film Millicent Marcus

We study a series of written works and their cinematic adaptations, considering first the texts in autonomous, literary terms, and then their transformation into audiovisual spectacles. In most cases we screen the film on Monday evening and do a comparative study in the Wednesday class period, making extensive use of video clips to do close visual analysis of scenes in the light of their corresponding textual sources. Rather than develop a general theory of adaptation, we construct methodological approaches on an ad hoc basis, taking each instance of adaptation as a case study amenable to a variety of methodologies—psychoanalytic, feminist, ideological, generic, semiotic, and so forth. The class is conducted as a seminar, and active student participation is expected. There are two papers—one shorter one of a critical nature at midterm and a final research paper (approximately 15–20 pages). Films examined include (tentatively) Pasolini’s Medea and Decameron, the Tavianis’ Padre padrone, Salvatores’s Quo vadis, baby?, Rossellini’s Viaggio in Italia, Faenza’s Sostiene Pereira, Petri’s A ciascuno il suo, Visconti’s The Leopard, Bertolucci’s The Conformist, Bellocchio’s Buongiorno, notte, and Tognazzi’s Canone inverso. Writing assignments comprise 75 percent of the final grade and class participation 25 percent. W 3:30–5:20, screenings M 7.30

ITAL 600a/RNST 500a, The Renaissance in Italy David Quint

An introduction to the major texts, issues, and methods in the interdisciplinary study of the Renaissance, with an emphasis on Italy. T 9:30–11:20

ITAL 716a, Boccaccio’s DecameronGiuseppe Mazzotta

This course is an in-depth study of Boccaccio’s Decameron. Beginning with Boccaccio’s theory of poetry in the Genealogie Deorum Gentilium and including an excursus on the Corbaccio, we address Boccaccio’s philosophy of storytelling and poetics in his most important vernacular work. We also consider the literary heritage that Boccaccio inherited from the Roman, French, Provençal, and Italian traditions, alongside examples of major currents in Boccaccio studies. By reading the Decameron in the context of other related works, we are able to address more fully key critical issues such as Boccaccio’s ideas about nature, ethics, politics, gender, authority, and religious and civic institutions, as well as broader theoretical issues such as reader response, gendered discourse, literature as philosophy, and narratology, among others. Students of Italian read the text in the original, but students of other disciplines may approach it in translation. T 3:30–5:20

ITAL 766a, Words on Fire: Contemporary Italian Poetry Alessandro Polcri

This course examines the evolution of current Italian poetry through analysis of the literary and cultural influences on a variety of contemporary poetic works. We read poems by celebrated masters as well as young emerging poets living in Italy and abroad. Class discussions address the lively discourse on poetry and criticism currently unfolding in a variety of venues. Topics also include the formation of different canons in both anthologies and critical debates, the presence/absence of tradition, the relationship between prose and poetry, the influence of new poetry journals, and the poet-performers. After an introductory exploration of the founders of modern Italian poetry (Montale, Ungaretti, Pasolini, Luzi, Sereni, Zanzotto, Rosselli, Pagliarani, Sanguineti, Porta, Giudici, Caproni, Fortini, Bertolucci, Testori, Bigongiari), the course concentrates on more recent poets who have established themselves as important authors (Maurizio Cucchi, Giovanni Raboni, Milo De Angelis, Maria Luisa Spaziani, Raffaello Baldini, Roberto Mussapi, Valerio Magrelli), with particular attention to contemporary voices that incarnate the new tendencies of Italian poetry (Alessandro Ceni, Cristina Annino, Davide Rondoni, Umberto Piersanti, Stefano Dal Bianco, Fabio Pusterla, Antonella Anedda, Tiziana Cera Rosco, Davide Brullo, Mary Barbara Tolusso, Laura Pugno, Massimo Gezzi, Rosaria Lo Russo, Paolo Febbraro, Fabio Franzin, Andrea Ponso, Gian Mario Villalta, Maria Borio, among others). In Italian. M 3:30–5:20

ITAL 920b, Petrarch’s Worlds Giuseppe Mazzotta

At the center of Petrarch’s vision, announcing a new way of seeing the world, was the individual, a sense of the self that would one day become the center of modernity as well. This self, however, seemed to be fragmented, divided among the works of philosophy, faith, love of the classics, politics, art, religion, and of Italy, France, Greece, and Rome. This course shows how all these fragmentary worlds relate to each other, how these separate worlds are part of a common vision. By pursuing an “encyclopedic” approach and by showing the conversation Petrarch enacts between the arts and sciences, the course focuses on Petrarch’s new understanding of culture and self for the modern age. Texts to be examined include the Canzoniere, the Trionfi, Secretum, Invective against a Physician, On His Own Ignorance, and letters (selections from the Familiares and Seniles). In Italian. T 3:30–5:20

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Law

Sterling Law Building, 203.432.1696

www.law.yale.edu/phd

Ph.D.

Dean

Robert Post

Director of Graduate Studies

Scott Shapiro

Professors To be determined

Fields of Study

The three-year Ph.D. program prepares students who have earned a J.D. to enter law teaching or other careers that require a scholarly mastery of law. The program is designed to give students a broad foundation in the canonical texts and methods of legal scholarship and to support students in producing their own scholarship in the form of a dissertation. The program strongly encourages, but does not require, interdisciplinary approaches to the study of law.

Admissions Requirements

All applicants must have a J.D. from an accredited United States law school at the time they apply for admission to the Ph.D. in Law program. As a result, incoming students will have at least one year of post-J.D. experience. Applicants must have taken the LSAT (Law School Admission Test). For other admissions requirements, please see the Ph.D. in Law program’s Web site, www.law.yale.edu/phd.

Special Requirements for the Ph.D. Degree

Students will take up to six courses in their first year. A two-term proseminar on legal theory and methods is required of all students. Students may take other courses in the Law School or in other departments or schools at Yale University. Each student will have an advisory committee, which will help select appropriate courses. The committee may also waive up to four courses. The proseminar may not be waived.

Each Ph.D. student will take two qualifying examinations. The first, administered at the end of the first year, will be a written examination based on the proseminar. It will test the student’s breadth of knowledge across the legal canon, including knowledge of canonical texts, methods, and principles. The second will be an oral examination that will be administered by the student’s advisory committee at the end of the first summer. The oral examination will test whether the student has a sufficiently deep knowledge of the scholarship, theories, and methodologies relevant to the student’s area of study. Both qualifying examinations will be graded on a pass/fail basis. If the student fails a qualifying examination, he or she may retake it the following term. In the interim, he or she will remain a student in good standing in the program.

After completion of the second qualifying examination, the student will assemble a dissertation committee and prepare a dissertation prospectus. Upon approval of the prospectus, usually by the end of the third term, the student will devote the remaining time in the program to writing a dissertation. The final dissertation must be approved by both the student’s dissertation committee and the Ph.D. Policy Committee.

Graduate Research Assistant and Teaching Fellow Experience

As part of their training, Ph.D. students must complete two terms of teaching experience. There are a number of ways in which students can fulfill this requirement, which may vary by year. They include: (1) serving as a teaching assistant for a Law School course; (2) serving as a teaching assistant for a course in Yale College or another school at Yale; (3) co-teaching a class with a faculty member; and (4) in unusual situations, teaching their own class. In all cases, students engaged in teaching will have faculty supervision and feedback from their advisers.

Master’s Degree

No master’s degree is awarded en route to the Ph.D. in Law.

Program materials are available upon request to the Graduate Programs Office, Yale Law School, 127 Wall Street, New Haven CT 06511.

Courses

For Law School courses and their descriptions, see the Law School bulletin, online in both html and pdf versions at www.yale.edu/bulletin. For courses in other Schools at Yale University, please see their respective bulletins. Specific course selections will be approved by the student’s advisory committee and by the director of graduate studies.

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Linguistics

370 Temple Street, Rm. 204, 203.432.2450

www.ling.yale.edu

M.A., M.Phil., Ph.D.

Chair

Robert Frank

Director of Graduate Studies

Stephen Anderson

Professors Stephen Anderson, Robert Frank, Roberta Frank (English), Laurence Horn, Frank Keil (Psychology), Zoltán Szabó (Philosophy), Raffaella Zanuttini

Associate Professors Claire Bowern, Ashwini Deo, Gaja Jarosz, Maria Piñango, Kenneth Pugh (Haskins Laboratory)

Assistant Professor Ryan Bennett

Lecturers Benjamin George, James Wood

Supporting faculty in other departments J. Joseph Errington (Anthropology)

Fields of Study

Fields include phonetics, phonology, morphology, syntax, semantics, pragmatics, neuro- and psycholinguistics, computational linguistics, historical linguistics, and descriptive study of a variety of languages.

Special Requirements for the Ph.D. Degree

Program Vision

Linguistics at Yale has a long and storied history in traditional approaches to the study of language. Today the department takes a distinctively integrative and interdisciplinary approach in investigating the systems of knowledge that comprise our linguistic competence. We are convinced that an understanding of the human language faculty will arise only through the mutually informing relationship between formally explicit theories and insights from wide-ranging descriptive and experimental work. Thus at Yale, theoretical inquiry grounded in introspection proceeds in partnership with historical and comparative studies, fieldwork, experimental investigations of normal and impaired language processing, cognitive neuroscience, laboratory phonetic analysis, and computational and mathematical modeling. Students in the Ph.D. program are exposed to these methodological approaches, while receiving firm grounding in the traditional domains of linguistics. Ph.D. students participate in research in phonetics, phonology, morphology, syntax, semantics, pragmatics, and historical linguistics, and explore data from a wide variety of languages, both well studied and less well documented, with particular faculty expertise in the Slavic, Romance, Australian, and Indo-Aryan languages.

Course Work

The conception of linguistics embraced by the Yale Ph.D. program requires that students receive training that is both deep in its coverage of areas of linguistic inquiry and broad in the range of methodological approaches. The course work requirements are designed to accomplish these complementary goals. This course work must include a set of core courses, designed to expose students to core theoretical ideas, together with courses exposing students to a range of methodologies in linguistic research.

During their first six terms, students must complete a minimum of fourteen term courses at the graduate level, of which seven must be completed during the first two terms, and twelve during the first four terms. During the initial two years of course work, students must receive at least three grades of H (= Honors). Two grades of F, or three of P or F, during the initial two-year period constitute grounds for dismissal from the Ph.D. program.

Core courses The core requirement ensures that students achieve expertise at the level of the following courses: LING 612, Linguistic Change; LING 620, General Phonetics (formerly 520); LING 635, Phonological Theory (formerly 535); LING 654, Syntax II; LING 663, Semantics; LING 680, Morphology (formerly 580).

The usual way to demonstrate this expertise will be to take all of these courses. Because several of these courses have prerequisites, students will typically need to take more basic courses in order to prepare themselves for the courses listed here. For example, LING 632, Introduction to Phonological Analysis, serves as a prerequisite for LING 635; and LING 653, Syntax I, is a prerequisite for LING 654; entering students usually take both of these prerequisite courses in the first term. However, students entering the Ph.D. program with sufficient background will be able to place out of antecedent courses. To facilitate placement, reading lists covering the material in the following basic courses will be provided, and students may request to take placement exams in areas in which their previous preparation is such that they could proceed directly to more advanced course work: LING 512, Historical Linguistics; LING 620, General Phonetics (formerly 520); LING 632, Introduction to Phonological Analysis (formerly 532); LING 653, Syntax I (formerly 553); LING 663, Semantics.

By August 1, entering students may send a request to the DGS for a placement exam in any of these five areas. The exams will be given during the week prior to the fall term. Passing an exam allows the student to place out of the corresponding course. Students placing out of courses are nonetheless expected to complete the same requirement of a minimum of fourteen term courses in the first three years.

Methodology courses For the methodology requirement, students must take three relevant courses. The following courses, which are offered regularly by the department, qualify, but other courses may as well, to be determined in consultation with the adviser and DGS: LING 600, Experimentation in Linguistics; LING 624, Formal Foundations for Linguistic Theory; LING 627, Language and Computation (formerly 541); LING 630, Techniques in Neurolinguistics; LING 631, Neurolinguistics; LING 641, Field Methods.

One of the methodology courses must be taken during the first year of the program, and two must be completed by the end of the second year.

Seminar courses Starting in year three and continuing until the prospectus is approved, students are expected to enroll in one seminar course for credit each term. Students should use such seminars as opportunities both for exploring new research areas and, especially, for pushing current research interests in novel directions.

Research

The primary focus of a Ph.D. program is independent research. In the course of our Ph.D. program, students will learn to carry out cutting-edge linguistic research, culminating in the completion of a dissertation. To help students in the transition from “consuming” to also “producing” linguistic research, there are a number of structures and requirements in place.

  • 1. Research adviser and first-year directed readings. By the end of the first term of the program, students will need to find a department faculty member who is willing to serve as their research adviser. This choice should be made on the basis of compatibility of research interests and discussions between the student and faculty member. Starting from the spring term of the first year, the student will, with the help of his or her adviser, define a topic of research interest, meeting regularly (minimally once every three weeks) and carrying out a series of readings on this topic. Students are required to keep a research journal, describing their readings and how they fit in with work in the area, and chronicling the development of their thinking about the research topic. It is the faculty’s expectation that this exploration will form the foundation for the research reported in the student’s first qualifying paper (on which see below). Note however that the initial choice of research adviser is not set in stone: students who want to change their choice of topic or adviser for whatever reason may do so, so long as they are able to find a faculty member who is willing to serve as their adviser on a new topic. It is the student’s responsibility to find a suitable adviser, and students are expected to have a faculty adviser at all times during their enrollment in the program.
  • 2. Portfolio. At the conclusion of the first year of the program, students must submit to the faculty a portfolio of two research papers, in two distinct subfields from the following: syntax/semantics, phonology/phonetics, historical linguistics. These papers should demonstrate a student’s mastery of the material in these fields to the level covered in the core courses in the area, as well as the ability to identify a significant research question and argue for a possible solution. In short, such papers should be at the level of an excellent term paper, representative of a student’s best work during the first year of course work. The faculty do not expect students to write papers expressly for the portfolio. Rather, the portfolio will typically consist of versions of term papers from classes taken during the first year in the program, which are then lightly revised on the basis of comments received from the course instructors. The deadline for the submission of these papers is June 15.
  • 3. Annotated bibliography/research plan. On the basis of the research journal begun during the first year in the program, students will prepare an annotated bibliography and research plan (ABRP) for their first qualifying paper. The ABRP, which should be approximately twenty pages in length, should lay out the question that the student wants to explore, motivating its importance through a presentation and synthesis of relevant past literature on the topic. The deadline for submission of the ABRP is September 1.
  • 4. Qualifying papers. Once the ABRP has been completed, the student will proceed to work on his or her qualifying papers (QPs). The goal of the QPs is to develop a student’s ability to conduct independent research in linguistics at the level of current scholarship in two different areas of linguistics. The faculty expect a QP to report on the results of a substantial project, which are written up in a manner consistent with the standards of the field. Because the transition from student to scholar can be a difficult one, we have broken the process of writing the first QP into a number of smaller steps with specific deadlines for each (all during the second year of the program): (a) Students are required to make a presentation of their preliminary results in an appropriate venue (lab meeting, reading group, seminar, etc.) by no later than the end of the fall term. (b) Also by the end of the fall term, the student will send a request for a QP reader to the DGS. This request must include a title and abstract of the project, and may also request specific faculty members to be involved. On the basis of research area and faculty availability, the DGS will identify a faculty member other than the adviser to serve as a QP reader. This reader will be involved in the ultimate evaluation of the QP once it is completed. Because it is useful to get a range of feedback on one’s work, we encourage students to make the best use of their QP reader by meeting with them and keeping them up to date on the progress of the project. (c) Students must submit a first draft of their QP to their adviser and reader no later than February 1. (d) Students must submit the final version of the paper to their adviser and reader by the first day of classes after Spring Break. (e) Once the QP has been submitted, the student must make an oral presentation of his or her work. This oral presentation may take place in the department (typically at a Friday Lunch Talk). Alternatively, the oral presentation requirement may be satisfied via a presentation at a professional conference, provided at least one member of the department faculty is in attendance.
  • Toward the end of the spring term of the second year, the student should begin to explore possible areas and advisers for the second QP, and must have identified an area and adviser by September 1 of the third year. Students must follow the same steps and deadlines listed above for the second QP, this time during the third year.
  • 5. Prospectus. No later than the beginning of the seventh term, students must choose a dissertation topic and find a faculty member who is willing to serve as dissertation adviser. By the end of the seventh term, students will present a dissertation prospectus to the entire faculty. The prospectus should lay out clearly the student’s proposed dissertation topic. It should motivate the importance of the topic, present the core idea of the proposed work together with its promise and viability, and demonstrate how this work fits into past research in the area. The prospectus should also identify a dissertation committee. The committee must include at least three faculty members (including the adviser), two of whom must be members of the Linguistics department. The prospectus document should be fifteen to twenty pages in length. After the document is submitted, the prospectus must be defended orally in front of the faculty. Upon successful completion of the prospectus defense, students advance to Ph.D. candidacy.
  • 6. Dissertation. By the end of the eighth term, students must complete a chapter of the dissertation, together with a detailed outline of the dissertation and comprehensive bibliography. At this point (and at one-term intervals thereafter until the completion of the dissertation), the student will meet with the entire dissertation committee, to evaluate progress toward the dissertation. When this committee approves the chapter and dissertation outline, students are eligible for a University Dissertation Fellowship, which will support them in their fifth year of graduate study.
  • Students are expected to complete their dissertations by the end of the fifth year. At least one month prior to the dissertation filing date, the completed dissertation must be orally defended. This defense will typically involve a public presentation of the main results of the dissertation and oral examination by the members of the dissertation committee. Committee members must be given the completed dissertation no less than two weeks prior to the date of the defense.
Feedback and Evaluation

At the conclusion of each academic year, all Ph.D. students will receive a written evaluation of their performance in the program, highlighting their strengths and accomplishments, as well as mentioning areas for improvement. Because of the fundamental role played by research in the Ph.D. program, we expect the completion of the research requirements to take highest priority. It is particularly important that students make satisfactory progress toward the first QP and complete all work by the deadlines given above. Failure to do so may result in being asked to leave the program.

Language Requirement

Students are expected to exhibit some breadth in their knowledge of the languages of the world beyond those most commonly studied (including but not confined to Romance, Germanic, and Slavic languages) and those most similar in structure to the student’s first language. LING 641, Field Methods, fulfills this requirement; alternatively, with the permission of the DGS, the student may instead take an appropriate language structure class, or one or more classes characterized as L3 or higher at Yale or the equivalent elsewhere. This requirement must be completed before the prospectus defense, when the student advances to Ph.D. candidacy.

Teaching Fellow/Research Assistant Requirements

The faculty regard teaching experience as an integral part of the graduate training program in Linguistics. All students are required to serve as Teaching Fellows for a minimum of two terms, usually beginning in the first term of the third year. In addition, students must complete two additional terms of assistantship. These may be either as a Teaching Fellow, or through participation in externally supported, supervised research as a Research Fellow. Research assistantships may be provided by the Linguistics faculty and by various Yale and Yale-affiliated units. Before accepting a research assistantship in fulfillment of this requirement, students must receive approval from the DGS. To be approved, a research assistantship must meet the following criteria:

  • 1. It must be supervised by a Linguistics department faculty member or a faculty member from an affiliated unit, such as Haskins Laboratories or the Yale School of Medicine.
  • 2. It must provide research experience that complements the student’s academic plan of study.
  • 3. It must provide at least ten hours of experience per week.

If an approved research assistantship is accepted that does not provide a stipend equal to the standard departmental stipend, a University Fellowship will be provided to augment the stipend so as to bring it up to the departmental standard.

Master’s Degrees

M.Phil. Students in the doctoral program who complete all requirements for the Ph.D. apart from the submission of a completed dissertation (but including the presentation and successful defense of a dissertation prospectus) may petition for the M.Phil. degree.

M.A. (en route to the Ph.D.) Students in the doctoral program who successfully complete the course work, examinations, and work samples required by the end of the second year of graduate study (see above) may petition for the M.A. degree.

Program materials are available online at www.ling.yale.edu.

Courses

LING 500a/ENGL 500a, Introduction to Old English Language and Literature  Roberta Frank

The essentials of the language, some prose readings, and close study of several celebrated Old English poems. MW 9–10:15

LING 501b/ENGL 501b, Beowulf and the Northern Heroic Tradition Roberta Frank

A close reading of the poem Beowulf, with some attention to shorter heroic poems. TH 9:25–11:15

[LING 502a, Advanced Old English]

LING 510au, Introduction to Linguistics Ryan Bennett

The goals and methods of linguistics. Basic concepts in phonology, morphology, syntax, and semantics. Techniques of linguistic analysis and construction of linguistic models. Trends in modern linguistics. The relations of linguistics to psychology, logic, and other disciplines. MW 1–2:15

LING 512au, Historical Linguistics Claire Bowern

Introduction to language change and language history. Types of change that a language undergoes over time: sound change, analogy, syntactic and semantic change, borrowing. Techniques for recovering earlier linguistic stages: philology, internal reconstruction, the comparative method. The role of language contact in language change. Evidence from language in prehistory. MW 11:35–12:50, 1 HTBA

LING 515au/SKRT 510aU, Introductory Sanskrit I David Brick

An introduction to Sanskrit language and grammar. Focus on learning to read and translate basic Sanskrit sentences in the Indian Devanagari script. No prior background in Sanskrit assumed. Credit only on completion of LING 525b/SKRT 520b. MTWTHF 9:25–10:15

LING 517au, Language and Mind Maria Piñango

Knowledge of language as a component of the mind: mental grammars, the nature and subdivisions of linguistic knowledge in connection to the brain. The logical problem of language acquisition. The “universal grammar hypothesis,” according to which all humans have an innate ability to acquire language. The connection between language acquisition and general cognitive abilities. TTH 11:35–12:50

LING 525bU/SKRT 520bU, Introductory Sanskrit II David Brick

Continuation of LING 515a/SKRT 510a. Focus on the basics of Sanskrit grammar; readings from classical Sanskrit texts written in the Indian Devanagari script. Prerequisite: LING 515a/SKRT 510a. TTH 9:25–10:15, MWF 10:30–11:20

LING 530aU, Evolution of Language Stephen Anderson

The origin and evolution of human language from an interdisciplinary perspective. Topics include the design features of language, the structure of evolutionary theory, elementary molecular genetics and genetic evidence for language evolution, cognitive continuity and discontinuity with other species, hominid evolutionary history, domain specificity and generality of the language faculty, evidence for evolutionary shaping of physical and cognitive structures. MW 2:30–3:45

LING 538aU, Intermediate Sanskrit I David Brick

The first half of a two-term sequence aimed at helping students develop the skills necessary to read texts written in Sanskrit. Readings include selections from the Hitopadesa, Kathasaritsagara, Mahabharata, and Bhagavadgita. Prerequisite: LING 525b or equivalent. MTWTHF 11:35–12:25

[LING 540bu/PSYC 506b, Computational Models in Cognitive Science]

[LING 546bu, Language, Sex, and Gender]

LING 548bU, Intermediate Sanskrit II David Brick

Continuation of LING 538a, focusing on Sanskrit literature from the kavya genre. Readings include selections from the Jatakamala of Aryasura and the opening verses of Kalidasa’s Kumarasambhava. Prerequisite: LING 538a or equivalent. MTWTHF 11:35–12:25

LING 569bu/PHIL 636bU, Meaning Laurence Horn, Benjamin George

Analysis of selected classic readings in the study of meaning. Problems of sense and reference, presupposition, speaker intention, semantics of descriptions, names, and natural kinds. Historical tensions concerning the relationship between logical formalism and ordinary language; debates about the role of context in theories of meaning. Readings from works by Frege, Russell, Strawson, Donnellan, Austin, Grice, Kripke, and Putnam. W 2:30–4:20

[LING 600bU, Experimentation in Linguistics]

[LING 601a, Neurological Basis of Prosody and Meaning]

LING 612b, Linguistic Change Stephen Anderson

Principles governing linguistic change in phonology, morphology, and syntax. Status and independence of proposed mechanisms of change. Relations between the principles of historical change and universals of language. Systematic change as the basis of linguistic comparison; assessment of other attempts at establishing linguistic relatedness. Prerequisites: LING 512a, 632a, and 653a. MW 10:15–11:25

LING 620bU, General Phonetics

Investigation of possible ways of describing the speech sounds of human languages. Tools to be developed: acoustics and physiology of speech; computer synthesis of speech; practical exercises in producing and transcribing sounds. MW 1–2:15 (formerly LING 520a)

[LING 621bu, Topics in Phonetics: Intonation]

[LING 622bU, Speech Timing]

LING 624au, Formal Foundations of Linguistic Theories I Robert Frank

Study of formal systems that play an important role in the scientific study of language. Explores a range of mathematical structures and techniques and demonstrates their application in theories of grammatical competence and performance, including set theory, graphs and discrete structures, algebras, formal language, and automata theory. A major goal of this course is bringing students to a point where they can evaluate the strengths and weaknesses of existing formal theories of linguistic knowledge, as well as profitably formalize theories of their own and construct precise and coherent definitions and rigorous proofs. No prerequisites. MW 2:30–3:45

[LING 626bu, Formal Foundations of Linguistic Theories II]

LING 627bU, Language and Computation

Design and analysis of computational models of language. Topics include finite state tools, computational morphology and phonology, grammar and parsing, lexical semantics, and the use of linguistic models in applied problems. Prerequisite: prior programming experience or permission of the instructor. TTH 4–5:15 (formerly LING 541a)

[LING 630bu, Techniques in Neurolinguistics]

LING 631bU, Neurolinguistics Maria Piñango

The study of language as a cognitive neuroscience. The interaction between linguistic theory and neurological evidence from brain damage, degenerative diseases (e.g., Alzheimer’s disease), mental illness (e.g., schizophrenia), neuroimaging, and neurophysiology. The connection of language as a neurocognitive system to other systems such as memory and music. TTH 11:35–12:50

LING 632aU, Introduction to Phonological Analysis Ryan Bennett

The structure of sound systems in particular languages. Phonemic and morphophonemic analysis, distinctive-feature theory, formulation of rules, and problems of rule interpretation. Emphasis on problem solving. Prerequisite: LING 510b or 620a. TTH 2:30–3:45 (formerly LING 532a)

LING 635bU, Phonological Theory Ryan Bennett

Topics in the architecture of a theory of sound structure. Motivations for replacing a system of ordered rules with a system of ranked constraints. Optimality theory: universals, violability, constraint types, and their interactions. Interaction of phonology and morphology, as well as relationship of phonological theory to language acquisition and learnability. Opacity, lexical phonology, and serial versions of optimality theory. Prerequisite: LING 632a or permission of the instructor. TTH 9–10:15 (formerly LING 535b)

[LING 636bU, Articulatory Phonology]

LING 641bu, Field Methods Claire Bowern

Principles of phonetics, phonology, morphology, syntax, and semantics applied to the collection and interpretation of novel linguistic data. Data are collected and analyzed by the class as a group, working directly with a speaker of a relatively undocumented language. TTH 2:30–3:45

[LING 642bU, Topics in Phonology: Probability]

[LING 647bU, The Indigenous Languages of Australia]

LING 648aU, Indo-Aryan Languages Ashwini Deo

A historical and descriptive perspective on the Indo-Aryan language family. Focus is on comparative morphosyntax and semantic phenomena with some attention to issues of classification and contact. T 9:25–11:15

[LING 651bu, Learnability and Development]

LING 653aU, Syntax I Raffaella Zanuttini

An introduction to the syntax (sentence structure) of natural language. Introduction to generative syntactic theory and key theoretical concepts. Syntactic description and argumentation. Topics include phrase structure, transformations, and the role of the lexicon. TTH 1–2:15 (formerly LING 553a)

LING 654bu, Syntax II Robert Frank

Recent developments in syntactic theory: government and binding, principles and parameters, and minimalist frameworks. In-depth examination of the basic modules of grammar (lexicon, X-bar theory, theta-theory, case theory, movement theory). Comparison and critical evaluation of specific syntactic analyses. Prerequisite: LING 653a. MW 11:35–12:50

[LING 655bu, Subjects] 

[LING 656au, Grammatical Relations]

[LING 657aU, Classic Readings in Syntax]

[LING 661aU, Current Trends in Syntax]

LING 663au, Semantics Ashwini Deo

Introduction to truth-conditional compositional semantics. Set theory, first- and higher-order logic, and the lambda calculus as they relate to the study of natural language meaning. Some attention to analyzing the meanings of tense/aspect markers, adverbs, and modals. MW 1–2:15

[LING 664bu, Semantic Theory]

[LING 665aU, Semantic Change]

[LING 671a, Philosophy of Language]

[LING 675bU, Pragmatics]

LING 680bU, Morphology Stephen Anderson

The theory of word structure within a formal grammar. Relation to other areas of grammar (syntax, phonology); basic units of word structure; types of morphology (inflection, derivation, compounding). Prerequisites: LING 632a and 653a, or permission of the instructor. TTH 1–2:15 (formerly LING 580b)

[LING 710b, Predication]

[LING 720b, Origins of Sound Structure]

[LING 721aU, Topics in Phonetics: Prosody]

LING 730bU, The Literate Brain Kenneth Pugh

This course examines the neurobiological and cognitive foundations of reading and writing. Topics covered include: (1) recent advances in our understanding of the relationship between speech perception/production and individual differences in literacy learning, (2) gene-brain-behavior pathways in typical and atypical reading development across different languages, (3) systems-level research on the distributed neurocircuitry for word reading, text comprehension, second language literacy learning, and (4) the neurobiology of acquired and developmental writing disorders. Implications of cognitive neuroscience research to what can be viewed as a national crisis in literacy outcomes are considered. Prerequisite: LING 631b. T 9:25–11:15

[LING 740aU, Topics in Phonology: Foot Structure]

LING 741b, Topics in Phonology: Prosody at the Interfaces Ryan Bennett

Topics in prosodic structure at the word level and above. Direct vs. indirect reference; how prosodic structure is computed from morphosyntactic structure; the extent to which prosodic constituents are isomorphic to syntactic constituents; whether prosody or other aspects of phonology can influence syntactic or morphological structures. Prerequisites: LING 632a and 635a or equivalents. W 9:25–11:15

LING 742a, Topics in Phonology: Underlying Representations Stephen Anderson

The concept of abstract phonological representations of the sound structure of linguistic forms, as distinct from their surface phonetic realization. Historical background and motivation for this notion; discussion of the status of underlying forms across a range of phonological theories. Prerequisite: LING 632a; LING 635a is recommended but not required. T 4–5:50

[LING 755bU, Doubling in Syntax]

[LING 760a, Compositional Syntax]

LING 761aU/PSYC 650aU, Topics in Syntax: The Mental Lexicon Maria Piñango

Definitions of lexical knowledge; views of the lexicon as a repository of information vs. a “generative” system; the case of idioms; the lexicon and the grammar-conceptual structure interface; acquisition of the lexicon. W 4–5:50 (formerly LING 660a)

LING 762aU, Imperatives and Politeness Raffaella Zanuttini

The notion of clause type, with a special focus on imperatives. Discussion of the characteristic properties of imperative clauses across languages. Focus is on an empirical question of whether imperatives can be embedded, and the theoretical issue of what determines the restrictions on embedding. Connections are made to the encoding of speech style and politeness in morphology and syntax. Prerequisites: LING 653a and 654b. TH 9:25–11:15

[LING 772b, Meaning, Concepts, and Words]

LING 777bU, Case and Voice James Wood

The syntax of case-marking systems and the interaction of case-marking with voice alternations such as active, passive, and middle. Topics may include the distinction between structural and inherent/quirky case; dependent case vs. the case filter; voice-related alternations between dative and nominative; the passive of reflexive verbs in Germanic; genitive of negation in Slavic; antipassives in ergative-absolutive languages; and split ergativity. T 2:30–4:20

LING 790bU/PHIL 630bU, Negation and Polarity Laurence Horn

Meaning and expression of negation and negative polarity. Asymmetry of negation vs. affirmation. Semantic and pragmatic factors in the meaning of negative sentences: contradictory vs. contrary opposition; metalinguistic vs. descriptive uses of negation. Crosslinguistic expression of affixal negation, negative polarity, and negative concord. The roles of configuration, scope, entailment, and implicature in the licensing of polarity items. M 1:30–3:20 (formerly LING 690a)

LING 791aU/PHIL 629a, Problems in Semantics: Quantification Benjamin George

Topics in the semantics of quantification, with a focus on the expressive power of quantification in natural language. Analysis of quantifiers such as some, every, no, many, fewer, and most. Topics include generalizations about and possible universals of quantification in natural language; implications for mathematical and philosophical properties of logics that are suitable for modeling natural language semantics; plural quantification. Prerequisite: PHIL 115 or equivalent, or a course in linguistics, or permission of the instructor. T 7–8:50

LING 810a or b, Directed Research in Linguistics

By arrangement with faculty.

LING 812a or b, Directed Research in Historical Linguistics

By arrangement with faculty.

LING 820a or b, Directed Research in Computational Linguistics

By arrangement with faculty.

LING 830a or b, Directed Research in Neurolinguistics

By arrangement with faculty.

LING 840a or b, Directed Research in Phonetics

By arrangement with faculty.

LING 841a or b, Directed Research in Phonology

By arrangement with faculty.

LING 850a or b, Directed Research in Language Description

By arrangement with faculty.

LING 860a or b, Directed Research in Syntax

By arrangement with faculty.

LING 861a or b, Directed Research in Grammar

By arrangement with faculty.

LING 880a or b, Directed Research in Morphology

By arrangement with faculty.

LING 890a or b, Directed Research in Semantics

By arrangement with faculty.

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Management

135 Prospect Street, 203.432.5957

http://phd.som.yale.edu

M.A., M.Phil., Ph.D.

Dean

Edward Snyder

Director of Graduate Studies

Subrata Sen (52 Hillhouse, Rm. 221, 203.432.6028, subrata.sen@yale.edu)

Professors Rick Antle, Nicholas Barberis, James Baron, Paul Bracken, Garry Brewer, Zhiwu Chen, Judith Chevalier, Ravi Dhar, Jonathan Feinstein, Shane Frederick, William Goetzmann, Gary Gorton, Jonathan Ingersoll, Edward Kaplan, James Levinsohn, Andrew Metrick, Barry Nalebuff, Nathan Novemsky, Sharon Oster, Benjamin Polak, Douglas Rae, K. Geert Rouwenhorst, Peter Schott, Fiona Scott-Morton, Subrata Sen, Robert Shiller, Edward Snyder, Olav Sorenson, Matthew Spiegel, K. Sudhir, Shyam Sunder, Arthur Swersey, Jacob Thomas, Victor Vroom, X. Frank Zhang

Associate Professors Keith Chen, James Choi, Jiwoong Shin, Heather Tookes, Amy Wrzesniewski, Hongjun Yan

Participating Faculty from the School of Management Constance Bagley, Victoria Brescoll, Daylian Cain, Lorenzo Caliendo, Arthur Campbell, Rodrigo Canales, Thomas Colditz, Constanca Esteves-Sorenson, Frank Fabozzi, Stanley Garstka, Jeffrey Garten, Roger Ibbotson, Lisa Kahn, Ahmed Khwaja, Sang-Hyun Kim, Marissa King, Kalin Kolev, Donald Lee, Alina Lerman, Elisa Long, B. Cade Massey, Mushfiq Mobarak, Rakesh Mohan, Alan Moreira, Justin Murfin, George Newman, Jeffrey Sonnenfeld, Kosuke Uetake, Tsahi Versano

Fields of Study

Current fields include accounting, financial economics, marketing, and organizations and management. Other applied management fields may be added in subsequent years.

Special Admissions Requirements

The GRE General Test or the GMAT Test is required by the Graduate School. Applicants whose native language is not English must take the Test of English as a Foreign Language (TOEFL).

Special Requirements for the Ph.D. Degree

Admission to candidacy will be based on the requirements of the Graduate School, which include the submission of a prospectus, duly approved by the faculty. Students must maintain a satisfactory grade record in the first year to remain in the program. Students shall, in addition, fulfill the requirements stated below. The process of admission to candidacy will include a faculty review of the student’s entire academic record once all requirements have been successfully completed, and must be concluded by the end of the third year.

Core Requirements

Two core courses are required of each student, General Economic Theory: Microeconomics, and Policy Modeling. During the first two years in the program, each student is required to complete a two-course sequence in empirical methods and a two-course sequence in one of the social sciences. Both of these sequences are usually taken during the first year. In addition, each student must prepare an original paper during his or her first summer and submit it to the faculty at the beginning of the third term in residence. Further, a second-year research paper must be submitted to the faculty by November 1 of the fifth term in residence.

In-Depth Requirement

The in-depth requirement consists of five courses selected by the student with the consent of the area faculty and the director of graduate studies (DGS). This in-depth study is designed to focus on a particular research paradigm and to prepare the student for the dissertation. In addition, a qualifying examination prepared by the area faculty must be passed. Currently offered in-depth areas are accounting, financial economics, marketing, and organizations and management.

Breadth Requirement

The breadth requirement consists of one course that is outside of the student’s depth area. The breadth course is selected by the student with the consent of the area faculty and the DGS.

Course Requirement

Each student must complete a total of fourteen courses, achieving a grade of Honors in at least two courses and a High Pass average in the other twelve courses.

Teaching

Teaching is considered to be an important part of the doctoral program in Management. The program expects students to serve as teaching fellows, beginning in the spring term of the first year and continuing through the fourth year of study.

Master’s Degrees

M.Phil. A student who is admitted to candidacy will be eligible to receive the M.Phil. upon the recommendation of the program’s faculty and the approval of the Graduate School.

M.A. (en route to the Ph.D.) A student who completes the fourteen required courses with a High Pass average and the first-year paper will be eligible for the M.A. degree upon the recommendation of the program’s faculty and the approval of the Graduate School.

Program materials are available upon request to the Director of Graduate Studies, Management, Yale University, PO Box 208200, New Haven CT 06520-8200. For information on the M.B.A. degree, please contact the admissions office at the School of Management.

Courses

MGMT 700a/MGT 910a, Seminar in Accounting Research I Rick Antle, Shyam Sunder

Study of analytical modeling techniques in accounting research that covers topics such as performance measurement for incentives, the consequences of asymmetric information in economic relationships and the role of accounting therein, information sharing within and across firms, and the pricing of related-party transactions.

MGMT 702b, Seminar in Accounting Research III Alina Lerman

Study of empirical accounting research that covers topics such as valuation, pricing of accounting information, earnings management, reporting issues, accounting regulation, analyst forecasts, and auditing.

MGMT 703a, Experimental Economics Shyam Sunder

This term-long seminar introduces participants to experimental methods in economics research and conducts a survey of experimental results. Depending on the interests of the participants, we cover topics from auctions, asset markets, game theory, monetary theory, public goods, corporate finance, market microstructure, institutional economics, and so on. Participants are expected to design and conduct their own experiment, make class presentations, and write a term paper. Enrollment limited. Prerequisite: permission of the instructor.

MGMT 730, Organizations and Management Workshop Olav Sorenson

A series of presentations of their latest research by top organizations and Management scholars from the United States and abroad.

MGMT 731, Organizations and the Environment Marissa King

This course, offered every other year, reviews economic, psychological, and sociological perspectives of how organizations interact with one another. Sessions are generally organized around phenomena and jointly taught by two instructors from different perspectives.

MGMT 733, Theory Construction Olav Sorenson

Researchers in organizational behavior generally build their models in words (rather than with math). This course, offered every other year, focuses on how to build an internally consistent argument, and how to critique the logic of others’ arguments.

MGMT 740a/ECON 670a, Financial Economics I Zhiwu Chen

Current issues in theoretical financial economics are addressed through the study of current papers. Focuses on the development of the problem-solving skills essential for research in this area.

MGMT 741b/ECON 671b, Financial Economics II Jonathan Ingersoll

Continuation of MGMT 740a/ECON 670a.

MGMT 742a, Corporate Finance and Market Microstructure Matthew Spiegel

The course covers recent journal articles in the area of corporate finance, market microstructure, and asset pricing. Topics from corporate finance include optimal debt levels, bankruptcy, security design, initial public offerings, and mergers and acquisitions. The half of the course on market microstructure and asset pricing covers inventory models, trading with asymmetric information in the presence of strategic and competitive traders, the social welfare impact of informed trading, bid-ask spreads, and issues relating to delegated portfolio management.

MGMT 745a/ECON 672a, Financial Behavior Nicholas Barberis

Much of modern financial economics works with models in which agents are rational, in that they maximize expected utility and use Bayes’s law to update their beliefs. Behavioral finance is a large and active field that studies models in which some agents are less than fully rational. Such models have two building blocks: limits to arbitrage, which make it difficult for rational traders to undo the dislocations caused by less rational traders; and psychology, which catalogues the kinds of deviations from full rationality we might expect to see. We discuss these two topics and then consider a number of applications: asset pricing (the aggregate stock market and the cross-section of average returns); individual trading behavior; and corporate finance (security issuance, corporate investment, and mergers).

MGMT 746b/ECON 674b, Financial Crises Gary Gorton, Andrew Metrick

An elective doctoral course covering theoretical and empirical research on financial crises. The first half of the course focuses on general models of financial crises and historical episodes from the nineteenth and twentieth centuries. The second half of the course focuses on the recent financial crisis. Prerequisites: MGMT 740a and 741b and permission of the instructor.

MGMT 750b, Seminar in Marketing II Jiwoong Shin

Current issues in marketing related to product planning, pricing, advertising, promotion, sales force management, channels of distribution, and marketing strategy are addressed through the study of state-of-the-art papers.

MGMT 752a and b, Marketing Workshop Kosuke Uetake

A series of presentations of their latest research by top marketing scholars from the United States and abroad.

MGMT 753a/PSYC 553a, Behavioral Decision Making I: Choice Nathan Novemsky, Ravi Dhar

The seminar examines research on the psychology of decision making, focusing on choice. Although the normative issue of how choice should be made is relevant, the descriptive issue of how choices are made is the main focus of the course. Topics of discussion include choice framing and mental accounting, prospect theory and loss aversion, context effects, task effects, goal-directed choice, preference reversals, intertemporal choice, and behavioral economics, among others. The goal of the seminar is threefold: to foster a critical appreciation of existing research in behavioral decision theory as applied to consumer choice, to develop the students’ skills in identifying and testing interesting research ideas, and to explore research opportunities for adding to that knowledge. Students generally enroll from a variety of disciplines including cognitive and social psychology, behavioral economics, finance, marketing, political science, medicine, and public health.

MGMT 758b, Foundations of Behavioral Economics Shane Frederick

The course explores foundational topics in behavioral economics and discusses the dominant prescriptive models (which propose what decision makers should do) and descriptive models (which aim to describe what decision makers actually do). The course incorporates perspectives from economics, psychology, philosophy, decision theory, and finance, and engages long-standing debates about rational choice.

MGMT 780a and b, Ph.D. Student Research Workshop Subrata Sen

MGMT 781a and b, Accounting/Finance Workshop

MGMT 782-01a and b, Accounting Doctoral Student Pre-Workshop Seminar  Tsahi Versano

MGMT 782-02a and b, Financial Economics Doctoral Student Pre-Workshop Seminar

MGMT 782-03a and b, Marketing Doctoral Student Pre-Workshop Seminar  Kosuke Uetake

MGMT 791a or b, Independent Reading and Research

By arrangement with individual faculty.

MGMT 792a or b, Predissertation Research

By arrangement with individual faculty.

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Mathematics

10 Hillhouse Avenue, 203.432.4172

www.math.yale.edu

M.S., M.Phil., Ph.D.

Chair

To be announced

Director of Graduate Studies

Alexander Goncharov

Professors Donald Brown (Economics), Andrew Casson, Ronald Coifman, Michael Frame (Adjunct), Igor Frenkel, Howard Garland, Alexander Goncharov, Roger Howe, Peter Jones, Gil Kalai (Adjunct), Ravindran Kannan (Computer Science), Mikhail Kapranov, Alexander Lubotzky (Adjunct), Gregory Margulis, Yair Minsky, Vincent Moncrief (Physics), David Pollard (Statistics), Vladimir Rokhlin (Computer Science), Van Vu, Gregg Zuckerman

Assistant Professors Amanda Folsom, Alex Kontorovich (on leave), Sam Payne

Gibbs Assistant Professors Dustin Cartwright, Swarnendu Datta, Yen Quang Do, Steven Frankel, Daniel Fresen, Asaf Hadari, Jiuzu Hong, Nathan Kaplan, Zhiren Wang, Peng Zhao

Fields of Study

Fields include real analysis, complex analysis, functional analysis, classical and modern harmonic analysis; linear and nonlinear partial differential equations; dynamical systems and ergodic theory; geometric analysis; kleinian groups, low dimensional topology and geometry; differential geometry; finite and infinite groups; geometric group theory; finite and infinite dimensional Lie algebras, Lie groups, and discrete subgroups; representation theory; automorphic forms, L-functions; algebraic number theory and algebraic geometry; derived algebraic geometry, motives; mathematical physics, relativity; numerical analysis; combinatorics and discrete mathematics.

Special Requirements for the Ph.D. Degree

All students are required to: (1) complete eight term courses at the graduate level, at least two with Honors grades; (2) demonstrate a reading knowledge of two of the following languages: French, German, or Russian; (3) pass qualifying examinations on their general mathematical knowledge; (4) submit a dissertation prospectus; (5) participate in the instruction of undergraduates; (6) be in residence for at least three years; and (7) complete a dissertation that clearly advances understanding of the subject it considers. The normal time for completion of the Ph.D. program is five years. Requirement (1) normally includes basic courses in algebra, analysis, and topology; these should be taken during the first year. The first language examination must be completed by the beginning of the third year of study, the second no later than the end of that year. A sequence of three qualifying examinations (algebra and number theory, real and complex analysis, topology) is offered each term, at intervals of about one month. All qualifying examinations must be taken by the end of the third term. The thesis is expected to be independent work, done under the guidance of an adviser. This adviser should be contacted not long after the student passes the qualifying examinations. A student is admitted to candidacy after completing requirements (1)–(6) and obtaining an adviser.

In addition to all other requirements, students must successfully complete MATH 991a, Ethical Conduct of Research, prior to the end of their first year of study. This requirement must be met prior to registering for a second year of study.

Honors Requirement

Students must meet the Graduate School’s Honors requirement by the end of the fourth term of full-time study.

Teaching

Teaching is regarded as an integral part of the graduate training process in Mathematics. We provide our graduate students the essential skills and experience without impeding their progress toward the Ph.D. degree. During the first two years, teaching duties are kept light, i.e., calculus or problem-solving tutors, and grading assignment in one term of each year. In the second year, graduate students attend a seminar devoted to issues of teaching that provides an opportunity to practice teaching. In the third, fourth, and fifth years of study, graduate students are responsible for teaching a section of calculus or the equivalent during one term of each year. The completion of five terms of teaching is a necessary requirement en route to the completion of the Ph.D. degree in mathematics.

Master’s Degrees

M.Phil. In addition to the Graduate School’s Degree Requirements (see under Pol